Day #7: Professional Book (cont.)

Well, this book took me two days to finish… but it was chock full of ideas and how to focus on learning instead of teaching.

A few (I use this term loosely…) key points from Antonetti & Garver (in day two) that really resonated with me were…

  • Competition is only engaging when you have a pretty good chance of winning.
  • Learning with Others without Personal Response is just a matter of taking turns.
  • The action of posting an objective prior to anticipatory set often reduces students’ flexibility and depth of thinking- along with levels of student volunteerism- as the learners try to guess the teacher’s predetermined answer.
  • Introduce strategies outside of the content area and with ideas familiar to students before attempting to use it with new learning.
  • Content differentiation has three components: (1) concept, (2) skill, and (3) vehicle. Concepts should not be differentiated; however, the vehicle should be differentiated to make the concepts more accessible to all students.
  • Personal Response is about making a connection. Choice is about control. With Personal Response, you get to decide your answer to the question. With Choice, you get to decide the question.
  • Build individual thinkers, not just repeaters.
  • To facilitate the learning of 28 different students, a teacher does not need to become 28 teachers. Rather, the work he or she plans should allow the 28 students to own their own learning.
  • Assessment distinguishes between teaching and learning. Assessment for learning (formative) versus assessment of learning (summative)
  • RTI (Response to Intervention)… should it be RTI (Response to Instruction)?
  • Efficient versus effective dichotomy: What I can do quickly and proficiently may not lead to the deepest and most long-lasting results.
  • Closure is a final moment of Personal Response.

The authors have referenced so many great thinkers/teachers/researchers (i.e. Schlechty- 8 (originally 12 standards) engaging work qualities, Carol Ann Tomlinson, Madeline Hunter, Richard Stiggins, etc.).

You can try and check out the archived webinar from ASCD here. I really enjoyed it!

Day 6: Professional Reading

I love reading professional books- they just really motivate me. I can read most professional books in a night (which drives my teacher friends crazy). I’m currently reading 17,000 Classroom Visits Can’t Be Wrong by John V. Antonetti & James R Garver. I am really enjoying this book because it focuses on what our lessons (or teaching) looks like from the other side of the desk. I am learning to shift the focus from my teaching to my students’ learning.

A few key points from Antonetti & Garver that really resonated with me were…

  • Learning tasks should be designed to guarantee a predetermined level of thinking.
  • Learning is not the same for students even if the activity is.
  • Level of difficulty and cognitive demand are not interchangeable.
  • Personalize the objective for students and then they can articulate (1) what they are doing, (2) what they are learning, (3) why they are learning, and (4) what success looks like.
  • Three high quality work predictors  are (1) autonomy, (2) mastery, and (3) purpose
  • The thinking level of the student plays a critical role in the level of engagement.

I am only on page 80 and the authors have referenced so many great thinkers/teachers/researchers (i.e. Dan Meyers, Webb Depth’s of Knowledge, Bloom’s Taxonomy, Brain Rules by John Medina, Maslow’s Hierarchy of Needs, Daniel Pink, Ruby Payne, Howard Gardner’s MIs, Phillip Schlechty’s Levels of Engagement, etc.).

If you want to learn about engaging students, promoting active learning, and boosting achievement… this book is for you!