One of the perks of my job is working with dedicated teachers in schools across the nation. Lately, I’ve been asking questions and collecting data from teachers at all levels on their instructional needs and concerns. An overwhelming number of educators have shared with me both their good thinking about, and their challenges with, keeping students more engaged in their learning. Specifically, I’ve heard teachers say, “I need ways to help motivate students who have lost faith in themselves,” and, “How can I help students want to come to school and stay engaged in what is going on in class?”
Category Archives: Classroom Instruction that Works
“I times’ed 12 and 140 and I got 1680.” Sound familiar? While visiting a middle school math class recently, I heard more than a few students use language like this when explaining their work to their peers and to their teacher. While their answers showed they understood the academic concepts they were learning, the way they expressed their ideas revealed a need for academic language development.
When it comes to asking questions in the classroom, the most important voice may be the one that you don’t hear. As McREL President and CEO Bryan Goodwin writes in the September issue of Educational Leadership, while we know teacher questioning is key to student learning, research suggests what matters more are the questions that students ask themselves.
Self-questioning, Goodwin explains, is something effective learners do naturally. For example, say you’re watching a science program on TV and you hear an astronomer explain that much of the starlight in the night sky comes from stars that may no longer exist. A little voice in your head might say, Wait, I don’t get that as you reach for the remote and rewind the program to listen again.
A new report on a two-year study conducted by TNTP on the effectiveness of professional development (PD) for teachers suggests that much of the available PD is ineffective in helping teachers improve, and that vast resources are being spent on programs that don’t stick. Our experience in working with districts and regional/state agencies has been that some PD works, and some doesn’t.
Over many years of guiding schools and districts on integrating technology and instruction, the costliest mistake I see is the rush to purchase hardware and software without first identifying a clear purpose and plan for the new technology. This kind of oversight can lead to misuse or neglect of expensive equipment and systems, resulting in little of the intended impact on student learning outcomes. Before you add new technologies to your school or district, here are six vital questions—and a few related ones—I recommend you ask first to help you look before you launch.
In 1989, I became the principal of a technology magnet school. Nine years later, I was named an Apple Distinguished Educator. As the lead author of Using Technology with Classroom Instruction that Works, 2nd Ed. (2012), I remain an active proponent of technology-infused learning. Technology enables learners to do or create things that might not otherwise be possible. Knowing all of this, you might ask why I, of all people, would ever advise educators to restrict technology in the classroom.
Mobile technologies are an integral part of our daily lives. Where is the closest gas station? Ask Siri. Which toaster is best for my needs? Check customer reviews on Amazon.com. Going out to dinner with friends? Ask Yelp for a good restaurant within five miles of your house, make reservations on OpenTable, and forward the reservation to your friends, complete with driving directions. Mobile technologies have made our lives easier and are transforming the way we work and get things done. It isn’t about the device, but what the devices allow us to do. How can we translate this savvy use of technology into classroom learning experiences?
I recently read a blog post on developing innovation by George Couros, a principal with the Parkland School Division in Stony Plain, Alberta, Canada. I’m a regular reader of Mr. Couros’ blog, “The Principal of Change,” but this one struck a particular chord with me. In his blog post, Couros refers to Carol Dweck’s work on “fixed” versus “growth” mindsets. Building on Dr. Dweck’s work, and encouraged by the knowledge that mindsets are impermanent—one can move from one to the other—Mr. Couros proposes that it is also possible to move past the growth mindset to what he calls the “innovator’s mindset.”
Meaningful careers. Financial stability. Happiness. That’s what we all want for the future of our students, right? This might feel like an abstract, far-off concept when working with elementary school students. However, the foundation built during these formative years is exactly what supports achieving those goals. How do we cultivate the curiosity, tenacity, and student empowerment to help our students realize that future? Think: Science… Technology… Engineering… Math.
Homework is, once again, in the hot seat. A recent Education Week blog post described a new homework policy in an elementary school in Quebec that is giving its students a year off from homework. Just last year, NJ.com reported that French President Francois Hollande proposed eliminating homework in all French elementary and junior high schools. And, according to the NY Daily News, Townsend Harris High School, a high performing school in Queens, has mandated no homework nights. What does the research tell us about homework and what are the implications for schools?