From Dave:

 

Ch 3

Schmoker highlights  the growing public knowledge that teachers are the number one thing driving student success.  He stresses the importance that we not over- complicate the elements of effective teaching.  1. Clear learning objectives .  I think we do a good job of posting these in our classrooms.  I wonder if we can reference it more and make sure our students are aware so it isn’t just something we do because we have to, but it becomes an important teaching tool .  2. Teacher modeling and demonstrating. This hits our  “I Do’s” in gradual release. On our Wednesday in-services this would be the part I would struggle with the most when I’d present using the gradual release, but with repeated practice it gets easier. I’d probably categorize it like our newer teachers would.    3. Guided Practice 4. Checks for understanding and formative assessment.  I think we have good buy in overall as it relates to the gradual release, but strengthening the components of the gradual release and monitoring where we are weak and strong in the process will be keys this coming year.  Schmoker stresses the importance of repeating the cycle of guided practice and formative assessment  multiple times throughout the lesson.  Our new hires probably need this stressed to them  more.  I think they see the gradual release as more of a check list, blinders on, marching straight through. On the other hand,  I recall a lesson late in the year I observed Stroupe teaching, where he was  deftly using  formative assessments to determine what the students had learned, and backing up in the gradual release to reteach.  It is what we want our new hires working towards.  Schmoker references Marzano, Burns,  and Fischer and Frey to hammer home the specific parts of effective lessons as listed above.   

 

The chapter also discusses the five minute limit when delivering lessons.  Schmoker reminds us that when we talk over 5 minutes without allowing for processing and interaction, we lose kids.  By allowing them to review notes, summarize learning, pairing up and contrasting notes or connections, we become more effective as teachers.  It’s a simple limit, but often we disregard it.  The rest of the chapter discusses multiple ways of formatively assessing, the importance of establishing a purpose for reading, and establishing connection to prior learning as we introduce new lessons.  Moving forward, I think the chapter is a reminder to me that we have many young teachers, and we can’t assume that because the leadership team has a strong understanding of lesson design, that others do as well.  The urgent need for working on other initiatives is and will be there, but focusing on our lesson design remains a top priority.   

From Casey:

Focus. Chapter 2

What we teach.... A guaranteed and viable curriculum for all students. Curriculum may be the single largest factor within a school that determines how many students learn within a school. The author emphasizes that it is our job to ensure that ALL students are equally ready to pursue a college degree if they so choose. We must provide all students with authentic literacy opportunities, ideally beginning in preschool. We must develop students content knowledge while providing them with multiple opportunities to develop critical thinking skills. In addition it is very important to foster verbal competence, which is often overlooked. We need to agree on basic standards given to all students and we need to deliver said standards with fidelity and purpose. Casey

Chapter 4: English Language Arts Made Simple

Ok - I know chapters 2 and 3 are not posted yet - but I wanted to get my chapter posted on time so we don't get too behind schedule.  This was a very big chapter with a lot of great thoughts  - but I'm going to really try and narrow it down. :)

Schmoker reminds us in this chapter that students need to "...spend hundreds of hours actually reading, writing and speaking for intellectual purposes" (pg 94). Students should be exposed to literature and nonfiction text.  I think incorporating nonfiction text is not only an important reminder for reading teachers - but for social studies, math and science as well.  I thought the section of the chapter that discusses bringing in a weekly article could easily fit in to any content area's curriculum while increasing student literacy. No matter what the subject area - students should be reading varied text, then discussing and writing about that text using textual evidence.  This should be happening often.

Schmoker also writes about his frustration seeing students working below their skill level in reading.  I think it's wonderful that all students at JB are challenged at their skill level.  The students who still need very basic phonics instruction get that - but all are working where they need to be working. I also like how he called classroom time "sacred".  That is very true - and a message I think some of our new staff may need to hear.  We simply don't have time for free time.

There is also an argument to simplify reading standards down to Schmoker's big 4: argument, drawing inferences and conclusions, resolving conflicting views and documents, and problem solving.  I don't think Schmoker is really advocating getting "rid" of any Common Core standards here.  I think if any student can do the big 4 with a piece of text - they are showing mastery of the Common Core standards already. 

Schmoker also advocates for a very rigorous writing curriculum.  Students should be writing at least one paper per month.  I think our overall data team focus in intermediate was getting there this year.  However, although the length may vary, Schmoker advocates that primary students should be writing formally just as often. 

Finally - Schmoker reminds us of his lesson plan design for reading: teach vocabulary, establish a purpose for reading, model, read, discuss the text, and write about the text.  It seems as though gradual release fits right in here!

Focus - Chapter 1 - The Importance of Simplicity, Clarity, and Priority

As Kristin mentioned, the intro does it's job! :) The rest of the book will be about keeping a focus on a common curriculum, sound lessons, and authentic literacy. Chapter 1 discusses the importance of keeping these things simple, clear, and a priority.

After having read this book once and seeing the implementation we have made, I think it truly comes down to motivation and the "'will and persistence' to implement what we already know...applied with fierce devotion..." (p. 9). We all must admit that there are times throughout the year where our focus gets blurred and priorities get muddled, but I think with the leadership team we have now we can forge through this even when things become tough. We have to hold each other accountable.

So, we need to start off with all teachers applying curriculum, lessons, and literacy consistently and reasonably well. Schmoker mentions that we may keep practicing this, but they should all three be monitored and assessed by our teams. They should be our most urgent need - "the ongoing focus of every team meeting, every PD session...every monitoring and reporting effort" (p. 11).

What we teach: The curriculum he refers to means about half of the standards - these should be "power" or the most essential of the standards. Our district has already defined these for us, so this is a good thing.

How we teach: This is our lesson design - already in place - CHECK! So, the hardest part for us here is HOW and WHEN we release to the next part of the lesson. ALL students have to be ready to move on, and if they are not, something else or a plan must be in place. I think this is where we need work. I think of how hard this is for science and social studies now that they have less time, but I also think we can be creative with how this is used in WIN.

Authentic Literacy: It's the "spine" that holds it all together! We have a nice start on this, but I think the new reading teachers need to really get a handle on how to use their materials to differentiate and the content areas will always need help making this work for them, not being more work for them. We can make it happen - we have the materials, it is just about how we use them and manage them best.

Another thought I have after reading this a second time is about how we can let everyone know "what is essential" but also clarify and reinforce our priorities in help the other newer teachers "ignore the rest" that they are being bombarded with. (This is in reference to mid-page 15.) There are still things and ways that teachers think they must do or teach, even if it isn't priority. We have to ensure them that it is okay not to.

For this team, I think it is important to look at page 18 where Schmoker talks about leaders. We must be on the same page, be clear and have the same focus. If we do not, we do not look like a cohesive team. We also must monitor what we want to be done - how and what we teach as well as literacy.

FOCUS by Mike Schmoker: Introduction

In the introduction, Schmoker tell us that there are three things that are essential in reforming education. What we teach, how we teach, and authentic literacy are the three componenets that with our complete "focus" will help propel our students. We need to keep our focus on the these three things and ignore all other initiatives and programs. Another great thing he notes is that each of these needs to be implemented, but not necessarily perfectly. He claims that either way we will see success.

I think we have done a great job over the last 3 years in keeping a focus and not letting other things get in our way. What is our next step with this? Do you guys think other things have gotten in the way? Do most teachers understand our focus? Getting back to writing in our content areas will help firm up our focus.

New?

I am testing this to see if it is really new or not.

Mindset: The New Psychology of Success - How We Can Learn to Fulfill Our Potential By: Carol S. Dweck, Ph.D.

A student in your class has a fixed mindset.

• How does that impact their motivation?
• Their effort?
• Their work completion?
• What other consequences could it have?

What are the consequences of a teacher having a fixed mindset about their students?

What are the consequences of a teacher having a fixed mindset about themselves?

If you could share one paragraph of this book with another person, which would you choose?

What was your favorite part of this book?

What was your least favorite part of this book?