Students often learn best through rapid release of responsibility, where teachers start with You Do rather than I Do.
Recently in General Instruction Category
January 31, 2015
December 31, 2014
Think-Pair-Share is a great way to engage students and assess their understanding... if it's used effectively.
October 12, 2013
A clever idea for improving classroom efficiency and students' self-determination.
March 29, 2013
Students learn best when teachers stop doing for them what they can do for themselves.
February 10, 2013
A truly flipped classroom would involve more learning by doing and less lecturing--whether live or via video.
May 30, 2012
Last post I introduced Concept Cards, a note-taking system that helps students store, retrieve, and use information more efficiently than traditional note-taking methods. Now, here are a few tips for maximizing the benefits of Concept Cards: Alphabetical Rather Than Chronological. One problem wit...
May 19, 2012
"Look it up in your notes," I told students when they asked me for information that either I had already given them or they had found on their own. "You're the teacher. You're supposed to answer our questions," students responded. "The answers to those questions should be in your notes." I replied....
April 22, 2012
"Stop the madness for constant group work." said author Susan Cain in her recent TED Talk, The Power of Introverts. "We need to be teaching kids to work together, for sure. But we also need to be teaching them how to work on their own because that is where deep thought comes from." (Check out Cain's...
March 23, 2012
A lot of teachers give students participation points for speaking up during class discussions. The more students contribute, the more points they get. I've heard teachers say this motivates students, and it does seem to motivate some of them--those who need or want to improve their grades. But par...
March 12, 2012
It's fine to encourage students to speak up by telling them there are no stupid questions. Yet students' willingness to ask questions has less to do with us encouraging them to do so than how we respond when they actually do ask questions. Unfortunately, teachers often respond to questions in w...