Beware one-off questions. Any question that we prepare should have a natural follow-up question. And those follow-ups should push students up Bloom’s Taxonomy.
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If I could go back in time to visit Year One Mr. Byrd, these are the handful of articles I'd bring him!
If we want students to remember the material we teach, we have to set them up for success. Use techniques like chunking, mnemonics, and spaced repetition to slowly move information into your students’ long-term memory.
How a small change, with very little effort on the teacher’s part, leads to a delightfully complex task that can will get students thinking.
It’s a weird trap: because a child is “so smart”, everyone thinks any gaps in their skills are a result of laziness or defiance. But sometimes the brightest kid needs small group instruction for a skill the rest of the class already gets.
Not only is vague praise less useful than a specific compliment, but, combined with easy tasks, it can even be damaging to students’ belief in their abilities.