The "Just Right" Class

            As teachers, I know that we grapple with finding the right balance between engaging yet meaningful lessons. I’d like to believe that none us spend hours planning lessons that will intentionally put our students to sleep, discourage their spirits, or leave them wondering what exactly they learned that particular day. However, let’s be real, colleagues, it does in fact happen. I recently read two quality articles, Kathleen Cushman’s “Mind on Fire” and Henry L. Roediger III’s “The Science of Successful Learning.” The greatest takeaways from the readings were the motivation equation mentioned in Cushman’s article and the positive stance on testing mentioned in Roediger’s article.

            There are days where, as an educator, we want to believe we have the best lesson plan! However, we watch the looks on our students’ faces and have to stare back at the reality; our students aren’t feeling it! On those days, our students leave and we feel as though we have failed them. Well, I’ll speak for myself and say I’ve felt that way on several occasions on this teaching journey of mine. However, the motivation equation in “Mind on Fire” is a tool that I will be holding on to as I plan each and every lesson plan from this day forward. I’ve got to prevent this from happening less often than more. The equation is based on an idea created by UCLA’s Center for Mental Health, which states: V (value) x E (expectation) = M (motivation).  In this equation, if either value or expectation ceases to exist, there will be absolutely no motivation within students. What I understand from this equation is that in order for students to buy-in and feel motivated to learn, they must feel as though the content will serve a purpose and that they will be supported and cheered on thru the learning process. In the article, a case study is discussed, showing how successful students were when they found value in the content and had support from teachers and peers. In order for that to happen, teachers, we have to be intentional in our planning to create opportunities for students to receive both value and expectation.

            Henry L. Roediger’s “The Science of Successful Learning,” was a great read because it confirmed by position on the goodness of testing. Too often, many educators are against standardized testing due to unfortunate political gain and the outcomes of testing being over-sensationalized in the media. However, it may be best to look at testing as a chance to enhance learning. That can only be done when immediate feedback is given on student responses.  I find that my students learn best when misconceptions are cleared almost immediately. That may mean more work on our part, but the long-terms benefits outweigh all the hard work on our end. I find it to be best practice when I quiz students and we grade the quiz immediately. We can do a whole-group review and clarify misunderstandings.  As for writing pieces, I find it best to grade them the same night and give in-depth feedback to students. We can even discuss the feedback using data talks. Testing can be a great tool if used to assure that our students have gained something from the material taught and studied.

            Looking for engaging instructional strategies that engage the brain? Check out Marcia L. Tate’s Worksheets Don’t Grown Dendrites. Thanks to this book, my students will be seeing the play “James and the Giant Peach” tomorrow! Have no fear; I’ve got a few Common Core State Standards linked to the activities and reflection portion of this field trip. My students have been struggling with the skill of determining the theme and this great tool will help me to assist them and in a fun way! 

            If you don’t remember anything else, remember this, the “just right” classroom is one that centered on student learning and engagement.

            For more information on what I’ve discussed in this article:

Cushman, K. (2014). Minds on Fire. Getting Students to Mastery, 4, 38-43.

Roedinger, H.L., (2014). Make It Stick: The Science of Successful Learning. Cambridge:
            Belknap Press.

Tate, M. (2010). Worksheets Don’t Grow Dendrites. New York: Corwin Press.