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Sheri Edwards

Five Special Strategies for Teaching Tweens | MiddleWeb - 0 views

  • Strategy 1: Teach to Developmental Needs
  • competence and achievement; opportunities for self-definition; creative expression; physical activity; positive social interactions with adults and peers; structure and clear limits; and meaningful participation in family, school, and community.
  • physical movement. It’s not enough for tweens to move between classes every 50 minutes (or every 80 minutes on a block schedule)
  • ...40 more annotations...
  • flexible grouping
  • choices
  • identify consequences
  • own learning styles.
  • in positions of responsibility
  • recognition for doing so
  • clear rules and enforce them calmly
  • learn to function as members of a civilized society
  • Strategy 2: Treat Academic Struggle as Strength
  • show students that not everyone starts at the same point along the learning continuum or learns in the same way.
  • make academic struggle virtuous.
  • model asking difficult questions to which we don’t know the answers, and we publicly demonstrate our journey to answer those questions.
  • affirm positive risk taking
  • explore their undeveloped skills without fear of grade repercussions
  • we frequently help students see the growth they’ve made over time.
  • Strategy 3: Provide Multiple Pathways to Standards
  • We don’t limit students’ exposure to sophisticated thinking because they haven’t yet mastered the basics
  • invite individual students to acquire, process, and demonstrate knowledge in ways different from the majority of the class if that’s what they need to become proficient.
  • can teach a global lesson on a sophisticated concept for 15 minutes, and then allow students to process the information in groups tiered for different levels of readiness.
  • present an anchor activity for the whole class to do while we pull out subgroups for minilessons on basic or advanced material.
  • we should never let the test format get in the way of a student’s ability to reveal what he or she knows and is able to do
  • In differentiated classes, grading focuses on clear and consistent evidence of mastery, not on the medium through which the student demonstrates that mastery.
  • may give students five different choices for showing what they know
  • grade all the projects using a common scoring rubric that contains the universal standards for which we’re holding students accountable
  • Of course, if the test format is the assessment, we don’t allow students to opt for something else. For example, when we ask students to write a well-crafted persuasive essay, they can’t instead choose to write a persuasive dialogue or create a poster. Even then, however, we can differentiate the pace of instruction and be flexible about the time required for student mastery.
  • llow tweens to redo work and assessments until they master the content, and we give them full credit for doing so
  • Our job is to teach students the material, not to document how they’ve failed.
  • Strategy 4: Give Formative Feedback
  • provide frequent formative feedback
  • Tween learning tends to be more multilayered and episodic than linear;
  • helping them compare what they did with what they were supposed to have done
  • provide that feedback promptly.
  • short assignments
  • When we formally assess student writing, we focus on just one or two areas so that students can assimilate our feedback.
  • exit card
  • 3-2-1 exit card format can yield rich information (Wormeli, 2005)
  • Strategy 5: Dare to Be Unconventional
  • transcend convention
  • substance and novelty
  • Shake me out of my self-absorption” age, being unconventional is key.
Sheri Edwards

Teaching Strategies for Underachievers | Global #gtchat Powered by TAGT - 0 views

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