I’m Pete, and I’m a journaler. I actually started as a storyteller, back in the day, when I kept a dozen sketchbooks full of tales of teddy bears, game summaries of make-believe baseball teams, and lyrics to various rap songs (some jotted painstakingly from the radio, others I made up). I wrote while hunkered down under my bed, I wrote sitting on the deck, I wrote at the kitchen table. The point is, I’ve always enjoyed writing, and I keep doing it (witness this blog: yeah, I wrote it). And I feel there are tons of benefits to writing in a journal.
The researcher who identified a now-common instructional strategy—wait time—also made a secondary discovery that has had an equally profound influence on teaching and learning. Whether it’s wait time or any other new technique, teachers are liable to set that new practice aside before giving it a fair chance—unless they have a peer supporting them in their experimentation. In the November edition of ASCD’s Educational Leadership magazine, McREL’s Bryan Goodwin and Meagan Taylor explain how this insight led to a particular form of support that can close the “knowing-doing gap” in professional learning: peer coaching.
Multiple studies have found that teachers who learn new teaching strategies and then return to the classroom to implement them on their own retain much less of what they’ve learned than those who also get a peer coach.
As a fitness enthusiast, I often make the distinction between having to work out and getting to work out. Seems like semantics, but it’s really about mindset. Do I work out because I feel I have to, or am I headed to the gym because I enjoy it and see it as part of how I maintain a healthy lifestyle—one that allows me to live my life to the fullest? I’ll be honest, there are mornings when I don’t leap quite so quickly out of bed to go work out. But I know that when I look at my fitness as an investment I’m making in my health and well-being, exercise becomes as integral to my life as eating or breathing, not just a nice-to-have, add-on activity.
As a veteran facilitator of professional learning (PL), I like to think I’ve gotten pretty good at helping educators acquire the skills and insights needed to continuously push themselves toward ever greater excellence—to really embrace the workout. I’ve also, sadly, gotten pretty good at predicting when the work I do with a school or district might not have the hoped-for results: When leaders view PL as a sequence of motions to be completed and forgotten about, rather than as a lifestyle change.
In their first year of teaching, new teachers often find themselves lifted by their own idealism but weighed down by real struggles with routines and practices around lesson planning, classroom management, collegiality, and mentorship. As the gulf between fantasy and reality widens, disillusionment can also mount over the course of the year, leading some newcomers to simply fall out of love with teaching, despite their deep investment. They, instead, look for a way out.
For those of you who have coached, taught, and followed the five foundations of reading: Did you know there’s now a sixth?
It was back in 2000 when the National Reading Panel last published findings and recommendations for teaching the five components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Research since then has been vetted, and last year’s What Works Clearinghouse practice guide, Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade, identifies a sixth foundation: Teaching students academic language skills, including the use of inferential and narrative language.
Ever since we articulated McREL’s six-phase model for student learning in our April 2018 white paper, Student Learning That Works: How Brain Science Informs a Student Learning Model, I’ve been having great fun talking about it with thousands of educators at conferences and workshops around the world, sharing instructional strategies and classroom practices that support each phase. (Learn more about the model in the spring 2018 issue of Changing Schools magazine and this October 2018 blog post.)
The purpose of the model is to remind us all that the goal of school isn’t teaching, it’s learning. This hasn’t been news to any of the educators I’ve interacted with. What is new is seeing the entire learning process—from disconnected data points to a robust plan for ongoing personal growth, mediated by known science on neurological and psychological processes—described in a unified model for student learning. Teachers often tell me they’ve been doing many of the strategies we endorse, yet have never before had an opportunity to think about why they work or how to sequence them in a cohesive manner (or how to tweak them to work even better for the precise mix of students in their class). In other words, they’ve long had a good toolkit and materials but often lacked the blueprints, and you need both to build a sound house.
A guest post by Elizabeth Ross Hubbell, co-author, with Bryan Goodwin, of the influential book, The 12 Touchstones of Good Teaching: A Checklist for Staying Focused Every Day, and the forthcoming Instructional Models: How to Choose One and How to Use One.
I have had the greatest pleasure working in schools and school districts around the world as they worked tirelessly to help their students succeed. One of the most common aspects of my work was helping schools during their transition to a new instructional model—a tool that can lead to consistently excellent instruction by explaining why successful teaching practices work and how to emulate them. I often came in after the model was chosen and was there to lead training, observation, and implementation efforts. On occasion, I had the good fortune to work with schools as they were starting the process and got to be a part of the discussions, trials, and decision making that went into making these monumental shifts.
Imagine asking hundreds of students and adults to share their unfiltered thoughts and feelings about taking notes in school. What do you think you’d get back? It turns out that our team has actually conducted this mini research experiment in schools across the country, and here are the most common responses: pained faces, deep shudders, a litany of adjectives like boring, tedious, and torture (not technically an adjective, but you get the idea.)Are these responses about what you expected? Are they similar to what your own would be if you were one of the respondents?This visceral and negative response to notes is a real problem because we know from research (and experience) just how important notes are to student success. In fact, the comprehensive meta-analytic study that underpins the second edition of Classroom Instruction That Works (2012) shows that teaching students how to make effective notes is one of the highest-yield strategies of all, with associated student gains of over 30 percentile points (Beesley & Apthorp, 2010).
Curiosity is a compelling mental and emotional force that can propel students to ever-greater educational achievement. And of all the great ideas in Tools for Classroom Instruction That Works, I’m really drawn to the Mystery tool [free tool download] because of its connection to curiosity.When we talk about trying to solve a mystery, we’re really talking about fashioning a hypothesis: Why do you think something happened, and can you prove it? While the word “hypothesis” is often associated with science, we can prompt students to phrase and answer such questions in all academic subjects—and, I would add, in all aspects of our lives. As discussed in Classroom Instruction That Works, hypothesizing pushes the brain into using one (or both) of two thought processes: deductive and inductive reasoning. And for our students, acquiring knowledge through active participation is often more engaging and effective than listening to a lecture.
In Millville Public Schools, we’ve been conducting informal classroom walkthroughs for more than 10 years to gather meaningful data about what’s going on in our nine schools. We use McREL’s Power Walkthrough app to record our notes and collect data on the instructional strategies we see (or don’t see) being used in classrooms. This gives us great, actionable information we can use in conversations with teachers and school leadership teams about needed professional development supports related to our instructional and professional goals. These walkthroughs are definitely not about evaluating teacher performance—they’re truly about instructional collaboration and professional learning.Getting into a long-term habit of routinely conducting and reflecting on our walkthroughs has helped us set and achieve a variety of key goals: determining a clear focus, developing a common language for instructional and leadership conversations, creating greater visibility for our principals and administrators throughout their schools, and establishing an open-door culture in all our schools. We want to share a little more about each of our results related to the goals we set, in case it sparks ideas for how walkthroughs can be used in your own school or district.