From Overload to Engagement: Shifting Focus to How the Brain Learns

From Overload to Engagement: Shifting Focus to How the Brain Learns

-Nicole Teyechea, PhD

As educators, we’ve all felt the pressure to cover every inch of content while ensuring students meet academic and language expectations. Yet, how often do we pause to consider how students—especially English Learners—process and engage with what we’re teaching? The challenge is not just in teaching content or language, but in teaching in a way that connects with how the brain learns best.

When we focus solely on delivering content, we risk overwhelming students. This is especially true for English Learners, who are not only absorbing new concepts but also navigating the complexities of academic language. The result? Disengagement, surface-level understanding, and missed opportunities for meaningful learning.

What if we shifted our perspective? Instead of asking how much we can teach, we ask: How can we help students think, process, and apply what they learn in ways that stick? This question has led me to a framework that prioritizes the brain’s natural processes while supporting both academic and language development. It’s called TWRLS.

TWRLS stands for Thinking, Writing, Reading, Listening, and Speaking. These five processes aren’t just isolated skills—they’re interconnected pathways through which the brain engages with and retains information. By weaving these processes into our lessons, we can create opportunities for students to actively interact with content and build the language skills they need to succeed.

Why TWRLS Is a Scaffold

TWRLS serves as a scaffold for engaging students, especially English learners because it provides a structured, step-by-step approach that supports learners as they engage with complex content. Each component builds on the others, creating a framework that guides both teachers and students through the learning process. Here’s how it works:

• Thinking: Encourages students to make connections between prior knowledge and new information, providing a cognitive anchor for learning. This scaffolds their ability to process and organize ideas outlined in the standards.

• Writing: Writing: Clarifies and organizes students' thoughts, reinforces content knowledge, and allows them to practice language skills while demonstrating progress and identifying areas of need—a valuable data point for teachers.

• Reading: Exposes students to academic language and context, providing a scaffolded opportunity to decode and comprehend complex texts.

• Listening: Builds auditory processing and comprehension, allowing students to learn from others and develop language fluency in a supportive environment.

• Speaking: Encourages verbal rehearsal and discussion, scaffolding students’ confidence and ability to articulate ideas in real-time.

By integrating these processes into lessons, teachers provide multiple entry points for students to engage with content, ensuring that both academic and language development occur simultaneously. TWRLS also makes learning visible, helping students see their progress and build confidence.

A Learning Journey, Not a Race

Rather than focusing on overwhelming students with information, TWRLS encourages us to engage them in a learning journey. Imagine starting a lesson with an open-ended question that sparks curiosity, moving into an activity that requires students to organize their thoughts, and then guiding them to articulate their ideas through discussion or writing. With TWRLS, every step is intentional, reinforcing both content and language in a way that makes learning visible.

The beauty of this approach is its simplicity. It’s not about adding more to your plate; it’s about refining what you already do to maximize impact. By focusing on how students learn best, we create classrooms that are not only more effective but also more inspiring for both teachers and students.

Building a Rigorous Foundation for Literacy with SKS and TWRLS

Building a Strong Foundation for Literacy with SKS and TWRLS

To help English Learners (ELs) improve their academic literacy skills, combining the Skill, Knowledge, Strategy (SKS) framework with the Thinking, Writing, Reading, Listening, Speaking (TWRLS) framework provides essential support that helps students succeed across different subjects and grade levels. This approach is at the heart of my session, "Reinforcing Academic Literacy Skills for English Learners through Priority Standards."

Using Priority Standards for Focused Learning

In my session, I emphasize the importance of using priority standards to guide instruction. These standards highlight key skills necessary for student success, allowing teachers to concentrate on what matters most for their ELs (Teyechea, 2024). For example, the Reading Informational Text Standards include:

• RI.1: Students ask and answer questions about text details to demonstrate understanding and justify inferences.

• RI.2: Students identify the main subject of a text and retell key details, evolving to summarize main ideas and supporting details in higher grades.

• RI.3: Students describe connections among individuals, events, and ideas, explaining how information is interrelated in the text.

• RI.6: Students discern the author's point of view or purpose and articulate its influence on content and style, with complexity increasing across grades.

These standards are crucial because they not only support ELs in developing their reading comprehension but also help them engage with complex texts across all content areas. By focusing on these standards, educators can ensure that ELs are not only learning to read but also learning to think critically about the information presented, which is essential for their academic success.

Engagement Through TWRLS

The TWRLS framework encourages students to engage actively in their learning through various methods. By incorporating thinking, writing, reading, listening, and speaking into lessons, we ensure that ELs interact with content in different ways (Reeves, 2016). For example, collaborative activities allow students to share their ideas about priority standards, reinforcing their language proficiency while deepening their understanding of the material.

Creating a Supportive Learning Environment

Using both SKS and TWRLS helps create a classroom where students feel safe to take on challenges. Consistently applying social-emotional strategies helps build an environment that supports learning and encourages students to take risks (Bailey, 2010). By focusing on essential skills and using engaging teaching methods, we empower our students to take charge of their own learning.

Boosting Language Skills

The structured support from SKS and TWRLS helps students learn language and comprehension skills, making it easier for them to handle grade-level materials. Targeted instruction that aligns with priority standards not only supports academic growth but also builds confidence in language use. As students practice essential skills consistently, they enhance their language proficiency, setting the stage for future academic success (Echevarria et al., 2017).

Combining SKS and TWRLS with priority standards is key to achieving the goals of my session. By focusing on consistent practice, targeted instruction, and active engagement, we can help English Learners build a solid foundation for literacy across all subjects. This comprehensive approach prepares ELs to navigate challenging content while developing the language skills they need to succeed academically and in life.

References

• Bailey, B. (2010). Easy to Love, Difficult to Discipline: Recipes for Building a Positive School Climate.

• Echevarria, J., Vogt, M. E., & Short, D. J. (2017). Making Content Comprehensible for English Learners: The SIOP Model.

• Reeves, D. B. (2016). Every Student Can Learn: A Blueprint for Helping Children Succeed in School.

• Teyechea, N. (2024). Reinforcing Academic Literacy Skills for English Learners through Priority Standards.

Short on Time? Prioritize Learning Processes Over Content Overload

As educators of multilingual students, we often face the challenge of balancing rigorous academic content with the diverse needs of our learners. In the hustle of daily teaching, it’s easy to get caught up in the pressure to cover a vast curriculum. However, focusing on learning processes rather than content overload can significantly enhance the learning experience for our students.

Understanding the Importance of Learning Processes

Research highlights that the brain learns language through two primary pathways: receptive skills (listening and reading) and productive skills (speaking and writing). These pathways are critical for developing proficiency in a second language and for academic success. When we prioritize these learning processes, we create a more effective and engaging learning environment.

Receptive Skills: Building a Strong Foundation

Receptive skills lay the groundwork for understanding new information. Here are effective strategies to enhance these skills in your classroom, along with examples:

• Visual Aids: Use images, charts, and graphic organizers to help students connect ideas and concepts.

  • Example: When introducing a unit on ecosystems, use a graphic organizer like a concept map to visually represent the relationships between producers, consumers, and decomposers.

• Highlighting Key Details: Encourage students to highlight or underline key details in texts during reading activities. This helps them focus on essential information.

  • Example: Provide students with a passage about a historical event and have them highlight key dates, names, and events, which aids comprehension and retention.

• Contextual Learning: Teach students to use context clues from the surrounding text to infer meanings, and incorporate cognates to facilitate understanding.

  • Example: Provide a passage with unfamiliar vocabulary alongside cognates. For instance, if students encounter the word "information," they can recognize "información" in Spanish, helping them infer meaning from context.

Productive Skills: Making Learning Visible

Once students have grasped foundational concepts, it’s essential to focus on productive skills, where students express their understanding. Here are some strategies to promote productive skills with examples:

• Collaborative Learning: Engage students in group activities where they can share ideas, enhancing their speaking and writing skills.

  • Example: Have students work in pairs to create a poster that summarizes a recent lesson. They can present their poster to the class, practicing both their speaking and listening skills.

• Kagan Strategies: Implement cooperative learning strategies to promote interaction and engagement.

  • Example: Use the "Rally Robin" strategy, where students take turns sharing ideas in pairs about a topic. This fosters collaboration and ensures that every student participates actively.

• Thinking Maps: Utilize thinking maps to help students organize their thoughts and visually represent their understanding.

  • Example: After reading a text, students can create a Circle Map. In the inner circle, they write the main idea, and in the outer circle, they fill in supporting details that reinforce this central concept. This visual representation helps them see the connection between key details and the overarching idea.

Implementing TWRLS for Effective Learning

The TWRLS framework—Think, Write, Read, Listen, Speak—provides a structured approach to integrating these receptive and productive skills into a single lesson. Here’s how to apply TWRLS effectively while reminding teachers to keep thinking at the forefront throughout the lesson:

• Think: Activate prior knowledge and set learning goals.

  • Example: Begin the lesson by discussing the concept of main ideas and key details. Ask students, “What do we need to look for in a text to find the main idea?” Use this opportunity to keep students focused on their thinking throughout the lesson.

• Write: Have students create a Circle Map to identify the key details and main idea of the content they are reading.

  • Example: Students fill in the center of the Circle Map with the main idea and branch out to include supporting details in the outer circle. This reinforces their understanding of how the details connect to the overarching concept.

• Read: Provide students with a text aligned with the lesson's theme, allowing them to practice identifying key details and the main idea.

  • Example: Distribute a short article related to the topic. Students should read and highlight key details that will help them determine the main idea.

• Listen: Facilitate listening exercises that promote comprehension and engagement using Kagan strategies like Rally Robin.

  • Example: In a Rally Robin activity, students can take turns sharing their identified key details and main ideas with a partner. While they discuss, provide students with sentence frames, such as "The main idea is ___" and "A key detail to support the main idea is ____."

• Speak: Create opportunities for students to articulate their ideas using the sentence frames introduced during the listening phase.

  • Example: After the Rally Robin activity, ask students to present their findings to the class using the sentence frames. This helps them communicate their thoughts clearly and effectively.

---

The TWRLS Look-For Chart serves as a practical guide for educators to observe and assess student engagement during lessons. Use this chart to enhance students' opportunities to access grade-level texts by strengthening their pathways to reading comprehension.

---

In our fast-paced educational environment, it is crucial to prioritize learning processes over content overload, especially for our multilingual students. By focusing on receptive and productive skills and utilizing the TWRLS framework, specialists for multilingual learners can work smarter, not harder. This framework allows for thoughtful planning that can be applied across multiple grade levels, making it adaptable to any content area.

By purposefully providing opportunities to build receptive and productive skills, educators solidify learning in the brain and support non-EL teachers without them overly relying on EL specialists. Students can transfer their learning and access comprehensible input in both specialized language instruction and general education classes.

Let’s empower our students to thrive by simplifying our teaching methods and fostering a dynamic learning experience that leads to independent learning.

Questions for Reflection:

• How can you implement the TWRLS framework in your classroom?

• What strategies can you use to differentiate instruction for multilingual learners?

• How will you assess understanding of key details and main ideas using TWRLS?

---

References

Echevarria, J., Vogt, M. E., & Short, D. J. (2017). Making content comprehensible for English learners: The SIOP model (4th ed.). Pearson.

Grabe, W., & Stoller, F. L. (2011). Teaching and researching reading. Pearson Education.

Harmer, J. (2007). The practice of English language teaching. Pearson Longman.

Sousa, D. A. (2016). How the brain learns (5th ed.). Corwin Press.

Teyechea, N. (2024). Prioritize learning processes over content overload. Finita Teachers. Retrieved from https://www.finitateachers.com/blog

How ‘Task Sequence’ Makes Success Criteria Work for Every Student

As teachers, we’re often told to set success criteria—clear, specific descriptions of what students need to achieve. But with diverse learners in every classroom, especially those learning English, creating meaningful, accessible success criteria can be a real challenge. That’s where Task Sequence comes in. At Finita, we’ve developed Task Sequence as a practical way to break down success criteria into manageable, engaging steps that support students’ understanding and language growth.

What is Task Sequence?

Task Sequence is a step-by-step approach to guide students through the learning process, making success criteria clear and achievable. It combines two powerful Finita scaffolds, SKS (Skill, Knowledge, Strategy) and TWRLS (Thinking, Writing, Reading, Listening, Speaking), to support students at every stage of learning. Together, these frameworks help us design tasks that work across all language modes and ensure that each step of learning is clear, meaningful, and accessible.

Why Task Sequence Works for Diverse Learners

Teaching a classroom with language learners or students at different skill levels can make setting clear success criteria tricky. Task Sequence makes success criteria easier to implement by breaking down objectives into actions that students can see, hear, and understand.

Here’s how Task Sequence helps:

1. Clear Steps for Success: Each part of Task Sequence is broken down into concrete, observable actions. For example, if the goal is to identify key details, Task Sequence might include “highlighting details in the text” (Reading) and “sharing the main idea with a partner” (Speaking). This turns a big task into specific steps, making learning visible and measurable.

2. Engages All Learning Modes: Using TWRLS, Task Sequence involves students in thinking, writing, reading, listening, and speaking about the content. This is especially helpful for language learners, who benefit from practicing skills in multiple ways. For example, students might listen to a classmate explain a main idea, then share their own understanding aloud. Each language mode reinforces the others, creating a well-rounded learning experience.

3. Practical Tools and Strategies with SKS: SKS ensures each step includes what students need to do (Skill), what they need to know (Knowledge), and how to accomplish it (Strategy). This framework helps teachers design tasks that are specific and purposeful, such as using a Tree Map to organize main ideas and details. This structure guides students in both understanding the content and using academic language.

4. Builds Content Knowledge and Language Together: Task Sequence not only supports students in learning the material but also helps them build the academic language needed to explain it. With sentence frames like “The main idea is ____ because ____,” students practice using language that will support their future learning. This dual focus is powerful, especially for language learners who need both content and language development.

Task Sequence in Action: An Example

Let’s say the objective is for students to identify the main idea and supporting details in a text.

Using Task Sequence, we break it down like this:

• Skill: Identify

• Knowledge: Main idea and supporting details

• Strategy: Use a Tree Map

Task Sequence using SKS and TWRLS to create useful success criteria.

For collaboration, try using the Round Robin structure. In this activity, students take turns sharing their identified main idea using the sentence frame, “The main idea is ____ because ____.” Listening to others’ explanations helps students confirm or refine their understanding, reinforcing both content and language skills.

Why Task Sequence is Essential for Teachers

Task Sequence isn’t just a way to meet success criteria—it becomes the criteria itself. It guides how we model, gives students a structure for practice, and makes room for “live” feedback throughout the lesson. Here’s how:

• Supports Teacher Modeling: With Task Sequence, teachers can model each step clearly, showing students how to approach a task from start to finish. This makes learning visible and gives students confidence that they can follow along.

• Structures Student Practice: By involving all language modes, Task Sequence helps students practice skills in a way that’s engaging and varied. Students see, hear, and do each part, reinforcing their understanding from multiple angles.

• Allows Real-Time Feedback: Each step in Task Sequence is an opportunity for feedback. As students move through the tasks, teachers can provide immediate guidance, helping them adjust their approach and stay on track. This keeps learning dynamic and responsive.

• Develops Academic Language and Content Together: Task Sequence integrates academic vocabulary and sentence structures, so students build language skills as they learn content. For example, using structured sentence frames gives language learners the support they need to articulate ideas clearly.

Final Thoughts

Task Sequence transforms success criteria into a guided process that is accessible, actionable, and supportive. By combining SKS and TWRLS, Task Sequence allows teachers to provide a scaffold that engages all students, especially those learning English, and helps them reach their full potential. With Task Sequence, success criteria aren’t just goals—they’re achievable steps toward meaningful learning.

At Finita, we’re committed to making learning accessible for all students. Task Sequence is one way we ensure every learner has a clear path to success, building confidence and skills along the way.

Nicole Teyechea, PhD

Connect: Rules of Awareness

Using the Rules of Awareness to Clarify Classroom Expectations

As teachers, we know how important it is to set clear expectations for behavior in the classroom. But sometimes, what seems obvious to us isn’t always clear to our students. One way to bridge this gap is by using the Rules of Awareness, which help students define classroom expectations by describing what behaviors look like, sound like, and feel like.

In my experience, this approach helps make expectations more comprehensible, especially when students are struggling to understand or communicate their behavior.

A Story of Miscommunication

Let me share a story that illustrates this point. I once had a student who frequently lied, and it caused a lot of frustration in the classroom. Her peers would get upset and accuse her of lying, but she would firmly deny it. One day, I heard her lie about something simple, so I gently asked her to stop. A few minutes later, she lied again.

I pulled her aside and asked, "Why do you keep lying when you just told me you weren’t going to?" She suddenly broke down in frustration, telling me, "Everyone keeps saying I'm lying, but I don't even know what that means!"

This was a powerful moment that reminded me of how different our perceptions can be from those of our students. While it was clear to me that she was lying, she genuinely didn’t understand what it meant in that context. She didn’t know how others interpreted her words and actions.

Connecting Through the Sensory Tree Map

This is where the Sensory Tree Map can be a game-changer. The map helps both teachers and students clarify expectations by using sensory language—describing behaviors in terms of how they look, sound, and feel. By guiding students through this process, you’re helping them connect their intentions with how their actions are perceived by others.

For example, in the case of my student, we could have used the Sensory Tree Map to explore what it means to be honest:

• Looks Like: Keeping eye contact, not avoiding the question

• Sounds Like: Speaking calmly, without hesitation

• Feels Like: Trusting and safe, not worried about getting in trouble

By breaking down the concept of honesty in this way, my student could better understand why her actions were being perceived as dishonest and how she could adjust her behavior.

How to Use the Rules of Awareness

The Rules of Awareness provide a scaffold for creating a positive and clear learning environment. Here’s how you can use them in your classroom:

1. Looks Like, Sounds Like, Feels Like: Have students describe what a specific expectation (like respect, responsibility, or resilience) looks like, sounds like, and feels like. This sensory language helps students make connections between abstract rules and concrete behaviors.

2. Use Real-Life Examples: Encourage students to think of times when they’ve experienced these behaviors. This helps them visualize the expectation in action and understand it on a personal level.

3. Clarify and Reflect: After creating the Sensory Tree Map, have a class discussion or reflection. Ask students if their understanding of the expectation has changed and how they can apply it in different classroom scenarios.

4. Organize Visually: Keep the Tree Map visible in the classroom as a reference. Students can use it when they need to self-regulate or when conflicts arise. It serves as a constant reminder of the expectations in a way they helped define.

The Power of Clear Expectations

When students are involved in defining what behaviors look like, sound like, and feel like, they take more ownership of the classroom environment. More importantly, it gives them a clear understanding of how their actions are perceived, which can help prevent misunderstandings and conflicts.

As teachers, our role is not just to enforce rules but to guide our students in understanding them. The Rules of Awareness are a powerful tool for making expectations clear, fostering a positive environment, and helping students regulate their behavior with greater understanding.

Nicole Teyechea, PhD

Bring clarity, simplify your practice, and make an impact with every lesson

References

• Bailey, B. A. (2001). Conscious discipline: Building resilient classrooms. Loving Guidance, Inc.

• Brown, B. (2021). Atlas of the heart: Mapping meaningful connection and the language of human experience. Random House.

• Hattie, J., & Clarke, S. (2019). Visible learning feedback. Routledge.

• Siegel, D. J., & Bryson, T. P. (2012). The whole-brain child: 12 revolutionary strategies to nurture your child's developing mind. Bantam Books.

IMPACT as a Scaffold for Building Consistent Lesson Planning Routines

Transitioning into education can be a daunting experience, especially for long-term substitutes, new teachers, international teachers, or any educator stepping into the classroom without extensive experience. The pressures of meeting grade-level standards, engaging diverse learners, and maintaining classroom management can quickly feel overwhelming. But what if there was a framework that could simplify lesson planning and ensure every lesson makes an impact, regardless of teaching experience?

At Finita, we understand the unique challenges faced by educators who are new to the classroom. That’s why we developed the IMPACT framework—a strategic scaffold that supports consistent lesson planning routines, helping educators deliver high-quality, structured lessons that align with grade-level standards and actively engage students. IMPACT is more than just a planning tool; it’s a practical guide for building confidence and clarity in teaching, especially for those transitioning into the profession.

Why IMPACT Works as a Scaffold for New and Transitioning Teachers

IMPACT stands for Inquire, Model, Practice, Affirm, Connection, and Task Sequence—six essential phases that form a scaffold for lesson planning. Each phase guides educators through the process of structuring effective lessons that allow students to access grade-level learning while developing critical thinking and academic skills.

For long-term substitutes, new teachers, or international educators who may be unfamiliar with the intricacies of lesson design, the IMPACT framework offers a clear path forward. Instead of grappling with abstract theories, teachers can rely on a consistent, proven structure that simplifies planning and execution. IMPACT provides step-by-step clarity, giving transitioning educators the confidence to deliver lessons that meet standards, engage students, and support academic growth.

Breaking Down IMPACT for Effective Lesson Planning

Here’s how the IMPACT framework works to scaffold lesson planning for educators transitioning into education:

• Inquire: The lesson begins with an inquiry, tapping into students’ prior knowledge and connecting it to new learning. This is an essential step for both students and teachers. For students, it sparks curiosity and engagement. For educators, it provides a structured entry point into the lesson, guiding them on how to activate students’ thinking.

• Model: During this phase, teachers introduce the lesson’s success criteria and model how to approach the task at hand. For transitioning teachers, this is critical because modeling creates transparency. By clearly showing students how to follow procedures and think critically about the content, teachers can help students understand what success looks like.

• Practice: After modeling, students engage in structured practice. They practice reading grade-level texts and writing about their thinking to build knowledge. For transitioning teachers, this phase is a valuable opportunity to observe and assess student progress, providing insights into whether students are grasping the material or if adjustments are needed.

• Affirm: The affirm phase allows students to reinforce their learning by sharing their thoughts through structured discussion activities, such as Kagan Strategies. For educators who are new to teaching, this phase offers a way to integrate cooperative learning structures, helping students strengthen their understanding while practicing their communication skills.

• Connection: Teachers guide students in connecting the day’s learning to prior knowledge or future lessons. This phase ensures that students see the relevance of the lesson, helping to cement learning. For transitioning teachers, it provides a moment to reflect and wrap up the lesson in a meaningful way, reinforcing the overall objectives.

• Task Sequence: Finally, the task sequence provides a clear roadmap for success. Teachers use this sequence to outline the specific steps students need to follow, ensuring that both the teacher and the students are clear on how progress will be monitored and reinforced. This phase is especially helpful for educators still developing their confidence in managing classroom routines, as it creates a structured flow that reduces uncertainty.

A Proven Scaffold for Vulnerable Teachers

For long-term substitutes, paraprofessionals stepping into lead teacher roles, or international educators navigating unfamiliar curricula, IMPACT serves as a scaffold to support effective lesson delivery. Its structured approach ensures that each phase of the lesson is purposeful, aligned with grade-level standards, and designed to engage students in meaningful learning.

One of the most powerful aspects of IMPACT is its adaptability. Whether you’re teaching second graders or high school students, in math, science, or language arts, the framework is flexible enough to be applied across all grade levels and subject areas. This flexibility is key for transitioning educators who may be responsible for teaching multiple subjects or working with diverse groups of learners.

For teachers of multilingual learners, IMPACT provides the necessary scaffolding to help students develop language skills while accessing academic content. The framework’s consistent structure allows for repeated practice of academic language, reinforcing both content and communication skills in a way that supports language acquisition.

Consistency Builds Confidence and Competence

Transitioning into a teaching role can feel like an uphill battle, but consistency is key to overcoming the challenges. IMPACT helps educators build consistent lesson planning routines that not only simplify their workload but also ensure high-quality instruction.

The real power of IMPACT is that it reduces the cognitive load on teachers. By following a structured, repeatable process, educators don’t have to reinvent the wheel for every lesson. Instead, they can focus on refining their instruction, making incremental improvements, and gaining confidence in their teaching practice. This consistency is especially valuable for new teachers, long-term substitutes, and international educators, as it reduces uncertainty and allows for more focused, intentional teaching.

Why Schools Support the Implementation of IMPACT

Many schools are already familiar with the strategies embedded in the IMPACT framework, such as Thinking Maps and Kagan Structures. These strategies have been used for decades to make learning visible, and many schools have trained teacher leaders who can support the implementation of Finita’s system. Because these strategies are accessible and proven, schools can easily adopt the IMPACT framework as part of their professional development and instructional practices.

Schools benefit from the consistency that IMPACT offers. By providing educators—especially those transitioning into the profession—with a clear, structured approach to lesson planning, schools can ensure that instruction across classrooms is aligned with standards and focused on student achievement. This alignment not only benefits students but also supports the professional growth of teachers, creating a more cohesive and effective learning environment.

IMPACT: A Pathway to Excellence

For educators stepping into the classroom for the first time or transitioning into a new teaching role, IMPACT offers more than just a framework—it provides a pathway to excellence. It scaffolds lesson planning in a way that builds confidence and competence, ensuring that every lesson is purposeful, engaging, and aligned with standards.

By simplifying the planning process, IMPACT allows teachers to focus on what matters most: creating meaningful learning experiences that help students grow academically and develop the skills they need for success. Whether you’re a long-term substitute, a new teacher, or an international educator, IMPACT is your guide to building consistent, high-quality lessons that make a lasting impact.

Download the Evaluation Rubric for S-K-S and IMPACT Lesson Planning to get started on building your own consistent lesson planning routines today!

Let’s simplify the journey into teaching—together.

References:

Echevarría, J., Vogt, M. E., & Short, D. J. (2017). Making content comprehensible for English learners: The SIOP model (5th ed.). Pearson Education.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Hyerle, D. (2014). Thinking Maps: A language for learning. Thinking Maps, Inc.

Kagan, S., & Kagan, M. (2009). Kagan Cooperative Learning. Kagan Publishing.

Teyechea, N. (2024). The Finita System: Simplifying teaching to enhance student learning. www.finitateachers.com

Consistency in Routines: How Thinking Maps and Kagan Strategies Support the Finita System

In the world of education, one of the biggest challenges schools face is managing the overwhelming number of strategies available to teachers. While there are countless methods and tools that promise to improve learning outcomes, the truth is that the most effective strategies are those that are used consistently. At Finita, we focus on integrating Thinking Maps and the Kagan Essential 5 Structures—two proven strategies that have been used for decades to make learning visible and enhance classroom engagement.

These strategies have stood the test of time for a reason: they work. Thinking Maps help students visually organize their thinking, making abstract ideas more concrete, while Kagan Strategies engage students in cooperative learning, fostering communication and collaboration. But beyond their success with students, these strategies are also powerful tools for supporting teachers, especially those working within the Finita system.

Why Thinking Maps and Kagan Strategies?

Thinking Maps and Kagan Structures have been implemented in schools for decades, and they are trusted for their ability to make learning visible. Thinking Maps, with only eight specific maps, offer a simple, consistent way for students to organize their thoughts, regardless of the subject matter. From brainstorming with a Circle Map to sequencing events with a Flow Map, these tools give students a clear, visual framework for their learning.

At the same time, Kagan Strategies, particularly the Essential 5 Structures (like Think-Pair-Share and RallyCoach), are designed to promote student interaction and collaboration. These cooperative learning structures actively engage students, allowing them to share their ideas, practice language skills, and deepen their understanding of the content. By focusing on only five key strategies, Kagan offers a streamlined approach that maximizes impact without overwhelming teachers or students.

Making Learning Visible and Accessible

One of the main reasons Finita integrates these strategies into its system is their ability to make learning visible. Thinking Maps take complex ideas and make them tangible, helping students visualize relationships, processes, and hierarchies in a way that words alone cannot. This visibility is especially crucial for multilingual learners or students who may struggle with abstract concepts.

Similarly, Kagan Structures give students a platform to share and discuss their ideas, making learning a more active, social process. When students engage in structured discussions like RoundRobin or practice peer coaching with RallyCoach, they are given the space to verbalize their thinking and receive feedback from their peers. This not only reinforces their understanding but also builds essential social and communication skills.

A Foundation for Schools to Support Implementation

Another advantage of using Thinking Maps and Kagan Strategies is that many schools already have trained teacher leaders who are familiar with these tools. By integrating these proven strategies into the Finita system, we ensure that the methods are not only effective but also accessible. Teachers and schools don’t have to start from scratch—many educators have already been trained in these methods and can serve as leaders in supporting their colleagues.

Because these strategies are widely recognized and implemented in schools, adopting the Finita system becomes a smoother process. Schools can leverage their existing resources, using their trained teacher leaders to guide the implementation of Finita’s lesson planning frameworks, ensuring that the transition is efficient and that teachers are fully supported.

Building Routines for Adult Learners

Just as it’s important to build consistent learning routines for students, it’s equally important to build consistent routines for adult learners. Teachers, like their students, benefit from familiar and repeatable structures that simplify the complexities of lesson planning and classroom management. Thinking Maps and Kagan Strategies offer the consistency needed to create effective routines that can be used across different subjects and grade levels.

At Finita, we recognize that education is often inundated with an array of strategies, many of which can be difficult to sustain long-term. That’s why we focus on just eight Thinking Maps and the Kagan Essential 5 Structures—these are simple, proven tools that make lesson planning and implementation more efficient. By using these strategies consistently, teachers can build routines that not only simplify their work but also enhance their effectiveness.

Consistency Leads to Efficiency and Impact

In a world full of educational strategies, the key to success is consistency. Whether you're teaching young learners or working with adult learners, using strategies like Thinking Maps and Kagan Structures consistently is the most effective way to build routines that lead to long-term success. The simplicity of these tools makes them easy to integrate into daily practice, and their proven effectiveness ensures that they make a real impact on student achievement.

For schools and teachers looking to streamline their instruction while maximizing results, the Finita system, with its focus on Thinking Maps and the Kagan Essential 5 Structures, offers an accessible and proven pathway to success. These tools are not just strategies—they are the building blocks of a consistent and effective teaching practice.

By focusing on what works and using it consistently, we can simplify teaching and make a greater impact in every classroom.

Smiles, Nicole Teyechea, PhD

References:

Echevarría, J., Vogt, M. E., & Short, D. J. (2017). Making content comprehensible for English learners: The SIOP model (5th ed.). Pearson Education.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Hyerle, D. (2014). Thinking Maps: A language for learning. Thinking Maps, Inc.

Kagan, S., & Kagan, M. (2009). Kagan Cooperative Learning. Kagan Publishing.

Teyechea, N. (2024). The Finita System: Simplifying teaching to enhance student learning. www.finitateachers.com

Beyond the Status Quo: Shift Focus and Drive Student Achievement

Shifting away from the status quo is essential if we truly want to see change in education, especially when it comes to student achievement. Change and learning must go hand in hand. Yet, we often find principals burdened with too many responsibilities, teachers still focused on content delivery, and leadership hired with the same mindset that perpetuates outdated practices. If we want different results, we have to make other choices.

Coaching Principals to Focus on Student Achievement

As school leaders, principals should focus their efforts where they can make the most impact. If the foundation is student achievement, then 20% of their time should be dedicated to this critical area. The Pareto Principle (80/20 Rule) demonstrates that focusing on the right 20% can drive 80% of the desired change. For principals, this means dedicating concentrated efforts toward strategies that directly influence student outcomes.

But here’s the disconnect: we ask principals to be "lead learners," yet we pile on administrative tasks that keep them from engaging deeply with the most important aspect of their work—improving student achievement. We need to reframe their focus from managing to leading with purpose. Coaching should help principals zero in on high-impact areas like instructional leadership, professional development for teachers, and creating a school culture centered on curiosity and learning.

From Teaching Content to Making Learning Comprehensible

Another significant shift that needs to happen is in how we approach teaching. Too often, we focus on how to teach content rather than how to make that content comprehensible and engaging for students. If we continue on this path, student achievement will remain stagnant, as it has for years. What if we flipped the focus? Instead of asking, "How can we teach this content better?" we should ask, "How can we help students learn in ways that make content meaningful to them?"

Teachers should be trained to help students connect with the material in a way that sparks curiosity, making learning an active process, not passive content absorption. This involves taking risks, moving beyond traditional models, and shifting toward teaching methods that encourage students to explore, question, and engage with the world around them.

Leadership with a Lens for Change

If we continue to hire leadership through the same lens that maintains the status quo, we cannot expect different outcomes. Stagnation in student achievement is a direct result of perpetuating the same old systems. To bring about real change, we need leaders who are willing to take risks, who understand that an industrialized, one-size-fits-all model of education is no longer relevant in today’s world.

We need leaders who prioritize student curiosity and engagement over standardized content delivery. Leaders who focus not on keeping the system running as it always has, but on how to create an environment where students are inspired to learn, where teachers are empowered to innovate, and where principals are focused on the right things—student growth and achievement.

The Path Forward

If we want to see 80% of change happen, we have to make student achievement the cornerstone of our efforts. Principals must be coached to focus on the highest-leverage activities that directly impact students. Teachers must be trained not just to deliver content, but to help students learn in ways that are meaningful and engaging. And as leaders, we must stop hiring based on maintaining the system and start looking for those who will lead us toward the future of education, where students’ curiosity is nurtured, and learning becomes a dynamic experience.

Change requires risk, but the greater risk is doing nothing and expecting different results. It’s time to shift from the same old system to one that truly prepares students for today’s world. As my dad often says, “Don’t be afraid”.

Nicole Teyechea, PhD

Why Do Schools Maintain the Status Quo and Expect Different Results?

As someone with experience leading change and mentoring many principals and school district administrators, I often find myself reflecting on this paradox: If education is all about learning and growing, why do so many schools persist in maintaining the status quo while expecting different results? It's a question that has followed me through much of my career, and the more I think about it, the more I realize that it's a challenge worth addressing head-on.

Schools, by nature, are institutions of learning. We encourage our students to think critically, push boundaries, and embrace new ways of doing things. Yet, when it comes to the systems and practices within our own schools, many of us remain locked in routines that no longer serve our goals. Why is that? Why are we hesitant to take the path less taken?

The Comfort of Routine

One possible reason is that the status quo feels safe. Schools, like any large organization, thrive on routine. There is comfort in predictability, in knowing what to expect each day. But while routines can help schools function smoothly, they can also become a barrier to growth.

I’ve worked with many school leaders who genuinely want to see change but find themselves constrained by systems that prioritize compliance over creativity. The mindset of “this is how we’ve always done it” can be a powerful force, and it’s often coupled with the fear of failure. Change feels risky—what if it doesn’t work? What if we upset the balance? But the real question should be: What if we do nothing? Can we truly expect better outcomes for our students if we refuse to adjust our practices?

Fear of the Unknown

I’ve seen the hesitation firsthand. Principals and administrators I’ve mentored have shared their concerns about stepping outside the norm. They know change is necessary, but they’re not sure where to start, and they worry about what they might lose by attempting something new. But here’s the reality: staying the same has its own risks. In an educational landscape that is constantly evolving, clinging to the past can mean falling further behind in serving our students’ needs.

It’s not that school leaders don’t want change—it’s often that they haven’t been given the tools, support, or permission to take those first brave steps. But those first steps are critical. It’s only when we move away from the well-worn paths of tradition that we can truly begin to innovate.

The Path Less Taken

Taking the path less taken doesn’t mean abandoning everything familiar. It means being willing to ask tough questions about what’s working and what’s not. It means seeking out opportunities to learn, grow, and evolve, just as we ask our students to do every day.

As a mentor, I’ve encouraged many principals and administrators to start small but start with intention. For example, one district I worked with began piloting new instructional strategies in just a few classrooms. They didn’t overhaul the entire curriculum overnight. Instead, they focused on learning from these small experiments, gathering data, and scaling what worked. The results? Gradual but meaningful shifts in student engagement and achievement, built on the foundation of curiosity and a willingness to embrace new ideas.

What if more schools adopted this approach? What if, instead of waiting for external mandates to force change, we took ownership of our goals and drove the change ourselves? What if we made it a priority to question outdated practices, empower our teachers to experiment, and use data not just to evaluate, but to innovate?

Encouraging a Growth Mindset in Leadership

The same growth mindset we promote in our classrooms needs to be applied to our leadership as well. When we encourage principals, teachers, and administrators to see change as a learning process—one where failure is a part of growth—we begin to dismantle the fear that holds many schools back.

Schools that have taken the leap and embraced new ways of working often tell me how liberating it feels. They realize that by stepping away from the status quo, they’re not losing control—they’re gaining the freedom to focus on what really matters: improving outcomes for students.

Building the Future, Not Repeating the Past

Change is uncomfortable, but it’s also necessary. We can’t expect our students to thrive in the future if we’re clinging to the past. I’ve seen firsthand how powerful it can be when schools break free from the patterns that have kept them stagnant. Leaders who take risks, try new things, and encourage innovation among their staff don’t just create better schools—they create environments where students, teachers, and the entire community can grow.

So, I invite you to ask yourself: Are we really doing everything we can to reach our goals, or are we holding onto the status quo, hoping for different results? It’s time to take the path less taken. It’s time to embrace the discomfort of change, not as something to fear, but as an opportunity to grow, learn, and make a real difference for our students.

The future of education depends on our ability to lead with courage and curiosity. Let’s be the ones who forge that path.

Nicole Teyechea, PhD

Preparing for the First Days of School with Explicit Expectations

As the new school year approaches, it’s essential to establish a positive learning environment from day one. Setting explicit expectations helps create a structured and supportive classroom where students feel safe, confident, and ready to learn. This preparation involves clear communication of behavior, academic, and engagement expectations. Here’s how you can prepare for the first days of school using Finita’s Explicit Expectations to ensure a successful start.

1. Document and Display Expectations

One of the most critical steps in preparing for the first days of school is to document and display your expectations clearly. This ensures that all students can refer back to them throughout the day. Follow these steps:

• Write or Print Expectations: Clearly write or print your engagement expectations and display them prominently in the classroom. This makes them visible and accessible to all students.

• Explain the Why: Align your expectations with a Rule of Awareness, helping students understand the reasons behind each rule or routine.

2. Use TWRLS for Engagement

Integrating the TWRLS (Thinking, Writing, Reading, Listening, Speaking) method into your lessons helps reinforce engagement expectations and supports diverse learning styles. Here’s how to incorporate TWRLS:

• Thinking: Encourage students to think critically about the routines and why they are essential.

• Writing: Have students write parts of the routine in their notebooks to reinforce memory and understanding.

• Reading: Ask students to read and underline each step they understand, promoting active engagement.

• Listening: Use activities like Timed Pair Share to encourage students to listen to each other’s understanding of the routines.

• Speaking: Have students explain when and how the routine can be practiced, reinforcing their learning through verbal communication.

3. Reference and Reinforce Expectations

Consistently referencing and reinforcing your expectations helps maintain a positive learning environment. Here’s how to do it effectively:

• Celebrate Positive Behaviors: Regularly acknowledge and celebrate when students meet the expectations. This positive reinforcement encourages continued adherence to the rules.

• Address Deviations: Use the expectations as a guide for redirection when students deviate from them. This helps maintain a consistent and predictable environment.

4. Model Explicit Expectations

Modeling expectations is crucial for students to understand what is expected of them. Here’s a step-by-step approach:

• Begin with the Behavior: Identify the specific behavior or engagement you expect from students.

• Define When and Why: Describe both the teacher’s behavior and the student’s need, explaining why the expectation is essential.

• Describe the Steps: Outline the process students should follow, making sure each step is clear and logical.

• Give it a Name: Name the procedure so it becomes a recognizable system in the classroom.

• Ensure Alignment: Check that all elements of the flow map are closely linked and logically connected to support students in developing the routine.

5. Plan for Success

Effective planning is key to implementing explicit expectations. Use these strategies:

• Understand Standards: Ensure that your expectations align with grade-level standards and build on previous learning.

• Backward Design: Plan with the end in mind, identifying desired outcomes first and designing lessons and assessments that lead to those outcomes.

• Differentiate: While maintaining consistent learning objectives, vary your methods to meet the diverse needs of your students.

• Professional Development: Engage in ongoing training to stay updated on best practices and strategies for maintaining explicit expectations.

Conclusion

By preparing explicit expectations and integrating them into your classroom routines from the very first day, you set a foundation for a successful school year. Clear expectations help create a structured and supportive environment where students feel safe, engaged, and ready to learn. Reflect on your current practices, incorporate these strategies, and share your experiences and questions in the comments below.

For more insights and resources, check out our related posts and follow us on social media. Let’s work together to create a positive and productive start to the school year.

Leading by Example: Lessons from Patty Tate and the Power of Gratitude

As an educator, I've always believed in the power of leading by example. I recently listened to a podcast featuring Dr. Peter Attia and Walter Green, where Green spoke about his "Say It Now" movement, which encourages people to express their gratitude to those who have impacted their lives while they are still alive to appreciate it. This conversation struck a chord with me, I thought about who I would Say it Now to and it reminded me of a pivotal moment in my career influenced by a remarkable leader, Patty Tate, a former superintendent in the Osborn School District.

A Personal Journey with Patty Tate

Back in 2010, Patty Tate, then the assistant superintendent, and I were involved in the Ready for Rigor grant, which used the TAP system for comprehensive school reform. The grant required teachers to be evaluated using a rigorous rubric, a prospect that was understandably met with some apprehension. Patty, however, wanted to ensure she fully understood the process before asking others to adopt it. She said, "I want to know how this works and feels before I decide if the district will use it."

To my surprise, she asked me to evaluate her as she taught a kindergarten science lesson at Encanto Elementary. I remember thinking, "This is leadership in action." Patty wasn't just supervising from a distance; she was immersing herself in the very processes she expected others to embrace. Her commitment to experiencing the evaluation firsthand set a powerful example and built a foundation of trust and credibility among the staff.

Leading by Example: Addressing Current Issues

1. Building Trust and Reducing Resistance to Change

One of the significant challenges in educational leadership is resistance to change. When administrators like Patty lead by example, they build trust and credibility. This approach aligns with Simon Sinek's principle that leaders who go first create an environment of trust and safety, encouraging others to embrace change more readily​. By experiencing the evaluation process herself, Patty showed her team that she valued their experiences and was committed to making informed decisions.

1. Fostering a Culture of Empathy and Understanding

Empathy is crucial for effective leadership. Patty's decision to teach and be evaluated was a testament to her empathetic leadership style. By understanding the process from the teachers' perspective, she could better support them through the transition. Dr. Peter Attia's emphasis on the importance of understanding and addressing the emotional and mental well-being of individuals resonates here​. Empathetic leaders create a supportive environment that fosters collaboration and innovation.

1. Enhancing Accountability and Performance

Accountability is essential for maintaining high standards in education. Patty's approach ensured that she was held to the same standards as her teachers, promoting a culture of mutual accountability. Sinek's work highlights that leaders who hold themselves accountable inspire their teams to do the same, leading to improved performance and outcomes​​. Patty's leadership demonstrated that accountability starts at the top and permeates throughout the organization.

Shifting Focus: From Compliance to People

Patty Tate's leadership significantly shifted my focus from compliance to people. Her approach was a powerful reminder that people matter more than policies. By modeling accountability with servitude, she led the storm of change with grace and effectiveness. This experience reinforced the importance of gratitude, empathy, and leading by example in creating a positive and impactful educational environment.

Patty Tate's leadership story is a testament to the transformative power of leading by example. Her approach to leadership not only built trust and credibility but also fostered a culture of empathy and accountability. These lessons are invaluable for school administrators, leaders, and teachers striving to create a supportive and effective educational environment.

Reflective Questions

1. How Have I Experienced Leadership by Example? 

• Reflect on a time when a leader demonstrated leading by example. How did it influence you?

2. In What Ways Can I Foster Empathy and Understanding in My Role? 

• Consider how understanding others' perspectives can improve outcomes in your professional setting.

3. How Can I Promote Accountability While Supporting My Team? 

• Think about how to balance accountability and support within your team.

For more insights, explore Simon Sinek's works, "Leaders Eat Last" and "Start with Why," and listen to Dr. Peter Attia's podcast, "The Drive."

References

1. Attia, Peter, and Green, Walter. "The Drive" Podcast.

2. Sinek, Simon. "Leaders Eat Last: Why Some Teams Pull Together and Others Don't." Portfolio, 2014.

3. Sinek, Simon. "Start with Why: How Great Leaders Inspire Everyone to Take Action." Portfolio, 2009.

Reflecting on Patty Tate's example, we can strive to be leaders who inspire and drive positive change in our educational communities.

Feedback from the Field: Supplemental Support for Non-Certified Educators

In the world of education, non-certified educators—such as substitute teachers, international teachers, paraprofessionals, and other support staff—play a crucial role in maintaining the continuity and quality of student learning. Despite their essential contributions, these educators often face unique challenges and lack the necessary support to thrive. This blog delves into the importance of supporting non-certified educators and explores effective strategies.

The Current Crisis

The education sector is grappling with a significant shortage of certified teachers, with around 36,000 vacant teaching positions nationwide. Arizona, for example, has over 9,600 unfilled teaching positions for the 2023-24 school year. This shortage places immense pressure on the existing workforce and forces schools to rely heavily on non-certified educators.

Traditional induction models typically cater to certified teachers, often neglecting the specific needs of non-certified educators. As a result, these educators may struggle to connect with students, lack confidence in their instructional abilities, and find it challenging to teach grade-level standards effectively. This can lead to high turnover rates and inconsistent educational experiences for students.

Insights from a Pilot Program

A pilot program conducted with 45 non-certified and new educators in the Littleton Elementary School District demonstrated the effectiveness of using scaffolds for adult learners. The program included workshops and feedback was collected through surveys. The results were promising:

• Increased Teacher Engagement

• Educators reported feeling more connected to their students and more invested in their roles. Marta shared, “These sessions are really helpful and improve my daily work.”

• Boosted Confidence

• Participants felt more confident in their instructional abilities and better prepared to teach grade-level standards. Hailey expressed, “I feel like a real teacher now!”

• Enhanced Knowledge

• Educators gained a deeper understanding of effective teaching strategies and curriculum delivery. Rayanne commented, “The workshop has helped me widen my thought process and the way I can understand lesson plans and acknowledge my students.” Lauren added, “I learned many new techniques to engage and connect with students. This is helping me grow into a stronger educator!”

These outcomes highlight the importance of providing targeted support to non-certified educators and suggest that similar programs could be beneficial in other districts facing teacher shortages.

Addressing the Challenges: Three Targeted Scaffolds

To effectively support non-certified educators, supplemental scaffolds can provide targetted support for adult learners to understand the foundations of effective teaching and learning. Here are three key strategies:

1. Connect: Building Connections with Students

• Establishing strong relationships with students is fundamental to effective teaching. Non-certified educators can benefit from simple strategies and tools that help create a positive classroom environment and foster meaningful connections with their students. 

• Nestor appreciated the practical advice provided: “I loved all the information. I have a clear idea of how to better approach my emotional students.” Carlos found the strategies for managing classroom behavior particularly useful: “I have really loved the strategies to help us deal with different behavioral problems in the class.”

1. Empower: Enhancing Educator Self-Efficacy

• Confidence is crucial for success in any profession, including education. Professional development sessions model how to use simple scaffolds to build the self-efficacy of non-certified educators. 

• Vanessa, one of the teachers who participated in the pilot program, highlighted the interactive nature of the training that modeled how to build engagement: “It was interactive and engaging for all teachers.” Similarly, Hector noted, “She teaches by using little chunks and has us participating so she can keep the class engaged.”

1. Teach: Teaching to Grade-Level Standards

• Ensuring that non-certified educators can effectively teach to grade-level standards is essential for maintaining educational equity. Providing targeted scaffolds aligned to consistent learning strategies can help educators deliver the curriculum effectively and confidently.

• Reflecting on the timeliness and relevance of the sessions, Juliette said, “This would have been really useful at the beginning of the year.” Gianina appreciated the practical relevance: “I appreciated that this session was intentionally related to what is happening in our schools.”

Moving Forward

Addressing the needs of non-certified educators is not only a matter of equity but also a crucial step in ensuring the overall effectiveness of our education system. By implementing tailored support systems, we can help educators feel more connected, confident, and capable in their roles.

For educational leaders and policymakers, it's important to recognize the significant contributions of non-certified educators and invest in their development. Schools can benefit from creating inclusive professional learning boosters that cater to all types of educators, ensuring everyone receives the support they need to succeed.

By focusing on building connections, enhancing self-efficacy, and teaching to grade-level standards, we can empower non-certified educators to make a meaningful impact on student learning and overall school effectiveness.

What Does Learning at Grade Level Look Like?

As educators, we all share the goal of helping our students reach their full potential. One crucial way to achieve this is by ensuring consistent access to grade-level learning. According to The New Teacher Project (TNTP) report, "The Opportunity Myth," the real issue isn’t standardized tests but the limited access students have to grade-level learning opportunities. Today, let's take a moment to reflect on how we define grade-level learning, its essential attributes, what it takes to plan it, and how we recognize it when we see it.

If we don’t have a common lens for what we expect grade-level learning to look like, our efforts become fragmented and inconsistent, leading to disparities in student achievement. Students may fall through the cracks as educators struggle to align their teaching practices with unclear or varying standards. This lack of cohesion can result in some students not receiving the rigorous, grade-appropriate instruction they need to succeed, ultimately widening the achievement gap and limiting opportunities for all students to reach their full potential. Sound familiar?

Defining Grade-Level Learning

Grade-level learning involves providing students with instruction and appropriate materials for their current grade. It ensures that all students are exposed to the same high standards and expectations. This is critical not just for academic growth, but also for fostering equity in education. But what does this look like in practice?

Attributes of Grade-Level Learning

• Alignment with Standards: The content taught must align with state and national standards, ensuring all students receive the same core knowledge and skills. We often make this too complex by using outdated systems to unwrap the standards.

• Appropriate Complexity: The materials and tasks should challenge students and promote critical thinking, without being so difficult that they become inaccessible. Because standards are unwrapped to the most basic skills, we often find students relearning the same standards without the opportunity to delve deeper into the content.

• Clear Learning Intention: Each lesson should have clear, achievable learning objectives guiding teaching and assessment. If a teacher has to explain the objective after introducing it to the students, it must be simplified and clearer.

• Consistency: Grade-level learning should be consistent across classrooms and schools, providing every student with equal learning opportunities. Yet most professional development focuses on content rather than consistent learning practices.

Planning for Grade-Level Learning

Planning effective grade-level learning requires intentionality and strategic thinking. However, this type of thinking is best with a common framework. Here’s what it takes:

• Understanding Standards: Teachers need a deep understanding of grade-level standards and how they build on each other from year to year. Do you have a common framework that teachers and students understand?

• Backward Design: Start with the end in mind. Identify the desired learning outcomes first, then plan lessons and assessments that lead to those outcomes. Originally backward design was developed for a different version of standards; the current standards require a different approach.

• Differentiation: While the learning objectives remain consistent, the methods to achieve these goals can vary to meet the diverse needs of students. For too long, differentiation has been defined as building content knowledge; the core to differentiating equitably is providing scaffolds to access content learning.

• Professional Development: Ongoing training helps teachers stay updated on best practices and effective strategies for grade-level instruction. Reflect on your recent professional development opportunity; what made you tune in or out?

Recognizing Grade-Level Learning

How do you know when grade-level learning is happening in the classroom? Here are some indicators:

• Student Engagement: Students actively participate and demonstrate a clear understanding of the material. Did you know that the brain engages in learning in four ways? See TWRLS.

• Assessment Results: Formative and summative assessments show that students meet or exceed grade-level standards. Did you know there are only two ways to assess student learning? Why do we make it so complex?

• Work Samples: Student work reflects the complexity and depth expected at their grade level. How do you determine complexity and depth at grade level?

• Feedback: Both students and parents provide positive feedback about the learning experiences and outcomes. How do students and parents understand expectations to be able to provide feedback?

To truly support our students' academic success, we must prioritize providing consistent access to grade-level learning. By reflecting on our teaching practices, understanding and analyzing standardized scores, setting and aligning benchmarks, and ensuring consistent access to grade-level instruction, we can begin to work smarter instead of harder.

I invite you to reflect on how you define grade-level learning in your classroom.

• What attributes do you prioritize?

• How do you plan and recognize grade-level learning?

• How do you communicate what progress looks like?

By focusing on these essential elements, we can create an environment where every student has the opportunity to succeed and thrive at their grade level. For more insights and resources, check out our related posts and visit the links below.

Are Your Standardized Scores Lower Than Expected?

Introduction

As educators, we strive to ensure every student reaches their full potential. The importance of teaching at grade level cannot be overstated, as it directly impacts student success and future opportunities. According to The New Teacher Project (TNTP) report, "The Opportunity Myth," the real issue isn't standardized tests but the limited access students have to grade-level learning opportunities. Let's explore how we can shift our focus to providing consistent grade-level instruction for all students.

Are Your Standardized Scores Lower Than Expected?

Understanding Standardized Scores and Their Purpose

Standardized tests are designed to measure students' academic progress and proficiency. While they are often seen as the problem, these scores can reveal critical insights into our teaching effectiveness and highlight areas needing improvement.

Analyzing Your Scores: Steps and Tools

1. Collect Data: Gather your students' standardized test scores.

2. Use Analysis Tools: Employ tools like spreadsheets or data analysis software to organize and interpret the data.

3. Identify Trends: Look for patterns or trends in the scores to pinpoint specific areas of weakness.

Identifying Gaps: Case Study Example

For instance, Mrs. Johnson noticed her 5th-grade class consistently underperformed in math on standardized tests. By analyzing the scores, she identified that fractions and decimals were the main areas of struggle. This insight allowed her to tailor her instruction to address these specific gaps, leading to significant improvements in subsequent assessments.

Are the Standardized Scores Aligned to Your Benchmark?

Setting Realistic and Challenging Benchmarks

Benchmarks are essential for measuring academic progress throughout the year. They should be both realistic and challenging to push students toward their full potential.

Comparing Scores to Benchmarks: Steps and Tools

1. Define Benchmarks: Set clear, measurable benchmarks for each subject and grade level.

2. Align Scores: Compare standardized test scores to these benchmarks regularly.

3. Adjust Goals: Adjust benchmarks as necessary based on student performance and progress.

Adjusting Instruction to Meet Benchmarks: Success Story Example

Ms. Lee, a middle school science teacher, set benchmarks aligned with state standards. After comparing her students' scores to these benchmarks, she realized they were struggling with scientific inquiry skills. She incorporated more hands-on experiments and inquiry-based learning into her lessons. By the end of the year, her students not only met but exceeded the benchmarks, demonstrating a deeper understanding of scientific concepts.

How Do You Know If Students Have Consistent Access to Grade-Level Learning?

Defining Grade-Level Learning and Its Importance

Grade-level learning involves providing students with instruction and materials that are appropriate for their current grade. Ensuring access to grade-level learning is crucial for academic growth and equity.

Assessing Access: Methods and Tools

1. Curriculum Review: Regularly review your curriculum to ensure it aligns with grade-level standards.

2. Student Work Analysis: Examine students' work to ensure it meets grade-level expectations.

3. Feedback Mechanisms: Use student and parent feedback to assess the effectiveness of your instruction.

Ensuring Consistency: Strategies and Example

To ensure all students have consistent access to grade-level learning, consider these strategies:

• SKS Framework: If academic learning is measured by standards, then teacher clarity will determine grade-level expectations. Writing effective learning intentions helps teachers and students better master the expectations at the grade level. 

• Professional Development: Engaging in ongoing professional development to determine what grade-level expectations look like is essential. This is most effective when practices are consistent across grade levels and content areas as designed by the Finita System. 

For example, Mr. Martinez uses the SKS Framework to determine targeted grade-level learning intentions. He begins with the standard to determine the skill and knowledge, then identifies the appropriate strategy for thinking, reading, and writing. Then a follow-up strategy for students to be able to think, listen, and speak. Remember the brain only learns in two ways, receptively (reading and listening) and productively (writing and speaking). By providing various entry points for learning and maintaining high expectations, he ensured that all students had access to grade-level content through familiar learning strategies that could be applied across grade-level and content areas. As a result, his students showed significant academic growth and improved standardized test scores.

Conclusion

To truly support our students' academic success, we must shift to providing consistent access to grade-level learning. By understanding and analyzing standardized scores, setting and aligning benchmarks, and ensuring consistent access to grade-level instruction, we can bridge the gap and foster a more equitable learning environment.

Reflect on your teaching practices and consider how you can implement these strategies in your classroom. Share your experiences and questions in the comments below, and let's continue this important conversation together.

For more insights and resources, check out our related posts or join our upcoming webinars.

Beyond Content: Empowering Students and Teachers Through Learning Strategies

The traditional focus on content delivery is increasingly proving to be a limited approach. While mastering specific disciplines like reading or mathematics is undeniably important, it's crucial to consider how this approach impacts student engagement and learning. This blog explores the pitfalls of an overly content-focused curriculum and advocates for a shift towards teaching students how to learn, enhancing their motivation and adaptability in a world where information is just a click away.

The Limitations of Content-Focused Teaching

Traditional teaching methods often emphasize content transmission—teachers deliver facts and figures while students passively receive this information. This method poses several challenges:

• Engagement Issues: Without linking lessons to students' lives or interests, engagement wanes, and learning becomes a chore rather than an exciting exploration.

• Skill Development Gaps: Students become adept at recalling information but may lack critical thinking and problem-solving skills essential for real-world applications.

• Inflexibility: A rigid focus on content does not accommodate diverse learning styles, leaving some students behind.

Moreover, in an age where answers to factual questions are instantly available online, the role of traditional content delivery is increasingly questionable. The real challenge is not accessing information but understanding how to evaluate, analyze, and use that information effectively.

Shifting to Learning How to Learn

The transition from teaching content to teaching how to learn focuses on developing cognitive skills that empower students beyond the classroom. This shift can significantly enhance student motivation as it makes learning a dynamic, self-directed, and continuous process.

Examples of Effective Cognitive Learning Strategies

To illustrate this shift, let’s consider two effective cognitive strategies: thinking maps and Kagan strategies.

• Thinking Maps: These are visual tools that foster pattern recognition and organization of ideas. For instance, a Circle Map helps students define concepts in context, enhancing understanding across disciplines. In a history lesson, students might use a Circle Map to gather data about a historical figure, applying the same strategy to organize a scientific experiment's components.

• Kagan Strategies: These involve cooperative learning techniques that encourage active engagement. For example, the Think-Pair-Share technique allows students to think independently about a question, discuss their thoughts with a peer, and then share their findings with the class. This strategy not only deepens understanding but also develops communication skills that are crucial in any discipline.

These strategies exemplify how cognitive tools can be applied universally, helping students learn effectively across various subjects.

The Impact on Students

By focusing on how students learn, we equip them with the tools to:

• Navigate the Information Age: Students learn to critically assess and utilize vast online resources.

• Develop Lifelong Learning Skills: Students become self-motivated learners, prepared for continuous education throughout their careers.

• Enhance Adaptability: With strong cognitive skills, students can easily adapt to new subjects or changing career demands.

Conclusion

As educators and administrators, our goal should be to prepare students not just for the next test but for a lifetime of learning. By shifting our focus from solely teaching content to teaching how to learn, we cultivate curious, capable, and adaptable individuals. Implementing cognitive strategies like thinking maps and Kagan strategies can revolutionize our approach, making learning a comprehensive and engaging process. Let’s empower our students to thrive in this information-rich world, transforming them into active, lifelong learners.

Transforming Teaching: How the Finita System Supports Transitioning Teachers

Transitioning into the teaching profession can be a daunting task, especially for those coming from different career backgrounds. The challenges of lesson planning, classroom management, and meeting diverse student needs require not just dedication but also support and effective tools. This is why the Finita System offers a comprehensive suite of benefits designed to ease the transition and empower new educators. Here’s how the Finita System is making a difference for transitioning teachers:

Convenience and Time Savings

One of the most significant advantages of the Finita System is its ability to save time—a precious commodity for any teacher. By providing ready-to-use, standards-based lesson frameworks, the system cuts down the hours needed for lesson planning. Transitioning teachers can step into the classroom equipped with well-structured plans, allowing them to dedicate more time to engaging with students and less to the daunting task of lesson creation.

Ease of Implementation

For those new to teaching, the array of responsibilities can be overwhelming. The Finita System simplifies this complexity with clear, actionable instructions for each component of the teaching process. This step-by-step guidance boosts confidence as transitioning teachers can rely on the system to help them implement effective teaching practices right from the start.

Customizable Content

Recognizing that no two classrooms are the same, the Finita System offers flexible lesson plans that can be tailored to meet the diverse learning needs of students and the unique styles of individual teachers. This adaptability is crucial for effectively managing classrooms with varying student abilities and ensuring that all students can access the learning material.

Diverse Teaching Strategies

The Finita System introduces transitioning teachers to a variety of evidence-based teaching methodologies, such as Visible Learning, Thinking Maps and Kagan Cooperative Learning Strategies. This diversity not only enriches the teaching experience but also keeps students actively engaged and enhances their learning outcomes.

Professional Growth

The journey of a teacher is one of continual learning and improvement. The Finita System supports this path by incorporating both foundational and advanced teaching practices. Transitioning teachers gain valuable skills and insights that fuel their growth and enhance their effectiveness as educators.

Efficient Learning Process

By designing a system that reduces cognitive load, the Finita System allows teachers to focus more on what truly matters—engaging with and teaching their students. This focused approach not only facilitates a smoother transition into teaching but also helps new teachers quickly improve their skills and adapt to their roles effectively.

Support and Community

No teacher is an island, and the Finita System ensures that transitioning teachers do not feel isolated. Through a collaboration with SubSchools and Ribbit Learning, we can offer support and access to a community of fellow educators, teachers can share experiences, seek advice, and receive the encouragement they need. This community aspect is vital for building confidence and fostering a sense of belonging within the educational field. 

Conclusion

With its comprehensive support and tailored tools, the Finita System is the way transitioning teachers step into their roles in education. By addressing the typical pain points with specific, thoughtfully designed solutions, the Finita System enables new teachers to deliver high-quality, impactful education from the very beginning of their careers. For schools looking to support their new staff and for professionals transitioning into teaching, the Finita System offers the guidance and tools necessary to ensure success in the classroom.

Building Consistent Teaching Routines: The Finita System's Approach to Empowering Transitioning Teachers

The challenge for new teachers, especially those transitioning from other professions, is not only to master the content they teach but also to develop effective habits of teaching and learning. The Finita System is designed specifically to address these challenges. It provides a scaffold—namely, the Finita Booster—that supports transitioning teachers in reducing their cognitive load, allowing them to better grasp and implement the expectations of their schools or districts. This blog delves into how the Finita System fosters uniform teaching strategies and continuous professional development to cultivate a consistent, effective teaching environment.

Uniform Teaching Strategies

The Finita System recognizes the importance of adaptability in teaching strategies across different disciplines. Whether a teacher is instructing students in reading, science, or social studies, the core strategies remain consistent. This approach centers on reinforcing key learning skills such as critical thinking and the ability to identify the main idea—skills that are pivotal across all subjects.

By using uniform teaching strategies, the Finita System ensures that transitioning teachers can apply the same teaching principles regardless of the content. This not only simplifies the teaching process but also makes it more effective, as teachers can focus on honing a set of strategies that work universally rather than constantly adapting to new methods. For students, this translates into a more cohesive and supportive learning experience, where each lesson builds upon the last, fostering a better understanding and retention of material.

Continuous Professional Development

An integral component of the Finita System is its emphasis on continuous professional development. Education is a dynamic field, and teaching practices must evolve to meet the changing needs of students and the educational landscape. Recognizing that transitioning teachers come with diverse experiences and skills, the Finita System provides tailored professional development opportunities that are designed to elevate all educators to the same high standard of instructional excellence.

The Finita Booster plays a crucial role here. It acts as a support mechanism to lower the cognitive load on new teachers, enabling them to absorb and implement new teaching strategies more effectively. By focusing on reducing the overwhelm that often accompanies the initial stages of a teaching career, the Booster allows teachers to engage more fully in their professional development sessions, apply what they learn in their classrooms, and reflect on their practice continuously.

The professional development under the Finita System is not just about attending workshops or seminars; it's a continuous cycle of learning, applying, and refining teaching methods. This ongoing process ensures that teachers are always at the forefront of educational best practices and are equipped to provide the highest quality education to their students.

The Impact of Consistent Routines

The consistency in teaching strategies and the focus on continuous professional development fostered by the Finita System create a robust framework for educational success. For transitioning teachers, this framework reduces the initial barriers to effective teaching, such as unfamiliarity with educational theories or the stress of managing diverse classroom needs. It also instills confidence as they see the positive impacts of their teaching on student learning outcomes.

Moreover, for educational administrators, implementing the Finita System means that they can expect a uniformly high standard of teaching across their schools. This consistency is crucial not only for achieving educational objectives but also for building a reputation for excellence within the community.

Conclusion

The Finita System works to build consistent routines that help transitioning teachers develop into effective educators. Through uniform teaching strategies and continuous professional development, the system supports these teachers in becoming proficient, confident, and reflective practitioners. By simplifying the approach to teaching and focusing on what truly works, Finita expands the limits of what educators can achieve, thus significantly enhancing the learning experiences of students.

Simplifying Teaching and Expanding Limits: How the Finita System Builds Consistent Routines for Effective Learning

Teachers are often overwhelmed by the array of different methodologies they are expected to employ across various subjects. From teaching reading to unraveling the complexities of social studies and science, the demands placed on educators can be daunting. These challenges are compounded when the focus shifts from teaching content to teaching students how to learn—a fundamental yet often overlooked aspect of education. This blog explores how the Finita System aligns with the mission of simplifying teaching and expanding limits, specifically through building consistent routines that enhance both planning and learning.

The Overwhelming Demand on Teachers

Educators today face an ever-growing list of expectations. They are tasked not only with delivering content across multiple disciplines but also with adopting differing instructional strategies tailored to each subject. Yet, the core standard—like determining the main idea—remains consistent across these varied contents. This disconnect between content delivery and skill acquisition can dilute the effectiveness of teaching and obscure the ultimate goal of education: equipping students with the ability to think and learn independently.

Finita’s Mission: Teaching Simplicity by Expanding Limits

The Finita System is designed to cut through the complexity that overwhelms teachers and hampers effective teaching. By focusing on simplifying the teaching process, Finita allows educators to expand their limits, not by doing more, but by doing more effectively. The system emphasizes consistency in teaching methods, which not only supports the teachers' workflow but also enhances the learning experience for students.

Building Consistent Routines

Consistency is the cornerstone of the Finita System. By establishing reliable and repeatable routines, the system ensures that all educators, regardless of their previous professional background, can deliver high-quality education. Here’s how Finita fosters consistency:

Streamlined Lesson Planning

The Finita System provides a structured framework for lesson planning that is uniform across all subjects. This framework includes clear, actionable steps for lesson development, from objective setting and material preparation to the implementation of teaching strategies. By standardizing this process, Finita reduces the cognitive load on teachers, freeing them to focus more on engaging with students and less on the administrative aspects of lesson preparation.

Uniform Teaching Strategies

While the content may vary from reading to science, the instructional strategies under the Finita System are designed to be adaptable across disciplines. This approach reinforces core learning skills, such as critical thinking and main idea identification, which are essential across all subjects. By applying the same teaching strategies across different content areas, Finita ensures that students receive a cohesive learning experience that builds on itself regardless of the subject matter.

Continuous Professional Development

To maintain consistency in teaching quality, the Finita System includes ongoing professional development tailored to the needs of transitioning teachers. This ensures that all educators, regardless of their starting point, progress towards the same high standards of instructional excellence.

Assessment and Feedback

The system incorporates consistent methods for assessment and feedback, which are critical for monitoring student progress and adjusting teaching strategies accordingly. These methods provide valuable insights not only for students' understanding but also for teachers' instructional practices.

Conclusion

For educational administrators, the appeal of the Finita System lies in its ability to bring about school-wide consistency in educational quality and its alignment with institutional goals and values. By simplifying the teaching process and ensuring that all educators are equipped to deliver consistent, high-quality instruction, the Finita System not only upholds the reputation of educational institutions but also significantly enhances the learning outcomes of students. In this way, Finita embodies its mission of teaching simplicity and expanding the limits of what educators can achieve.

The Finita System's Blueprint for Empowering Transitioning Teachers

Transitioning teachers who enter the classroom from various professional backgrounds face a steep learning curve. These individuals, while rich in life experience and enthusiasm, often lack formal training in educational theories and methodologies. Recognizing this gap, the Finita System provides a robust framework of step-by-step instructional support designed specifically to build the confidence and competence of these new educators. This blog explores how the Finita System equips transitioning teachers with the tools they need to deliver consistent, high-quality education from the outset.

The Importance of Clear, Actionable Instructions

For those new to teaching, the classroom can seem like a labyrinth of uncharted territories. Without a solid grounding in educational theories or proven teaching methodologies, the daily demands of teaching can quickly become overwhelming. Here, the strength of the Finita System lies in its simplicity and clarity. By providing clear, actionable instructions for each lesson, the system demystifies the teaching process, allowing transitioning teachers to focus on effective delivery rather than getting bogged down by the complexities of lesson planning.

Structured Guidance for Every Step

The Finita System is meticulously designed to guide teachers through every step of the educational process. From setting up the classroom environment to conducting assessments, each component of a lesson is broken down into manageable tasks. This step-by-step approach ensures that transitioning teachers are not left to guess what comes next or how to handle various teaching scenarios. Instead, they receive structured guidance that aligns with best practices in education.

Lesson Preparation

Before a lesson even begins, the Finita System provides teachers with preparation tips and checklists to ensure that all necessary materials are ready and learning objectives are clearly defined. This preliminary step helps set the stage for a smooth and focused classroom session.

Engaging Delivery

During the lesson, the system offers detailed instructions on how to present the material in an engaging and understandable manner. Techniques such as questioning strategies, interactive discussions, and group activities are incorporated, all of which are tailored to enhance student engagement and facilitate deeper understanding.

Assessment and Feedback

After the lesson, the Finita System guides teachers through effective assessment techniques to evaluate student learning. It also provides strategies for giving constructive feedback, which is crucial for student growth and for refining teaching methods over time.

Building Confidence Through Support

One of the most significant benefits of the Finita System's instructional support is the confidence it instills in transitioning teachers. By having a clear roadmap for each lesson, teachers can approach their work with assurance and authority. This confidence is visible to students and is vital for establishing respect and maintaining order in the classroom.

Ensuring Consistency Across the Board

For educational administrators, one of the primary advantages of implementing the Finita System is the consistency it brings to teaching quality. With every transitioning teacher following the same structured approach, schools can maintain a standard of education that aligns with their objectives and values. This consistency is crucial for achieving school-wide goals and for upholding the institution’s reputation.

Conclusion

The Finita System’s step-by-step instructional support is more than just a teaching aid; it is a transformative tool that empowers transitioning teachers to excel in their new roles. By simplifying the complexities of education and providing a clear path forward, the Finita System not only enhances the quality of teaching but also enriches the learning experience for students. For schools looking to support their transitioning staff effectively, the Finita Sys

A Guide for Educational Administrators: Addressing the Challenge of Non-Certified Teachers

As educational administrators, you are increasingly faced with the challenge of integrating non-certified, transitioning teachers into your schools. These individuals bring valuable diverse experiences but often lack formal educational training, posing unique challenges in maintaining teaching quality and effectiveness.

The Finita System: Customized Support for Non-Certified Teachers:

• Streamlined Onboarding and Reduced Preparation Time:

  • The Finita System offers comprehensive, ready-to-use lesson frameworks that significantly reduce the preparation time for new teachers. This streamlined approach allows non-certified teachers to focus on delivering lessons and connecting with students rather than getting bogged down in the complexities of lesson planning.

• Step-by-Step Instructional Support:

  • Understanding that transitioning teachers may not have formal training in educational theories or methodologies, the Finita System provides clear, actionable instructions for each lesson. This guidance is crucial for ensuring consistent teaching quality and building the confidence of new educators.

• Flexible and Adaptable Learning Materials:

  • Recognizing the diverse backgrounds and varying skill levels of non-certified teachers, the Finita System includes customizable lesson plans. This flexibility enables teachers to tailor content to meet the specific needs of their students, ensuring that all learners receive accessible and effective education.

• Introduction to Diverse Educational Practices:

  • The system incorporates a variety of evidence-based teaching strategies, from Visible Learning to the SIOP Model, ensuring that transitioning teachers are not only able to maintain student engagement but also enhance educational outcomes through innovative practices.

• Professional Development and Growth:

  • The Finita System is designed to support ongoing professional development, equipping transitioning teachers with the skills necessary for both immediate success and long-term career growth. By fostering an understanding of foundational educational practices, the system helps non-certified teachers evolve into proficient educators.

• Community Support and Induction Assistance:

  • To further support transitioning teachers, the Finita System provides access to a community of educators and structured induction programs. This network is invaluable for ongoing support, allowing new teachers to share experiences, seek advice, and feel part of the educational community.

• Outcome-Oriented Approach:

  • By reducing cognitive load and emphasizing practical teaching skills, the Finita System allows transitioning teachers to quickly adapt to their new roles, ensuring that they can effectively manage classrooms and deliver grade-level appropriate content from the start.

Partnering with Finita can transform the challenge of employing non-certified teachers into an opportunity to innovate and improve teaching standards across your schools. By providing transitioning teachers with the tools they need to succeed, you enhance not only their effectiveness but also the educational outcomes of your students.