Learning Objective

IAB_CL1_PX01642Series on EDI intro: Explicit Direct Instruction, or EDI, is a set of teaching strategies assembled by Data Works, a research company in California.  I have been trained and certified as a trainer and have found it a great way to deliver effective lesson plans.  It consists of steps which you will find in each post in the series here.  I hope you benefit by the series.  Please leave a comment, let’s have a dialog.

In the teaching method EDI, “Learning Objective” is the beginning of the lesson.  It should be stated clearly and the kids should show evidence of understanding by repeating it back and then answering as random non-volunteers. I usually write this on the board and explain any new or difficult words.  Then I say it and have the class repeat it.  You are establishing the goal of the lesson.  This helps the students mentally prepare for the lesson.  Many times teachers do “forward questioning,” or, questioning without teaching.  Forward questioning is a big no no.  A clearly taught learning objective is the best weapon against it. Here are some teaching methods.

Even though EDI is the focus here, a learning objective is an excellent part of any lesson plan. You state what we will be doing and stay faithful to it through all stages of the lesson.  It’s like a target guiding what you do and what you assess in the end. Now, onto the second step of my favorite method of teaching.

Rethinking Your “Regular Stuff” in a Classroom

What good are the loftiest goals if you don’t have the nuts and bolts. In 4th grade, this means a solid and open instruction space and homework. These are two areas I have opened up lately and done a full rebuild with. When the everyday tasks are available on a daily basis in an accessible way, the teacher can explore into the depths. When they are clogged or neglected, those loftier goals might as well be unsaid because they will never happen. There is hope. Take the time to clear a better space to teach.

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Take the time to clear your workspace. Fill it with only that which you need to instruct.

Hemingway wrote about a clean, well lighted space. I’d change clean to ordered and apply it to teaching. The cluttered mind is far with worry and unreal expectations. Take the time to order your workspace. On my personal blog/online diary, I wrote recently about enjoying the regular road to achieve enlightenment (of sorts). This is also true of teaching. I know are all overwhelmed but I know from experience if you take the time to uproot and replant your regular stuff, like a teaching space and homework, new doors will open up and you will be a stronger teacher than you ever imagined.IMG_3053.JPG

What is the “regular stuff” of your classroom. Could it use some rethinking?

Teaching Tips for Classroom Behavior Management

Becoming a teacher educates you about classroom management right away. When it starts getting incessantly noisy in your classroom, you have to do something about it.  The kids can take over the class and everyone can believe you are shouting at them for no reason … and that’s what they tell their families.  You don’t deserve that and it doesn’t have to be the case.  Here’s something I have done and in fact am currently doing to keep my room a sanctuary for learning:

1) One of the steps to becoming a teacher is to make sure the teaching parts of the day are very enthusiastic and energetic.  Go the extra mile to get them moving and involved in what you are teaching.  You probably will never “wear them out” but look at that as your ideal goal when teaching.

2) Make sure they see the method to do the independent work.  Don’t leave them hanging with a worksheet with no relevance to what you taught.  I had a talk with a special education teacher recently about this topic. Case in point: today I taught multiplication in a linear way and the worksheet put it in a block format.  The kids were a bit perplexed and it frustrated me.  When I realized the simple issue, it was just a matter of modeling a new format and then they all got 100%.

3) Don’t yell “be quiet” just start counting.  At first they will stop after 8-10 seconds but after some routine at this, it will go down to as low as 1-2.  Tell them you want the number to get lower.

4) Keep them in from a recess.  Be very dramatic with the whole class.  Remember that a talker needs a hearer so the quiet ones in a way are just as guilty.  Usually after this kind of consequence, the class will settle down.

I hope you like my ideas.  Have any to share?

Why to Have a Learning Objective

IAT_CL1_PX00768When you teach kids, a learning objective is like the train track you can’t deviate from.  It keeps you focused and keeps your students minds from wandering away from your education.  It’s like the old adage: “If you aim at nothing, you’ll surely hit it.”

An example of what happens without an objective is like when you are having coffee with a dear friend and your conversation juts and skips all over the place.  If you’re like me with my best friend, there is nothing linear about it.  In this context it makes perfect sense to not have an “objective.”  When you are teaching kids, on the other hand, a learning objective can get your class to 80% mastery (or higher) faster and more efficiently. Online lesson plans that have a learning objective are far more superior than those who don’t.

An example of a learning objective I do in fact is:

Today we will identify predicates in sentences.

We have a test coming up where they will be asked to do this.  That is called “backward mapping,” looking at the end assessment and then creating your objective based on what they will be tested on. While teaching materials have some value, a learning objective is a must.

Activate Prior Knowledge

IAB_CL1_PX01572I tell my kids they should love this part of the lesson because ?prior knowledge? means basically: ?Stuff they already know.? All I am doing here is getting them to fix on something they understand. I will use this quickly to bridge to what they have yet to learn. For example, if I am doing a lesson to 8th graders on consumer documents I can explain to them how skateboards come with a warranty.

I can get them very involved in sharing stories of ?prior knowledge? about pasts that have broken and got replaced within the terms of the warranty. Then I can bridge from that to the lesson objective which might be analyzing the various terms of a consumer document. The learning objective can be restated throughout the lesson reminding the students that each thing we are doing has a place in getting towards that learning objective. I thoroughly enjoy the elaboration from kids during ?APK? or activate prior knowledge. They have a lot of enthusiasm in telling me what they know. I think the ?dynamite? advice for this step would be to pick an APK subject that they know and enjoy. Getting kids comfortable at the beginning of the lesson through prior knowledge is a dynamite tool. Here are some sample lessons.

Three Tools You Can Use to Make Effective Lessons

The skill of writing lesson plans is crucial to running an effective classroom. This is common knowledge I am sure most will agree. The question for the effective teacher then becomes:

What teaching tools are out there to use to make effective lesson plans?

In this post I give you three tools, though there are many others, to do make effective lesson plans.

The first tool is a standard, or objective. Here in my state of California, we have made great inroads toward success by using the state standards framework. The Common Core will be here soon and that is also a great way to map out lessons. The objectives for each grade level have been articulated on aour academic standards website and teachers are free to access them. They are also responsible to teach from them and show results at the end of the school year. Every state and district give guidelines, that are usually online, to teaching everything in your year. Continue reading

What Does it Take to be a Teacher?

My School DeskBeing a teacher, we often get mixed reviews in our cultures. Sometimes, we are seen as “world changers” and other times not as highly. I think a lot of people think they know because everyone has had an experience with teachers. This brings up the question: What does it take to be a teacher? Let me give you a few of my observations:

Teachers are people who use their education.

Some of my friends I run across did not put their excellent education to work. Others did and went into various trades but in most cases, teachers used it to keep getting educated. All teachers have at least a Bachelor’s degree. At this point in time, most districts require an advanced degree or they won’t consider hiring you. Continue reading

Using Acronyms to Be a More Effective Teacher

Teachers can increase the productivity of teaching degrees by following an acronym. I’ve used acronyms a lot in my career to become an effective teacher. My “MAP” strategy below is an example of one.

Monitor – The M in MAP stands for the time you analyze and place students.  This can be through standardized test scores or results of local assessments.  Once you see where you kids need to be and then learn they aren’t there, you can better move on to sections A, and P.  Monitor can cover a whole slough of things teachers do when analyzing data for better instruction.

Assemble – Now don’t get that confused with assessment.  This is not that at all.  This is the step where you gather the curriculum you have to address the needs you discovered in “monitoring.”  If you’ve been a teacher the last 10 years you will agree with me that teaching is changing to less of a “district hands down the holy grail to teach with” and more to a “go through the smorgasbord and take the stuff you need” kind of approach.  The “A” represents that time to assemble the tools you need to address the need. One may be beginning to see the teaching degree requirements aren’t everything teachers need?

Prepare – The reason I created this method was for P.  My copier went out again and I had to time to get what I needed for the next day.  Later I went to the copy machine and realized I had no idea what to copy for the next day!  I created the 3 items in this acronym to keep myself aware of my students’ needs, the materials I have, and to be prepared.  The “P” is the copying, the getting it all together.

Time passes quickly in ones career. I recall when the online teaching degree came on the scene. Now, it is as common as a traditional one. If you follow the M.A.P. strategy as a teacher (or another professional) you can be a trendsetter. Of course, you may come up with a better one. Please leave your ideas in the comments to help us all be better teachers.

Infographic for the Struggle Between Adelanto Teachers and School District

Infographics are a great way people are sharing information online. Below is one I have made for the current negotiations between ADTA and AESD. In you click on the infographic you get the high res version. (ADTA board approved)
ADTAVSAESD_INFOGRAPHIC_SIZE

Readers may use this infographic to spread the word about our struggle. There is no copyright as long as you credit me or ADTAtoday.org as the author and do not modify the content with photoshop etc.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

For placement on your website here is the raw code:

<a href=”http://www.dynamitelessonplan.com/wp-content/uploads/2014/10/ADTAVSAESD_INFOGRAPHIC_SIZE.jpg”><img class=”alignleft size-full wp-image-9487″ src=”http://www.dynamitelessonplan.com/wp-content/uploads/2014/10/ADTAVSAESD_INFOGRAPHIC_SIZE.jpg” alt=”ADTAVSAESD_INFOGRAPHIC_SIZE” width=”800″ height=”1035″ /></a>

Desert Trails and Charters in the News Again

MG_1774-525x350I’ve heard some outrageous things about the “blossoming” Desert Trails in the news lately. I’m still waiting to see if they are all true. They brought national attention to our small desert school district last year when the parent trigger law was invoked for the first time in history. I won’t thank them for that yet. If it ends up bringing good to the school district and to public education as a whole then I will but the jury is still out. Their mvement was fueled by illogical and unfounded hatred for public school teachers and teachers’ unions. Neither are the true enemy of education. Debra Tarver introduced the nation to a new form of organizing parents through fear and lies. In doing so, she advanced her career and income. What happened? A charter took over a public school. I wrote about this about a year ago you can read that here. Basically I was interested in looking at the criteria people use in politics to judge (and prejudge) schools. Gathering data and putting a SPIN on data is a common practice in the media these days. As long as the spin mobilizes enough votes, it doesn’t matter how logical it is.

Brooke Self on Twitter: "DesertTrails Exec. Director Debra Tarver speaks to the AESD board regarding ed code violations related to tax filings from: http://ow.ly/DBoqd

Brooke Self on Twitter: “DesertTrails Exec. Director Debra Tarver speaks to the AESD board regarding ed code violations related to tax filings from: Brooke Self on Twitter

DesertTrails Exec Director Debra Tarver speaks to the Adelanto school board re: a notice of ed code violations

They cite one test and say this percentage of the kids are below grade level and another test to point out they had huge improvement. Recently Desert Trails has reported a 47% proficiency rate for their students in Science. Do they mean the whole school or just grade 5, where the test has been given as far back as 1997, when I started teaching in public schools. If it was just 5th grade, what of K-4th and 6th grade? Besides that, why are we not hearing amazing statistics in Language Arts and Math? Are these not the crux of an education? I might argue they are. In an emergency board meeting tonight I learned there have been written allegations of the school district against Desert Trails including non-filing of taxes. I must say here these are only allegations. Still, watch the news to see where these allegations go.

In the same board meeting a gentleman got up and slammed our city’s schools. He saw no glimmer of hope in them. I found it sad to listen to him. I also found it pathetic and disgusting. If only I could talk to him and explain the “union” is not the cause of his woes. Perhaps he was the most disgruntled person Debra Tarver, the Director of Desert Trails, could get to speak on behalf of the school? It sure sounded that way. I got to thinking about how they are now in a similar boat to the schools they once assaulted with the help of Parent Revolution last year. They must now answer to the umbrella district they fled from. That has to be tough for Tarver and people who follow her. I’m writing about this situation because it is close to home and because I think the charter option, good or bad, needs to be addressed by teachers. Not all charters come about this way. Schools don’t have to be ruthlessly and arguably immorally taken over to go charter. Schools can apply on their own. There is so much to be said on the Desert Trails, Parent Trigger, Charter school topic: What do you think about it? All opinions are welcome.