Great post! Interlocking lessons are key. I’ve obsessed for years about deliberate sequencing.
For instance, when I teach dialogue, it’s always an extension of speech. We practice basic dictation, then play style scripting, then introducing quotations.
That said, you’re exactly right that absences kill it. This year I’ve been ditching PowerPoints for infographics, which has started helping the problem.
Oh, very curious about what infographics as a baseline communication tool look like as a teacher!
For me, the shift from PowerPoints to Slide Decks has helped a lot with digital organization—so much easier to hyperlink everything + update throughout the unit and then, ultimately, the entire course (and then to duplicate/edit in future years)
I never profess to have the great ideas, but the books Dual Coding with Teachers and Organize Ideas by Oliver Caviglioli gave the encouragement and how-to. Of all things, I use PowerPoint. Matt Miller had a great video on it, where he suggested the Noun Project for icons.
Coincidentally, I've been sketching out a post on the topic. 😂
First, the minute I saw the word Spalding I thought, Toby! What a way to pay tribute. Also, so much gold in here, and the thoughtful way in which you plan lessons and ideas....even if there are days where one or all of these are not sustained, you have moved along the continuum. I think your students have already benefitted. Wondering to what extent they know they why of some of these moves? Because, I am thinking that you reference how fast paced their lives are. Do they know that you are modeling ways to slow the pace and engage in the thinking? What a gift.
Appreciate this comment! (And yes, the unspoken Toby tribute is a daily joy in my room, haha.)
I do in fact try to be transparent about reasoning behind changes in the classroom itself, including sharing with students why we are adjusting the way we are—especially around the "interlocking" shift (since I do have a handful of students who had me last year for sophomore English and might notice the shift). Do I think they all internalize it fully? Of course not, but I think it's important to be open about reasoning behind my choices, especially when I'm frequently asking them for feedback on them.
Great post! Interlocking lessons are key. I’ve obsessed for years about deliberate sequencing.
For instance, when I teach dialogue, it’s always an extension of speech. We practice basic dictation, then play style scripting, then introducing quotations.
That said, you’re exactly right that absences kill it. This year I’ve been ditching PowerPoints for infographics, which has started helping the problem.
Oh, very curious about what infographics as a baseline communication tool look like as a teacher!
For me, the shift from PowerPoints to Slide Decks has helped a lot with digital organization—so much easier to hyperlink everything + update throughout the unit and then, ultimately, the entire course (and then to duplicate/edit in future years)
I never profess to have the great ideas, but the books Dual Coding with Teachers and Organize Ideas by Oliver Caviglioli gave the encouragement and how-to. Of all things, I use PowerPoint. Matt Miller had a great video on it, where he suggested the Noun Project for icons.
Coincidentally, I've been sketching out a post on the topic. 😂
This is an excellent post - I think every new teacher should be reading your journey.
First, the minute I saw the word Spalding I thought, Toby! What a way to pay tribute. Also, so much gold in here, and the thoughtful way in which you plan lessons and ideas....even if there are days where one or all of these are not sustained, you have moved along the continuum. I think your students have already benefitted. Wondering to what extent they know they why of some of these moves? Because, I am thinking that you reference how fast paced their lives are. Do they know that you are modeling ways to slow the pace and engage in the thinking? What a gift.
Appreciate this comment! (And yes, the unspoken Toby tribute is a daily joy in my room, haha.)
I do in fact try to be transparent about reasoning behind changes in the classroom itself, including sharing with students why we are adjusting the way we are—especially around the "interlocking" shift (since I do have a handful of students who had me last year for sophomore English and might notice the shift). Do I think they all internalize it fully? Of course not, but I think it's important to be open about reasoning behind my choices, especially when I'm frequently asking them for feedback on them.
These are such good reminders/ideas. Thanks!