The Standing Quiz: Get 100% Participation, Engage Student Metacognition, and Grade None of It!

What if I told you that there is a classroom activity that . . .

  • helps students prepare for upcoming multiple choice tests,
  • promotes metacognition,
  • gets students moving,
  • strengthens longterm memory, and
  • you don’t have to grade any of it?

Not only is there such an activity, but it is the kind of activity that can be appealing to teachers from different backgrounds and different styles. If you are the kind of teacher who appreciates traditional lecture, this is for you. If you prefer a more progressive approach to teaching, this is for you. And if you like research-backed strategies, this is for you! Continue reading “The Standing Quiz: Get 100% Participation, Engage Student Metacognition, and Grade None of It!”

Kelly Gallagher’s Books Aren’t as User-Friendly as Teachers Think They Are

Has this ever happened to you when reading one of Kelly Gallagher’s books (or a book by another inspiring teacher-writer)? You read about a practice in his classroom, stare off into the distance, the look of epiphany on your face, and with a raised pointer finger you declare “I must start doing this today,” slam the book shut, and start typing up lesson plans. Now, let’s say you finish those lesson plans, does everything go smoothly in the classroom?

For me, it’s hit and miss. Sometimes the lessons are clear, and I can start using them right away. But some, for me, are complete bombs. The failures usually go like this: I hit an obstacle I did not anticipate, I furiously flip the book to the spot where I had the epiphany in a desperate search for answers that aren’t there. Next, I panic, admit defeat, let the lesson die a quiet death, sulk, and then move on. Continue reading “Kelly Gallagher’s Books Aren’t as User-Friendly as Teachers Think They Are”

3 Ways to Wrangle the PIG!

“I have to plan the next unit.”

“What am I going to teach tomorrow? And how am I going to teach it?”

“But I have to grade these papers!”

Planning, instruction, and grading–if you’re like me, these three elements of teaching huddle up and, like specters, follow you around all year long. Each takes its turn whispering in your ear, especially grading.

It seems that right when you get one settled, one of the others crops up, jolting you with guilt, anxiety, or both. It seems never-ending.

Continue reading “3 Ways to Wrangle the PIG!”