Incorporating visual arts into elementary math curriculums can significantly enhance the learning process by merging creativity and analytical thinking. This integration can render mathematical concepts more tangible and captivating for young learners, promoting a practical method that leads to a more profound comprehension. Here are four artistic activities that can help make math come alive in elementary education settings.
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Andy Warhol's iconic pop art, such as his 1962 Campbell’s Soup Cans, serves as an excellent teaching tool for multiplication arrays. Pupils can craft their own arrays by selecting an image or creating a drawing and then formulate multiplication problems based on the repeated patterns within the artwork.
 
The shapes within Vincent van Gogh's masterpiece, The Starry Night, provide an opportunity for students to search for and identify various shapes. Features like stars, the moon, and the famous swirling patterns can be pointed out and named, encouraging students to recognize geometric forms in their everyday environment.
 
Investigating the symmetry in artworks, such as Frida Kahlo’s 1939 piece The Two Fridas, where two representations of the artist are positioned facing each other in symmetrical poses but with different attire, can lead to classroom discussions about the concept of symmetry and its occurrence in both real life and mathematical problems.
 
Both counting and one-to-one correspondence can be effectively taught through the examination of works by artists like Pablo Picasso or Piet Mondrian. Students can engage in counting exercises by tallying shapes within the artwork, such as the number of squares or the quantity of shapes of a specific hue.
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These innovative strategies were inspired by author and educator Heather Sanderell’s experiences at the Cleveland Museum of Art. Instead of physically taking her math students to the museum, she utilized the museum’s online resources to bring art into the classroom, fostering connections between the seemingly unrelated fields of art and math, and enhancing her students' grasp of both disciplines. For further insights on integrating fine arts into elementary math teaching, refer to Sanderell’s piece for Edutopia titled “Pythagoras and Picasso: Integrating Math and Art in the Classroom.”

Enhancing Elementary Math with Visual Arts: A Creative Approach

Throughout my educational career, I encountered the concept of student conferencing, which involves meeting individually with students to discuss their work. Prior to this revelation, my approach consisted of moving around the classroom to interact with students or to check their homework. I left detailed comments on their papers to guide them towards improvement, employed rubrics, and aimed to grade quickly while providing valuable feedback.
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However, the impact of conferencing far exceeded my expectations when I finally implemented it. The outcomes were so remarkable that I felt I had overlooked a crucial aspect of teaching for years. I regretted not adopting this method earlier.
 
Advantages of Implementing Conferencing
Why should you consider conferencing? The foremost reason is that it facilitates personal connections and fosters relationships with your students. As you get to know your students, you learn about their families, interests, aspirations, and the subjects they excel in as well as those they find challenging.
 
Once students realize that you genuinely care about them, they become more inclined to ask questions they might feel embarrassed to ask in a group setting. They are willing to be open about their confusions and are motivated to improve, knowing that they had a one-on-one conversation focused on enhancing their work. They have the opportunity to ask detailed questions, and walking them through the material often leads to significant insights.
 
I found that conferencing not only fosters deep learning but also naturally incorporates differentiation. By focusing on one student at a time, you can address their specific needs. Understanding their fears, limitations, and struggles allows you to guide them towards a more positive outlook and demonstrate that they can effectively handle the work. Discussing examples can alter their perspective on what their work might look like, and reading becomes more accessible when they find a topic they are passionate about. Conferencing is highly effective in meeting students' needs and achieving results.
 
After holding conferences, assessing students' work becomes simpler. You are aware of the goals you agreed upon and what to expect in subsequent drafts. You understand the student's challenges and where to look for progress. Conferencing can be applied to various areas of study: writing, grammar, reading, and test preparation. It is a pathway to a higher level of learning.
 
My Conference Management Strategy
Here is a routine that has proven effective for me.
 
1. Ask students to prepare for the conference by completing a survey, such as a reading survey, an outline like a narrative writing outline, a draft, or by analyzing the results of their work (quiz, text, etc.).
 
2. At the start of the session, teach a lesson that you want the students to focus on.
 
3. While students are working on the lesson, call them up one by one. Depending on the objective, the meeting could last from three to ten minutes. It usually took me one to two days to meet with all of my students.
 
4. Have students bring their outline or survey and establish the goal. For example: “We will finalize your idea for your narrative writing assignment” or “We will identify the types of books you enjoy and brainstorm potential titles.”
 
5. During the conference, maintain a class roster and jot down brief notes on the discussions and focus points for each student.
 
6. After the conference, reiterate the agreed-upon tasks, ensure the student is comfortable with the plan, and address any additional questions.
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I found the conferences to be enjoyable and incredibly rewarding. Students responded with improved work and often requested more interactions (“Can we check in at the end of the session?” “Will you meet with me today to discuss X?”).
 
To my delight, conferencing led to increased interest in the subject matter, a sense of connection between the student and their work, a deeper understanding of the teacher's expectations, and a clearer grasp of the student's challenges.
 
Ultimately, conferencing enabled significant growth. Verbal feedback was faster and far more efficient than written feedback, which students couldn't ignore because they had to discuss it with me. If you haven't tried conferencing, it could revolutionize your teaching approach!

Enhancing ELA Instruction through Individual Student Conferences

The spring term heralds a symphony of sounds: birdsong, melting snow, the buzz of returning students, and the lamentations of teachers in the staff room. As the season warms, so does the energy, posing challenges to sustaining a conducive learning atmosphere.
 
Post-winter break, students often settle into their routines, forge friendships, and become adept at navigating the classroom dynamics—sometimes to the detriment of their academic engagement. Each spring, educators may question their career path, fantasizing about alternative lives as river guides or reviving their musical aspirations.
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I've experimented with various approaches over the years: from the amiable instructor hoping to charm students into compliance to the relentless enforcer of routine, aiming to survive until summer. These methods not only heighten frustration but also undermine classroom learning. The goal is not mere survival but fostering a dynamic educational environment.
 
In recent times, I've crafted a strategy to facilitate student reflection on the fall term, preparing them for the spring. This approach has helped me maintain the discipline and respect necessary for a successful classroom experience, semester after semester.
 
Re-establishing norms in the spring
Re-establishing classroom norms may be even more critical in the spring than in the fall. Engaging students in setting these norms is key. They are unlikely to welcome new rules imposed by teachers, especially after a lax end to the previous term. Instead, involve them in shaping the class expectations, enhancing their recognition of the value of positive behaviors and increasing their likelihood of adhering to these standards.
 
Strategies for a successful class
Re-evaluate your practices: Before the term begins, assess your teaching methods, grading, and classroom management. Identify areas for improvement and refresh your space by decluttering, updating decor, or rearranging the layout.
 
Refresh the learning space: As you prepare for the first day back, consider rearranging the seating and updating the seating chart to optimize student placement. Revamp the room's aesthetics: replace old work, add new visual elements, introduce plants, and create an inviting space that fosters change.
 
Initiate with student reflection: On the first day, encourage students to reflect on the successes and areas for improvement from the previous term. This could take the form of written reflections or discussions about lessons and activities. Solicit their feedback on assignments, identifying what was effective and what was challenging, to gain insights into their perspectives and promote student investment.
 
To solidify their understanding, have students draft a reflection on the new norms and expectations, outlining their commitment to improving and maintaining a positive classroom culture.
 
Seek student input on learning environment: Engage students in discussions or written reflections on classroom design, routines, and instructional methods, encouraging active participation in reflecting on the lessons learned from the first term, with the understanding that not all educational experiences will be interactive or project-based.
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Include social and emotional learning: If classroom management was an issue, consider integrating lessons on empathy. Discuss how various behaviors impact teachers, peers, and staff, fostering understanding and respect.
 
Revise norms and expectations: Review the expectations from the first term, discussing which should remain, which need modification, and which should be introduced. Engage students in conversations about the importance of upholding these standards, considering their entry, engagement, departure, and adherence to class norms.
 
By leveraging the first day back to build student consensus on norms and expectations, teachers pave the way for a successful term. As spring's energy surges, a strong foundation of norms and expectations will support a safe, positive, and productive learning environment, reminding educators of their passion for teaching and keeping them in the classroom, rather than seeking alternative pursuits.

Rekindling Classroom Focus in the Spring Term

Making Algebra I classes more engaging is a challenge, particularly when it comes to encouraging students to verify their solutions. However, incorporating brief Python scripts for answer verification can be both simple and enjoyable, with the added benefit of introducing students to coding fundamentals. Integrating Python can enhance students' academic achievement and their problem-solving abilities. It also promotes adherence to Math Common Core standards regarding technological integration.
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The incorporation of Python might spark students' enthusiasm for algebra, as many find programming in Python to be entertaining. A positive outcome I observed was that students seemed to genuinely enjoy the algebra lessons. The concept of variables in algebra was no longer met with blank stares, as they had already encountered them in Python. No prior programming knowledge is required for either teachers or students, and the implementation process is quick and easy. The only prerequisites are to grasp some basic Python concepts, specifics of our answer-checking program, and fundamental troubleshooting techniques.
 
Introducing Python to the Classroom
In my Algebra I class, which consists of special education students, several indicated that Python made math their favorite subject. Students reported that traditional math classes reminded them of tedious worksheets, but solving math problems on the computer transformed the experience into something enjoyable and less school-like. I also teach general education STEM courses, including AP levels, and have achieved similar positive outcomes with Python. Introducing Python programming can enliven various courses for different types of students.
 
To begin with Python, you will need computers with internet access. While teachers can install Python on school computers, I suggest using JDoodle, a free online platform that is simpler and sufficient for our needs. Creating an account with JDoodle will streamline the process for both students and teachers. Once you have JDoodle set up, you can start exploring Python.
 
Understanding Basic Coding Constructs
Our objective is to acquire sufficient Python knowledge to comprehend the code structure, adapt the code for various algebra problems, and address any issues that arise. After setting up Python for your students, teach them the essentials of the language, including variables, equations, and output. We focus only on the Python aspects necessary for understanding our algebra-checking program. My students reached a point where they could customize the program to verify their answers.
 
Variables: In Python, there's no need to declare variables, which sets it apart from many other programming languages. You can simply assign values using an equal sign; for instance, sum = 2 + 2. The variable (sum) being assigned is always placed to the left of the equal sign.
 
Equations: Another crucial Python concept is mathematical equations. In Python, these are quite straightforward: + for addition, - for subtraction, * for multiplication, and / for division. We will only review the operations necessary for the algebra we're working on to check answers. I recommend using parentheses to facilitate code checking and minimize errors.
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Crafting the Code
With a basic understanding of Python, we can now apply this knowledge to our answer-checking program. Here's the code for verifying an answer to a sample problem: 6x + 2 = 20.
 
Line 1: x = 3
Line 2: if (6 * x + 2 == 20):
Line 3: print("You did great.")
Line 4: else:
Line 5: print("Try again!")
We will methodically learn the function of each line of code.
 
Line 1 assigns a value to a variable. Here, the value of x in our program is set to 3, representing the students' answer from their independent work.
 
Lines 3 and 5 are responsible for printing output to the computer screen

Enhancing Algebra Engagement with Python Programming

The return to school after an extended vacation can be a challenging period. Students might be physically present in the classroom, but mentally they could still be on holiday. As teachers, our task is to rekindle their enthusiasm for learning and make them eager to be back in school. What are effective methods to re-engage students post-school breaks?
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Do you begin with creative activities to spark their imaginations? Perhaps you prioritize re-establishing classroom routines and fostering a positive atmosphere. Or, do you focus on rebuilding relationships and promoting teamwork through collaborative projects?
 
It could be a brief icebreaker, a multi-day plan, or an overarching approach to the transition—whatever your strategy, it could provide valuable insights for other educators grappling with the same issue.
 
Let's foster a community where educators can exchange ideas and learn from each other's experiences. By working together, we can transform post-holiday school days into less intimidating and more fruitful experiences for all involved.
 
Further Reading on Student Re-engagement Post-Break
For additional strategies and inspiration, follow the link below to access articles and videos on Edutopia about Student Engagement. These resources are filled with actionable advice and firsthand experiences from educators in your shoes.
 
You might also find these topics of interest:
 
Strategies for Sustaining Engagement at the End of the School Year
Engaging Students Before Extended Breaks
Strategies to Keep Older Students Engaged Throughout the Year
The Holiday Challenge
Maximizing Winter Break Opportunities (for educators)
Edutopia is always on the lookout for educators to contribute their unique strategies. If you have ideas that extend beyond the comment section, consider visiting our Contribute page.
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We appreciate your contributions on re-engaging students after school breaks. Should you have any questions or need further assistance, don't hesitate to ask—our community facilitators are here to support you!

Question: What Strategies Can Help Students Get Back into the Swing of School After a Break?

It's a common misconception among educators that students inherently know how to study effectively. However, with nearly two decades of high school teaching experience, I've found this to be generally untrue.
 
Students who rely on inefficient methods such as highlighting and note rewriting may start to think that studying is futile. By the time they reach my class, I need to dispel these myths before they can embrace more productive strategies. This is why I deliberately instruct my students in effective study techniques, regardless of whether they are sophomores, juniors, or seniors.
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At the beginning of the academic year, I dedicate a considerable portion of my AP Biology class to discussing study skills that deviate from conventional wisdom. As an experienced educator, I still experience anxiety over how my students will perform on their first unit exam; their success or failure can significantly impact my credibility with the class.
 
If a student follows my advice but doesn't achieve the desired outcome, there's a risk of losing their trust. Conversely, success can be a turning point—they are then more likely to adopt these strategies across all their subjects. The exam is a critical juncture that influences how much effort I'll need to put into gaining everyone's trust in the learning process throughout the year.
 
Study Strategies That Yield Results
For many of my students, AP Biology is their first class that requires extensive preparation and study. To help them rise to this challenge, I teach study strategies that are supported by cognitive science. The strategies I emphasize come from the Learning Scientists, a group of cognitive scientists dedicated to applying their research in educational settings. Here are their top six high-impact study strategies:
 
Retrieval practice: consciously recalling information from long-term memory to short-term memory.
Spaced practice: conducting shorter, more frequent study sessions rather than marathon cramming sessions.
Dual coding: integrating both verbal and visual elements.
Elaboration: posing and answering questions with increasing depth.
Interleaving: alternating between different but related topics or problems.
Concrete examples: gathering a range of examples to foster a deeper understanding, especially for abstract concepts.
On the first day, I assign the video "How to Study Effectively for School or College" by the Learning Scientists. This video introduces the six study strategies mentioned above. The next day, I start with a Pear Deck activity that encourages students to apply these strategies.
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In subsequent lessons, as I introduce biology content, I incorporate dual coding, retrieval practice, spaced practice, and elaboration into the class activities. Each time we use one of the six strategies, I make a point to highlight it. For instance, I use a strategy inspired by Mark Enser based on the BBC Radio 4 show "Just a Minute." In pairs, students discuss a topic for one minute without pause, repetition, or deviation. This activity effectively uses spaced practice, retrieval, and elaboration.
 
Daniel T. Willingham's book "Outsmart Your Brain: Why Learning Is Hard and How You Can Make It Easy" has been instrumental in shaping my approach to addressing study misconceptions with students. I demonstrate how to read a college-level textbook, emphasizing that learning from reading is distinct from reading for enjoyment. Learning from reading requires a higher degree of focus and engagement with the material, employing strategies like elaboration and concrete examples during note-taking.
 
To enhance students' reading as a learning experience, I advise against highlighting or rewriting the textbook or their notes. This practice can create a false sense of mastery, leading to overconfidence in their understanding of the material, a phenomenon known as the familiarity bias.
 
I frequently address "the familiarity trap" throughout the year as it's a common mistake students make when studying for exams. When conferencing with students who are struggling, I often find that this is what's preventing them from reaching their full potential.
 
As we near the end of our first content unit, I teach a mini-lesson on reorganizing notes and revisit the idea of not confusing familiarity with true knowledge. Reorganizing notes involves combining notes from various sources, readings, and lectures. As they reorganize, students identify gaps and generate questions. This can help them make connections between topics they might have missed initially.
 
One method of reorganizing notes is creating a visual representation of their cognitive framework, which relates back to the concept of dual coding. Concept mapping allows students to spatially represent their thoughts on paper, reinforcing what

Effective Study Techniques Supported by Science

Ideally, students would embrace the most effective study methods supported by research, such as self-testing, spaced repetition, and retrieval techniques, which are known to enhance understanding and academic success.
 
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However, in practice, many students rely on passive study habits they are accustomed to, like repeatedly reading texts, highlighting without discrimination, or taking random notes.
 
 
 
A groundbreaking 2018 review of extensive research on study techniques suggests that to integrate evidence-based methods into students' regular study habits, teachers should focus on improving the strategies students already employ. Essentially, the approach should be to start where students are currently at.
 
 
 
"Since students tend to prefer these strategies, clarifying their benefits and limitations can guide them to use them more effectively," noted the research team from Washington University in St. Louis.
 
 
 
For instance, students might find comfort in rereading a text before a history exam, but they may not realize that making minor adjustments, such as taking breaks between readings and summarizing or questioning in between, can significantly boost their comprehension.
 
 
 
These minor adjustments also serve to introduce students to more effective strategies that they might not otherwise try. Integrating self-testing into their rereading routine can act as an entry point to these advanced techniques.
 
 
 
Here are strategies to refine the common study habits of students and introduce them to more advanced methods:
 
 
 
Optimizing Rereading
 
Students often mistakenly believe that reading a passage multiple times is sufficient for comprehension. This approach is passive and can lead to a false sense of understanding, according to researchers.
 
 
 
To enhance this method, encourage students to space out their readings. Research indicates that spaced readings, similar to spaced practice, lead to better memory retention compared to immediate rereading.
 
 
 
In a 1987 study referenced in the review, students who took a 30-minute break after their initial reading and before their second reading had better recall than those who did not pause.
 
 
 
Students can further improve rereading by incorporating retrieval practice. After the first reading, have them summarize in their own words, self-quiz, or create quick concept maps to identify knowledge gaps and focus their next reading session.
 
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Mindful Highlighting and Underlining
 
Students naturally gravitate towards highlighting text, believing it aids memory retention. While there is evidence that marked information is better recalled, students often highlight too little or non-critical information.
 
 
 
With guidance, students can improve this skill significantly. A 2022 study showed that a few hours of instruction on proper highlighting techniques can lead to a substantial increase in effectiveness.
 
 
 
Simple advice includes urging students to avoid highlighting on the first read, which can help them identify key points and engage more actively with the text.
 
 
 
UCLA's Rebecca Alber suggests teaching students to analyze key textual features before reading, such as the text's purpose and audience, to guide their highlighting.
 
 
 
Active Note-Taking
 
Like highlighting, note-taking is a common study method. However, the way students take notes and use them can greatly impact their effectiveness.
 
 
 
When students aim to copy lectures verbatim, note-taking becomes less effective. This shallow processing can hinder learning by preventing deeper engagement with the material.
 
 
 
Instead, when students engage in a generative process, such as summarizing and organizing ideas in their own words, note-taking becomes a powerful tool for encoding and retaining information.
 
 
 
Daniel Willingham of the University of Virginia suggests that students should focus on their thoughts about the information rather than trying to transcribe the teacher's words exactly.
 
 
 
This approach results in fewer notes but requires more effort to revise and clarify, ensuring that notes serve their purpose and aid in listening, processing, and understanding.
 
 
 
Adding a collaborative element, such as discussing notes with a partner, can also enhance note-taking, as shown by a 2016 study where students who revised notes collaboratively recorded more notes and performed better on exams.
 
 
 
Strategic Flash Card Use
 
Flash cards are favored by students for their effectiveness in retrieval practice, which helps learn and retain information. However, students often lack the

Enhancing Study Habits: Building on Existing Techniques

As an educator, I prioritize the ongoing evaluation of my students' progress to enhance their learning experience. I strive to optimize the use of formative assessments by focusing on data that not only guides my teaching but also keeps students informed about their current standing, without encroaching on valuable instructional time.
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There are four principal justifications for implementing formative assessments in the classroom. The foremost is to refrain from presupposing students' knowledge. I engage directly with students to uncover their pre-existing knowledge and abilities. For instance, during my observation of a kindergarten class, I was surprised by the wealth of information students could share about museums, a topic we were about to explore. Had I not sought their input, I would have squandered instructional time.
 
The second rationale is to gauge the effectiveness and rigor of my teaching methods against the educational standards. This is closely linked to the third reason: planning subsequent instructional steps. Do students require additional practice or review, and how can I adapt my teaching to better accommodate their needs, employing scaffolding and effective strategies to enhance comprehension? The final reason for assessment is crucial: it provides students with actionable feedback and a sense of empowerment. Students must understand their goals, their current level of achievement, and the steps required to progress, followed by the opportunity to act on these insights.
 
By intentionally planning formative assessments, I ensure that I am addressing the needs of every learner.
 
Assessment Timing and Targeting
My assessment of students is a constant, informal process, conducted through observation, conversation, and by reviewing their work. For instance, when students discuss in pairs, I listen to their dialogue. While they engage in problem-solving, writing, or reading, I inquire about their strategies: "How did you approach this problem?" "What changes have you made in your writing?" "Why did you highlight this section of the text?"
 
I also conduct systematic assessments on a weekly basis. Over the years, I have come to understand that it is not always necessary to assess every aspect of every student's work or to evaluate every student on every occasion.
 
To assess strategically, I consider the purpose of the assessment and then determine the most efficient method for data collection. For example, when assessing the standard of decoding and encoding regularly spelled one-syllable words, I observe the entire class as they read and write words on a whiteboard. Subsequently, I work with a small group of students who need additional support, while the rest of the class continues with independent activities.
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As another example, a colleague who taught a whole-group lesson and identified students needing more practice with inference provided me with a list of five students to monitor during small-group instruction. I reinforced her lesson's key points and offered students the opportunity to practice with a text. They provided annotations and verbal responses, successfully completing the task.
 
Assessment Management
There are various strategies to simplify the assessment process. For instance, when students write an on-demand piece, I might choose to focus on two aspects of their writing; if organization and word choice have been emphasized in instruction, those are the elements I analyze. Some teachers select a random sample of students to analyze, monitoring trends across the class. Others focus on a small group daily, ensuring that every student is assessed over the course of a week.
 
The goal is to assess student learning frequently to evaluate the effectiveness of instruction and to provide students with feedback. This enables me to coach students and offer multiple opportunities for improvement, allowing them to revise and resubmit their work if they do not initially meet expectations.
 
Assessment Focus
If a curriculum resource includes numerous assessments per week, I select the assessment that best determines whether students have grasped the essential standard. There are diverse ways to demonstrate mastery. For instance, if the standard is to "create," I do not mandate that students write their response. This empowers students to choose the most effective method to showcase their understanding, based on the skill (discussion, video, demonstrating a strategy on paper, etc.).
 
It is crucial to assess both the process and the skill. By asking students to describe their approach, I gather valuable insights and help students recognize the importance of their methods: "Why did you select this strategy?" "What helped you achieve your goal?" "What would you do differently next time?"
 
I also evaluate social and emotional skills and collaboration. Collaboration can enhance learning, and social

Enhancing Student Learning through Strategic Assessment

The transformation of project-based learning (PBL) from mere projects to a platform for developing critical thinkers, effective collaborators, and innovative individuals hinges significantly on the integration of student-centric practices within the educational setting. However, the term 'student-centered' is multifaceted and can vary in interpretation. Thus, it is essential to first outline the elements of an effective student-centered environment before delving into the creation process.
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While teacher-led instruction remains a part of the educational experience, it should not be the primary method. Direct instruction is not forbidden; instead, it should be utilized to equip students with the foundational knowledge and skills necessary for independent progress.
Established classroom management strategies, routines, and norms should support student autonomy and their capacity to operate independently as much as their developmental stage allows.
Lessons should be crafted to empower students, enabling them to take on roles typically fulfilled by teachers, such as guiding through materials or supplying essential answers to advance through the curriculum.
A student-centered classroom operates similarly to a collegiate lab setting, where participants form a community driven by personal initiative that contributes to a shared objective, supervised but not excessively controlled by the teacher.
 
Nurturing a student-centered classroom environment conducive to PBL and related methodologies is a gradual process, and even the most successful educators acknowledge that there is always room for enhancement. As with any professional development, shifting the instructional paradigm is a journey that varies in duration for each educator.
 
The insights and suggestions provided in this article can assist you or the educators you support in moving towards a more rigorous, collaborative, and empowering learning environment for students.
 
Balancing Student Autonomy
A pivotal aspect of cultivating student-centered classrooms is the teacher's comfort level. Each educator has a unique threshold for the degree of control or freedom they are willing to grant students to achieve learning objectives and manage lessons effectively. This can sometimes be influenced by safety considerations in certain classes, such as industrial arts or chemistry, where power tools and chemicals are present.
 
Often, this preference is rooted in classroom management styles. Some teachers prefer a highly structured, step-by-step approach with more guidance, while others favor granting students a greater degree of choice in their individual learning trajectories and processes aimed at the learning objective. Transitioning between these styles is a gradual process that involves a long-term perspective, with each educator's journey being unique.
 
Collaboration as a Catalyst for Change
While the time required to shift a teacher's practice may vary, embracing collaboration is crucial for success. Altering one's instructional approach is a significant undertaking, often necessitating a reevaluation of one's core teaching philosophy, akin to overhauling or retrofitting a car's engine. Given its challenging nature, such a substantial endeavor should not be attempted in isolation.
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This can be achieved within a small group of teachers, such as through a professional learning community, or with the assistance of an instructional coach or mentor teacher who can offer ideas and serve as a reflective sounding board.
 
Adopting a Three-Pronged Strategy
Numerous models exist for fostering student-centered practices, but those that have resonated with teachers as both affirming and effective typically involve these three steps:
 
1. Engage in self-reflection and assessment. Before any coaching or planning, teachers aiming to shift their approach need time to introspect and evaluate their ultimate goals to identify which changes they believe would be most beneficial (or are willing to implement). Some may focus solely on integrating more collaborative learning, while others might opt for a workshop model to ensure daily direct instruction time.
 
Allowing them this solitary time firmly establishes the process as one they control. Even if the transition to a more student-centered classroom is not their choice, it is crucial to grant teachers the opportunity to consider their classroom's actual conditions without undue pressure.
 
Several tools can aid teachers in initiating this type of goal setting and pre-reflection. Northwest Michigan College has developed a rubric for self-assessment, and the Modern Classrooms Project offers a walkthrough guide for self-auditing. A recommended book on the subject is "The Shift to Student Led: Reimagining Classroom Workflows with UDL and Blended Learning," by Catlin Tucker and Katie Novak. Tucker also shares valuable resources on social media. Any of these can help kickstart the process.
 
2. Collaboratively review goals and outline steps. Following

Transitioning to a Student-Centric Approach in Education

A helicopter-style teacher, akin to an overbearing parent, dominates the classroom with their overwhelming presence. They become the center of attention, and the children's needs are overshadowed by the teacher's. This approach often leads to practices that are not age-appropriate. In contrast, a hummingbird teacher subtly enters the scene when necessary, swiftly addressing issues without disrupting the children's activities. They are vigilant, ready to assist with conflict resolution or problem-solving when required, and then gracefully exit the scene. A hummingbird teacher provides information when children inquire and encourages curiosity by observing their interests and extending their inquiries. They subtly shape the environment to stimulate children's desire to explore and solve problems.
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During one of my hummingbird teaching moments in the indoor classroom, I noticed children throwing bean bags at each other, which could lead to injuries. I placed a basket near the back door and challenged the children to throw the bean bags into it from a short distance. Shortly after, they called me over; one bean bag had landed on the door's opening/closing mechanism, and another had joined it after an attempt to dislodge the first.
 
 
 
Cover of "I'm not Getting Them Ready for Kindergarten" by Kristen Day.
 
Courtesy of Routledge
 
They sought my help to retrieve the bean bags, but adhering to a child-centered approach that promotes learning through trial and error, I asked them to think of ways to retrieve the bean bags themselves. They brainstormed ideas, such as standing on a chair, which didn't work due to their height. They then tried stacking a chair on a table, but still fell short. Suggestions ranged from using a ladder to a grabber tool like their great-grandfather's. These were clear examples of problem-solving in action!
 
 
 
I could have intervened and offered help or stopped their chair-on-table arrangement for safety reasons. However, I understand that meaningful learning often comes from failure. I was there, quietly observing and encouraging, ensuring they were safe while allowing them to experience the learning process. In my past as a helicopter teacher, I might have shown them how to retrieve the bean bags or done it for them, missing the educational opportunity. Using phrases like "I wonder..." or "What do you think?" are hallmarks of a hummingbird teacher, who, with their quiet presence, fosters more curiosity and inquiry in children.
 
 
 
Imagine if I told you that people are fully capable of constructing their own learning. Or that children with diverse knowledge and abilities can co-construct learning in groups. Or that adults aren't always necessary for learning to occur. These are all truths supported by research, such as Sugata Mitra's Hole in the Wall Experiment, which demonstrated that children can learn remarkably well on their own without direct adult instruction, thanks to their innate curiosity and ability to self-organize in learning environments.
 
 
 
A study by Stipek et al. in 1995 showed that didactic programs, which rely on teacher-directed instruction, provided gains in reading but not in math, and these gains were outweighed by negative effects on children's confidence, motivation, and independence. In educational settings that allow children freedom to initiate and complete tasks, they tend to choose more challenging tasks, rely less on adult approval, and take more pride in their achievements.
 
 
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Didactic instruction, which emphasizes performance, can suppress children's natural curiosity and willingness to tackle new challenges. Teachers should create the conditions for learning and then step back to let the children explore.
 
 
 
But Kristen, doesn't Vygotsky's theory of scaffolding require direct teaching? How does this work without the teacher's direct involvement?
 
 
 
This is where the balance comes into play. Yes, scaffolding is essential, where a more knowledgeable person provides support until the learner can complete a task independently. If a child asks for help with a task, you provide it. However, if a child consistently seeks your assistance for everything, you might encourage them to try it on their own. Building relationships with each child is crucial for understanding their unique needs and providing timely scaffolding. We can teach, but in a child-led program, teaching is organic, based on the children's needs and interests during play, and it adapts daily based on the direction of their activities.

Instruct with the Grace of a Hummingbird, Not the Intrusiveness of a Helicopter

Teaching writing to young students presents unique challenges, such as aiding in writing planning, organizing resources, providing suitable writing tools, accommodating diverse abilities, and ensuring the publishing process is accessible for young learners.
 
To address these hurdles, I've crafted an efficient and straightforward method: homemade booklets. These self-assembled, staple-bound booklets gather all the materials students require for a writing project into a single, orderly system, including graphic organizers, draft pages, anchor charts, revision aids, and editing checklists.
<img src="https://cdn.accountdigital.net/4d007098-7ef1-49d5-a08c-d98b9f67454f">
This strategy supports the writing process from initial ideas to final publication, keeps all resources centralized, caters to various learning needs, and encourages young authors to create work they are excited to present.
 
In this article, I will detail my approach: planning your booklet's content, tailoring it to your students' diverse needs, and distributing it to your students. I will use the Realistic Fiction Writing unit I've taught to first and second graders as an example.
 
Begin with reverse planning
Determine the key competencies and benchmarks you want your students to achieve by the unit's end. In my Realistic Fiction unit, I concentrate on the narrative fiction structure, character development through life lessons, and narratives enriched with transition words. These objectives guide my selection of graphic organizers, anchor charts, and writing supports for the booklet.
 
 
Rachel Scheer
After a lesson on story structure using a story arc, students use the booklet's planning pages to map out their narratives. They are guided in planning the Beginning (main character and desires, setting), Middle—Problem (obstacles to desires), and Ending—Solution (resolution of desires) by utilizing a story arc graphic organizer. This alignment ensures students have the necessary tools at every stage.
 
 
Rachel Scheer
When students are ready to draft, I follow the same procedure. I teach a lesson on narrative writing with transition words and point out the transition word anchor chart in their booklet's drafting section. On the "Beginning" drafting page, writers can select from a list of transition words and phrases, such as "One day," "First," "It all started with," etc., and incorporate their choice into their draft.
 
Gather materials
Collect resources that align with your unit's goals, such as graphic organizers, anchor charts, writing paper, and editing checklists. Utilize materials from your school's curriculum or other reliable sources, and customize them if they do not fully address your students' needs.
 
For instance, to teach character change through a narrative, I created a graphic organizer for young writers to plan a "life lesson" and a list of common life lessons for realistic fiction—truth-telling, contentment, the importance of loved ones, perseverance, etc.
 
Differentiate for a variety of learners
Customize booklets to fit the diverse needs in your classroom. The beauty of DIY booklets is the ability to adjust the content or structure to meet each writer's individual needs, abilities, and learning styles, while maintaining the unit's overarching objectives. Here are some examples:
 
Advanced learners might receive a more complex story arc (planning for rising/falling action, additional conflicts, secondary characters, etc.).
Students with dysgraphia might benefit from extra spelling and handwriting support in their booklets.
Emerging writers may require larger picture boxes for prewriting activities.
Differentiating booklets is particularly beneficial for split-grade classes, ensuring all students are appropriately challenged and supported. The booklets have the same cover, but interior pages may differ to accommodate individual needs, fostering a sense of inclusion.
<img src="https://cdn.accountdigital.net/5f5544dd-84b9-42a0-a1c8-63b0f65ea786">
Assemble and publish the booklets
Organize your resources into a coherent booklet. A standard booklet includes:
 
A cover/title page
Planning and brainstorming pages
Drafting pages
Revision tools (e.g., anchor charts, checklists)
Editing checklists
An optional rubric at the end
 
Rachel Scheer
To create the booklet, print double-sided pages and staple them along the long edge for a book-like opening.
 
&lt;

Enhancing Literary Proficiency in Early Education

New teacher Jessie is taking on more responsibilities, having taught approximately 15 lessons with her mentor, Jasdeep, always present to assist if classroom management became challenging or if Jessie encountered difficulties with the curriculum. Recently, they decided to expand Jessie's teaching schedule, and she eagerly anticipated the opportunity to teach a series of lessons and handle four consecutive classes in a single day, feeling prepared for the increased demands.
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However, the current week has proven to be fraught with challenges. Despite meticulous lesson preparation and positive feedback on content from other educators, classroom behavior has become a significant issue. With less direct intervention from Jasdeep and her peers, Jessie is grappling with escalating 'low-level disruption.' She is aware of the appropriate responses but struggles to muster the resolve to execute them. How can she ensure that her students heed her instructions?
 
Isn't managing classroom behavior supposed to be as straightforward as counting to three?
 
 
 
Jessie's experiences resonate with many novice teachers and their mentors. The stress of delivering a complete lesson often causes the behavior strategies they mastered during their initial teaching practice to dissipate. These new educators understand the theoretical aspects of classroom management and can apply them in low-stakes or high-stakes practice scenarios. Yet, the pressure to juggle multiple facets of a lesson can overwhelm them, leading to forgetfulness or a reluctance to employ their learned behavior strategies or the behavior policies they've been taught to use effectively.
 
What can novice teachers do to regain their footing?
 
As I discussed in an earlier blog post, it's crucial for new teachers to recognize the significant impact of low-level behavior challenges on the classroom and learning environment. Many start their training under the impression that minor disruptions are harmless, only to later realize their detrimental effects. Once they acknowledge the need for action, they require instruction in strategies and techniques, as well as opportunities to practice. However, this doesn't always translate into their everyday teaching practices.
 
I've been contemplating the significance of context when applying the behavior strategies that novice teachers learn and rehearse. For instance, I often observe new teachers attempting a 3-2-1 countdown, only to be puzzled by its lack of effectiveness. What they fail to recognize is that their countdown amidst the classroom's hustle and bustle bears little resemblance to how they performed it during low-stakes or focused high-stakes practice.
 
Instead of:
 
“Ok class, I expect pens down and silent attention in 3 seconds – excellent, Bobby and Asif, you're quick – and 2 – I see this side of the room is already quiet – and [waits with a hand signal until everyone complies] 1, thank you all” [begins the explanation/instruction].
 
Too often, I witness:
 
“Ok class, please finish and be quiet in 3-2-1 [spoken so quickly that few students follow, yet the countdown proceeds], perfect” [with 40% of the class still engaged in previous activities or chatting].
 
They might be employing their toolkit strategy, but the essence of its application is lost under pressure.
 
Another challenge for new teachers is their inclination to switch strategies when they don't yield immediate results, rather than allowing time for the approach to become ingrained as a routine. While having various techniques is beneficial, frequent changes can confuse students. Clear communication and teaching of behavior expectations are essential and require time. Additionally, new teachers often apply their toolkit without considering the context of their school's policies. Effective classroom management of low-level behavior typically occurs when the strategies align with the school's policies—it's extremely difficult for a new teacher to succeed when trying to implement their own strategies in isolation.
<img src="https://cdn.accountdigital.net/1b45a0c0-cea6-40ae-a9a6-af51854fbe18"> 
 
 
How can mentors assist their mentees in integrating practice into their routine?
 
 
 
 
 
Assist new teachers in recognizing when to act without intervening on their behalf
 
I advocate for supporting mentees in self-reflection through video recordings of lessons, but this doesn't help with real-time adjustments. Another technique to prompt 'in the moment' action is using a mini-whiteboard (MWB) as a cue card. When a mentor notices a low-level behavior issue emerging, they can write a prompt on the MWB, such as “RHS, chatting – give C1,” and display it discreetly to the mentee, prompting them to intervene. This method has proven successful, though it can overwhelm some new teachers. The goal is to tailor support to the new teacher's needs and gradually phase it out.
 
Help new teachers adopt the routines of the school/department/supporting colleague
 
While it's important to

Mastering the Art of Classroom Management: A Guide for New Educators and Their Mentors

Driving student motivation can be challenging. We use various tactics to inspire, but what if the key to motivation lies not within the students but in the environment we create for them?
 
As behavioral economist Richard H. Thaler and legal scholar Cass R. Sunstein discuss in their book Nudge: Improving Decisions About Health, Wealth, and Happiness, our surroundings significantly influence our actions. In an educational context, this means that making intentional, small changes to the classroom can greatly enhance student motivation and participation. These modifications are straightforward to implement and can lead to significant improvements without depleting your energy or theirs.
<img src="https://cdn.accountdigital.net/61127730-e35c-451d-869d-9f7dba9134fc">
Consider this scenario: Why do people opt for the stairs when the elevator is out of order? It’s not a newfound commitment to fitness—it’s the environment guiding their choice. Similarly, we can design classrooms that guide students towards the behaviors we desire.
 
1. Simplify the Process: Facilitate Engagement
A straightforward method to increase student motivation is by removing minor hurdles that impede participation. Behavioral science indicates that even minor obstacles can greatly affect behavior. For instance, in an experiment with bananas and oranges available, people chose bananas more frequently, not because of taste, but because they were easier to peel. By eliminating these “peeling problems” in education, we can see a substantial increase in student motivation.
 
The first step in enhancing the design is identifying the obstacles that complicate easy engagement. Even small inconveniences, such as a lack of materials, can distract students in the classroom. By reducing these barriers, we facilitate students’ ability to begin and continue their work.
 
In my English class, I’ve set up a Grab-and-Go Station with all the supplies students might need: pencils, pens, highlighters, sticky notes, and paper. If a student forgets an item, they don’t need to interrupt or search for it; they can just go to the station and take what they need.
 
This simple change has saved many lessons from disruption and has empowered students to be more self-reliant. I also encourage students to restock the station, fostering a sense of ownership and respect for communal resources.
 
2. Stimulate the Brain with Visual Aids
Our brains are naturally responsive to visual stimuli. A well-placed visual aid can be more effective than numerous verbal prompts. Research on visual processing shows that these cues can make desired behaviors more automatic by bypassing mental clutter.
 
One technique I use is a “Question Parking Lot” in my classroom—a whiteboard where students can write questions or tips during independent study. While working, students are required to write down at least one question they’re stuck on or a tip that has helped them understand the material. For example, during a lesson on theme analysis, a student might ask, “What is a ‘universal theme’?” or share, “Breaking the text into smaller sections helped me identify the theme.”
 
At the end of the lesson, we review the parking lot together. This not only gives me insight into students’ difficulties but also encourages deeper engagement with the material.
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Moreover, visual cues can help make reflection habitual and nurture a supportive learning environment. In my classroom, I’ve designated clearly labeled areas with specific expectations to assist students in transitioning smoothly. Labels like “Quiet Zone,” “Collaboration Area,” and “Turn-In Bin” act as constant, silent reminders of expectations in each space. This system minimizes the need for repeated instructions and allows students to move seamlessly between tasks.
 
3. Visually Ignite Curiosity to Maintain Engagement
Curiosity is a potent motivator. Studies show that when students are curious, they are more likely to engage willingly in their work and even enjoy the process.
 
Before lessons, I post an intriguing question or interesting fact on the board. For example, before a unit on figurative language, I wrote, “Which phrase was banned in 19th-century France—‘raining cats and dogs’ or ‘a piece of cake’?” Students were eager to find out, and that curiosity carried into the lesson. Posting a visual cue or hook stimulates students and helps maintain engagement throughout the lesson.
 
4. Demonstrate Progress to Encourage Continued Effort
We often focus on the final goal, neglecting to acknowledge the small victories along the way. Creating a visual space to acknowledge progress is essential for maintaining momentum, especially

Strategies for an Engaging Classroom Environment

Anticipation for a new pet. Enthusiasm over a TV show episode. Anxiety about an upcoming exam. Yawns—a lot of yawns.
 
When students are given the opportunity to express their thoughts, it benefits everyone involved. As an educator, student check-ins help me grasp their needs, and students feel emotionally secure knowing they are recognized as individuals, not just students. This can be achieved through a simple practice: the check-in.
<img src="https://cdn.accountdigital.net/17f72ba5-0136-4daa-b268-887e10d51cb1">
Reasons to Implement Check-Ins
Check-ins are straightforward activities, typically initiated at the beginning of a class, that encourage students to contemplate their emotional well-being and communicate their status to you or their peers. They serve several crucial functions, including:
 
Enhancing self-awareness: By taking a moment to acknowledge and articulate their feelings, students cultivate self-understanding and connect it with emotional language.
Offering immediate insights for lesson planning: Check-ins provide teachers with a quick overview of students' emotional states, enabling you to tailor your approach to their current needs. If a check-in indicates that many students are feeling down and tired, and you had planned a high-energy activity, you can adjust your plans or help students shift their mindset for the lesson.
Strengthening community and collective empathy: Check-ins emphasize that every student is valued and that educators care about their well-rounded development. They also help students become aware of their peers' emotions and learn how to offer support.
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Initiating Check-Ins
For novice teachers, finding a check-in method that fits can be daunting. Here are some straightforward, sustainable, and most importantly, effective check-in routines to build and maintain connections with your students.
 
Roses and thorns: Students discuss a positive moment and a challenge from their day. This can also be referred to as "Highs and lows" or you can choose a different term if the rose imagery isn't appealing.
Sticky note check-in: Students place a sticky note on a board indicating their mood category (e.g., "Feeling great today" or "Having a tough time"), with the option to write more privately on the back for the teacher.
Mood board: Students select an image that represents their mood from a grid (a popular choice is the baby hippo Moo Deng in various expressions; many such mood boards are available online via Google Images). For a quick check-in, students can just state which image they relate to most. For a more in-depth check-in, they can share the reasons behind their choice.
Written check-ins: Students write their check-ins in a journal or notebook and receive feedback from the teacher. Simple prompts allow students to share their thoughts and connect privately with the teacher without concern for peer reactions.
Ensuring Effective Check-Ins for You and Your Students
Regardless of the check-in method you choose, it's essential to implement it thoughtfully. Check-ins can be counterproductive or stressful if we don't consider aspects like timing, responsiveness, and expectations. To ensure check-ins are beneficial, consider the following:
 
Timing considerations: Check-ins don't need to be lengthy, but more extended ones can be impactful when allowing students to share more. Determine how much time you have and select an appropriate check-in method: it could be as brief as displaying a mood board as students enter. However, if you have an advisory group or room for a longer class meeting, you might occasionally include longer check-ins.
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Structural considerations: Opt for a check-in method that aligns with your authenticity. If "rose and thorn" feels too cliché, avoid it! Choose a method that reflects your personality and engagement style with students. The goal is for students to sense your genuine interest and know that someone is concerned about their well-being.
 
Expectations and boundaries: Although check-ins encourage students to share about their lives, clear expectations are necessary, just like any other school activity. Teach students how to participate in check-ins. For open-ended check-ins like roses and thorns, provide examples of appropriate sharing and discuss what might not be suitable to share with peers. Be transparent about when you might share information from a student's check-in, especially for written check-ins intended only for the teacher. For instance, inform students that if you're concerned about their safety, you might consult with a school counselor or administrator.
 
Follow-up planning: When we invite students to share, we must be prepared to listen, respect

Maximizing the Benefits of Classroom Check-Ins

During my second year as an educator, I came to a startling realization: despite the plethora of quizzes, tests, projects, and presentations I was assigning, I couldn't definitively say whether my students were truly learning. The accumulation of points that translated into final grades seemed to lack clarity in terms of their reflection of actual learning.
<img src="https://cdn.accountdigital.net/077157ce-3375-4690-8024-7a209e15c343">
This epiphany marked the beginning of a significant transformation in my teaching practices, leading me to reevaluate and revamp my assessment and grading methods. Initially, the transition to a standards-based grading system seemed daunting, but my personal experiences and research on its positive effects on student motivation and mental health convinced me of its potential, despite the inconclusive evidence on its impact on learning outcomes. Moreover, I discovered that minor adjustments in assessment design could provide clearer insights into what students had mastered and what areas required further attention.
 
Crafting Purposeful Multiple-Choice Questions
While multiple-choice questions are often criticized in educational assessment, they can be invaluable for learning when crafted with care, especially for formative assessment and practice. The key lies in the design of the incorrect options.
 
In the early stages of my journey, I believed that creating multiple-choice questions required a stem, a correct answer, and plausible incorrect answers. I would compile quizzes with 10 questions and provide students with their scores, thinking this would offer them actionable feedback. However, I later realized this approach was flawed.
 
Instead, I now focus on creating one or two questions, with each incorrect option deliberately crafted to reveal a common misconception. These questions are more challenging to construct individually, but by limiting the number, I maintain a similar workload while gaining more insightful feedback.
 
Here's an illustrative example:
 
Identify the punctuation error in the following sentence and select the option that corrects it: "My brother and I left our lunches and bags on the bus so we left school and walked to the bus garage to get our food."
A. My brother, and I left our lunches and bags on the bus so we left school and walked to the bus garage to get our food.
B. My brother and I left our lunches, and bags on the bus so we left school and walked to the bus garage to get our food.
C. My brother and I left our lunches and bags on the bus, so we left school and walked to the bus garage to get our food.
D. My brother and I left our lunches and bags on the bus so we left school, and walked to the bus garage to get our food.
Each incorrect option highlights a different misunderstanding: Option A points to a confusion about compound subjects, B to compound objects, and D to compound verbs and phrases.
 
The strategy is to anticipate common student misconceptions and design incorrect answers that expose these areas of confusion. The number of options may vary, but the goal is to create as many incorrect answers as necessary to address potential misunderstandings.
 
Students can leverage this feedback to determine their next learning steps. I provide a document with links to instructional videos targeting these misconceptions, allowing students to immediately engage with the material they need to master.
 
Developing Assessment Blueprints
How does this strategy scale up to a comprehensive test? Assessment blueprints serve as a roadmap of the learning objectives targeted by each question. These are particularly useful for assessments tied to a curriculum, as they enable me to identify the focus of each question intentionally. Here are three examples of what these assessment blueprints might look like.
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This approach doesn't alter the assessment itself but creates opportunities to use the results to facilitate further learning by showing students how the questions relate to the concepts they've been studying.
 
For instance, if questions 1, 3, and 5 all pertain to the same concept, a student who struggles with these questions can pinpoint the area for concentrated effort. After analyzing the results, students can identify the specific concept or two they need to work on, and I can offer resources and activities, sometimes forming small groups to focus on particular concepts to reengage students in the learning process.
 
My aim was to ensure that students grappling with a concept didn't have to endure a vague sense of inadequacy but instead received concrete information to guide their future growth.
 
Structuring Assessments Around Learning Progressions
The assessment blueprint aligns existing assessments with

Ensuring Student Learning Through Effective Assessment Strategies

“A guest speaker actually made algebra relevant!” exclaimed a student after a recent presentation, highlighting the value of bringing real-world professionals into the classroom. The speaker, a former student and current bank vice president, connected with my eighth graders through her knowledge of finance and her relatable age. I have had her share her insights annually.
 
<img src="https://cdn.accountdigital.net/d1f04926-62f6-4b67-b874-a5eb4fba21c7">
 
Following her talk on credit, savings, investing, and debt, it’s clear the students gained practical knowledge, a testament to the value of guest speakers beyond traditional academic lessons.
 
 
 
Perhaps you’ve considered enriching your classes with guest speakers but are unsure about the process. Here are some pointers to help you navigate this educational opportunity.
 
 
 
Benefits of Guest Speakers
 
When contemplating the integration of guest speakers into your curriculum, consider their potential to enhance student learning:
 
 
 
Research by Lauren Hudson and Monika Pelz outlines the advantages:
 
 
 
Sharing Expertise: Teachers can’t be experts in every subject.
 
Career Exposure: Students may discover new career paths.
 
Memorable Experiences: Students are more likely to engage with a fresh presenter.
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Authenticity: Personal stories from speakers can resonate with students.
 
 
 
Finding Guest Speakers
 
While parents can be a resource for career days, consider expanding your search for guest speakers. Are there former students, friends, or family with relevant expertise? Could an author discuss their work after your class reads their book? I had Benedict Carey join us after we read his math mystery, “Island of the Unknowns.”
 
 
 
Professionals in your community can also be potential speakers:
 
 
 
Science: Healthcare providers can discuss bacteria, viruses, and health.
 
Math: Architects or contractors can explain scale and proportion in construction.
 
History/Social Studies: Local council members can talk about civics and public service.
 
 
 
Diversity in guest speakers enriches student understanding, so seek individuals from various backgrounds. Also, be aware of your school’s procedures for approving speakers and vet them thoroughly, including checking their online presence to avoid any issues.
 
 
 
Setting Up for Success
 
Once you’ve invited a guest speaker, prepare them and your students for a successful session. Guest speakers may not be familiar with your students’ knowledge base or classroom management. Discuss the students’ background with the speaker and review their materials to ensure they are suitable for your class.
 
 
 
Encourage students to research the speaker and prepare questions, as suggested by Samantha Shane. Provide speakers with resources for students to learn more about their work. After the presentation, gather feedback from students, including any follow-up questions they might have.
 
 
 
If the idea of guest speakers seems daunting, start with one. Identify a unit where an expert’s input would be most beneficial. While it might seem like a diversion from your regular schedule, the long-term benefits for student engagement and learning are significant.