Ch. 7: Making Math Meaningful

In this chapter, Schmoker discusses if there is really a need for higher math.  80% of the workforce will never use anything beyond addition, subtraction, multiplication, and division (p. 199).  Many students are lacking these skills.  They are so dependent on the calculator.  They need to be given multiple opportunities to practice and apply these skills.  Also, it is difficult many times to try and find a real life connection with what has to be taught.  

A phrase that kept coming up over and over in chapter was "interplay of numbers and words, especially on expressing quantitative relationships in meaningful sentences" (p. 202).  Students should be given about 15-20 opportunities each year to read current articles that could involve tables, demographic and quality-of-life statistics, and statistics.  Of course, students have to be shown multiple times how to read and interpret the information.  It must be read very carefully and repeatedly.  Think alouds are key to students understanding how we understand the text we read.  

I'm glad our data teams are going back to writing in the curriculum.  "When students are asked to explain or evaluate a solution or algorithm in writing, they come to a clearer, deeper understanding of a formula's meaning and application" (p. 211).   I like Doug Reeves's idea of giving a multiple choice test but have students explain why any one of the incorrect choices is wrong.  

One thing is for sure- we have to get writing back in the math classrooms!  

Chapter 6: Redefining Inquiry in Science

Chapter 6: Redefining Inquiry in science

Schmoker’s approach to science is similar to his approach to Social Studies.  Focus on the essentials, read and write often and allow students the time to discuss the topics with each other.  Here is the bulleted overview of the chapter:

·         Close reading of selected portions of the science textbook

·         Regular reading and discussion of current science articles

·         Interactive lecture

·         Writing every day

·         A reasonable number of carefully chosen labs that reinforce the content

 

He emphasizes the need for more reading of the science textbook with a focus on vocabulary and relating the graphics to the text and often times reading then re-reading the same passage to fully understand it. “Students who used textbooks and wrote purposefully about content learned more content” (pg 170).  I liked the testimonials from scientists stating how important reading is and that you don’t just “do” science, you have to be able to read about it and understand it.

One very interesting point Schmoker makes in the chapter is that in the US we simply try to teach too much science than we have time for. He states “In the highest achieving countries the number of core concepts and standards taught in science is less than half of the United States.” (pg 165)  In the next couple of years we will be adopting the Next Generation Science Standards that will only add more to the plate and leave less time to go in depth in each topic.

Schmoker stresses the fact that kids learn science better from reading, writing and discussing science than they do from working on labs.  I disagree when he states that most of the labs in schools don’t have anything to do with the standards being learned, in Davenport all of the labs are carefully chosen to correlate with the Iowa Core.  But I can say that this year I had to carefully decide what activities were worth keeping and what labs were important enough to keep.  I came to find out exactly what Schmoker states.  The students learned more information more quickly from direct instruction, reading text and articles and having discussions.  As much as I like labs and I hate to admit that we probably do too many, I think he’s right. Middle school kids especially have the tendency to stray off task, take all short cuts possible and delegate their way to learning as little as they can slide by with.

He finishes by highlighting how important it is for students to be given many opportunities to write about what they know, defend their thoughts, argue a point and otherwise write their thoughts down to make them more coherent, precise and organized.

FRUSTRATED!!

Okay, so I have posted a response to all chapters and NONE of them are showing up now!!! I deleted my Word doc since I saw my posts, but now they are gone! This is not good... Ideas? I know almost everyone now has had issues.

:( Bummed.

From Matt

Schmoker Chapter 5:  Social Studies with Reading and Writing at the Core.

Schmoker begins the chapter by telling us that social studies is the most important subject relating to literacy with the exception of language arts.  Schmoker also asserts social studies education is fundamental to the continuation of our society at the local, state, and national level.  After stating the role of literacy in social studies, Schmoker dismantles the recent practices of social studies education, specifically skits and posters, by stating that teachers are concentrating more on entertaining students than teach them.  Schmoker puts emphasis behind this message by stating, "we must break free from fads and embrace... courses that cultivate students' abilities to participate in the literacy that our society demands."  He offers the process for implementing his statement. 

- Essential topics and standards to be taught (we do that)
-Selected textbook pages NOT whole chapters (we need to do that if we don't, I know some of us do)
-35+ supplementary or primary source documents, magazines to be discussed 1 time per week (ouch, that copy limit burns up quickly, but ipads/chrome books should really help with this)
- Essential questions for each unit (we do that)
-End-of-unit paper or essay assignments (this is where our students literacy gap kills us)
-Routine use of all the above in a cycle of close reading, discussion of text, and writing about text

Schmoker spends the next several pages discussing how to implement the aforementioned cycle around the social studies standards and describe his ideal lesson activities for social studies.  These activities are all related to literacy and Schmoker refers to them as Task, Text, & Talk.  For the TASK students have an assignment related to the current unit of study, they then read primary sources (TEXT) to supplement their assignment, you may also use sources from current media that relate to your unit to increase student interest/understanding.  Finally, students TALK/discuss in small groups what they have learned.  After several lessons designed this way, students demonstrate their understanding of the unit by writing an end-of-unit paper.

Schmoker states that these types of lessons will increase student participation because the students become experts on the topics being discussed which allows them to participate in large class discussion or debates.

The final part of Chapter 5 is Schmoker taking us through the process of guided instruction and checks for understanding.  He follows the TTT format and his lessons are in gradual release format (pg. 150-151).  He also provides relevant questions for student reading (pg. 153). 

I think any core subject teacher could read chapter 5 and apply their content to Schmoker's lesson designs.  The key is to not give too much textbook to students and supplement with relevant outside sources that provoke student thinking and inquiry.

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!