First hurdle knocked down!

Freed! Getting started already taught me several lessons. I didn’t jump the hurdle I knocked it down. This is the process of trial and error. I have erred. My errors were biting off too much to chew and not having a clear plan of attack. I now have a new goal (and a clear plan of attack) .

Jumping into the middle of a curriculum unit and trying to find the goal and teach to the goal is not helpful in trying to identify a specific learning intention, or target, for your students. It effectively truncates the trajectory you are trying to map out for your students.  Mapping this trajectory is a huge task to undertake and is definitely not the goal of a weekly lesson plan. The better way to approach this, I think, is to start with the Standard as your main goal and map out the skills it will take to reach that goal adding the sub-goals to your main goal as you go along, backward mapping. In other words, scaffolding the learning to hit the bigger target. Doing this allows you to break that big goal into lesson sized chunks thereby providing your day-to-day lesson goals. This doesn’t happen in the middle of a unit. And it doesn’t happen with the weekly assessment as the goal which is what tried to do at first. It is a long-term plan. Not a short-term plan. I bit off too much at once. Not only that, I tried to bite the apple core bypassing the peel all together. No wonder it was so hard!

I needed clearer plan of attack so I could get started now not later. And I found one. I sat in on a staff meeting yesterday introducing us to the concept of “Close Reading” an element of the Common core. It miraculously provided me with a clearer plan. Creating my long-term goals, as I mentioned earlier, needs to happen and will happen, but at the beginning of a unit not in the middle. I am not beginning a unit so that is not my current plan of attack. Instead I need a short-term goal so I can get my feet wet, try a few things, and see what works. I have already decided to focus on comprhension. So I have created a smaller trajectory with the goal of simply understanding a reading passage.  I have a  a clear plan of attack

This is my new goal, clearly understand a reading passage.  I have a plan with bite sized lesson goals all aiming to help a student understand a reading passage. Smaller trajectory, smaller goals, clearer focus, still Formative Assessment. Pressure for CST testing is coming. This goal will help students be more successful on CST tests, become better readers, become better thinkers, and allow me to experiment with the Formative Assessment techniques that I have learned. These images show my idea of the trajectory and how it breaks down. This is the plan I will use for the next couple of weeks. I will keep you posted.

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Still attempting hurdle #1

ARGH!!  I am trying to finish my plans for next week.  And I have planning block.  Ironically my planning block is bringing about some Aha! moments for me.  I’m having trouble finishing because of the learning target part of Formative Assessment.  To clarify, this is where you clearly relate the learning intention to your students.   They should know exactly what they are learning and how they are learning it.  It is not just “This is what you are learning today”  it is not just the standard or even the objective of a lesson.  It is a goal for the students to aim for- a target.   I should be able to state what they should be learning TODAY in relation to the LONG TERM goal for the unit.  Marrying this with a scripted curriculum is a huge challenge for me because the curriculum  is written in a spiral,  little bits rotating with other bits that repeat here and there.  I’m still digging through this mess and will update as I go.

My Aha! moment is realizing why so many teachers may be  ineffective excellent teachers. It is because they are trying to do it all in every lesson.  This process is meant not only to focus the students on what and how they are learning (making them better thinkers) but also to focus the teacher.  To keep the teacher focusing on the same goal while teaching.  Not diverting.  Not teaching a little bit here and a little bit there hoping somehow the student will put it all together and be smart- like the curriculum says to.  So the AHA! is that to be an effective teacher I need to be just as focused as my learning target.  Well planned and deliberate.  Small goals that lead to bigger goals. This takes some serious thought.  Serious time.  Planning is becoming a marathon when it used to be a sprint.  I have to straighten out this spiral and make this curriculum more intentional. My lessons used to be loosely planned.  These pages on these days following prompts in manual to teach these  skills or this strategy, easily diverted as I went along.  Now I’m building a pathway to follow rather than meandering along. But the path is unclear thus my frustration.

I must get back to work now.