THINKING TRIOS BELLRINGER (Collaboration, Discussion)
 
Description: An often-used bellringer is to ask students to find “mistakes” embedded in material presented on the whiteboard.  Rather than individual students working silently, use preassigned student groups to collectively find the mistakes and discuss possible solutions with each other and then as a whole group.  
 
Application: Use this warm-up in any subject.
 
Process: Preassign teams of three and explain the bellringer:
1. Gather in assigned trio and be ready to find mistakes. 2. Work quietly so that other trios do not hear answers and raise hands when they think they found all of the mistakes. 3. After the first team finishes, other teams will have a few additional minutes, but then, at the count of three, all other trios must indicate (with their counting fingers or a piece of scrap paper, the number of mistakes found. 4. The trio that finds the most mistakes describe its answers until another team challenges or until they are finished.  (The teacher will affirm the answers or clarify any misconceptions if necessary. Bellringer should last at least ten minutes, but no more than fifteen.) 

Take a look at this awesome strategy.  Your multiple-choice questions may take a few extra minutes to make, but the payoff is worth it because students have a way to show their confusion, but also a way to correct it. Life isn't an all or nothing thing, so why do multiple-choice questions have to be? 
Tell me what you think! 

MODIFIED MULTIPLE-CHOICE (Feedback, Writing) 
​
Description: Multiple-choice questions are relatively easy to make and process for grades, but the feedback potential for both student and teacher can be greatly enhanced with a nuanced approach. This format, by adding choices, will reveal each student’s level of understanding.  It helps students focus on concepts that need additional study or practice.  It clarifies confusion between two or more things that are similar, but not exact and also reveals sloppy preparation or flawed thinking.  Insightful grading gives half point value to the additional choices.   
 
Application: This strategy is used in all subjects that use a multiple-choice question format.
 
Process: Explain to students that some of the multiple-choice items will have more than the standard 4 responses to choose.  Provide an example:
 
Who was the first President of the United States?
A. Abraham Lincoln
B. Alexander Hamilton
C. George Washington
D. Thomas Jefferson
E. A or B
F. C or D
 
Give students time to answer and review process by explaining if the student selected “C” as the answer, full point(s) awarded, but if the student chose “F” give half point(s) value. Emphasize all other answers are incorrect and no points given.  Extend the learning opportunity by assigning in-class/homework focused on clarification of all incorrect or “half-point” answers.  (In the above example, the student who selected “F” could say "Washington was the first and Jefferson was the third President of the United States.")

Whether it is for an online class, hybrid, or in-person circumstance, using the Learning Management System’s announcement feature with intention and purpose enhances students’ trust in the platform and builds relationship between teacher and student.  In essence, it is the online version of morning announcements with a possible “to-do” list.   Not only will absent students benefit, but also for those students who may have questions about processes, procedures, assignments, due dates, etc. For teachers, announcements become evidence, eliminating “he-said, she-said” situations.

​Take advantage of an available tool- your LMS announcement feature! 

First, consider overall goals of implementation: consistency, organized structure of messages, logistics, preview/review instruction, and rapport and team building.  Second, employ best practices by limiting the announcements, labeling them correctly, and offering supplemental materials where appropriate. Next, be consistent in posting whether it is daily, weekly, or another arrangement like Mondays, Wednesdays, and Fridays, but be consistent.  Label announcements with key words before the topic label: Usually Mondays:  CLASS INFORMATION for (date) includes a weekly kick-off announcement complete with preview of instructional content, but also on-time reminders, upcoming deadlines, tutoring schedules, expectations and anything that clarifies the logistics of the class. Discern which items need to be in text and which can by linked. FIXED FOCUS contains extended content, questions to ponder, assignments, and related content materials that will assist students in deeper understanding.  Fixed Focus is usually posted mid-week. Because students need encouragement, include a Friday label like RIGHT HERE, RIGHT NOW! or YOU’VE GOT THIS! and provide inspirational messages but also places for dialogue, usually a discussion board. Tee-up student interaction by using prompts that allow expression of thoughts and feelings, challenges and triumphs, and motivations within the class.  Be part of the dialogue, but sparingly. Finally, be prepared for miscommunications and once discovered, act. Use URGENT! READ NOW label and set the record straight.
 

Inspired by Dr. Nathan Pritts, Using Announcements to Give Narrative Shape to your Online Course  Faculty Focus June 1, 2020 

Let me know what you think! 

When students are confronted with content-heavy text, they sometimes skip ahead or read too quickly and miss critical bits of information which results in compromised reading comprehension. This classic protocol forces students to pay attention to the details and maximize understanding! 

BECAUSE . . . BUT. . . SO . . .       Reading, Writing, Discussion, Questioning, Collaboration

Description: The power of conjunctions and question-stems is at work here! This activity provides strategies to increase reading comprehension, most especially when students are engaged in content-heavy text.  It also allows students to see varying perspectives amongst classmates.  This protocol is based on the work from Hochman/Wexler’s The Writing Revolution.

Application: Because . . . But . . . So . . . can be used in many disciplines, but most especially in social studies or language arts courses. It can easily be modified for middle school level.
​
Process: Model activity first before requiring students to use it individually. Before class, select relevant readings or passages and create “because, but, so” question-stems based on the material. On day of activity, instruct students to read the passage. (This can be done silently or out loud in round robin fashion) Once finished, discuss key take-aways, focusing on vocabulary, bolded words, events, etc. Display the three prepared questions using the conjunction because . . . in the first sentence, but . . . in the next sentence, and so . . . in the final question. Direct students to refer to the passage and write-out all three answers, providing a generous amount of time for the first few attempts at the activity. Once completed, prompt students to share their answers for the first question. (This can be accomplished by the teacher jotting down a few answers on the board or students can contribute digitally and answers projected.) Repeat for the other two question-stems.  Review the answers with students, pointing out misconceptions, but also, as a learning opportunity, to highlight those student-generated answers that are structured in a more formal academic format. For an advanced challenge, provide a quote within the passage and include it as part of the question-stem. For additional reading assignments, use other conjunction question-stems such as before . . . after . . . since . . . to denote chronological understanding.
 
Resources and for more information: 
https://www.thewritingrevolution.org/high-school-class-using-basic-conjunctions/
Lemov, D. Teach Like  Champion “Field Notes” 02.27.19 “BECAUSE, BUT, SO” GOES 2.0 WITH DIRECT QUOTATIONS
Shanks, K. “The Washing Hands of Writing”  http://www.Medium.com


​

FOCUSED FLASHCARDS (Feedback)
​
Description: Based on Sebastian Leitner’s method, Focused Flashcards offer students a tried-and-true system that provide immediate feedback and an opportunity to remedy incorrect answers in an efficient and effective way by prioritizing those things that are hard to understand in spaced repetition.
 
Application: Teaching students how to effectively use flashcards as a study tool is the overall goal of this strategy. Flashcards can be created by hand or online through knowledge management system like Anki (https://apps.ankiweb.net/) or in a Chrome Extension labeled “Leitner Box.”

Process: Early in the school year, take time to show students how to use the Leitner system. Instruct students to bring blank flashcards and create a set of flashcards based on possible testable items within a chapter, unit, or section, for example. Explain the method:
1. There will be three stacks and all cards start in stack one.
2. Read clue on card, silently answer to self, and then flip over to confirm answer.
3. If correct, flashcard goes into stack two. If incorrect, flashcard remains in stack one.
4. Repeat procedure until all of the unanswered stack one cards have been attempted.
5. Review all cards in stack two. If correct (again) advance flashcard to stack three. If
    incorrect, flashcard goes back to stack one.
6. Review until all cards are in the highest stack (three).
Remind students that spaced repetition is important.  Set-up an example review time as follows:
          Stack one review three times a day
          Stack two review two times a day
          Stack three review one time a day
Students will begin to see the strength of study because they are focused on what they are answering incorrectly, yet still keeping the other answers fresh.  Optional: When students have all items in the highest stack, tell them to learn the cards back-to-front using the method. 

Harris, R. Benefits of Flash Cards: The Leitner System  www.virtualsalt.com/learn10.html.


SLIDE DECK (Feedback, Discussion, Writing) 
​
Description: Just like movie theaters use a slide deck loop as patrons enter the theater (The loop features things like movie facts, advertisements, trivia, and reminders.), the Slide Deck is used to focus, remind, and inform students as they enter the classroom.
 
Application: Use the Slide Deck in any subject as a class starter either daily or weekly depending on focus.
 
Process: Create an attention-getting slide deck of five to ten slides that will loop as students enter the class. Include slides related to the course material, but also items such as multiple-choice questions, quotes from a reading, a picture with a “What is this?” question, fill-in-the-blank statement, and/or important announcements that outline upcoming deadlines. If available, post the Slide Deck for students to use as an additional resource. 
 
Honeycutt, B. Three Focusing Activities to Engage Students in the First Five Minutes of Class  www.facultyfocus.com

DOUBLE-TAKE TEST (Feedback, Writing)

Description: Based on an article by Maryellen Weimer, PhD, a Double-Take Test allows students to correct their own tests giving them opportunities to learn material missed during study or to clear up any misunderstandings of the content. It can also be used as a measuring stick for the effectiveness of a student’s study methods.    

Application:  Use this two-stage testing method for multiple-choice tests in any subject.

Process: Create a multiple-choice test with a separate answer sheet. Before administering the test, decide corrections format. (Will students make corrections independently or in a group, during class time or at home?) Review the guidelines with students: 1) Read question, review answer choices, select best answer, and mark answer on both test book and answer sheet; 2) at completion, submit answer sheet and keep test book; and 3) follow format instructions and review answers in book, make corrections, and submit next class meeting. Score both test book and answer sheet awarding two points if answers to question are correct on both, one point if answer was correct on one but not the other, and no points if answers to question are incorrect on both. (If cheating is a concern, avoid “at home” corrections and provide time the next class meeting for students to make corrections.) 

Weimer, PhD Maryellen  http://www.facultyfocus.com/articles/teaching-professor-blog/getting-exam-debriefs October19 2016

“Have you ever thought of being a teacher?” was the question that changed my life all those years ago. The truth is I never thought of being a teacher until that chance question and self-reflection which led me on this life’s journey. Looking back, I had plenty of great examples of teachers who believed in me and nurtured my love for learning. Those teachers are indirectly responsible for my choices, and I am very grateful. Through the years, I have posed the same question, and I am proud to say that quite a few former students have entered this noble profession in all levels from pre-k to university positions. For these reasons and more, it is imperative to recruit a highly qualified and diverse pool of potential teachers, and, once hired, to retain them.

Teacher recruitment is an ongoing concern at the local and state levels. While the causes include increasing occupational choices, falling enrollment in schools of education, lack of diversity within the teacher ranks, or a public perception of the profession in general, students still deserve a leader of learning who is committed, caring, and accessible to all. The challenges are real, but so, too, are the solutions!

If a challenge is an increasing choice of occupations, our profession must entice recruits through the very means by which they are lured away, and that is a multi-level recruitment blitz leveraging social media as a starting point. Recruitment should be yearlong with networking opportunities often. Asking young professionals what attracted them to teaching and playing on those insights is another tool to employ.

​If a challenge is falling enrollment in schools of education, school districts can partner with them to recruit high school seniors into various fields within education. Schools of engineering do it all the time! Also, all high schools should offer a "Teacher Cadet" course or a type of teacher’s club that introduces the field of education as a possible career choice, making it easier for students to navigate and understand the entire process.

If a challenge is a lack of diversity, recruitment efforts could include maintaining job boards aimed at underrepresented groups, revising position announcements that are more inclusive, and/or making sure there is diversity among the recruiters for the school system. (7) The positive is that once teachers of various backgrounds are hired, candidates for future jobs will see the school (district) as a welcoming place and will be encouraged to apply.

If a challenge is public perception of the profession, teachers are at the forefront. We must act as ambassadors for our school, district, and state. We must advocate for the profession by uplifting what we do on a daily basis and lead by example. We must be knowledgeable in current educational issues/trends and contribute to the discussion. Finally, we must be recruiters and continually ask those worthy of consideration, “Have you ever thought of being a teacher?” and then follow-up with “Students need people like you in their lives!” It just may start a moment of self-reflection and another journey to begin.

Teacher retention is just as important as recruitment. When teachers leave the profession, a talent pool of experience walks out the door. How can the profession keep the best and brightest? Of course, teacher compensation is often cited as one way to retain teachers. But, there are other ways. They include offering meaningful systems of support, ensuring positive onboarding experiences, and making connections with new hires that build relationships within the school. Encouragement of work-life balance cannot be underestimated. Teachers at high-poverty schools need additional support, as determined by their unique circumstances, to attract highly qualified professionals and keep them there.

Teacher retention truly begins at the school level. When the magic elixir of a school’s climate and culture are combined with a collaborative principal-leader and collegial relationships are formed, teachers stay. Keeping excellent teachers provides continuity for students, most especially for students with greater needs, for today, as well as in the future.