Book Review: Focus - Elevating the Essentials to Radically Improve Student Learning - 5 views
started by Michelle Voelker on 16 Feb 12
started by Michelle Voelker on 16 Feb 12
started by Michelle Voelker on 16 Feb 12
This reference text is divided into two sections: "What we teach, How we teach, and Literacy" and "Curriculum, Instruction, and Literacy in the Content areas." If one was to read this book, you would not necessarily need to read it "cover to cover." I believe that Section I is important for all teachers or those who have a hand in education. Section II, because of the way it is divided, could be read based on interests. There are specific discussions about how to integrate literacy into content areas. I felt that the discussion of literacy in mathematics and science was extremely interesting.
Mike Schmoker's message was calling educators "back to the basics." As I read, I found myself scribbling in the margins, because the comments being made were so true they were almost "taboo." Schmoker contradicts the current "educational bandwagons" that so many administrators and districts may jump on. He quotes Pfeffer and Sutton, saying "leaders resist simplicity; they are often irrationally enamored by novelty and complexity" (p 16). It was refreshing to read such a strong argument for "pure, effective teaching." Regardless of the technology or other tools in the classroom, without a firm grasp on the ways to provide clear instruction, students will not learn.
I have already used sections from this text in my building's PLC time. Though I have not used a specific strategy, I opened the dialogue about what should "be in a good lesson." Schmoker encourages the "five minute limit" where lectures cannot span longer than that before students are given a moment to talk or write. Formative assessments need to be used throughout daily lessons in order for the teacher to be guided into the next portion of the lesson. I have started to integrate more of these checks for understanding into my teaching, and I have found that I catch more misconceptions sooner than I would have normally. I also see that sections I felt required more time were grasped at a faster rate than anticipated. Formative assessments are a huge tool in my teaching.
I would recommend this text to a colleague, primarily as a way to validate their thinking. I feel that so many of my colleagues are as frustrated as I am in the inconsistency of requirements in teaching. I do not, though, agree with all of the suggestions within the text. Some of the ELA "goals" seemed rather outrageous, leaving me frustrated with my own situation. The comment that my students should be reading "15-20 fiction/non-fiction books, discussing 30-40 poems and articles, and writing many formal and informal pieces throughout the year" made me nervous. I did, however, simply return to Section I, and say, "Before I can make it to this, I will simply get back to the basics. I will make sure my instruction is solid, and the rest will come."