Recommendations for Teaching Increase ‘Student ownership and responsibilty by Helping students choose their own topics and goals for improvement Using brief teacher-student conferences. ‘Teaching students to review their own progress Cas time spent on writing whole, original piecos through: Establishing real purposes for wring and students’ involvement in the task Instructon in ane suppor forall stages of witng process rewriting, drating, revising, editing ‘Teacher modeling writng—crating, cevising, sharing— as a follow author and a8 demonstalion of processes: Learning of grammar and mechanics in context, atthe eting stage, and as items are needed Writing for real audiences, publishing forthe class and for wider communities Making the classroom a supportive setting for shared learning, using Active exchange and valuing of student Collaborative small-group work Conferences and peer ertiquing that giva responsibility for improvement to authors Decrease ‘Teacher control of decision meking by: “Teacher deciding on all writing topics ‘Suggestions for improvement dictated by teacher Learning objectives determined by teacher Instruction given as whole-less actviy Time spent on isolate drils on “subskils" of grammar, vocabulary, speling, paragrapbing, penmanship, etc Wrting assignments given bret, with no context oF purpose, completed in one step Teacher taks about wrting but never writes or shares. own work Isolated grammar lessons, given in oer determined by textbook, before writing is begun ‘Assignments read only by teacher Devaluation of students’ ideas through: Students viewed as lacking knowledge and language abilties ‘Sense of class as competing individuals ‘Work with folow students viewed as cheating, Alsruptive Best Practice: New Standards for Teaching and Learning in America’s Schools, second edition By Steven Zemeiman, Harvey Daniels, and Arthur HydeIncrease Decrease \Wrting across the curiculum as a tool forleaming Wilting taught only during “language arts" period —ie. infrequentiy Constructive and efficient evaluation that Involves: Evaluation as negative burden for teacher and student by Brief informal oral responses as students work Marking all papers heavy for all erors, making teacher a botleneck Thorough grading of just afew of student Teacher edting paper, and only ater selecteo, polished pieces completed, rather than student making improvements Focus on # few errors at aime Grading seen as punitive, focused on errors, not growth (Cumulative view of growth and seevalustion Encouragement of risk taking and honest expression ‘Best Practice: New Standards for Teaching and Leeming in America’s Schools, second edition ‘By Stoven Zomolman, Harvey Daniels, and Arthur HydeReading Recommendations for Teaching Increase Read aloud to students Time for independent reading Children’s choice of thelr own reading materials Exposing children to a wide and rich range of terature ‘Teacher modeling and discussing hiaher own reading processes, Primary instructional emphasis on comprehension Tesching reading as process: Use strategies that activate prior knowledge Help students make and test predictions, ‘Structure help during reading Provide after reading applications ‘Social, collaborative activites with much discussion ‘and iniraction Grouping by interests or book choices Silent reading folowed by discussion “Teaching skill inthe context of whole and meaningful lterature \Weting before and after reading Encouraging invented speling in children’s esry wring Use of reading in content fds (0.9. historical novels in social studies) Evaluation that focuses on holt, higher-order thinking processes: Measuring success of reading program by students! reading habs, atttudes, and comprehension Decrease Exclusive emphasis on whole-ciass or reacing-eroup sctviies Teachor selection of al acing materials for individuals orgroups Relying on selections in basal reader ‘Teacher keeping hisiher own reading tastes and habits private Primary instructional emphasis on reading subskils such a8 phonics, word analysis, syllabicaton Teaching reading asa single, one-stop act Solitary seatwork Grouping by reading level Round-robin ora reading Teaching isolated stl in phonics workbooks or dil Lite or no chance to write Punishing precorventional speling in students’ esry watings| Sogrogation of reading to reading time Evaluation focus on individual, low evel subskils Measuring success of reading program only by test Bost Practice: Now Standards for Teaching and Learning in America's Schools, second eation By Steven Zemelman, Harvey Daniels, and Arthur HydeClassroom Structures Indicators of Best Practice Note onthe Arrows: In this chan, growth doesnot necessarly mean moving ftom one practice to anther, discarding a prevous nstuctonal approach and rplacing forever. Instead, tachors add new Stemativas to widening repertare of ehoices, allowing thom fo atemate among a ener array oF ‘actives, coating archer and mare compox balance (0. lecturing lst alscardod, but is done fs a8 ‘ther, new choices become avaiable. Physical Faciltios Setup for teacher-centered instruclion (separate desks) + Sludent-cenlered arrangement (e.g, tables) Rows of desks -» Clusters -+ Centers (varie learning stations for writing, computers, meth, etc) Bare, unadomed space — Commercial decorations + Student-made artwork, products, displays Few materials -» Textbooks and handouts + “Stuf"—books, materials, manipulatives, pets, atc. Classroom Climate/Management Management by punishments and rewards —+ Order maintained by engagement and community ‘Teacher creates and enforces rues —+ Studenis help set and enforce norms Students are silen¥motionless/passivelcontolled -+ Purposeful talk, movement, and autonomy ‘Students in fixed group based on “abiliy’~+ Flexible grouping based on tasks and choice Rigid, unvarying schedule — Predictable but exible time usage based on activities Student Voice and Involvement Balanced with teacher-chosen and teacher directed activities: + Students offen select inquiry topics, books, writing topics, ausionces, ete _— Students maintain thelr own records, set own goals, selt-assess = Some themes/inquires are bul from students’ own questions; ‘negotiated curriculum” “+ Students assume responsibilty, take roles in decision making, help run classroom life Activities and Assignments “Teacher presentation and transmission of material Students actively experiencing concepts |Whole-cass teaching -+ Centers and cooperative small groups -» Wide varaty of activites: ‘Teacher in front, directing whole class + Teacher hard to find, working with groups Unitoem curriculum for all-+ Jigsawed curiculum; different topics by kids needs or choices ‘Short-term lessons; one day at @ time — Extended activites, mult-day, multi-step projects Focus on memorization and recall -» Focus on applying knowledge and problem solving ‘Short responses; i-n-tne-blank exercises -» Complex responses, evaluations, writings, artworks One-way assignments/essons —+ Accommodation for mutiple inteligences and cognitive styles Best Practice: New Standards for Teaching and Leaming in America’s Schools, second edition By Steven Zemelman, Harvey Daniels, and Arthur Hyde° Language and Communication Forced constant silence — Noise and conversation alternates with quiet time ‘Short responses ~» Eleborated discussion —+ Students’ own questions and evaluations ‘Teacher talk + Studentteacher tak — Student-student tlk iting: All channels are open (student-teacher, student-student, student-parent) ‘Talk and wrting focuses on: Facts — Sklls + Concepts — Synthesis, evaluation Time Allocations ‘Time allocatons are BALANCED between: ‘Teacher-drected and student-clected work ‘Subject-spacic lessons and integrated, thematic, coss-dscilinary Inquires Individual work/sall-group or team work/whole-ciass work Intensive, deep study of selected topics/extensive study of wide range of subjects Fundamental recurrent activites happen on dallyregular basis Independent reading (SSR, reading workshop, or Kterature circles) Independent wrting (ournals or writng workshops) Reading aloud to students ‘Teacher student and student-student conferences ‘Students can explain the time allocations and recurrent activies/procedures in ther classrooms ‘Student Work and Assessment Products created for teachers and grading —+ Products created for real events and audiences CClassroorn/hallway displays: no student work posted —> A’ papers only ~All students represented Identical, imitative products displayed > Varied and original products displayed “Teacher feadbackis scores and graces + Teacher feedback is substantive, varied, and formative Products are seen and rated only by teachers -+ Public exhibitions and performances ere common ‘Teacher gradebook -+ Student-maintained portiolos, wth so-assessments and conferences ‘All assessment by teachers -+ Student self-assessment in official element -+ Parents are involved ‘Standards set during grading —+ Standards evelable in edvance -+ Standards codeveloped with students ‘Best Practice: New Standards for Teaching and Learning in America's Schools, second edition By Steven Zemelman, Harvey Daniels, and Arthur HydeBest IC o %%%% %% MMe MM %® ° Teacher Attitude and Initiative Toward Students: Distant, negative, fearful, punkive -+ Postive, respectful, encouraging, warm Blaming students -+ Reasoning wit students Directive -+ Consultative Toward Sel Helpless victim —+ Risk taker/Experimenter + Creative, active agent Solitary adult + Member of tam with other adults in schoo! ~+ Member of networks beyond schoo! ‘Staff development recipient ~ Chooses and directs own professional growth Conception of Job Roles: Exper, presenter + Coach, mentor, modal, uide Best Practice: New Standards for Teaching and Learning in America’s Schools, second edition By Steven Zemelman, Harvey Daniels, and Arthur Hyde.