Writing

I am work the system-wide writing committee, I am wondering why writing is such a complicated and process. As students go through the writing process, it does move students to the upper end of Bloom's. So...what do you think about writing in the context of learning. Why is it so important? Why is it so difficult? How can we improve students as writers? How can we improve ourselves as writers? I am really struggling with understanding how to help students with their writing. I would really like to know what you think. Jas

Engaging Students in Learning

In Working on the Work: An Action Plan for Teachers, Principals, and Superintendents, Schlechty (2002) indicates that, "Authentically engaged students see meaning in what they are doing." Schlechty also talks about the idea of teacher as leader and inventor as opposed to teacher as performer.

What are your thoughts on these ideas, especially in the context of Bloom's? How do we engage students to ensure they find the work in the classroom meaningful and of interest to them? What do those classrooms look like (factoring our the nonnegotiable of the NC SCS)?

I loaned a book to a teacher, titled, Never Work Harder Than Your Students. The idea being, the work of the teacher should not overshadow the work of the students - what are students doing in the classroom? Give me your thoughts.

Read, Think, and Respond

Click on the link below, read the article, and give me your reactions.

Article

If your class sizes were larger by, say, 10%, how would the things we've talked about in our blog help you do that more effectively?  As you, especially in this economic time, work to help students learn at higher levels, how would this scenario encourage you to work differently?  How would this change how you use your (and your students') time in class?  

Hypothetical Scenario

One of my favorite episodes of the Simpson's (cartoon on Fox) is one where Bart steals all of the teacher editions of the text books from his school. The teachers are in the lounge chain smoking and having apoplectic fits, wonder how they will teach. It's just plain funny, because it is true in some places.

Luckily, not here! So, what would you do next year if you had no textbooks? You've got your computers, SmartBoards, Internet, classroom libraries, support materials...but no textbooks of any kind. Oh, and you have your Standard Course of Study - with the essential skills specified.

What would learning look like in your classroom? How would you plan for learning? How would you structure your short-term and long-term goals? How would you address the needs parents have to see "stuff" come home?

How could we use learning teams to address learning in this scenario? What could the role of Bloom's Taxonomy be?

Bloom's Taxonomy

Let's talk about higher levels of learning. The new teacher evaluation instrument is based on the revised Bloom's taxonomy (click on the links to see examples - take a look at the Bloom's Taxonomy activity for lesson ideas - look at the active verbs that are used).

How do you think we can use this information with our learning teams to improve student learning?

How can you structure lessons you are teaching now to move students to higher levels of thinking/understanding/learning?

Talk about what you have read and discussed so far to make connections and extend your thinking.

90 90 90 Schools

90 90 90 Schools are schools with 90% Free and Reduced Lunch, 90% Minority, 90% on grade level. The research on these schools (and yes, they do exist) indicates they have these things in common:

1. A Focus on Academic Achievement
2. Clear Curriculum Choices
3. Frequent Assessment of Student Progress and Multiple Opportunities for Improvement
4. Emphasis on Writing
5. External Scoring
6. Non-proprietary Instructional Practices (using more that just one program to teach the curriculum)

What are your thoughts on this in relationship to what we do at school?

Something to think and talk about

Take a brief look at this article - I think you can get the gist of the article quickly - (http://findarticles.com/p/articles/mi_qa3994/is_200501/ai_n9483894).

Respond to the following with your thougths: If we use educational practices that do not have a research base, are we engaging in educational malpractice? Explain your response. What implications does the idea of educational malpractice have for our classrooms and student learning?

I ask this not to indict anyone, but because federal legislation is moving us in that direction.