Responses provided by Liz Remigio & Jay Beito
What kind of workshop did you attend?
We [Liz Remigio, Jay Beito, and Mary Hicken] attended the Skillful Teaching Workshop in San Francisco as a team, which allowed us to collaborate during the sessions and to synthesize the content together at the end of the day. Engaging in professional dialogue with each other was an added bonus to the workshop content!
What are some of the overarching themes/lessons/topics of your workshop?
The workshop was about how to be more engaging and have your students really learn what you are presenting. Skillful Teaching was also about getting our students to believe in themselves, believing that they have able brains, and believing that effort is the main determinant of their academic success.
What are 2-3 things you can do to implement what you’ve learned in your class next year (teaching specific)?
Believe in Them. For students to accept this message, they need to hear that we believe in their capacity and need to be surrounded by a school environment that sends 3 key messages at every turn:
- This is important
- You can do it
- And I’m not giving up on you (even when you’re giving up on yourself)
I definitely want to implement the messaging above and will make sure to include that frequently by saying it and modeling it.
Establish Criteria for Success. Build a rubric, because it articulates how or what would determine student mastery.
Daily Objectives. While I used to write out what we’re doing each day on the whiteboard, I did not include the learning objectives, so I will make sure to implement that right away.
Pulse Learning. For every 10 minutes of instruction, provide two minutes of processing. Then consider using a think-pair-share.
Formative Assessment. I will also check in periodically with students throughout the lesson or activity on what the learning objective is. I will then make sure to close out a lesson by summarizing learning objectives and conducting formative assessments. Assessments could be as simple as a thumbs up, middle or down to indicate whether or not they understand the concept or the learning objective.
Probe Deeper. When calling on students or when students raise their hand to answer, I want to question them further (even if they answer incorrectly) like “Why do you think that?”, instead of indicating they’re wrong or going to the next person. I will also solicit other responses from students to check in on if they have something to add to agree or disagree.