Discussions in education have become a veritable Tower of Babel with enough acronyms to make any bowl of Alphabits soup a solid summary of every school’s August professional development. Amidst the calls to revise standards (CCSS), reduce the impact of testing scores on students and schools (ESSA, NCLB), or to eliminate standardized testing altogether in favor of more authentic and reliable means of gauging student learning, terms such as “college and career readiness” (CCR), “21st century skills” (21C), “EQ v IQ,” “critical thinking” (CT, HOTS, DOK), and “grit” (well, that one didn’t change) seem to lose their meaning for anything other than keyword Google searches and SEO development. Continue reading “What does “college-ready” mean anyway?”
As we begin thinking about and planning for the new school year, consider the kind of teacher you want to be: one who medicates the dancer or one who plays the music for her?
In my previous post Building a Culture of Reading through Choice, I discussed how teachers might create more avid and willing student-readers by offering multiple texts from which students may choose rather than one compulsory text read by the entire class. I received many emails asking how I implement this in my classroom, how I choose books, and how I facilitate student learning when there are several different texts. Since so many people were interested, I thought why not just write another post? As any teacher knows, if one student asks a question, there’s probably 8 or 9 others who were wondering the same thing but were too shy to ask. So–to those of you who emailed: I hope this helps; and to those who were too shy to ask: don’t be! (I know–completely unhelpful advice).
As I stated before, I don’t like being told what to read, especially if I’m told to read it because it’s a “classic” and “canonical.” On my own, if still a bit begrudgingly, I decided to read Moby Dick and David Copperfield because peer pressure still has some power and I had to see what Continue reading “Differentiating Instruction through Reading Choice”
Correlation between Critical Thinking and Developmental Levels of Critical Writing
Theme seems like a no-brainer–it’s the universal truths we find in a text that make it relevant to the human experience. Yet teaching theme can be quite challenging. Students have difficulty grasping the concept, and I am not sure if it’s because they don’t know how to phrase a theme statement or if they simply don’t have quite enough life experience to recognize grand human truths (we’ll set aside semantics for now and operate on the premise that there are “human truths” by which we live). Continue reading “Judging a Book by its Cover: Teaching Theme”