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Distract the Distractor

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Because of a Teacher (A Tribute to All of Those Making a Difference)

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Modifications vs Accommodations: Difference and Examples

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Core Learn

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In this video the teacher introduces the concept of open and closed syllables to 2nd and 3rd graders. Notice her review of the sound spelling cards before she starts the lesson to review long and short vowel sounds. Watch for the teacher’s clear and effective reinforcement techniques.

This lesson aligns to the CORE Teaching Reading Sourcebook HOW lesson, pp. 272-275.
https://www.corelearn.com/teaching-reading-sourcebook-updated-2nd-edition/

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Teacher Professional Learning | Literacy, Math | MTSS

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Resources for Teachers and Administrators | CORE Inc.

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In this edition, you'll find the Reading Expert examining the role of Guided Reading in differentiated small group instruction while the Marvelous Mathematician completes his second article in a two-part series on students with disabilities. This article focuses on the types of materials and knowledge teachers need for teaching math to students with disabilities, particularly mathematical disabilities.

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Carol Dweck: The power of believing that you can improve

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Carol Dweck researches "growth mindset" - the idea that we can grow our brain's capacity to learn and to solve problems. In this talk, she describes two ways to think about a problem that's slightly too hard for you to solve. Are you not smart enough to solve it ...

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Exact Instructions Challenge PB&J Classroom Friendly | Josh Darnit

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Discussion and Supporting Materials

Thought starters

1. How does Ms. Chism use accountable talk stems?

2. What concrete strategies does Ms. Chism introduce for getting students to engage in respectful talk?

3. How could you use Ms. Chism's strategies in your classroom?

School Details

Winridge Elementary School
3500 Ridgeway Road
Memphis TN 38115

Data Provided By:

Teachers

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4th and 5th grade Gifted ELA teacher Sherwanda Chism encourages students to engage in respectful talk. Sherwanda gives students accountable talk stems, giving them an entry point into academic discussions. Sherwanda explains how it's important to empower students to talk while making sure they are not harming or hurting anyone.

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TOP Motivational Video for TEACHERS | Professional Development | Jeremy Anderson

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Mathematically Connected Communities (MC² )

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Our vision is to improve student achievement and the teaching and learning of K-12 mathematics by building a statewide learning community of mathematics educators, mathematicians, and public school leaders

Learn more about us. Get the Brochure!

Mathematically Connected Communities (MC² ) is a partnership of dedicated math educators, including teachers, mathematicians, researchers, and school district administrators, working collectively to improve mathematics learning for K-12 students across the state of New Mexico. We are a research-based organization funded by the New Mexico Public Education Department (PED), US Department of Education/Math-Science Partnership (MSP), and the Higher Education Department (HED).

What is Mathematically Connected Communities (MC²)?

What Can Number Talks Do for Students in New Mexico? was produced through a collaboration between Los Alamos National Lab, Math & Science Academy, and Mathematically Connected Communities (MC²)

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Mathematically Connected Communities (MC² )

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Our vision is to improve student achievement and the teaching and learning of K-12 mathematics by building a statewide learning community of mathematics educators, mathematicians, and public school leaders Learn more about us. Get the Brochure!

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NEA's Lily Eskelsen García on What Teachers Do

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Rita Pierson: Every kid needs a champion

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Rita Pierson, a teacher for 40 years, once heard a colleague say, "They don't pay me to like the kids." Her response: "Kids don't learn from people they don't like.'" A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.

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Kid President's Pep Talk to Teachers and Students!

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Teach Like a Champion Technique 30 - Tight Transitions

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Administration for Children and Families (ACF)

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The 5-Second Solution

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The 5 Second Solution for a Talkative Class

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Solution Tree

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Pyramid Response to Intervention: How to Respond When Kids Don't Learn

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Using Notebooks (Part 1)

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Using Notebooks for Classroom Management, Part 1

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Marzano's High yield Instructional Strategies

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Marzano's High yield Instructional Strategies

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Marzano's High Yield Instructional Strategies

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Using a Notebook (Part

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Using Notebooks for Classroom Management, Part 2

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Dear Teacher: Heartfelt Advice for Teachers from Students

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ESL Teaching Strategies: #1 TPR or Total Physical Response (VIPKID)

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Three Ways to Encourage Student Collaboration

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Here are some ways you can encourage collaboration amongst students. Tips include allowing students time to think alone, pairing students in a strategic way, and assign roles during lesson.

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Steve Spangler - How to be an Amazing Teacher

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English Language Learners with Learning Disabilities

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A middle school in Nevada uses a simple strategy to build deeper connections between teachers and students.

Enrollment

717 | Public, Rural

Per Pupil Expenditures

$9,796 District Per Pupil Expenditure * $11,281 State Per Pupil Expenditure

Free / Reduced Lunch

41%

Data is from the 2015-16 academic year.

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A middle school in Nevada uses a simple strategy to build deeper connections between teachers and students. Enrollment 717 | Public, Rural Per Pupil Expenditures $9,796 District Per Pupil Expenditure * $11,281 State Per Pupil Expenditure Free / Reduced Lunch 41% Data is from the 2015-16 academic year.

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ELA.SL.5.1

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening

5: 5th Grade

1: Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled)
with diverse partners on grade 5 topics and
texts, building on others'\x80\x99 ideas and expressing
their own clearly.

a. Come to discussions prepared, having read
or studied required material; explicitly draw
on that preparation and other information
known about the topic to explore ideas under
discussion.

b. Follow agreed-upon rules for discussions and
carry out assigned roles.

c. Pose and respond to specific questions by
making comments that contribute to the
discussion and elaborate on the remarks of
others.

d. Review the key ideas expressed and draw
conclusions in light of information and
knowledge gained from the discussions.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.RI.5.1

Common core State Standards

ELA: English Language Arts

RI: Reading Standards for Informational Text K-\x80\x935

5: 5th Grade

1:
Quote accurately from a text when explaining
what the text says explicitly and when drawing
inferences from the text.

Download Common Core State Standards (PDF 1.2 MB)

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Thought starters

1. What routines does Ms. Brewer have in place to help discussion run smoothly?

2. Notice the questions Ms. Brewer asks her class. What makes these questions rich?

3. Why is it beneficial to engage students in both small and large group discussions before writing?

School Details

Stevenson Elementary School
14220 Ne 8th St
Bellevue WA 98007

Data Provided By:

Teachers

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Fifth grade teacher Stacy Brewer begins "Text Talk Time" with an overview of the class rules for discussion. Stacy reviews the silent signals that students may use during the discussion and explains how those signals promote active listening while helping her smoothly facilitate discussion. Students ask questions and discuss the text, citing evidence as appropriate.

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Thought starters

1. How do silent signals foster metacognitive strategies in learners of any age?

2. How does Ms. Noonan use silent signals to formatively assess student learning?

3. What aspects of classroom culture are developed through silent signals?

School Details

Think College Now School
2825 International Boulevard
Oakland CA 94601

Data Provided By:

Teachers

English Language Arts Math Social Studies / 5 / Teacher

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Communicate Learning With Silent Signals

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Students at Think College now in Oakland, CA use silent signals to provide feedback to other students and support peers. In class, Ms. Noonan uses silent signals to help a student persist, collect formative data, build metacognitive skills, and develop literacy.

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Vocabulary Instruction - 2nd

Grade Level: Second Grade

School: McKinley Elementary School

Location: Tacoma, Washington

Materials: Wolf! By Becky Bloom

Videographer: Dima Yaremenko
Elapsed Time: 7:54 Introduction:
The students have listened to the read aloud book, Wolf! by Becky Bloom. During the reading of the book, brief explanations of words were given. Three words were selected for explicit, robust vocabulary instruction: concentrate, impressed, and educated.

Focus: As you watch this video, ask yourself:

1) What instructional steps were used to introduce each of the vocabulary words?

2) What other good instructional practices did you observe?
Feedback:

These instructional steps were used:

Write the word on the board or show it on a screen.

Pronounce the word or guide students in using their decoding skills to determine the pronunciation of the word.

Have students pronounce the word, repeating the word a number of times if the word is unfamiliar or difficult to pronounce.

Be sure that the definition contains only known words and is easy to understand.

The examples can be concrete, visual, or verbal.

Verbal examples were used to illustrate concentrate, impressed, and educated.

Use one of these methods:

Ask "deep processing questions".

Have students discern between examples and non-examples.

Have students generate examples.

The instructor:

Group responses (choral responses) when the answers were short and the same.

Partner responses when the answers were long or different.

Partner responses followed by individual turns.

Thumbs up to indicate that they had an answer.

Infusing decoding in presentation of words by having students read the long words by parts.

Involving the students in the examples.

Providing multiple exposures to each word.

Relating the words to their use in the read aloud book.

Reviewing words at the end with simple word associations.

Suggesting ways that the words could be used.

c. Coached students during partner responses allowing students to experience success when they answered in front of classmates.
NOTE: In the video entitled Read Aloud - Wolf 2nd, the students participate in the reading of the book, Wolf! After the read aloud, students are taught three words from the story as shown in this video.

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Explicit Instructions | Effective and Efficient Teaching

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Grade Level: Second Grade School: McKinley Elementary School Location: Tacoma, Washington Materials: Wolf! By Becky Bloom Videographer: Dima Yaremenko Elapsed Time: 7:54 Introduction: The students have listened to the read aloud book, Wolf! by Becky Bloom. During the reading of the book, brief explanations of words were given.

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Sometimes the material can get overwhelming, the class can get a little rambunctious, or everyone just needs to take a mental breather. Here are 20 great ways to get your class ready to learn again.

1. Spelling Baseball

Divide the class into two teams. Designate bases around the room. Each "batter" spells a word and if correct, advances to the next base. Set a time and see how many bases each team can spell in the allotted time.

2. Blink & Snap

Engaging both sides of the brain is a good way to energize your class. Have them try this: Blink your left eye while simultaneously snapping your fingers with your right hand. Then, blink your right eye and while snapping with your left hand. Try to blink one eye while snapping on the opposite side's hand 15 times in a row alternating eyes.

3. Line up, line up, everybody line up!

Have your students get in line but give them parameters for their line-oldest to youngest, by shoe size or alphabetical by middle name. This is especially great to practice collaboration skills before a group project.

4. Play-doh break (Emphasis on Play!)

Keep a few containers of Play-doh on hand. When you need a break, just hand a clump of dough to a person or group. You can challenge them to make something you suggest or have them create something and let the class guess what is it supposed to be.

5. Multiple Choice -Multiple Movements!

When reviewing multiple-choice questions, make answering questions a physical activity. Ask students a question and have them respond by jumping into the correct position. For example, if the answer is A, have them stand with feet together. If B, stand with legs apart. If the answer is C, turn to face the back of the room. If it's D, stand with one foot in front of the other. This a great visual way to gauge understanding and also gets kids moving!

6. Secret Handshake

Challenge your students to create secret handshakes with a partner. Give them five minutes to rehearse and memorize their handshake. You can have them demonstrate for the class randomly throughout your time to create smaller breaks.

7. Mental Math

Assign values to certain points, for example: Nose =1, Ear = 2, Eye = 3. In partners, have students "create" math problems by touching a series of points while the other person mentally adds (or subtracts) the numbers given. For example, if I touch my nose, then my ear, then my nose again, my partner would give an answer of 4.

8. Do Nothing

Go to the site http://www.donothingfor2minutes.com and let your kids, literally do nothing. You can talk about how short or long two minutes feel depending on how you use that time-think about somewhere you'd like to be or close your eyes and take a deep breath. The time will fly! If you watch the clock? You may feel differently. If your students have their own devices, you have them bring it up themselves. Touching the screen or mouse will reset the timer!

9. Hit the Road!

Okay, not literally. But, if the sun is shining, take a walk! Everyone, kids and grownups alike, reaps the benefit of some fresh air and a little vitamin D. Just five minutes in a safe, common area can turn the class around.

10. Would You Rather

Pose questions to the class and have them move to different locations in the room based on their answer. If you'd prefer spaghetti, stand here. If you'd rather have tacos, over here. This is a great way to get blood flowing and get to know your students in a light-hearted way!

11. Scavenger Hunt

Call out something with a specific trait, i.e. something red, something made of wood, something soft, etc. Have students race to find a corresponding object. The last person standing is out. Repeat until you're down to one winner.

12. Pop!

Create a circle and designate how you will count (by 3's, 4's, 5's, etc). As you go around the circle, each students numbers off, with the person who has the "magic" number yelling "POP!" instead. So, if you're counting by threes, the game would go 1, 2, POP!, 4, 5, POP! You can do this for a few rounds or create a game where if someone messes up, they're out!

13. Sparkle

Similar to counting, this is a group spelling game. Have students create a circle. Give them a word to spell but tell them that they will indicate the word is complete by saying "sparkle". So, if you ask them to spell "Dog", each person will say a letter and the fourth person will say sparkle. D-O-G-Sparkle! Whoever messes up the spelling is out. Repeat until you have a winner.

14. Syllable stomp

Have students stomp out syllables as they speak. You can have them read something from the board or speak in partners about their day. Stomping while speaking activates multiple parts of the brain and makes this a really energizing activity!

15. The Classic

Have everyone stand up and rub their head while patting their belly. For your younger students, this will be a true challenge. For your older ones, a chance to get in a good laugh and get out some silly energy.

16. Rock, Paper, Scissors Olympics

Have students partner up to play Rock, Paper, Scissors. The winner "collects" their partner as a cheerleader and finds a new partner to challenge. Students continue playing and "collecting" cheerleaders until the class is down to two players with half of the class cheering for each side! It's a fun way to create some unity and build each other up if you've had some personality conflicts!

17. Pen Flipping

Have students take a pen and flip it ONE REVOLUTION with their dominant hand. If they master that, try the other hand. Got that down? Try two pens at once!

18. Air Play

Have students use their finger to draw pictures or spell words for a partner in the air. For added benefit, have them use vocabulary words. They can take turns guessing what is being spelled or drawn.

19. As If!

Give students scenarios to act out at their desks. This gives them a chance to work out some energy but also think critically. Run in place as if you're being chased by a bear. Pretend to write as if your hands are tied behind your back. Reach up as if you are popping bubbles. Crouch down as if a bee is hovering above you.

20. Dance it out!

When all else fails, turn on some high energy music for a few minutes and let kids dance or someone lead the class in a few moves. It is a good way to be silly and refocus their minds. Avoid using screens during this time as that will lessen the effect of the brain break.

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20 Best Brain Break Ideas for Your Classroom

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Sometimes the material can get overwhelming, the class can get a little rambunctious, or everyone just needs to take a mental breather. Here are 20 great ways to get your class ready to learn again. Divide the class into two teams. Designate bases around the room.

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PBISWorld.com Tier 1 positive behavior intervention and support of Acknowledging Positive Behavior.

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A Snapshot of the PBiS 4:1 Ratio In a Middle School Classroom

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How to Raise Smarter Children | Neil deGrasse Tyson | Goalcast

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Dina Al Hidiq Zebib (Author & Certified Coach)

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What is PBIS? The BEST Intro Video! By Author & Coach Dina Hidiq Zebib

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8 Strategies Robert Marzano & John Hattie Agree On

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As an edtech company, Edmentum certainly believes in the promise of online solutions to improve student outcomes and empower teachers with additional tools to provide effective, individualized instruction. However, educational technology is an incredibly young field, and everyone - educators, developers, and students alike - is still learning how best to use these tools. A lot of brain power is being dedicated to answering these complex questions. One such effort comes from the Marzano Research Laboratory (MRL), whose experts conducted A Study of Best Practices in Edmentum Online Solutions, looking at Edmentum's online solutions in various settings to evaluate the relationship between student learning and effective pedagogical practices with respect to the use of online instruction.

The MRL study considered Edmentum solutions being used in three instructional settings - purely virtual, a blended learning model, and to supplement instruction in a classroom - for the purpose of either original credit, credit recovery, intervention, or Advanced Placement® instruction. The study identified 13 best practices across three dimensions of teacher behaviors and strategies which are correlated to significantly higher levels of student achievement in an online learning environment. Adopting these practices can help teachers effectively engage with their students in an online or blended environment, and get the most out of online tools. Here, we will take a close look at all 13 best practices identified in the study, along with insights into how each can be implemented and common challenges associated with them.
Marzano Dimension One: Strategies involving routine events 1. Communicating course/assignment rules and procedures
Clarifying your expectations is key to a smooth-running classroom, whether it's traditional or virtual. Think about it: if you didn't know to file your income tax return on April 15, wouldn't you be late every time? The concept is even more applicable to children. If they don't know what the rules are, they probably won't follow them.

Mastery of classroom procedures is an academic skill like any other - and it's necessary for student success throughout the school year. Ambiguity can lead to confusion amongst students as to what is expected of them, which in turns makes it that much more difficult for them to actually meet those expectations. Additionally, if students do willfully break guidelines, it is in your best interest to be able to easily prove they were aware of the expectations in place. The same need for clarification also exists for specific exercises and assignments. How can you expect work that meets your standards if your students don't know what is being expected of them? Setting out well-defined expectations and making sure that all of your students are aware of them is a key step to seeing your students achieve the grades they are capable of.

Implementation Tips: Many teachers dedicate the entire first week of school to instructing students in how they want the classroom to operate-including everything from procedures for sharpening pencils to turning in assignments. This same kind of investment of time needs to be made before any exercise or project is given to students as well. Spend an amount of time proportionate to the size of the assignment reviewing expectations. For large or multipart exercises, break up the expectations into manageable chunks and processes based on your students' ages and level of comprehension.

As always, when laying out expectations for the classroom or an assignment, be sure to use best practices in teaching by discussing all learning modalities. If you're covering a pencil-sharpening procedure, actually have the children perform the action. Make written explanations that can both go home to parents and be referenced by the students in their notebooks or folders. Finally, plaster your walls with every rule and procedure that you deem necessary for the success of the class. In an online or virtual environment, make sure you are taking advantage of all the teacher-student communication tools at your disposal. Most of these systems have messaging functionality, individual assignment directions and description features, and places for students to take notes for reference. Covering all of these bases should eliminate "I didn't know that" from your classroom vocabulary.
2. Providing students with all materials needed to complete an assignment
Defining clear classroom and assignment expectations and procedures is only half the battle in ensuring your students have the tools they need to be successful in the classroom. It is just as important to provide your students with the actual materials they need to accomplish the goals you set out. For all classroom activities and assignments, make sure the necessary materials are readily available and easy to access. Think of it this way: you buy a kit to build a wooden picnic table in your backyard. All of the wood is pre-cut, and it even comes with the nails, bolts, and nuts that you will need. However, you don't have access to a hammer or a wrench. You're not going to get very far in building your picnic table.

Implementation Tips: There are many ways to make sure materials are accessible to your students. The best strategies to use in your classroom can largely be determined based on how extensively you use technology. If you are relying on paper for most of your classroom activities, keep a bank of file folders in an organizational rack that are clearly labeled by assignment. As students work through an assignment, all they have to do is go to the correct folder to access what they need. This method also makes it easier for students who missed a class or two to get their make-up work without needing to interrupt class.

If your class relies more on technology, there are plenty of free tools you can use to distribute materials. Consider creating a classroom website where things can be posted and downloaded - try Weebly for Education for free and easy-to-use templates. Another option is to start a folder system, similar to the physical method discussed above, on Google Drive. Or, you can write a post on your classroom blog for each assignment that provides directions and links to any materials for downloading.

Biggest Challenges: Timing can be an issue if you implement physical or web-based systems like the ones discussed above to distribute assignment materials. If you release everything at the beginning of a unit or assignment, there's nothing stopping your high-performing students from working ahead and then becoming bored when they finish. However, if you release materials on a certain schedule, you will likely frustrate students whose timetable doesn't match up with yours. The best solution is to release materials on a schedule, but work to align your timetable to the pace the majority of your class is working at. Be sure to also set aside some time for individualized work with those students who are struggling or in need of enrichment.

Another common problem in implementing this best practice is related to paper-based classroom, and is as old as education itself: the dreaded words, "I lost it." There will always be students for whom organization is a challenge. You can't make unlimited copies of materials without going over budget, and you don't have unlimited time to dedicate to these students. So, make a point of providing instruction on organizational skills early in the year (during the time dedicated to reviewing expectations from tip #1), and then continue to touch on those ideas throughout the school year.

3. Clearly presenting the goal/objective for each assignment
Although there's always room for creativity and experimentation in education, a lesson should never be delivered with an overall "let's see where this goes" approach. Every instructional day, each task should have a clear goal associated with it. The clarity of these goals is key to this tip. Not only do you need to understand the goal each task is working toward, but so do your students. Just like if you were on a field trip, you wouldn't want to leave with a bus full of students and not know where your destination will be.

Implementation Tips: Many schools and districts mandate that teachers post the day's learning goals and objectives somewhere on their classroom whiteboard. However, they often don't say anything about teachers having to use age-appropriate language in those goals or even having to discuss them with their students. This approach is structurally flawed because it doesn't take the students into account.

Instead, each day should start with a frank and age-appropriate discussion of what you hope your students will take away from the day's lesson, what successful completion of the lesson looks like, and what students can expect if they are struggling. When you transition to a new task, even if it's under the same goal, remind your students of why they're doing the work. This is not to say that you shouldn't use your board to post goals; visuals can serve as a great reminder throughout the lesson. Simply be sure to write the goals in language that can be easily understood by all of your students.

Biggest Challenges: It will come as no surprise to any teacher to hear that learners can have short attention spans. If you are in the middle of a multi-day lesson with the same goal or objective, students can feel as if they aren't making any progress, or they may simply lose sight of the goal and become disengaged. If you find yourself in this position, try to break up your overall goal into smaller parts that are easy to follow. Take time to explain the overall goal, but focus most of your attention on covering how the smaller goals fit into the larger objective. This practice will help your students feel invested in what's going on in the classroom every day.
4. Offering encouragement and positive feedback to students
Positive reinforcement is key to instilling a sense of confidence, self-worth, and motivation in children, but for some students those kind of interactions are hard to come by in their lives outside of school. This fact makes it that much more critical that the classroom always be a safe and encouraging environment for students. Without any encouraging words, a learner is likely to shut down from their entire educational experience. By using positive feedback, teachers can be the oasis in the desert for their students. This is not to say expectations should be lowered simply to ensure students will be successful. Instead, maintain high standards for your students and challenge them to achieve difficult goals, but encourage them the whole way. When a student meets a standard or goal, celebrate the accomplishment with them and share it with their parents or caregivers. On the other hand, when a student is struggling with an objective, focus on those aspects where they are making progress to encourage them to persevere.

Implementation Tips: The best thing about working to offer encouragement and positive feedback to your students is that it does not need to take a lot of class time. Be effusive with your verbal praise. The goal should be five positive comments for every piece of negative feedback for each learner. Offering feedback through quick notes on assignments can also go a long way. Although it is more time-consuming, don't be afraid to direct your positive feedback somewhere other than the student, such as to their parents or guardians. Not only will an encouraging call or email home help to build a better relationship with your student's caregivers, but you are also likely to be surprised by how much the student appreciates it.

Also keep in mind that there is no bad time to offer encouragement and positive feedback. It will likely be most impactful immediately after a student experiences a success, but if you miss the exact moment, acknowledging their success at a later time will still be appreciated. You can even set aside dedicated class time to recognize learners who made big progress or breakthroughs during the day's lesson. However, it's important to remember that some students can be shy about receiving praise in front of others; consider whether or not each student will appreciate being singled out before doing so.

Biggest Challenges: Teaching is a demanding job, and on days when your classroom is particularly challenging, remembering to be positive at a 5:1 ratio can be difficult. Just remember that for as much good as some positive feedback can do for your students, it can also help lift your own mood and pull you through a hard day.
5. Allowing students to keep track of their learning progress
Ownership of learning is key to student achievement. Students need to feel invested in their progress in order to thrive academically. All students should know where they stand in your class and with the curriculum at all times. They should be able to see the scoreboard so they know when to feel proud about keeping up or when to step it up to avoid falling behind.

Implementation Tips: Remember the old days when the only way to know where you stood in your bank account was to actually reconcile the checkbook? If you weren't diligent about balancing, you had no idea how much money you had. Now, it's as simple as logging in to your bank's website. Not allowing students constant access to their progress data has the same effect. They have no idea where they stand, so they can't take the appropriate steps for the desired outcome. When should students have insight into their progress?-24/7.

Thankfully, most schools and districts employ an online learning management system (LMS) where students can log in to keep track of their grades. If your school does not have a system like this, make it a point to update students by paper as often as possible. Another option is regular, quick conferences with your students to talk about their progress. Not only does this practice keep them informed, but it also gives you an opportunity to provide the positive feedback recommended in tip #4.

Biggest Challenges: The accuracy of classroom data often comes down to one factor: the speed at which the teacher can grade incoming work. If you're falling behind in grading, students cannot be kept up to date on their progress. Every teacher will get a little behind from time to time, but there are things you can do to help stay caught up. One tip is to use as much automation in your classroom as possible, either with online assignments or through "clicker" programs. Another practice is to employ lots of rubrics. They make grading easier and set clear goals for learner success.
6. Accessibility to students via electronic communication as well as face-to-face
The days of teachers simply lecturing at the front of the classroom are gone. Teachers and students need to collaborate in many different ways in order to advance their common goals. Oftentimes, that collaboration doesn't end with the last bell of the school day. In today's connected world, the key is to find a balance between being easily accessible to your students to answer their questions and provide help without smothering your own productivity and free time.

Implementation Tips: First, any communication between you and your students must be recorded in some manner that is easily accessible and shareable for accountability purposes. Unfortunately, we live in a time where some educators have abused their authority in a variety of ways. You want to be able to easily prove that all of your interactions are above board. That being said, most electronic communication provides a record like this, even texting with a service like Google Voice. To be most helpful to your students, it's also important to make yourself available in a manner that they will be most likely to take advantage of, which may mean via text or on social networks. Be sure to implement any initiative like this in a manner that aligns with your district's policies.

No matter what communication strategy you choose, it's important to stick to a consistent schedule. Make sure your schedule allows time for your personal life outside of school. To encourage face-to-face communication with your students, let them know what time you arrive at and leave school, and invite them to visit before or after the school day. Then, depending on your own needs and your students', consider making yourself available electronically at a certain time (preferably during homework time) every night. You can still watch TV or participate in any other off-duty pursuit-just have your phone or computer handy. Also, remember that you are the one who gets to decide whether something is urgent or can wait until tomorrow. For some students, everything feels urgent. Set appropriate boundaries, and give yourself permission to give important personal matters priority.

Biggest Challenges: The dedication teachers have to their students is what makes them great at their jobs, but it can also be taken too far. Be sure to set aside time for yourself, when you are not available to communicate with your students. Not only does this decrease burnout, but it also helps ensure that appropriate boundaries between you and your students are maintained. There's nothing wrong with building rapport and personal relationships with your students, but it's important to model appropriate communication and save those discussions for suitable times in the classroom.
Marzano Dimension Two: Strategies enacted on the spot 7. Monitoring student work
Without an accurate view of student progress, effective classroom decision making is very challenging. Are your learners ready to move to the next unit? Who is need of remediation? Who would benefit from enrichment activities? Assessments, both formative and summative, are one good way of monitoring your students' development. The goal of monitoring student work is to find out how much progress your students have made in relation to the initial goals you set. Organizing that progress into a four- or five-point scale can help you and your students see the headway that has been made.

Implementation Tips: There are many ways to assess learning without adding to your grading pile. Informal assessment needs to occur regularly during every lesson. Although this type of monitoring usually comes in the form of discussion and circulating the room while your students are working, there are plenty of other informal strategies, like exit tickets and short quizzes, that you can leverage. Familiarize yourself with these strategies, make regular use of them in your classroom, and watch the status of your class become increasingly clear.

Empowering your learners to keep portfolios of completed work and projects also helps engage them in their own progress. This strategy gives your students a broad and tangible overview of their progress throughout the year, which can serve as a powerful motivator. It also gives you evidence of their learning to share during parent conferences and evaluations. In addition, most schools use some sort of online LMS to share grades with students and parents virtually. Try to keep your online gradebook as up to date as possible and leave comments where you can to offer additional insight. Most online curriculum, whether used for enrichment, remediation, or assessment, will have significant reporting capabilities as well.

Biggest Challenges: Teachers tend to put a lot of pressure on themselves when it comes to grading, thinking that it's the only way to get an accurate assessment of student progress. If the grading pile is too high, some teachers forego activities that could be helpful in informing instruction. Keep in mind that effective progress monitoring need not involve much grading-or any at all.
8. Knowing every student by name and being able to recognize them outside of the online environment
Learning your students' names might seem like common sense, but you won't believe how many teachers are unable to call students by name a month, two months, or even several months after the first day of school. There are various reasons for this, but the bottom line is that your ability to form a connection with those students whose names you don't know is severely inhibited. Especially for students with difficult home lives, forming this connection can be critical to their academic success.

Implementation Tips: Students hate seating charts, especially on the first day of school. However, a great way to learn names is to arrange your students in alphabetical order-by first name. Taking attendance every day at the beginning of the school year also gives you added practice in name and face recognition. Don't move students from those seats until you have everyone memorized! Additionally, make sure your school takes advantage of any of the tricks your LMS has to offer, like showing the previous year's school pictures of your students. Print them out and quiz yourself if you have to. In some systems, you can even arrange seating charts using student pictures.

When it comes to name recognition, teachers tend to have the bulk of the responsibility, but it's also important for other personnel in the school to be acquainted with as many students as possible. This can be a challenge, since principals, media and technology staff, and other support staff will be exposed to more students at the school than teachers but will spend significantly less time with them. However, hearing something positive from a principal in the hall can make a student's day-especially if he or she is at-risk.

Biggest Challenges: Learning names is not an easy task. As a teacher, you might have as many as 150-200 students. Other staff might see more than a thousand. Adding to the sometimes impersonal approach of certain blended learning strategies, screen time seems to be increasing the amount of time it takes to learn names. However, learning your students' names might be the most important part of your job in the first couple of weeks of the school year. It lays the groundwork for the rapport you hope to build as you move through the early part of the year.
9. Allowing students to progress through assignments at their own pace
We all know what it feels like to fall behind in a task or project. We also know what it's like to be faster or more accomplished at something than our peers. In both cases, the feeling can be awkward and distracting. Now, think about how students, who are just starting to find themselves and get to know their talents, feel in one of those situations. Allowing students to progress through curriculum at their own pace helps them get to know their own strength and weaknesses, which builds their sense of confidence as well as a willingness to persevere.

Implementation Tips: Small group instruction is a go-to strategy to differentiate pace. This either means grouping students of similar abilities or creating groups of mixed-ability levels so that high-achieving students can help struggling learners move along in the curriculum. In many situations, small group instruction like this can be very effective. Another strategy to consider is using online or computer-based curriculum to supplement instruction. With an adaptive platform, each student can receive instruction in the appropriate areas and at the appropriate speed for their skill level. However, limited resources and availability of class time can be barriers to utilizing online solutions.

It's also important to not give students too much freedom over their own instruction and pace of learning; it's simply too disruptive to the curriculum. However, accommodating self-paced learning over the course of single assignments or class periods can help students take ownership of their learning. Just be sure to have a plan in place to keep fast-working students busy while the rest of the class finishes the activity.

Formative assessment is also key to effectively using self-paced methods. Out of all the assessment practices, formative assessment has the greatest effect on student learning outcomes. It needs to be timely and reflective. You always want to know when a student has fallen too far back or is working too far ahead. Formative need not mean formal. Informal assessment is often the best practice here.

Biggest Challenges: Pacing guides are becoming more prevalent as class time is further compressed by testing and other mandates. Teachers simply need to make sure that everything in their curriculum is covered. This can make differentiation of pace a challenge, but it should still be facilitated whenever possible.

Additionally, the challenge of keeping fast-working students engaged will always be an issue. Spend a great deal of time brainstorming enrichment activities to give to these students before embarking on a self-paced assignment.
10. Providing help to understand and practice new knowledge
This is why teachers teach-to help students acquire and master new knowledge. It's perhaps the most fundamental part of the job. That being said, it might also be the most complicated. Who do you help? When do you help them? How? Even veteran teachers struggle with these questions. And there is no shortage of pedagogies to try to make sense of these practices.

Implementation Tips: Most teachers prefer some sort of gradual release model, variations on "I do, we do, you do." These kind of models are where pacing and formative assessment take precedence. There is, of course, the process of delivering a lecture to present new knowledge and then using homework to help students practice. However, most forward-thinking teachers want to get away from that. There are also approaches that are completely different, like flipped learning. In a flipped classroom, students acquire new knowledge at home using videos and content available online or made by the teacher. Then, they come to class in order to practice those skills and receive help from the teacher. The theory is that class time is used for what's important-practice-rather than rote memorization.

In theory, if curriculum is paced correctly and mastery has been achieved by all students in your class before moving on, no one should need help with the next topic. Of course, that's rarely the case. And that's why it's important to perform some sort of formative assessment or pretest before each major topic or unit, with more informal assessments coming at the beginning and end of each lesson. You should also keep the pulse of your class during a lesson. It may sound like a lot of work, but a deep understanding of informal formative assessment strategies is essential to helping students grasp new material.

Biggest Challenges: The first barrier to effective teaching of new knowledge is simply time. Benchmarks have to be met. Tests have to be prepared for. A lot of administrative minutiae cut into class time. Many times, the students who are struggling the most need to be moved along for the sake of the rest of the class. The other barrier to this practice is a question of differentiation. How do you know where everyone is? Who needs more time? Who's working ahead, and how far? In many classrooms, small groups, formative assessment, and online learning tools can solve these challenges.wledge. It's perhaps the most fundamental part of the job. That being said, it might also be the most complicated. Who do you help? When do you help them? How? Even veteran teachers struggle with these questions. And there is no shortage of pedagogies to try to make sense of these practices.
11. Allowing students to ask questions during online courses/assignments
A teacher's dream class is full of bright, inquisitive minds eager to explore all of the knowledge this world has to offer. Hands always go up. Questions are always thoughtful and on point. The natural conclusion to draw from this is that all teachers would be more than happy to take any question at any time during a lesson in an effort to generate that sort of atmosphere in their classroom. However, in an effort to stay on schedule and maintain hard-won order in the classroom, it's typically not the case. The problem with this reality is that a classroom where questions are discouraged is one where young learners will struggle to stay engage. So, to hold and deepen students' interest in all the topics you cover, make sure that your classroom is one where all questions are consistently encouraged and embraced.

Implementation Tips: There are a variety of ways to encourage students to develop questions that will help the whole class progress through the lesson without completely overtaking class time. First, make your expectations clear. State that questions are welcome at almost any time during the class, but ask that no one interrupt while someone else is speaking and that questions only address the topic at hand. Make sure that these policies are available and easily visible as a reminder to your learners. Second, you should act as a model for your students of best practices for asking questions throughout the year. When your students are speaking, ask questions that drive the conversation forward. Always wait for them to finish a thought before launching in with your questions. And, gently correct bad questioning technique whenever you see it.

Remember that many students are shy about asking questions or speaking in class. Instead of forcefully calling on them, introduce some randomness into the procedure by drawing cards or Popsicle sticks with each student's name on them. You can also use Post-it notes and a poster to let students leave a question or comment about the day's lesson anonymously as they exit the room. Another idea that makes use of technology is the idea of backchanneling. Backchanneling is similar to a discussion board, but it happens online in real time. In the classroom, students can engage in a backchannel chat with their devices while a passive activity, like a lecture or video, is taking place. Students love an opportunity to use their devices, and this mode of communication can feel less intimidating to your more reserved learners.

Biggest Challenges: In addition to the reluctance of some students to speak in class, you can also encounter the opposite side of the spectrum-those students who are all too enthusiastic for any chance to make their voice heard, whether or not it relates to the topic at hand. Again, this is a situation where modeling and timely correction can be effective. And just because you encourage questions doesn't mean you need to receive any and all that your students pose. On the other hand, if you are struggling to get your students to ask any questions at all, quick, informal assessments can help you figure out if it is because the content is too easy for your learners to stay engaged, or because it's over their heads.
12. Treating all students equally
This practice may sound completely obvious, but in truth, it might be the most difficult of all to fully and successfully implement because it goes against basic human nature. Even the most patient and kind teacher may take a sigh of relief when certain students are absent. Others find it difficult to call on everyone in the class equally, skipping some students for a variety of reasons. And some teachers tend to give extra opportunities to the same students repeatedly because they have demonstrated that they can handle them.

Habits like this are incredibly easy to fall into - and all teachers do to some extent at some point or another. They just seem to make days go more smoothly. But for the betterment of every student, you need to be conscious of them, and catch yourself when you feel that you are slipping into such habits.

Implementation Tips: There are a variety of strategies to make sure that all of your students receive equal attention in class. Most have to do with methods to randomly select students, whether by drawing names out of a hat, using popsicle sticks, or some other creative strategy. It's important to establish this precedent early in the school year so that everyone knows they can't hide from your attention. Another tactic is to make a point of having short conferences with each of your students periodically throughout the school year. This is a good way to reconnect with students who perhaps haven't received as much attention recently.

In a blended learning environment, it's actually easier to connect with every student because of the differentiation capabilities of online programs and the fact that there are fewer whole-group exercises. More small-group and individual work means more time for teachers to circulate the room (just make sure you circulate the entire room!). It's also easier to monitor your students' work, which means there are more opportunities to notice something worth bringing up.

Biggest Challenges: Some students thrive on attention-usually with negative consequences. The natural tendency is to reduce negative behaviors by denying them that attention, so these students may rarely be called on in discussions. While this can make for a quieter classroom, these students, who are probably masking social and emotional difficulties, are denied opportunities to progress. Other students may be overlooked simply because they are extremely reserved; they work hard to avoid attention, and when surrounded by a room full of louder, more outgoing students, they succeed. Overcome these challenges by taking time to engage one-on-one with all of your students, to get to know them on a personal level and understand the ways that they tend to interact.
Marzano Dimension: Strategies addressing content
13. Adding external resources to assignments aligned to local objectives

There is no doubt that the scope of education has expanded in the past decade or so. In decades past, curriculum was centered on a textbook, and little thought was given to providing students with real-world experiences. Now, the focus has shifted to immersive educational experiences that better reflect what students will see once they leave school. Part of this shift involves encouraging students to take advantage of the vast amount of information now at their fingertips thanks to the internet. Teachers must embrace their students' ability to extend their own learning, and actively make it a part of their curriculum by having students find and utilize external resources.

Implementation Tips: It is to both your own and your students' benefit for some filtering to occur when students are seeking outside resources for assignments and projects. If possible, provide instruction not only in the curriculum but also in information gathering relative to the subject area your students are working on. Provide acceptable online options for students to consult in the course of their work by using a class website, blog, or other link-sharing system. This isn't censorship; it's a way to optimize the information-gathering process for your students and teach them about appropriate online research methods.

Students, particularly those in online learning settings, also need opportunities to unplug. Pointing out the local real-world resources available - like museums and libraries - to further their studies is a great way to get students to venture out into the community. Consider offering extra credit or extra time to complete assignments in order to motivate your students to engage with the offline world. This also teaches students how to effectively research and use resources outside of the structured environment of the classroom, which is a highly valuable "real world" skill.

Biggest Challenges: Some resources, particularly online ones, simply aren't reliable enough to be consulted in an academic situation. A good use of time early in the school year might be to instruct students on how to discern reliable information and resources for particular subject areas from subpar ones to avoid students forming poor research habits.

Interested in hearing more about the Marzano Research Lab's findings regarding online teaching best practices? Check out how Marzano Research peer-reviewed a research project that we conducted for our classroom practice and assessment program, Study Island!

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The Marzano Research Lab conducted A Study of Best Practices in Edmentum Online Solutions, looking at Edmentum's online solutions in various settings to evaluate the relationship between student learning and effective pedagogical practices with respect to the use of online instruction.

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