Professional Development
Starting with grade-level material and trying to extend up is a fool's errand. It's SO much simpler to aim high and scaffold down.
After looking at dozens of lessons folks sent in, I came up with three big ideas to address.
The word "Create" can mask low-level tasks. Here's why I avoid using it in objectives.
So many of us say, "I want to challenge my students!" But, would you want a job that you describe as "challenging"?
What separates difficulty from complexity? And why do complex tasks lead to much more natural differentiation?
My early lessons didn't even have objectives, let alone good objectives! Here's how to build four-part, differentiated lesson objectives.
High-level questions on their own simply aren't enough. We must create sequences of questions!
Depth and Complexity is a powerful, but often misunderstood, framework for teaching students to think more like experts.
How can we ask questions that make students think rather than just remember?
How much time do students get to think? How much time do students need to think? How can we bring those into alignment?
Students who breeze through school may run into problems in college.
Here's how Joelle Trayers gets even her youngest students ready to think in unexpected ways.
Universal Themes are an easy way to connect lessons, units, and content areas, even going across grade levels, and into students' personal interests.
Combine higher levels of Bloom's Taxonomy with the prompts of Depth and Complexity!
Adults can limit anxiety by implementing the Five Question Rule.
Here's how one teacher uses inductive thinking to help students respond to literature.
Rather than giving students rules to apply to websites, let them analyze websites to create rules.
With inductive thinking, students will work from parts to whole, discovering big ideas along the way!
Adults can learn to help students reduce anxiety with the tool Worry Time.
Here are a bunch of ways to quickly practice creativity with your students for zero dollars.
How to go deep into conflict using the Content Imperatives.
We think of gifted kids as only having academic needs, but - in their own words - they also have many needs of the heart.
Even our youngest students can learn to think from multiple perspectives!
Cindy Phan shares her method of introducing watercolor to students using a mosaic technique.
In a Concept Attainment lesson, we give students examples and non-examples of a concept -- without telling them what that concept is!
Who would win in the Tournament of Least Useful Geometric Shapes or Bravest Shakespearean Characters? Create an academic tournament and watch your students' brains sweat!
How can our students be so different? And how can we help them to understand themselves and each other better.
Take direction instruction beyond a monotonous practice of the same skill over and over.
Ask students to go beyond "I don't like it" and form critical opinions based on a set of criteria. Students can produce written arguments or turn their opinion into oral presentations.
Math is a particularly tricky subject for asking higher-level questions. Here are a couple of techniques I've used to prompt students to think, not merely calculate.
Why being good at many things can be a bit of a burden.
Use these puzzling images to build a classroom culture that is comfortable with curiosity, ambiguity, and taking intellectual risks.
Melanie Bondy explains how compacting will help you to “shrink the curriculum” and give students opportunities to use their time more effectively.
What if your students designed your classroom layout?
How I accidentally discouraged curiosity in my classroom.
When differentiating, most teachers simply start in the wrong place!
In some areas, a student may be shockingly advanced, while in others… surprisingly average. This is asynchrony in action.
Learn to lead a lesson that is built entirely on student curiosity.
What separates our on-level writers from our advanced writers?
Is creating nine, two-sentence tasks really an effective way to differentiate?
I spent about a decade making some pretty major mistakes in my use of depth and complexity.
A delightfully ambiguous framework that is quick to prepare, but can last forever!
Why buy premade posters when you can show off your students' thinking about Depth and Complexity?
Let's see a few examples of how Depth and Complexity slides nicely into any graphic organizer.
Melanie Bondy, of Mine Vine Press, explains how to accelerate curriculum for your advanced students.
Do you know a student who's a little bit… intense?
Know any kids who, despite their brilliant minds, have a bit of a hard time keeping things in order, turning things in on time, or remembering to put their names on their papers?
Learn to use the Content Imperatives, a set of five additional tools that work with Depth and Complexity.
Here's a simple task that will add complexity to any content from any grade level!
As a new teacher, I only knew one model of instruction: Direct Instruction. I was like a chef who only knew how to deep fry!
A few quick tips on how to better use graphic organizers to support higher-order thinking.
Just because a task is "creative" doesn't mean students are at the top of Bloom's Taxonomy.
What would it be like if students graphed characters from stories? Historic leaders? Elements from the period table? Objects in space?
Rather than just learning about one structure, let's climb Bloom's and think more deeply.
Here's how you can move from merely "summarizing a text" to a high-level task that culminates in synthesis.
How knowing your material well easily becomes a curse… and what to do about it!
What would the pie chart look like for these three situations: the teacher asks the students, a student asks the teacher, or a student asks another student a question? I can tell you my pie chart would have been very lopsided.
A high level of thinking in math also requires the support of thoughtful scaffolding.
Some kids are exposed to a wide range of classic art, music, and films at home and others aren't. Let's even the playing field by quickly integrating classics into our lessons.
Giving a definition just doesn't cut it! Use the Frayer Model to explain (and assess!) vocabulary.
So students can identify a simile, metaphor, and hyperbole. What next?
Why just "identifying patterns" isn't deep enough.
Fixing an under-developed (but interesting) task that was originally part of a choice menu.
Want your students to ask better questions? Why not train them to inquire!?
I update an old question about conflict and character change in the story Hatchet.
Analyze is like a gateway that connects the lower- and higher-levels of Bloom's. But make sure you're truly asking an Analyze-level question!
While "engagement" is fun, it shouldn't be our main goal.
How to improve questions at the "evaluate" level of Bloom's Taxonomy.
Comparing fraction strategies? Let's take it even further!
Here's how I got better at using the Think Like An Expert technique.
How can you tell if your students' social-emotional needs are being met on your campus?
A collection of helpful tips about differentiating through pre-assessment.
So your students can identify a story's problem and solution. Then what?
How to memorize the countries in Africa, the Japanese writing system, or a deck of cards.
What will my students do after they've named the story's genre?
How I'd upgrade a dull "which one is better" question.
How I'd update a low-level, overly engaging math question.
Lisa explains how Log Cabin Living changed her classroom environment. Sort of.
When should teachers take the time to build an advanced version of something? And when should they just let students move along?
For too long, I let my students turn in blah Big Ideas. Here's how I fixed it.
This task is all about the product, but completely ignores how students will think.
Go beyond merely explaining strengths and weaknesses and get students thinking in interesting ways.
How I'd break down and rebuild a task about judging a volcano.
How to use a classic to revamp a study of context clues.
A big, impressive product doesn't mean that there was big, impressive thinking.
This math puzzle wasn't so puzzling. What went wrong?
You're implementing Depth and Complexity, but how do you know if you're doing it well? Five things to look for.
How do you know, when you're walking through a class, whether the students are receiving appropriate work?
Student products give an instant glimpse into whether differentiation is happening on your campus.
Let's fix these nine, underdeveloped discussion questions!
Why was I asking five, unrelated, low-level questions in a row?
Rather than just "paraphrasing" a poem, what if we did a cover version?
I'd show a quote and then ask, "What does this quote mean?" And that was it!
When we want students to memorize two terms, we actually shouldn't aim for memorization!