This link has been bookmarked by 299 people . It was first bookmarked on 10 Oct 2014, by Timothy Uhl.
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15 Sep 15
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12 Feb 15
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23 Jan 15
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21 Nov 14
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20 Nov 14
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HS teacher who
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Gillian LightVery interesting blog post about a teacher shadowing students for a day and seeing what their experience looked like
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19 Nov 14
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Tony BollinoTeacher take aways from shadowing a high school student all day.
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there was a good deal of sarcasm and snark directed at students
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It was so eye-opening that I wish I could go back to every class of students I ever had right now and change a minimum of ten things – the layout, the lesson plan, the checks for understanding. Most of it!
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My task was to do everything the student was supposed to do: if there was lecture or notes on the board, I copied them as fast I could into my notebook. If there was a Chemistry lab, I did it with my host student. If there was a test, I took it (I passed the Spanish one, but I am certain I failed the business one).
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But students move almost never. And never is exhausting.
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sitting passively.
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build in a hands-on, move-around activity into every single class day. Yes, we would sacrifice some content to do this – that’s fine.
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High School students are sitting passively and listening during approximately 90% of their classes.
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It was not just the sitting that was draining but that so much of the day was spent absorbing information but not often grappling with it.
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- Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities
If I could go back and change my classes now, I would immediately:
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set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done.
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Ask every class to start with students’ Essential Questions or just general questions born of confusion from the previous night’s reading or the previous class’s discussion.
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Teachers work hard
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18 Nov 14
sbrulandGrant Wiggins Student Shadow
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17 Nov 14
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14 Nov 14
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But students move almost never. And never is exhausting. In every class for four long blocks, the expectation was for us to come in, take our seats, and sit down for the duration of the time. By the end of the day, I could not stop yawni
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12 Nov 14
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06 Nov 14
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Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels (e.g. a ten-minute lecture on Whitman’s life and poetry, followed by small-group work in which teams scour new poems of his for the very themes and notions expressed in the lecture, and then share out or perform some of them to the whole group while everyone takes notes on the findings.)
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Ask every class to start with students’ Essential Questions or just general questions born of confusion from the previous night’s reading or the previous class’s discussion. I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed.
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You feel a little bit like a nuisance all day long.
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because they have been sitting and listening most of the day already. They have had enough.
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05 Nov 14
Nenette ARIncluded in this blog post are links to student survey and the protocol for shadowing.
The following account comes from a veteran HS teacher who just became a Coach in her building. Because her experience is so vivid and sobering I have kept her identity anonymous. But nothing she de... -
04 Nov 14
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03 Nov 14
Ted SadtlerThe following account comes from a veteran HS teacher who just became a Coach in her building. Because her experience is so vivid and sobering I have kept her identity anonymous. But nothing she de...
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02 Nov 14
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01 Nov 14
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mandatory stretch halfway through the class
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build in a hands-on, move-around activity into every single class day
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Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels
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set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done
-
Ask every class to start with students’ Essential Questions or just general questions born of confusion from the previous night’s reading or the previous class’s discussion
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29 Oct 14
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- mandatory stretch halfway through the class
- put a Nerf basketball hoop on the back of my door and encourage kids to play in the first and final minutes of class
- build in a hands-on, move-around activity into every single class day. Yes, we would sacrifice some content to do this – that’s fine. I was so tired by the end of the day, I wasn’t absorbing most of the content, so I am not sure my previous method of making kids sit through hour-long, sit-down discussions of the texts was all that effective.
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Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels (e.g. a ten-minute lecture on Whitman’s life and poetry, followed by small-group work in which teams scour new poems of his for the very themes and notions expressed in the lecture, and then share out or perform some of them to the whole group while everyone takes notes on the findings.)
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set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done
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I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed. This is my biggest regret right now – not starting every class this way. I am imagining all the misunderstandings, the engagement, the enthusiasm, the collaborative skills, and the autonomy we missed out on because I didn’t begin every class with fifteen or twenty minutes of this.
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I realize that sarcasm, impatience, and annoyance are a way of creating a barrier between me and them. They do not help learning.
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Questions are an invitation to know a student better and create a bond with that student. We can open the door wider or shut if forever, and we may not even realize we have shut it.
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In this way, I have both helped create a closer bond with them and shared a very real and personal example of goal-setting for them to use a model in their own thinking about goals.
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a five-minute reading period in which students can ask all their questions but no one can write until the reading period is finished. This is a simple solution I probably should have tried years ago that would head off a lot (thought, admittedly, not all) of the frustration I felt with constant, repetitive questions.
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more engaged, alert, and balanced students sitting (or standing)
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28 Oct 14
Anne ShilloloExcellent! RT @pauldhondt: I feel the need repost this.“@trev_martin: Teacher spends two days shadowing students. http://t.co/vxyq3M7CmR”
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Catherine MortonWonderful insight into a school day from a student's perspective. Many learnings for teachers.
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27 Oct 14
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26 Oct 14
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25 Oct 14
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Yuval Yeretrelevant guidance for training we do at AgileSparks as well
some of this we already try to do, some we should...
and obviously sobering for all of us with kids in the education system -
24 Oct 14
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23 Oct 14
Aaron DavisA harrowing account of what it is like from a students' perspective.
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22 Oct 14
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Tania ShekoThe following account comes from a veteran HS teacher who just became a Coach in her building. Because her experience is so vivid and sobering I have kept her identity anonymous. But nothing she describes is any different than my own experience in...
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21 Oct 14
Tom McHale"This is the first year I am working in a school but not teaching my own classes; I am the High School Learning Coach, a new position for the school this year. My job is to work with teachers and admins. to improve student learning outcomes.
As part of getting my feet wet, my principal suggested I “be” a student for two days: I was to shadow and complete all the work of a 10th grade student on one day and to do the same for a 12th grade student on another day." -
20 Oct 14
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soberle"The following account comes from a veteran HS teacher who just became a Coach in her building. Because her experience is so vivid and sobering I have kept her identity anonymous. But nothing she describes is any different than my own experience in sitting in HS classes for long periods of time. And this report of course accords fully with the results of our student surveys. "
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19 Oct 14
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18 Oct 14
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17 Oct 14
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Eric LanghorstLast fall, I got to shadow middle school students across the US. My experience was very similar: http://t.co/5ZO7N7hkC4 via @grantwiggins
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Karen StadlerRT @mrhooker @gcouros Great post by @grantwiggins about shadowing a kid in school…wow. http://t.co/CTF7ccc3Te #tecsig
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Wanda TerralThe following account comes from a veteran HS teacher who just became a Coach in her building. Because her experience is so vivid and sobering I have kept her identity anonymous. But nothing she describes is any different than my own experience in...
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Amanda BondAsk every class to start with students’ Essential Questions or just general questions born of confusion from the previous night’s reading or the previous class’s discussion. I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed.
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16 Oct 14
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Devin SchoeningA veteran teacher turned coach shadows 2 students for 2 days - a sobering lesson learned http://t.co/cFjpc0CFUc via @grantwiggins
— Diane Sweeney (@SweeneyDiane) October 16, 2014 -
kourtney_caseyThe following account comes from a veteran HS teacher who just became a Coach in her building. Because her experience is so vivid and sobering I have kept her identity anonymous. But nothing she de...
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Robyn KaldaIn sum: it's very tiring to sit and learn all day, especially when people yell at you a lot.
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Amber JonesMT @JessicaBohn: @ASCD author @grantwiggins shadows students! Eye-opening stuff & tips for educational excellence! http://t.co/A25iXvLaxb
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15 Oct 14
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shadow a student for a day
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Justin Medved"If I could go back and change my classes now, I would immediately:
Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels (e.g. a ten-minute lecture on Whitman’s life and poetry, followed by small-group work in which teams scour new poems of his for the very themes and notions expressed in the lecture, and then share out or perform some of them to the whole group while everyone takes notes on the findings.)
set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done. End of story. I can go on and on. I love to hear myself talk. I often cannot shut up. This is not really conducive to my students’ learning, however much I might enjoy it.
Ask every class to start with students’ Essential Questions or just general questions born of confusion from the previous night’s reading or the previous class’s discussion. I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed. This is my biggest regret right now – not starting every class this way. I am imagining all the misunderstandings, the engagement, the enthusiasm, the collaborative skills, and the autonomy we missed out on because I didn’t begin every class with fifteen or twenty minutes of this."-
- Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels (e.g. a ten-minute lecture on Whitman’s life and poetry, followed by small-group work in which teams scour new poems of his for the very themes and notions expressed in the lecture, and then share out or perform some of them to the whole group while everyone takes notes on the findings.)
- set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done. End of story. I can go on and on. I love to hear myself talk. I often cannot shut up. This is not really conducive to my students’ learning, however much I might enjoy it.
- Ask every class to start with students’ Essential Questions or just general questions born of confusion from the previous night’s reading or the previous class’s discussion. I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed. This is my biggest regret right now – not starting every class this way. I am imagining all the misunderstandings, the engagement, the enthusiasm, the collaborative skills, and the autonomy we missed out on because I didn’t begin every class with fifteen or twenty minutes of this.
If I could go back and change my classes now, I would immediately:
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Students sit all day
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And never is exhausting
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I could not stop yawning and I was desperate to move or stretch.
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slipping into oblivion after so many hours of sitting passively.
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drained,
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lethargic tired feeling.
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I couldn’t do anything that involved mental effort
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most of the students’ day was spent passively absorbing information.
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absorbing information but not often grappling with it.
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how little autonomy students have, how little of their learning they are directing or choosing.
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I love to hear myself talk. I often cannot shut up. This is not really conducive to my students’ learning, however much I might enjoy it.
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told be quiet and pay attention.
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that need to just disconnect, break free, go for a run, chat with a friend, or surf the web and catch up on emails.
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not because we are boring per se but because they have been sitting and listening most of the day already. They have had enough.
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good deal of sarcasm and snark directed at students
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when I was the one taking the tests, I was stressed. I was anxious. I had questions.
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I would never want to ask another question again.
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patience
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I now think that conscientious students work harder.
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Yoon Soo Lim"I waited 14 years to do something that I should have done my first year of teaching..." Your must read of the day. http://t.co/oEcTAOh1gf
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