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.
Formative assessments are definitely something that needs to be worked on. Some pd this coming year on formative assessment is necessary: How to give a formative assessment and how to use the information to drive instruction.
ReplyDeleteI think we all need a clear idea of how a lesson needs to look. As I mentioned in one of my other replies, how do we incorporate enough direct instruction with the gradual release. I know it can be done, I just want to see it.
I like how Schmoker doesn't introduce new initiatives for how we teach. It's what's been around for a long time, but needs to be implemented with fidelity. I know everyone posts the learning objective for the day, but how many teachers refer to it at the beginning and the end of lessons?
ReplyDeleteReferring to Kristin's comment on pd for FA- what if we bring back the ring of blue cards? I know I've missed placed mine and with all the new teachers, this may be a good place to start. We need to share the bullets on p. 61 about the importance of C4U with the staff. Are there any AVID strategies that should be shared with the staff?
Any support for formative assessment - both staff development and PD would help all of our teachers. I use the analogy of driving a stick shift car and gradual release...we need to continuosly practice until we really can "feel" shifting from a "We Do". Next week some of us will see Doug Fisher and I want to specifically ask how he sees direct instruction in the gradual release model, where he recommends we get good models(video), and good formative assessment examples. Students really improved their awareness with their own data...how could we make them more aware of their daily learning objective?
ReplyDelete-Marianne
I agree that we need to keep working on the gradual release model. Marianne used the analogy of driving a stick. So – without checks for understanding – you don’t know when to shift. I think both of these ideas tie together really easily. You really can’t have one without the other. I also think once we have some understanding of what the 120 minutes should look like – we can clarify this for reading and language arts teachers a little more. I think the statistics on page 61 about the impact of formative assessments would also be a good thing to share with our staff.
ReplyDeleteI definitely want to see modeling of formative assessment in action. It seemed like we really focused on that in staff two years ago with the blue cards. Those would be a good thing for new staff to have. We could also possibly record our peers when we observe and give feedback on improving lesson delivery and incorporating non negotiables like formative assessment. Another possible way to incorporate better understanding of lesson design and the formative piece (at least for the intermediate) would be to take a staff meeting having grade level teams design a mini gradual release lesson teaching a formative assessment strategy to the staff and then being critiqued on it. This would allow teachers to see good delivery and see how more experienced teachers combine strategies into lesson planning.
ReplyDelete