While visiting PLC's at my school this week a question came up about having a review day before a summative assessment in math classes. The PLC had a scheduled review planned and the worth of spending a day only in review was questioned.  Listening to the concern got me thinking.  If we take a day to review learning previously taught and then we take a day to access that learning is that the best use of instructional time? While this came up in a math PLC the question I have goes beyond the practice just in math.

What does research say about taking a full class period to review vs revisiting concepts each day during warm ups leading up to the test and teaching new concepts up until the day of the test?

Using help from Chatgpt, I found that research suggests that both approaches—dedicating a full class period to review and incorporating daily warm-up reviews—have their own merits in preparing students for summative assessments. Here’s a breakdown of what the research says about each:

1. Full Class Period for Review
This approach, where an entire period is devoted to reviewing content, has distinct advantages:

• Cognitive Load Reduction: A focused review session allows students to consolidate learning and address misconceptions without the distraction of new content. This promotes deeper understanding and retention.
• Spaced Practice: Research supports the idea that retrieval practice spaced over time improves memory. A dedicated review day gives students an additional chance for spaced retrieval before the test.
• Error Correction: A full review session often uncovers misconceptions that can be addressed in a more structured and targeted way. Studies show that immediate feedback during review sessions can significantly improve learning outcomes.
• Confidence Boosting: Students benefit from a final opportunity to clarify doubts, which reduces anxiety and enhances test performance.

However, this approach might result in “cramming,” where the emphasis on new learning is sacrificed to allow time for review.

Years ago we had the privilege of having Brene' Brown lead professional learning on our campus. (I wrote about it here.) It was a magical time where the learning sessions pushed your thinking.  During one of the sessions we did an exercise where we drilled down and identified our core values.  I recently found my notes from the session along with a sheet of paper with a small box in the center where I had identified two core values.  I wondered how I had grown and shifted over the years professionally and searched online to do the activity again.  I found the activity from Dare to Lead shared on Brene' Brown's website. 

The exercise morphed a bit for me as my small box identifying two core values grew to five. I could have grouped the values into just two per the exercise, but I believe the five values stand on their own. This will be my 30th year working inside a school building, and these values drive who I am and what I believe creates a healthy thriving school community. 

In a recent converstation with a teacher around the use of scaffolds in instruction, I was asked how I can actually see scaffolding when I visit classrooms. Scaffolds and differentiation are two of the look fors on our districts classroom walk through form. As we talked I brought up examples from a recent visit to her classroom. By the end of our conversation she realized she was actually scaffolding and adjusting her instruction continuously without naming what she was doing. 

Here are 10 strategies a teacher can use to scaffold learning for a student who is confused:

1. Breaking Down the Task: Simplify complex tasks by breaking them into smaller, more manageable steps. Provide clear, step-by-step instructions to guide the student through each part of the task.
2. Modeling: Demonstrate the task or concept in front of the student. This could involve solving a problem step-by-step, writing a paragraph with proper structure, or demonstrating a scientific experiment. This allows students to see the end product and the steps needed to get there.
3. Think-Alouds: Verbally share your thought process while performing a task, solving a problem, or reading a text. This strategy helps students understand how to approach a task and make their own thinking process more explicit.
4. Visual Aids: Use charts, graphs, diagrams, and other visual aids to represent ideas and relationships. Visuals can make abstract concepts more concrete and understandable.
5. Asking Leading Questions: Use open-ended questions to guide the student's thinking and encourage deeper understanding. Ask questions that prompt students to reflect on what they know and how they can apply that knowledge.
6. Adjusting the Pace: Slow down instruction to ensure that students have enough time to grasp new concepts. This might mean spending more time on difficult topics or allowing students to work at their own pace within a given framework.
7. Using Real-life Examples: Connect learning material to real-life situations that are relevant to the student's experiences. This can help make abstract concepts more tangible and easier to understand.
8. Building on Prior Knowledge: Connect new concepts to topics the student already understands. This can help the student form connections and see the relevance of new information.
9. Presenting Common Misconceptions Up Front:  Let students know where learners often get confused or make mistakes before they even start working on their own.
10. Using Sentence Starters: Sentence starters provide a framework that can help students begin their sentences more easily, reduce anxiety around speaking or writing, and assist in structuring their thoughts coherently. 

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​The power of these 10 techniques lies in their simplicity and adaptability.  My conversation made me realize that sometimes we need to step back and actually name the practices that our buzz words are referencing.   If you can think of additional strategies to add to my 10, please leave a comment as we always get better together. 😊​  

In the book Building Thinking Skills in the Math Classroom, Peter Liljedahl incorporatres thinking routines into classroom instruction as a powerful way to enhance students' cognitive skills and foster a deeper understanding of the content. Thinking routines are structured yet flexible strategies that encourage students to process information thoughtfully and critically. Here's how you can implement these routines in your classroom.

Understanding Thinking Routines
Thinking routines are systematic procedures that guide students through the process of thinking about and engaging with new information. They are designed to be used repeatedly, helping students develop a habit of thoughtful consideration and deep processing.

Steps to Teach Thinking Routines

1. Choose the Right Routine: Select routines that align with your learning objectives. For example, use 'See-Think-Wonder' for introducing new topics or 'Think-Pair-Share' for encouraging discussion and peer learning.
   1. See-Think-Wonder and here in more detail.  Video explanation. 
2. Model the Routine: Demonstrate how to use the routine. For instance, if using 'See-Think-Wonder', show students how to observe, reflect, and ask questions about a new concept or idea.
3. Practice Regularly: Integrate thinking routines into daily lessons. Consistent practice helps students internalize the process and apply it independently.
4. Encourage Reflection: After completing a routine, ask students to reflect on their learning process. This step reinforces the value of the routine and encourages metacognition.
5. Adapt and Differentiate: Modify routines to suit diverse learners and varying content areas. Flexibility ensures that all students can engage meaningfully with the routine.

Benefits of Thinking Routines

• Enhances Critical Thinking: Regular use of thinking routines helps develop students' analytical and evaluative skills.
• Promotes Engagement: These routines encourage active participation and deeper engagement with the material.
• Supports Collaboration: Many routines involve group work, fostering teamwork and communication skills.

Implementing thinking routines in your classroom can transform the learning experience, making it more interactive, reflective, and meaningful. By consistently applying these strategies, you can help students develop the habits of mind necessary for lifelong learning.

​Additional Resources

Math classrooms often fall into a routine of passive learning, where students are more spectators than active participants. This method, while widely observed, often stifles curiosity and critical thinking. Inspired by math instruction in Julie Burnside's classroom, I am reading and learning from the book Building Thinking Classrooms in Math by Peter Lijedhal. Drawing insights from Liljedahl's research, I want to explore how we can shift towards an engaging and thought-provoking math learning environment.

In many math classes, the prevalent norm is a one-way flow of information from teacher to student, where students mimic processes rather than engage in deep thinking. (I do, we do, you do.) This can lead to a passive learning environment where students’ roles are limited to absorbing information rather than actively exploring and understanding mathematical concepts. Liljedahl points out that such norms are built on the assumption that students either can't or won't think for themselves, which is a  mindset that classrooms like Julie Burnside's is disrupting. 

Three Starter Steps to Activate Thinking in Math

1. Implement Thinking Tasks: Shift from tasks that promote mere memorization or repetition of demonstrated procedures to those that truly engage students in thinking. Problem-solving should be about exploring unknown paths and finding solutions, not just applying taught methods to new numbers​​. (I wrote a post about Thinking Routines too.)
2. Foster an Active Learning Environment: Encourage activities that require more than passive note-taking. For instance, presenting students with real-world problems that they have to collaboratively solve can stimulate more active engagement and critical thinking​​.
3. Promote a Culture of Inquiry and Exploration: Create a classroom atmosphere where questions are valued as much as answers. Encourage students to ask why and how, to explore multiple solutions, and to learn from their attempts, whether successful or not.

By adopting these strategies, math teachers can transform their classrooms into engaged, active learning environments, where students are not just learning mathematics but are also developing essential life skills like problem-solving, critical thinking, and collaboration.  

Let's move beyond traditional teaching norms and create math classrooms that inspire and challenge our students.

Additional Resources:
@LearnBitesized created a great resource that walks you through all 14 teaching practices. There is a video to summarize each practice and they do a nice job connecting the practices throughout content areas. 

The demands that are being placed on classroom teachers continue to increase as time passes. I see it and continually search for ways to help decrease the workload and create systems that help teachers efficiently use their time. Magic School AI is the latest tool I have found to reduce teacher workload in a number of areas.  

Magic School AI has over 50 tools that teachers can use when designing instruction, differentiating, and offering feedback to students. (Those are naming just a few of the things the tool can help with.) Look below for all the different ways Magic School AI can support teachers. 

Logging in and experimenting with the tools sent me down many rabbit holes! The tool offers so many ways to differentiate, accomodate SPED students, translate, spiral back through concepts, identify common misconceptions and SO much more! 

The video overview by founder  Adeel Khan gives you a quick glimpse into the power of the tool.

As an example of the assistance that the tool can provide in lesson planning, watch the short video below to see how I move from identifying a learning objective, creating a suggested plan and creating a Demonstration of Learning that students should be able to complete in 10 minutes or less. 

People that are amazing at what they do....I nickname "wizzards", and I think this AI tool has the potential to be a virtual wizzard and create some magic for teachers if used and fact checked carefully.  Give it a try and see what you think! 

Using a timer during a lesson to pace your instruction is a powerful tool.  Below are 4 areas where I consistently see a timer improving the quality of instruction in a classroom.
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1. Streamlining Transitions:  A timer establishes a clear structure, enabling students to anticipate the upcoming switch. By doing so, it enhances classroom management, ensuring swift and organized transitions without wasting precious learning time.
2. Boosting Focus and Time Management Skills: Timers provide a visual and auditory reminder, nudging students to remain attentive and manage their time efficiently. Over time, this consistent practice can improve their intrinsic time management skills.
3. Setting Clear Expectations: Whether it's a group discussion, individual reading, or a writing task, setting a timer makes the duration and expectation clear. This helps students mentally allocate energy and effort to complete the task within the specified time, promoting efficiency and diligence.
4. Promoting Autonomy and Independence: A timer's signal provides students with the cue they need to move on to the next task or wrap up their current activity. This self-guided approach reduces dependency on teacher prompts, fostering a culture of self-management and responsibility.

If you are using a Google Slide Deck learn this quick tip to add a timed slide into your deck with just a few strokes on your keyboard.

Click here to add the Slides Timer Extension to Chrome
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If you are a Canva user and are generating slide decks over there, there is also an easy way to add a timer to your slides in the moment.

Check-out either or both methods and add timers to your instructional design quickly and easily!  

AI tools are revolutionizing the education landscape, and I am excited to dive into the realm of experimentation to learn how these tools can empower teachers! Today, I came across an intriguing tool called Diffit.me, which has the capability to greatly assist teachers in adapting existing materials and generating leveled resources.

Diffit.me is a user-friendly website that allows teachers to easily differentiate their instruction by creating multiple versions of their lesson materials. This means that teachers can provide tailored levels of support and challenge based on the unique needs of each student.

Through differentiation, teachers can customize their materials and resources for students. By leveling texts, teachers ensure that students work with materials that are appropriately challenging yet still within their reach, enabling them to develop the necessary skills and knowledge to meet grade-level objectives. We are only beginning to explore how AI can support teachers in this regard.

Take a moment to watch the two concise videos below and discover the capabilities of Diffit.me.
 Part 1 - Leveling Text (1:36)

Part 2 - Align to a standard and generate resources. (2:05)

As we embrace the potential of AI, it's important to remember that whenever AI tools are utilized, it is crucial to check the generated materials for accuracy. Diffit.me offers educators a way to adapt and generate leveled text and resources in a time effiecient manner that was not possible before AI. Don't miss out on this remarkable chance to harness the power of AI while ensuring the accuracy of the content you deliver!

Give it a try and let me know what you think.