Practice Makes Perfect

Over the past few years, I have been talking to teachers about the importance of extra practice.  Teachers days are so packed that they barely have the time to teach let alone build in practice time.  My professional reading has included the Outliers and The Talent Code.  Both books highlight the importance of extended and concentrated practice.  Each book focuses on how modern day experts (Bill Gates) achieved his level of expertise.  The Talent Code, does not just stop with the great leaders of our time.  It directly focuses on the young child who is highly engaged and just keeps practicing until they become virtuosos.  The need for extra practice does not result from a collection of studies.  No, this need is brain based.  How our brain "wiring" is developed determines our skill level.  The only way we can develop the skill is through repeated and deep practice.

So, its time to figure out how to chunk the many instructional responsibilities that we have in school and return to building in extra practice.  Most adults over the age of forty remember the endless extra practice sessions with the multiplication tables.  My teachers would clap out a rhythm while repeating the twos, the threes, etc.  This practice worked!

Checkout Daniel Coyle's (author of the Talent Code) site:  http://thetalentcode.com/
I know, readers are saying there just is not another minute in their day and the students do homework.  Sadly, to say, most homework is not designed as extra practice.  It is focused on having students finish one or more assignments.  Extra practice means deep engagement with the content, the skill.  It does not merely include finishing an assignment.  This deep practice is food for the brain.  It strengthens our "skill" wiring.  Deep practice is essential.

I believe that we can do more practicing in the classroom.  We can "chunk" the information that needs to be learned and present it to students at the beginning of instructional units as vocabulary that must be learned, concepts, skills.  Put the chunks in a graphic organizer (Kansas Learning features some great templates). Schedule in five to six five minute practice sessions each day for specific skill development. Finally, strategically plan homework for practice and not just homework completion.

One extra note, students have to be excited about learning and not just merely go through the routine.  Sparking this excitement is our craft.  We can do it!

Checkout Daniel Coyle's website (author of The Talent Code) http://thetalentcode.com/
Read, The Outlers, Malcolm Gladwell

Forgotten Elements

As we need to maximize our instructional time, we need to look within our instructional lessons and design them for greater efficiency.  This efficiency can be captured through our attention to teaching the objective, building in frequent opportunities for checking for understanding and strategic monitoring as students are working.

Teaching the Objective:  Post the objective.  Have students read the objective chorally, and underline the key words and review the vocabulary in the objective to make sure students understand what they will be learning.  Refrain from writing the state standard as they often are too general.

Checking for Understanding:  There are numerous approaches that are used in classrooms.  A simple thumbs up and thumbs down.  Responding chorally or responding through hold up white boards or electronically all provide the feedback teachers need to judge the level of understanding with students.

Strategic Monitoring:  Anita Archer, International Consultant, is a real pro with strategic monitoring.  She explains her approach simply through:  Walk around, Look around, Talk around.  Refer to the checklist below.

Is It Possible to Teach Background Information?

School age children coming from low income homes or from homes of different cultures have difficulties in school because their background knowledge is different from the knowledge that is required in mainstream American schools.  We know that students coming from impoverished homes enter school with thousands of fewer words than students from higher socio-economic levels.  I am always mindful of those educators who say believe that students do not have background knowledge.  They do have knowledge.  It is just different than what is expected in school.  

Developing background knowledge is time well spent.  Students will increase their engagement and and success.

So, how can we promote background knowledge?  Here are some strategies:

1.  Teachers:  Know your material!  Teachers should read through material that is presented in any way and anticipate knowledge that will need to be developed.  I refer to direct and indirect knowledge.  Direct knowledge refers to specific references from the concepts being taught.  A simple example would be that apples, oranges, and pears are fruit.  If we are teaching the food groups, students would increase their understanding through the actual instruction.  An example of indirect knowledge is the ability to recognize an apple, orange or pear.  Indirect knowledge refers to information that we would expect students to know.  We expect students to be able to identify basic fruits.  But, if students don't have those fruits in their country, then we need to back up and make sure students understand the fruit we are discussing.  So, we bring in pictures and allow students to taste samples.  We might also bring in some fruits that are native to other countries besides the United States as well.  

2.  A picture is worth a thousand words:  At the start of each unit, I like to do a needs assessment.  I may ask a thought provoking question such as, Why could the North have been predicted to win the Civil War?  The students would then, do a picture walk through many pictures and with their partner list key information that they observed from the pictures. Then, they would try to formulate an answer to the question.  A less complex strategy asks the students what they learned from looking through the pictures and the questions they have.  

3.  Keep a running list posted of what students learn each day.  The list is started with the above activity.  At the end of class each day, the teacher would ask the students to share anything new they learned that day.  

4.  What are the Conclusions?  At the end of each week, the teacher takes the running list.  She can do either of 2 things.  She can ask the students to group and categorize the items from the list.  Or, she can have them already grouped.  The students then would apply a category label.  Then, with their categories, they would draw some conclusions.  Example:  Well, we know that the North had a more industry than the South.  We also know that there was a large growth in the use of machines.  This would have given the North an advantage over the South.  

5.  Talk and Talk:  One way students develop background knowledge is by talking to other people.  Students who are second language learners or from lower socio-economic backgrounds can benefit from talking to others.  Talk and Talk is a strategy that allows students to engage in very brief conversations around a central concept.  The question is posted on Monday.  Each day, the students meet in different pairs to gather input from their peers.  On Friday, they would work with a partner to draw conclusions and to apply what they have learned.  While students are reporting out each day, the teacher uses paraphrasing to frontload key vocabulary within the context of the student's report.  She also asks clarifying questions to help build understanding.  

6.  Word Walks:  Word Walks help students think about important words in a piece of text and how those words contribute to the meaning of the text.  Given a piece of information based text, on the Civil War, for example, the students "walk" through the text circling important words.  The words are then connected with a line.  The students then draw a conclusion or share what they have learned as it applies to a central question.  When doing a Word Walk, students need to be taught how to identify important meaningful words before they attempt this activity.  

7. Act It Out:  The most powerful lesson that I have observed was in a middle school classroom studying American History.  The teacher was trying to have the students understand the meaning of slavery.  He did a read a loud from Roots and the conditions on the slave ship.  Then, he had a group of students lay under two tables.  He had another group of students lay on top of the tables.  He took a large rope and wrapped it around each student's ankle symbolizing the chain.  Then, he encouraged all of the students to begin asking questions or making comments.  Soon the students began to get the idea of the dehumanization that occurs in slavery.  

Pleasantly Surprised!: Testing for Learning

It's almost time to return to the classroom.  Each teacher is armed with renewed energy and resolved to teaching for higher rates of learning.  Designing an assessment sequence that both teaches and assesses learning is really important.  After a number of years of working with at-risk students, I found this technique to be extremely effective.  Students were able to genuinely earn high marks and demonstrate their learning.  I have used this testing for learning process with fourth through ninth grade students.  

Here is the situation:  the unit is taught and is almost complete.  It is time to review for the test.  I planned a two-stage review.  The first stage included a study guide which mirrored the content of the test.  The guide was written using various assessment options (multiple choice, true false, short answer, short essay) giving students practice with different testing options and giving me an opportunity to routinely review how to manage these questions.  Completion of the study guide was worth half of the points of the test.  Stage Two included a Quiz Bowl.  Those students who completed the study guide (100% of the students completed it regularly)  were able to participate in a Quiz Bowl.  Items from the study guide were cut up and put into a bowl.  The class divided into teams of 5-6 students.  Students took turns answering questions.  A question was selected out of the bowl.  If the question was answered correctly on the first try, the team received 10 points.  If the student was unable to answer the question, he could caucus with his team.  A correct answer received 5 pts.  If the question could not be answered, then the question was passed to the next team. If it was answered, then the team received 15 pts.  If it was not answered, the answer was provided by the teacher and the question returned to the bowl.  Play proceeds until all questions are answered or until the time runs out.  The test is taken on the day following the Quiz Bowl.  I have found that my most resistant students responded positively to this multiple stage review process.  

Those who question this process tell me that they don't have the time in their curriculum for a two day review and test process.  It is true that this process does take time.  But, it is also true that teachers can expect almost 100% of their students to succeed.  I believe in structuring our classrooms for success.  This process allows success to happen!  Plus, teachers will feel like their effort is worthwhile.  Testing for Learning is a win-win situation for all!  

Creating an Unmistakable Impact

Dr. Jim Knight's latest book, Unmistakable Impact: A Partnership Approach for Dramatically Improving Instruction is on my best book list for the summer.  Dr. Knight focuses upon school as a system and how to develop a school that will have an "unmistakable" impact on the learning of both adults and students.  This well designed book is structured to create a lasting impression with the reader.  The message is loud and clear in every chapter:  we need to create caring partnerships in school uniting staff and students with the goal of dramatic improvement. Dr. Knight defines what a partnership looks like and includes.  Then, he applies that definition to those who make are responsible for improvement efforts in schools:  teachers, principals, and instructional coaches.  He provides in-depth explanations with real examples of how to design and connect professional development workshops with the mission of the school and those charged with carrying out that mission.  The book is rich with wonderful resources to read in further depth.  Throughout the book, Dr. Knight emphasizes a goal of 90% engagement for all!  Unmistakable Impact had a huge impact on me as I am sure will have on you too!

Active Monitoring

Dr. Anita Archer is a pro with active monitoring.  She makes sure that every student is engaged at all times.  How does she do it?  Besides teaching very systematically and checking for understanding frequently, she takes learning walks among her students as they are working.  Now, these walks aren't passive strolls past students.  Dr. Archer stops, listens, questions, and takes notes.  When she resumes instruction, she begins by reviewing what she has learned from her walk.  Using a document projector, acknowledges the contribution of students by writing their name and listing what she observed.  Exampe:  "I found it very interesting when Beth said that Charlotte was always looking out for Wilber.  Why do you think Beth made that comment?"

Check-out Anita's website on Explicit Instruction.  She has video clips demonstrating this technique and more!  http://explicitinstruction.org/

High Powered Engaged Learning!

Talk about engaged learning in the classroom!  Wow!  Dr. Biffel has combined brain based learning techniques (multi-sensory input and output, short and quick pace, repetition, peer assisted learning) with a systematic way of integrating those techniques into instruction.  This video clip demonstrates that this technique works with college students.  There are many other samples of all levels of school age students on YouTube. Search engaged learning, brain based learning, classroom management

The Importance of Sequence

Students turn-in their assignments.  Again, you find that the content and quality are not what you expected.  You did everything you could do to explain the assignment.  You provided a model, you helped students get started, and you answered questions.  But, yet, students returned many variations of the assignment.  What went wrong?

As teachers, we can increase the quality of the work students submit by making sure our directions are as clearly presented as possible.  Sequence plays an important role.  The next time you give an assignment present the directions written in sequence (1, 2, 3) order.  Then demonstrate each step in the sequence as you would expect the students to follow.  For some students who need more structure, the sequence becomes a To Do List that can be checked off when completed.  This simple task will increase the quality of the assignment. 

Sequence is important in so many ways.  We can divide most learning into procedural learning.  Procedural learning divides the content into sequenced steps students complete.  The steps can simply lead to the end of the task.  Or, they can scaffold and increase in difficulty as the student proceeds through them.  An example of a procedure where the task steps scaffolds is in writing.  As a student writes and rewrites, the complexity of the sentences increase in sophistication and interest.  This process can be written as a procedural task.  Anita Archer in her writing program, Rewards Writing, demonstrates a sequenced approach to scaffolding writing (Archer, A., Gleason M., and Isaacson, S. (2008).  Longmont, CO:  Sopris West. 

The sequence strategy invites differentiation.  All students receive a written set of sequenced steps.  For those students who require additional support, pictures or samples can be added to each step.  As noted above, the steps can become a personal To Do List.  The sequence can be modified to better enhance the needs of individual  students. 

Sequencing enhances understanding.  When we teach student how to use sequencing as a strategy when they are reading, for example, they remove the main details and place them in a sequence.  This step enhances understanding.  We have discussed how sequencing can be used for clarifying directions, writing better organized and more interesting paragraphs, and for helping students maintain organization and attention.  As teachers, we can use the strategy in our own teaching but we should also support students as they move toward indepence for selecting their own opportunities to use sequencing. 

Whatever sequence is used it is important that the teacher refer to it often.  "Let's take a look at this assignment, what do we do first."  "Can you show me how you do step two?"  Sequence in the classroom is as easy as counting one, two, three! It is an important and easy to implement tool  Anything that can  be written as a paragraph can be divided into a sequence. 

N.Y./Region: Becoming Han Solo - nytimes.com/video

Everyone Involved: Sparking Conversation in the Classroom

Conversation in the classroom is important because it helps students to expand, clarify, and apply their growing knowledge base.  How do teachers engage all students through this guided conversation?  One way is to move from general to specific.  Begin the conversation with a general comment.  "Tell me something about...."  By starting general, students have a wider range for participation.  They also can activate their thinking and have the chance to call up stored information.  Students who do not typically participate in conversation have more opportunities to get involved. 

Here's a brief conversation that moves students from general to specific. 

Teacher:  We have been learning about the most important document in our country, the US Consititution.  What can you tell me about this document?
Student:  It was written a long time ago.
Teacher:  Yes, that's correct.  What else can you tell me about the Constitution?
Student 2:  It is sort of the "rule book" for the United States.  It tells us what the national government can do and what the states can do?
Teacher:  That's a very interesting thought?  What "rules" can you think of?" (Beginning to move the disucssion to more specific information).
Student 3:  How about the rules for the 3 branches of government? 
Teacher:  I am glad you brought those up because we are going to be spending the next few days on learning how the 3 branches of government work together.  We are actually going to form those 3 branches in the classroom.  Who remembers what those 3 branches are? 
The conversation continues with the teacher guiding students deeper into the foundation of the US democracy. 

How do we differentiate instruction through conversation?  Let's think about our students who have already breezed past the beginning concepts of the US Constitution and are already thinking about its application.  While guiding the conversation, the teacher may want to bring up such questions as, "If the Constitution were written today how would the use of technology shaped the development of the Constitution?"  Or, we have some countries in the world today that are developing their own Constitution for the first time.  How could our Constitution be an example for them?  So, we can exapand our questions to include students who are ready to apply their knowledge.  As we move in this direction, we can promote additional participation, by asking students to discuss the question with a partner first. 

How can we promote conversation with students who are hesitant or who have a limited understanding?  Jumpstarting that conversation with partners is always helpful.  Pictures and other visual images are very helpful to sparking ideas for discussion.  Take the time to review some new vocabulary that may have been used the day before.  Or, for individual students, have a private conversation with them as they enter the room.  Let them know the class will be discussing the branches of government and you are counting on the student to share that the Executive Branch includes the President of the United States. 

Classroom discussion is an important way to enhance the thinking and learning of all students.   Skillful teachers who use this technique will increase student participation.  One thought for you, how does the use of technology enhance our ability to guide discussion and learning? 

Planning for Differentiation: Focus Student Planning

Students who are gifted.  Students whose native language is not English.  Learning through different modalities.  How can teachers accommodate all of the different learners in their classrooms?  Try focus student planning.  This very simple process will greatly enhance the engagement of all students.  The purpose of focus student planning is to increase the success of all students. 

Speaking of engagement.  First of all, we need to plan for active engagement of students as a foundation.  Students need to be busy working in groups, manipulating, speculating on how to solve a problem, researching answers and engaged in any type of action which sparks thinking. 

Plan for this active environment by selecting four to eight students who are representative of the learning continuum in your classes.  For elementary teachers, your learning continuum will mostlikely be confined to the students in your class.  Secondary teachers can think of the learning contiuum in individual classes or they can choose a selection of students from across their classes.  The student chosen should include learners who are gifted, typical students, and students who have academic challenges.  Depending upon your students, you may want to select one or two second langauge learners, a student with limited attention, or a student with behavior challenges.

Plan your unit or your lesson.  Think about the activities that you are going to do as well as other assignments.  Now, think about your focus students.  Will they be successful with your instructional plan?  If your answer is "yes".  You are all set.  Begin the instruction.  But, if you conclude that one student or more students will not be successful, then either restructure a segment of the assignement or try to identify an accommodation. 

For example, the students are reading a piece of literature.  One of the focus students you have chosen, will not be able to do the reading.  Look for ways to increase the success of this student.  Is it the reading that is the main purpose for the lesson?  Or, is the main purpose of the analysis of the text?  Look online for auido books.  Many of them are available for free and have an audio and interactive componenet.  Or, look for the book on CD at your local library.  If the reading component is not an option, then plan literature that is available in a video format. 

Right about now, you may be saying, "Okay, I have these five focus students covered.  What about the other thirty students?  The main concept of this planning process is that every class has similar learners.  If you can plan for success for a small group of students who represent the continuum of learners in your classes, you will be able to engage most of your students. 

You have reviewed your lesson and conclude that most of the students will not be successful.  It's back to the drawing board.  The lesson will need to be restructured.  I always recommend increasing active engagement, and change the instructional grouping. If the students are working in small groups, have them work with a partner.  If your plan is to do an introductory lecture, then plan to build background knowledge first by watching a video clip and having a discussion. 

A quick note:  when selecting your focus students, don't select the outliers as your focus students.  These students are exceptionally gifted or they may have moderate to severe cognitve challenges.  The students who are at opposite extremes of our learning contiuum, require accommodations or total modifications to be successful. 

Focus student planning works for increasing the success of students in your classes.  Try it.  Let me know what happens.

Word Play with Wordle: Getting the Main Idea

I just started playing with Wordle, an artistic visual organizer for a collection of words otherwise known as word clouds.  Have you tried Wordle yet?  I have seen it used as a summary tool for groups who are describing their experiences, feelings, or impressions.  Each person creates a list of adjectives.  Then, one person enters all of the lists into a Wordle page.  The results are a beautiful "word cloud".  The words that were mentioned more frequently are depicted by color and size of the word.  The words mentioned once are much smaller. 

I see a lot of applications for Wordle in the classroom.  Here's an example.  You ask your students to develop a Wordle highlighting the main ideas in the book they are currently reading.  They record Themes and concepts five times.  They record main ideas three times, supporting details two times, and minor details such as the names of characters once.  They create the Wordle.  Then, they share their creation in person with their peers and  on the class Wiki or Blog.  If the whole class is reading the same text, the students can create a class Wordle.  They would create a list of adjectives describing the book or a selection from the book.  The list would be compiled and the Wordle created. 

Wordles are a great way of capturing ideas through a very fluid thinking process.  Plus, it's fun!  Check them out at wordle.net.  What are your experiences with Wordle?  Do you have other tools that are as equally engaging?  Do  you need more information about Wordle in the classroom?  Check out this link:  http://blog.simplek12.com/education/video-how-to-use-wordle-in-the-classroom/?utm_source=feedblitz&utm_medium=FeedBlitzEmail&utm_content=648760&utm_campaign=0

To Do Lists: Simple Tasks Powerful Tools

In our busy lives, it is hard to remember all that we have to do.  A simple memory tool is the To Do List.  We jot them down on small slips of paper.  We tap our phones and create a memo.  Our calendars follow us where ever we go.  This very simple task helps us all accomplish a great deal during each day.

Students see their parents maintaining their calendars and creating their To Do Lists.  Many schools begin to teach this important organizational skill by asking students to maintain homework notebooks.  The To Do List is an important tool for helping students maintain attention.  It can be used in different ways to assist whole classes in maintaining the instructional focus.  It can be used with individual students who need more specific organizers to complete their assignments.

On a daily basis the teacher simply lists the tasks for the class.  As they are completed, they are crossed off.  Students with limited attention are able to persevere through a task when they know it will end soon.  Teachers can increase the effectiveness of this tool by adding a check-in time.  The students are given a specific time to work.  When that time is completed, the teacher checks-in with the students to see if additional time is needed. 

Students who require more structure and more specific direction can maintain a personal To Do List at their seat.  This list can be further modified by the teacher based upon the needs of the student.  Perhaps the student needs a single assignment broken down into smaller steps.  Instead of having a list detailing the morning schedule, the more individualized list would sequence the steps to completing one assignment.  The student would cross out the items on the list as they are completed. 

For example, the item on the class list is to begin persuasive essays.  An individual list may have these steps.  One, choose one topic from the list of four.  Two, make a list of what you know about the topic.  Three, make a list of the pros and the cons about the topic.  Four, choose a position (pro or con).  Five, begin writing the first paragraph that states your position. 

The To Do List is a powerful instructional tool because it is one that is used with adults.  The List helps to maintain attention, increase organization, and increase assignment completion.  It can be designed as a whole class organizer, a group organizer and an individual accommodation.  For teachers, the To Do List does not take a lot of time.  But, it does take a conscious effort to build the routine.  This simple tool will be a help to teachers and students alike!

What tools do you have that enhance organization and participation in the classroom? 

The Eighty Percent Rule

Teachers can expect and get high quality work from all students if they teach systematically, break learning down into understandable steps, and establish high standards with multiple ways for meeting those standards.  One way to obtain that is to establish a routine and a rule.  I have found the Eighty Percent Rule to be very effective.  Simply, say that work on key assignments or on all assignments will only be accepted at a minimum of eighty percent.  Students are given up to three opportunities to increase the quality of their work to that level.  This is an effective rule for those students who rush through their assignments just to finish and for those students who just need more time to practice and update. 

Yes, the Eighty Percent Rule does take additional time.  But it also gives more students an opportunity to achieve at a higher standard.  Once the students realize that poor quality work will not be accepted, they will increase the quality of their work. 

What rules, routines or tips do you have for expecting and getting high quality work from students?

Just Behave: Linking Learning and Behavior

"Why can't the kids just behave?  My job would be so much easier if I didn't have to deal with behavior all of the time."  Does this sound like something you would like to say or do say? 

In my work with educators, I hear this comment all of the time.  There is a simple lesson here that we all need to learn.  Interested kids do behave.  So, the key is how to interest and engage students in school?  Here are some steps linking beavior and learning.  None of these are new.  None of these take the knowledge of a rocket scientist.

1.  Get to know your students.  I mean really get to know your students beyond what you teach.  What do they like to do?  Who are their friends?  What is their favorite food?  Any information that will help you understand your students.
2.  Take a ride or a walk through their neighborhoods.  One of the best experiences I had as a new teacher was taking a drive through the small rural and poor district where I secured my first teaching job.  This was an eyeopener!
3.  Plan your lessons!  The best teachers have great plans.  As we grow in experience, some of us get relaxed in our planning.  Develop your plans electronically.  This way you can store and revise them.
4.  Smile!.  Did you know that students score higher on high stakes tests when the teachers smile when they talk about the assessments, do practice assessments or review the directions to the assessments?  Smiling makes everyone feel better, students included. 
5.  Acknowledge the small things frequently.  Celebrate the big things.  A sincere recognition of effort by a teacher will inspire a student to keep trying.  The secret with acknowledgement is students need to feel like they have truly accomplished something.  Sometimes we hand out recognition in a wholesale manner too frequently.  Kids find that type of recognition to be artificial.
6.  Engage.  Plan all lessons for engagement.  A simple rule that I learned is the person who manipulates the materials the most and talks the most about the topic, learns the most.   Give students interesting questions to answer and guide them through the process of answering the questions. 
7.  Plan instruction systematically.  Think about how students are learning and plan the next steps to take them to the next level of learning.  Don't assume that they have learned. 
8.  If inappropriate behavior is a barrier in your classroom, then teach the appropriate behavior before, during and after instruction.  Model, what should be heard and seen.  Ask students to define appropriate behaviors for a specific situation.  Do quick practices with the students in an engaging manner. 
9.  Be organized!  Students do not naturally know how to organize their various tasks.  provide that guidance.  Use checklists, provide models.  If you expect work to be done in a certain manner, involve students with reviewing different work samples. They can identify positive and negative indicators in each sample. 
10.  School for many students is the most stable part of their lives.  Teachers must provide an environment that is welcoming, predictible, consistant, and immdediate.