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
We all love geography, right? Maps. Human interactions with place. Movement. Impact on historical events and current affairs. More maps. Digital maps. Land forms. Microclimates. Changes over time.
What’s not to love? It’s just too cool.
So okay. Maybe you don’t love geography as much as I do. I suppose that’s possible. But . . . whether you love it a ton or just put up with it, I don’t think that we spend enough time helping kids see the connections between geography and the other social studies disciplines. And that’s a problem.
But I’ve got a solution. Read more
This year may be a little tough. My July is scheduled full of days that I get to spend with social studies teachers around the country. But my hopes are high.
Regular History Tech readers already know this – every summer since I finished my first year as a middle school US history teacher, I’ve put together a summer reading list. Several teachers down the hall had taken me into their inner circle and suggested, very strongly, that I needed to do more during the summer months than life guard and paint houses – that growing professionally over the summer was a non-negotiable. This professional growth might include some sort of face to face professional learning opportunity but it definitely included creating a personal reading list.
Best. Advice. Ever. It’s really more than just a reading list – it’s the idea that teachers need to continually work on honing their craft and a summer reading list is a practical way to make that happen. So . . . I picked some books with content. Some with process. Some for fun. And started the fall semester smarter than when I left in the spring. So have been doing it ever since.
The problem is that I have never, not once, not ever, finished my summer list. And July obligations and an extensive honey-do list makes it unlikely that 2017 is the year I actually cross the finish line.
But I’m still creating the list. Cause . . . you know. It could happen. I could finish. I’m not kidding around this year. Seriously.
There’s no real theme this summer. Just a few books that look interesting and that should make me better at what I do: Read more