“Everything is so linear, but this makes me think diagonally!” ~ a student describing Byrdseed.TV
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My early lessons didn’t even have objectives, let alone good objectives! Here’s how to build four-part, differentiated lesson objectives.
As a new teacher, I only knew one model of instruction: Direct Instruction. I was like a chef who only knew how to deep fry!
In a Concept Attainment lesson, we give students examples and non-examples of a concept — without telling them what that concept is!
While “engagement” is fun, it shouldn’t be our main goal.
This math puzzle fell flat. Why? Because puzzling isn’t about difficulty — it’s about something else entirely.
How to use a classic to revamp a study of context clues.
Why just “identifying patterns” isn’t deep enough.
Take direction instruction beyond a monotonous practice of the same skill over and over.
Giving a definition just doesn’t cut it! Use the Frayer Model to explain (and assess!) vocabulary.
How to memorize the countries in Africa, the Japanese writing system, or a deck of cards.
Just because a task is “creative” doesn’t mean students are at the top of Bloom’s Taxonomy.
Ask students to go beyond “I don’t like it” and form critical opinions based on a set of criteria. Students can produce written arguments or turn their opinion into oral presentations.
So your students can identify a story’s problem and solution. Then what?
Rather than just learning about one structure, let’s climb Bloom’s and think more deeply.
Want your students to ask better questions? Why not train them to inquire!?
Here’s how one teacher uses inductive thinking to help students respond to literature.
A delightfully ambiguous framework that is quick to prepare, but can last forever!
A model of instruction that moves from specific examples to concepts to one big idea.
Who would win in the Tournament of Least Useful Geometric Shapes or Bravest Shakespearean Characters? Create an academic tournament and watch your students’ brains sweat!
A big, impressive product doesn’t mean that there was big, impressive thinking.
Learn to lead a lesson that is built entirely on student curiosity.
A high level of thinking in math also requires the support of thoughtful scaffolding.
Here’s a simple task that will add complexity to any content from any grade level!
Comparing fraction strategies? Let’s take it even further!
What separates difficulty from complexity? And why do complex tasks lead to much more natural differentiation?
What separates our on-level writers from our advanced writers?
Here’s how you can move from merely “summarizing a text” to a high-level task that culminates in synthesis.
After looking at dozens of lessons folks sent in, I came up with three big ideas to address.
What would it be like if students graphed characters from stories? Historic leaders? Elements from the period table? Objects in space?
Rather than giving students rules to apply to websites, let them analyze websites to create rules.
Go beyond merely explaining strengths and weaknesses and get students thinking in interesting ways.
Analyze is like a gateway that connects the lower- and higher-levels of Bloom’s. But make sure you’re truly asking an Analyze-level question!
With inductive thinking, students will work from parts to whole, discovering big ideas along the way!
The word “Create” can mask low-level tasks. Here’s why I avoid using it in objectives.
What if your students designed your classroom layout?
