This is the second installment of “What Not To Do If You Want to Maximize Student Achievement” I usually try to focus on the positive, but sometimes it’s important to identify what not to do.
You might be surprised to know that the thinking process of identifying similarities and differences is one of the most powerful ways to accelerate learning achievement. Research shows that when learners are guided to compare or classify, their achievement level almost doubles!
This is first grade example showing students how to create a snapshot of the narrative experience, as well as a thoughtshot. This elaboration technique not only hooks the reader, but also keeps them reading.
Differentiation in tier 1 core reading instruction is the key to students mastering the standards. To expect to see the same instructional organization in every classroom every day is not only impossible, but malpractice. Effective teachers know and plan for children who differ in their learning preferences, styles, and readiness levels. They feel empowered to match instruction to ways that students are most likely to learn. We are accountable to make sure children learn everything they need to know and do in only ten months of time. This is a mighty mandate, but doable.
While it might sound like I propose to match every student to individual lessons and materials that is not the case.
1. Keep focused on the learning (not the teaching, the lack of parental involvement, the student’s other problems, etc.).
When teaching lessons to a large group of students, I prefer to gather them in a whole group meeting area. I find this eliminates the distractions
Cafe Boards remind students to use strategies to process texts.
Teaching elementary students to elaborate in writing can be a challenge. Here is an anchor chart 4th Grade teacher Randi Anderson uses with her students to get them to add quality details.
Second Grade Teacher Marcie Herbst's Math Workshop Choice Board. Students choose games and paper pencil activities to practice math skills and strategies.
