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Draft templates nov 2012 v2. National Resource & Referral Website for K-12 Education in the U.S. Three Lessons for Teachers from Grant Wiggins. By Jay McTighe The start of the new school year offers the perfect opportunity to reflect on the life and work of Grant Wiggins, an extraordinary educator who died unexpectedly at the end of the last school year (on May 26, 2015).

Three Lessons for Teachers from Grant Wiggins

Although I am an only child, I considered Grant my brother as well as an intellectual partner and best friend. I think of Grant every day and miss him terribly. The student voice, Part 3. The most interesting work of the past year. One of the most interesting and revealing questions on our survey of middle and high school students involved their answer to the question: what was the most interesting work/task/project you had last year in school?

The student voice, Part 3. The most interesting work of the past year

The results were fascinating and quite helpful for teachers, particularly if you ask yourself as you read: what do all these things have in common? In terms of patterns in the content of the answers, to me the most amazing result was that dozens of students identified fetal pig, shark, or rat dissection as their most interesting task of the past year. Middle School Students Survey Responses: Most Interesting Work Last Year. A number of people have tweeted or emailed me to post survey responses from middle school students specifically.

Middle School Students Survey Responses: Most Interesting Work Last Year

So, here you go: a random sample from 1400+ answers – What was the MOST INTERESTING work (activity/project/test/lab etc.) you were asked to do in any class in the last few months? Describe what made it so interesting (so teachers can do more of it). Make a collage in English the project was interesting and probably one of the most fun I have had because it wasn’t really related to the book we read The Giver all we needed to do was cut out pictures or words that had to do with the theme of the story.making my me bag I got to teach others about meTo be honest I really like the catapult lab final in physics because of the hands on trial and error concept to it but I disliked the lack of materials to actually launch a projectile with.nothing we do in class is fun and interesting to me! I learn best when – Dg ubd templatev2 onepg. Dg ubd templatev2 onepg. Top 10 Lesson Plan Template Forms and Websites. Printable Lesson Templates, Forms, and Planning Guidance I like experimenting with new ways to approach lesson planning.

Top 10 Lesson Plan Template Forms and Websites

If you're looking for some fresh lesson templates, printable forms, and organizational support, these ten websites provide great tools to help you in your planning. "Feedback is information about how we are doing in our efforts to reach a goal"Grant Wiggins. How do you plan? On templates and instructional planning. How teachers plan – This is one of the more interesting ‘black boxes’ in education.

How do you plan? On templates and instructional planning

There are few studies of it, yet it is clearly one of the most vital elements of the enterprise. Winging it is sometimes fun, but it’s a bad way to run a family, a business, or a classroom. Marzano reports that a “guaranteed and viable curriculum” is the key factor in academic achievement in schools, regardless of how flexible plans have to be. Grit, character and academic success: thoughtlessness, part 3. As readers may know, a new book is getting a lot of national press these days: How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, by Paul Tough.

Grit, character and academic success: thoughtlessness, part 3

I well recall the NY Times article that led to the book because it featured my friend Dominic Randolph, Head of Riverdale. And the other day, Ira Glass devoted his wonderful show “This American Life” to the book, and interviewed the key people in it. Avoiding stupidification. Stupidification (n): 1.

Avoiding stupidification

A deadly illness in which perfectly good ideas and processes are killed as a result of thoughtless interpretation and implementation. 2. The reducing of intricate issues and processes to simplistic, rigid, and mandated policies, in the impatient quest for quick fixes to complex problems. No, it’s not a real definition, but it’s one sorely needed in education, don’t you think?

Thinking about a lack of thinking. Lately I have been thinking a lot about thinking.

Thinking about a lack of thinking

More specifically, I have been thinking hard about the absence of thought in education. The absence of thought in students, teachers, administrators and policy-makers. This year’s political discourse is a wider-world reminder of the ubiquitous lack of thought on the part of otherwise educated adults. Thoughtlessness, part 2.

What is thought-provoking is then not anything that we determine.

Thoughtlessness, part 2

According to our assertion, what of itself gives us most to think about, what is most thought-provoking is this — that we are still not thinking. — Heidegger Thoughtlessness is thought-provoking. It presents thought with a problem: when smart people do thoughtless things it raises eyebrows: huh? How can thinking people be thoughtless? Common sense says we are always thinking. Bor-ing. Boredom: the sadly inevitable reality of most high schools and many middle and elementary schools.


Why can’t educators face up to this most basic reality, famously illustrated with just a tad of hyperbole, by Ben Stein in Ferris Bueller’s Day Off? I have sat in dozens of classes over the years and most have been really dull – needlessly dull. Teachers mostly talk in that dreadful slowed-down teacherly voice that makes you want to tune it out; there is no sense of drama, playfulness. Engagement and Personalization: Feedback Part 2. We know the relationship between feedback and achievement is strong. What about the relationship between feedback, personalization and, hence, motivation? The recently-released Gallup poll on American education in which hundreds of thousands students and teachers were polled is quite revealing. Personalized learning and feedback – and, more specifically, personal recognition for work well done – matters greatly: Among the 600,000 students who took the poll in 2013, those who strongly agreed with two simple statements were 30 times as likely as those who strongly disagreed with both to be emotionally engaged at school.

The student voice – our survey, part 1. I am a big fan of student surveys. How can we achieve educational goals without the student’s perspective? We cannot. Decades ago, as a young teacher, I learned a great strategy from my colleague Duane. The student voice, Part 3. The most interesting work of the past year. The Student Voice, Part 5 – Common Practices That Don’t Work. One question from our student survey that generated very specific and (I think) helpful responses was: What is a very common teacher practice that occurs all the time in class but just does not work for you? Here is a representative sample of the responses: Taking notes of the projector and it doesn’t work because it doesn’t help me to understand and take it in if I am just mindlessly writing down notesReading to me does not work for me.just taking notes and listening to lectures.

It always makes me tire and uninterested. The student voice – our survey, Part 4: “I learn best in class when…” IIn our continuing look at what works and doesn’t work for students, based on our 7300+ student survey reponses, we consider their answer to the prompt: I learn best in class when… There are few real surprises in the findings: they learn best when there is hands-on experience, lots of examples, discussion, order, visual aids. But have a look at the patterns. More specifically, as you read these, ask yourself: Which of these form a consistent pattern of common-sense best practice?

What works in education – Hattie’s list of the greatest effects and why it matters. [UPDATE February 2015: Over the past few years, numerous people have commented on my last paragraph as being an overstated and overheated conclusion, unwarranted by the data and of no help in advancing reform. Fair enough: I have come to think that they are correct. So, a new concluding comment is attached, with the old concluding paragraph available for inspection. I agree with my critics: there is no need to pile on teachers in this era of teacher-bashing – and it was not my point. My point was to say: we can improve learning, so let’s do it.]

[UPDATE 11/2014: There have been recent reports suggesting that some of Hattie’s math is flawed. Begin with the End in Mind: Backward Design Your Course.


Ramblings of a Misguided Blonde. Why Students Don't Always Transfer What They Understand. Mod o on lesson plans excerpt. Lesson Planning and the Common Core: A Unit Based on Lesson Planning and the Common Core: A Unit Based on