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Teaching About September 11

Jennifer Wagaman — Sun, 04 Sep 2011 16:40:50 +0000

September 11 is a date that all Americans know, and it is an important turning point in American history. Teachers all across the country are preparing for how to teach their students about this important date and the ramifications of the events that occurred that day.

For those still looking for info on teaching, here is a website with information:

Lesson Plans on September 11

Looking for more? There’s a lot available if you do a quick search on google.

Some Principals, one for sure that I know of so I would guess others are in the same position, are not allowing their teachers to mention September 11 this week. This is a very difficult place for teachers to be put in and is similar to issues of religion. A historic event that impacted EVERY American, changed our lives forever and has ramifications to this day should not be ignored or brushed under the carpet in the hopes of avoiding “difficult” conversations.

The truth is this day was very painful for many people and led to a war that has been painful to more people. We should recognize what happened and share facts with our students. It is not our place to pass judgement on what happened but it is also not our place to ignore what happened. Whether you had a loved one die or not, whether you agree with the war or not, whether you have Muslim friends or not, to ignore a major turning point in American history is to do our children a disservice.

Principals, step up and give teachers the right to teach history.

A Quick Look at Differentiated Instruction

Jennifer Wagaman — Fri, 05 Nov 2010 18:50:41 +0000

Differentiated Instruction, or teaching various levels at the same time to a classroom full of students who are learning at different lessons, is a commonly discussed topic in the schools today. The thing that is interesting is that some of the ideas for how to do this seem to lose site of the end goal.

When planning any lesson, it is important to first ask: what is the ultimate goal behind this lesson?

Example One: Differentiated Instruction of Perimeter and Area

So for example – Students will learn how to measure the perimeter and area of a shape. The ultimate goal is NOT that students will simply be able to improve upon prior knowledge. (I am sure everyone will agree there, but surprisingly, differentiated instruction seems to lose this idea). Additionally it is NOT that students will be able to pass a unit test. You might say that the ultimate goal is to pass the state tests, and in one sense that is an ultimate goal. The final ultimate goal is for students to be able to grow up, measure their living room and purchase the correct amount of carpet.

Looking at differentiating instruction for this concept has come a long way from even just a few years ago. It used to be that teachers were told to provide several examples and then allow time to work in small groups so that students who struggled with the concept could have personal time with the teacher to learn a difficult concept.

A New Look at Differentiated Instruction

Now teachers are being prompted to provide a variety of complexities in the problems given. Now for this example, the complexity does not compromise the concept: finding the area of a room that is 5×5 square uses the same formula as finding the area of a room that is 10×32. When it is time to add other shapes to the room, the problem becomes more sticky.

One article I recently read stated that students should be given a list of several questions of varying difficulty and allowed to choose a couple of those to answer, allowing the advanced students the chance at harder questions and slower students the chance at easier questions. The problem is, if the easy problems: a room that is only 5×5, are the only ones answered, then those students who are struggling will never have practice with more difficult problems: a room that has to be divided into three sections in order to figure out the area, for example.

Example Two: Differentiated Instruction for Multiplication

One example given in the article was multiplication. Given a selection of multiplication problems, students who have not grasped double digit multiplication can answer only single digit questions while students who are more advanced can answer more difficult double digit multiplication.

My question – when does the slower student learn double digit multiplication? And if your ultimate goal is that state test, how does that slower student have a chance at passing when they are always given the option of a simpler problem? Lose the problem sets and bring back individualized attention, please!

Do not Differentiate Your Instruction…or Should You?

Jennifer Wagaman — Fri, 17 Sep 2010 17:45:18 +0000

After reading a post on the Pennington Publishing Blog, I started to thinking about learning styles. While I agree with much of what Mr. Pennington says, I wanted to take a moment to comment on each of his points about why we should not teach to student’s learning styles.

Oversimplification of how the brain works shouldn’t impact our teaching. The argument here is that those who try to explain how the brain works through multiple intelligences or learning styles are oversimplifying a complex matter and thus differentiated instruction is useless. I’m sorry, but that doesn’t make sense to me – if I oversimplify how a car engine works by saying I put gas in the tank and it makes the car go, does this mean I shouldn’t bother pushing the pedal to change my speed? Teaching based on oversimplified understanding of the brain is at least something.
The research doesn’t show improved results with differentiated instruction in the three learning styles. Gee, if it were that easy we wouldn’t have a problem with the public school system, would we? Mr. Pennington himself says that there are too many variables to make a “statistically significant conclusion” regarding how to teach.
It is important for all students to practice even weak areas of learning. This is 100% true. Although that said, I am not sure that proves anything. Any teacher would agree that a student who is auditory, for example, should also learn to write. It would be impossible for any teacher to only teach individual students in their particular learning style.
Focus on the content of instruction rather than the mode. This is a key point that while valid doesn’t prove anything regarding learning styles either. It is true that students need to be taught content. In fact, this is a huge issue because there is so much testing and other “stuff” thrown into the school day that many teachers have a tough time teaching all of the content necessary to the point that the child is competent in the new information. If the how of instruction is overtaking the what, there is a problem, but that said, the best teachers are the ones whose mode of instruction allows for more content to be taught.
Differentiating instruction puts limits on kids because it places them in predefined categories. While this may very well be true for many or even most teachers, this is not a reflection of learning styles. The best teaching method is one that includes each modality of learning so that all children can learn the material in both their areas of strength and weakness.

Conclusion? Learning styles may be oversimplified but they help teachers understand a little about how a child learns. A child’s brain is not a blank slate to be filled with whatever information the teacher deems appropriate. While the research may not support it, teachers believe it, so instead of attempting to debunk differentiated instruction and explain how wrong it is to teach that way, teachers should instead be taught how to do it right.

Free Lesson Planning Resource

Jennifer Wagaman — Thu, 04 Mar 2010 14:06:27 +0000

Teachers, check out Lesson Pathways, a free online resource with 900 weekly lesson plans that can be used as a stand alone curriculum for grades k-5 or as a supplemental source.

Find lesson ideas for science, history, reading/phonics, math and language arts.

Lesson plans organize activities found on the internet to create a thorough look at each topic and can provide excellent resources and ideas for supplementing the school curriculum.

Additional information for homeschoolers is prolific on the site as this is a great resource for homeschool families wishing to use the lesson plans for their home school curriculum.

Find out more at Lesson Pathways.

Three Things All Teachers Should Know

Jennifer Wagaman — Wed, 13 Jan 2010 19:41:10 +0000

Teachers enter the classroom with numerous bits of advice and countless tricks up their sleeves, but when it comes down to it, the advice and tricks will only take them so far. Here are the three things that all teachers need to know before setting foot in their classroom.

1. Lesson planning is important.

In fact, lesson planning is so important it will effect classroom management, student achievement and teacher effectiveness. Learn how to plan a lesson from start to finish: Lesson Planning Tips

2. Having a thorough classroom management plan is vital.

Many teacher preparation programs train new teachers to avoid discipline issues though proactive management – walking around the classroom, high interest lessons, caring about students and so on. The actuality of teaching, though, is not quite so idealistic. In fact, classroom management is often one of the top most difficulties that teachers face. Learning how to manage a classroom full of students starts with a well thought through classroom management plan. Learn all you need to know about classroom management: My Classroom Management

3. Love each student where he or she is.

A college professor once told me that the student who drives you the most nuts is the student who needs you the most. Indeed, in today’s society, parents are leaving more and more up to the teachers and this results in students who need love, attention, respect, boundaries and simply someone to care about who they really are – faults and all. Remember when students continue to act up that very often they are simply being children and while we need to teach them how to act and interact with others, we need to also love them as they are.

Inventory of Paraprofessional Skills

Jennifer Wagaman — Fri, 18 Dec 2009 20:56:26 +0000

When working with a paraprofessional it is important to have set tasks for her to complete to help the teacher accomplish her job. Here is a simple list to help start discussions on what tasks the paraprofessional should complete each day.

Instructional Support:

Reinforce skills already taught by the teacher
Read to students and listen to students read
Supervise student work
Modify materials as needed and as directed by teacher
Assist students
Accompany students to library and assist book choice

Diagnostic Support

Correct and grade assignments
observe and record academic and social behaviors
Administer informal assessments such as unit tests

Behavior Management Support

Provide positive feedback to students
Provide earned reinforcements and monitor progress on behavior plans
Supervise time out and assist student who are stressed

Classroom Organization Support

Make instructional games and learning centers as directed by teacher
Monitor students at learning centers
Create and put together bulletin board displays
Locate any necessary instructional materials

Paperwork Support

Duplicate any necessary materials
Take attendance
Record grades as directed

President Obama Wins 2009 Nobel Peace Prize

Jennifer Wagaman — Fri, 09 Oct 2009 12:26:21 +0000

The announcement this morning that President Barack Obama won the 2009 Nobel Peace Prize came as a shock to many. This is the first time that a sitting President has been awarded this prestigious prize and Obama spokesman said that the President is humbled.

Find lesson ideas for teaching students about the Nobel Peace Prize.

Extension Ideas for Lesson on Obama’s Speech

Jennifer Wagaman — Thu, 03 Sep 2009 11:14:00 +0000

On September 8, 2009, President Obama will be speaking live to the students of the Nation. This is a highly controversial event, but one that teachers can take advantage of. It seems from the information provided, that President Obama will be speaking about goal setting for the school year, and striving to meet those goals. After the speech is over, how can teachers take this speech and provide extension activities for students?

Extension Activities for Obama’s Speech

Have students write an essay about one specific goal that they have for the school year. They should include details as to why they have this particular goal and exactly how they plan on meeting this goal.

Students can work together as a class to create a list of “class goals” much like teachers allow students to create “class rules“. Have students share lots of ideas for goals and then condense them into 3-4 really important goals. Once these are decided on, write them on a large piece of paper and have all the students sign the paper, promising to try their best to meet these goals.

Students can create a piece of artwork (coloring, painting, tissue paper art, etc.) that shows the outcome of meeting goals for the school year. Knowing what they are shooting for in the end will help to motivate them to work hard towards that goal.

For lesson plan ideas on preparing students for the speech as well as information on how to listen to the speech, visit Lesson Plan for Obama’s Speech to Students.

Read more extension ideas that will help teachers use President Obama’s speech to bring more appropriate student behavior to the classroom.

Teacher Appreciation Week

Jennifer Wagaman — Wed, 15 Apr 2009 18:39:48 +0000

May 4-8 is Teacher Appreciation Week and Learning A-Z.com is celebrating by allowing all teachers the opportunity to use their resources free of charge for the entire week. This will provide teachers unlimited downloadable free resources for use in their classrooms.

Take advantage of this great opportunity and register now!

What is Worth Reading?

Jennifer Wagaman — Wed, 15 Apr 2009 11:49:54 +0000

Education… has produced a vast population able to read but unable to distinguish what is worth reading.
- G. M. Trevelyan

How sad this truth is! While there is still some argument that we are not yet adequately teaching students how to read, the lessons on what is worth reading are not thought of at all. How can you be sure to teach students how to read and still distinguish what is worth reading? Here are some ideas:

Create a classroom library full of worthwhile books.
Read aloud to your students every day from a good book
Create a “suggested reading list” for students to read over the summer
Have class discussions on why some books are worth reading and why some aren’t

This should be just one part of an entire reading focus in your classroom. For additional resources on having a robust reading program in your classroom:

How to Teach Reading

Reading Activities in the Classroom

Reading Lessons