A New Way To Teach

I do not profess to be a teaching guru, but twenty-six years of teaching have taught me plenty about how students learn and why. Sometimes you head home at the end of the day wondering; shaking your head. The same questions arise: Are they learning? Are they prepared for standardized tests that they are required to take? Am I satisfying all state and federal standards? Am I really teaching? My answer to these questions was "no" ! Was it me causing the problem, the students or a combination of the two?

As I took a long look at my teaching methods, I felt I was doing too much and the students too little. Yes, they took notes, tests, did homework, discussed concepts. But, were they self motivated to learn? Again, my answer was "no"! But why? If we look at what we do today, we arrive at this apathetic non motivated student persona. We drive everywhere dropping off the kids. Computers are taking over our lives. They think and communicate for us. DVDs entertain us and video games have taken over our kids lives. Do we spend enough time with our kids? We're all very busy people. It seems to me that students these days expect to be entertained and given everything they need to complete their tasks. Most learn visually not from books. I learned from books mostly. Therefore, students do not know how to seek out information unless it deals with technology, X Box, or Playstation 2. Do they seek out books? Some do, most don't. Who's at fault? Parents, their culture, technology, genetics, peers, priorities????? Who knows!!! All I knew is that something had to be done. I enjoy challenges, so I embarked on an adventure that has taken four years and it's not over yet. I decided to teach in a different way. What ways you ask ? Read on.

Add fun stories to your lectures

I turned all textbook material into a story, developed the corniest characters in a format that resembles the "soaps". This story method reaches all learners encouraging thinking and brainstorming. Kids love to be told stories. They remember the information surrounding characters especially if they are extraordinary. They also come to class the next day wanting to hear the next episode of the story offering to add more facts to it that they read from the chapter the night before. So now they are motivated to listen to you...that's a first step.

Change from a Teacher Centered Classroom to a Student Centered one

Next, put the responsibility of learning on the students, not yourself. Remember, you've been there done that. They haven't. Don't take the satisfaction of surviving a struggle away from them. This prepares them for what they'll encounter in life as well as higher levels of education. You, then become the creator and presenter of the struggle to foster learning. Enter the Layered Curriculum and Task Sheets. I stumbled over this idea while doing research finding Kathy F. Nunley's book, "Layered Curriculum". I've modified the technique to achieve success with each of my classes.

Put simply, start out by writing down all homework assignments, class work, projects, hands on activities, worksheets , videos you wish to show, computer activities and assignments for the chapter you are covering. Then organize them into levels A, B, and C. List your "C Level" activities first. These are all required assignments and activities used to achieve the state and federal standards listed for the specific subject matter. I require all students to complete this level correctly. It's worth is 60 points. Why? Because you want to motivate students to move into the "B Level" which will contain problem solving and analytical thinking activities / assignments. The "B Level" is worth 20 points. If a student wants a 90 - 100 they must move up to the "A Level" which contains more difficult work associated with problem solving, critical and analytical thinking. The "A Level" is also worth 20 points. Within the "A and B Levels" list enough activities / assignments so that students have a choice. For example, state they must complete 4 of 6 activities / assignments to gain the 20 points.

This page of activities / assignments is called a Task Sheet. At the side of the sheet next to each task, place a space for your initials. When a student completes a task, I check it; if correct I sign my initials with permanent ink in the space. If they complete all required tasks correctly they receive a grade of "100" for the chapter. If they complete every task on the sheet correctly they receive an additional 10 points yielding a grade of "110".

Putting It All Together

I begin each Task Sheet with an introductory day which includes explanation and a brief summary of the chapter. Then for each section of the chapter, I briefly discuss the main concepts by using my teaching stories . I also announce when videos will be available and hands on activities are to be done. Quizzes are given throughout the duration of the Task Sheet via the Student Online Testing found within this site. You do not have to test at all with this method. I estimate the time it will take to complete the Task Sheet based upon the activities, assignments quizzes and introductory activities included. Usually, I plan for one task to be completed in class and one to be completed at home for homework. Since I see my classes for six periods per week, then I expect each student to complete twelve tasks. It is up to the student to pick and choose tasks to get the grades he or she wants. This method leaves me free to teach and meet with my students one on one with virtually no paperwork going home in the evening. It also makes my students accountable. It also allows for every student to learn regardless of how they learn; learning disabled or not. If they wish to remain apathetic and non motivated that is their choice and has nothing to do with my teaching.