On page 55 the authors provide a list of 8 cues to let you know if your lessons are appropriately paced. Describe one of your lessons where you felt you were on pace, and everything was firing on all cylinders.
The more experience I have with teaching 6th grade, the more lessons I have which seem to go this way. Whether it is the comfort level I have developed with the material, or better understanding the students, I find I feel like time is flying by each hour. "Chunking" class activities and having effective transitions between the activities has helped a great deal. The most recent lesson in which I experienced this was a review day prior to a recent test. We finished our starter activity and moved into a vocabulary review game for about ten minutes. After the vocabulary review, we moved into organizing our chapter assignments to help find information quicker. Following this, we had a quick-response Q&A session with our study guides. This review ran us right up to the end of class, and the kids were still going strong. Time flies on days like this.
The pace set can be different from hour to hour even though the same material is being presented. A lesson that I just taught was to solve word problems using fractions and mixed numbers. The students worked the problem at their desks and then a student showed his or her solution on the overhead. We discussed if that was the correct solution and if that was the only way to solve the problem. The student explained orally how to solve the problem. The students were interested and wanted to explain their solution. Everyone was involved at their desk and hoping to be chosen to show their solution. Some classes worked more problems than others as the pace can change with the ability of the class.
One lesson that always seems to go well is when we use the mobile cart to look up individual nutritional information on mypyramid.gov. I project the website on the screen with the projector so the students know what they are looking for. We look at the site and what information is available. The students print off their individualized plan after they enter information as to their age, gender, and activity level. We discuss how they are going to track their diet for 24 hours to see if they are getting all the right amounts from each food group. Then the web site has a "Blast Off" game to finish the hour where the students choose foods for meals for a day and if they have the appropriate amounts, the spaceship "blasts off". They enjoy this activity and it teaches them where they can access this information.
Today's lesson is a good example of appropriate pacing. We did a Bell Ringer having them Think-Write-Pair-Share-Write about the Economy to introduce the final section of Human Geography on Economic Systems. We then debriefed that, followed by some questions about what they thought the governments role was in the US economy. The lesson followed with the difference between private and government ownership. At the end of the hour, we review with a chart on the different types of ownership and the role of the government, producers, and consumers in them. There was an appropriate about of variation and 'chunking' of the material to break up the hour and move things along. In social studies, I always ask questions throughout the lesson to make sure they are interacting as well as to check for understanding.
The book project is definitely a great example of appropriate pacing. It has taken me a few years to figure out a good pace for students with a variety of skill as writers. Once we get the research and initial report written, putting together the book is what really interests students. They are actually surprised when it is time to log off and sync home!
I always like to start each day with a review from the previous day. If my students are actively involved and able to answer my questions about the lesson from the previous day, then I feel like I have had a successful lesson and that my pacing is good. If not, I know that something isn't right and I need to approach the lesson from a different angle.
We just today got done reading a play from the scholastic magazine I subscribe to. It was "The Legend of Sleepy Hollow," and they really enjoyed it, especially this week. The students are always interested when it is a play, and love to pick parts, and try to read with inflection. We went over vocabulary that we might encounter before we read, and that always helps with reading aloud. We read 1/2 on one day and 1/2 on another day so it didn't get too long. My last hour class enjoys sitting on the floor and reading so we did that. I ask questions after every scene to make sure students are understanding. Some had read the book or seen the movie and shared what they remembered about that. The play went fast and we completed it with an 8 question multiple choice quiz that so far all have done well on.
Appropriate pacing went on in my classroom yesterday. The students started with their Reading Minute, were given three steps to complete before recording on GarageBand. It broke down a big project into little steps so it was more manageable for students.
I would say our current Archery unit fits into this category. One of my goals this year was to add a few "new" things to our P.E. curriculum. Sometimes it's tough to motivate yourself for a lesson plan you have taught before, even if the students haven't had it. With archery, I was just as excited as the kids were! Mr. Cunningham and Mrs. Richter deserve all the credit into making this unit happen. I almost felt like a student, and was just as excited as they were. I feel like it's an activity I could explore more on my own. Anyway, each day has flown by and the kids have enjoyed learning the 11 steps to safe archery.
Pacing the William White Book talks is all about time management. I have quite a few to introduce in a short period of time, so I have to move quickly and not talk too long over each title. If students are answering the questions I ask and circling the titles they want to read, then I know it is going well.
As in Part 4, anytime things start clicking and the kids realize that progress is being made time flies by. It is important to realize when things are working and when its time to move on to the next. I can usually tell as the kids walk through the door whether we are going to be able to take time to fix things or work on fundamentals or if it is a day that we just need to play, play, play.
This is so important, and also has so much to do with behavior. If kids are challenged at the right level, they usually are engaged and behave. Most recently, it really clicked when we were learning how to solve equations with fractions.
We just finished up our Archery unit and the pacing was perfect. The first day was instruction over the 11 steps to successful archery. The second day was review and some shooting and the day 3-5 were all shooting. During the entire unit all students were interested. I was just as excited about it as the students were. We used whistle commands that lead the students throw the archery range safely. The time definitely flew by for the teachers and the students.
The lessons on figurative language are perfect for analyzing pace. Most recently we had a lesson on hyperboles and the pacing was perfect. "I have a ton of homework" was written on our "Food For Thought" poster at the back of the classroom. A majority of the students said that they had heard and used this relevant phrase before. They wanted to share their versions of this exaggeration.This led to a discussion of other hyperboles that are used every day. The word hyperbole was written on the board and pronounced. We agreed that hyperboles are very engaging and by their nature "downright fun"... Then the class went down to the Commons to share a lesson with Mrs. Blake's Reading class. We listened to Shel Silverstein read his poem "Sarah Cynthia Silvia Stout Would Not Take the Garbage Out". As he read the poem, we watched the video Silverstein had posted on YouTube. Then the students found and underlined the hyperboles in their hard copy of the poem. We discussed what the hyperboles were and why Silverstein used hyperboles in his poem. Before we knew it, it was time to go. So, the students left with the task to bring an example of a hyperbole to share with the class tomorrow...
Today I introduced Prime Factorization using factor trees. Some students vaguely remembered doing some in 5th grade while others did not. We reviewed prime numbers and composite numbers. I got the students excited about the upcoming factor trees and how much fun they are. I could tell the students that were "getting" it and the ones that were a little hesitant, yet questioning. With a few examples and questioning, all seemed on board. I love to get the students excited about learning. It was a success. As always, each class is different and you have to read their understanding.
I do a Sneetches activity and also put in a diversity lesson with a music video. This is a well-paced lesson. We move to different parts of the room together to do each activity. What makes this go well, I think, is the fact that I discuss the plan at the beginning and what I am going to expect. This allows the students to know what is expected and to help pace themselves accordingly.
One lesson that comes to mind is Metric Olympics. There are six stations. After learning about the different metric units the students rotate through the six stations using different metric measurement techniques. This lesson flows well and the students are all actively engaged in estimating and measuring.
The more experience I have with teaching 6th grade, the more lessons I have which seem to go this way. Whether it is the comfort level I have developed with the material, or better understanding the students, I find I feel like time is flying by each hour. "Chunking" class activities and having effective transitions between the activities has helped a great deal. The most recent lesson in which I experienced this was a review day prior to a recent test. We finished our starter activity and moved into a vocabulary review game for about ten minutes. After the vocabulary review, we moved into organizing our chapter assignments to help find information quicker. Following this, we had a quick-response Q&A session with our study guides. This review ran us right up to the end of class, and the kids were still going strong. Time flies on days like this.
ReplyDeleteThe pace set can be different from hour to hour even though the same material is being presented. A lesson that I just taught was to solve word problems using fractions and mixed numbers. The students worked the problem at their desks and then a student showed his or her solution on the overhead. We discussed if that was the correct solution and if that was the only way to solve the problem. The student explained orally how to solve the problem. The students were interested and wanted to explain their solution. Everyone was involved at their desk and hoping to be chosen to show their solution. Some classes worked more problems than others as the pace can change with the ability of the class.
ReplyDeleteOne lesson that always seems to go well is when we use the mobile cart to look up individual nutritional information on mypyramid.gov. I project the website on the screen with the projector so the students know what they are looking for. We look at the site and what information is available. The students print off their individualized plan after they enter information as to their age, gender, and activity level. We discuss how they are going to track their diet for 24 hours to see if they are getting all the right amounts from each food group. Then the web site has a "Blast Off" game to finish the hour where the students choose foods for meals for a day and if they have the appropriate amounts, the spaceship "blasts off". They enjoy this activity and it teaches them where they can access this information.
ReplyDeleteToday's lesson is a good example of appropriate pacing. We did a Bell Ringer having them Think-Write-Pair-Share-Write about the Economy to introduce the final section of Human Geography on Economic Systems. We then debriefed that, followed by some questions about what they thought the governments role was in the US economy. The lesson followed with the difference between private and government ownership. At the end of the hour, we review with a chart on the different types of ownership and the role of the government, producers, and consumers in them.
ReplyDeleteThere was an appropriate about of variation and 'chunking' of the material to break up the hour and move things along. In social studies, I always ask questions throughout the lesson to make sure they are interacting as well as to check for understanding.
The book project is definitely a great example of appropriate pacing. It has taken me a few years to figure out a good pace for students with a variety of skill as writers. Once we get the research and initial report written, putting together the book is what really interests students. They are actually surprised when it is time to log off and sync home!
ReplyDeleteI always like to start each day with a review from the previous day. If my students are actively involved and able to answer my questions about the lesson from the previous day, then I feel like I have had a successful lesson and that my pacing is good. If not, I know that something isn't right and I need to approach the lesson from a different angle.
ReplyDeleteWe just today got done reading a play from the scholastic magazine I subscribe to. It was "The Legend of Sleepy Hollow," and they really enjoyed it, especially this week. The students are always interested when it is a play, and love to pick parts, and try to read with inflection. We went over vocabulary that we might encounter before we read, and that always helps with reading aloud. We read 1/2 on one day and 1/2 on another day so it didn't get too long. My last hour class enjoys sitting on the floor and reading so we did that. I ask questions after every scene to make sure students are understanding. Some had read the book or seen the movie and shared what they remembered about that. The play went fast and we completed it with an 8 question multiple choice quiz that so far all have done well on.
ReplyDeleteAppropriate pacing went on in my classroom yesterday. The students started with their Reading Minute, were given three steps to complete before recording on GarageBand. It broke down a big project into little steps so it was more manageable for students.
ReplyDeleteI would say our current Archery unit fits into this category. One of my goals this year was to add a few "new" things to our P.E. curriculum. Sometimes it's tough to motivate yourself for a lesson plan you have taught before, even if the students haven't had it. With archery, I was just as excited as the kids were! Mr. Cunningham and Mrs. Richter deserve all the credit into making this unit happen. I almost felt like a student, and was just as excited as they were. I feel like it's an activity I could explore more on my own. Anyway, each day has flown by and the kids have enjoyed learning the 11 steps to safe archery.
ReplyDeletePacing the William White Book talks is all about time management. I have quite a few to introduce in a short period of time, so I have to move quickly and not talk too long over each title. If students are answering the questions I ask and circling the titles they want to read, then I know it is going well.
ReplyDeleteAs in Part 4, anytime things start clicking and the kids realize that progress is being made time flies by. It is important to realize when things are working and when its time to move on to the next. I can usually tell as the kids walk through the door whether we are going to be able to take time to fix things or work on fundamentals or if it is a day that we just need to play, play, play.
ReplyDeleteThis is so important, and also has so much to do with behavior. If kids are challenged at the right level, they usually are engaged and behave. Most recently, it really clicked when we were learning how to solve equations with fractions.
ReplyDeleteWe just finished up our Archery unit and the pacing was perfect. The first day was instruction over the 11 steps to successful archery. The second day was review and some shooting and the day 3-5 were all shooting. During the entire unit all students were interested. I was just as excited about it as the students were. We used whistle commands that lead the students throw the archery range safely. The time definitely flew by for the teachers and the students.
ReplyDeleteThe lessons on figurative language are perfect for analyzing pace. Most recently we had a lesson on hyperboles and the pacing was perfect. "I have a ton of homework" was written on our "Food For Thought" poster at the back of the classroom. A majority of the students said that they had heard and used this relevant phrase before. They wanted to share their versions of this exaggeration.This led to a discussion of other hyperboles that are used every day. The word hyperbole was written on the board and pronounced. We agreed that hyperboles are very engaging and by their nature "downright fun"... Then the class went down to the Commons to share a lesson with Mrs. Blake's Reading class. We listened to Shel Silverstein read his poem "Sarah Cynthia Silvia Stout Would Not Take the Garbage Out". As he read the poem, we watched the video Silverstein had posted on YouTube. Then the students found and underlined the hyperboles in their hard copy of the poem. We discussed what the hyperboles were and why Silverstein used hyperboles in his poem. Before we knew it, it was time to go. So, the students left with the task to bring an example of a hyperbole to share with the class tomorrow...
ReplyDeleteToday I introduced Prime Factorization using factor trees. Some students vaguely remembered doing some in 5th grade while others did not. We reviewed prime numbers and composite numbers. I got the students excited about the upcoming factor trees and how much fun they are. I could tell the students that were "getting" it and the ones that were a little hesitant, yet questioning. With a few examples and questioning, all seemed on board. I love to get the students excited about learning. It was a success. As always, each class is different and you have to read their understanding.
ReplyDeleteI do a Sneetches activity and also put in a diversity lesson with a music video. This is a well-paced lesson. We move to different parts of the room together to do each activity. What makes this go well, I think, is the fact that I discuss the plan at the beginning and what I am going to expect. This allows the students to know what is expected and to help pace themselves accordingly.
ReplyDeleteOne lesson that comes to mind is Metric Olympics. There are six stations. After learning about the different metric units the students rotate through the six stations using different metric measurement techniques. This lesson flows well and the students are all actively engaged in estimating and measuring.
ReplyDelete