- The author refers to Robert Marzano's The Art and Science of Teaching in Chapter 7, when she talks about teacher expectations. She encourages us to give our students our BEST: belief, encouragement, support, and time. Discuss ways you give your students your best.
- Ms. Blackburn continues in Chapter 7 to discuss assignments (p. 121). She states, If something is important enough for you to assign it, then it should be important enough for a student to complete it. Let me clarify a key point. This is not just about the student's responsibility. You play a major role in his or her success. (Emphasis added.) First, it means we design assignments that are valuable, not just busy work. In addition to helping students understand the value of the work, we hold them responsible for completion. ...but requiring students to complete something means you also provide a structure and support to ensure they finish. What is your opinion of Ms. Blackburn's statements? Please justify.
- From the It's Your Turn on p. 126: How do you want to change the culture in your room? What do you want out of your class (words such as 'can't')? What do you want in your class ('quotes, etc.')?
- If you were to use Popham's Levels (p. 131) to describe formative assessment in your classroom, at which level do you find yourself? What steps will you be required to take to increase rigor through the use of formative assessments to drive instructional decisions in your classroom?
- Refer to the graphic organizer on page 142. First, share your opinion about using a graphic organizer such as this to help students gauge their own learning. Then, explain how you might need to modify the example to make it work with your students.
- It's Your Turn (p. 148): Review the strategies in chapters 4 through 8. Pick three specific ideas you would like to try in the next three weeks. Make those your top priority. Now list any other specific activities you want to use later.
- The author offers three suggestions for working alongside teachers who do not support your efforts to increase rigor in your curriculum and in your classroom: First, try to keep a lower profile. ...Next, seek out other teachers with similar beliefs. ...Finally, remember your focus. (p. 152) How much resistance do you anticipate from your colleagues? What actions are you prepared to take in order to prevent yourself from surrendering to mediocrity?
Tuesday, September 29, 2009
FINAL BLOG DISCUSSION QUESTIONS
Consider the seven questions below. Select at least two of the questions to answer. Post at least one comment to another person's response. Complete this activity by Friday, October 2.
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I expect a lot of resistance because no one is looking to change for the better. Everyone's focus is on passing THE TEST. Our focus should and always be the students. Yes, I agree on keeping a low profile (I have learned the hard way over the years.) I have been seeking for cohorts that have similar beliefs and there are few and far inbetween. What I have final done is just stay to myself until someone comes looking for me in search of an answer that I hold. I truly enjoyed the reading of this book. It was an easy read and I hope that many participate in the next book study. This book reminded me of a in-service that I attended last fall presented by a professor from Western KY.
ReplyDeleteI have enjoyed this book study a great deal mainly because it reinforces the idea that it is good to set high expectations for your students as long as you work beside them to achieve these goals. It also gives you tools and ideas to follow through with setting high expectations. I agree that there is much resistance to this kind of idea because increasing rigor in the classroom initially creates more work for the teacher. But working up front really pays off later in the semester when the students know what to expect from the course. If anything, this book was an encouragement for me in highlighting what I am doing right, and what I can always be striving to do better.
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