Book Study: Reading in the Wild... Reading PLANS

If you have read The Book Whisperer, you must now add Reading in the Wild to your Reading Plan. You won't be disappointed.

One of my favorite parts about summer vacation is the opportunity to just READ! So it is with "Wild Readers" as discussed in Donalyn Miller's latest book, Reading in the Wild. My BlogFriend, Catherine, The Brown Bag Teacher, is leading us through a Book Study of this wonderful book. You can check in with Catherine by clicking her button below.

Wild readers always have a pile of books close at hand. Here is the pile of books on my desk at the moment... and that is only one pile... I have a pile of books in every room!

Miller knows this about wild readers: They are always thinking ahead about the next book.

Miller notes that disengaged readers don't have a plan for future reading. And this chapter offers suggestions to help them develop reading plans that will reading a lifelong habit.

Wild readers tend to do things that ensure that their reading life is uninterrupted...

Additionally, wild readers think about their reading experiences and habits and identify areas they would like to improve or enrich. They set personal goals based on their own tastes and needs. They take ownership for their reading.

And this point was a cause for some serious reflection for me. In my efforts to "guide" readers in my classroom, I have not put them in charge. In most situations I have plotted a course for them--almost ensuring that they will not take the helm... and that their reading lives will stall when I step away. If they are going to become life-long readers, students must have the opportunity to control their own reading lives.

In order to encourage students to develop reading plans that they can truly own, Miller suggests that teachers encourage students to develop two types of reading plans: Commitment Plans and Challenge Plans.

Students must commit to reading every day and they need to have strategies to put into place when they sense that their commitment might be ebbing. "Without this personal commitment to reading, students remain dependent on outside forces that temporarily drive their reading habits such as classroom expectations for reading" (Miller, p.143). Guilty as charged! In my zeal to ensure that my sixth graders read widely and read extensively, I have often imparted the message that they are reading to satisfy either a classroom expectation or the classroom teacher. I am anxious to send a different message when school resumes in the fall!

To help students develop commitment plans, students can be encouraged to 1) Finding reading time every day, 2) Increase book completion and 3) Look for specific titles, authors, genres and series.

Miller offers a range of options for Challenge Plans, including 1) the Nerdbery Challenge (based on Newbery Award winners), the Book-a-Day Challenge and the Book Gap Challenge (based on books or genres that have been avoided). These challenges may inspire students to set and meet goals that they establish to improve their reading accomplishment and enjoyment.

Miller then promotes the idea of using classroom conversations and reading conferences to help students develop reading plans. Students can become "experts" on different authors or series, increasing students' confidence and diverting attention toward students' voices and away from the teacher's direction. She also suggests that having reluctant readers read books from a series may provide a "comfortable" reading experience because of the scaffolding that comes from reading previous titles in the series. Completing a series can also provide a sense of accomplishment which motivates further reading and, hopefully, spur students to venture beyond their comfort zone into new authors and titles.the

Reflection and resolution-making can further cement reading plans. Resolutions can be individual or public, but should always lead to students developing a plan or routine that extends outside the classroom. The chapter includes some ideas for launching summer reading--which makes me wish I had read the book before the school year ended. I can now plan for next June when I will send the students off to summer vacation with hopes that their reading commitment continues beyond the school year and the school building.

The chapter ends with a commentary about keeping track of your reading life. Again, the onus must be on the students. "Encouraging students to take responsibility for their reading plans reduces their dependence on teachers and parents for determining when, where and what students read" (Miller, p. 156). Encouraging students to keep a list of Books to Read helps promote their independent book selection and their confidence that they can direct their own reading lives. The goal is for students to develop plans that promote their continued reading and their continued enjoyment of reading.

How wonderful it is to read a book and have it impact your teaching life so directly! I am looking forward to helping students design reading plans to guide the course of their own reading life!

For another perspective on this chapter, sure to visit Crafting Connections where Deb has reflected on reading plans as well (Don't you just love that button?!)

Have you read been Reading in the Wild along with us? We hope that you will join in on the discussion and link up your reflections below!

An InLinkz Link-up

Book Study: Honesty... from What's Under YOUR Cape?

It is such a delight to write a post about someTHING wonderful that I care deeply about. It is even better when that post also includes the opportunity to talk about someONE wonderful! I am honored to share my thoughts about Barbara Gruener and her new book, What's Under Your Cape?

Barbara has been a BloggyFriend of mine "since the very beginning." Her blog, The Corner on Character, is one of my first check-ins in the morning because her blog posts always make me think. Sometimes they make me laugh and sometimes they make me cry. But they always make me think.

When I first started blogging, Barbara and I quickly discovered how much we had in common (including our frequent trips to Starbucks!). It wasn't long before a true friendship developed. Two summers ago, I traveled to Texas and showed up at her doorstep. (And, yes, we did let her know we would be in town... I'm not THAT forward!) She was warm and welcoming--just like her writing. We stayed for three days! And, within minutes of arriving, I felt like I was part of the Gruener family. That's just how it is with Barbara. Complete JOY!

Here's my Texas Starbucks card!

At the end of June, I had the privilege of watching Barbara present at the Character Education Conference in southern California. It was so hard not to stand up and wave and say, "Hey! I know her!" She was motivating and encouraging and her presentations left the audience feeling, "I can do this! I can change lives! I can make things better for kids!" For me (and, I am sure, for others), the time with spent with Barbara was one of the highlights of the conference!

Barbara is a SuperHero in my life for many reasons. But for this post, I will narrow the list down to the fact that she challenges us to encourage "Superheroes of the Character Kind" in the classroom every day. I find that to be such a fitting subtitle to her book. In fact, when she said she was writing a book, I almost said: What took you so long?! Your writing has already led to character superheroes across the country!

The book is a "fun read," yet it is filled with possibilities. You read through each chapter and smile and walk away with lots of ideas and resources.... and a feeling of satisfaction. It IS possible to help students develop good character. And this book will help you make that happen. Within the pages, there is an always-discernible mantra that character education is at the core of educating strong, productive citizens.

Want a copy of your own? Just click on the book cover to order!

 For my part, I am talking about Chapter 6: H is for honesty.

"Honest people can be trusted because they tell the truth. They keep their promises and we can count on them. Honest people don't do these things so that they won't get in trouble. They do these thing because they're the right things to do. Honest people live life with integrity." (p.55). These are powerful words from our author. And they are the words that I plan to use when I discuss honesty with my sixth graders in the fall. And the chapter is filled with ideas and resources to accompany and reinforce those words.

Have you ever read The Empty Pot by Demi? Barbara provides a comprehensive plan to use this delightful story to teach the importance of honesty. She provides a list of thought-provoking questions to use after the book has been shared. Here's my favorite: What's the difference between doing your best and being the best?" All of the questions she has provided would lead to an insightful discussion and would help elucidate the importance of honesty. Barbara also includes enrichment activities for use with this book to help students explore the concepts even further.

See these shoes? They are shiny. And sparkly, And guess what? After wearing them for about five minutes, my toes are aching and a blister will be forming on my heel. In chapter six, Barbara provides a delightful commentary about shoes--and friendships--that are "a good fit." She also lists of a range of book titles to use in the classroom and suggests numerous activities to support students as they work to develop (and maintain) friendships--always a delicate dance throughout the year.

The next book offering is Ruthie and the (Not So) Teeny Tiny Lie.  Again, Barbara offers a variety of possible lessons to use along with this sweet story. There are movement activities, chants, discussion opportunities and more real-life applications. Such a treasure trove of ways to reinforce the importance of being honest! I hadn't even finished the chapter before I had jumped over to Amazon and one-click ordered this selection!

Children (of all ages) need to recognize that telling the truth is necessary when a classmate needs help making better choices "next time." Sometimes being honest can help them--and others--be safe. Sixth graders, in particular, have difficulty breaking through their allegiance with their peers and sharing truthful details with a teacher or trusted adult. Students need to realize that that there will be times when being honest is more important than "protecting their friends" (That is always how they see it!). The ideas in this chapter help to foster the importance of being honest... even when it might lead to losing a friend... because integrity will always be more important.

There is a need to teach the value of honesty and children at all grades need support navigating friendships. Barbara has managed to provide an inspiring commentary that weaves book suggestions, lesson ideas and personal anecdotes together with a desire for teaching good character in the classroom. This is a perfect back-to-school book that will help transform any classroom into a more positive respectful, honest place in which all students can learn and grow.

And, in keeping with the premise of the book, we've invited you to learn along with us! The linky is open to anyone who wants to add their reflections about What's Under Your Cape? and the strategies that can be used to support character education in the classroom. We hope that you will join us and become a part of this collaboration learning experience!

Guided Math Conferences: A Summer Book Study

Hi BlogFriends!

I have three half-finished blog posts... but this one is "time sensitive," so it's arriving first!

This has been a summer of reading and learning for me. I made a commitment to read five professional books before I returned to school. I may not read all of each of them, but I am reading most of all of them, so I'm considering that a success.

Creative Clips HERE on TpT and Sunglasses by Dots of Fun HERE on TpT

Do you know Brenda at Primary Inspired? I just adore her! She's one of those "can-do"people that makes things happen. This is the second time I have been involved in a Book Study with her--and this is the second time that everything has unfolded perfectly and fallen into place. That gal is a marvel! This summer she has organized a study of the book Guided Math Conferences by Laney Sammons. We're up to chapter three and it's my turn to invite you to join in the discussion!

 

I enjoyed reading the first two chapters, but when I started reading chapter three, I felt as if Laney Sammons was speaking directly to me! She began the chapter by stating that too often teachers assess their students' mathematical skills in a question-response-evaluation way. "This pattern of interaction reinforces the notion of the teacher as the dispenser of knowledge and the arbiter of what is right..." leaving students to feel "little responsibility for learning or for monitoring their own understanding." OUCH. Guilty as charged. With the implementation of Common Core, we have a responsibility to push students to consider and analyze and question. And while my lessons may be moving away from traditional mathematics instruction and in the direction of more open-ended questions and opportunities for multiple answers... my assessments have barely budged.

Time to re-think. Here's how Sammons describes Guided Math conferences:

Isn't that wonderful? I was so thankful I was underlining with a pencil instead of using a highlighter because I would have ended up with multiple pages colored yellow! So many profound thoughts!

Three pages in, and Sammons had won my heart completely. While she gave numerous compelling reasons for Guided Math conferences--all of them valid--the push to value students as learners and the call to connect with them as an integral part of guiding their mathematical learning were such powerful messages.

Okay. Sold! I was ready to learn more about the structure of Guided Math conferences...

The structure of Guided Math conferences is based on that of writing conferences... with an emphasis on a predictable conversational pattern that encourages mathematical growth and, concurrently, facilitates deeper mathematical discussion.

Essentially, there are four sequential steps to a Guided Math conference:

I had been worried that the text would become filled with complicated jargon that made no sense to me, but as I looked at the list, I found myself thinking: Yes. That sounds logical to me. I'm going to keep reading!

The goal of the conference is find that area where the student can almost do something... and just needs a push (through the conference) to take that next step. It is the conversation that lets us know what support is necessary and how to provide that support to the student. Both teachers and students have a role in the conference. Teachers need to observe, converse, analyze, question and reflect. Students need to demonstrate their thinking as they approach a mathematical task and then engage in a discussion about the work they are doing as mathematicians. The predictable nature of the conference leads to a mathematical collaboration. "So, in effect, the expectation of conferring with a teacher actually shapes the mathematical thinking of students as they work." Sigh. I like Laney Sammons!

Sammons then provides a series of questions that can help a teacher support students in explaining their mathematical thinking with more precision--thus enabling a teacher to guide their mathematical processing even further.

There are many suggestions listed in the book... here is just a sample:

• What mathematical strategies are you using today?
• What predictions can you make based on your work?
• What questions could you ask yourself to help you understand the math better?
• Are there other ways of expressing/representing this?

Sammons cautions against asking questions for which teachers already have a predetermined answer in mind. This approach can stifle conversation and thinking--on both parts. The goal is to pose authentic and honest questions which will illuminate the student's thinking and allow the teacher to direct further discussion. This is, indeed a "research" (and discovery!) phase that will guide the rest of the interaction.

The research phase shapes the decision phase of the conference. While it is listed as the second step in the process, it actually comes into focus at the same time as the research phase. This is where instructional decisions are beginning to be made. "Weighing what they have learned about their students' strengths and needs and what they know about their mathematics curriculum, teachers decide how to proceed with the conference." I love how Sammons reminds us: You have to know your curriculum to know where to go next with your students!

In this section, Sammons discusses the importance of an "authentic compliment." The generic "good job" isn't helpful here. Instead, students need specific input about their thinking and reasoning.  Positive recognition is an important component of the conference--but only if it helps push the students' thinking along.

Again, the tone of this section makes my heart happy. "Students feel supported and proud of their work when teachers notice and affirm their mathematical growth." It would be easy for students to feel vulnerable under such scrutiny--compounded by the one-on-one format of the conference. Making a decision to search for and recognize things the student has done well helps encourage the student to continue to be an active participant in the conference process.

Teachers then need to decide on a teaching point and determine how best to teach the concept. Teaching has to be concise and well-thought out. And, for the record, telling isn't teaching. Decisions about instructional process need to be made "on the spot" before the teaching begins.

 

This is the "implantation" phase of the conference. Observations and conversations have narrowed the focus. Further consideration has led to a teaching point and a plan for instruction. At this point, "teachers teach a short lesson, scaffolding the learning of their students." Students practice the skill as teachers support, adjust and encourage. Teachers may give students specific feedback about their mathematical work. The teaching may occur through the use of guided practice, demonstration or explanation of examples. It is all based on the individual student and his/her needs. Additionally, students are prompted toward the next steps in the instructional sequence as the teacher thinks ahead to what the student will tackle later in the instructional sequence.

To me, this sounds like the easiest (or, at least, the most exciting!) part of the process. Once decisions have been made about what the student knows and how he is putting the work into practice, a decision is made about what and how to teach.  

AND THEN YOU TEACH. But this type of teaching is so purposeful, so distilled down to the critical details, there is nothing superfluous. Time is precious. In this one-on-one setting, there is not a moment to be wasted... especially when there are thirty others students who will, at some point, complete the same process.

This is an element of teaching that is often neglected, whether it be in a small group or in a whole group setting. Students need to actively reflect on what they have leaned. The teacher then shares an expectation that this learning will be put into practice in the future. Additionally, this reflection time may lead to ideas about further instruction. This part parallels guided reading instruction most clearly for me. Just as I have asked, "How will you use this new learning when you read the next passage?" I can envision myself asking, "How will you use this new learning on the next problem?" And the follow-up must be explicit to students or the process will not sustain itself. If the expectation is stated that the student will be called upon to utilize their new learning, there must be opportunities for students to do just that. 

For each of the four phases of the conference, Sammons discusses the challenges that a teacher might face as she/he tries to implement Guided Math conferences. By anticipating potential obstacles, the author is, in reality, scaffolding the teachers' learning of the process and, consequently, increasing the chance for success.

As much as this book is helpful, it is also hopeful! Sammons' writing allows a teacher to feel confident about a process that is meant to instill confidence in students and accelerate their mathematical thinking and learning. Her sequential, systematic, kid-honoring approach has certainly inspired me to give Guided Math conferences a try!

I'll leave you with one last quote for good measure (heeheehee... That's some math talk for you!)

Confident students receptive to the instruction they receive... WooHoo! Sounds glorious to me!

Great news! I know there's a mighty good chance that my meandering drivel did not provide you with the most comprehensible summary of the structure of Guided Math conferences. But that's okay, because, lucky for you, Whitney at The Crazy Schoolteacher blog has provided you with another (more streamlined) review of the same chapter. You can check it out here:

Even better, we are waiting for YOU to join us in this Bloggy Book Study. See that space below? There's where you can link up and share your impressions about Guided Math conferences as well. And I really hope you'll join is the discussion because I am looking forward to reading your perspective as well!

So come on... Link up! We've saved a seat for you!

PS Don't you love that chunky font (Claire) by Amy Alvis? Get HERE on TpT!

An InLinkz Link-up

The Role of Generalizable Language in Notice and Note: A Book Study

Did you ever find yourself reading a book and saying out loud, "Yep! That's what I think too!" Well, maybe you don't actually say it out loud, but you think it... and then wonder if other people are thinking the same thing. (Or you DO say it out loud and people give you a funny look...)

In any case, that's how I've been feeling as I have been reading through Notice and Note! I am laughing, nodding, agreeing and considering as I read each chapter. It is truly a wonderful, thought-provoking book. And... Lucky us! Sweet Melissa from DillyDabbles has organized a Book Study that invites you to join in and link up your own reflections as we make our way through the text. (Come on... Join us! We'd love to hear what you're thinking too!) Click on the link to the right to take you to the outline of the book study and the stops along the way. And use the link up at the end of this post or the comments section to share your ideas.

I am excited to be talking about Section 7 in Notice and Note which I am sharing with my BlogFriend, Jana, from Thinking Out Loud. She's taking the first half of the section and I will talk about the second half where Beers and Probt discuss "generalizable language."

Now I know I haven't even started talking about my section, but I need to quickly send you to two bloggy places.

First, go to Jana's blog at Thinking Out Loud. She's actually discussing the first part of our shared venture! If you're a sequential thinker, you might want to start there. Actually, if you're a sequential thinker, you and I both know you'll feel better if you start there!

Here's another great link... Sabra from Teaching with a Touch of Twang reviewed Section 6 and she posted some terrific freebies on her blog. These freebies offer a great way for kids to do the "deep thinking" that brings meaning to reading--but I found that the bookmark kept me focused too! (And, okay, I'll admit it: I printed the color one, laminated it and it is now marking my place in my book!) But it's more than pretty! Until you are really comfortable remembering and recognizing the Signposts, this bookmark serves as a sort of mini-scaffold. Proof: It came in handy as I read through some other children's literature looking for evidence. I kept forgetting the signpost, Tough Questions. There it was on my bookmark! And I was SO excited when I found many of the Signposts in my perusal of Tuck Everlasting. That was my first inkling that this Signpost process really can work! Click on Sabra's button below to take you to the bookmarks as well as a graphic organizer...

Jana did a great job of discussing the anchor questions that help children uncover the Signposts in a text. Now let's talk about The Role of Generalizable Language. It's quite a mouthful to say, but what it says is so powerful! And it's all about the fish!

Fish from the Colorful Fish collection by Little Red on TpT HERE

The authors draw the comparison of giving someone a fish versus teaching them to fish. As it applies to teaching students to be capable readers, we often give them the fish--we give students support to find meaning in one instance (p. 80). Though well intended, we need to teach them strategies that can be utilized with any text to aid children in questioning and contemplating and understanding what they are reading. We need to teach them to fish!

Word choice is critical. If a teacher models or instructs with language that is too specific, too narrow, the student will not be able to generalize his understanding to another text--or perhaps, even to another point in the same book!

The Signposts identified in Notice and Note are not "difficult" to understand as far as "definitions." With little prompting, students can understand the idea of contrast or repetition or aha moments. The more difficult work comes from understanding what these Signposts look like in any text.

To guide students' understanding, Beers and Probst present the idea of "generalizable language" that supports students in developing a global understanding of each of the Signposts. Teaching in this manner affords students an opportunity to detect the signposts in a variety of texts and contexts!

An example of the authors generalizable language used to support students in locating instances of the Signpost, "Again and Again" appears below.

from Notice and Note, Kylene Beers and Robert Probst, p. 85

OOPS. I'm getting a little ahead of myself there. You'll learn more about this at the next stop. Consider it a "teaser." :)

I also wanted to add an aside that continues to become clearer as I read through the book. There is a nudge toward planning instruction differently that is making me giddy. Teaching kids to recognize and analyze the Signposts has the potential to engage and involve upper grade readers in discussions that make my heart flutter. It won't happen without planning. Or guiding. Or teaching. But I can easily imagine my sixth graders contemplating the Signpost of "Tough Questions" as they review Philips's revelation in The Cay that Timothy did all those things for him... I'm not even officially done with this school year, and I am already having visions of next year!

The authors remind us that the process is a slow one that may require some prompting and patience (I don't know why, but that makes me feel a lot better about this challenge). It's not just about teaching the Signposts. It's about students taking the responsibility to read and reflect, to ask questions, and to "be willing to share and revise their thoughts in responsible conversation with others." Though they have said it in several different places throughout the book, it's clearer than ever: This is the rigorous reading we are aiming for!

Ahhhh. It has been a while since I have enjoyed a "professional reading" text to this extent. Maybe it's because the authors seem so "real" and, in many instances, so unafraid to say the things that teachers have been thinking for quite awhile. And they just want kids to enjoy reading again!

So, what's your take on this section? Do you think that kids can learn a set of generalizable strategies to help them think deeply about texts? Can we teach them some "habits of mind" that they can use, regardless of the text or the text level? Here's your chance: Link up, add a comment, be a part of the conversation. After reading this far, I'm pretty sure Beers and Probst would appreciate our willingness to talk it through...

An InLinkz Link-up

An Upper Grade Perspective on The Daily 5 (New Edition!)

I am so excited to be linking up with Kelley at Buggy for Learning as we venture through the NEW edition of The Daily 5. What? You didn't know there was a new edition? Yep, there is! And together, Kelley and I are looking at the new book with an lower grade/upper grade perspective. Want to read along with us? Come on! Grab your book (and, in my case, your reading glasses too!) and join us!

Kelley is the faster reader, so I am sitting beside her for Chapter 2...

The Sisters begin this chapter talking about TRUST--trusting that kids can develop the stamina to stay focused and engaged during authentic reading and writing activities. By the second page of the chapter, my heart was glowing... Their passion and caring for kids is so evident! You can actually hear their voices saying to readers, " 'We believe in you. We trust that you can do it.' " (page 24).

I have seen the Sisters present at a conference. Authenticity was quickly evident. It's clear that they DO believe that kids can learn to be successful, engaged, independent readers. And you can feel that same sentiment as you read this book.

Trust comes about through a systematic building of COMMUNITY where readers and writers can find a place, without worrying about their skill level, knowing that their successes will be recognized and celebrated. The tone of this section is so buoying, I found my self wishing it could be September all over again!

The role of CHOICE is infused in many aspects of Daily 5. Whether it be what they read, where they sit or which activity they choose at a given time, student choice helps build the foundation for success. This necessitates that we, as teachers, give up a little control in the belief that students will pick up that same control and make good choices.

In any classroom, ACCOUNTABILITY is a necessity. But I got a surprise when I read, "We needed to be accountable to our students..." I loved that! This is what makes The Daily 5 so compelling. Students and teachers are partners in the development of reading and writing skills. And, yes, they do need to be accountable for using their time well and making good choices, but I have a responsibility is designing a classroom where that is possible.

The Sisters refer to BRAIN RESEARCH often throughout the book, and I found myself laughing as I read about limiting the amount of teacher talk in lessons. I, too, have seen my students "zone out" when I was teaching what I thought was an "exhilarating" lesson. Like it or not, our brains can only handle so much input at a time before they need a break from all of that well-intended "action." Citing Regie Routman's work, the authors discuss the importance of having less time spent on our teaching and talking and more time spent on kids actually practicing and using the skills we are teaching them.

Based on this consideration, the need for BRAIN AND BODY BREAKS is a logical conclusion. Work in Daily 5 classrooms is broken up into "rounds" with the length of work time determined by students' stamina. In between, students put away materials and come back together. This simple infusion of movement allows for students' brains to readjust and get ready or the next "round" of learning. They are quick to point out, however, that these "breaks" need to be taught... in fact, teaching remains at the core of so much of this work. We teach students the elements of Daily 5 so that they will have the skills to "take off" and learn more as they work. Further differentiation is possible when students can manage themselves and their learning.

Chapter two was so motivating, I found myself anxious to get to school and watch some of the elements in action. While I have implemented different components of Daily 5 in my classroom for the last four years, I found myself encouraged by the amount of trust that is possible when you you build a community of readers and writers in this way.

Although this chapter would be applicable to kids at any age or grade, Kelley is sharing some great ideas on the primary perspective. Why don't you hop on over where she is sharing about Daily 5 too!.

And, better still, grab a copy and read along with us. We'd love for you to join in on our discussion!

PS That fun frame around the book is from Paula Kim Studio on TpT!

Teach Like A Pirate: The Third Circle...Consider Presentation!

Gotta love a Pirate Girl... especially one designed by Nikki from Melonheadz

www.melonheadzillustrating.blogspot.com

So excited. So excited. So Ex.Ci.Ted! Today I'm a Pirate Girl! (Truth be told, I'm not really a pirate-kind-of-girl, but today I get to blog like one!)

I have been on vacation for a week... and my biggest worry wasn't whether our camp site had running water or whether there would be a Starbucks in between stops--it was whether I would get home in time to blog about Teach Like A Pirate, a wonderful book by Dave Burgess. And while the sunlight is beginning to wane a bit, I am here on my assigned day to share some details about my "chapter" in the book--the one called "The Third Circle."

Mr. B.  (do you like the way I have made him my new good buddy?) explains his opening premise with this nifty diagram. I added the star to reflect that when all is right in the universe, all three circles meld together and the magic happens...

I think that most teachers are well-versed in their grade level content (although as Common Core takes a tighter hold, I am a bit fearful that this circle will get even more attention until our "instructional comfort" returns again. This is my fear, however, not one shared by Dave Burgess.)

The techniques and methods that most teachers use are selected almost intuitively based on the content they are teaching. For example, teachers seem to know, without much thinking, that small group work is a good match for math remediation or that watching a debate might help students strengthen their thinking for persuasive/argument writing. They know that hands-on experiments help convey information in science and that compelling reading passages will spur discussion in a literature lesson.

So, we know WHAT to teach. And we know HOW to teach it. Still I am certain that I am not the only teacher to have taken a step back and pondered: I taught the material... but, somehow, the students didn't learn it.

This is where that Third Circle comes in. In the next few sections of the book, Mr. B. will offer a variety of strategies to help engage students so that the teaching AND learning will happen. It's all about presentation.

I put a technique from his chapter to use when I served dinner this evening. Mr. B. talks about barbequing. I am not the talented, but you'll get the idea! I could have thrown it all on the plate (that's my usual style) especially since (as is also my style), dinner was purchased elsewhere. Instead, I arranged the bread in little slices surrounding the dipping sauce and threw in an little greenery for color. It certainly looked pretty... and I can't helped thinking it tasted better. The audience was impressed and happy.

It was the presentation that made a difference. Sometimes I think we would like to believe we are strong, capable, caring teachers and that kids are going to like what what we teach so much that we don't have to think about engaging them. Ah, if only it were so!

I teach sixth grade. I used to think that I had to turn cartwheels while dressed like a cave woman to get them to be engaged! I bet you think I am going to now add that this is not necessary, but sometimes it helps...

I have not yet attempted cartwheels, but I have dressed like a cave woman. In fact, I do so every year when I teach "early people" in social studies. As the day begins, I invite students to address me as Waheela, Huntress. A few defer to Ms. Waheela, but most of them get into the spirit. They observe my clothing as I comment about how I need to consider the environment in every decision I make. I tell a tale about chasing woolly mammoths, and talk about my desire to be a huntress at a time when most of those doing the hunting were men. I end the lesson with a sketch on my cave wall (inked over a lightly drawn outline...shhhh... trade secret!)  Once, as an end-of-the year gift, a family bought me a walking stick that had "Waheela" carved into the wood. Kids DO remember those impossible-not-to-be-engaged lessons.

I don't have a lot of stellar lessons in my magic backpack, and I have begun having visions of myself cartwheeling as an igneous rock. But, I am truly thinking of more ways to draw kids into learning. And this is where Mr. B. says it best: When you are designing lessons, everything is a choice. Even our non-choices are choices. The next several sections in the book offer lots of ways to "spend" our treasure--our choices--as we craft our lessons. It ALL matters!

I adore this quote from Teach Like a Pirate...

Pirate Boy designed by Nikki from Melonheadz www.melonheadzillustrating.blogspot.com

I am so inspired by what I have read in this book! It's like finding some unexpected gems and jewels that you knew existed, you just didn't have enough details marked on the map to help you find it.

As I think ahead to September, I am conscious that presentation must always be a consideration, and that ALL of the choices I make will matter, not only in my teaching, but in my students' learning.

If you haven't read Teach Like a Pirate, get a copy quickly and dive in! The book is filled with adventure and wonderful discoveries.

Be brave... Treasure awaits!

Pirate Girl and treasure designed by Nikki from Melonheadz www.melonheadzillustrating.blogspot.com

Want to read more about The Third Circle? Head on over to Rowdy in First Grade. Jennifer has some wonderful (and funny!) sentiments about this chapter that you won't want to miss!

PS Pirates by Melonheadz HERE and pirate maps by Teacherscrapbook HERE ...both on TpT!