lesson planning: enrichment vs. rigor

In my state, the department of education plans for grades 3-8 to implement the Common Core State Standards (CCSS) in the fall. In response to this timeline, my district developed a transition plan to shift our curriculum. There have been a few glitches along the way...but isn't that to be expected with change of any magnitude? The bottom line as I see it is that states, districts, and even individual schools can create a plan...they can even mandate said plan...but the teachers are the ones who implement the plan to make the shift to new standards benefit our students. Together we're building better students!

Which brings me to my latest revelation...rigor. If you've been in any discussion regarding CCSS, then I'm certain you have heard the standards described as rigorous. These standards require our students to have a deep understanding of the content. And if you have studied your grade level standards, then you know that is a true statement. For example, no longer will Algebra 1 students mindlessly use the quadratic formula to solve a quadratic equation. Instead they will first derive the quadratic formula by completing the square...which will enable them to know why this crazy formula with three variables truly does find the solutions for the variable x located in a quadratic equation.

Perhaps the community of educators has a misconception that rigor is equivalent to enrichment. Why might we be confused? Simply because enrichment is something we already do...it is familiar. However, enrichment extends procedural understanding...can the student move further with the concept? While rigor calls the student to a deeper conceptual understanding...does the student know the depth of the concept? Enrichment adds to the end of your lesson plan and requires additional time. Rigor changes your entire approach to the lesson but does not require additional time. I spy that CCSS have tackled process vs. concept teaching. In an effort to meet the standards we must implement concept teaching that reveals the process. I'm game! How about you?

Have a great weekend...make it count!

papers, papers, and more papers

How do middle school teachers manage student work? Some days keeping up with student work feels like the neverending battle of picking up pool toys in the summertime!

I collect homework from the center of our team tables. This allows me to immediately address missing assignments. (Our school has a Stop Late and Incomplete Papers "SLIP" policy that encourages all work to be completed in a timely manner.) Also I can avoid the no name assignment trap!

Once papers are graded, I keep them in a folder to be returned during the next class. If a student is absent, then I place any returned assignments or quizzes in the trays shown above. This stack of trays is centrally located so students can check for papers after an absence.

I would love for you to share the paper tracking system used in your classroom. I'm always looking for ways to be more organized. :)

Hope your week is off to a great start...make it count!

classroom attention signal

My math classroom is bustling with activity from day to day. My students work cooperatively in teams of four students. And this combination requires an attention signal that will bring my students back to me for announcements, helpful hints, etc.

I raise my hand and say, "Freeze, please. Stop. Look. And listen." This attention signal gives my students 5 seconds to freeze their conversations and listen closely for directions.

Some cues are visual; other attention getters are verbal. What do you use in your classroom?

Have a great week...make it count!

students coaching students in the classroom

Math is a subject that calls its participants to a need for accuracy. What are the options when students make mistakes while reasoning mathematically?

Well...if your students are working independently, then the teacher will have a steady journey around the classroom. A journey that involves reteaching and giving the same friendly reminders repeatedly. But there is another option...and one that I definitely prefer! Your students could be working cooperatively and the teacher makes a steady journey around the classroom to observe progress.

From the very first day of school, I train my students to coach either other. The coaching process begins when a math buddy has a question. Students are encouraged to provide one tip to the student...something that will help redirect the learning. If that tip doesn't resolve the issue, then the student is encouraged to provide an additional tip. If the second tip still doesn't resolve the issue, then the student can tell his/her math buddy where and why the mistake occurred and verbalize the accurate solution. However, the math buddy with a question is not "off the hook" because he/she is required to redo the problem.

Yes, there are still questions that I answer while wandering from team to team. But the quantity is significantly reduced. And the best part of the process is that I'm not the only one talking math!

What else do you train your students to do from the very beginning of school?!? I would love to hear your tips and tricks!

Happy Sunday to YOU...make it count!

my new best friend #CommonCore

My last day of school was Monday. It was bittersweet for me because my oldest daughter is leaving my building and starting high school in the fall. I have absolutely no idea how that happened so quickly! I know she will be wildly successful. And I also know I will miss her terribly!

Tuesday was filled long "to do" lists. Our department scrambled to get things organized for the fall. And our building work day ended with a luncheon. We said our farewells, enjoyed salads from Chili's, and finished evaluations.

And then my Algebra PLC buddy and I headed to her classroom. We joined another pair of teachers from the junior high across town. My new best friend?!? Common Core State Standards. Who else is with me? Are you spending time this summer working with CCSS? Math, literacy, or both?

We have worked 3.5 days and accomplished these details: Organized standards into units, created a sequence, outlined competencies per unit with aligned standards, and created a pacing guide for the year. Today we were able to dive into our first unit and determine the details for the questions we want on our assessment. And that's where we stopped this afternoon. We're hoping to pick up speed during the assessment writing process. Any helpful hints?!?

I'm super excited for a long holiday weekend!
Enjoy...make it count!

gearing up for summer training

One of the most intelligent teachers I know mentioned how his non-teacher friends comment about the vacation he gets to enjoy every summer as a teacher. His reply is so very true..."so I've heard, but I'm still waiting for one of those!"

I've never experienced a summer without multiple trainings. And I wouldn't wish for anything else! Instead of summertime as a "winding down" movement, my summer has more of a "gearing up" theme. I look forward to brainstorming and planning with my teammates...especially when we can do that poolside. :-)

I was able to spend Thursday at the state Capitol reviewing fourth year math course offerings. I always welcome work related to Common Core standards because it pushes me to deeper understanding. And tomorrow I will join my teammates at the UofA for our second session on partnering with the engineering college to improve our STEM instruction. I will also spend three weeks in July with these same groups.

I'm looking forward to all my "summer vacation" has to offer! What's on deck for your summer vacation?!? Do share!

Have a great weekend...make it count!

response to intervention

How do you provide Tier 1 intervention in your classroom? What is the basis for providing such intervention? And how does your school respond to intervention beyond the classroom? What do you find to be the #1 key to success?

Last week I was given a unique opportunity to observe an elementary building finalize their RTI recommendations for next year. One grade level at a time met with the administration and support specialists to discuss the students in their grade that were of greatest concern. To say my experience was eye-opening would be an understatement!

First of all, every single teacher was invested in the discussion. When one teacher discussed a need for her student, the other teachers were quick to offer suggestions and support. The entire team had one focus...success for all students.

My second realization was the difference between elementary and secondary in that the elementary building has access to specialists (ELL, reading, literacty, math, etc.) and my junior high building only has a part-time reading specialist. As a junior high math teacher, I have to be the specialist for every one of my students.

The first line of defense is within my classroom. And I wholeheartedly believe that the #1 key to success is differentiated lessons that dedicate time to respond to students who need additional support. Our elementary friends do a fabulous job of managing this task in their classrooms. It's time for us secondary teachers to follow in their footsteps.

And then what happens when the student needs to move to Tier 2? What do your schools do to offer additional support to students outside of the classroom? Add RTI to my summer brainstorm list...

Have a great week...make it count!