Madeline Hunter? That was so 30 years ago!
Marilyn Burns? That was so 15 years ago!
Robert Marzano? Again, so 15 years ago!
Whole group or small group; whole language or basal readers; heterogeneous classes or homogenous classes; Venn diagrams or bubble maps; retention or placement; ability tests, basic skills tests or achievement tests; A/B/C/D/F, O/S/N or MS/LS/AC on report cards? That is so my entire career!!
Is it any wonder that teachers are confused about how to teach? We had it right and then we didn't have it right and now....
2013-2014 FDES blog
Join us for a discussion of the book, Focus.
Wednesday, November 20, 2013
Wednesday, October 16, 2013
Setting Gaurantees and Focusing on Them
-What We Teach
I have been a long time proponent of establishing academic guarantees in every grade level and using those guarantees as the basis of common formative assessments and interventions.... a long term, back-to-basics, common instructional goal. When I first started using CFA's, RTI and attending PLC meetings (years ago in another school and system) we meet as a grade level and established one essential and critical math and reading guarantee for every student in the grade. For example in September we established that every first grader should know the first 100 Dolch sight words by December; we then pretested and came up with an instructional plan based on the results. The lowest students went to Title I and RTI. We made flashcards (using labels and index cards) for the bottom and middle groups; the bottom group was pulled out student by student by the teaching assistant for 5 minutes everyday to review the flashcards. We also made basic sight word books and sentences for the bottom and middle groups. Those books were sent home, reviewed during RTI and Title I and used as independent readers both with the instructional assistant and parent volunteers. We re-tested the students every 3-4 weeks to monitor progress and realign groups. A simple check list was sent home to parents to let them know what words had been mastered and what did needed to be practiced. At the end of our goal period we gave a final assessment and if I remember correctly the pass rate was about 90%. Imagine if almost every first grader knew the first one hundred Dolch words by Christmas!!
I have been a long time proponent of establishing academic guarantees in every grade level and using those guarantees as the basis of common formative assessments and interventions.... a long term, back-to-basics, common instructional goal. When I first started using CFA's, RTI and attending PLC meetings (years ago in another school and system) we meet as a grade level and established one essential and critical math and reading guarantee for every student in the grade. For example in September we established that every first grader should know the first 100 Dolch sight words by December; we then pretested and came up with an instructional plan based on the results. The lowest students went to Title I and RTI. We made flashcards (using labels and index cards) for the bottom and middle groups; the bottom group was pulled out student by student by the teaching assistant for 5 minutes everyday to review the flashcards. We also made basic sight word books and sentences for the bottom and middle groups. Those books were sent home, reviewed during RTI and Title I and used as independent readers both with the instructional assistant and parent volunteers. We re-tested the students every 3-4 weeks to monitor progress and realign groups. A simple check list was sent home to parents to let them know what words had been mastered and what did needed to be practiced. At the end of our goal period we gave a final assessment and if I remember correctly the pass rate was about 90%. Imagine if almost every first grader knew the first one hundred Dolch words by Christmas!!
Wednesday, September 18, 2013
Back to Basics?
I like the idea of going back to the basics....reading, writing and arithmetic, but then where does ancient Mali fit in? Does China have a place in an elementary school when students are reading below grade level? Should students memorize words like Appalachian Plateau when they have not yet memorized all of the basic sight words? I think we know answers to these questions, but the VA DOE isn't asking us, they are telling us, so are these really questions at all?
Friday, August 9, 2013
Focus
By simplifying curriculum framework, students will be more confident, engaged, and eager to complete assignments because the objective is clear and manageable. If common curriculum, sound lessons, and authentic literacy is the common goal,we can celebrate successes as a team and our SOL score will increase naturally. My goal is to to be more like a hedgehog. "With their simple, singular focus, they succeed because they commit entirely and exclusively to what is essential and ignore the rest" (Collins, 2001a, p.91). I will strive to focus on "simple tasks" to promote speaking, writing, and listening.
OK... So I love the message of this book: simple basics/cut the excesses/get positive results, but I am struggling with exactly how this can play out in the "real world" where we teach. How can we teach only the most important SOLs when they all might be on the tests in May? How can we stop doing the projects and extra things that many parents see as the challenge they seek for their kids? How can we spend more time on simple good lesson planning when we have so many other things pulling on us and being expected of us from so many sources? Are we really free to "just say no," or will that not realistically be an option? I do believe there might be strength in numbers... that if we as a team or as a school ALL adopt this philosophy we might stand a better chance of making it happen. I hope we can and do because as I said I love the message of this book!!!
Wednesday, August 7, 2013
I found Schmoker's book very eye-opening. I love the simplicity concept and hope to make that my number one goal for this year. This may be stretching the idea a bit, but I spend so much time after school doing all the "things" I think I'm supposed to be doing, I look at the clock and realize it is late in the afternoon and I haven't even started planning for the next day yet! I want my new focus and time spent to be on planning good "sound" lessons and "ignore the rest." I hope my colleagues will help support me on this. Sometimes I feel like the fox in Jim Collins' example and wish to be more like the hedgehog!
Sunday, July 21, 2013
Simplicity, Clarity, and Priority
Simplicity, Clarity, and Priority
Chapter 1 begins to lay the foundation of the book Focus
to help schools create a climate and culture conducive to implementing changes
that will result in increased student achievement. Simplicity is the answer for any organization
wanting to make improvements according to Schmoker. The chapter addresses many of the reasons
schools today fail to make significant student achievement gains in the public
schools. Basically, schools are trying
to do too much and much too quickly.
Schmoker talks about “first things first”. All schools, according to Schmoker, should
focus on three elements with “simplicity and diligence” until they are
implemented and understood by everyone in every subject area. The first thing that schools must focus on is
“what we teach”. Curriculum should be
clearly defined, coherent, and topics and concepts that are actually
taught. The second area that schools
need to pay attention to is “how we teach’.
This is simply teaching with sound pedagogy that teachers have known for
centuries. Incorporating some of these
basic aspects of good teaching will increase student learning. The last aspect that schools must address
before doing any other initiatives is “authentic literacy”. Authentic literacy must be incorporated into
every subject area. According to
Schmoker, “authentic literacy is the spine that holds everything
together”. We must have our students engaged
in meaningful reading, writing, listening, speaking, and viewing
activities.
Simplicity is the key to any school wanting to make
significant changes. Schmoker parallels
it to a football team who does not have the basic skills of blocking and tackling
but the coach decides to implement a new offensive system that is very
complex. In reality what the players
need are an understanding of the basic skills necessary to play the game. Our schools are trying to do the same without
some fundamental understandings and skills of basic teaching and learning.
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