Author Archives: Stephen Seyfer

To Be Visible or Not to Be, That Is The Question

Posted on by
Reply

“Nothing, really,” is a chronic response to the legendary parent inquiry “What did you do at school today?”  Nothing.  Really?  Seven-plus hours at school and you did nothing?  Parents frown and their child says no more.  But what if this response is true.  Can a child shrink into an invisibility and skate through the school day without any meaningful involvement?  You bet they can.  Sadly, invisibility can also be bred into instructional designs albeit unintentionally.  Either way, invisible children do not engage in their daily instruction and do not make the educational progress they can make.

Invisibility 101

School can be a wonderfully engaging place for children.  Playgrounds, hallways, cafeterias, and gyms invite children to be active and engaged.  Classrooms are something else.  Most children fall into three classroom categories.

  • Visible, “look at me”, and “ask me anything”
  • Shy and “I know what you want but please don’t call on me”
  • Invisible, “don’t call on me and if you do, I won’t engage”

It is relatively easy for a child to become invisible in a classroom if she follows these four basic tenets to invisibility. 

  1. Never raise your hand. 
  2. Never cause trouble.  Troublemakers get a lot of attention.
  3. Answer every teacher question with “I don’t know.”  Wait out the teacher until she asks another student.
  4. Sit halfway back in the outside rows of desks and chairs.  These are the desks least frequently scanned by teachers. 

These behaviors have been proven over time to make a child invisible in plain sight.

Institutional Invisibility

Given a class of 25-plus children and a limited number of minutes for teacher-led instruction, statistically only a handful of children will be directly engaged.  This is true for elementary and secondary instruction.  A lesson design that commits most of the class time for student work begins with a teacher connecting today’s lesson with yesterday’s lesson.  This is followed by the teacher providing new information, showing new skills, demonstrating expanded ways of doing what is being learned, and modeling this instruction.  The third component of the lesson is focused on the teacher checking to see if children heard, saw, and understood her instruction.  The teacher calls on several children to repeat, re-model, re-tell the teacher’s instruction.  The teacher does not ask every child to participate in this checking of student understanding, but randomly calls on children.  If four out five children make an accurate and positive response, the teacher typically proceeds to the independent student work time of the lesson.  If the invisible child is called on, she just says, “I don’t know” and the teacher will call on another student.  Voila!  Invisibility.

The passage of class time also assists invisibility.  An elementary school day is full of math, ELA, social studies, science, specials, and recesses.  A secondary class of 45 to 50 minutes always ends with a bell.  If a child makes it to the tenth minute of most lessons without being personally engaged, they are most likely to be invisible for the entire lesson.

Making the Invisible Visible

The degree of invisibility a child achieves ultimately rests with the teacher.  Two time-tested strategies for engaging children are these:  keep a running record of student engagement and never accept an “I don’t know” response.

Sociometrics allows a teacher to chart the number and type of student interactions observed by the teacher.  Or, better yet, observations are made by an “observer” or mentor-coach in the classroom.  This is a quality strategy for tracking student interaction.

A teacher uses a seating chart and makes notations of interactions.  One notation will indicate the children the teacher called on.  A second notation indicates that the child volunteered.  A third notation indicates that a child asked a question.  And a fourth notation indicates that a child responded to another child’s question or comment.  Across several days, a notated seating chart describes for a teacher the patterns of child interaction and those children who have not interacted – the invisible children.  Knowledge is power and sociometrics points the teacher toward an assured and intentional engagement of all children.

Notations also are efficient cues for indicating how engaged a child is in other class activities and in other modalities.  A silent child who engages quickly in a group activity can demonstrate she was paying attention and learning.  A silent child may respond with clear understanding in a writing assignment.  A shy child may behave like an invisible student but be internally very engaged.  Don’t confuse the two.

“I don’t know” is a child response that needs to be eradicated from classrooms because it so seldom is a true statement.  All children know something regarding a question asked of them.  We need to persist or ask a better question. 

When a child says, “I don’t know”, a teacher can follow with “Then tell me what you think about…” or “Tell me how you feel about…” or “Ask me one question that will help you to know.”  Whereas a child may not know the correct answer to a question, that child does have a “thought” or a “feeling” about how the question can be answered.  Eradicating “I don’t know” requires an immediate follow-up engagement by the teacher.  When the child sits in silence to the second inquiry, allowing a smidgeon of wait time is good, but then persist.  “You’ve had time to think – now tell us what you think.”  If this sounds like bullying, it isn’t.  It’s causing behavioral change.

The message to children when teachers track their instructional engagement and do not accept “I don’t know” responses is clear.  All children in this classroom will be active learners.

As a final comment, a teacher who tracks child interactions and does not accept “I don’t know” is heavily armed when a parent declares “Every night my child says they didn’t do anything in school today.  What’s going on in your classroom?”  If that happens, smile and say “here are the facts in my classroom.  I engage every child every day and these are the ways your child was engaged today.”  Nothing!  Really?

Nothing, really” May Not Be A Statement About School

We also know that “Nothing, really” is a child’s way of not wanting to engage with a parent.  This supper table response, like “I don’t know” in school, is a child’s way of saying “I don’t want to talk with you.”  Many children who voluntarily and actively engage in school instruction use the “Nothing, really” to stiff-arm talking about school with their parent.  Consequently, a child who says “Nothing, really” at home may not have been invisible in school.  In fact, they may have been stellar students who just don’t want to talk with their parents.

Tighten The Lug Nuts of Learning

Posted on by
Reply

I watched a technician in the auto shop balancing and installing new tires on my car.  He used a pneumatic wrench to tighten the lug nuts that secure each wheel to its axel hub.  The sound of the wrench ratcheting said the nut was tight.  When all four wheels were attached, he walked around the car and manually checked each with a torque wrench.

Catching my watchfulness out of the corner of his eye, he said “Just making sure the work is done right.  Don’t want your wheels flying off while you are driving”.

What We Should Know

With my car safely back in the school parking lot, I recently watched fifth grade children struggle with dividing fractions.  The concept of a reciprocal, inverting the divisor, and multiplying the dividend by the inverted divisor is a head scratcher to many children.  Dividing fractions is not a single lesson, but an operation that is taught, clarified, and strengthened in many lessons.  Some children demonstrated they understood but others had no confidence in their work.  They did what they were told to do without understanding why they did it.

Over the next weeks, I observed this fifth grade teacher checking the lug nuts of dividing fractions.  She knew that only a few children successfully learned this operation through their initial instruction.  Consequently, she literally walked new and clarifying lessons on dividing fractions around the classroom until every child knew what to do when presented a fraction to divide and also could explain how the reciprocal of the divisor allows us to use multiplication to split the dividend into equal parts.  She made each child’s future division of fractions roadworthy for use in learning advanced math.

Does this make teaching and learning just a matter of mechanics?  Not at all.  It demonstrates the diligence required to ensure that all children achieve learning success.  Knowledge and skills that are essential for future and scaffolded learning require teachers to check and recheck that these have been securely learned by every student.  Without the process of checking and tightening, the wheels of their future education will come loose and their learning will crash.

Why Is This Thus?

Although I use mathematics as my example, this blog applies to every unit of instruction taught in school. 

The legendary math “wall” is real and almost all students hit their math “wall”, usually within the content of trigonometry or calculus.  The “wall” arrives when the abstraction of mathematics is greater than the student can conceive.  The “wall” is not a big deal because most of us do not use advanced math in our daily living or careers.  However, not having the math skills below the wall is huge.  All children need to be skillful in math reasoning using numbers and operations, measurement, data analysis, geometry, and solving problems with unknowns.  These are career and life math skills.

https://nces.ed.gov/pubs97/97885.pdf

Successful learning in math up to the “wall” is achieved through scaffolded, grade level or course instruction, and active engagement between a teacher and student.  The scaffold looks like continuous instruction in 4K through grade 6 mathematics, pre-Algebra, Algebra 1, and Geometry.  The scaffold is an annually spiraled teaching of operations, reasoning, and problem solving.  Each successive instruction tightens student comprehension and application of math learning.

Active engagement is when a student interprets the math problem, explains her plan to solve the problem, uses math thinking and reasoning to resolve the problem, and presents a solution.  Engagement is all of these, not just one of the three.  The process takes in-class time because it requires ongoing student and teacher conversations.  The student must put math into words and words into mathematical thinking and use mathematical thinking to find clear and clean solutions.  The teacher listens, critiques, guides, and confirms.  The conversation is a must because it clarifies and secures the student’s learning.  The conversation is the teacher’s torque wrench.

We tighten the math lug nuts in 4K through algebra/geometry by actively engaging each student in exercising their mathematical reasoning continuously through the math curriculum.

What Should We Know About This Thusness?

It is easy and fun for teachers and students to start new lessons.   Motivation to do the work assigned is high when the information and skills are being introduced.  There are multiple “I get it” moments.  As the applications of the new information and skills become more complex, the number of “I get it” moments are harder to achieve.  Ultimately, more students say “I don’t get it” and this is when the engagement between teacher and student is critical. 

“Tell me what you do get” starts the conversation of clarification. 

“Let’s rethink the problem” opens new possibilities for successful learning.

“Let’s assure we are applying the right operations in the order needed and that we understand why we are doing this” secures student learning.

Each of these steps is an out loud conversation that moves a student from “I don’t get it” to “I get it” and the ability to apply what is learned in the future.

It is the diligence to complete and secure student learning that is hard and this is where too much teaching and learning stumbles.  The wheels come off a student’s learning when we leave her in an “I don’t get it” moment.

To Do

Plan what the learning outcomes look like and secure the learning of each outcome for every student.  Tighten the lug nuts everyday. 

Do this through personal engagement.  Asking “Are there any questions?” after giving students initial instruction only confirms that no one wants to ask a question.  It does not confirm that any student learned what was taught.  “Does anyone have a question?” does not tighten the lugs.

“Tell me…” and “Show me…” and “Explain your thinking” and taking the time to listen, clarify, critique, and confirm are the wrenches that tighten the lug nuts of student learning.

The Big Duh!

Because there is so much to teach and so little time to teach all of it, we feel the need to move quickly through units of instruction.  “We need to be done with this unit by the end of the month” often drives us to close the unit before all children are secure in their learning.  We are consoled by the curricular spiral and thinking “if they don’t learn it this year, they will learn it next year”.  This is how the lug nuts of learning loosen.  Next year’s learning is predicated on success this year, it is not a repeat of the past.

Don’t worry about how long it takes to have every student reach secure learning of a unit.  Learning is built upon secured learning; future learning fails when the clock tells us to move on.

Tighten the lug nuts of learning in every lesson taught to ensure all students are roadworthy for their next educational adventure.

Remembering Is Difficult; Forgetting Is Easy

Posted on by
Reply

When we know the best teaching practices, we should use them.  A best practice for causing children to learn is to build and strengthen short term memory muscle through everyday teaching and learning.

Expediency is the enemy of best practice.  We are all guilty of these three errors in thinking about our teaching.  First, “If I said it, they heard it”.  Second, “If they heard it, they learned it”.  Third, “If they learned it, I am done.  I can go on to the next instruction”.  Sadly, we jump from the first statement to the third statement multiple times in an hour and too many times in a day’s instruction.  Then when children are given a quiz or check test, we wonder why too few children remembered much of what we taught.

Why Is This Thus?

We know memory is not a “drive by” phenomenon.  By our own confession as humans, we do not remember everything we learn, and we forget a lot.  Daily life is so full of factoids, ideas, and things we do, and experience and they happen so quickly and constantly that we are not able to automatically categorize everything into what should or must be remembered.  The reality is that most of our daily experiences come and go and can be allowed to slip away.  We forget what we do not prioritize to remember.  What is true of us is true of our students.  Once in a blue moon we teach a child who seems to have photographic memory – who remembers and can recall what she sees, reads, hears, and experiences with high efficiency.  Blue moon!  Every other child needs our use of best teaching practices to help them build the power of memory so they can optimize what they learn.

Thus!

Best practice tells us that each fact, concept, word of vocabulary, word with definition – everything we want a child to remember – must be repeated and restated, clarified for correction, and reinforced 5 to 7 times before a child can be expected to recall with efficiency what we asked them to remember.  Recall, simply repeating what we said, did, or showed back to us, is short term memory muscle building.  Restating it in their own words increases their hold on that memory.  Finding contexts in which to apply the facts, concepts, and vocabulary learned allows them to flex the muscle of their own memory on demand.  Flexing memory muscle moves what is learned from short term memory into long term memory.  That is successful teaching and learning for what we want children to remember

Do These

Correct the first error in thinking about teaching by asking children frequently “What did you hear me say, do, or show you?”.  Be certain that children heard what you said, and just as importantly, heard you say what you think you said.  Stop here – this is important!  Did children hear you say what you think you said?  Did they see you do what you intended them to see?  A child may have been looking at a friend three chairs away wondering what they will do after school or worrying about their friendship while you were talking, doing, or showing and this child will not clearly know what you think you said, did, or showed.  Children are less focused on you than you think they are.  Ask them to tell you what they just experienced.

Ask children to repeat back to you constantly during a day of instruction.  As a first statement of practice, you are checking to understand what they heard, saw, and experienced.  As a second statement of practice, you are saying to all children “Pay attention.  You know I am going to ask you a clear and simple question.  Be prepared to answer.”

At this point, if multiple children cannot repeat back to you what you said, did, or showed them, then you need to tell, do, or show them again.  Don’t look for fault; just respond to fact.  If they can’t recall, you need too back up and repeat yourself.  This time with their attention.

Once you verify correctness of what children heard or saw, fix the second error – have students repeat it.  This expands your fixing the first error.  Ask multiple children to repeat what you said.  It may seem too repetitive and a waste of time, but you assumed that children listened to you.  Why do you assume they listen to each other?  Asking multiple children to repeat allows you to verify that each child you ask repeats correct information.  Asking multiple children begins to personalize their memory muscle. 

Remember your taxonomy.  Recall is good but recall is the basic level of learning.  The most basic.  Help all children muscle up by moving from recall to understanding of what they are learning by restating what you want them to remember using their own words.  No puppetry – no recitation of the teacher here.  “Tell me in your own words …” requires a child to manipulate their personal vocabulary and thinking about a fact, an idea, or an experience and to retell it in words that make sense to that child.  Share the muscle-building by asking multiple children to “Tell me in your own words …”.  Reciting is the teacher’s words; understanding is the child’s words.

Fix the third error by looping lessons in a unit of instruction.  You will go on to the next lesson in the natural flow of teaching.  Within the unit of teaching and learning you planned, lessons are building blocks of understanding where the second and third lessons build upon what was learned in the first lesson or a prior unit of teaching.  Madeline Hunter taught us to use “prior knowledge” in introducing new lessons.  Use key words, facts, ideas, and a recall of experiences to “set the stage” for next teaching and learning.  Looping also builds memory.  The best stage for next learning is when children discuss their “prior knowledge” not when the teacher tells them about their prior learning.  It is their learning you will build upon not yours.

Looping also builds muscle memory by making what is remembered contextual.  The act of repeating facts, ideas, and skills and of retelling of their understanding of their prior knowledge, and connecting what is remembered into the purpose of what is to be learned gives memory context.  If it can be applied, it is valuable to be remembered.  If it helps to explain, it is valuable to be remembered.  If it helps future learning, it needs to be strengthened in memory muscle.

Easy?  No.  Use the art of teaching to assist the best practices of teaching.

Building memory is mental work for a child.  It is strategic work for a teacher.  Like doing physical exercises everyday, it is routine and not necessarily exciting for either child or teacher.  As an analogy, we know that an adult’s physical health is optimized by “steps per day”.  Some experts point to 10,000 steps per day and others argue fewer is adequate, but most experts agree that steps cum muscle movement is very important for personal health.  The number aside, it is the stepping that is essential for building health.  But stepping for the sake of stepping can be tedious – it is not easy. 

Effective teachers use best practices to cause children to learn.  Effective teachers use the art of teaching to engage children in their learning.  Building muscle memory requires structured practices throughout every lesson and every unit of teaching.  These structures can begin to look and feel like routine and routines create a tension of engagement.  New and unique can be fun and exciting while routine and usual can become boring.  Boring is the tension.  This tension is real – to build memory requires structured teaching and learning but structured routines can become uninteresting for children and even for teachers.  That leads us to another best practice, because when we know what best practice is, we should try to do it.

Stay tuned for another blog!

Snow Days of Yore No More

Posted on by
Reply

A school snow day is not what it once was, and we need to see it for what it is.  The image of children frolicking in fresh-fallen snow building their own Frosty with a carrot nose and charcoal eyes is a Currier and Ives vision of Americana that is rarely seen today.  It happens, but don’t take off your mittens to count the yards where Frosty stands.  These days when school is closed due to snow the majority, almost all children, enjoy a day at home doing what children today do when time is theirs.  They watch television.  They sit with cell phones in-hand conversing, texting, and socializing with friends.  They hunker down with electronic gaming.  They stay warm and dry.  Some children bundle up and head outdoors to play like children of yore but count the minutes until they are back indoors being children of today.

In the Currier and Ives lithograph, parent faces look out the window at children at play.  Today’s parents trundled off to work in the snow, because a school snow day is not necessarily a vacation from work.  Childcare and work are their snow day concerns.  Parents with very young children may stay home if there is not an older child to assume childcare or local day care is filled.  If children are old enough, they are on their own.  A school snow day is a disruptive problem for working parents and all employers and Currier and Ives do not portray a solution.

The older the parent, the more Currier and Ives influences their thinking about school snow days.  Grandparents certainly daydream of times when there was only black and white TV, a small transistor radio was the only personal electronics, and telephones had dials.  A snow day was either sledding down hills and playing in the snow or sitting indoors doing jigsaw puzzles and board games.  Times have changed.

The younger the parent, the more current their knowledge about what children really do when time is their own.  It is likely that children of parents who work at home are hustled outdoors to experience the snow as relief in the homework site.  Concerns for cyber security rank higher than worries of frostbite on snow days.

All the above written, there is one group of children who embrace a school snowy day.  Older children able to drive snowmobiles or able to get to local ski hills will slam the door shut on their way outdoors and may not return home until dark or the gas tank empties.

We need to reinforce that school is closed when conditions for traveling to and from school are unsafe. These conditions are undeniable and school leaders need to close school when safety requires closing. Changing our understanding of snow days does not change this fact.

I do not write about how schools can use remote education in this blog.  That is another issue.  The misconceiving of a school snow day is enough to handle today.  We need to update our conception of school snow days and treat them for what they are and not what they were.  A day when school is closed due to snow (or any other wintery weather) is a gift from the clouds, not a walk down a lane that fewer and fewer remember.

If We Want Students to Study, We Must Teach Them How

Posted on by
Reply

“I need to study for my test”, I would say to myself.  With self-discipline I sat at the card table that was my desk at home in my high school years, textbook and class notes in front of me, and engaged in the mystery of studying.  Mystery, I say now almost 60-years after high school graduation, because the act and art of studying was so elusive, I might as well have been told to flap my arms and fly.  With little understanding of what it meant to study, I waddled through years of school tests relying on what I heard and observed in class and my reading of the assigned texts.  And so it goes still.  Last week I heard and saw a high school student in our high school library, as I prepared for a school board meeting, say to friends, “I need to study for my test.  I wish I knew what to do!”. 

I ask my readers to consider this article through the eyes and ears of a student in school.  Too many students throw up their hands in defeat repeating the last sentence in the first paragraph.  All students need us to teach them how to be successful in school.  Teaching them what will be on a test is important; teaching them how to study for a test is just as important.

The quick answer to “How should I study?” is that we need to teach all students to

  • Listen and pay attention in class
  • Build short-term memory through repetition
  • Read aloud
  • Focus on key words and ideas
  • Master automaticity of key facts
  • Understand what the problem wants you to do
  • Speak your solutions out loud
  • Study frequently

Listen and Pay attention

School, study and learning have gone hand-in-hand forever.  In the first instance, children are told to pay attention to what their teachers says and does daily.  Listen and watch, listen and watch – these two aspects of paying attention are a child’s first pass at learning.  Remarkably, children learn a lot just from listening and watching.  I was told as a student, “If you just pay attention in class, listen to your teacher, with a special focus on what the teacher writes on the board (now digital screen), you can pass every class”.  I also learned that the bar for passing classes was not very high – just attend school and pay attention.

In the second instance, if a student wants better than passing grades, a student must do more.  If being present and listening to and watching what a teacher says and does can result in a D grade or better, what does a student need to do be earn even better grades?  Study.  Here we go.

What to do:  When you tell students to pay attention, mean it.  Get their attention.  Don’t proceed until you have it.  Too often we say “Now, pay attention” and then proceed without getting their attention.

What to do:  When you tell students to “add this to your notes” check their notes.  If they wrote down the wrong things, they will study the wrong things.  If it is important enough to tell them to write it down, ensure that they wrote it down.

Short-term Memory

Short-term memory counts because most tests assess short periods of learning.  Quizzes assess the smallest amount learning.  Chapter or unit tests, think four weeks of learning, are the most common school assessments.  Semester and end-of-year tests by their nature assess the most important ideas and skills learned in 18 and 36 weeks.  Annual state tests cover learning over multiple years, usually going back at least two years.  Knowing this, short-term memory is the first key to studying for most tests.

Short-term memory is all about repetition.  Repetitive practice does not make perfect, as people want to believe, but it does make what is repeated permanent.  The brain needs reinforcement if we want it to remember something and the more often, we say or do the same thing, the more likely the brain will remember it.  When a child listens and watches the teacher, the brain gets an initial introduction to information, but it is not enough if we want the brain to remember that information for very long.

As a rule, when you think short-term memory think 5 to 7 repetitions.  Re-read the assigned information multiple times.  A chapter in a text or a book the class is reading or the handouts or a screen shot that was shown since a last chapter or monthly test is what will be on the next chapter or monthly test.  This information is what a student needs to re-read and re-look at multiple times.  If it helps, make chicken scratches on a bookmark for every time you read re-read this information.  Get to at least 5 preferably 7 scratch marks.  If your brain has 5 to 7 repetitions of the same material, your brain will be prepared to answer questions about this material on an assessment.

What to do:  Use class time to practice short-term memory.  “We are going to take five minutes for you to read that paragraph (word list, vocabulary definitions…) at least five times to yourself.  Start now.”  If you want students to know information, show them how and give them time, your time, to know it.

Re-read Aloud

One more step – read it aloud.  It is too easy to just skim over the pages when you read it silently.  Your eyes move but your brain does not engage.  Reading aloud means the brain must see and you must say every word.  Too many of us say, “I already read it.  I don’t need to waste time reading it again”.  However, reading once is not enough to create adequate short-term memory.  Read it again and read it aloud.

What to do:  Once again, do it in class.  Students can read aloud with soft voices.  Spread them out around the room and use all your square footage.  Then, listen to students as they read aloud.  Nod, smile, and reinforce.

Focus on What the Teacher Focuses On

Teachers give students clues about what is MOST important in the lessons they teach.   Most teachers tell their classes, “Write this down” or “Add this to your notes”.  Then they write or display the most important words or ideas in the current lesson on the board or screen.  If a teacher writes it, a student should also write it.  And write it exactly as the teacher writes it.  Treat these words and ideas like a giant billboard with flashing lights that tell you “Know this because it will be on the test”.

If a student’s notes only show what a teacher writes on the board or screen, that student has a start in preparing for the next test.  Build understanding from these key words and ideas.  If it is a word, define it – know what the word means.  If it is an idea, write several sentences about how the idea was explain in class.  For example, if the word is “germinate”, define it.  If the idea is “growing season”, write down an example of a growing season and what happens over time.

Then, build these definitions and examples into short-term memory with 5 to 7 repetitions. 

Listen and pay attention, copying key words and ideas, re-reading aloud and doing these things 5 to 7 times builds good short-term memory in language arts, social studies, most of science, second languages,

What to do:  Interview students.  Simply ask each student to “Tell me what you know about…”.  Formative assessments are not always quizzes.  A quick oral interview of a cross section of students will tell you if instruction has been successful in causing learning.

What to do:  Teach students to self-interview.  “What do I know about…?”, is a question a student can use as a studying check-up.

Math is Different

There is only so much that short-term memory can achieve in arithmetic and math.  In the primary grades, teachers work to create automaticity of facts.  Consider the tables students memorize and the urgency for knowing these facts on demand.  The clearest example is a multiplication table.  Repetition and short-term memory allow a student to quickly call out 63 when asked to multiply 7 times 9.  All students need to achieve automaticity mastery of math facts. 

This is not short-term memory but long-term memory work.  To build long-term memory students need 17-20 repetitions and then frequent repetitions over time.  What does this mean?  Teachers and students hammer the drill and practice with intensity.  Repeatedly until short-term memory cannot help but answer 63 to the 7 x 9 question.  AND, then repeated practice frequently but not intensely over time.  That means next week and next month.

What to do:  On demand and without fanfare ask a student to tell you their addition or multiplication or division tables.  Make the telling oral so that it quick fire.  Do this over time with all students to reinforce long-term memory.

Know the Language of Math by Writing Math Sentences

Once math facts are secure, math learning is all about understanding the language of a math problem.  What does the math language of the problem tell you to do?  Without fail, some students read the text of a math story problem or look at the numerics of a math problem and do not know what the language of the problem is telling them to do.  The have not learned to read the language of math; math is Greek to too many children.  Because students can read text, we assume they can read math, and this is not a leap we should make.

As always, demonstrate and over-demonstrate the skills of interpreting English sentences into math sentences by visibly interpreting the words or numbers into “math sentences”.  Do this each time a new math concept is taught.  “This is how you read the math problem and we will write each step of the problem into a math sentence.”  Once students learn to do this, the mystery of story problems is resolved.

What to do:  Each time you make a math assignment, demonstrate how to interpret the language of the problem into math sentences.  Say it aloud and write it on the board/screen.

What to do:  When circulating around the class while students do their assignment, don’t look for right answers/current solutions.  Ask students to tell you their math sentences.  This is the skill that gets them to the right answers.

The Template for Short Answers and Essays

Most quizzes and tests use multiple choice, true-false, and fill in the information questions.  These are easier to correct.  They also are easier to turn into the data of learning as the number of correct answers seems to equate to learning.  Given the factual nature of most multiple questions, m-c is a test of memory.

Many students frown when the test or quiz requires short answers or essays.  In multiple choices and fill in type questions, a correct answer or information leading to a correct answer is displayed in the problem stem.  This is not always true in short answers or essays.

Once again we teach students to write short answers and essays by teaching them how with frequent demonstrations.  How often has a student heard a teacher say, “You should have learned how to write an essay back in grade xxx”.  If the teacher has to say this, she already knows that a student did not learn how to write an essay back then.  We need to fill this gap in learning.

Additionally, an essay written in fifth grade will not satisfy the requirements for an essay in 8th or 11th grade.  We expect more sophisticated thinking in essay answers as students get older.  We need to teach students what “more sophisticated” looks like by providing models, requiring short answer and essay writing in daily and chapter work, and, here it is, providing ungraded, critical feedback to students about their writing.  Ungraded and critical feedback takes the pressure off students for on-demand writing and incrementally develops writing strength.

The starting point is for each student to understand a five-part essay template:  introduction sentence, three supporting sentences, and a concluding sentence.  Just like math facts and vocabulary definitions, students need an immediate response to an essay assignment.  They immediately begin an outline of five parts.

What to do:  Have faculty agreement in a five-part essay template.  Remove the mystery of how to write an essay or short answer.

What to do:  Write essays frequently.  Remove the on-demand paralysis by making writing essays a general practice.

What to do:  Essay practice should be like basketball practice; we don’t keep score in practice sessions.  Instead, give critical feedback on how the clarity of each part of the essay, the strength of the supporting information, and the interpretation of the conclusion.  Build essay muscle.

Cramming is Guilt Studying

Lastly, keep students from doing what what I did.  Cramming for tests is a student’s attempt to resolve guilt for not doing the daily and weekly practices that build readiness for school tests.  If we teach and build study habit practices into usual teaching and learning, there is no need for cramming.  All the above is designed for daily, weekly and repeated practice.  

What to do:  If it is important that students learn to study, teach them how to study.

The Big Duh!

There should be no surprises in school tests.  All information and skills should be clearly taught and practiced so that a test is a natural wrap-up to what has been taught and learned.

Equally, there should be no mystery in how to study.  Every student should be taught independent study skills just as they are taught their A, B, Cs.  When we accept that study habits are not innate but are learned practices we teach students, then we are the right track of causing every student to become a strong learner.