As a special education teacher, I am naturally expected to be more "visible" in teaching my small groups of students. However, I am willing to try the invisible approach with lessons such as book club discussions and working through math word problems. Once the initial content has been presented, I am comfortable sitting back and letting students have hearty conversations. I enjoy hearing them discuss books and answers to comprehension questions. I will work harder at staying in the background, taking notes on a clipboard, and letting my book club groups take the discussion away. Similarly, I will try to let my math groups discuss strategies among themselves while I listen and learn from them.
One way I can make myself more invisible in the classroom is by shifting more ownership of learning to my students through routines that encourage independence, collaboration, and peer problem-solving. Instead of being the constant source of answers, I can step back and guide them with questions, structures, and expectations that allow them to take the lead. This might look like students facilitating discussions, checking each other’s reasoning, or using resources and strategies before coming to me. Becoming more “invisible” doesn’t mean being less supportive—it means being intentional about when to step in and when to step back. When students take on more responsibility, they develop confidence, resilience, and critical thinking skills. It empowers them to persevere, trust their abilities, and recognize that learning isn’t something done for them—it’s something they actively create.
How do you (or could you) make yourself more invisible in your classroom? How does (or will this) benefit your students? I think when we give students ownership of discussion, we make ourselves more invisible. Yes, we are the moderator and keep the questions/discussion on track but letting them ask and answer questions without our interference. Of course, we can't let our students go down that misinformation street, so we need to monitor it closely. I also like to use the "Ask a Friend," resource. I think this gives students the power to rely on someone besides the teacher. I always say, now don't just tell them the answer, show them how you got yours. I use this if I have multiple students at my desk and know others may help out. Being invisible isn't easy, for me, I like to be the one directing things. Being invisible is still supporting their learning however that may be.
How do you (or could you) make yourself more invisible in your classroom? How does (or will this) benefit your students?
I make myself invisible through the Silent Chalk Talk. I always use the word SILENT as a reminder that all discussion needs to be on the paper. This works great! When you start, you are reminding of the silent nature, but as time goes on it becomes more silent and you, as the teacher, can become more invisible. They start to rely more on what is written and react to it than looking at me for validation. This benefits my students because I am no longer seen as necessary during this part of the period. They rely on each other and their own intellect to move the ball forward. This is the goal, and even with freshmen, it is nearly always successful.
I think some expert groupings and justification questions could help make me invisible in the classroom. I see lots of opportunities to use this in both the language arts and reading classroom. I think the biggest benefit for students will be a deeper understanding of the material as well as concepts that can help them in their learning further down the road. Students naturally want to visit and talk about almost everything. By grouping them together and giving specific questions and learning terms, I think I can capitalize on their tendency to talk and also accomplish the goal of gaining understanding.
While reading this, I don't think I could make myself invisible to my class because the content being taught could be brand new to the students, and I would rather not ask their classmates explain the concept in way that can confuse students. Since most math concepts can be brand new to some students, it isn't helpful for students to be doing the teaching in a concept they don't fully understand.
One of the ways I make myself 'invisible' in class is by putting a majority of the information on Google classroom with a pre-recorded demo from myself, and encourage students to explore their own tutorials found on Youtube and seek advice from a pod-mate prior to asking me for help. This way, students can explore multiple ways of approaching the problem, and find the solution that seems to work best for them (so my way isn't the only right way). An example would be my perspective lesson. I have block schedule (88 minute classes), so I will spend about 10 minutes introducing the lesson, show examples, and go over expectations. I then show students how to look up different tutorials on either an interior room perspective or city-scape. They can choose 1, 2 or 3 point perspective. With this, they can pause, rewind, and watch at their own pace. When they get stuck, and a pod-mate can't help them figure it out (such as stairs, or an arch-way), then I come help. This has cut down student confusion by 80% for me, and I can focus on those who truly need it.
As I previously stated, I like to be in control of my classroom, so therefore being invisible is not something I am comfortable with. As I read through the chapter I realized I could do more to be invisible by observing on more of the learning process, as students work in groups, allow them to struggle a bit instead of jumping in to help them all of the time. When they compete labs, they need be more self-sufficient. I will be there for support and to ask them questions in order the check for understanding.
I usually do an introduction and then send my students to do their activity/work in their groups. Everything they need to know is on the PowerPoint, or on the board. Over the semester, students ask me less and less questions, because they know where to find the answers. At the beginning of the semester, it is the hardest, because I don't give them a direct answer. I make the student go look for it. I will tell them they need to look on the materials for the answers. After awhile, the students become independent and are able to be self-sufficient. There are many days that the students don't even need me in the classroom, because they know the expectations and know what they need to be doing.
I think I do a pretty good job with this with the routine I set for my students. I think this is so beneficial when I am gone from school. Students now exactly what to do. They know where to grab their notes and get started on them. This also helps the sub because my expectation for my students is high and they know what to do. After our notes, students get to work right away on their assignment and they know where they can check their answers as well. This gives me time to work one-on-one with students that might need a little more help with the lesson before they get it.
In the weight-room, I can make myself more invisible by setting clear routines and expectations so students don’t rely on me for every decision. When students come in, they already know how to warm up, choose their workout, and adjust intensity based on their goals, which allows me to step back and observe instead of constantly directing. I use questions instead of answers and encourage students to problem-solve with each other before coming to me. This benefits students because it builds independence and ownership—they start to trust their own decision-making and learn how to manage their fitness without needing a teacher telling them what to do every step of the way.
How do you (or could you) make yourself more invisible in your classroom? How does (or will this) benefit your students?
I have been increasingly concerned about how passive students can be in class, so I think making myself more invisible would be very beneficial to my students. The other day I wrote the learning objective on the board in one of my classes. Then I explained they would be working with a partner to help each other meet the learning objective. I stated explicitly the kind of conversation I wanted to hear, i.e. "I am not sure where to find the background information in the essay. What do you think?" I told them I would not be answering a lot of questions because I wanted them to figure it out with their partner. I was surprised at how well this activity went, and I heard good things. I think that choosing and teaching specific protocols to make myself invisible will address my concern about the passive learning I see happening.
When students are completing assignments and come to me to ask questions, I try to answer their questions with questions. By asking questions, it makes the students get to the answer of their questions on their own instead of having me answer the question. I ask questions that lead the students to the answer the question on their own. What I need to be better at though is having the students ask themselves those questions so they can lead themselves to that answer.
In the classroom, I could make myself more invisible during conflicts that I see my students involved in. Allowing them to solve conflicts using the problem solving skills that they have been taught this year and in kindergarten. In my classroom, I have a couple students that struggle with talking to peers while I’m giving directions and they don’t know what that direction was so they will come up to me and ask what they need to be doing. With that, I have them go ask a friend of what they should be doing, this is a way that I try to be invisible in the classroom.
When it's work time I can make myself become invisible. It's good because students can help each other with questions if I am helping another student. Sometimes if there is an empty desk I like to sit by the kids to really see how they are coming on their projects. It's nice because we talk a little and get to know the kids a little more such as what they like to do outside of school. When I work with kids like this, it's nice because the rest of the room can continue working then I can go and work with another group of kids.
I like the tips that were offered in the book for what we can do tomorrow to help the teacher become invisible, especially at the lower elementary level where it can be difficult to give up complete control: Students shouldn't sit for longer than 10 minutes because they start getting antsy. Implementing a turn and talk to break up that sit time is easy to do. Listening in on a few of those conversations helps the teacher to know where the students are at without having a teacher-student dialogue. Joining a group as a peer and not a teacher is also great way to listen to student dialogue.
I believe when we have the students active learning, we are able to be "invisible" and walk around the classroom listening to student discussions. I find when I have really engaging lessons, this is easy but if I do book work or independent work, students enjoy visiting and not about the lesson we are working on. I do like having stations for kids to work at and move to the next one so they are able to move around more but again, it depends on which class and who is put in which groups. Some years are much more challenging than others.
I can make myself more “invisible” by setting up structured routines, visual supports, and play-based learning centers that allow students to explore and practice skills more independently. I can also give students time to try tasks on their own before stepping in to help.
This benefits students because it encourages independence, problem-solving, and confidence. When students have the opportunity to attempt tasks without immediate adult assistance, they can develop important self-help and communication skills while taking more ownership of their learning.
How do you (or could you) make yourself more invisible in your classroom? How does (or will this) benefit your students?
With my TK-2nd grade students, I really need to be present in their learning. They are still learning the structure of PE, how to interact with other students, how to lose, how to win, ect. It is very important that I am present and guide them in their learning in these areas. As my students get older 3rd-5th grade. I really try to take a step back. The goal for me is to have taught them how to solve conflict problems with others on their own as best as they can, in a respectful way. In competitive settings, I see this a lot where one student will get frustrated or mad at another student. Instead of me just butting in and solving the problem for them; I encourage them to talk it out with each other first. Once they have talked it out themselves, then they are to come to me and tell me their solution. If they did not come up with a solution, I then join in the conversation and talk it through with them. My hope is that by doing this, students are able to solve their problems out at recess on their own, and then when as they get older are able to solve conflict problems in a respectful way on their own. I truly believe it is a life skill that is extremely important for them to learn.
How do you (or could you) make yourself more invisible in your classroom? How does (or will this) benefit your students?
In my math class, I often have students buddy up. They work independently, yet compare their work/steps periodically. I enjoy hearing them compare their different steps along the way. It is almost like they are teaching one another how to solve different problems. Even better is when they produce different answers and have to justify why their answer is the correct one. I can hear so much learning/thinking going on with them. Oftentimes, they'll call me over to tell them which one is correct. I usually answer, "How do you know either one is right?" They don't care for that, but it makes them reevaluate their process to justify their answer. I am basically invisible up to that 'refereeing' point. As a teacher, it is hard to watch students struggle when solving problems. I want to step in and support them; however, that is not a long-term solution for them. It would just make me feel better.
I feel like I have some lessons and topics that I do a great job of making myself invisible. I absolutely love the Full Jigsaw for longer complex texts that don't require chronology in order to understand and don't require a deep understanding of the whole thing. I do think I trim the last step down a little too much though. Often times, time runs out and the reflective part of the process doesn't get much attention. I love Chalk Talks and am currently wishing I had students do one of those for Elie Wiesel's memoir Night prior to the final essay assessment (which is tomorrow). I want to implement Clock Partners and having symbols affixed to desks for easy grouping in addition to the way I already have them set up by pods. This will cut down on wasted time for sure but will also help me talk less and my students to talk and engage more.
I need to stop being the walking answer key. In my math classes, it’s easy to just nod when a student gets a factoring problem right, but that ends the thinking process. Instead of validating every answer, I’ll stay back and ask, "How do you know that works?" or "Walk me through your logic." This keeps the cognitive heavy lifting on the students. I also plan to use student-led protocols like Chalk Talk and Jigsaws so the students are the ones teaching the content, not just me.
I feel like in PE I am invisible. once they start playing and understand the game or skill, I am just they're for commands when it's time to transition or clarify. I feel like this is great for the upper grades to work through issues they have in class instead of asking me for help.
I appreciated the ideas outlined on pages 148-53 and particularly want to try to implement the idea of "using sounds to signal routine transitions". Again, I'm not in a classroom setting - but I think I can implement this both at home w/ bedtime routines, after meal clean-up, etc. as well as when I'm helping with children's ministry at church. I also loved the prompts provided to support collaboration. I'll try to use them more often when teaching JA or being part of small group discussions.
I like the idea of chalk talk, where students pencils are doing the communicating. This could help me get a better understanding of what my students are thinking independently, without relying on a few students to answer questions for the group. Making myself more invisible in the classroom might be challenging at first, but once students get used to the concept, it can actually help deepen their learning. It makes me thinking of the concept of never working harder than my students. Sometimes, I probably do too much of the talking / learning for them to keep the lesson moving forward, rather then guiding them alongside their learning.
How do you (or could you) make yourself more invisible in your classroom? How does (or will this) benefit your students?
I think that more independent and collaborative work would be good; however, since I am a distance educator there has to be a fine line at times between me making myself "invisible" so they don't get off track. It can really depend on who is in-room locally for helping keep everything on track. Some students do so well! I'm having a year like that where I can step back more and let them work independently. However, other years are not quite so simple.
I like to think that writing assignments allow me to step back. I also think that group discussions where we break out into small groups then come back to discuss as a larger group help students have think time before I pressure large-room answers.
I used literature circles at one point. I really enjoyed those because it allowed students to 'jigsaw' and take the lead on questioning and roles in literature analysis. Perhaps it will be time to bring those back in the future.
“If it is worth asking one student, isn’t it worth asking them all?” Hack 1 gives a variety of ways to assume all hands are up. Which idea(s) do you plan on implementing with your own students?
As a special education teacher, I am naturally expected to be more "visible" in teaching my small groups of students. However, I am willing to try the invisible approach with lessons such as book club discussions and working through math word problems. Once the initial content has been presented, I am comfortable sitting back and letting students have hearty conversations. I enjoy hearing them discuss books and answers to comprehension questions. I will work harder at staying in the background, taking notes on a clipboard, and letting my book club groups take the discussion away. Similarly, I will try to let my math groups discuss strategies among themselves while I listen and learn from them.
ReplyDeleteOne way I can make myself more invisible in the classroom is by shifting more ownership of learning to my students through routines that encourage independence, collaboration, and peer problem-solving. Instead of being the constant source of answers, I can step back and guide them with questions, structures, and expectations that allow them to take the lead. This might look like students facilitating discussions, checking each other’s reasoning, or using resources and strategies before coming to me. Becoming more “invisible” doesn’t mean being less supportive—it means being intentional about when to step in and when to step back. When students take on more responsibility, they develop confidence, resilience, and critical thinking skills. It empowers them to persevere, trust their abilities, and recognize that learning isn’t something done for them—it’s something they actively create.
ReplyDeleteHow do you (or could you) make yourself more invisible in your classroom? How does (or will this) benefit your students?
ReplyDeleteI think when we give students ownership of discussion, we make ourselves more invisible. Yes, we are the moderator and keep the questions/discussion on track but letting them ask and answer questions without our interference. Of course, we can't let our students go down that misinformation street, so we need to monitor it closely.
I also like to use the "Ask a Friend," resource. I think this gives students the power to rely on someone besides the teacher. I always say, now don't just tell them the answer, show them how you got yours. I use this if I have multiple students at my desk and know others may help out.
Being invisible isn't easy, for me, I like to be the one directing things. Being invisible is still supporting their learning however that may be.
How do you (or could you) make yourself more invisible in your classroom? How does (or will this) benefit your students?
ReplyDeleteI make myself invisible through the Silent Chalk Talk. I always use the word SILENT as a reminder that all discussion needs to be on the paper. This works great! When you start, you are reminding of the silent nature, but as time goes on it becomes more silent and you, as the teacher, can become more invisible. They start to rely more on what is written and react to it than looking at me for validation. This benefits my students because I am no longer seen as necessary during this part of the period. They rely on each other and their own intellect to move the ball forward. This is the goal, and even with freshmen, it is nearly always successful.
I think some expert groupings and justification questions could help make me invisible in the classroom. I see lots of opportunities to use this in both the language arts and reading classroom. I think the biggest benefit for students will be a deeper understanding of the material as well as concepts that can help them in their learning further down the road.
ReplyDeleteStudents naturally want to visit and talk about almost everything. By grouping them together and giving specific questions and learning terms, I think I can capitalize on their tendency to talk and also accomplish the goal of gaining understanding.
While reading this, I don't think I could make myself invisible to my class because the content being taught could be brand new to the students, and I would rather not ask their classmates explain the concept in way that can confuse students. Since most math concepts can be brand new to some students, it isn't helpful for students to be doing the teaching in a concept they don't fully understand.
ReplyDeleteOne of the ways I make myself 'invisible' in class is by putting a majority of the information on Google classroom with a pre-recorded demo from myself, and encourage students to explore their own tutorials found on Youtube and seek advice from a pod-mate prior to asking me for help. This way, students can explore multiple ways of approaching the problem, and find the solution that seems to work best for them (so my way isn't the only right way). An example would be my perspective lesson. I have block schedule (88 minute classes), so I will spend about 10 minutes introducing the lesson, show examples, and go over expectations. I then show students how to look up different tutorials on either an interior room perspective or city-scape. They can choose 1, 2 or 3 point perspective. With this, they can pause, rewind, and watch at their own pace. When they get stuck, and a pod-mate can't help them figure it out (such as stairs, or an arch-way), then I come help. This has cut down student confusion by 80% for me, and I can focus on those who truly need it.
ReplyDeleteI forgot to post my name for this post- Amber Dallman
DeleteAs I previously stated, I like to be in control of my classroom, so therefore being invisible is not something I am comfortable with. As I read through the chapter I realized I could do more to be invisible by observing on more of the learning process, as students work in groups, allow them to struggle a bit instead of jumping in to help them all of the time. When they compete labs, they need be more self-sufficient. I will be there for support and to ask them questions in order the check for understanding.
ReplyDeleteI usually do an introduction and then send my students to do their activity/work in their groups. Everything they need to know is on the PowerPoint, or on the board. Over the semester, students ask me less and less questions, because they know where to find the answers. At the beginning of the semester, it is the hardest, because I don't give them a direct answer. I make the student go look for it. I will tell them they need to look on the materials for the answers. After awhile, the students become independent and are able to be self-sufficient. There are many days that the students don't even need me in the classroom, because they know the expectations and know what they need to be doing.
ReplyDeleteI think I do a pretty good job with this with the routine I set for my students. I think this is so beneficial when I am gone from school. Students now exactly what to do. They know where to grab their notes and get started on them. This also helps the sub because my expectation for my students is high and they know what to do. After our notes, students get to work right away on their assignment and they know where they can check their answers as well. This gives me time to work one-on-one with students that might need a little more help with the lesson before they get it.
ReplyDelete
ReplyDeleteIn the weight-room, I can make myself more invisible by setting clear routines and expectations so students don’t rely on me for every decision. When students come in, they already know how to warm up, choose their workout, and adjust intensity based on their goals, which allows me to step back and observe instead of constantly directing. I use questions instead of answers and encourage students to problem-solve with each other before coming to me. This benefits students because it builds independence and ownership—they start to trust their own decision-making and learn how to manage their fitness without needing a teacher telling them what to do every step of the way.
How do you (or could you) make yourself more invisible in your classroom? How does (or will this) benefit your students?
ReplyDeleteI have been increasingly concerned about how passive students can be in class, so I think making myself more invisible would be very beneficial to my students. The other day I wrote the learning objective on the board in one of my classes. Then I explained they would be working with a partner to help each other meet the learning objective. I stated explicitly the kind of conversation I wanted to hear, i.e. "I am not sure where to find the background information in the essay. What do you think?" I told them I would not be answering a lot of questions because I wanted them to figure it out with their partner. I was surprised at how well this activity went, and I heard good things. I think that choosing and teaching specific protocols to make myself invisible will address my concern about the passive learning I see happening.
When students are completing assignments and come to me to ask questions, I try to answer their questions with questions. By asking questions, it makes the students get to the answer of their questions on their own instead of having me answer the question. I ask questions that lead the students to the answer the question on their own. What I need to be better at though is having the students ask themselves those questions so they can lead themselves to that answer.
ReplyDeleteIn the classroom, I could make myself more invisible during conflicts that I see my students involved in. Allowing them to solve conflicts using the problem solving skills that they have been taught this year and in kindergarten. In my classroom, I have a couple students that struggle with talking to peers while I’m giving directions and they don’t know what that direction was so they will come up to me and ask what they need to be doing. With that, I have them go ask a friend of what they should be doing, this is a way that I try to be invisible in the classroom.
ReplyDeleteWhen it's work time I can make myself become invisible. It's good because students can help each other with questions if I am helping another student. Sometimes if there is an empty desk I like to sit by the kids to really see how they are coming on their projects. It's nice because we talk a little and get to know the kids a little more such as what they like to do outside of school. When I work with kids like this, it's nice because the rest of the room can continue working then I can go and work with another group of kids.
ReplyDeleteI like the tips that were offered in the book for what we can do tomorrow to help the teacher become invisible, especially at the lower elementary level where it can be difficult to give up complete control: Students shouldn't sit for longer than 10 minutes because they start getting antsy. Implementing a turn and talk to break up that sit time is easy to do. Listening in on a few of those conversations helps the teacher to know where the students are at without having a teacher-student dialogue. Joining a group as a peer and not a teacher is also great way to listen to student dialogue.
ReplyDeleteI believe when we have the students active learning, we are able to be "invisible" and walk around the classroom listening to student discussions. I find when I have really engaging lessons, this is easy but if I do book work or independent work, students enjoy visiting and not about the lesson we are working on. I do like having stations for kids to work at and move to the next one so they are able to move around more but again, it depends on which class and who is put in which groups. Some years are much more challenging than others.
ReplyDeleteI can make myself more “invisible” by setting up structured routines, visual supports, and play-based learning centers that allow students to explore and practice skills more independently. I can also give students time to try tasks on their own before stepping in to help.
ReplyDeleteThis benefits students because it encourages independence, problem-solving, and confidence. When students have the opportunity to attempt tasks without immediate adult assistance, they can develop important self-help and communication skills while taking more ownership of their learning.
How do you (or could you) make yourself more invisible in your classroom? How does (or will this) benefit your students?
ReplyDeleteWith my TK-2nd grade students, I really need to be present in their learning. They are still learning the structure of PE, how to interact with other students, how to lose, how to win, ect. It is very important that I am present and guide them in their learning in these areas. As my students get older 3rd-5th grade. I really try to take a step back. The goal for me is to have taught them how to solve conflict problems with others on their own as best as they can, in a respectful way. In competitive settings, I see this a lot where one student will get frustrated or mad at another student. Instead of me just butting in and solving the problem for them; I encourage them to talk it out with each other first. Once they have talked it out themselves, then they are to come to me and tell me their solution. If they did not come up with a solution, I then join in the conversation and talk it through with them. My hope is that by doing this, students are able to solve their problems out at recess on their own, and then when as they get older are able to solve conflict problems in a respectful way on their own. I truly believe it is a life skill that is extremely important for them to learn.
How do you (or could you) make yourself more invisible in your classroom? How does (or will this) benefit your students?
ReplyDeleteIn my math class, I often have students buddy up. They work independently, yet compare their work/steps periodically. I enjoy hearing them compare their different steps along the way. It is almost like they are teaching one another how to solve different problems. Even better is when they produce different answers and have to justify why their answer is the correct one. I can hear so much learning/thinking going on with them. Oftentimes, they'll call me over to tell them which one is correct. I usually answer, "How do you know either one is right?" They don't care for that, but it makes them reevaluate their process to justify their answer. I am basically invisible up to that 'refereeing' point. As a teacher, it is hard to watch students struggle when solving problems. I want to step in and support them; however, that is not a long-term solution for them. It would just make me feel better.
I feel like I have some lessons and topics that I do a great job of making myself invisible. I absolutely love the Full Jigsaw for longer complex texts that don't require chronology in order to understand and don't require a deep understanding of the whole thing. I do think I trim the last step down a little too much though. Often times, time runs out and the reflective part of the process doesn't get much attention. I love Chalk Talks and am currently wishing I had students do one of those for Elie Wiesel's memoir Night prior to the final essay assessment (which is tomorrow). I want to implement Clock Partners and having symbols affixed to desks for easy grouping in addition to the way I already have them set up by pods. This will cut down on wasted time for sure but will also help me talk less and my students to talk and engage more.
ReplyDeleteI need to stop being the walking answer key. In my math classes, it’s easy to just nod when a student gets a factoring problem right, but that ends the thinking process. Instead of validating every answer, I’ll stay back and ask, "How do you know that works?" or "Walk me through your logic." This keeps the cognitive heavy lifting on the students. I also plan to use student-led protocols like Chalk Talk and Jigsaws so the students are the ones teaching the content, not just me.
ReplyDeleteI feel like in PE I am invisible. once they start playing and understand the game or skill, I am just they're for commands when it's time to transition or clarify. I feel like this is great for the upper grades to work through issues they have in class instead of asking me for help.
ReplyDeleteI appreciated the ideas outlined on pages 148-53 and particularly want to try to implement the idea of "using sounds to signal routine transitions". Again, I'm not in a classroom setting - but I think I can implement this both at home w/ bedtime routines, after meal clean-up, etc. as well as when I'm helping with children's ministry at church. I also loved the prompts provided to support collaboration. I'll try to use them more often when teaching JA or being part of small group discussions.
ReplyDeleteI like the idea of chalk talk, where students pencils are doing the communicating. This could help me get a better understanding of what my students are thinking independently, without relying on a few students to answer questions for the group. Making myself more invisible in the classroom might be challenging at first, but once students get used to the concept, it can actually help deepen their learning. It makes me thinking of the concept of never working harder than my students. Sometimes, I probably do too much of the talking / learning for them to keep the lesson moving forward, rather then guiding them alongside their learning.
ReplyDeleteHow do you (or could you) make yourself more invisible in your classroom? How does (or will this) benefit your students?
ReplyDeleteI think that more independent and collaborative work would be good; however, since I am a distance educator there has to be a fine line at times between me making myself "invisible" so they don't get off track. It can really depend on who is in-room locally for helping keep everything on track. Some students do so well! I'm having a year like that where I can step back more and let them work independently. However, other years are not quite so simple.
I like to think that writing assignments allow me to step back. I also think that group discussions where we break out into small groups then come back to discuss as a larger group help students have think time before I pressure large-room answers.
I used literature circles at one point. I really enjoyed those because it allowed students to 'jigsaw' and take the lead on questioning and roles in literature analysis. Perhaps it will be time to bring those back in the future.