90 minute classes Search Results

Episode 242 Transcript

…here’s some key information or vocabulary that you’re going to need to remember for the next text that we read or for the next science exploration that we’re going to do together. GONZALEZ: Okay. SERRAVALLO: That’s sort of the general flow of how the lesson’s going to go. GONZALEZ: Okay. All right. So we’ve got “establish a focus” for a minute. About 8-plus, I think in the book you said 8 to 13 minutes of reading. So we’re not looking for this big 45-minute lesson. And then you clarified the takeaways at the end. And that middle piece has lots…

Episode 133: How One Makerspace is Meeting Students’ Social-Emotional Needs

…at different times. I’m trying to get a makerspace up and running, because I had started teaching my English classes through a lens of making and creating this, especially through design. GONZALEZ: Okay. RYDER: So I have like a mini makerspace in my room that more and more kids from around the campus were using, and I was totally cool with it, like, you know, I got a 3D printer for my English classes. People thought that was weird, and what we were doing is designing fidgets for kids with special, you know, with stress and anxiety. GONZALEZ: Yeah. RYDER:…

Let’s Talk About the Leader in Me

…point is that there has been a huge influx of new immigrant children in mid western schools where children are “dumped”. Hardly any parents or adults with these children who cannot speak English. Some classes are now being taught in Arabic, and the teachers who speak Spanish and Arabic are immediately hired regardless of their credentials. The schools are being paid by the federal government to have the Leader In Me program in the school. Teachers who have been there 15 and 20 years are being let go and these new teachers are leading these classes. A school that had…

Episode 103: Deeper Class Discussions with the TQE Method

…and did you have just the one conversation with them? Because we’re still sort of working our way toward the system that you have now. THOMPSON: Correct. You’re right, yeah. So we would have about a half hour, 40-minute discussion. I’m on a block schedule. GONZALEZ: Okay, nice. THOMPSON: I get a lot of time in one sitting. So we would have a good 30-minute discussion and that was it, and once I saw that they could have these types of conversations without much guidance from me, then they were, I knew that I could do something, you know? GONZALEZ:…

Episode 250 Transcript

…minutes early. So what do I, what do I do? Five minutes, it’s five minutes that we can use. And so I can say, list 10 of the disorders that were just mentioned to you today. And the students then, and they can just get their whiteboards and start retrieving. No planning, great learning that also then highlighted some things they didn’t understand on the fly. And they’re into it. They can also then, they can do some silent retrieval, and they can also turn to the person next to them after a couple of minutes have passed and there’s…

Episode 243 Transcript

…about what they do in their classes to make a difference, even if they don’t even get the book. But the book has a ton in it. So what is a neurodiversity-affirming school? MORIN: I think the first thing I would say is we chose very specifically to talk about a neurodiversity-affirming school because there is a difference between neurodiversity and neurodivergence, right? Neurodiversity is all of us, all of our brains. The whole world is neurodiverse. And I think that’s an important distinction for us to understand. GONZALEZ: Yeah. MORIN: And so when we were thinking about what makes…

Episode 236 Transcript

…the biggest cost of all is the kids didn’t get it. They failed the final test or the final performance test. They don’t know how to do it, and you’re thinking, my gosh, what happened here? GONZALEZ: Yeah. MARSHALL: There were signals all along. But then I also, I was just in, in this school for two days, and watched eight classes, co-observed eight classes, processed them. And I saw, you know, some evidence of a teacher who would, who would teach something and say, “Any questions?” And that was the formative assessment. But it’s not, or even thumbs up,…

Everything You Need to Know About Building a Great Screencast Video

…how long instructional videos should be is incredibly clear and tells a simple narrative: Keep it short. The ideal length should be under 6 minutes. Between 6 and 9 minutes, engagement drops slightly. Image from Brame, 2015. After 9 minutes, engagement drops considerably, and if your video is over 12 minutes, you have a real problem on your hands. It is important to note that the majority of these studies have been conducted on young adults, so for younger students try to keep it 6 minutes or under (Brame, 2015). These time recommendations can make educators anxious. It can be…

How to Stop Killing the Love of Reading

…I take leaps all the time. But my “thing” is writing, not reading. I work at a high school and have students in grades 9 and 11. I redid my classroom library using bins and genre. I gave my student a challenge: 16 books/year for my college prep classes and 24 books/year for honors classes. We start almost every class with 10 minutes reading (20 minutes for my block-scheduled classes). I pretty much embraced Pernille Ripp’s suggestions. In my district, in NJ, we started 9/6. I have multiple students who are on their 2nd book. I have one student who…