“It's like having a second teacher in my classroom.” ~ a teacher describing Byrdseed.TV
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After looking at dozens of lessons folks sent in, I came up with three big ideas to address.
So your students can identify a story’s problem and solution. Then what?
Rather than just learning about one structure, let’s climb Bloom’s and think more deeply.
A big, impressive product doesn’t mean that there was big, impressive thinking.
While “engagement” is fun, it shouldn’t be our main goal.
Why just “identifying patterns” isn’t deep enough.
How to use a classic to revamp a study of context clues.
Go beyond merely explaining strengths and weaknesses and get students thinking in interesting ways.
The word “Create” can mask low-level tasks. Here’s why I avoid using it in objectives.
A high level of thinking in math also requires the support of thoughtful scaffolding.
Comparing fraction strategies? Let’s take it even further!
