Taking Chances

I'm piggy-backing on Mara's post. I like what she posted about error-proofing the student work. If we really reflect on our own learning practice, we learned through figuring things out for ourselves--albeit with teacher help. I have this error-proofing danger when I try to teach ELs and low-level students about how to write proper sentences. I model perfect sentences on the board, and then have them try and write with a partner, using the GRR (gradual release of responsibility) then independently with support, and then independently. That's all well and good, but I feel that I kind of "mother hen" them to write a little above their level--rather than letting them try at their level, and then assess and figure out the independent piece. This last time I did a writing assignment, I tried a smaller amount at a time, and then tried to conference with them. That was more effective than the "error proof" approach of writing their corrections and then have them copy. That works for modeling, but they need to take the next step and be uncomfortable in their process a bit. They do need to struggle, and I have to give time to the class to allow for that struggle and learn process.

Productive Struggle

At our morning meeting, our principal shared with us an article about "productive struggle." It emphasized the importance of making mistakes in the learning process. In it, David Ginsberg says, "students' grasp of new concepts and skills is often better when they struggle through the process of learning those concepts and skills than when teachers error-proof that process."

I find myself error-proofing often for students and I know that I need to work on allowing students to trouble-shoot on their own. However, it can be hard to put this idea into practice. My colleagues and I wondered this morning about helping unmotivated students, the issue of time, and the possibility that a "wrong" idea sticks in a student's head instead of the correct one. How do we deal with these issues?

The article can be found here: http://blogs.edweek.org/teachers/coach_gs_teaching_tips/2012/01/dont_prevent_students_mistakes_prepare_for_them.html

What do you think? Do you have "no help days" or productive struggle activities? If so, how have you made them work?

MCA Prep

MCAs are right around the corner! Well... ok, in two months, but in the math world that is pretty close! My PLC has been trying a lot of new things to get math scores up. I just wanted to share what we are doing and also see if anyone else has good ideas!

Our students took the OLPA test, which is basically a practice MCA. We were able to get a ton of data from it. We have grouped our students into six different groups based on their scores. We are using these groups to pull students for SWAT (school-wide enrichment/intervention time). As we are able to see whichstrands were strengths and which were weaknesses, we can focus in on one or two concepts during a SWAT to reinforce specific skills. We have only done this once so far, but we did it last year and it had good results. Another thing we are doing differently this year is putting more MCA type questions on assessments and in our daily lessons. At the end of each unit, we will devote an entire day to going over the types of questions students may see on the MCA using the concepts we have just learned. We are also trying to build in more test prep questions into homework assignments. I am excited to see how far our students can get before the test at the end of  April.

What kind of activities or interventions will you use to prep for the MCA?

Bullying

Hi Everyone!

This is an article that my principal forwarded to our staff.  The article provides some interesting points to keep in mind as educators, so I thought I would share it with you.

http://www.mynewsletterbuilder.com/email/newsletter/1411641979

7 Reasons Teachers Should Blog

http://steve-wheeler.blogspot.co.uk/2011/07/seven-reasons-teachers-should-blog.html?m=1

Co-teaching

This semester, I am fortunate enough to be co-teaching one hour of English 7 with an ELL teacher. This is my first experience with co-teaching. Do any of you co-teach and have advice/suggestions to share?

Cursive Writing

A friend forwarded this article to me about cursive writing.  It is disappearing from most state standards as we move into an age when computer keyboarding skills are much more valued.  Still, some people think that cursive writing helps with brain development. It is almost like a foreign language - without it we couldn't read the Declaration of Independence! My second grade students are excited to learn it, but there are so many pressures to prioritize and maximize instruction time that I can see why cursive would be sidelined.  What do you think?

http://online.wsj.com/article/SB10001424127887323644904578272151551627948.html

Beth