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Strategy #1: At First / But Then / Now I Think…

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Strategy #1: At First / But Then / Now I Think…

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This is about building an arc between the beginning of a learning module and the moment of mastery. It is a powerful tool of not only reflection but of expression of understanding - it challenges students to review the changes that took place in their comprehension in order for learning and the retention of knowledge to occur. Students can do this after readings, and especially this unit when evaluating online sources for credibility. I can see it now - the lightbulbs going off as they describe the process of finding something informative at first glance, but digging deeper, and realizing something might be misleading...

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In my English 2 classroom, it is a priority for me to build a writing muscle into the hands and minds of each of my students. Through giving daily quick-write prompts, and even giving students opportunities for creative writing and reflective writing, their journal can become a space of not only practice with articulation of ideas but of trying out new ways of feeling confident in the message they want to communicate. Making supported claims is a huge focus in my class and I hope journaling can be a way of insisting on that support of ideas.

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This concept as teaching in a sort of repetitive model or cycle that creates a sense of habit or predictability for students, building a structural framework through with content can be retrofit and delivered. In my English classroom, I can see this allowing for more confidence in reading and writing as students will be able to find security in the format they are receiving / completing work - for example, this can go hand in hand with building the habit of journaling. I also think this is powerful from an SEL lens, creating consistency and repeatability that might not be present in other parts of life.

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This strategy stands out to me as a useful means of building in student collaboration and dialogue, as well as learning from each other insofar as it capitalizes on UDL guidelines of providing multiple modes of representation (i.e. a student voice might be able to explain an idea to another student through modeling in live action). I want to incorporate this into lessons after paragraph and essay writing, empowering students to reflect on the work of their own and draw similarities and differences between their work and others, editing, suggesting, and learning all throughout the process.

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Strategy #5: Take a Stand / Divide and Slide

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Strategy #5: Take a Stand / Divide and Slide

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Especially in my English 2 classroom where so many of the standards involve making a claim and supporting that claim with strong evidence, having students participate in this sort of informal debate feels not only exciting but like a true test of how well students can take a stance and support their ideas, all while feeling incentivized to change the minds of students with different perspectives, and/or learn from those differing perspectives as they continue to inform their own.

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This is something that I have done virtually both semesters with my students and it has been hands down the most effective way to 1) get students fired up about the content and 2) actually express their stance and depend on preparation and active listening to be personally successful. I will mdoel this strategy with other teachers about a fun topic like "Hot cheetos or takis?" and incorporate this strategy during our argumentative unit, giving students a space to work through some heavier topics like "Should x be this way?" or "What is the best choice: x or y?" and get them amped on their own supporting evidence and counter argument refutations.

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This strategy will be implemented, again, with the intention of amplifying student voice, but with different stakes than something as formal as a debate. This format, especially in our narrative writing unit focused on culture and identity, can give students a space to build up collective ideas and expand on the conversations that certain noticing s or insights can spark. I hope that it is also something that encourages student collaboration residually as it should reveal to students over time whose ideas they want to continue exploring in different settings.

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Strategy #8: Recurring Formative Assessment

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Strategy #8: Recurring Formative Assessment

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A good strategy for English 2 is building in routine formative assessment during non-mastery weeks of the school year, being sure to collect student performance data in a way that is streamlined, accessible, and able to be built upon. This is in order to ensure that I am actually utilizing student performance data to inform my instruction on a daily and weekly basis.  This is in order to avoid lost learning opportunities or letting unfinished learning fall to the wayside. This can look like a vocabulary Google Form quiz, or a literary devices quiz, etc.

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Strategy #10: Build Common Concept-Based Language

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Strategy #10: Build Common Concept-Based Language

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This is a huge priority for my English 2 classroom, especially with consideration of my ELL students. Creating a common language of instruction in the classroom (for example - always saying you can find this resource by saying "this resource lives here" or referring to all writing assignments as needing claims and evidence even when the type of writing changes - repeating the concepts even when the activity/type of activity changes) can help students form a sense of confidence, consistency and reliability.

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While this might sound intuitive or almost not needing to be named, going through assessments with intention prior to actually administering the assessment is key as a pre-CFU. I want my students to feel completely clear on what is expected of them, and to ensure that I have completed al necessary instruction to ensure my end of enabling their success. For example, this unit we are doing a research project - before administering the assessment, they must have a strong grasp on what research means, exactly what kind of research they are meant to conduct, and how to do that research with focus and confidence.

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Strategy #11: Backwards Planning-Teaching Style

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Strategy #11: Backwards Planning-Teaching Style

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This is something I learned from my mentor - when we plan, we do backwards planning: start with the goal and work from there. In the classroom, starting with identifying the goal with students and working from there is a key strategy to give students a prize to keep their eyes on. For example, saying "at the end of this unit, you will be able to have a fully developed and supported answer to your research question" gives students a sense of urgency in asking themselves: Ok, so how am I going to get to the answer? Allowing them to focus on the pathway there.

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This is a classic strategy that I have heard about since beginning teaching and emphasizes the value of modeling, ensuring students are supported in their first attempts at new material, and giving them time and space to make attempts and mistakes on their own. This naturally incorporates a CFU in the "We Do" - a time when questions can formulate, divergence in instruction and how it is being absorbed can be identified.