by Carrie Koftan | Nov 28, 2014 | Blog, Teaching Strategies
What is the difference between a fixed versus a growth mindset?
A fixed mindset is one that believes intelligence and talent are things we are born with and they do not change.
A growth mindset is one that believes you can increase your intelligence and develop talents.
Your mindset about how you view intelligence will have an impact on your teaching. Of the two views, a growth mindset is the more accurate way to view intelligence.
There is no denying that some students and people have natural abilities (in music, language, math, athletics, etc.). Still, research shows people can increase their IQs. Alfred Binet, the inventor of the IQ test, created the test to identify which students needed extra help–not to classify them with a fixed intellect!
Here are a couple differences that can affect your teaching (and personal thought life!):
You think your students are good or not good at a subject (fixed mindset).
You encourage your students to grow at each subject and emphasize the process of learning (growth mindset). The focus is on growth, and we all have the capability to grow!
by Carrie Koftan | Oct 22, 2014 | Blog, Teaching Strategies
What are text dependent questions?
Text dependent question are questions that can only be answered by looking at/understanding the text.
For example, think of the story Charlotte’s Web by E.B. White.
A text dependent question would be: What were the reasons Fern gave to her father for not killing Wilbur?
A non-text dependent question would be: Have you ever stood up for something you believed in and why?
Both questions are good, but only one requires the text in order to answer the question.
Think about the questions you ask. Be sure to include text dependent questions, as they require students to show a good understanding/comprehension of what they have read.
by Carrie Koftan | Sep 24, 2014 | Autism Spectrum Disorder, Blog, Speech and Language, Teaching Strategies
I have found in teaching, it really does make a difference to use wait time.
Wait time refers to the time you give your students for processing before they are expected to answer a question or do a task.
Years ago, I tested myself on this concept, and found that I only gave a few seconds for students to answer a question or comply to directions–not nearly enough wait time! (Studies show most teachers give about a second.)
Teaching Tip: After you ask a student a question or give directions, in your head, count to ten. This forces you to slow down, and allows more processing time for your students. I just smile at the students while waiting.
The Results: Time and time again, students come up with an answer or comply! They just needed more time to process. For students/children on the autism spectrum and/or with language processing disorders, the wait time may be even longer. Adjust accordingly.
by Carrie Koftan | Sep 5, 2014 | Blog, Teaching Strategies
Some of you have already been teaching for a few weeks(like me), and/or your kids are back in school. Others have just started after Labor Day.
The first few weeks of school are very time consuming, and set the pace for the rest of the year.
Here are some priorities:
- Review classroom rules (daily).
- Get to know your students (I love doing an “All About Me” paper with each of my students. Here is a free All About Me worksheet!)
- Get baselines for your students levels. Each district has different criteria for testing. (For a really simple way to get your students’ or child’s reading ability, try the San Diego Quick.)
- For students on IEPs (Individualized Education Program), review: student levels, goals, accommodations, modifications, and any other pertinent information. Even if you are not the student’s special education teacher, you should know this!
- Set up small groups for instruction, based on student needs.
This is how I spend my first few weeks of school. Once I have this organized, the rest of the year runs much smoother. I hope you are all off to a great start!
by Carrie Koftan | Aug 27, 2014 | Blog, Teaching Strategies
Recently, I had a someone ask, “What is a rubric?” As she had never heard of one, I assume there are others out there who need to know as well.
Here was my reply:
A rubric is a scoring guide that helps teachers grade an assignment; it also helps the student know the criteria for an assignment.
For example, in writing a paragraph, the rubric may give points for: grammar/conventions, topic sentence, supporting details, word choice, etc. Add all the points up, and that is the grade.
My take on rubrics:
I think rubrics are helpful, but I am not totally attached to them. Rubrics are beneficial in that as a student or teacher, you know what is expected out of an assignment; it is clearly laid out.
Where I am not the biggest fan of rubrics is–sometimes I find that they take away from holistically looking at an assignment. For instance, a student can turn in a paper that really shines, but miss on certain points and still get a “B.”
My suggestion is…use them as a guideline, but occasionally allow some flexibility in grading. If it is an “A” paper, give it an “A.” (I wouldn’t grade down, but definitely grade up when you feel the assignment has earned it!) This may seem a little subjective, but we really should reward quality work when we see it. Call it bonus points!
by Carrie Koftan | Apr 3, 2014 | Blog, Teaching Strategies
Do you use “exit tickets” in teaching? More and more, I see the benefits of using them.
What are exit tickets?
Exit tickets are a question(s) you ask at the end of a lesson. It is the student’s “exit” out of the lesson or concept being taught. They are a great way to close your lesson!
Benefits of using exit tickets include:
- They are a great tool to help you quickly assess student learning.
- They help give you a target.
- They help to reinforce the concept one more time.
- They give students’ ownership of assessing their learning.
Example: You have just taught a lesson on nouns. The exit ticket may be for your student to give an example of a noun.
There are many ways to format this. You could: have a multiple choice question with one answer being the noun, have the students verbally tell you, do a fill in the blank (like a Mad Lib), have each student answer a question as s/he lines up to go out to recess, etc..
Have fun with them, and give it a try! They are a great way to get instant feedback to assess if your lesson was a success.
