Strukturerat arbete och långsiktig planering är för mig A och O Jag tror att ett strukturerat, långsiktigt arbete ger resultat i längden. En tydlig planering, både läsårsplan och pedagogisk planering, underlättar för mig, barnen och föräldrarna och den får mig att känna mig trygg i min undervisning. Med en långsiktig plan, blir jag inte lika stressad. Under läsårets gång kommer den givetvis att justeras på grund av hur arbetet flyter på och vad vi behöver lägga mer eller mindre fokus på. Jag använder mig också av olika checklistor och stödstrukturer i planeringsarbetet, för en språkutvecklande ämnesundervisning. Läsårsplanering När läsåret börjar gör jag och min kollega, som de flesta gör, en planering över de ämnesområden vi ska arbeta med under året. En röd tråd När jag lägger upp mitt arbete, är det många faktorer som jag försöker ha i åtanke. Genrepedagogik Till varje tema i årskurs 3, planerar jag in minst en genre, så under läsåret ska vi ha gått igenom alla genrer/texttyper igen. SO – FN och barnkonventionen Sv- Argumenterande text Diskussion
Distract the Distractor: Stop Off-Task Behavior Without Drama It starts so simply: Instead of doing his silent reading, a boy at table 3 leans over and whispers to the kid next to him. At a training session, two participants scroll through their phones instead of listening to you. During soccer practice, one of the girls you coach starts bouncing the ball off her butt. These small, off-task behaviors happen all the time. Depending on how you handle them, they could either go away or escalate into a full-scale blowup. Want to make videos like this? Not all discipline problems can be prevented with this technique; some students arrive in a mood that will not be diffused, no matter what. [Note: The name “Distract the Distractor” comes from the book Opportunities and Options in Classroom Management (Pearson, 2003), by Patricia Kyle and Lawrence Rogien.] Like what you’ve seen so far?
20 Incredible TED Talks You Should Show Your High School Students What makes TED such an appealing web series and organization is its desire to offer up a little something for everyone. This includes high school students and the teachers who love, hate, or tolerate them. Honestly, pretty much any video hosted there boasts its own educational value, but some hold more relevance than others. Whether they empower and inspire, shine a light on social injustices or simply show off some seriously cool innovations, the following 20 videos are bound to make class time just a little more interesting. Viktor Frankl: Why to believe in othersFrom TED’s Best of the Web series comes a fabulous lecture by influential psychiatrist, philosopher, and Holocaust survivor Viktor Frankl. In it, he explores youth’s universal quest for meaning.
Students Sitting Around Too Much? Try Chat Stations.Cult of Pedagogy You’ve probably heard of — and maybe used — learning stations in your classroom. With stations, teachers set up activities around their rooms, then have students rotate from station to station, performing each task. They are a wonderful way to provide variety and engagement in your classroom. There’s only one real downside to stations — they take a LOT of time to set up. And because we’re all short on time, we may not use stations as often as we could. So today I’m proposing a watered-down version of stations that keeps the movement, interactivity and variety while minimizing the prep work. On top of their flexibility as a cooperative learning tool, Chat Stations can also dramatically improve whole-class discussions. Here’s a video demonstrating how Chat Stations work: I’m pretty sure I haven’t invented anything new here, so if you’re doing something like this and have a tip or suggestion to add, please comment below. Stay in touch.Join my mailing list and never miss another post.
The Precious First Few Minutes Of Class The Precious First Few Minutes Of Class by Suzy Pepper Rollins Students file into class. “Your warm-up is on the board,” we announce. More minutes pass, as students dump out backpacks and empty pockets in a panicked search for a scrap of paper they swear was secured last night. But the opening minutes are also the time when students’ brains are their freshest and they tend to remember more of what’s been taught during this period than any other time of the learning episode. These precious minutes can quickly establish a prior knowledge connection, vital to maximizing learning. Rather than begin class with a passive warm-up, success starters have the power to get every student motivated about the lesson and successful right from the bell. We’ve shared 12 Interesting Ways To Start Class Tomorrow before. 4 Easy Teaching Warm-Ups To Start Class Tomorrow 1. Create facts and fibs about the upcoming topic on strips of paper. 2. Tackling a piece of text about a character in a tough predicament?
Make It Stick: The Science of Successful Learning Make It Stick: The Science of Successful Learning by Peter C. Brown, Henry L. [The links in this post are Amazon Affiliate links. Remember college, when you’d crack open your textbook, pop the top off your brand-new highlighter, then start smearing that sucker across line after line of text, making the important stuff stand out so you could reread it and reread it some more? This phenomenon is explained in our summer 2015 book pick, Make It Stick: The Science of Successful Learning. Although the reading can sometimes be challenging, the concepts are illustrated beautifully in a series of anecdotes from sports, the military, music, and even corporate training to demonstrate how learning in any field is still learning; the principles hold up no matter where they are applied. Anyone who teaches anything would benefit from reading this book: coaches, tutors, classroom teachers, parents, even corporate trainers. Make It Stick introduces quite a few guiding principles about learning. 1. 2.
Using Playlists to Differentiate Instruction Listen to my interview with Tracy Enos or read the transcript here. Podcast: Play in new window | Download (Duration: 44:52 — 62.0MB) Subscribe: iTunes | Android | In our never-ending quest to find better ways to differentiate and personalize instruction for students, we have plenty of options. I covered a lot of the basics in my Differentiation Starter Kit. Now, Rhode Island teacher Tracy Enos shares her system for customizing instruction to meet the needs of every student. First, consider what we usually do: When planning a typical unit of instruction, teachers map out a series of lessons to deliver, assignments for students to complete, and some kind of final assessment at the end. With playlists, the responsibility for executing the learning plan shifts: Students are given the unit plan, including access to all the lessons (in text or video form), ahead of time. Tracy Enos “A playlist is basically like a road map,” Enos explains. Argument Writing Playlist Parts of Speech Playlist
Lärare får F i betygsättning - Annika Sjödahl ”Jag får inte sätta F om det inte finns ett ÅP”.”Jag får inte sätta F om jag inte varnat eleven”.”Jag måste sätta F om en elev ”restar” centralt innehåll från tidigare terminer”. Det cirkulerar många påståenden om vad som gäller kring betygsättning. Jag förvånas över att man inte vet vad som gäller. Kanske är det så illa att man inte vet var man hittar information kring betygsättningen? Myndighetsutövningen kräver att vi är professionella Jag vänder mig till Skolverket för att ta reda på vad som gäller om man inte får informationen via rektor. Risken med att inte följa anvisningarna är att man kan bli varnad av Lärarnas ansvarsnämnd eller fråntagen sin legitimation. Vi måste därför skaffa oss kunskapen om betygsättning för att återta vår trovärdighet som myndighetsutövare. Stöd för att öka trovärdigheten och samstämmigheten En viktig fråga att ställa sig kring citaten ovan är att de utgår från föreställningar av vad som gäller. Skolverket har gett ut diverse bedömningsstöd.
Positive, Not Punitive, Classroom-Management Tips This article is adapted from Larry's new book, Self-Driven Learning: Teaching Strategies for Student Motivation. Let's start with a question I've been asked on more than one occasion. "I know my content and like my students, but sometimes it's hard to get them under control so I can teach my lesson. What tips for classroom management can you give me?" My general answer is that you can never have too many positive, not punitive, classroom management strategies in your toolbox. Obviously, there are serious student transgressions, including violence, where some kind of punishment is an appropriate response. Public Versus Private Relationship Community organizers try to help people understand the difference between public and private relationships (I was an organizer for 19 years prior to becoming a teacher). Here is another example: I have spent time over the years working with many organizations, including religious congregations, organizing for community improvements. What do you do?
Psychology for Educators [And More] | Boost learning by understanding human nature ”Man får aldrig tillämpa PYS i stället för att sätta in särskilt stöd” Det råder stor osäkerhet kring pys-paragrafen. Ska man pysa svårigheter, moment eller ta hänsyn till personens eventuella diagnos? Ett brutet ben – hur ska man tänka då? Special Nest har återigen pratat med Mikael Hellstadius, jurist och specialiserad på skolfrågor, för att ta reda på vad som gäller. – Till att börja med så måste man slå fast att Undantagsbestämmelsen eller Pys-paragrafen i folkmun handlar om betygssättningen. Finns grundlig dokumentation Skollagen är formad efter gällande internationella konventioner. – Det gör att när du ska tolka undantagsbestämmelsen så ska den tolkas utifrån skollagsparagrafen, förarbetet till lagtexten, praxis, allmänna råd och Skolverkets uttalanden. Mikael Hellstadius har dessa texter framför sig och läser högt ur olika delar för att förtydliga det han precis förklarat. …Bestämmelsen medger endast att man vid betygssättning bortser från enstaka delar av kunskapskraven. – Permanent natur, direkt hinder, omöjligt, oavsett hur särskilt stöd ges.
Teaching Secrets: Get to Know Students Through Seating Challenges Published Online: June 27, 2012 By Sandy Merz Where do I sit? It's the universal first question, at the top of students' minds as they cross the threshold of my room on the first day of class. Many teachers start the semester with students seated alphabetically: It's easy and aids in learning names. I've tried both of these approaches with my 8th graders. However, these practices don't demand anything from students. I've found that by engaging students in seating challenges, I set a positive collaborative tone from the first day. On the first five days of class, my students determine where they sit based on team problem-solving activities. In return, students learn to expect me to be prepared, organized, and supportive—as opposed to being authoritative and having all the answers. Here's how the approach works in my middle school classroom, which seats 32 students around five large tables. Each activity takes 10 to 15 minutes but there is some preparation. Day 3 is different. Web Only