Jul 232015

LESSON FORMAT FOR ENHANCING LEARNING: Many schools in the NYC area request or require that teachers utilize the following layout for each academic period. My LD-focus colleagues recommend it highly:
a. A “Do Now” activity that is projected onto the board or printed on paper on the students’ desks. The activity allows our learners to review/apply yesterday’s material, or engages a preparatory mindset for the topic of today’s session. (5 minutes)
b. A “Mini-Lesson” in which the teacher demonstrates or instructs, often ‘thinking out loud’ so that the students understand the thought process and have a model for how to engage productively in the upcoming task (5-10 minutes)
c. “Guided Practice” during which the students follow along step-by-step with the teacher or engage in the task with close adult supervision and assistance. (5-10 minutes)
d. “Independent Practice” with support provided as needed by peers in a group or an adult. (15 minutes)
e. A Group “Share Out”/Class Discussion (5 minutes)
f. Completion of an “Exit Slip” (5 minutes) Exit-Slips (graded or ungraded… your choice) require learners to write responses to questions posed at the end of class. These quizzes help pupils to reflect on what has been learned, and assists us in determining how well the material was understood. For example: Students might be asked to write a paragraph using your school’s paragraph graphic organizer. Offer prompts (questions to answer) at two different levels of knowledge/ability. The kids are responsible for choosing a level that is most appropriate for their personal level of understanding.

 Posted by at 3:09 pm
Jul 232015

“AUGHHH! How many times do I have to tell you to do this? You should know by now!”
They probably do “know” it by now, but we’re witnessing the difference between RECOGNITION (“knowing” when you’re reminded, like on multiple choice tests) and RECALL (remembering on one’s own in a certain situation). We need to move the kids from the low level of responding when reminded to self-initiated undertaking of the correct action when the situation is familiar (Example: “Get ready for class.”).
One method for building ‘self-management’ is to ask them what they should be doing at that moment. However, even this simple tip can be messed up with the wrong presentation by the adult (parent or teacher).
Saying “What should you being doing right now?” in an irritated voice does nothing to promote the positive relationships that drive youngsters to want to please us. It’s essential that we place a tone-of-voice filter on our minds/mouths and say instead: “My high-potential scholar: What needs to happen right now in order for you to succeed at the task?” (Vary the wording depending on the situation)
Note the positive initiation of the commentary and the “I believe in your abilities.” wording. The “Pygmalion effect” applies here: High expectations lead to high performance.

 Posted by at 3:04 pm