A friend, knowing how strongly I feel about the power of engaging students in a classroom, sent me a link to a news article. After reading the article, she said it sounded like my kind of classroom. The study, conducted with Canadian college students, compared a lecture format with an interactive format.…
What is the difference between simultaneous and sequential interaction? When I first pose this question to students, I ask them to think about the definition of each word for a couple of minutes. Then I ask them to share with their partner what they thought (Think-Pair-Share).…
How can a teacher become more efficient in the classroom?
How can our schools make the most of
mathematical minutes?
What does RtI (Response to Intervention)
look like in a high school classroom?
What does a week of small-group, differentiated instruction look like?
Help!
Elementary & secondary level teachers, administrators, leadership teams, departments, and districts are looking for good examples of small-group, differentiated instruction in mathematics.…
“Without initiative, leaders are simply workers in leadership positions.” -Bo Bennet
Why do I need to change the way I teach high school students? Whatâs the big deal with small groups? What does differentiated instruction have to do with high school mathâthat stuff is for the little guys!…
This weekend we spring forward in time. For some, this weekend is the beginning of spring break. For others, this weekend was the chance to do a little spring cleaning.
Every year this season marks the beginning of state testing. The focus, for so many, becomes how well the students will perform.…
âWhy go into something to test the waters ? Go into it to make waves.â
Pre-Assessment and On-Going Assessment are some of the Essential Elements of the Tabor Rotation Framework. They’re also foundational components in a differentiated classroom. Whether you’re sophisticating your methods for assessing your students or just beginning to use on-going assessments, they’re a great place to begin a journey differentiating instruction in a classroom.…
As I took my “To Do” list from today and used it as a reference for tomorrow’s “To Do” list, I wished for more time. I’m starting to make lists of my lists! All of this reminded me of the following illustration. As we explore measurement and time with our math students, have we thought about the following, too?…
“For some reason, when you become a support to others, you become bigger than you are.” -Susan Jeffers, from “Feel the Fear…and Do It Anyway”
This morning was spent filming parts of the new Tabor Rotation DVD Training Series. My cinematographer, Chris Shepherd [http://www.christophershepherd.net/], is amazingly creative and dedicated to making this an incredibly informative AND entertaining film.…
âItâs been my observation that people who understand the to-do list and âtwo-fersâ get the maximum benefit from their time. What is a âtwo-ferâ? Example: I never get in a line at an airport without something to read.â -Zig Ziglar
Traveling has taught me a lot about patience, but it’s also taught me a lot about purpose.…
Why canât students just learn the same way all of us did in school?
We sat. The teacher talked and wrote on the board. We solved problems. We came back and did it again the next day. We all did just fine.
Why canât we do what weâve always done?…
