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.")
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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. March's Protocol: Easy Group Activity to get Students Reading, Thinking, Talking, and Writing.3/1/2022 This month's protocol provides students the means to look at an issue from both sides and objectively make conclusions. As they advance in grade level, they should also mature in thinking and be willing to see other's points of view or that their conclusions may need revision. This protocol should always start with a reminder to students that differing opinions do not necessarily mean "right/wrong or good/bad." Let me know how it goes.
PRO AND CON GRID ASSIGNMENT (Collaboration, Discussion, Reading, Writing) Description: This collaboration strategy allows students to go beyond superficial talking points by thoroughly reviewing an issue, creating a list of pros and cons and making decisions based on the analysis of the information. Application: This method can be used in any subject when evaluating, for example, the pros and cons of a process or procedure, a technique, a conclusion, decisions or actions of a fictional character, a dilemma, a judgment, or a political decision. It can be used as the basis for a debate format or side notes when presenting direct instruction. Process: Find an issue that has clearly defined competing points of view. On class day, divide students into groups of four and within the groups of four, split into teams of two, labeling one team “Pro” and the other “Con.” Based on the topic, specify the minimum number of pros and cons each group must develop. Allow time for research but be ready to continue when students are finished. Allow time for teams to regroup and discuss findings. Elicit responses and record pros and cons by creating a T-chart labeled “Pro” and “Con” on the whiteboard OR create a Google Doc and ask students to complete it in real time. When finished, return to whole group format, combine similar answers and denote the frequency of repetitive thoughts and use this as a springboard for students to make conclusions on the matter. To extend the activity, assign individuals a writing assignment based on the experience. Questions to include What was your position on the issue before the research, did that change? What were your group’s most compelling arguments on both sides? What did your group eventually conclude about the issue? Resources and for more information: Nine Alternatives to Lecturing. Centre for Teaching Excellence, University of Waterloo. Pro and Con Grid Online https://kb.wisc.edu/instructional-resources/page.php?id=104408 Last year I went from consultant to classroom teacher again and I loved every minute of it, but it also meant that I had no time to update this homespun website. I am going to work through the summer to provide more content and to keep lines of communication open. I am also planning to add more protocols (strategies) and revamp the Itty Bitty Book. Lots to do and hopefully, enough time to accomplish these goals.
I have returned to the early college where I first designed the strategies book to assist teachers who worked in the unique setting, but also for the numerous visitors who looked for a consistent academic language. Now, to address the changing needs of education, I will write blog articles based on online learning and other situations that will occur in schools this fall. An example is how to get students to "work together" without working together! Yes, there is a need to reexamine the hows of teaching. Please check back every month for new strategies, protocols, tips and tricks. I remain committed to all things teaching and learning. Fondly, Alison Thetford, M. Ed. Edumentality.com Summer is the best time for teachers to reflect and consider trying new strategies, methods, or protocols for the next school year. The six I have selected come directly from The (Not So) Little Itty Bitty Book of Classroom Protocols book that is free for the asking! Do you want your students to work together? Try this: COLLABORATIVE BRAINSTORMING (Collaboration, Discussion) Description: This is a role-assigned group method for generating original ideas and promoting higher-order thinking. Application: Use this method when students need to expand project ideas, determine problem solutions, or review and revise answers. It can also be used as a frontloading activity. Process: Introduce the subject to be brainstormed. Form groups of three and assign roles within group. Organizer: contributes ideas and sets parameters for group and keeps work session flowing. Scribe: contributes ideas and writes down every idea so that all team members can see. Presenter: contributes ideas and shares group list with whole class. Direct the students to brainstorm for the allotted time. Bring class back together so that each presenter shares list. Lead class discussion with a focus on prioritizing top responses. Do you want your students to use classroom talk meaningfully? Try this: CONSENSUS CENSUS: 1-3-6 (Discussion, Feedback, Collaboration) Description: This collaborative strategy is designed to support students’ building group consensus. Application: This is used when students are asked to answer a question, solve a problem, or analyze a statement. Process: Pose a question, problem, or statement. First, ask students to individually (1) tackle the challenge. Second, form groups of three (3) in which students combine sets and agree on one list. Third, join two groups together to form groups of six (6) and instruct them to combine the two lists into a final list, prioritizing by teacher-determined parameters. Assign a student from each group to present final list. How about feedback? Try this: THINK ALOUDS (Feedback, Discussion) Description: This tool helps students understand the kind of thinking required for a specific task. Application: Use Think Alouds to model the thinking process and/or as a diagnostic tool that pinpoints a student’s strengths and weaknesses in the thinking process. Process: Model a process that requires analytic and trial and error reasoning. Describe the process, as well as the “mental stops” along the way. Ask students to then “think aloud,” too, demonstrating their understanding of the process. This protocol is specifically geared toward questioning. Try this:
TEST THE TEACHER (Questioning, Reading, Discussion, Feedback) Description: Test the Teacher is a game where students will create questions based on a reading assignment and then students “test the teacher.” Application: Use this game to check if students are reading assigned text but to also pique student interest. Process: In preparation, assign students a reading. Tell them that each student must create at least five content-based questions from the reading. Remind them that questions can be true/false, short answer, multiple choice, or fill in the blank. Meanwhile, create a student quiz with ten to twenty questions. Say to students, “When I draw your name randomly, you will get to ask me one of your questions. If I get the answer right, I get a point. If I get it wrong, the class earns a point. I then will ask you a question from my quiz. If you get the answer correct, you earn a point for the class. If you don’t know the answer or get it wrong, you earn a point for me. Each student will get at least one turn. Although only one of you is participating at a time, your incentive is to listen so that repeated quiz questions will be easy to answer. At the end of the game if I have the most points, the class has to take the quiz. If the class has the most points, each of you will each get the total points for the quiz recorded in the grade book without actually taking the quiz.” Be ready to follow through on the game’s parameters. How about getting students to read? Try this: OPINION-PROOF (Reading, Writing) Description: Opinion-Proof is a two column reading strategy that forces students to support an opinion with facts, evidence, or ideas found within a reading. Application: Use as a pre-writing activity in language arts or social studies classes. Process: Have a topic with corresponding reading in mind before class meets. On class day, assign reading and create a statement that requires a side to be taken. Tell students to draw a two column chart, labeling the first column “Opinion” and the second column “Proof.” Direct them to write the opinion statement in the first column and, in the second column, to bullet each supporting fact from the text, newspaper, story, or other source of content. To extend learning, require students to be prepared to use the chart as the basis for talking points in a debate, a persuasive essay, or an editorial. Finally, would you like your students to write in class? Try this? ADMIT SLIPS (Writing, Questioning) Description: Admit Slips are used to help students reflect on their understanding of the previous day’s lesson or homework. Application: Use this activity as an assessment tool. Process: Give students a thought-provoking question that must be answered before they come to class. As students enter the classroom, collect slips. Pull random cards and read answers as a bell ringer activity. Some of these you may have seen in your teacher travels, others may be completely new. Below are references and/or where you can find out more information: Collaborative Brainstorming http://www.mindtools.com/pages/Supplementary/GroupBrainstorming.html Consensus Census: 1-3-6 The Learning Place. Consensus 1-3-6. Retrieved from learningplace.com.au Victoria Dept. of Education and Early Child Development. Consensus 1-3-6. Retrieved from www.education.vic.gov.au Think Alouds http://web001.greece.k12.ny.us/academics.cfm Opinion-Proof http://www.readingquest.org/strat/opinion.html Admit Slips http://wvde.state.wv.us/teach21/ExitAdmitSlips.html |
AuthorAlison Thetford, M.Ed CategoriesPast Posts
March 2024
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