How one high school is constructing their own definition of rigor, in service of developing high expectations and meaningful work for students.
After several years of prolonged uncertainty and hardship, a feeling of normalcy seems to finally be settling in, and schools want to refocus their vision for high expectations and meaningful work for students. As coaches, we’ve noticed that “rigor” has become a topic of particular interest for school leaders this year.
However, not everyone has the most positive associations with the word, and we can’t really blame them (just look at the dictionary definition — yikes!). What we mean by rigor in the educational context is often unclear, and it’s for this reason that we believe in the importance of co-constructing definitions and characteristics of the concept as a school community. We’ve undertaken this endeavor with the Business Technology Early College High School (BTECH) — one of our wonderful partner schools in Queens, New York — and have been investigating the concept of rigor through a variety of entry points. Our inquiry around rigor began with a tool developed by our colleague, Dr. Roberta Lenger Kang, who envisions rigor as an odometer, a visual retake on Bloom’s Taxonomy. After working with the “Rigormeter”, the staff at BTECH engaged in inquiry around how to assess and establish criteria for rigorous questions. Here is a snapshot of how we explored this question and a look into the insights that were gleaned.
Assessing for rigor
What makes a rigorous question? The central way that teachers pursued this line of inquiry in our workshop was through a hands-on, minds-on activity. In small heterogeneous groups (mixed in terms of both content areas and experience), teachers were given an envelope of paper strips, each printed with a question inspired by real high school curriculum (How does the greenhouse effect work? What is exponential growth and where do we see it in our everyday lives?). Working collaboratively, teachers were tasked with sorting the questions into categories according to their perceived level of rigor. As we circulated the room, we heard teachers engaged in rich and lively discussion as they made decisions about how to rank questions according to their rigor level, and why.
Establishing criteria for rigor
After teachers spent some time engaging in the question sorting activity, we asked the small groups to reflect and discuss together: What criteria did you use to distinguish more rigorous from less rigorous questions? Then, when we came back together as a whole staff, we asked teachers: so, what does make a rigorous question? Here are some of the defining characteristic they articulated:
A rigorous question...
Additional definitions
After teachers generated their own ideas, we as facilitators offered a few additional criteria that worked to amplify and elaborate on the group’s working definition. The criteria we offered were inspired by some of the dispositions of competent readers delineated by Dr. Sheridan Blau in his article Performative Literacy: The Habits of Mind of Highly Literate Readers (2003) — with the thinking that if these dispositions allow for readers to make meaning of texts and “enable knowledge” (p. 19), then questions that inspire the cultivation of such dispositions will in turn cultivate meaning-making in general.
We proposed that a rigorous question also:
The importance of complexity and flexibility are also explored in Robyn Jackson’s How to Plan Rigorous Instruction (2010).
Next steps
After generating their own collective definition of a rigorous question and considering the Blau-inspired characteristics as well, teachers were given the opportunity to apply these new insights to an upcoming lesson. Teachers left the session with a new Do Now activity or slightly tweaked questions that asked for justification, for example. Most significantly, they left with clarity on what counts as a rigorous question. As we continue working with this school, we are designing next steps in the professional learning process. Our upcoming sessions can focus on when and how to use rigorous questions, specifically, at what point of the lesson, and how to assess student response. We can also explore activities or teaching moves that pair well with investigating rigorous questions. We might also reconsider our essential questions and check how they measure against our “rigorous questions” criteria. There are many possibilities for moving forward with our inquiry cycle. While there are plenty of resources and frameworks out there for teachers on creating compelling and meaningful questions, both facilitators and teachers found great value in doing some first-hand discovery, and in trying to articulate the nuance in what distinguishes rigorous questions from the rest. 10/31/2022 Centering Students for Literacy Engagement: Teacher as Interdependent Curator & Bridge-Builder
Exploring the connection between instructional autonomy and student engagement.
Excerpted from Centering Students for Literacy Engagement: Voice, Choice & Identity, A Review of Literature for Behind the Book, conducted by the Center for Professional Education of Teachers at Teachers College, Columbia University.
Teachers who engage in the design of their own instructional goals understand the direct link between engagement, literacy, and content knowledge. They understand that when students are engaged, there is no limit to their learning, which is why it is such a powerful motivator. Teachers are also keenly aware that how they create visible and invisible space for learning to take place has an impact on student engagement. Everything from how a classroom space is organized, decorated, and maintained has an impact on how well students can physically interact in the space. Relationship building is also critical in the classroom, and the research indicates that fostering non-evaluative literacy experiences creates opportunities for students and teachers to more deeply engage in reading and writing.
Essential factors in engagement
In a research review on literacy engagement, produced by The Center for Professional Education of Teachers (CPET) in collaboration with Behind the Book, we analyzed previously published reviews of literature and research studies on literacy engagement. Throughout the literature, student voice, agency, and confidence emerged as essential factors that lead to increased literacy engagement over time. While many attributes contributed to increasing student voice, choice, and agency, six high leverage areas surfaced: student voice, student agency, student confidence, teacher autonomy, learning environment, and relationship-building. Refer to our companion article to read about Student Voice, Choice & Identity. How do you incorporate these in your practice? What support might you need to deepen your understanding and implementation of these attributes?
Teacher autonomy
Decision-making ideally involves all stakeholders in a school community. The unique role of teachers positions them as professionals in their content areas and the consummate experts of their own classrooms. There is a strong connection between student engagement and how a teacher perceives themselves as authors of their classroom spaces — especially when it comes to teacher autonomy. The concept of professional independence and decision-making is central to motivating teachers to think critically about what, why, and how they’re engaging with their students, which increases their sense of personal and professional responsibility. Teachers navigate their choices within the systems and structures of their districts, school, and department. Educational policies affect the everyday experience of teachers and can construct barriers to teachers exercising autonomy in their classrooms. The shift away from autonomy and professional freedom in K-12 schools has had a dramatic impact on teacher engagement, creativity, and organic professional evolution. Policies that acknowledge teachers as experts will implement systems and structures designed to increase decision-making opportunities on every level, from classroom to school to district. Teachers immersed in the design of their own instructional goals understand the direct link between engagement, literacy, and content knowledge. They understand that when students are engaged, there is no limit to their learning, which is powerful for both teacher and student. When a person has a high level of efficacy in their work, they believe that their time and effort will result in a desired extrinsic or intrinsic reward. For educators, autonomy and efficacy go hand in hand. Teachers are most effective when they have autonomy (decision-making power and the professional responsibilities that come with that power) and efficacy (the belief that their time and effort will generate their desired reward). The effort and self-determination of teachers contributes to their own sense of autonomy and to their students’ success. Teacher autonomy is not something that can be developed overnight, especially in communities where there has been tight control on curriculum, instruction, or teacher style. Schools or districts looking to increase teacher autonomy may want to make an investment in professional development for teacher leaders. Starting small and then building with a team is a great entry point to increasing autonomy for some, and creating a sustainable process for others to develop more autonomy. It is important to remember that teacher autonomy does not mean everyone does anything they want at any time, but rather that teachers are able to exercise professional freedoms for instructional and curricular choices focused on the responsibility of meeting students’ needs. This process can be developed and replicated. Schools interested in developing teacher autonomy can first focus on Department or Content area or grade level teams and develop a structure for meeting together, facilitation, and shared research. As teachers learn more about their field, they are better equipped to make decisions grounded in research. Instructional autonomy leads to the creation of a dynamic learning space, an increased growth mindset and a mindset towards social justice.
Learning environment
If we think of the word environment, as in habitat or place, the learning environment becomes the space where learning takes place. Curating a positive learning environment requires educators to consider how students learn best, under what conditions their learning can be maximized, and what disrupts the learning environment. Once these questions are answered, educators must use their available resources to design the physical or virtual space to create that environment. It’s important for teachers to think critically about creating a space for each student that provides access to resources, manipulatives, and intellectually stimulating tasks. This is commonplace in most elementary school classrooms which utilize their classroom spaces for strategic academic interactions — like the reading rug, the classroom library, and the conferencing table for students to work with their teachers individually or in small groups. All teachers create and cultivate learning spaces in how they interact with their students, how they utilize the space they have, and how they invent ways for students to interact with texts together. Rituals and routines play an important role in creating a learning environment that increases student literacy engagement. With a specific eye towards supporting English Language Learners, we can think beyond the physical resources found within a classroom space and focus on having a mindful routine, creating dynamic personal relationships between stakeholders, and developing instructional materials that are culturally and cognitively responsive to students. Additionally, when surrounded by physical texts and images of texts in the classroom spaces, students are more likely to engage in reading on their own. Implementing discussion is an integral part of the reading and writing process. When students discuss what they’ve read with their peers, it enhances their understanding, and their interest in the text. When students spend time and effort in retelling what they’ve read, creating a response to their reading, or synthesizing the text in new ways, their energy and effort has a direct correlation to their engagement in the reading itself. School and district leaders can support teachers to think deeply about their learning environment by being explicit about the resources available to teachers, as well as clarifying a theory of action that articulates how students learn best and translating that theory into an action plan for the learning environment. Beginning with the theory of action, schools that take the time to develop a shared understanding and a shared approach to learning also reap the benefits of a faculty and staff who are aligned in their mindset and approach and as a result create culture and environment quickly. After articulating the theory of action, schools need to develop an implementation plan, and an accountability plan. How will they see their values come alive in the daily interactions across the school? How will they hold teachers and other school staff members accountable to their ability to translate vision into action? Resources may vary, but the constant in any educational setting are teachers and students, together.
Relationship building
Relationships support building bridges between challenging content and critical skills. The relationship provides an avenue for teachers and students to bridge differences and bond through shared experiences. These bonds become a highway for academic support and interventions. Teachers with a high level of professional freedom typically have the confidence and the creativity to create a positive and engaging learning environment, which will in turn create personal and social spaces for students to find themselves as readers. Those personal and social spaces are nurtured through student-to-student and student-to-teacher relationships. Sharing reading ideas is especially motivating for students. Whether there are formal or informal conversations, teachers and students who read and discuss shared texts create shared experiences and shared memories. These experiences create strong bonds between teachers and students and inform their identities as readers and writers. When teachers and school leaders want to increase engagement through relationship building, focusing on social-emotional learning can be a great entry point. Creating spaces for students and teachers to identify their feelings within a given assignment can avoid misunderstandings that develop hurt feelings and divide teachers and students, impacting culture negatively. For decades, teachers have found that stories are ways to connect students to themselves, to each other, and to their larger community. Reading and writing are both connected to an audience which makes the act of either an experience in connection. Supporting students academically must include supporting students relationally. When students are able to connect with themselves and their classmates; when they connect with their teachers and count them as caring adults in their lives, they have essential support to then connect with texts that will become the driving force of their learning. The real and deep need for strong relationships is a key component to student engagement in reading and writing.
Download the white paper: Centering Students for Literacy Engagement: Voice, Choice & Identity, A Review of Literature for Behind the Book, conducted by the Center for Professional Education of Teachers at Teachers College, Columbia University.
About Behind the Book
Behind the Book was founded with an instinctive sense that getting kids excited about reading could have a significant impact on their academic (and nonacademic) careers, encouraging depth and freedom of thought, a hunger for knowledge and an understanding and appreciation for worlds beyond the one they know. In the years since Behind the Book began scheduling author visits, programming has expanded and evolved to include art projects, field trips, dramatic activities, the publication of student anthologies and more. About the Center for Professional Education of Teachers (CPET) Sponsored by Teachers College, Columbia University, internationally renowned research university, CPET is a non-profit organization that is committed to making excellent and equitable education accessible worldwide. CPET unites theory and practice to promote transformational change. We design innovative projects, cultivate sustainable partnerships, and conduct research through direct and online services to youth and educators. Grounded in adult learning theories, our six core principles structure our customized approach and expand the capacities of educators around the world.
A look at high-leverage areas for student engagement in reading and writing.
Excerpted from Centering Students for Literacy Engagement: Voice, Choice & Identity, A Review of Literature for Behind the Book, conducted by the Center for Professional Education of Teachers at Teachers College, Columbia University.
When it comes to compliance vs. engagement, we can generally agree that compliance is about conforming, yielding, adhering to cultural norms, and cooperating or obeying. Compliance is focused on a mindset of teachers (or adults) having power over students, rather than empowering them. Whether we’ve recognized it or not, many schools are dominated by compliance-oriented structures which often mimic the behaviors of engagement. When schools structure how students enter, exit, move throughout the building, where they sit, how they sit, when they can go to the bathroom or eat food, the learning environment is dominated by a power-over culture which has an impact on authentic student engagement.
Engagement, on the other hand, is more difficult to define. Research on engagement and theories of engagement date back over 50 years and come primarily from perspectives in the fields of psychology and sociology. Each field has contributed theoretical frameworks designed to articulate what engagement is, how it works, how engagement breaks down, and how to generate it. We may understand the theories behind engagement, but can we articulate what engagement looks like for students in school, with respect to literacy through reading and writing specifically? A focus on literacy engagement is critical because without a personal and intrinsic motivation to read or write, school becomes a space that stifles student growth and prioritizes compliance over engagement. When students can develop a personal, authentic engagement in reading (taking in information and ideas) and writing (expressing information and ideas), students can develop sustainably positive experiences in school that develop their self-efficacy and self-confidence.
Essential factors in engagement
In a research review on literacy engagement, produced by The Center for Professional Education of Teachers (CPET) in collaboration with Behind the Book, we analyzed previously published reviews of literature and research studies on literacy engagement. Throughout the literature, student voice, agency, and confidence emerged as essential factors that lead to increased literacy engagement over time. While many attributes contributed to increasing student voice, choice, and agency, six high leverage areas surfaced: student voice, student agency, student confidence, teacher autonomy, learning environment, and relationship-building. Refer to our companion article: Centering Students for Literacy Engagement: Teacher as Interdependent Curator & Bridge-Builder to read more about teacher autonomy, learning environment, and relationship building.
How do you incorporate these in your practice? What support might you need to deepen your understanding and implementation of these attributes?
Student voice
Student voice can be cultivated through classroom culture, through reading, and through writing. Classroom culture accumulates the small, large, formal, and informal ways that students interact with one another and their teachers. Here, when their voice is either heard or silenced, it has an impact on how the student engages in classroom activities and tasks. Educators find ways to elicit student voice intentionally by creating windows and mirrors. Windows are opportunities for students to see themselves in the literature they’re reading. When teachers design prompts that help students make connections, find commonalities, or empathize with characters or situations they’re reading, they create a metaphorical window for students to see how they connect with a text. Alternatively, teachers can also prompt students with entry points to reading and writing that act as mirrors for students to see their thoughts and feelings emerge on the page as they write or draw. Mirrors reflect our identity, and mirroring tasks and texts give students an opportunity to see themselves as valid, legitimate, and important enough to write about. Through publication projects, drawing, drama, and the wide variety of activities teachers can plan, centering student voice is a key factor in reading and writing engagement. For example, when educators place students in the driver’s seat of the drafting, revising, editing, and publishing process, student publication projects support students to both find their voices and to broadcast them. Teachers can invite all student voices by creating classroom spaces with a mix of culturally responsive teaching characteristics such as communicating high expectations for all students, expressing positive perspectives on parents and families, practicing student-centered instruction, and reshaping curriculum to meet all student learning needs. What makes some students more readily able to access and raise their voices is influenced by how the teacher designs a classroom space where students feel free to use their voices.
Student agency
Cultivating in-school literacy experiences that highlight student voice, agency, and influence is in sharp contrast to the drill and kill test prep approach that many teachers feel is necessary to get students to pass the test at the end of the school year. But this is precisely where students need to have their identity, voice, and influence emphasized. Student engagement increases when educators deliberately create a culture that does the following: expects students will give feedback to their teachers about their experiences in class; expects students will share what they want to learn; and expects students will share how they want to learn. The student engagement from this culture occurs when teachers respond to those suggestions by making visible changes to instruction. Specific practices include students performing their writing, conducting research with adult allies, and having forums where student voices, ideas, and lived experiences are prioritized. Authentic or real-world reading and writing tasks increase student engagement. When the audience for writing widens to include people in addition to one teacher, such as letter writing to local politicians, posting poems on classroom walls and stories in school hallways or publishing a class book in which each student authors a piece and reads it aloud during a celebration and book signing ceremony, students experience an increased sense of agency and engagement in the writing process. Student authors connect their writing to a larger purpose, and writing for an authentic audience allows students to gain skills and perspectives that will serve them beyond the classroom. Dynamic and long-lasting engagement comes from the combination of student agency (how do students use their voice to influence their education?), community (how do the people surrounding students influence their perception of school?), and the organizing structures of school (how does student voice influence the structure and organization of the school?). When students choose for themselves, they exercise their own agency, which can increase the strength they feel when attempting to express and act upon their own goals and values.
Student confidence
Confidence is often seen as something that someone either has, or doesn’t have, as if the belief in oneself was a static perception that was either present or not present at birth. However, we know from Carol Dwek’s work on the Growth Mindset that our intelligence and our sense of self evolve over time, and that our self-perception is never at a fixed point. Respected and caring adults in students’ lives have the amazing power to influence students’ perceptions of themselves and others. There are varied ways to build student confidence, including consistent use of authentic writing tasks, reading choice, and repeated reading practices. Increasing student confidence is complex, requiring innovation and persistence from students as they move toward their educational goals, as well as from teachers on behalf of their students. Educators can make choices to provide an array of differentiated reading and writing tasks, integrating student voice and choice into the mix and building their confidence with each new learning opportunity. Required readings, assignments, and projects can be shared at the start of a school year, semester, or unit and teachers can then support students in finding their unique and desired ways to process and express their connections to the reading and writing Valuing a student’s home language and utilizing it as a linguistic tool to problem solve, communicate, and access materials develop students’ literacy skills and self‐confidence. Even in situations where younger students are learning English as a Dual Language, their ability to negotiate the language will have a major impact on their motivation to read and write, or to not read and write. The same can apply to older students who are learning English as a New Language. Whatever the age or nuanced way of referring to learning a new language, when language creates a barrier to entry, students are more likely to give up than they are to keep trying. When students new to learning English can talk with their classmates in their home language, think through complex ideas in their home language, write out their notes in their home language — they’ll have increased confidence in their understanding of the concepts and can, as a separate task, get to work on translating their ideas into English. Success cycles are built when educators better understand how to design their instructional tasks to incorporate opportunities for student voice, agency and confidence.
Download the white paper: Centering Students for Literacy Engagement: Voice, Choice & Identity, A Review of Literature for Behind the Book, conducted by the Center for Professional Education of Teachers at Teachers College, Columbia University.
About Behind the Book
Behind the Book was founded with an instinctive sense that getting kids excited about reading could have a significant impact on their academic (and nonacademic) careers, encouraging depth and freedom of thought, a hunger for knowledge and an understanding and appreciation for worlds beyond the one they know. In the years since Behind the Book began scheduling author visits, programming has expanded and evolved to include art projects, field trips, dramatic activities, the publication of student anthologies and more. About the Center for Professional Education of Teachers (CPET) Sponsored by Teachers College, Columbia University, internationally renowned research university, CPET is a non-profit organization that is committed to making excellent and equitable education accessible worldwide. CPET unites theory and practice to promote transformational change. We design innovative projects, cultivate sustainable partnerships, and conduct research through direct and online services to youth and educators. Grounded in adult learning theories, our six core principles structure our customized approach and expand the capacities of educators around the world.
Low-stakes, high-reward discussion practices you can bring to your math classroom.
Most teachers I know recognize the importance of discussion in their classrooms, but often struggle with how to best facilitate student-to-student discussions, particularly in a content area classroom like math.
As a former elementary educator, I was responsible for teaching all subject areas — Reading, Writing, Math, Science and Social Studies. Math was always my most reluctant subject. When it came time to teach math, I was guilty of sitting in front of the whiteboard, doing practice problem after practice problem with my students, asking if they had any questions, and then sending them off to their desks to do more practice problems in their workbooks. I could tell they were bored (heck, I was bored), but I was unsure how to shift my teaching to make it more engaging and student-centered. I was compelled by the idea that practice makes perfect, right? So the more problems they practice, the more likely they’d be to get it. But the drill and kill approach is not adequate, especially in classrooms today, and as we think about the necessary skills of students in the 21st century. We know they need much more to acquire skills and knowledge that will serve them in real life. They need to be able to talk about math, reflect on their processes, and collaboratively problem-solve.
What is Math Talk?
One of my recent areas of focus and interest is helping math teachers incorporate more discussion in their classrooms and move away from the often well-intentioned chalk and talk approach. “Math Talk,” while a rather new term, is gaining in popularity, as research suggests that when students talk more about their math thinking, they are more motivated to learn and they learn more. It is one of the mathematical practices of the NGS that supports students in clarifying their thinking and understanding, constructing mathematical arguments, developing language to express math ideas, and increasing opportunities to see things from different perspectives. How can teachers promote this challenging yet crucial mathematical practice in their classrooms? What I share below are three simple, yet effective strategies that can promote math talk in meaningful and manageable ways.
Turn and Talks
Turn and talks are a well-known and commonly used strategy. They support oral language, speaking, and listening skills in a low-stakes way. Math can often promote a lot of fear, and fear of getting it wrong. But because students are talking to a partner, there is often less hesitation than if they had to speak to a larger group. Turn and talks can be a great entry point to promoting discussion.
Gallery Walks
Gallery walks are another simple yet meaningful technique to support discussion. These support students in being actively engaged as they walk throughout the classroom, and they can be highly effective in problem-solving within a math classroom. Similar to a turn and talk, a gallery walk could be the focus of the Do Now, as part of guided practice in preparation for independent work, or it can serve as the independent work after some explicit instruction.
Think - Pair - Share
Think-Pair-Share can support students in working together to increase understanding and explore multiple perspectives. Like turn and talks, it is a partner strategy that can be a nice entry point to promoting discussion as its low-stakes and a bit easier for the teacher to manage participation of students. It can be done as part of a Do Now, to review a particular skill, to assess work that is already completed, or as part of independent practice as students apply what they’ve learned.
By no means do I consider myself a math expert; however, I do have extensive experience in promoting discussion in all disciplines. While these strategies are not new or revolutionary, I have witnessed how even small moves can shift instruction to allow for more student interaction and application. I hope you find them helpful as you consider how you can maximize discussion in your classroom, and remember that any of these can be a starting place — as you boost your confidence and experience success, I encourage you to consider your own twists and share them with others.
Promising practices that can help nurture confident, capable student writers.
The beginning of the school year is a powerful time for setting intentions and establishing expectations. As a former classroom teacher and professional development coach, I understand the importance of making sure students feel safe in their writing environment, so that they feel empowered to put pen to paper. Using the beginning of the year to create a culture of writing can help cultivate a sense of community, boost students’ confidence, dispel some of the myths that exist about writing, and strengthen students’ skills and strategies.
How then, can we create this culture and community?
Creating the environment
As Dan Kirby writes in Inside Out: Strategies for Teaching Writing, “…there should be some obvious indications that you believe that the physical environment is important, and these touches need to be present even in a rather sterile classroom setting…the fact that you’ve done something to your room is a signal to students that you care about the writing environment.” Teachers should create a space where they want to be, as chances are that the students will feel comfortable, too. Teachers can use questions such as:
By asking and answering these questions, it can inform and inspire the ways in which you design your classroom, as well as what materials or resources you might need or want. Perhaps you want to have a writing corner, or a gallery space for finished pieces. Think about all the spaces in the room — whether it’s a specific bulletin board, the walls, the ceiling, outside the classroom — where and how will writing be honored and celebrated? When it came to my environment, I recognized the importance of a quiet, comfortable space for students to write. I wanted to have inviting spaces around the room where students could choose to sit, whether it was on the carpet, with a pillow, a large bean bag, or in a comfortable chair near a window. In addition, I would turn off the lights when we wrote and play soft, classical music. This routine, over time, helped signal to students that it was time to write. It set the expectations that when we write, it's quiet and calm. You might be thinking that this can or should only happen in an elementary classroom; however, I have seen it used in middle and high school classrooms, and it was very well received by the students. I also had a writing center in my room, where students could go to gather paper, pencils, highlighters, and post-its to use for their writing. There was a basket for them to drop writing that they wanted or needed me to read. This empowered students to take ownership of their writing and build their independence as writers by providing them with common resources and tools they could access on their own, as needed.
Establishing rituals & routines
The second promising practice for creating a writing culture is to consider meaningful rituals and routines that value and encourage writing. Rituals and routines involve necessary actions that create purpose and organization, and when done frequently, they become innate. Below are some of my favorite rituals and routines.
I encourage you to start the process of creating a culture or writing by identifying what you are most passionate about, what you are most excited about, and use that information to inspire the ways in which you create your space and establish your rituals and routines. If you have a passion for writing, like me, and/or you are a writing/ELA teacher, then I invite you to use the promising practices shared above, as they were very helpful for me and for the advancement of my students as writers!
Small moves that will help you hold on to that fresh teacher start a bit longer.
We have all seen memes of teachers beginning the school year versus teachers finishing the school year. The September teacher is energetic, cleancut and almost joyful; the June teacher looks disheveled and desperate. Think Michael from The Office on his best day compared with “Prison Mike.” It’s a funny meme, and relatable perhaps for our students, too.
But the truth is I never really feel that organized and ready for September. While I know I will never be that Pinterest teacher who has everything just so, if I spend a bit of time early in the school year planning, I can create the type of positive and organized learning environment that leads to a successful learning partnership.
Start with community building
This is a non-negotiable. I can imagine you are reading this and rolling your eyes. And frankly, I’m with you. There is nothing more irritating than community building when nobody is into it and the task feels superfluous. But hear me out: in order to have those discussions where students feel safe enough to explore and share their thinking, or feel comfortable enough to ask a question, we have to find a way to help students get to know one another. And we have to start somewhere, even if it's with just a few ice breakers that can be tweaked to fit your needs and the ages of your students. It may feel silly, but explain to your students that in order to do the hard work throughout the year, they need to know who is in the room with them, who their classmates are. Another way to think about this to help your students develop their emotional literacy within your classroom. Teaching students to talk to each other in honest and respectful ways is an ongoing and complex goal, but starting with some type of community building is the way to go.
Create or systematize the days of the week
As much as you can, of course. For instance, perhaps every Friday is a discussion day or a day to read and discuss current events, with the ask that your students connect it to your curricula. Perhaps every Tuesday and Friday are homework collections days, so students know what to expect and you can plan accordingly. You can make changes as the year progresses, but begin the year with a system to make your life and your students’ lives more predictable. My colleague Ashlynn Wittchow refers to this concept as making a plan for material management.
Plan broadly
Sketch out the year with the end of marking periods in mind so you have a strong sense of the perimeters of your curriculum. Look at weeks where there are no breaks and consider planning a field trip or asking a speaker to visit during those long stretches. The more you can sketch out your year and plan specific events in your classroom, the less anxious you’ll feel. I say this as a compulsive list maker, and Harvard Business Review will back me up on this. Again, your schedule or plans may change, but you can start plotting different elements of the year as a way to frame your backward planning.
The beginning of the school year can be overwhelming — new procedures and mandates, the mental and physical preparation of getting your room ready — and there are always new people to learn how to work with and get to know. But there is so much possibility at the beginning of the school year, which acts as a clean slate for teachers and students. Starting the year by building community, creating systems and structures, and determining a few key dates in the timeline are small moves that will help you hold on to that fresh teacher start a bit longer.
Five questions that can help create a foundation for the hard and important work of teaching together.
With each new school year, we wonder with excitement and anticipation: what will this cohort of students be like? What can I teach them? What can they teach me?
And, if you’re a teacher who works predominantly in co-taught classrooms, as I did, the very same questions arise with every new co-teacher: what will they be like? What can I teach them? What can they teach me? Indeed, co-teaching provides wonderful opportunities for new professional relationships and new professional growth. Over the years, my co- teachers became my de facto mentors, my co-researchers, and also, at my luckiest, my friends. But, at the beginning of each co-teaching relationship, it is always a little overwhelming, with so much to learn about each other and decide together. There may be some pressure to figure it all out before your students walk through the door, but that’s probably not realistic (especially if you have multiple co-teachers), and often the most valuable discoveries and decisions are made on the job, anyway — through the actual work of planning and caring for students together. That is not to say that efforts to get to know each other at the beginning of the year are not important. On the contrary, it is always clear to me when walking into a classroom as a coach if a co-teaching team has had the time to invest in their professional relationship. Given the importance of this work and also the abundance of tasks the beginning of a new school year brings, it can be helpful to consider what insight will be most valuable right away. Here are five questions that can jumpstart your partnership and spark discussion around core values, collaboration, content, communication, and care with your co-teacher.
What are some of your core values and non-negotiables as a teacher?
This question is often lurking beneath the surface of many co-teacher conversations: how to structure group work, how to designate point values on a rubric, or how to support a student exhibiting challenging behaviors.
Sometimes, making the implicit more explicit at the beginning — naming the key beliefs, values, and theories that inform your practices — helps deepen the partnership and move collaboration forward. Furthermore, there is no denying that co-teaching often requires compromise, as you must integrate two separate visions of the classroom. Having a brief conversation about core values and non-negotiables will help team members understand where there may be more or less flexibility. If, for example, I know that offering students choice is very important to my co-teacher, I know that preserving the place of book clubs in the curriculum is likely important to them. This will not only support you in respecting your colleague and their teaching identity, but will save time and energy on back-and-forth negotiations.
How would you describe the ideal co-teaching situation?
Just as there is an infinite number of teaching styles — arguably, no two are exactly the same — there are an infinite number of co-teaching styles. While some of the workings of the arrangement might be determined by external factors — schedules, content expertise (see question #3), or school leaders’ visions and expectations — it can still be important to understand your co-teacher's preferences around co-facilitation and collaboration. Ideally, would both teachers contribute to every lesson? Is there a co-teaching model that feels most comfortable? It might also be illuminating to ask about past co-teaching experience: what felt like it worked really well in the collaboration, and what felt like it did not serve the partnership or the students.
What’s your level of comfort and passion with this particular grade level / course / content area?
Not every teacher will be equally well-versed, nor equally passionate, about all the curriculum or content of a given course or grade level, and this can be valuable to understand about your co-teacher. For example, at the high school level, one member of the team might have taught Algebra I for a decade, thus bringing a wealth of knowledge, experience, and resources to the classroom. Or, it may be that it’s one teacher’s first time setting foot in a US History classroom since her own school days, but she’s really looking forward to engaging students in the lessons of the Civil Rights Movement. At the elementary school level, a teacher might feel like a rockstar teaching multiplication, but lessons on writing keep them up at night. This information can naturally inform how planning and facilitation responsibilities are delegated, or who will take the lead where.
How do you prefer to communicate between class times?
Ideally, co-teachers will have time set aside to reflect and plan together on a daily or weekly basis, but the need to communicate about particular plans or grading or students will likely spill over. Given the seemingly endless number of channels for that communication, it’s important to understand what works best for each member of the team.
Is it okay to text a question in real time, while grading essays in the evening, or should I put that in an email? Do you prefer lesson plans be sent over the school email, or should we use Google Drive? How should I let you know if I will be out sick? This is important information to glean so that you can respect your co-teacher’s boundaries and also ensure no important communication is missed.
What’s your beverage or treat of choice?
This question is obviously a little more lighthearted than the previous ones, but important nonetheless! In a profession with so many intellectual, physical, and emotional demands, it can be really meaningful to invest in the well-being of our closest colleagues — to gift a little pick-me-up after a tough day, or to celebrate submitting your grades for the marking period. Knowing your co-teacher’s favorite baked food or how they take their coffee allows you to offer that kind of care when the opportunity arises.
Of course, these questions are intended as inspiration; if the exact phrasing doesn’t speak to you, consider other ways to engage with themes of core values, collaboration, content, communication, and care. One option – especially if you are drawn to exploring things visually – is to create and share with each other a co-teaching body biography, as my colleague Laura Rigolosi and I have invited teacher teams to do in our workshops.
Ultimately, the goal is to get to know each other enough so that the gradual establishment of roles, responsibilities and routines — ones that honor individual teaching identities and preferences — over the course of the first few weeks is possible. Such meaningful conversations will create the foundation for hard and important work of teaching (and learning) together.
Replace antiquated advice with new norms that value your humanity.
Don’t smile until Christmas.
Never let them see you sweat! Fake it ‘til you make it. Advice to new and returning teachers about how to start the school year is as ancient as the Greek and Roman myths that start with Chaos and bring forth Zeus, Poseidon, and Athena. But these gods of lightning, storms, and war have little place in the 21st century classrooms. And many of these words of so-called wisdom are from a time when the culture valued a teacher-centered dominant force in the classroom. But we know better now. Now, we know that students learn best in an affirming environment that becomes rich with diversity, dialogue, and shared decision-making with students. Research shows that students become more engaged in their learning experiences when they can use their voice to cultivate their agency. This happens when they are given the opportunity to reflect and discover their opinions, share their perspectives with the people and structures in power, and when the system incorporates these new ideas to create change. The major shifts that come from centering students — rather than centering teachers — change how we structure our classroom spaces and how we show up in that space together. Teachers are culture creators and everything we do, especially at the beginning of the year, sets the tone, the mood, and the rhythms that eventually become the core of our learning community. How we show up has a major influence on whether that space is helpful or harmful. If we choose to let go of the ancient myths, we can replace them with new norms that help us invest in our students and in ourselves.
"Don't smile until Christmas"
Old myths focus on behavior and compliance, rather than ways we can leverage learning. Yes, we need students to follow common school structures, but good behavior doesn’t mean increased learning or engagement. If we can move away from compliance and refocus our energy on creating a culture of learning, we’ll get something better than compliance: collaboration and engagement. But what does that look like?
In his book, The Culture Code, Daniel Coyle breaks down the concept of “belonging cues.” These are the small verbal and nonverbal ways we interact with people to signal to them that they either belong, or that they don’t belong. These cues are powerful in peer group dynamics, but they’re even more dramatic in power dynamics such as classroom spaces. When the teacher leads interactions with signals of belonging, it makes students feel like they’re in a welcoming and affirming environment, which lessens anxiety, increases openness, and clears a pathway for connection and learning. There isn’t a magic list of belonging cues, but a few easy to implement strategies can include:
"Never let them see you sweat"
The idea that the teacher is the sage on the stage and the holder of all knowledge is impossible to uphold — and presents a false notion that knowing everything is something to strive for, much less something that’s possible.
When students buy into the myth that their teacher knows everything, they can feel insecure because they know how much seems unknown. This dynamic creates a sense of helplessness and sets up a fixed mindset that positions knowledge and intelligence as something that someone is born with, rather than something they work hard for. We can disrupt this myth by being our authentic selves, and by talking with our students about what we know, and what we don’t know yet — especially if they’re posing questions that we don’t really have the answers to! When we encounter something that’s beyond our knowledge base or skill set, rather than pretending to be cool and never letting them see you sweat, we can be honest with our students that learning is a process that never ends, and the smartest people know how to learn. Then we can engage together on the journey to answer the open questions, explore a new line of inquiry, or use our resources to check our understanding and accuracy. We can say things like:
"Fake it 'til you make it"
Imposter syndrome is a well-documented phenomenon that can become overwhelming to anyone who’s learning on the job. At the beginning of the school year, or when starting a new role, this syndrome can hit hard. In the past, the remedy for imposter syndrome has been the myth fake it til you make it! While it’s important not to let our fears and insecurities paralyze us from moving forward in our work, it’s counterintuitive to think that the antidote to feeling self-conscious about our skills is to go it alone and not talk to anyone.
Everyone needs a network of support, and not just when we’re struggling. We can curate our networks with mentors who’ve walked the road before us, peers who are able to walk alongside us, and even with folks who are novices compared to us. This might be a formal network that meets regularly, or an informal list of people you reach out to. It’s easy to fall into the fixed mindset that we’re either good or bad at our job, but this is false, and frankly, toxic. Teaching is an art, a craft, a science, and practice — it’s not magic. No one has it all together and the best teachers are the ones who ask for help, learn from others, and pay it forward.
There is a time and place to tell tall tales from the age of yore. But as we push into the third decade of the 21st century, let’s be clear that some of these myths aren’t just outdated, they represent a harmful and dysfunctional way of working. They distort the truth about the challenges of teaching, and they can perpetuate feelings of isolation and fears of failure for teachers and students.
These new norms for starting the school year are about making an investment in the humanity, validity, and inherent worth of each person because we learn better — and we teach better — when we can be our whole selves.
Prompt new perspectives for the year ahead using one simple sentence.
Any way you look at it, the last two years have been very different from anything most of us have experienced, upending the way we teach, the way we live, and the ways in which students learn. These years have revealed vulnerabilities, punctuated inequities, and surfaced extraordinary human resourcefulness and potential. Many of the decisions made within this time will have long-term consequences for the future of education, and we are likely years away from understanding the full social-emotional impact for teachers and students.
Before going any further, we have to give a huge shoutout to all the teachers, school leaders, parents, extended family members, and friends who continue to contribute time, patience, perseverance, and ingenuity as they help children learn. We have been navigating uncharted territory for an extended period of time, and in the face of numerous challenges, you have continued, time and again, to step up in support of students.
Prompting new perspectives
As we come to the close of another school year, we’re at a natural checkpoint for reflection where we can consider the year’s successes and missteps, and think deeply about how our experiences this year can inform our actions in the next. Whether or not you have been practicing regular reflection this year, it’s never too late to start! One of our favorite ways to check in after a meaningful experience is to use the prompt: I used to think, but now. This exercise provides an opportunity to reflect back on where you started — whether that’s at the beginning of the school year, the semester, or any marker of time that’s relevant to you — and evaluate how your thinking has changed since that time. Your responses might look something like this:
Because critical reflection is, well, critical, you can also use this sentence starter to reflect on work/life balance as you think through ways to find space for self-care, create time for outside interests, or unpack personal challenges. I used to think, but now is powerful because it challenges us to identify a point in our lives where we’ve changed our minds or had new learning, but haven’t yet explored or processed this transformation. By spending even just a few minutes responding to this prompt, we can make our realizations concrete and explicit — and that will help us to internalize these life lessons for the future. This is also a great strategy to share with other adults on teacher teams, or with students. Even young learners can follow along to reflect on what they’re learning and how their perceptions are changing throughout the year. Take this practice one step further by asking yourself how your shifted understandings or beliefs will impact your practice in the coming year. What will you do differently in the future? (We call this one, “I used to think, but now…and so…?”)
Reflection is an ongoing process — we continue to learn lessons each year because we are different, our students are different, and the world around us is different. Finding moments to reflect on all we’ve learned and reset our expectations for the future is crucial in order to meet ourselves and our students in the current moment.
Tell us in the comments: how would you respond to I used to think, but now?
Why creating intentional groups can help match each student to intellectually engaging tasks.
Group work is important.
Group work is also hard. It can feel discouraging when we initiate group work and then it doesn’t go as planned, with some students opting out of the assignment while others carry the weight of the task for everyone. Teachers know that when they have a wide range of students with different learning needs, they can differentiate their instruction. Differentiation often includes creating multiple entry points to content and skills through group work, and we often see differentiation strategies like heterogeneous or homogeneous grouping used to differentiate instruction. But how do we determine which method will help our students reach their learning goals? Which types of grouping are best for which instructional strategies?
The case for homogeneous grouping
Whether matching students in pairs or small groups, homogeneous grouping happens when teachers enlist students with similar learning traits to work together to complete a task (either individually or together). Homogeneous grouping should be informed by data, like students who earned similar scores on a diagnostic assessment, had similar responses in a class assessment, or who shared a misconception about a previous lesson. It's valuable to match similar students together to complete a task that is designed to meet their learning needs. Homogeneous grouping is ideal when the teacher has designed a unique task for each group, is providing a unique text for each group, or has differentiated the content so that groups are aligned with content information they need to examine more closely. When students are in homogeneous groups, the tasks, topics, or texts they work with should be diverse. This becomes an effective practice because teachers are strategically matching similar students’ with a task that is designed specifically for them. When each group of students is working with a task or topic on their level, they’re able to increase their completion rate, feel confident about reaching their learning goal, and refine their thinking through discussion.
Example
A math teacher realizes that their students had a wide range of responses to adding and subtracting fractions on a formative assessment. Some students are completing all of the addition and subtraction questions with fluency and accuracy. Other students are struggling with subtracting, but showed proficiency with addition, while others are still struggling with the concept of fractions as well as how to add and subtract. With students performing within these three profiles, the teacher develops a lesson where students are grouped homogeneously and matched with a task that is specific to their learning needs:
By differentiating by student need in homogeneous groups, the teacher is able to match a task strategically to students in their zone of proximal development, which should increase their understanding of the content, create opportunities for success, and increase confidence.
The case for heterogeneous grouping
Homogeneous groups are an important strategy to use, but using them exclusively can be limiting to students. Not only is it important to develop community across a whole class, it’s also important for students to learn from one another and have opportunities to teach each other. Diversifying group structures to include mixed ability or heterogeneous groups gives students exposure to a wide range of voices, and keeps students connected to the class community. Heterogeneous groups are best matched with complex tasks that have multiple components. Within the group work structure, students can self-select or be assigned roles based on their areas of interest, as well as their performance. Working in a heterogeneous group allows them to build on each others’ ideas, and develop a product as a team, which is effective, memorable, and can be personally rewarding. Group roles or independent tasks are highly effective in heterogeneous groups and teachers will want to design the task so that every group member can take on a component that they can complete successfully. Jigsaw groups are a great structure to use for heterogeneous groupings. Within a jigsaw group, the group task is divided into multiple components (one for each student representative), and then brought back together when students inform their team of what they’ve learned. These components might be content-specific (e.g. each student represents a different character from a book, or a different type of problem solving in math). They may also be leveled by text (students divide out leveled texts on the same topic and collaborate on their understanding after reading). The easiest way to organize jigsaw groups is to strategically match students using a grouping strategy.
Example
If there are six groups, each student may be assigned a group number, and a letter which is matched with a task. Group 1 might have students matched with 1A, 1B, 1C, 1D, 1E, 1F (each letter representing a different task). Students then move into their letter groups (Group A would consist of students 1A, 2A, 3A, 4A, 5A, and 6A) and complete their task. Once they complete their task, students rejoin their number group to share what they’ve learned and complete the shared task or discussion. In heterogeneous groups, every student is matched with a task that is at their instructional level, and they use what they’ve learned to complete the shared task.
While homogeneous and heterogeneous groupings are some of the most common types of groups, they aren’t the only way to develop strategic collaboration for students. We can also consider grouping based on areas of interest, social dynamics, or even special gifts and talents. What’s most important is that when asking students to work together to complete a task, we are thoughtful and strategic about who should work together, what goal we want them to accomplish, and how we match them to an intellectually engaging task to reach that goal.
Subtle ways to help redirect your students.
I recently met with a colleague who had just returned from visiting a science teacher’s classroom, and when I asked her about her visit, she replied, “I love being in his classroom. I mean, he’s such a natural teacher.” I nodded, because I know just what she means. In this particular teacher’s classroom, the students produce thoughtful work and always seem engaged, even cheerful, which is no small feat for high schoolers. He has a gentle, relaxed way about him and when students start to act a little silly or get off task, he swiftly ushers them to their seat or nudges them to refocus.
I kept thinking about that phrase “he’s such a natural,” and what it means to be a “natural” at teaching. Or anything, really. I thought about the teachers I’ve worked with whom I consider to be “naturals,” and how they seem to teach effortlessly, how they bring humor into the classroom and make students feel safe and welcome so they can focus on learning and engaging with the content. Professor and mentor Ruth Vinz always pushes educators to name the verbs we use in teaching. In other words, what does it mean to “teach?” In this case, what are those moves this “natural” teacher makes to keep his class running smoothly, so class time is spent on learning?
Non-confrontational strategies
Our classroom management resource can help you encourage students in your class who may need some redirecting, and proactively stop flare-ups before they start. The goal is to maximize class time with your students, and this resource may provide fresh ideas. As you look at the list, notice which strategies you are already doing and which you can try. Below are some non-confrontational strategies from this resource that I use all the time. Please note: if anyone in class is in danger of hurting themselves or others, the teacher needs to reach out for help immediately.
Acknowledgement
To the class aloud, “I want to say thank you to x, y and z for working quietly on their assignment.” Or “Everyone is working so well, keep up the good work!” This strategy notices and names students who are on task, or working towards the right direction. Naming students who are doing the “right thing” is a great teacher trick, as it allows students to hear their name in a positive way. This acknowledgement can even sound like, “I love how you are partnering together and sharing your ideas,” as this feedback names the specific ways students are working in your class. When teachers use positive narration, they are creating a positive cycle that other students will want to engage in.
Proximity
Teacher stands close to students who are talking or disruptive. The teacher continues to stand there until the students have stopped their disruptions. This is such a classic teacher move that so many of us practice without even knowing it! When a student begins to get a bit distracted, walking over to the student and standing near their seat is often enough of a gesture to refocus the distracted student, instead of elevating the situation by saying their name in a disciplinary way. Along this same trajectory, it often helps to walk farther away from students who are speaking too softly for classmates to hear. Students tend to speak loud enough for their teacher to hear, but if the teacher is moving to the far side of the classroom, they will have to raise their voice to become more understandable. This is another non-confrontational way of nudging students to project their voices instead of asking students to “speak louder.”
Waiting
Teacher is speaking to the class when talking begins. The teacher freezes mid-sentence — doesn’t speak or move — and doesn’t speak again until the room is quiet. We can all remember that teacher who could silence a class with just a look. Perhaps by widening their eyes, or a slight tilt of their head. Before you knew it, students were shushing each other and sitting up a bit straighter. While there may be a touch of teacher magic happening in these scenarios, the “Wait” strategy is an effective way to redirect your class without raising your voice! Sometimes it takes a minute for students to get quiet. This strategy is a reminder that teachers don’t have to talk louder or speak over students; on the contrary, it is more powerful to pause and wait for class to quiet down. It’s also a good reminder that sometimes silence or “wait time” in the classroom is necessary — particularly during discussions or after the teacher or a student poses a question.
There are some teachers who may appear as “naturals” in the classroom, but if you start to notice and name their teaching moves, you will find that they are practicing non-confrontational strategies with their students. These small moves are ones that all of us can employ, and with some consistency and a bit of teacher swagger, perhaps we can all be “naturals” as well.
Help students independently investigate and interpret unfamiliar words using context clues.
When it comes to reading, one of the most significant challenges students face is vocabulary. If students come across a word they don’t know while reading, it can have a substantial impact on their comprehension and their confidence. I witnessed this as a classroom teacher, and I’ve heard it from many of the teachers I now coach.
Searching for clues
One of my most tried and true strategies, which I used in my own classroom as an elementary teacher, and one I continue to offer to teachers, involves encouraging students to read texts like a detective who is searching for clues. Asking them to engage in this way encourages students to look for clues that can help unlock meaning, offer insights, and assist them in interpreting unknown words. But these clues — often referred to as context clues — go beyond the language immediately surrounding unknown words. Clues might be found in the paragraph before or after an unknown word or phrase. Sometimes there are clues in the text features, including pictures, visuals, captions, or word boxes. We need to support students in treating the whole text as a series of clues that can help them become familiar with specific vocabulary words as they read independently.
Monitoring for meaning
Our Monitoring for Meaning resource can support students with this process, particularly when it comes to identifying and investigating difficult words. It offers a helpful template that prompts students to:
This resource asks them to use their best guess and then either confirm or revise their thinking after using a dictionary. Furthermore, it prompts students to lean on their prior knowledge to help decipher new words.
Literacy teachers have the demanding and important task of teaching reading, and while there is no single strategy that can guarantee success, encouraging curiosity and investigation while reading is a high leverage way to support students in becoming competent, confident readers.
Connect the dots between larger goals and the specific needs of your students.
As an instructional coach and elementary specialist for CPET, much of my work with elementary schools has involved helping teachers unpack and make sense of the chosen, school-wide pre-packaged curricula they’re asked to work with — a curricula that is designed by professionals to meet grade level and subject requirements, and includes most, if not all of the materials needed to teach. I often facilitate workshops and professional development sessions, introduce teachers to the curricula and its components, as well as engage in classroom visits and critical reflection conversations with individual teachers to support the implementation of the curricula.
While the curricula is packaged, there’s often a surprising amount of tweaking and adapting involved to make sure the curricula fits the school calendar, the style of the teacher, and most importantly, that it meets the needs and interests of all students. This can be a daunting and challenging task for educators. How can you make sense of and revise curricula to meet the needs, goals, and interests of your students?
Identifying your goals
One of the biggest challenges I see when it comes to the adoption and adaptation of packaged curricula is just the magnitude and density of it all. There are often many components, books, inserts, handouts, and templates, and this can make it difficult for teachers to even know where to begin. They often express feelings of overwhelm or lack of time or opportunity to make sense of and collaboratively plan with the curricula. Because packaged curricula often includes all of the individual lessons, with varying levels of detail and information, teachers often fall into the trap of teaching lesson to lesson and relying on the teacher manuals to drive their day-to-day instruction. But this can result in losing sight of the larger goals and what these lessons are in service of. Essentially, teachers can start to become the mouthpiece of a script. I recently began to work with a school that had just adopted a new curricula for reading. After using a program for a number of years, many teachers were unsure and rather uneasy about this transition. After meeting with leadership and discussing their needs, my goals as the instructional coach were to:
In support of these goals, it was my intention to facilitate a number of workshops with the teachers to first and foremost ease their anxieties, answer questions, and cater to their varying levels of familiarity and comfort with the curricula. From there, we worked together to unpack the curricula in a meaningful and productive way, the specifics of which I will share with you, as I believe they can be helpful when it comes to adopting and adapting any new curricula.
Starting with the end in mind
In order to know where you’re going and how you are going to get there, you need to understand the larger goals and objectives of a curriculum, the driving questions, and the final tasks or assessments. To do this, I would suggest starting with the end in mind. Most curricula I’ve seen offer a unit overview or summaries that are often found at the front. Taking the time to read or skim these overviews can be a helpful starting place. With the teachers I worked with, each grade level engaged in jigsaw readings, where one teacher took on a portion of text from the overviews and underlined and annotated, made comments in the margins, and then shared their thinking, questions and interpretations. From there, we examined the culminating assessment, asking questions such as:
This exercise was intended to not only understand the assessment as it’s suggested, but more importantly, to provide a lens through which to recognize opportunities for revision, including scaffolding or extending the task, and then consider the implications for instruction. No curricula can take into account the needs and interests of all students, so it is up to teachers to revise and adapt the curricula with their students in mind. Lastly, we considered the necessary materials, resources, rituals, and routines that would be needed in order to implement the units successfully:
With this larger, more robust understanding of the curricula, teachers can more effectively navigate their curricula and instruction and move away from feeling bound to a script.
Pushing into the pacing calendar
Most often, pre-packaged curriculum includes a pacing calendar, sometimes called a scope and sequence. This calendar offers a snapshot for instruction, including when particular units, (also known as modules or bends) should be implemented, and for how long. These calendars can be helpful when thinking about a school year at large — where you’re going, and how long it’s going to take you to get there. In my experience, the suggested pacing calendars often need to be changed or revised to take into account breaks, testing, and school events. Perhaps more importantly, the pacing calendars need to be adjusted based on teachers’ understanding of the larger goals, objectives, and assessments. With my teachers, we compared the suggested pacing calendar to their school calendar and grade-specific calendars, asking questions such as:
Asking these questions supported teachers in taking action to make adjustments. Having a larger calendar for instruction can make things feel more manageable.
Identifying the structure of instruction
In my experience, most packaged curricula have a consistent structure and organization, and even specific rituals and routines that define the units and individual lessons. Looking across the lessons and identifying these structures can be very helpful for teachers. Examples include rituals and routines like turn and talks, reflective writing, stop and jots, or structures such as progressive scaffolding. The adopted curricula of this particular school was organized around the workshop model, starting with a connection which led to a mini-lesson, an opportunity for student practice, and then culminated with a share out and reflection of the learning. I supported teachers in understanding and unpacking these various components and their purpose and then modeled a few of the lessons for them. To facilitate this, we used a template to plan one or two of the lessons, adopting what we liked, and taking out what we felt wasn’t necessary. We revised anything necessary, based on our larger understanding of the goals of the lesson and what teachers thought would be most relevant and important to students. Lastly, we worked to revise the lesson to ensure it reflected their voice and their style, fostering a sense of authenticity and ingenuity that supports relationship-building with students. By identifying and understanding the key structures, rituals, and routines of a curriculum, teachers can move through the lessons with more clarity and confidence.
Implementing packaged curricula takes a great deal of patience, persistence, and flexibility. We know that no curriculum can be implemented as it’s written if it is going to meet the needs and goals of a particular school community. We have to work strategically, creatively, and collaboratively with our peers to examine the curricula, consider aspects we can and should implement, and what needs to be revised, replaced, or even eliminated.
Are you adapting curricula in your classroom or community? Get in touch with me to receive support throughout the daunting — but doable! — process.
A flexible path toward mastery that provides structured support for students at all levels.
When I was growing up, my high school Social Studies teacher had a poster hanging on the wall that read, “If you think you can, or you think you can’t, you’re right.” The message was clear, even to teenagers -- the power to succeed or to reach a new goal is often inside of each of us. As educators, we know that our students’ mindsets play a major role in how hard they try, how much confidence they develop, and how committed they are to reaching their goals. But confidence alone doesn’t get them to a point of mastery. And desire alone won’t develop their skills, or increase their knowledge base, or level up their accuracy or precision. For those changes, our students need structured support!
This structured support often comes in the form of scaffolding. Like the large platforms that help construction workers reach the tall exterior of a building, scaffolding student learning creates platforms of support as teachers incorporate challenging texts, complex tasks, and abstract ideas into their instruction. Scaffolding is critical when holding high expectations and implementing a rigorous curriculum — but scaffolding alone doesn’t develop independent learners. Sometimes, scaffolding can become a crutch that teachers and students use, turning a support into a shackle. As educators, we often spend a lot of our planning time thinking about how to build scaffolds to break learning down into manageable components, but we can’t stop there. We must also consider the ways we gradually release scaffolding so that students can internalize and transfer their knowledge and skills to new tasks and topics.
A path toward mastery
Our Progressive Scaffolding Framework outlines a path for educators to consider when setting high expectations for students, helping them find that balance between necessary supports and structured enabling. Building on the ideas of Zone of Proximal Development and apprenticeship theories, the framework outlines a path toward mastery in four stages:
Stage 1: I do, you watch
When introducing new content or skills, we begin with the I do, you watch stage. We initiate this by introducing new concepts alongside prior knowledge, real world examples, or previous units of study. Our goal is to map new information onto our students’ activated schemas so that the new content or skills are contextualized and relevant. At this stage of instruction, we can prepare and provide a model of the task, using a Think Aloud mini-lesson where we walk our students through an internal thinking process that illustrates how we navigate the task and make decisions. Alternatively, we can outline the explicit steps to complete the task, or provide a roundup of the important information students need to know before diving in. The I do, you watch process can be presented to students working individually or in small groups. It’s important to remember that even at this stage, students shouldn’t be sitting silently. We always want students actively engaged, so we might add a note taking component, a reflection task, a meta-cognitive class discussion, or an element of inquiry so that students remain intellectually engaged in the process.
Stage 2: I do, you help
After laying the groundwork for the task in stage 1, we can move into stage 2, where students begin working with the content and task materials with support. Working in small groups, students might replicate the model with new information, restate or reword the essential steps in their own words, or engage in a small group discussion or group practice as a way to begin experimenting with and internalizing the skills.
Stage 3: You do, I help
In stage 3, the content and skills should be familiar to students after their initial explorations, and they should be ready to continue in pairs or small groups with more independence. Students are still in the development phase of their learning, so they may need additional support and will benefit from frequent check-ins, and suggested strategies — but here’s where we want to avoid returning to stage 1 supports. We’re looking for students to be engaged in a productive struggle. Students may benefit from suggestions of “fix up” strategies or options for what to do if they get stuck. At this stage, we want to push students beyond replicating the model or the example by having them practice the skill or apply content with a new format, a new context, or by making connections to other topics within the discipline or beyond. This is also a great stage to ask students to use one another as resources. While working in pairs and small groups is an excellent way to support students at their level and create opportunities for growth through collaboration, we want to ensure a high level of individual accountability so that some students don’t take on the burden for the group while others opt out of the learning process.
Stage 4: You do, I watch
In stage 4, students have been exposed to new content and skills, they’ve practiced working on a task informally with support, and they’ve begun making connections with other content information or demonstrating their learning through class activities and tasks. At this stage, it’s important to begin removing any unnecessary scaffolds to see what students can do independently. In the You do, I watch phase, we recommend providing a short review of the process and previous work done up to this point in the learning experience. After the review, we can be clear with students that they’re ready to try it out on their own. Provide a clear task and an adequate amount of time to complete the task (3-4 times as long as it would take you to do it). Students who are able to take on this challenge and demonstrate their skills individually prove that they’re meeting the expectations of the task and are ready to move forward to the next knowledge block or skill sets. Students who struggle at this stage help us to understand where and why they’re struggling, so that we can return to Stage 3 to provide targeted support.
How long does this take?
Like an accordion, this process can be expanded or compressed to meet the needs of your grade level and subject area. We might be able to move through the four stages within a single lesson, or it may be an expanded process that is organized across a week’s worth of lesson plans. Consider these two examples:
45-minute Lesson Plan Structure
5 minutes | Opening warm up: Inquiry question 10 minutes | I do, you watch: Mini-lesson modeling 10 minutes | I do, you help: Stop and jot, turn and talk reflection on the model 15 minutes | You do, I help: Small group practice 5 minutes | You do, I watch: Closing summary formative assessment
Week-long Lesson Structure
Monday | I do, you watch: Introduction, modeling, and reflection Tuesday | I do, you help: Small group discussion and practice Wednesday | You do, I help: Small group practice and connections, part 1 Thursday | You do, I help: Small group practice and connections, part 2 Friday | You do, I watch: Independent practice and formative assessment
The process of instruction and assessment is complex, especially when we’re trying to use data to inform instruction and support students who’ve struggled in the past. We want to be mindful to keep forward momentum toward rigorous learning goals while developing a clear path forward for students who begin at every level.
6/7/2022 Lessons from the Field: Practice and Professional Learning with the Global Mindset Framework
Making a 21st century skills framework meaningful for K-12 instruction.
Over the past century, advanced technology has made the world smaller and smaller. This has perhaps never been truer than the past decade, in which social media has made it possible for a tweet or an Instagram post to be seen around the world in mere seconds. Consequently, we see and have many more collective experiences. This was perhaps never more evident than over the past few years with the shared experience of a global pandemic and a rapid impact on learning in most parts of the world.
As we were thrust into new ways of thinking about teaching and learning, different mindsets, and different ways of imagining schools, we were faced with the truth that we can no longer sustain a 20th century in a 21st century world. The task before us is to educate students today for the world they’re poised to lead tomorrow. As a founding organization of the Global Learning Alliance (GLA), we have been thinking about reimagining education and preparing educators for the future for quite some time. The GLA is the outgrowth of our groundbreaking research in five of the top PISA-ranked cities around the world on the features and practices surrounding 21st century teaching and learning, and is committed to cross-cultural research collaborations as an effort to define a pedagogy that takes into account the dynamic needs of our changing world. Through this work, we are dedicated to understanding, defining, applying, and sharing the principles and practices of a world-class education within a wide range of educational contexts.
Essential mindsets
As part of research and collaborations with K-12 schools and university partners around the world, we have developed the Global Mindset Framework, which identifies five mindsets that have emerged as most relevant to the future success of today’s students. Each mindset includes four key skills that demonstrate the actions that can be seen when cultivating the mindset. But just having access to a framework doesn’t mean it’s automatically linked to classroom practices — and some of these mindsets haven’t been typically taught in schools. As a result, we always consider how we can help educators to analyze, apply, and adjust learning frameworks as they incorporate them into their everyday teaching practices.
Putting the framework into practice
The challenge with any educational framework is translating it into meaningful practice for the teachers and students it's intended to serve. We were privileged to partner with the Brunswick School to integrate 21st century practices into a wide range of courses across all grade levels. We customized our professional learning approach to maximize the time we had together so teachers could have meaningful conversations, practical applications, and space to reflect on their experiences for deeper learning. We used a blended approach to professional development that included customized, professional learning videos and synchronous 75-minute sessions to explore the meanings of each component and practical application for classroom practices.
Metacognitive reflection
As we worked across department teams, we wanted to model the mindsets of the framework, so with each new mindset that we studied, we created a customized video with the basic facts, and then planned for an interactive face-to-face session where teachers developed practical strategies after watching the video and discussed the impact of the framework on their classes. Some teachers noticed that incorporating a new mindset each month allowed them to expand their learning outcomes beyond simply “critical thinking skills” and that they were setting critical goals for collaboration through group work and discussion, as well as creativity where they used imaginative writing prompts to help students expand their thinking. This kind of integrated thinking helped the teachers test and tweak their learning strategies immediately. By creating heterogeneous groups in these sessions, we were also able to support cross-grade professional learning conversations that generated great ideas from different vantage points. Teachers from the upper grades were amazed at the different planning and pedagogical moves made by the teachers in the lower grades. Similarly, the teachers in the lower grades benefited from learning more about student expectations in the upper grades. These realizations created space for metacognitive reflection about their practice, and challenged some of the assumptions we all have when thinking about planning for our specific grade/content area. Like working with students, we know that placing adults in strategic and flexible groupings is a powerful lever for keeping learning fresh. During the culminating session about their learning, each teacher was given an opportunity to share a lesson, unit, or project they implemented or planned to implement by applying a single or multiple mindset from the framework. Their learning was evident through their sharing and evidenced in the artifacts from their student work. In one case, a teacher hoped to have students investigate COVID-19 using actual numbers and data to unpack the pandemic. After interpreting the data, they would design charts and graphs to share their findings, make predictions for the long-term impacts of COVID-19, and offer recommendations for next steps. Throughout the project, students would implicitly be asked to demonstrate the Global mindset from our framework, as they strove to solve real-world problems.
Lessons learned
When educators consider the implications of the Global Mindset Framework within their own curriculum, we’ve seen how they cultivate their own mindsets, in addition to making direct connections to new teaching practices. Our partners demonstrated that when we scratch the surface of 21st century skills, we see that there are not only many innovative practices, but many unanswered questions. Some of our big learning moments and new questions included the following:
In education, we often encounter frameworks — whether it’s a framework for literacy, a framework for evaluation, or a framework for instruction — that should translate into practice. This translation can be achieved through thoughtful and intentional professional development that respects the knowledge of teachers and honors the ways adults learn. By structuring these professional learning sessions in both synchronous and asynchronous engagements, and using cross-content and grade-level groupings, teachers were able to interpret this essential framework in meaningful ways.
Wondering what this work could look like in your community? Reach out to us to discuss how you can bring essential 21st century skills to your students and community.
Three entry points for designing project-based, student-centered instruction.
With the amount of interruptions and disruptions to learning over the last few years, many schools and teachers are faced with the reality that their curricula and instruction may no longer be relevant or appropriate, given all of the learning that’s been missed. As a result, teachers are wondering how to best revive their curricula to make it more reflective and responsive to their students’ needs. Furthermore, they are concerned with how to best promote and maintain engagement of their students, and incorporate fun into their learning.
Project-based learning can be a powerful solution. Projects promote high levels of student engagement while also supporting the acquisition of academic skills and content knowledge, and also real-world, 21st century capacities and characteristics, including: critical thinking, collaboration, creativity, and caring. Project-based learning puts students at the center, and are often inspired by real-world, community-based issues that matter to students, providing safe spaces for them to engage in meaningful reflection, and share their unique perspectives with the world. How can we make our instruction more project-based? Where do we start? Many teachers I work with are eager and excited to transition to project-based learning, but struggle with knowing how to begin. Their excitement is often met with fear and apprehension as they feel bound to a certain curricula or scope and sequence. Use the three considerations below to imagine the first steps you might take in creating more student-centered, project-based instruction.
Consider: Student voice and choice
One of the core principles of project-based learning is student choice. As teachers, we want to be thinking about where and how students can make decisions about their own learning. But this doesn’t have to be overwhelming — we can offer students choice within manageable parameters. A simple starting point can be to think about choice when it comes to topics, texts, or tasks. For example, if we know that students need to write a persuasive essay as one of our grade level or content area requirements, allow them choice in the topic they write about, or the texts they read as part of the process. Or, if we know that students need to read a certain text as part of a course, then allow them choice when it comes to the task of how they will share their learning (e.g. presentation, podcast, etc.).
Consider: An authentic audience
Another core principle of project-based learning is an authentic audience. Traditionally, the audience for student learning is the teacher, or maybe their peers. But how can we challenge this tradition and provide students with opportunities to write for a more real-world audience? The ability to communicate with specific audiences is an incredibly important skill, and something that will serve them beyond the classroom. When it comes to identifying an audience, we can use questions such as: “Who would benefit most from learning about this topic or reading this work?” Identifying an audience from the start, prior to launching into a unit, can support students in writing with this audience in mind, which should inform their tone, their language, and their vocabulary. But it doesn’t stop there — think about how your students can authentically connect with their audience, whether it’s through inviting them to a reading or celebration, posting their writing online, or even sending representations of their work in the mail.
Consider: A larger purpose
In line with thinking about an authentic audience, is connecting student efforts to a larger purpose. Most often, the purpose of student work is for a grade, or to pass a class. Projects, in contrast, have a deeper purpose that connects to the world outside the classroom, which can make them more meaningful and enjoyable for students. Whereas we might talk about the traditional purposes of student work as being to persuade, entertain or teach, identifying a more specific purpose can strengthen students' skills as writers and communicators. For example, a purpose could be to call someone to action to resolve a community issue, to share advice, or to challenge perspectives. Being more specific and deliberate with the purpose can help inform and inspire how students understand their efforts.
These three considerations reflect just some of the essential principles of project-based learning, and are a great place to start if you’re looking for manageable entry points to this type of work. These project elements can serve to inform extensions and/or revisions that you make to existing curricula, without it feeling overwhelming or impossible, and most importantly, help revive your curricula to make it more student-centered and student-driven.
6/6/2022 Creating Transformational Change: Structures for Designing a Professional Development Series
A suggested sequence of sessions that encourages learning, application, reflection, and the sharing of promising practices.
Effective professional development can be defined as structured professional learning that results in changes in teacher practice and improvements in student learning. Features such as strong content focus, inquiry-oriented learning approaches, collaborative participation, and coherence with school curricula and policies can be the difference between good and great professional learning experiences.
Since the 1970s, there has been a growing body of literature about learning and the application of reflective practice, which is a way of allowing educators to step back from their professional experience, develop critical thinking skills, and improve future performance. When educators can learn a new idea or concept, apply this learning to their specific context/content area, reflect on the experience and share their experiences with colleagues — a cycle we call LARS — they can bring their professional learning experience to fruition.
Using the LARS model
The LARS model is a structure for developing ongoing professional development sessions that prioritize developing community knowledge, shared practices, and deepening reflection on what works, and why. In the planning process, facilitators should conduct a needs assessment to determine the strengths and struggles across the community and strategize an area of focus. For example, one school recently discovered student performance in reading was struggling. After conducting a series of Learning Walks, the school leadership team noticed that literacy instruction was inconsistent across classrooms. The leadership debriefed their experiences and came to the conclusion that if teachers were using similar instructional strategies for Before, During and After reading, students would have increased their comprehension and confidence. The leadership team reviewed several research-based strategies and identified two strategies for each stage of the reading process, for a total of six literacy strategies to share with the whole school. They began to use the LARS framework to structure a 12-week PD series. They knew that they needed two weeks per topic: one session to introduce the strategy and make a plan to implement it, and a second session to reflect on their implementation and make adjustments.
Learning
The first session in the LARS model is focused on learning a new strategy, and making a plan to integrate or apply that strategy into instruction. This workshop should communicate the essential components of the topic, provide active engagement and an exchange of ideas between participants. In leading the first workshop on literacy strategies using the example above, the facilitators would share more about why literacy is important across content areas, as well as the concept of Before, During and After reading strategies. They’d then provide a hands-on experience with the first literacy strategy. They may choose to model the strategy using a professional text, show a video of a teacher using the strategy in a real classroom, or create a challenge for teachers to collaborate on developing a model after learning about the strategy from a shared text.
Application
At the end of the workshop, teachers consider how they can implement what they’ve learned into their practice. This is the apply portion of the session. Participants can complete an application plan where they write ideas about how they can implement the strategy, and what artifacts they will be able to bring to the next session. When teachers choose for themselves what to implement and what they want to bring back to the group, they have increased ownership in the process. By asking all participants to bring an artifact to represent what they implemented, we are able to create reciprocal accountability within the community. Additionally, when teachers across the school begin using a shared strategy at the same time, it exponentially increases the students’ understanding of how to use that strategy, and kickstarts the impact of that strategy on their learning experiences.
Reflection and sharing
The second session has a focus of reflection and community sharing. In Session 2, participants regroup through written reflection using either open-ended journaling practices, or by responding to a variety of prompts specific to the focus strategy. By reflecting on their experiences of implementing the strategy, teachers are able to synthesize the impact of that strategy on student learning and their own teaching practices. Their reflections become concrete texts and when shared, culminate as an archive of the professional learning that has occurred. After reflection, participants share their artifacts and experiences together in small groups, identifying similarities and differences in the samples of student work and their implementation experiences. Participants may celebrate successes, as well as take the opportunity to identify challenges and ways that their process can be extended. After the first two sessions, the school may choose to retry the focus strategy, or to move onto the next topic, with the expectation that teachers will be adding to their instructional tool kit with each new move they learn.
Using the LARS cycle supports the most challenging aspect of professional learning: application.
Without application, learning just floats in the air as a neat idea. Engaging in the LARS process as a school community and/or department builds in time to apply new skills and reflect on them with colleagues. The reflection aspect promotes individual thinking about what went well, and how individual teachers might tweak it to make more sense for their classroom. This can become a rigorous process where teachers in the community test and vet instructional strategies that are most effective for their unique students. The LARS model is a cycle of inquiry that lends itself to not just learning a new concept, but creates a structure that helps communities cultivate ways of working, learning and growing together to meeting the evolving needs of students.
Make sense of your thinking as you articulate the what, why, and how of your lessons.
My most common resistance and response, when prompted by our director to articulate my next workshop plan in one of our templates is, “We don’t have time for that. I need to get in there and get the work done. I don't have time to also articulate what the work is going to be.” After I express my frustration with a lack of time, I take a breath and sit down with my thoughts, our goals, and the template.
Thankfully, the template has been through our usual practice of draft, revision, practice, and more revision, so that I’m working with a helpful, useful, and practical tool. As I move through prompts like driving questions, objectives, skills, activity, assessment, and resources, I see what’s in my head come together on the screen. By the time I’m done, I’ve experienced the magic of a pre-planning template. I’ve actually done all the work of thinking through what I’m doing, why I’m doing it, what skills I need to teach, and how I will confirm what students know and can do throughout the workshop. Not enough time to plan? I actually don’t have enough time NOT to plan! As it turns out, articulating my plan supports me in grounding the lesson in its larger context and provides a way to make my thinking visible to my students, my colleagues, and my supervisor. Bonus: I won’t need to reinvent an agenda the next time this workshop rolls around. I have a lesson plan I can reuse and customize going forward.
Our lesson planning resource supports teachers like you in experiencing this same process — moving your thinking from inside your head out into the world, and considering all of the pieces of a lesson, because the template reminds you with supportive prompts. You can leave yourself room to think more deeply about teaching and learning by relying on our preset categories to pull you through your planning time.
It’s important to be confident and clear about your plans, and articulating your thinking is an excellent way to get there. This is what will allow you to be more flexible, because you’ve got a plan from which to work. You know what’s essential and what might be able to shift when unexpected changes occur in your classroom, as they so often do! You can use this resource as a tool for yourself as we teach, your students as they engage in the work, and your colleagues as you offer each other formal or informal coaching in this challenging and rewarding world of teaching.
Three strategies for expanding student engagement in an in-person environment.
Lately I’ve been visiting classrooms and seeing students on their Chromebooks, typing away and answering text-based questions on a Nearpod or on Google Classroom. Teachers are circulating and peering over their students’ shoulders, checking their screens to get a sense of where students are in their classwork, and to ensure they are not sliding between windows to play games or watch videos. At the end of class, teachers sometimes ask students to share a few of their answers, remind them to submit their work, and then class is dismissed. As students are packing up, the teacher may remind students to finish what they didn’t complete for homework.
In a sense, it’s almost as though this type of classroom instruction could have been facilitated in a remote setting. Students are so accustomed to educational apps that they can do their classwork without even attending class. But we are no longer remote, and as far as I can tell today, most schools are not planning to return to a fully remote school program. So how can we make the most of being together in person and increase in-class interactions?
Get students talking
The simplest way to get your students engaged is to include “turn and talks” in your lesson plan, allowing conversations to happen in pairs. Decide on the most strategic moments to include a turn and talk — this could be any time you want students to mull over or think through a key concept during class. Asking students to talk to the person next to them will help them practice their thinking in a low-stakes way. I often find that when just one or two students are participating after a teacher poses a question, it signals that other students are not yet ready to share their thoughts with the rest of the class. Posing a question and asking students to turn and discuss it with the person sitting near them is a way to get students thinking about the key topic, and provides a moment for the teacher to circulate and listen in on students’ thinking. This creates a perfect opportunity to cull new voices in the whole class participation: “What you said, Jess, is a really helpful explanation as to why it can inadvertently hurt our economy. Would you mind sharing this out to the whole group when we come back together?”
Make thinking visible
Pull out some chart paper and ask students to share their thinking in groups and on paper. Working on Google Docs as a group can be useful for co-writing or sharing ideas, but working on chart paper is a more strategic way to share thinking within a group and to help make the thinking visual. Some graphic organizers lend themselves well to chart paper, particularly when students are using a graphic organizer to process a concept. For example, the 4 As Protocol works well on chart paper. My colleague Courtney Brown and I have often used this protocol on chart paper as a way to demonstrate thinking about a text through these specific lenses, which can look like this:
Bring voices to the whole class
If you were a real rookie on Zoom during the pandemic (like me) and tried to have a full class discussion (like me), you quickly longed for the days to return to in-person instruction. I wince when I recall the first time I asked students to discuss what we had read — there were moments of everyone talking over each other, or everyone muted and awkward silence. While I had asked students to collect their thoughts in writing as the primary step to having a discussion, I could not ask students to turn and talk casually for 45 seconds. I could have created breakout rooms for a minute or two, but somehow breakout rooms seem too formal. Now that we are in class together, let’s take the opportunity to help our students learn how to have a discussion as a whole group. Work up to a larger discussion by building small steps along the way: first a quick write on the topic, then a turn and talk, and finally, opening up the chance for students to share with the whole class. Using a discussion rubric in live time and then reflecting on the discussion is another way to remind students what makes for an effective conversant.
During the pandemic, we were flexible and experimented with different online learning tools. We discovered ways to teach and assess students, and we did the best we could during a most difficult time. But now that we have returned in person, let’s take advantage of being together and find ways to use the lessons we’ve learned during remote learning to increase interactions in our in-person classrooms.
Educators weigh in on how they prefer to receive feedback and where they struggle when offering it to others.
When I started my leadership journey, I was confident that with the right effort and the right systems and structures, the team I was leading would simply be successful. I imagined that I would avoid confrontation through planning, modeling, and being nice. We’d never have any problems!
But we can’t lead a team this way. Each individual needs feedback to increase self-awareness, identify goals, and strategize a path forward. They deserve actionable feedback that supports their work, and it needs to be direct, clear, and kind. Whether you’re the person receiving feedback or providing it to others, you bring your entire self to the conversation, which means there is no one-size-fits-all approach. We recently spoke with a group of educators who were kind enough to share how they would like to receive feedback, as well as some of their most pressing concerns when it comes to offering feedback to others.
How do you want to receive feedback?
Jeff, Costa Rica
I think the most important thing is that feedback is driven by compassion, and even love and care for me. This is not a time for scolding or trying to make someone feel less than, but a chance to build someone up by helping them be successful. Avyanna, Bronx I like when people are direct and actionable. If they notice something can be improved about my practice, then I like to hear what can be improved and a suggestion of how to approach it, or at least the willingness to brainstorm solutions with me. Brian, Queens I would like to receive feedback that is clear and has strategies I can try, in order to meet the desired target. Laura, Queens Feedback that is easy to understand and not too overwhelming. Becca, Pennsylvania When I receive feedback, I want to hear specific suggestions. I want those to be couched in supportive terms; I want to feel like the person giving me feedback is on my team, working with me to try to improve my practice, rather than "grading" my practice. Katherine, Singapore I want direct and honest feedback myself, but struggle with consistently offering that to others, instead allowing a fear of damaging the relationship or contributing to hurt feelings get in my way. G, Queens I like to receive clear, kind feedback. It doesn’t need to be “nice” but I bristle if it’s unkind. Rasha, Brooklyn I’d like to receive constructive feedback that focuses on promoting the quality of my work and addresses both strengths and weaknesses, or the sandwich of “glows” and “grows”. Although some people are not in favor of the sandwich feedback, I still prefer to hear some positivity before pinpointing the flaws. Shannon, New York I like being invited into the conversation, and being asked what I think went well, what part of the lesson I felt could have been stronger, or where were I was hoping for a different outcome. These types of questions open up to a conversation rather than just finding areas to critique without context. Matthew, Queens I would like to receive feedback that is clear, actionable, and includes the full truth. It lets me know where I stand and how I’ve been progressing. Ysladia, Queens I like honesty and direct feedback that will help me improve.
Addressing the challenges of giving feedback
What do you do when, regardless of how you give feedback, the other person takes it personal? I have a couple of teachers that have had different people try different approaches to offering feedback, and yet they still get defensive and take it as a personal slight. How do you get past these walls?
What is the balance between questioning and providing direct feedback?
As someone who partakes in teacher evaluations, I often wonder about positionality. I tend to position myself as a teammate working to help colleagues improve their practice, but how genuine does that feel if I am also writing up an observation as part of someone’s professional evaluation? My struggle lately, I think, is how to separate feedback from "grades".
When we want people to take action, we need to be strategic about how and when we offer feedback — more is not always more.
Even when we’re not in a position of power, our words carry a lot of weight — and it’s worth examining how we can communicate feedback to others with authenticity and clarity, and in a way that allows them to receive our words. |
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