I’ve been spending a ton of time this summer working with groups around the country, helping facilitate conversations around reading and writing in the social studies.
It’s always a good day when I get the chance to sit with social studies teachers, sharing ideas and best practice, talking about works and what doesn’t. And the cool thing is that I always walk away smarter because teachers are super cool about sharing their favorite web site or tool or handy strategy.
This week was no different. I learned about a simple but powerful summarizing strategy called Somebody Wanted But So.
Summarizing is a skill that I think we sometimes take for granted. We ask our kids to read or watch something and expect them to just be able to remember the content and apply it later during other learning activities. We can easily get caught up in the Curse of Knowledge, assuming that because we know how to summarize and organize information, everyone does too.
But our students often need Read more
Shocker. Lecturing to students puts them to sleep.
Who could have guessed?
Well . . . I should have. But I didn’t. During my first few years as a middle school teacher and later, during some time I spent teaching in a college social science department, I lectured.
Early on, I didn’t know better. I was taught that way in both K-12 and in my college content courses. There were no real alternatives provided in my ed classes. And I started teaching long before established mentor programs. It was just the way things were done.
By the time I had moved on to higher ed, I had figured out – with some occasional PD and lots of help from some great educators – that there are other alternatives to constant direct instruction. But I was subtly and then very overtly encouraged to lecture rather than use some of the methods that I knew worked because “you’re not teaching middle school anymore.”
Those memories came flooding back recently while I was reading an older article focused on higher ed teaching titled 20 Terrible Reasons for Lecturing. Several of the reasons listed are almost word for word to what I heard: Read more
ROI was never something I had to worry about back in the day. If I made to 3:30 with nothing getting set on fire and all 135 middle schoolers accounted for, I checked it off as a major success.
Return on Investment? ROI? I’m not even sure the term had been invented yet. And if it had, I would have had no idea what it meant and how the idea might apply to my classroom.
For anyone without the MBA degree, ROI is a basic business concept that measures the efficiency of an investment of time and/or money. The higher the ROI, the more efficient the investment. Spend $10 on lemons, sugar, and the time to craft a cardboard sign. Make $60 selling lemonade. The ROI is $50. Nice job.
Spend $10. Make $5. ROI is negative $5. Time to go back and rethink your business model.
And back in the day, ROI would not have been something that educators would have worried about. The business model of school was different. Kids showed up. Kids sat in rows. Teacher talked. Kids copied down what the teacher said. Kids memorized what they wrote down. On Friday, teacher asked students to write down what they memorized. Teacher assigned a grade. Repeat.
The world of school is different now. We’re not following the traditional model of kids in rows and teacher centered instruction. (At least we shouldn’t be.) And ROI needs to be a part of this new world.
Before you all jump in with Read more
It’s day one of #maceks17 and it’s already awesome. Meeting old friends and making new ones. I get the chance to do a couple of things today – help man the ESSDACK booth and do an afternoon session. Excited about both. Hanging out at the table gives me the chance to meet lots of different teachers and hear all sorts of stories about what is working in classrooms.
And spending time with social studies teachers talking about technology? That’s the sweet spot.
But if you’re reading this, chances are you missed MACE and the afternoon session. I get that. Not everybody gets the chance to hangout with the #maceks17 folks. So if you’re curious about the 21st Century Social Studies: Tip, Tools, & Tricks preso, here’s quick summary of what we talked about: Read more
As we ask our kids to read more fiction as well as non-fiction texts, it can sometimes be difficult finding just the right content. The good news is that there are resources online that can help. Here five of the most helpful: Read more
The reason why the movie Jaws is so incredibly spooky? Because for most of the film, we never really see the main character. Just the scary music and the occasional dorsal fin. We can’t see what’s under the water but we know something’s there.
Something big and hungry.
History is a little like that. It’s easy to see the surface stuff. People, places, dates. But it’s the stuff that our students don’t see that is usually the biggest and most important. Underlying causes. Past events. Hidden connections. All of these contribute to how things happened and continue to happen.
I recently ran across a handy graphic organizer idea that I think can help kids intentionally think about these hidden, under the surface pieces. The Facing History folks have titled this teaching strategy the Iceberg because it can help students organize and make sense of the different factors that lead to particular events. The strategy is also great for training kids to balance informative and literary texts, for building content knowledge, for generating text-based responses, and supporting the use of evidence.
It’s also great for organizing notes as student learn about a period in history, as a review, or as an assessment tool.
And yes. I get it. An Iceberg is only Read more