Strategies with Impact

Just yesterday, I walked the stage feeling proud of TMS and today, as I visited classrooms, I was reminded why we are so deserving of a National Blue Ribbon - you are great teachers!!!!!  As long as I've been at Truman, we've talked about authentic learning and student engagement, and it's evident that we provide these enriching learning opportunities for students.

When I think back to my own teaching experiences, I reflect upon the isolation I felt, the lack of knowledge about learning strategies in other contents and classrooms.  In those days, we'd spend one early release session per year sharing best practices, but now, thanks to the information superhighway and the ease of information, we can see these daily with just a click of the mouse.  It's for that reason that this blog exists.  While I'm realistic that you are inundated with information, I hope you find these blog posts an inspiration for new instructional strategies.  Most importantly, no matter the content area, I hope you see an opportunity to "steal" ideas for your own instruction.

Check out these two!

Strategy #1:  Conferences in every content area.

We're used to seeing conferencing in ELA classes as teachers give feedback on writing.

But, it's less common to see conferencing in PE.

Using a rubric, the teacher provides clear feedback to a student about their goal, helping them redesign their action plan to meet their personalized fitness goal.

Strategy #2:  When you teach it, you know it.

8th grade German students teach 6th grade World Cultures.

8th graders designed the lesson on colors, providing the PowerPoint and activity.

8th graders engaged 6th graders in enriching activities that required them to speak, read, and write in German.

Their "Own" Space

Learning space is shared space, space where students feel comfortable, where they feel ownership, where they feel valued, and where they feel respected.

As you look at the below examples, consider how students feel connected to your classroom space.  By increasing student ownership of the space, you send a clear message to students:  you are valued!  Thinking about last week's post "Analogous Learning," I feel the need to be explicit in my comparison:

Student ownership of the classroom space is a metaphor for the ownership of their learning.  

The library shelves invite students to know the Mark Twain and Truman books -- even when they aren't currently available!

Student "Shelf Leaders" are identified on sections throughout the library; their job is to straighten and clean the shelf, ensuring displays are full and inviting.

Students own the classroom beyond it's physical space through Google Classroom. 

Clearly identifiable learning objectives (targets) give students the chance to own their learning.  It's enhanced by their requirement to articulate (today's MAP word of the day) it in their own words.

Students visually represent their learning, determining the images that will help them build understanding.

Use bulletin boards to expand learning, encouraging students to take risks.

Recognize students!  Or, better yet, have students recognize each other.

Those are pens...on every single table!  What a great way to make the classroom feel like home and ensure that students have access to the necessary supplies.

That's student writing on the "Expectations" board.  By creating the rules, they are more likely to follow them.