Teaching strategies is a topic I give a lot of thought to. Hattie’s Visible Learning and effect size is getting much of my attention as of late. The FIT teaching approach as a framework for growth and leadership piques my curiosity. Carol Dwerks’s Mindsets make mind sense. And, the teachers throwing out grades (#ttog) movement has me focused on feedback versus letter grades.
Happy Birthday to the world’s newest teenager!
I have been working on my theology 9 curriculum a lot this summer. So far no vacation yet nor in the near future. Maybe next year. I really enjoy writing curriculum so this is by no means a chore. However, it does take humongous blocks of time to think through and process the sequencing of learning experiences and aligning them to the United States Council of Catholic Bishops Framework for high schools.
In my spare time I’m taking an online course toward a graduate certificate to teach online (can we see where the future of education is moving?). Oh, let’s not forget professional development via social media along with research about how the brain works, mindsets, visible learning, vocabulary strategies, and FIT teaching. It’s a good thing I gave up all my hobbies years ago. I do love what I do and I know the payoff will come in being prepared with intentionally designed lessons when the kids come back to school.
If all this sounds familiar or you have found yourself nodding along, then you’re probably a teacher. If you’re thinking nope, work begins at 8 am and ends at 5 pm, then you’re probably in a different occupation and I thank you for visiting my blog. I actually dated a girl in college who really believed that teachers could just be done for the day when school got out! If the only time you can go on vacation is when the airlines are charging the most, then you’re probably a teacher. If you have the luxury of pulling your kids out of class for a week or two during the school year (most likely the week before a quarter ends) because you found cheap tickets to Waldo’s World, then you’re probably not a teacher.
I would just love to meet some of those people who say that teachers get to have the summers off. Or, and I love this one, teachers get twelve weeks of vacation in the summer, plus two weeks at Christmas, and a week long spring break. And the always charming, teachers are overpaid.
The old adage, “those who can do, those who can’t teach,” had to have come from someone who never spent any number of years teaching. Now I’m not angry or jealous of those who think these thoughts or those who might even express them, because I truly love what I do and I am blessed to be able to touch the future every day. To those of you that don’t understand a teachers life, I pray for you every day. And to those of you that have been nodding as you’re reading, I pray for you too. Let’s keep the profession classy and never stop being there for one another.
I teach a year 9 theology course where there are lots of new vocabulary, many abstract concepts that need to be made concrete, and students who will doubt the validity of what I teach. Because of this, I have been searching for how to best serve my students and I have run across some ideas that are tried and true. Don’t get me wrong, I’m not afraid of change or trying new things, but I do want my kids to have a solid foundation in faith. The guiding principles at my school are “Inspiring Faith and Excellence.”
Earlier this spring I came across two sources that stated what the best teaching strategies are based upon research. Results from small research studies can be posted almost as soon as a researcher has completed a project. Which means they need to be taken with a grain of salt. Personally, I feel as though I was cheated in my teacher education program and that I need to begin teaching with strategies that have been proven through research to work.
The National Council of Teaching Quality (NCTQ) published this work that stated the following about fundamental teaching strategies:
1. Pair graphics with words,
2. Link abstract concepts with concrete. Brepresentations,
3. Pose probing questions,
4. Repeatedly alternating problems with solutions and problems that need to be solved,
5. Distributing practice,
6. Assessing to boost retention.
Some of these may seem to be pretty obvious but there were four that were new to me (numbers 3-6). I would think that having been teaching for more than twenty years I would be familiar with all six “fundamental teaching strategies.”
I also have been reading John Hattie and Gregory Yates’s book titled Visible Learning and the Science of How We Learn. I was also generally surprised to see that the teaching strategies that had the greatest affects on student learning matched nicely with the NCTQ report. I keep hearing people talk about teachers being facilitators of learning, coaches, or guide on the side. But, in Hattie and Yates’s book, direct instruction, feedback, and teacher clarity had just more than double the effect size as inductive teaching, simulation and gaming, and problem based learning.
I’m also glad to see that scaffolding, as shared in this recent post from Edutopia by Rebecca Alber, was also mentioned in the Visible Learning book as a “critical instructional component.” Hattie and Yates also state, …”there is little basis to suggest that personal discovery within itself assists a person to actually learn. In fact, additional load (cognitive load) imposed by the need to explore and find things out can detract from our capacity to assimilate the information uncovered.”
So what does all this mean for me as a teacher? It means that I need to build solid relationships with my students, use fundamentally sound research based teaching strategies that have been proven to work, scaffold learning, and make sure my kids get timely feedback. I also see a disconnect between what teachers are saying works (teacher as facilitator) and what research has proven to work (teacher as activator). Thoughts anyone?
I know the I have been negligent in keeping up with my blog, but (you knew a but had to be coming) I have been spending the time with my family, my students, and my curriculum. Some of you may have even wondered, where did he disappear to?
While at my son’s baseball game last night, I was able to jump on Twitter and interact a bit and to look through my Flipboard aggregator. I had to step back from Twitter chats for a while because, well, I was buying too many books and trying to filter through and process too many great ideas. Gamifying classrooms, eXPlore Like a Pirate, blended learning, Ditch Textbook, Learn Like a Pirate, grading, not grading, feedback, badges, personalized learning, embedded assessment, formative assessment, summative assessment, project based learning, innovation, HyperDocs, and mindsets in the classroom are all ideas I am trying to wrap my mind around. Oh, and let’s not forget that I also teach high school theology, college and careers, computer science principals, and junior high religion!
Quite a while back I began Shelly Sanchez Terrell‘s The 30 Goals Challenge for Teachers: Small Steps to Transform your Teaching (I carry the book with me everywhere Shelly). I have been so busy that I tend to look at the cover and sigh, saying, “I will get back around to you one of these days.” Well today is the day! And I am going to Blog about it. My posts might not be real lengthy, but I hope to cause you, dear reader, to pause and think. Think about how we can become the best darn teachers in the world for the world’s best kids.
As part of exercise 2, I am creating goals and my teaching manifesto. I’m not sure of being at the manifesto part yet, but I do have goals. I used a tool called Buncee to create the stunning visual below. I also have a copy posted in my classroom for all to see. What are your goals for this school year?
Back in college we didn’t really have any textbooks that I can recall ever buying or reading that really focused on how people learn. I recently came upon the following articles in my Flipboard feed;
The Internet Makes Us Stupid and Here’s Why, We Need to Rewrite the Textbook on How to Teach Teachers, and How Has Google Affected the Way Students Learn? These all helped to lead me to the following documents:
- Deans for Impact (2015). The Science of Learning. Austin, TX: Deans for Impact.
- National Council on Teacher Quality (2016). Learning About Learning: What Every New Teacher Needs to Know.
- Behnke, Rachel. The Fundamental 5: The Formula for Quality Instruction: A Guide for Administrators. TCEC Conference.
I would like to become an expert at teaching and learning. I can find a lot of research about how to become an expert artist, musician, or athlete, but nothing about how to be at the top of my game in teaching.
Can a teacher become an expert? What should they become expert in? Content? Psychology? Assessment? Curriculum? Relationships? There is so much conflicting research out there that I can’t make up my mind about what to focus on.
Since I have four distinctly different courses that I prepare for every day and some research says that it takes 10,000 hours of intense study to become an expert, where would I be able to find 40,000 hours to become expert in each area? When will I be able to find the time to make a lasting impact on our profession, like writing a book?
Even if I completely ignored my family and just focused on becoming an expert, I don’t think I would have the time (my work/life balance would pretty much suck too).
So I guess my question comes down to, how does one decide on what is most important? Is Visible Learning more important than understanding formative assessment? Should being a team player come before shoring up my own skills or vice versa?
EXPlore Like A Pirate, Teach Like a Pirate, Learn Like a Pirate, Standards Based Grading, Throwing Out Grades, quizzes, tests, UBD, PLC, lesson planning, research, professional development, genius hour, innovation, creating versus consuming, portfolio assessment, priority standards, technology.
If you have a suggestion, drop me a line, I’m drowning any way ;-)
Last month I took a bold step in my life. I joined two of my education heroes Joe Mazza and Nicholas Perazanno and got inked. My semicolon tattoo will serve as a constant reminder of how damaging my depression had been, that it is always with me, and that others; parents, students, and colleagues may be going through what I went through in the past eight years.
Our health is important, but oftentimes people are dismissive of or downright ignorant of mental health issues. When people found out about me having problems with anxiety and depression, they usually responded in one of three ways, they empathazie and share their own story, they are empathetic but don’t know what they should do, or they shrug and blow me off as lazy and possibly require too much maintenance to be worth building a relationship with.
The thing is nobody wants depression. I wish every day that I could be cured and life would go back to the way it was before anxiety and depression entered my life. Unfortunately, depression cannot be cured. I am fortunate though that medication has helped as well as doing something I am passionate about, teaching and learning at a Catholic high school.
Depression can make life really suck. When I learned about #SemicolonEDU I knew that I had to become involved. My advice to others dealing with depression or anxiety is to see a doctor and get the proper medication. Also, make sure that you do some research about how depression works. For those living with someone who struggles with depression or anxiety, be patient! Don’t think that they are just being lazy if they can’t get out much. Always love that person and know that they are trying to deal with mental health as best they can. Love can conquer all.
Knowledge about educational psychology, educational technology, relationship building, and being able to implement sound pedagogy are all essential tools for helping a teacher to be successful. So why then do many teachers appear to either lack one or more of these skills or they lack the time and energy to research these topics? Why do some teachers appear to be so skilled and competent, whereas I feel like I can never consume enough research or learn enough about my students to just keep my head above water?
I know that most teachers believe that what they teach is very important for our kids to know for success in life, but do these same teachers truly believe that kids will actually remember what they were teaching decades later? The only thing I can recall from my high school chemistry class is that the chemical equation (if that’s even the proper term) is C6 H12 O6. Most of the material from high school geometry and algebra is either very deeply buried in my subconscious or lost because I haven’t had to use it for quite some time. Heck, maybe I’m literally losing my mind because much of what I learned in college geography and earth science has been lost to the ages. And I majored in geography with an earth science minor!
There is an old saying I recall, “it’s like riding a bike.” The saying is meant to convey the idea that anything learned can be easily recalled just as if you have not rode a bike in a few years you will be able get back on a bike and ride it any way because you learned to do it at one time. Well, I beg to differ. I think that the mind begins to let go of ideas, concepts, and information after they have not been used in quite some time and this is much different from learned psychomotor skills. Although, muscles that are not used do tend to retard or even atrophy over time.
The question for this teacher is which happens quicker, the loss of learned ideas, concepts, and information or the loss of psychomotor skills OR were the ideas, concepts, and information ever fully understood? I guess I need to do more research.
For about a year now I have been searching. I have been searching for ways to engage my freshman theology students. I go between the USCCB’s “Framework,” my school’s textbook, the Bible, etc. I often feel like Moses wandering through the desert. I have learned from the National Directory of Catechesis that there is a different way to teach theology.
I am not a creator of teaching materials, I am a searcher for the best materials for my students. I have searched for any freshmen theology teachers who have developed standards that augment the bishop’s “Framework.” The “Framework” does a good job of outlining the content that should be included in high school theology courses, but it lacks what the students should be able to do or how they are to show what they have learned.
Do I decide what it is that my students should be able to do? Am I the one to decide how my students show their learning? What are the best ways for students to show that they understand, that they remember, that they can apply, analyze, evaluate, and create? The Church is the authority on many things, so who is the authority when it comes to theological pedagogy?
I guess that I feel I rely on the Church for so much that when it comes to something that is so extremely important like preparing the souls of adolescent learners, I need more than just my feelings, prayer, and approved textbooks to guide these decisions. I do have textbooks that have suggestions but that’s the rub, they are just suggestions. Can I make those learning decisions? Yes, I can. Do I know why I would choose an essay to express the four senses of scripture or an album cover with liner notes, or are the senses of scripture not really that important? Where should I be expending my efforts?
To me, it appears that there is a disconnect between what research is showing in education in general and the specifics of what is to be known in theology. What should freshmen theology students be doing? What should they be producing and creating? How do they show that they are making the connection between knowledge and the heart? How do we help them come to know the goodness, richness, and Tradition of the Catholic Church?