Ms. Sam
@SciInTheMaking
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10th Year High School Science Teacher | Applying Cognitive Science 🧠 to Science Learning 🧪 | Scientists in the Making Blog | All opinions are my own
Los Angeles, CA
Joined August 2024
When you combine explicit instruction with high expectations and classroom rules. Don't take it from me. Take it from the kids. 😊
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This is great. Too often we allow students to opt out because they feel uncomfortable. But we need to help them learn to feel comfortable doing it, not avoid doing anything hard.
A student came to me the other day about FASE reading. She stated the prospect of being called on to read at random was making her anxious. I thanked her for sharing this with me. Did I allow her to opt out as a result? Absolutely not. I let her pick a sentence in the reading. 🧵
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Who remembers that Facebook thread on the @FountasPinnell page about teaching reading? The one about the 20%. Getting very similar vibes in the math conversation now. “You can’t ensure students learn no matter what strategies you use.” Thoughts? @ehanford
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Zach Groshell shared what too many teachers live daily—chaos that wears you down. He also shared what works: clear routines, support from admin, and consistency across classrooms. @mrzachg @jonahdavids1 @d4griffin3 @larryferlazzo @bamradionetwork
https://t.co/SLRx8DAWGy
#TEACHers
bamradionetwork.com
Jon Harper with Larry Ferlazzo, Jonah Davids, Zach Groshell, and Dennis Griffin
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8. Tier 2 and Tier 3 words then becomes integrated in discourse. I also have students study the words and student-friendly definitions through retrieval over time using their knowledge organizers. (Planning to use Carousel soon for this too).
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7. I then have students construct concepts maps linking Tier 2 and all Tier 3 words.
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6. After, I choose the most frequently used/important Tier 3 words (because there are many in science) of the topic we are currently covering and explicitly teach it just like I did with the Tier 2 words.
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5. Then we do FASE reading on the content. Because students are already familiar with Tier 2 words, understanding the content becomes easier for students through FASE reading. This gives them some background knowledge on Tier 3 words. Not 100% but some.
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4. I then have students compare examples and nonexamples. "This is an example because..." "This is not an example because..."
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3. I then give them examples that reflect the word's meaning in familiar or everyday contexts. I make sure to explain why each example fits the description. Then I present nonexamples and do the same.
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2. Therefore, I teach Tier 2 words first. To teach Tier 2 words, I first have students say the word aloud and provide them with a student-friendly definition.
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1. Students understand Tier 3 vocabulary better through context. The problem is to understand it through context, students need to understand Tier 2 words. That is because Tier 2 words help support comprehension of complex texts and concepts. Which is often the case in science.
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This is my approach in teaching Tier 3 words in science. I have been modifying this approach throughout this academic year so I am open to critique. ⬇️
I fully get that preteaching Tier 3 words before they're used is best for understanding. However, just looking at AQA B6, it is impossible to preteach all of these words whilst also teaching actual content. This is one topic out of 24 on combined... The curriculum is too big!
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SEL and restorative practices have their place, but nothing can compete with consistent and fair, school-wide behavior systems that are workable in a class of 30. Read this for a clear-eyed and practical approach. So good!
2. Check it out here and let me know what you think: https://t.co/Te7Khdd2Pa Happy Friday!
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This post—this approach to a student uncertain about whether she can read aloud—is a thing of beauty.
A student came to me the other day about FASE reading. She stated the prospect of being called on to read at random was making her anxious. I thanked her for sharing this with me. Did I allow her to opt out as a result? Absolutely not. I let her pick a sentence in the reading. 🧵
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Our newest Substack dives into FASE Reading, a simple yet powerful structure for shared reading. It keeps every student engaged, gives teachers real-time insight into fluency and comprehension, and transforms reading into a joyful, communal experience. https://t.co/uR6mpbaFw2
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@SciInTheMaking @adamboxer1 As @tombennett71 says in Running the Room, "exceptions should be exceptional."
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Next on the Knowledge-Building for Teachers Series: Cognitive Load Theory. Featuring: @greg_ashman Oliver Lovell @nsachdeva2019
@DTWillingham Peter Brown Henry L. Roediger III Mark A. McDaniel @mommagordon2
@teacherhead Emma Turner @rastokke
@mrbartonmaths
@Amplify
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I always get told off for this, but you can spend 5 minutes in any school these days and figure out pretty quickly that there are way too many students with special arrangements like toilet passes, extra time, time out passes etc etc
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A good article on the ripple effect of low level disruption. I agree that having high expectations and following policy doesn’t just help one student, it helps everyone. I often see behaviour in a class shift when they see their peers held to account. It sets a clear precedent.
2. Check it out here and let me know what you think: https://t.co/Te7Khdd2Pa Happy Friday!
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