Chapters 5 and 6
In the previous chapters, we learned the what-how-and-why of the four teaching tools: bookmarks, demonstration notebooks, micro-progressions and charts. I loved how Chapter Five focused on emphasizing the importance of the student's role. Kate and Maggie talked about ways to ensure students take ownership of their learning.
When the authors talked about the tools, they were explicit about how students could be the active agents. Students make the choices based on where they are.
- “Bookmarks exert a gentle pressure on your students to make choices about what is working for them.” (p. 83)
- “Charts can help students make a plan for themselves when we can’t be there to find the right fit for them.” (p. 81)
- “...but they [the tools] also give kids personalized learning footholds to find their next step along the way.” (p. 71)
As a teacher often confounded by details and logistics, I could definitely relate to Chapter Six, which was appropriately headed Nuts and Bolts. One small detail (or lack thereof) is all it takes to derail a lesson. What I want to do after reading this chapter:
- Although I have my students fill out surveys, I need to add a social media component (websites, videos, channels, apps, gaming). I am also thinking of putting the survey on Google Forms.
- I like the suggestions of using pop culture references/tie-ins to tweak student interest in using the tools.
- Embrace capitalization. Terrible penmanship is a curse and a real obstacle when it comes to writing in front of hypercritical handwriting judges (the students). I never thought of using all caps when making charts.