<![CDATA[The Curious Educator

<![CDATA[The Curious Educator - Blog]]>Mon, 20 Apr 2026 05:16:40 -0500Weebly<![CDATA[Speaking and It's Role in Learning -It's Bigger Than You Think!]]>Thu, 27 Nov 2025 13:02:45 GMThttps://www.curiouseducator.com/blog/speaking-and-its-role-in-learning-its-bigger-than-you-thinkSometimes a short video can lead to a lot of deeper thinking. Brené Brown led me there this morning when she shared her thoughts on the skill sets students will need in the future, skills rooted in curiosity, systems thinking, emotional awareness, and the courage to navigate uncertainty.

It allowed me to reflect on a question I come back to often:
How do we move our most vulnerable students in this direction, especially those who are behind in reading and math, learning English, and have never felt academic success?
The answer is not found in more compliance, quiet classrooms, or stacks of worksheets. It starts with giving students the tools to think in ways that build confidence from the inside out.

Speaking is the bridge to reading.
Reading is the bridge to writing.
Confidence grows across all three.

This is not limited to English or Social Studies. It applies directly to math, science, and every setting where students are making sense of complex ideas. When students, particularly those learning English or with significant gaps, are encouraged to notice what they see, ask questions, explain their reasoning, and talk through their confusion, the learning experience shifts.

Speaking helps them process the language of the task.
Reading becomes accessible because they understand the ideas behind the words.
Writing becomes a natural extension of their thinking.

Confidence grows because they hear themselves making sense of academic content.
For a student who has never felt successful in school, this matters. They do not need perfection; they need entry points. They need to feel safe enough to take a risk. They need structures that help them build grounded confidence rather than perform surface-level correctness.
Since growth is so rooted in speaking, my thoughts shift to the classrooms where I hear the least speaking, our math classrooms. Students in math are already doing a tremendous amount of reading every day: reading symbolic language, reading visuals like graphs and tables, reading directions, reading examples, and even reading the thinking of their peers. Yet so often they do all of that reading silently, without a space to process or make sense of it out loud.
How do we move toward math classrooms where students are encouraged to think out loud, test ideas, and make sense of problems with their peers? How do we shift from quiet compliance to active reasoning? For us, that next step means intentionally designing routines that let students talk through the math they are reading, represent their thinking, and build confidence step by step. Our most vulnerable learners deserve classrooms where their voices are part of the mathematics, not separate from it.

The next question becomes how we intentionally build speaking opportunities into our math classrooms, especially for students who need them most. That deserves its own focus. My next post will look closely at what speaking actually looks like in math and how it helps students close gaps and build real confidence.

]]><![CDATA[When Our “Turn and Talks” Don’t Work—and What We Can Do Instead]]>Sat, 12 Apr 2025 20:37:09 GMThttps://www.curiouseducator.com/blog/when-our-turn-and-talks-dont-work-and-what-we-can-do-insteadAfter spending time in classrooms across grade levels and content areas, I noticed something consistent—and concerning. During “turn and talks,” some students jumped right in with their partner. But others, especially our emergent bilingual students, sat quietly, unsure of what to say or how to begin. Too often, those students were invisible in the conversation, and teachers seemed at a loss as to how to get students involved in conversations.

What I have learned this year is this isn’t a case of disengagement—it’s a case of missed structure. Without the right support, the right lead-up, and the right expectations, students can be left out or behind.

I started searching for a better way to structure student conversations—something that would increase engagement, especially for students learning English, and help teachers feel confident that every student was participating in meaningful talk.
That’s when I found QSSSA, ( QSSSA: The Essential Method for Structuring Conversations in All Classroom ) a structured routine that completely reframes how we think about student discourse.

QSSSA is a five-step strategy that gives students the support they need to think, speak, and engage in academic conversations. It works in any classroom—whether you're teaching Algebra 1, World History, Biology, or 2nd grade reading.

Here’s how the structure works—and more importantly, what teacher moves I think make it work along with a few tips I have seen teacher use.
Q – Question
Teacher Move: Be intentional.
Craft an open-ended question before the lesson. This isn’t a spur-of-the-moment check for understanding. It’s a thoughtfully designed question that pushes students to think critically and use content-specific language.

Tip: Post the question where students can see it. Reference it throughout the discussion to keep focus and clarity. If there are vocabulary terms you want students to use, embed them in the question.
Examples:

What evidence from the text supports your idea?
Based on the data, what patterns do you notice?
Why was that character’s decision important to the outcome?

S – Signal
Teacher Move: Expect full participation—and wait for it.
This step is easy to skip when you're pressed for time, but it's where equity begins. Ask students to show a nonverbal signal (thumbs up, “thinker’s pose,” hands on hips) when they're ready to respond. Then wait. Don’t call on anyone until everyone signals. This wait time is critical, especially for students who need time to process, translate, or build their confidence before speaking.

Tip: Narrate your observations positively: “I see lots of thoughtful faces... just a few more thinkers left.” Students learn you value thinking time, not just quick answers.
S – Stem
Teacher Move: Model and rehearse the language.
Give students a sentence stem to start their response—and then model how to say it. Repeat it together. Build in a choral response. This is especially helpful for students building fluency, but honestly—it helps everyone organize their thinking.
Examples:

I noticed ___, and I think that’s important because…
One connection I made was…
I solved this problem by first ___, then ___.

Scaffold further: Provide a word bank or visual if needed. This move ensures students have the tools they need to participate successfully.
S – Share
Teacher Move: Set clear expectations—and teach the structure.
Now it’s time for students to talk. But don’t just say “turn and talk.” Tell them how to share.
Who goes first? How long will each person speak? What should they do if their partner finishes early?
Tip: Demonstrate a quick “partner talk” with a co-teacher or student. Show how to face each other, take turns, and build off one another’s ideas. Normalize what academic talk looks and sounds like.
This structure helps quieter students feel safe and helps talkative students know when to pause. While they share, walk the room. Listen. Take notes. Capture strengths, misconceptions, and language use to inform your next move.
A – Assess
Teacher Move: Hold everyone accountable—with grace.
After students have shared, assess their thinking. You might randomly call on a few students, ask for volunteers, or have everyone jot down a written response.
What matters most is that students know they’ll be expected to show what they thought about—not just the one student who always raises their hand.
Tip: Use phrases like:

“Let’s hear a few different perspectives.”
“Take 30 seconds to jot down what you said, or what your partner said that you want to remember.”

This step reinforces that student thinking is visible, valuable, and part of the learning process.

Why I believe QSSSA Works—When We Make the Right Moves, QSSSA isn’t just a routine—it’s a way to shift the culture of your classroom. It helps us move from one-student-at-a-time questioning to all-students-engaged learning. But what makes it truly powerful are the teacher moves behind the scenes:

If you’re ready to move beyond “turn and talk” and toward real, inclusive, academic conversations, QSSSA is a strategy worth trying.
If you try it in your classroom, let me know how it goes—or share it using #QSSSA. I’d love to hear what your students are saying.

]]><![CDATA[5 ways to Apply Brain Research to Engage Students: Brain Synchrony]]>Mon, 21 Oct 2024 00:05:04 GMThttps://www.curiouseducator.com/blog/5-ways-to-apply-brain-research-to-engage-students-brain-synchrony

A friend recently recommended a podcast episode titled Brain Synchrony: How to Leverage Neuroscience to Engage Students. It left me reflecting on our untapped power as teachers to harness our students’ brains for deeper learning. Brain science isn’t just for labs or research papers—it’s something we can use daily in our classrooms to make learning more effective, engaging, and fun.

One of the key takeaways from the episode was the idea of “brain synchrony.” Brain synchrony occurs when the brainwaves of individuals are aligned, which can lead to greater connection and engagement. In a classroom, this means that when a teacher effectively engages students, their brainwaves may actually sync up with their students', amplifying focus and attention. It sounds almost magical, but it’s all based on solid neuroscience. Reflecting on my learning, I also can see how moments of connection and collaboration lead to giant leaps in my learning.

How Does Brain Synchrony Apply to Our Classrooms?Imagine you’re giving a lesson on a challenging topic—maybe it’s a complex math concept or a deep dive into literature. You notice students zoning out or distracted. Traditional teaching methods—just talking through slides or assigning reading—don’t always hold their attention. That’s where brain synchrony comes in. If we can align our teaching methods to encourage engagement, we tap into a biological response that can help them connect with the material on a deeper level.

So, how can we leverage this neuroscience in our day-to-day teaching? Here are a few practical examples:

1. Use Rhythm and Repetition
Research shows that rhythm and repetition can trigger brain synchrony. This might look like incorporating chants or rhythmic cues during instruction in a classroom. For example, when introducing a new formula in Algebra, turn the steps into a short rhythmic phrase that the class repeats together. Repetition is already key to learning—but layering in rhythm can prime the brain to engage more fully. I haven’t really seen this a lot in classrooms, but I have seen how strong voices and intuition draw students into the learning.

2. Incorporate Collaborative Learning
One of the most interesting points from the podcast was how synchrony happens not just between teacher and students, but between students themselves. Group work and peer discussions create opportunities for this. In a history class, instead of individual research on a historical figure, pair students up to debate that figure’s impact on society. The act of listening and responding in real-time encourages synchrony, driving deeper engagement and better retention of the material. I have seen this happen and I have seen this fail miserably when authentic conditions to collaborate are not established.

3. Mindful Pauses for Reflection
Another method discussed in the podcast was the importance of pauses and reflection. We often rush through lessons, eager to cover every point. However, intentional pauses allow students’ brains to process information and fall into sync. After discussing key concepts, you could build in a few moments of silent reflection. For instance, ask students to pause, reflect silently for a minute after a literature analysis, and then share one new insight. These pauses help recalibrate focus and promote more meaningful conversations.

4. Storytelling to Create Emotional Connections
The power of stories to create connection—and thereby synchrony—cannot be understated. Whether a personal anecdote or a story that brings a lesson to life, storytelling can engage students on a neural level. As the teacher, you are the conductor of this engagement, and by narrating a powerful story that relates to the lesson, you can “sync” the class into the emotional core of the topic.

5. Use Movement
Physical movement can also help align brainwaves. Something as simple as standing up, stretching, or moving to different parts of the room during a lesson can refresh focus and encourage brain synchrony. In a high school English class, you might incorporate this during a reading discussion. As students share their thoughts, have them move to different parts of the room depending on their interpretation of the text—this not only energizes them but fosters engagement and cognitive alignment. Several resources come to mind around movement:

The beauty of neuroscience is that it gives us deeper insight into how students’ brains work—and, ultimately, how we can help them learn better. Brain synchrony offers us a tangible way to increase engagement by creating connections between teacher and student, as well as between students. As teachers, we can use these strategies to foster a classroom environment where students are more focused, connected, and ready to learn.

The next time you plan instruction, think about incorporating rhythm, reflection, collaboration, or movement to tap into the natural synchrony our brains crave. Your students might just surprise you with how much more engaged they become.
I encourage you to listen to the podcast, too. Brain Synchrony: How to Leverage Neuroscience to Engage Students More Effectively

]]><![CDATA[From Daily Practice to Final Review: What Research Says About How We Spend Instructional Time?]]>Sat, 14 Sep 2024 12:58:50 GMThttps://www.curiouseducator.com/blog/from-daily-practice-to-final-review-what-research-says-about-how-we-spend-instructional-timeWhile 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.

2. Daily Warm-Ups + Teaching Up Until the Test
In contrast, incorporating review into daily warm-ups while continuing to teach new material has its own research-backed benefits:

Interleaving Practice: When students encounter a mix of new content and review questions regularly, they are forced to switch between different topics. Research on interleaving suggests that this practice helps students learn how to apply their knowledge flexibly, improving long-term retention.
Cumulative Learning: Daily review helps reinforce previously learned material while learning new concepts. This reduces the likelihood of forgetting and avoids the “all-at-once” feeling that can come with a single review day.
Retrieval Practice in Context: Using warm-ups to review not only strengthens retrieval but also helps integrate new and old material, giving students a more comprehensive understanding of the course content.
Maximizing Instruction Time: Teaching up until the day of the test ensures that no instructional days are lost, making the most of class time, especially in fast-paced curricula.

Which is Better?
Research suggests that a combination of both approaches is often most effective. Daily review through warm-ups promotes consistent retrieval and reinforcement of key concepts, while a dedicated review session offers focused time to address misconceptions and prepare mentally for the test. This hybrid model balances the advantages of regular practice with the cognitive benefits of spaced and targeted review sessions.

Key Takeaway
A well-rounded strategy that incorporates brief, consistent review during warm-ups along with a final, structured review session tends to produce the best results for long-term retention and student success in summative assessments. I'll also add the structure and quality of the full day review period matters.

References:
1. Spaced Retrieval Practice

Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27.
- This study demonstrates that spaced retrieval practice, or regularly revisiting material, enhances long-term retention. Incorporating review in daily warm-ups aligns with this principle by helping students continuously recall and reinforce their understanding.

2. Interleaving Practice

Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35(6), 481-498.
- Rohrer and Taylor’s research on interleaving practice, where students encounter a mix of topics rather than focusing on one at a time, shows that alternating between new content and previous concepts during warm-ups improves problem-solving skills and flexible thinking.

3. Error Correction and Feedback

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
- This meta-analysis highlights the importance of feedback in the learning process. During a full review session, teachers can provide immediate and targeted feedback, correcting misconceptions and improving student performance, which aligns with the benefits of a dedicated review day.

4. Cognitive Load Theory

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.
- Sweller’s Cognitive Load Theory suggests that students benefit from reducing cognitive load during complex problem solving. A dedicated review day can reduce the cognitive demands on students by focusing on mastering existing content rather than introducing new material before an exam.

5. Spaced vs. Massed Practice

Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354-380.
- This comprehensive review of distributed (spaced) versus massed (cramming) practice supports the notion that spreading out review, as in daily warm-ups, is more effective for long-term learning than massing practice in a single session.

6. Retrieval Practice

Agarwal, P. K., Bain, P. M., & Chamberlain, R. W. (2012). The value of applied research: Retrieval practice improves classroom learning and recommendations from a teacher, a principal, and a scientist. Educational Psychology Review, 24(3), 437-448.
- This article provides evidence for the benefits of retrieval practice—especially frequent, low-stakes quizzes or reviews in the classroom, which directly aligns with daily warm-up reviews.

Using these sources, you can build a strong research-based argument for the combined approach of daily warm-ups and a final review day as an optimal strategy for math test preparation.

]]><![CDATA[Embracing Core Values: A Three Decade Journey in Education]]>Fri, 26 Jul 2024 20:09:14 GMThttps://www.curiouseducator.com/blog/embracing-core-values-a-three-decade-journey-in-education

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.

A commitment to lifelong learning is crucial for both educators and students. Staying curious and continuously seeking new knowledge and skills enables us to adapt to changing educational landscapes and meet the evolving needs of our students. Encouraging a love for learning in our students and teachers prepares them to be resilient and adaptable in an ever-changing world. #Adaptable

Effective communication is the cornerstone of any successful experience. It involves not only the clear exchange of information but also active listening and empathy. Building strong communication channels with students, parents, and colleagues fosters a culture of transparency and trust. By prioritizing open and honest dialogue, we create an environment where everyone feels valued and heard. #Empowering

Collaboration is essential for innovation and problem-solving in education. Working together with colleagues (both near and far), students, and the broader community allows us to leverage diverse perspectives and expertise. Through collaborative efforts, we can develop more effective teaching strategies, address challenges, and create a supportive network that enhances the educational experience for all. #BetterTogether

Leadership in education is not just about holding a position of authority; it's about inspiring and empowering others. Effective leaders model the values they wish to see in their communities and create an environment where everyone has the opportunity to lead and make a positive impact. By nurturing leadership qualities in ourselves and our students, we foster a culture of empowerment and responsibility. #Impactful

Building strong, positive relationships is at the heart of a successful educational experience. Relationships based on mutual respect, trust, and care create a supportive and nurturing environment where students feel safe to take risks and express themselves. Investing time and effort into building these connections enhances the overall well-being and success of our school community. #Connection

While reflecting on these values, I am reminded of the profound impact they have on my career and the lives of those I have had the privilege to teach and work with. I also see the influence of the leaders I have worked with and the impact they have had on my development as a leader and educator. As we continue to navigate the complexities of education and this changing world, these core values will remain essential in guiding my efforts and ensuring that we create inclusive, dynamic, and thriving learning environments that value people. In 2018 I wrote, "As a school, our greatest asset is the people that walk through our doors every day. If as adults, we commit to continue to learn and serve our students in better ways, we can't help but get better." Six years later, I am proud of where my journey has taken me and the values that are at the core of my work!

Have you identified your core values?

]]><![CDATA[Empowering Learning: 10 Scaffolding Strategies for Classroom Success]]>Wed, 31 Jan 2024 11:56:30 GMThttps://www.curiouseducator.com/blog/empowering-learning-10-scaffolding-strategies-for-classroom-successIn 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:

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.
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.
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.
Visual Aids: Use charts, graphs, diagrams, and other visual aids to represent ideas and relationships. Visuals can make abstract concepts more concrete and understandable.
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.
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.
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.
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.
Presenting Common Misconceptions Up Front: Let students know where learners often get confused or make mistakes before they even start working on their own.
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.

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. 😊

]]><![CDATA[Redefining Success: How Randall Stutman's Approach Can Transform Your First Attempts into Wins]]>Sun, 21 Jan 2024 12:41:11 GMThttps://www.curiouseducator.com/blog/redefining-success-how-randall-stutmans-approach-can-transform-your-first-attempts-into-wins

I woke up this morning and read a thought-provoking quote by Randall Stutman. Stutman's quote, “You’re only as good as you’re willing to be bad…” made me pause and reflect.

The first part of the quote, "You're only as good as you're willing to be bad" provokes a thought about the correlation between our willingness to be bad and our potential for greatness. This statement implies that our capacity for growth and improvement is directly tied to our readiness to perform at a level that isn’t there yet. It's a call to step out of our comfort zones and dare to be vulnerable and put something out there for others to see to become good. Seth Godin calls this “shipping.”

“The fact that you’re not going to be good at something or that you’re going to fail at something—that’s OK.” This second part of the quote reaffirms that it's perfectly fine to not excel at everything we try. Failure is an integral part of the learning process. It's through failing that we identify our weaknesses, learn from our mistakes, and improve. Stutman encourages us to embrace failure, rather than fear or evade it.

The quote concludes with, "because you're never going to get good unless you're willing to be bad." This statement reinforces the idea that mastery comes with practice, and practice often involves a lot less than perfect attempts. It's a reminder that everyone starts somewhere, and no one achieves greatness without first being less than stellar. It encourages us to persist and keep trying, even when we're not there yet. Attaching the word “draft” to work for me often helps me get over the hurdle of sharing something. I have learned that a "draft" is a great place to share initial work for feedback and get help cleaning things up.

Through his quote, Randall Stutman teaches us a valuable lesson about embracing failure and the process of learning. It's a lesson about patience, persistence, and the courage to try, fail, and try again. It's a mindset that can be applied to any area of life, whether it's learning a new skill, starting a new project, or stepping into a new role. This is a lesson that I wish I had learned when I was much younger, and used throughout my parenting journey as well.

So, the next time you find yourself fearing failure or doubting your abilities, remember Stutman's words. Try new things, be vulnerable to shipping your work, and with everything remember better is better.

NOTE: The image that was used to share the quote for this blog post was created in Canva. After searching for an image I wanted to use to go along with the quote and not finding one, I used the Magic Media Tool. It got me a lot closer to the image I had in my head than anything a search engine could show me. Below are three other images it generated too. If you haven’t experimented with image generation in AI, give it a try!

]]><![CDATA[Thinking Routines in the Math Classroom and Beyond]]>Sun, 19 Nov 2023 22:28:16 GMThttps://www.curiouseducator.com/blog/thinking-routines-in-the-math-classroom-and-beyond

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

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.
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.
Practice Regularly: Integrate thinking routines into daily lessons. Consistent practice helps students internalize the process and apply it independently.
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.
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

]]><![CDATA[Three Steps Toward Igniting Curiousity in the Math Classroom]]>Sun, 19 Nov 2023 21:39:59 GMThttps://www.curiouseducator.com/blog/three-steps-toward-igniting-curiousity-in-the-math-classroom

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

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.)
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.
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.

]]><![CDATA[Magic School AI - Over 50 AI Tools for Teachers]]>Sat, 09 Sep 2023 19:39:49 GMThttps://www.curiouseducator.com/blog/magic-school-ai-over-50-ai-tools-for-teachersThe 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!

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