Devoting PLC team time to extending learning

Integrating Question 4 into Collaborative Team Time

Categories: Instruction, PLC

We have recently been studying, writing, and implementing strategies about the often-forgotten fourth critical question of a professional learning community. Educators from all over the country have shared with us that they feel confident in knowing what they want students to learn, determining how they will know if they have learned it, and what to do if they haven’t learned it. However, due to time constraints, priorities to areas where students struggle, and lack of knowing what to do for students who already know it, question four is often discarded.

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Writing Activities to Demonstrate Understanding of Text

2 Writing Instructional Strategies to Demonstrate Understanding of Text

Categories: Instruction, Literacy

In The New Art and Science of Teaching (2017), Bob Marzano provides a comprehensive model of instruction that represents a more expansive and updated version of his original 2007 text The Art and Science of Teaching. The title indicates that “research (in other words, science) must certainly guide good teaching, but teachers must also develop good teaching as art” (p. 18, 2018). Read more

Question One of a PLC at Work

Personalized Learning Starts with Question One

Categories: Instruction, PLC

Based on Personalized Learning in a PLC at Work™

Every learning journey has many possible starting points. The journey to becoming a learning-progressive school begins with Question One. Taken from the professional learning community (PLC) framework, that question, of course, is: What do we want our students to know, understand, and be able to do? Our answer to that question not only determines what we want students to know but also determines what kind of learning experiences we need to create for our students. Read more

When Students Actively Learn and Teachers Facilitate

Small Group, Big Change: When Students Actively Learn and Teachers Facilitate

Categories: Instruction, Mathematics

Based on Making Sense of Mathematics for Teaching the Small Group.

Imagine this classroom. A teacher sits at a kidney-shaped table with four students. The teacher patiently explains how to solve a long-division problem. Students quietly listen to the teacher’s explanation and do their best to follow along. After the teacher explains the first problem, the teacher directs the students to attempt the next problem on their own. The students struggle, and the teacher steps in to provide scaffolding by walking them through the procedure one more time. This time, the steps are provided a little slower and perhaps a little louder. Does this seem familiar to you? Read more