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I demonstrate the skill myself so they see how something is done or made. Sometimes it doesn't work the first time, even for me. So it shows them that it is okay to start over. It also shows them that it is okay to fail the first time, and part of learning is trying it again. Often, the second, third, or even fourth time, it's better.

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Facts and data in a vacuum are just trivia. Being able to put learning into practice makes it real.

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To help students better prepare for assessments. I give the students a practice test. After completing the practice test, students fill out a score card. On this score card each major learning objective is listed in column 1, in column 2 I list each problem number on the practice test that address this learning objective, in column 3 student record how they did on that question on the practice test. This way student can identify the exact learning objectives they need to focus on for the exam. On the back of the score card I have listed extra practice problem they can practice as they study for the exam.

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When discussing a story, poem, or essay, I sometimes require students to guide the class through at least one aspect of the textual analysis.

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Give focus questions with every reading assignment. This helps the students focus on the main ideas of the text. Doing this also helps to prepare the students for class discussions.

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I create guiding documents (worksheet/outline/etc.) that ask students to consider certain aspects of the work. So, for poetry, I might give them a document on symbolism. It would list out a few images from the poem and guide them think about what they associate with the image, how it works it the poem, and then how it might work as a symbol for the larger work. This allows them to talk with peers first and struggle with ideas in an informal environment while I circulate around the room and help any groups that are failing to progress. Then we come together as a large group to discuss.

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In American Studies we give these at the beginning and end of the semester to hlep us measure learning, but used anytime they can help teachers & students quickly identify areas of strength and weakness. Candy or cheap prizes provide incentive to do well.

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are randomly assigned so everyone works with everyone else throughout the semester. They have to learn to work with people they don't like.

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I offer various interactive activities, such as Triptico Plus, where students work in groups to write complete sentences in Spanish. Depending on the level, they can be very simple or very complex. This is a great way to review grammar and vocabulary!

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I give students 5 points on last essay if score is below 75 and they simply come by my office for further feedback and tutoring.

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I love to use Pear Deck for reviews and lessons because students have access to all their answers and notes after the presentation. It's an excellent study tool as well.

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Scaffolded classroom practice; helps students engage with material and permits a slow release of control from educator to student to enhance student learning experience.

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Student Section Leaders in the Wind Ensemble have opportunities to organize sectionals for their sections. These are entirely student organized and led outside of class time. This has led to significant improvement in our in class rehearsal learning.

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HW in my class is not collected or graded. It's designed as practice for quizzes and exams. Students can do as much or as little as they need to master these skills.

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Organizational - Time Management/Time Blocking

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Organizational - Time Management/Time Blocking

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Starting with an activity during ResLife floor meetings, we explored and engaged the students with time management strategies. Many students, when they tried the strategies for themselves (and I found much of the same benefit), noted that the process of laying out your entire day/week/month helped immensely with appropriate preparation and awareness for busy schedules and challenging workloads. Every school email has a google calendar, and between making to do lists and converting those into tangible schedules, some students found this was a very helpful strategy to be aware.

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When teaching multiple pronoun replacement in French class, I put one word per stick using however many sticks are necessary for one sentence. These go in a plastic bag. Students work in pairs to "crack" the code to figure out the correct order. It takes trial and error before they figure it out, but once it is learned, it always sticks.

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I have students answer our interactive notes questions (a mixture of short answer, concept maps, drawing/labeling, etc.) first on their own, then in a small group, then as a whole class. They can see what they know, what they don’t know, and work together in an active way before I explain the answers.

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I have started practice sessions where students work in groups to solve problems. They work together to solve the problem and record their work on small whiteboards. They have a chance to make mistakes and correct each other (and get help from me) w/o any grade penalty.

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I have started letting students re-take the multiple choice section of the exam as a group (without any other resources but their group’s brains). I don’t even tell them which questions they missed. They have gone from ~60-70% average individually to 90%+ as a group and I can SEE them learning from each other as they discuss each question.

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As I was editing this book, I jotted down the main points that stood out to me and added them to this document ;)

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These are summaries of entire units to help students focus on what is most important and not get overwhelmed with extra information. I tell them to recreate this before the exams to see how much they remember and it is even better if when they are doing this, they are trying to explain and teach it to someone else!

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Golden sheets - 2back - MEMBRANES-emptyGOOD