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I think one of the most important aspects of Burke’s 10 principles is the idea of communicating clear and specific learning objectives because it coincides with one of my bottom lines. If we aren’t upfront and clear about what we are expecting students to do, then we can’t get mad when they aren’t able to do what we expect. I also felt like the principle of demistifying literacy practices is important to practice as well. I believe that students are constantly overwhelmed by not having a clear understanding of what we’re doing in the classroom.

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I really like #3, making connections. It’s important to overlap assignments, leading into different lessons, so students are able to follow along easily and establish the connections between each. I also agree with integrating assessment. Traditional assessments, however, are something I don’t want to carry into my classroom. I like the idea of incorporating meaningful questions that actually test each individual students knowledge on the subject.

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Honestly, Burke's 10 Elements really coincide with how I hope to run my classroom. To me, one of the most important elements (if I had to choose) would be using different instructional methods, modes and media while teaching. Whether it be sketch notes, Voicethread, or twitter, different modes and tools for teaching make class more engaging and relevant for students. I believe in teaching in ways that fit your students' learning styles. Therefore, using modes that meet your students' needs are important. I do not see anything worth changing or deleting necessarily. If anything, I would add in a rationale to the background knowledge element. Students always want to know "Why is this important?" and giving them a rationale answers that question.

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I would consider the most important point on the list to be making sure that the learning objectives are clear and thought out. If you give your students a clear goal and state what you are going to expect from them they will not only have an easier time following you, but they will know exactly what they have to do in order to get the grade that they desire. It is also important to make sure your learning goals are clear because if you have any students with reading or learning disabilities. If they have a tough time understanding what is being asked of them they will fall even further behind then where they currently are. Integrating the assessment is also important to make the students more comfortable with demonstrating what they know. Some students don't test well so if their assessment is integrated they will have an easier time with getting the best grade that represents the knowledge they have amassed.

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I know that I really stress the idea of providing my students with a "real life" application for everything I do in my classroom, so I am super glad that Burke included it on his list. I feel like the rest of his list also hits the nail on the head, but this one in particular is super important to me. I know that I was always the one in school to wonder when I was actually going to use what I learned in class and for what purpose, so I want to be able to provide my students with the answer. I plan on providing rationales for each assignment we do so that my students know that what they are doing is not busy work. Once students see that what they are learning can actually apply to their lives and the world around them, they are more likely to engage with what they are doing and have a greater appreciation for it.

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I really enjoyed reading this article because I align with Burke's 10 Principles. In fact, these established principles mirror my "Bottom Lines." I do not think there is a perfect recipe to deliver instruction because it should always be based on your students needs and desires, but I do think this is a great place to start. The element that sticks out the most to me in this article is 'make explicit connections.' Students are certainly more engaged in texts and daily activities if they can relate to the material or see the purpose behind it. Having them extend literary texts into real-world situations can instantly spark an attraction to the designed lesson.

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I really enjoyed reading this article, especially because it seems as though Burke comes from such a realistic place. I obviously know that every essay we read comes from an actual person, but I really related to Burke when she was discussing doing some sort of note taking or grading while working during student teaching. I'm currently doing so much outside of student teaching and sometimes, it feels as though there's not enough time in the day to complete it all so I enjoy reading something from someone who is obviously successful. I also liked the list Burke presents because I feel as though it aligns with what I want to be doing in my classroom. The list is very straightforward and relevant, but I think the very first point is one of the most important to me. We need to be providing students the best conditions so that they can learn and strive. I also think it's important to demystify literacy practices by modeling and providing clear directions because I want to be upfront with my students and show them that they can do it.

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Burke's ideas for teaching students in an effective and thorough manner, mirror greatly with what I consider to be important pieces of instruction for the classroom. If I had to pick one of these elements that I deemed to be the most important it would be to use different instructional methods throughout the class. It is something of a sore spot for me when I hear that students are repeating assignments from years gone by using the analog technologies. This is not to say that using the traditional methods of completing assignments or instructing students does not have a place in the classroom. What we should be more concerned about than keeping up with the traditional style of student instruction is: how can we engage a group of students who are more interested in radical technologies and exist in a world filled with new ideas? The answer, in my opinion, is through the use of these technologies as a way to showcase that these adaptations to society are not something to shy away from. Something that I would like to note about this list, however, is that lists tend to have a shallow sort of look at whatever it is they are capitalizing on. Burke is certainly a distinguished professional in the world of instruction, but when something is broken down into a short bulleted list we almost say, "why can't you already do these things?" or even better, "if you use these your students will immediately fall in love with these ideas and your classroom will be more engaged than ever,". All of which are certainly not true, and the idea of a short list such as this one gives a false sense of simplicity in implementing ideas in a classroom.

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I enjoyed reading Burke's list and a lot of his ideas aligned and expanded ideas that I already have on student-led activities and students having a voice when it comes to creating and modifying rubrics and assignments. Step 1 and 2 advise creating clear learning objectives and supportive environment for students. We can do this by discussing the rubric as a class and asking students if they see any reasonable changes we can/should make and If they feel we have covered enough in class for them to be successful in completing the project. I also liked Step 7- providing examples. In my focus class, I always create an example of the project we are doing- so far I have done quote quilts, sketch notes, and totem poles- and I make sure that my example aligns to the student rubric. I pass my example around and leave it posted in the classroom for students to use as a resource.

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I really like a lot of Burke's ideas and I think they are great guidelines for teachers who are committed to stepping out of the traditional teaching role. I think just these makes an effective teacher. I think a great teacher needs to add their own individuality on top of these guidelines. I think my favorite of these is actually number 4. The more I actually teach the more important I realize it is that we prepare students for life after High School, and to always have a reason for teaching everything. I feel as though a day barely passes where a student doesnt challenge the reason behind learning something. By making every thing as relevant as possible its easy to make students realize how important my classroom is to their future.

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While reading this list I feel as though this is strictly a starting point. While each numbered step seems to have it's place among the list I feel as thought this list can be broadened greatly. Broadened in the sense that each element could be broken down and clarified with more detail. With this said, I think a big portion of that clarification lies within the individual teacher's discretion. I think that each of the ten principles is effective and applicable to the classroom, and could greatly assist the teacher. Out of these elements number nine seemed the most important to me because it encourages active participation, and asks the students to take a step in their own education. If I were to include anything on this list that has been left out, it would be that the teacher should generate and learn along side the student,s, so that the students have an understanding and a basis of what is expected of them.

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I think the ten principles are effective and in some way useful to us all, so there is no principle that I could add or take away. The one that I find most important is number four that states, "Prepare students by teaching relevant background knowledge, skills, and academic language and literacies." I feel like it is one of the first topics we learn as educators. We are always told to bring in real world ideas so our students are able to comprehend or relate more. The more information we give them and the more real world ideas that we can give them, the more inclined they are to feel confident in doing an assignment or assessment because they will feel that they have the necessary tools to accomplish their work.

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Like a lot of teaching theories this article tries to take a parts of instruction and give us a streamlined process on how to structure our planning. Need to teach a concept? - Here’s a bulleted list of ways to do that. Classroom management? No problem, here are 10 ways to make your classroom the best classroom ever. When I am reading these kind of articles, I can hear the infomercial guy in the back of my head going, “buy now and get the 11th rule free!”

Maybe it’s within the personality of a teacher that we want a fool-proof method. We want to see the research, the scholarly article, and we want it in a printable checklist. While I feel like Burke is doing a pretty good job of tackling a lot of what concerns me as a new teacher, I can’t help feel, like at the end of the article, “cheap”.

When I read this list, I really feel like it’s a starting point. I certainly think that a lot of the elements are good thinking points that could be elaborated on. Take #1 (which I think is the most important), “Provide the necessary conditions” and by that, he means try to have an open classroom community. It’s great that it is on this list and I think it’s super important, but I also think that is easier said than done.

The main thing that I think Burke is missing is flexibility and humility. At least during my very short, 4-week term as a high school teacher my students humble me every day. Too often we are so focused on what we are doing, how we can best teach a lesson or create an assignment that we forget to start at the root and see how we can best serve our students.

I think planning is essential. You have to have a goal and a direction. You have to have expectations for yourself and your students, but I also think at the end of the day, you have to be willing to change for your students too.

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Out of Burke's 10 elements of effective instruction, number 1 is deemed the most important to me. In order to reach all students in our classroom, we have to "provide the necessary conditions for optimum learning and engagement." Without a safe, encouraging and supportive environment, it will not matter how much time we spend planning our lessons or preparing for the day because we will not be reaching our students or getting the appropriate amount of "buy in" from them. I believe the core of a classroom is rooted in the environment. When you foster a great environment, the students will learn more and be more willing to participate. As a result, the rest of the elements of teaching will come naturally.

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Overall, I would say this list does a great job of covering all the bases that come with teaching. With that, I don't think Burke has really left anything out of this list. In fact, I actually think he over did it just a bit. In my opinion, I don't necessarily think that number 7, "Demysitying

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What the heck? Oh well...let me continue. I don't necessarily think that number 7, "Demystifying literacy practices and performances," needs to be included because I would say it is within almost all of the other principles that Burke has listed. The one I find most important though is number 9, "Ask students to generate." I feel so many teachers, including some of us, can get caught up so quickly in giving out information and making sure that students have what they need to succeed that we may forget to ask the students what they think or how they view what they are learning. I think it extremely important to see their side and see how they are seeing what they are teaching.

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The list embodies the main points of teaching, in my opinion, so I would not add or get rid of any elements. I think number five is the most important element. Assessments have a big role in the classroom. They measure student understanding and can provide valuable information about how student learn, the pace they learn at, the levels they retain information, etc. It is beneficial to have formative and summative assessments to make sure the students are grasping the material they are learning. Nothing is worse than teaching a unit for a few weeks then doing a major summative assessment and realizing everyone failed it based on their lack of understanding. It is better to have formative assessments throughout the unit to see how information is being retained;  if those informal assessments show that information is not being grasped, the unit can easily be altered or expanded to accurately benefit the learning needs of students. Overall, regular assessments as a check of understanding is crucial in my opinion.

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I agree with each element of Burke's list. Number 6 resonated the most with me: "Teach students strategies for learning, remembering, and doing." I believe this is one of the most important aspects of teaching. It goes back to our reading about procedural learning; by teaching students how to do something, we are providing them with skills they can apply to other, more complex tasks. Unfortunately, this also tends to be difficult to achieve when working inside an overbearing curriculum that forces you to focus more on test content than actual skills (this is a reality that was made clear to me this week).

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I believe that the most important element in Burke's list is number 10: "Provide meaningful opportunities to practice, perfect, and perform." It was hard to choose this one over the others because I felt that all of them are necessary in the ELA classroom. I would not delete any and I cannot think of anything to add. I feel like 10 is the most important because it encompasses one of the most important aspects of education--that is making

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I feel like the list is pretty solid. There isn't anything I can think of that should be added to the list, as I feel the items on the list do a good job of covering the foundation of what a good teacher should be doing. Anything else I can think of fits into one of the items on the list. The only thing I might suggest seems to fit under the element I consider the most important: make explicit connections. I think it's very important to give students a clear idea of why what they're doing in class matters and how they might use it outside of the classroom. I think this can fit under making those real-world connections explicit for students, but I would single this out as separate from the other connections. If you can't find a way to contextualize what you're expecting students to learn, you should reevaluate why they need to learn it.

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Burke provides 10 elements of effective instruction that all teachers should implement. Are there any "elements" that are left out? Any that you would delete? Which "element" do you consider the most important and why?