“The task of leadership is not to put greatness in to humanity, but to elicit it, for the greatness is already there.â    -John Buchan
This summer Iâve had the honor of working with a great number of dedicated educators. These educators have come with a positive attitude and an open mind.…
How can a teacher ensure simultaneous interaction in their classroom? How do you easily and quickly group students? How can one assess the depth of their students’ understanding of a concept? One simple, interactive, and non-threatening way to do this is by using a “Value Line” and a “Folded Spectrum.”…
“The only person who behaves sensibly is my tailor. He takes my measure every time he sees me. All the rest go on with their old measurements.”
-George Bernard Shaw
I was reminded of the importance of on-going assessment while watching my children swim at the neighborhood pool.…
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.…
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.…
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?…
This week I traveled east on TX Highway 150 to the small town of Coldspring, Texas. Although the downtown shops and restaurants looked quaint and inviting, I drove straight past them to one of the best parts of Coldspring–its students. I had the honor of working with a fifth grade class from Coldspring Intermediate.…
âIâm a high school teacher who teaches Algebra. There is so much information to cover, that I really need to lecture. I know I shouldnât just lectureâŚHELP!â
Iâm glad youâre thinking about ways to âshake upâ whatâs going on in your classroom to best meet the needs of your students.…
âHow many students should be in a group?â
The PGCPS website [http://www.pgcps.org/~elc/learning1.html] gives this simple and easy to understand description for small groups:
Size
The smallest group is two. The largest recommended is six. Generally, in smaller groups each member participates more, fewer social skills are required, and groups can work more quickly.…
