Welcome to Finita: Simplifying the Transition into Teaching

The Challenge:

The education sector is experiencing a unique shift. As certified teachers leave the classroom, a gap is emerging that is often filled by individuals transitioning from other careers. These adult learners bring valuable experiences but face the significant hurdle of lacking formal teaching certification. Traditional methods like induction programs and accelerated university courses are not fully addressing these unique challenges.

Finita’s Unique Solution:

At Finita, we recognize that adult learners transitioning into teaching need tailored support that aligns with adult learning principles and cognitive science. The Finita System is designed to scaffold the essentials of teaching and learning, providing a clear, manageable framework to support these new educators.

What Sets Finita Apart:

• Focus on Adult Learners: Our system is specifically tailored to meet the needs and learning styles of adults, integrating their life and professional experiences into the teaching context.

• Cognitive Science-Based Framework: We leverage research from cognitive science to reduce cognitive load and facilitate easier adaptation to teaching roles.

• Practice-Oriented Learning: Finita emphasizes practical teaching habits and routines that directly impact student learning, using evidence-based practices like:

• Visible Learning

• Thinking Maps

• Kagan Cooperative Learning Strategies

• The SIOP Model for Multilingual Learners

These methodologies are not just theoretical but are applied in ways that make sense to those new to the teaching profession.

The Finita Booster Series:

Our signature offering, the Finita Booster for Transitioning Teachers, is a three-part series designed to rapidly upskill non-certified staff. Participants in this series will:

• Learn to establish a positive classroom environment that fosters learning.

• Develop skills to plan and execute standards-based lessons effectively.

• Engage students with grade-level content, ensuring equitable learning opportunities.

Impact and Outcomes:

After completing the Finita Booster series, transitioning teachers report increased confidence and competence in their teaching abilities. They feel more integrated into the school community and are better equipped to take advantage of ongoing professional development and induction support offered by school districts.

Our Philosophy:

"We focus on less to get more!" By concentrating on foundational teaching practices and reducing the overwhelming range of skills typically presented to new teachers, we help transitioning teachers to focus, refine, and excel in their critical initial years.

Join Us:

Finita is more than a program—it's a movement to empower new educators with tools to succeed from day one in the classroom. If you're an administrator looking to support your transitioning staff, or a professional considering a move into education, reach out to learn how Finita can facilitate this transition. 

The Outcome-Oriented Approach of the Finita System: Preparing Transitioning Teachers for Immediate Success

The pressure on schools to fill teaching positions with non-certified, transitioning teachers has never been greater. While this influx brings diverse experiences and fresh perspectives to the classroom, it also presents significant challenges. Transitioning teachers often find themselves overwhelmed by the complexities of educational methodologies and classroom management, especially when they are expected to deliver grade-level appropriate content from day one. This is where the Finita System's outcome-oriented approach plays a pivotal role.

Reducing Cognitive Load for Effective Learning

One of the foundational aspects of the Finita System is its focus on reducing the cognitive load on transitioning teachers. Cognitive load theory suggests that our working memory has a limited capacity for new information, which can be easily overloaded during complex learning activities. For teachers new to the profession, the sheer amount of new information and skills required can be daunting.

The Finita System simplifies this transition by distilling teaching practices down to their most effective and essential elements. Instead of bombarding new educators with exhaustive content, the system provides clear, manageable steps that build on each other. This gradual, structured approach ensures that transitioning teachers are not overwhelmed, allowing them to absorb and apply their new knowledge more effectively.

Emphasizing Practical Teaching Skills

Beyond reducing cognitive load, the Finita System emphasizes the acquisition of practical teaching skills. These are the skills that directly impact classroom management, student engagement, and effective delivery of curriculum. By focusing on these practical areas, the system ensures that transitioning teachers can see immediate results in their teaching practice. This not only boosts their confidence but also enhances their effectiveness in the classroom.

The practical skills taught through the Finita System are based on proven educational practices and tailored to address the specific challenges faced by those new to the teaching profession. This includes strategies for creating an inclusive classroom environment, techniques for engaging diverse learners, and methods for assessing student understanding in real-time.

Ensuring Grade-Level Appropriate Content Delivery

A critical component of the Finita System's approach is ensuring that transitioning teachers are equipped to deliver content that is appropriate for their students' grade levels. This is crucial not only for student learning but also for meeting educational standards and benchmarks. The Finita System provides teachers with frameworks and resources that align with grade-specific requirements, making it easier to plan lessons and assess student progress effectively.

By integrating these resources with hands-on, practical training, the system helps teachers develop a deep understanding of the curriculum they need to teach. This understanding, combined with the reduced cognitive load and emphasis on practical skills, allows transitioning teachers to quickly adapt to their roles and manage their classrooms effectively from the very beginning.

Conclusion

The Finita System's outcome-oriented approach offers a powerful solution for educational administrators facing the challenge of integrating transitioning teachers into their schools. By focusing on reducing cognitive load, emphasizing practical teaching skills, and ensuring that teachers can deliver grade-level appropriate content, the system not only supports the success of new teachers but also enhances the overall quality of education provided to students.

For schools looking to empower their transitioning teachers and ensure a smooth adaptation to teaching roles, adopting the Finita System could be the key to a more effective and confident teaching force.

Thinking Maps as Scaffolds for Non-Certified Teachers

Picture this: a passionate individual with a wealth of real-world experience enters the classroom eager to make a difference, but lacking the formal training of a certified teacher. As educational advocates, how can we ensure that non-certified teachers receive the support they need to thrive in the classroom?

It is crucial to recognize and address the specific needs of adult learners who join the education field without holding a teacher certification or credential. These individuals often face overwhelming challenges, from managing classroom dynamics to designing effective lessons and meeting the diverse needs of their students. To support their growth and development, we can provide scaffolds—temporary supports and guidance—that can help bridge the gap between their existing knowledge and the demands of the teaching profession. 

Scaffolds like Thinking Maps provide non-certified teachers with valuable and readily available tools to enhance Teacher Clarity and Teacher Credibility. Utilizing Thinking Maps doesn't require additional learning or special designation as a "Thinking Maps school." Instead, they serve as temporary supports that can offer a lifeline to some of our most vulnerable teachers.Thinking Maps is a commonly used tool that would be an easy lift, given its widespread utilization by administrators and instructional coaches over the past few decades. By integrating the use of Thinking Maps into the authentic context of the classroom and offering targeted support and guidance, schools can empower non-certified teachers to succeed in their roles and ultimately improve student outcomes.

Thinking Maps: A Scaffold for Adult Learners

Thinking Maps offer structured visual organizers that serve as a foundation for systematically organizing thoughts and ideas. By providing a clear framework, these maps assist new teachers in effectively conveying complex information to students with clarity. Through the use of visual representations such as flow charts, webs, and diagrams, non-certified teachers can break down abstract concepts into digestible chunks, enhancing their ability to communicate key ideas to students clearly and concisely. This structured approach not only supports Teacher Clarity by ensuring that instructional goals and expectations are clearly communicated, but it also builds Teacher Credibility as teachers demonstrate their competence in delivering content in an organized and coherent manner.

Consistency Builds Clarity and Credibility

Each Thinking Map is accompanied by consistent procedures that outline the steps for its implementation. This consistency allows new teachers to seamlessly integrate Thinking Maps into their lessons without the need for extensive explanation or instruction. By following established procedures, non-certified teachers can quickly familiarize themselves with the various types of Thinking Maps and confidently incorporate them into their instructional practices using the school's high-quality instructional materials. This efficiency not only saves valuable instructional time but also contributes to Teacher Clarity by providing a predictable and structured approach to lesson delivery. Additionally, the consistent use of Thinking Maps helps to build Teacher Credibility as teachers demonstrate their proficiency in employing evidence-based instructional strategies to support student learning.

Mr. Rodriquez uses a Tree Map

Imagine a non-certified teacher, Mr. Rodriguez, who is tasked with teaching a fifth-grade reading class. Eager to engage his students in meaningful learning experiences, he decides to use a Thinking Map, specifically a Tree Map, to help his students identify the main idea and key details while reading a grade-level text.

As the class dives into the text, Mr. Rodriguez guides his students through the process of creating a Tree Map on the board. He begins by modeling how to identify the main idea of the passage and places it at the top of the map. Next, he prompts his students to identify the key details that support the main idea and adds them as branches on the tree. Together, they discuss and categorize the details, ensuring that each one contributes to a deeper understanding of the main idea.

As students work collaboratively to fill in the Tree Map, Mr. Rodriguez circulates the room, providing guidance and support as needed. He encourages students to justify their choices and engage in critical thinking by asking probing questions such as, "How does this detail relate to the main idea?" or "Can you find evidence in the text to support your choice?"

By the end of the lesson, students have not only successfully identified the main idea and key details of the text but have also gained valuable skills in comprehension and analysis. Through the use of the Tree Map, Mr. Rodriguez has provided his students with a clear and structured framework for understanding and organizing information, thereby enhancing both Teacher Clarity and Teacher Credibility. 

How does this benefit Mr. Rodriguez as a non-certified teacher? He can apply the same lesson to involve students in exploring grade-level texts across subjects such as Science and Social Studies. The Tree Map acts as a scaffold, enabling access to school-provided grade-level materials while fostering a sense of belonging for the non-certified teacher within the classroom and the teaching profession.

In conclusion, as educational advocates, it is our responsibility to ensure that non-certified teachers receive the support they need to thrive in the classroom. By recognizing and addressing their specific needs, providing scaffolds such as Thinking Maps, and implementing situated learning approaches, schools can support non-certified teachers to succeed in their roles and ultimately improve student outcomes.

One Step Toward Clarity

To further explore the benefits of Thinking Maps as a scaffold for non-certified teachers, we invite you to attend our upcoming webinar.  Don't miss this opportunity to support the growth and development of non-certified teachers in your school community. Register now!

Unlocking Potential: A Scaffold for Enhancing Classroom Impact for Non-Certified Teachers

From February 7th to the 10th, I was able to present at the National ESEA Conference held in Portland, Oregon. As a presenter, I lead a workshop titled, "Unlocking Potential: A Scaffold for Enhancing Classroom Impact for Non-Certified Teachers," a topic that resonated profoundly with educational leaders and teachers grappling with the increasing presence of non-certified educators in classrooms nationwide. The presence of non-certified teachers, including substitutes and paraprofessionals, is increasingly common in our schools. Supporting these educators with scaffolds to effectively plan lessons aligned with grade-level standards while accessing high-quality instructional materials is paramount. Scaffolds are traditionally thought of for students but not necessarily for adult learners. Teaching and learning are hard enough with a college degree specialized in education but non-certified teachers, deserve support that allows them to feel a sense of belonging. In this blog, I will review the scaffolds I presented at the conference and will go into how to use them with non-certified teachers. 

Scaffolds for Non-Certified Teachers:

Scaffolding is essential for non-certified teachers to develop a sense of belonging and proficiency in the profession. It involves providing temporary support or assistance as they engage in tasks beyond their current mastery level, gradually fading as teachers gain independence. Skills-Knowledge-Strategy (SKS) and Thinking-Writing-Reading-Listening-Speaking (TWRLS) are two scaffolds specifically developed for teachers to plan smarter, not harder. SKS and TWRLS align with the key principles for effective scaffolding as outlined by the Visible Learning research. 

1. Clear Learning Goals: SKS facilitates the alignment of learning goals with grade-level expectations, ensuring clarity and coherence in instruction.

2. Gradual Release of Responsibility: SKS employs a three-phase approach, beginning with Connect, to guide non-certified teachers in understanding essential strategies for creating a positive classroom environment. Then moves teachers into using the scaffolds with district resources in the Empower module and transfers teachers to independence by having teachers reflect on the impact of SKS and TWRLS using student work samples. 

3. Adjustment of Support: SKS offers flexible support, allowing for personalized adjustments based on individual teacher needs, site resources, and student readiness.

4. Feedback and Reflection: SKS and TWRLS provide opportunities for feedback and reflection, promoting metacognitive awareness and self-regulated learning. 

Scaffold 1: Skills-Knowledge-Strategy (SKS) for Teacher Clarity

SKS serves as a scaffold for educators to determine grade-level expectations and guide non-certified teachers toward a common understanding of Teacher Clarity. Every standard is written using skills or verbs and content knowledge or nouns. For example, here is a 6th-grade standard for Reading Informational Text Standard 3: (6.RI.3): Analyze in detail how a key individual, event, or idea is introduced, illustrated, and developed in a text (e.g., through examples or anecdotes)

The 6th grade expected skill is: analyze (in detail how) 

The expected knowledge is: a key individual, event, or idea is introduced, illustrated, and developed in a text 

Now I need to identify a strategy. This can happen in several ways, 

1. Identify how to find specific strategies found in the school's curriculum or resources. Here is one example by Heinemann.

2. Provide teachers with resources to find a strategy aligned with the grade level standard. Here is an example from a book on graphic organizers.

3. Use thinking maps as a resource. Even if you are not a Thinking Maps school, there are several resources online to support the non-certified teacher in identifying one of the eight maps as a strategy. Here is a resource online. 

Caution: While numerous books offer a plethora of strategies, it's crucial to approach strategy selection with a clear focus on providing scaffolding for non-certified teachers to design purposeful and coherent lessons. Strategies serve as scaffolds for transferring learning effectively when learners possess declarative knowledge (knowing the concept), procedural knowledge (knowing the steps), and conditional knowledge (knowing when and why to apply the strategy). Further elaboration on this concept will be provided in the forthcoming blog.

When the teacher has the three parts of the SKS and can clearly state the learning target: 

Students will (analyze) a key event developed in the text by (completing a Flow Map). 

Here is a tool for coaching non-certified teachers to use SKS or a reflective tool for non-certified teachers to reinforce the use of SKS. 

Scaffold 2: TWRLS for Engagement

TWRLS (Thinking, Writing, Reading, Listening, and Speaking) offers a comprehensive framework for planning engagement, catering to both receptive and productive skills. Given that the brain learns in two ways—receptively and productively—through reading and writing or listening and speaking, TWRLS serves as a scaffold for teachers to purposefully engage students' whole brains in accessing grade-level texts. Strategies for implementing TWRLS and integrating it with SKS (Skills Knowledge Strategy) are outlined, ensuring equitable access to grade-level curriculum for all students. By leveraging TWRLS and SKS together, educators can facilitate comprehensive language acquisition and skill development, promoting deeper understanding and application of grade-level content.

Reinforcing that less is more, one of the leaders in collaborative learning structures is Kagan. What if non-certified teachers only had to worry about selecting from five social-emotional strategies to be able to speak and listen about grade-level content knowledge? Here are the Essential 5 Kagan Structures to scaffold listening and speaking into every lesson. 

Yes, while Kagan provides a scaffold for planning for listening and speaking, Thinking Maps provides a scaffold for reading and writing. Together, non-certified teachers could focus on just 13 strategies to plan effective instruction. Remember these are scaffolds and are NOT meant to replace your curriculum or your initiatives. They are meant to provide support for teachers to develop confidence and improve instruction while learning through your induction program, teacher preparation program, or mentoring support program. 

SKS and TWRLS:

Let's revisit our approach to supporting non-certified teachers through the use of SKS and TWRLS, focusing on the 6th-grade standard for information text (6.RI.3): Analyze in detail how a key individual, event, or idea is introduced, illustrated, and developed in a text (e.g., through examples or anecdotes).

SKS (Skills Knowledge Strategy):

• S (Skill): Analyze

• K (Knowledge): A key individual, event, or idea is introduced, illustrated, and developed in a text.

• S (Strategy): Flow Map

Learning Target: Students will analyze a key event developed in the text by completing a Flow Map.

The instructional sequence unfolds as follows:

1. Modeling with Teacher: The teacher models using the text from the curriculum to complete a Flow Map, demonstrating the analytical process to the students.

2. Student Practice: Students engage in individual practice, utilizing text details to complete their Flow Maps. This phase ensures that every student is actively Reading and Writing about the text, fostering comprehensive engagement.

3. Independent Application: Students independently use their Flow Maps to orally share the development of the event in a Timed Pair Share. This activity ensures that every student is actively Speaking and Listening about the text, promoting collaborative learning and verbal articulation of their analytical insights.

This coherent sequence not only aligns with the specified standard but also integrates the SKS framework to guide teachers and students in effectively navigating and comprehending the targeted text. The structured use of TWRLS and SKS ensures that learners are actively engaged in receptive (Reading and Writing) and productive (Speaking and Listening) skills, thereby promoting a holistic understanding of the grade-level content.

Actionable Advice or Takeaways:

Here are actionable steps for schools to support non-certified staff using SKS and TWRLS scaffolds, promoting effective instruction and a sense of belonging:

• Professional Development Workshops:

• Offer targeted professional development workshops or training sessions focused on introducing non-certified staff to the SKS and TWRLS frameworks. See the webinar offering below for non-certified teachers. 

• Provide hands-on guidance and examples of how to implement these scaffolds effectively in lesson planning and instruction.

• Peer Mentoring and Coaching:

• Establish a peer mentoring or coaching program where experienced educators serve as mentors to non-certified staff, guiding them in implementing SKS and TWRLS effectively.

• Encourage collaborative lesson planning sessions and classroom observations to facilitate shared learning and professional growth.

• Resource Sharing and Collaboration:

• Create a platform or repository for sharing resources, lesson plans, and best practices related to SKS and TWRLS scaffolds.

  • Go to the Resources Page to access the handouts from the ESEA Conference

• Encourage non-certified staff to collaborate with their peers, sharing insights, strategies, and successes in implementing these frameworks.

• Foster a culture of collaboration and continuous improvement where educators feel empowered to experiment with new ideas and support one another in their professional development journey.

Implementing these steps enables schools to effectively support non-certified staff in utilizing SKS and TWRLS scaffolds, fostering effective instruction and ongoing professional growth. By leveraging these scaffolds, educators can create a supportive learning environment, enhance instructional skills, and collaborate to improve student outcomes. Scaffolding through SKS and TWRLS empowers non-certified teachers to deliver quality instruction aligned with grade-level standards as they familiarize themselves with school expectations and curriculum.

Interested in expanding your non-certified teachers' instructional skills and providing valuable learning opportunities? 

Join our complimentary SKS webinar tailored for non-certified educators. Reserve your spot now to access valuable resources and enhance instructional effectiveness. Click here to register.

From WHAT to WHY: Managing student behaviors

When a teacher focuses on WHAT a student is doing

Is this scenario familiar to you?

A student named Sarah is repeatedly tapping her pencil on her desk during a quiet independent work time. The teacher notices the tapping and immediately intervenes by saying, "Sarah, stop tapping your pencil on the desk. It's disruptive to the class."

In this scenario, the teacher's focus is primarily on the observable behavior (tapping the pencil) without delving deeper into the underlying reasons behind Sarah's actions. As a result, the teacher has missed opportunities to build a connection with the student, which leads to decreased engagement from the student and increased frustration. Most importantly, what is the teacher modeling for the entire class when it comes to behavior? The teacher is taking control and probably believes this is a way to keep a safe learning environment for the other students. However, this is why teachers are tired of doing all the work. Instead of being responsible for everyone's behavior, what can teachers do to model self-regulation habits so students can learn how to regulate their own behavior?

3 Benefits to Shift to the WHY behind the behavior

Taking a moment to foster a deeper understanding and address potential emotional needs or triggers in Sarah’s behavior can provide several benefits:

• Enhanced Relationship Building: By demonstrating empathy and understanding, the teacher strengthens their relationship with Sarah. This fosters trust and creates a supportive classroom environment where Sarah feels valued and understood.

• Promotion of Emotional Regulation: By addressing Sarah's emotional needs, the teacher helps her develop skills for emotional regulation. Sarah learns to recognize and manage her emotions in a constructive way, leading to improved self-control and resilience.

• Effective Problem Solving: By understanding the underlying reasons for Sarah's behavior, the teacher can collaboratively problem-solve with her to address any challenges or concerns. This empowers Sarah to develop strategies for managing similar situations in the future and promotes her overall well-being and academic success.

How to shift from WHAT to WHY

As educators, our ultimate goal isn't just to manage behavior but to understand and support the underlying emotions driving those behaviors. That's where Becky Bailey's Brain State Model and the DNA technique come into play, offering a powerful framework for promoting self-regulation and fostering a positive learning environment.

At the heart of Bailey's Brain State Model is the recognition that our emotional state deeply influences our behavior. By understanding the brain states of survival, emotional, and executive functioning, educators can not only regulate their own emotions but also model these skills for their students. When teachers make self-regulation a habit, students are more likely to internalize these practices and create a harmonious classroom environment.

So, how does the DNA technique fit into this equation? DNA stands for Describe, Notice, and Affirm—an approach that encourages educators to shift from simply reacting to student behavior to understanding the underlying reasons behind it. Instead of solely focusing on what a child is doing, the DNA technique prompts teachers to delve deeper into why the child is behaving that way.

Through the DNA technique, teachers learn to notice subtle cues and patterns in student behavior, identifying the underlying emotions driving those behaviors. By describing what they observe, acknowledging the emotions at play, and affirming the student's experience, teachers create a safe space for students to recognize and regulate their own emotions.

DNA Technique as a Behavior Regulation Technique

In the scenario with Sarah tapping her pencil, a teacher using the DNA technique might approach the situation differently:

• Teacher: "Sarah, I notice you're tapping your pencil on the desk. (Describe)"

• Sarah stops and looks up at the teacher. 

• The teacher takes a breath to think about how Sarah might be feeling and says: "Okay,  you seem to be a bit anxious. (Name the feeling)"

• Teacher: "It is ok to be anxious,  you must want to make sure you understand what you are reading. (Affirm). 

In this example, the teacher uses the DNA technique to acknowledge Sarah's behavior (Describe), create a pause for reflection (Pause), then identify the feeling (Name), and validate the emotions behind her actions (Affirm). By engaging in this dialogue, the teacher not only addresses Sarah's immediate behavior but also fosters a deeper understanding of her emotions and provides support accordingly.

When supporting students' social-emotional development, it is essential to shift our focus from the surface-level behaviors to the underlying emotions driving those actions. The DNA technique, encompassing Describe, Notice, and Affirm, offers a powerful framework for educators to make this shift, allowing them to delve deeper into understanding the "why" behind student behavior rather than solely reacting to the "what." Here are different examples teachers can practice. It will take practice to move from our habit of redirecting behaviors to modeling behavior regulation. 

*Click on this chart to access a video by Dr. Becky Bailey modeling the DNA technique.

The Power of WHY

But the power of DNA doesn't stop there. By connecting with students on a deeper level and helping them understand the "why" behind their behavior, teachers empower students to make positive choices and shift their behavior towards more expected outcomes. It's a collaborative process where both teacher and student work together to create a supportive learning environment.

By shifting our focus from what students are doing to why they're doing it, we create a more empathetic and understanding classroom culture. Through the DNA technique, we can foster self-awareness, emotional regulation, and ultimately, a community where everyone feels seen, heard, and valued.

Unlocking Grade-Level Mastery: Navigating Tier 1 Instruction with the SKS Framework

A study by TNTP reveals a stark reality - out of 180 hours of content-specific learning, students only spend 47 hours on grade-level work. This discrepancy not only impacts individual student outcomes but also contributes to the widening academic achievement gap. The solution lies in focusing on Teaching Simplicity and Teacher Clarity. Hattie's research underscores the importance of teacher clarity, with an effect size of 0.85. This blog explores the challenges educators face in ensuring grade-level learning during Tier 1 instruction and introduces the SKS Framework as a powerful scaffold for success.

Unveiling the Challenges

Curricular Complexities

• Curriculum demands often prioritize quantity over quality, making it challenging for teachers to ensure grade-level focus.

• The complexity of standards and expectations can overwhelm educators, impacting their ability to streamline content for grade-level appropriateness.

Testing Pressures

• Summative assessments, including benchmark and state tests, reveal a concerning reality in Arizona, where only 41% of students demonstrate proficiency in reading and writing, and a mere 34% exhibit proficiency in math. Even more worrisome are the statistics for English language learners. 5% of English learners demonstrated proficiency in reading and only 3% of students demonstrated proficiency in math. 

• These low proficiency rates lead to misconceptions about student skills, prompting teachers to potentially lower expectations or carry the cognitive load for students during lessons, creating a misalignment between instructional goals and genuine student needs.

The SKS Framework as a Scaffold 

Aligning with Standards

• Standards play a pivotal role in determining grade-level expectations. The SKS Framework provides a simple scaffold to align lessons with these standards.

• By understanding the cognitive load associated with different skill levels, educators can use SKS to ensure that learning targets are appropriate for the grade level.

Practical Application of SKS

• SKS helps educators identify clear learning targets aligned with assessments, fostering progress toward mastery.

• The framework can be applied universally, whether evaluating curriculum content, Teachers Pay Teachers activities or lessons generated by AI.

Based on the SKS examples can you determine what content area and what grade-level each one addresses? Join us for the webinar to find out the answers with success criteria for each one.

Actionable Advice or Takeaways:

• Administrators and instructional coaches can lead the way by learning how to use SKS during learning walks or modeling it in professional development.

• Educators can leverage SKS as a scaffold for defining clear learning targets aligned with assessments to demonstrate progress toward grade-level mastery.

In conclusion, the combination of Teaching Simplicity, Teacher Clarity, and the SKS Framework forms a potent strategy to bridge the gap in grade-level learning during Tier 1 instruction. By prioritizing these elements, educators can create a consistent culture of successful Tier 1 instruction, reinforcing equity for all learners. Did you know that increased teaching at grade level increases students learning potential by 7.3 months? As mentioned above, remember that improved teacher clarity has a .85 effect size to improve learning outcomes. Imagine the difference you can make by trying SKS to collectively understand what should be taught in Tier 1 instruction. 

Call-to-Action (CTA):

Sign up for a free Finita 30-minute webinar on how the SKS framework can serve as a scaffold to define grade-level appropriate learning opportunities during Tier 1 instruction. Join us to explore a straightforward approach for evaluating lessons and ensuring a sharp focus on grade-level learning opportunities.

Register here for SKS Framework- Identifying Grade-Level Learning Opportunities

Thank you for investing your time in unlocking the secrets to grade-level mastery. Stay tuned for more valuable content in our next post. Your engagement, comments, questions, and feedback are always welcome!

Clear is Kind! “Explicit Expectations” can lead to kinder classrooms

In the realm of education, a significant number of individuals are stepping into classrooms without the conventional teaching certificate, and Finita recognizes the challenges faced by these educators. Finita focuses on scaffolds or strategic supports that assist noncertified teachers in accessing strategies that work. Dr. John Hattie says that Teacher Clarity is one of the factors (.85 effect size) that most improve student achievement. There are several models of teacher clarity surfacing but who has time to learn more? Instead, we focus on providing tools that help you become more clear about your expectations therefore building teacher clarity. Explicit Expectations is a clarity procedure that you can use to ensure your expectations for behavior or engagement are clear. Brene Brown says Clear is Kind and Unclear is Unkind. 

The Challenge

Statistics reveal that over 60% of today's teachers are embarking on the classroom adventure without the traditional teaching certificate. It's akin to entering a maze without a map – an overwhelming and disorienting experience. Finita advocates for simplicity, acknowledging that effective teaching and learning thrive on clear communication.

Explicit Expectations, the scaffold crafted by Finita, emerges as the solution to support noncertified teachers. The goal is to make expectations clear for both teachers and their students. This isn't mere intuition; it's backed by the educational scientist, Hattie, who underscores the power of clarity in boosting teaching and learning.

Criteria of Explicit Expectations 📚

• Document and Display:

• ✍️ Clearly write or print engagement expectations.

• 🖼️ Display them prominently in the classroom for continuous visibility.

• 🤔 Align the "why" with a Rule of Awareness.

• Use TWRLS Method:

• 🔄 Implement the TWRLS method (Thinking, Writing, Reading, Listening, Speaking).

• 🎭 Integrate engagement expectations into diverse lessons and activities.

• Reference and Reinforce:

• 🔍 Consistently reference expectations.

• 🎉 Celebrate positive behaviors aligned with expectations.

• 🚀 Address deviations using the expectations as a guide for redirection and reinforcement.

The Scaffold for Noncertified Teachers

Explicit Expectations serve as a scaffold – a simple approach for noncertified teachers to clarify expectations. By following these three criteria, educators can establish a clear foundation for themselves and their students, fostering an environment that's all about learning.

In this example, the teacher used a flow map to design a routine for following directions. She used TWRLS to have students help design the procedure for a routine that would help students follow directions. First, they identified a procedure or routine that students needed to work on such as following directions. Other routines that need to be defined might include independent work, group work or collaboration, transitions, morning arrival, homework review, journal time, etc. These are typical practices teachers expect students to know how to do yet take up so much teacher time redirecting students. 

Taking time to discuss a routine for following directions provides clarity to the teacher on how to hold students accountable and clarity for the students on how to be responsible for following directions. The “Refer back, then ask” routine can be used in any content area and become a skill that will help students be responsible beyond the classroom walls. 

Using the Explicit Expectations scaffold, teachers can include students to define routines that happen regularly and display the routine until it becomes a habit. Once it becomes a habit, it evolves into the culture of how the classroom works and thrives. 

Actionable Takeaways

• Professional Development:

• 🚀 Model how to use Explicit Expectations in teacher professional learning sessions.

• 🧰 Equip noncertified teachers with the tools to create and implement clear expectations.

• Collaborative Learning:

• 🤝 Encourage collaboration among teachers to share best practices.

• 🌐 Foster a supportive community where educators can learn from one another.

• Continuous Evaluation:

• 🔄 Regularly assess the effectiveness of Explicit Expectations.

• 🎯 Adjust and refine expectations based on feedback and evolving classroom dynamics.

Embracing Clarity! 🌟

Finita's Explicit Expectations aren't just a tool – they're a systematic practice of simplicity and clarity for noncertified teachers. By documenting, displaying, using the TWRLS method, and consistently referencing expectations, educators can build a foundation that benefits both them and their students. Explicit Expectations create a positive learning environment by establishing a shared understanding and framework for behavior. 

 🚀📚✨

Finita 2024: Supporting Non-Certified Educators in the Classroom

In Arizona and across the nation, a seismic shift is underway in education. As the demand for teachers skyrockets, an unconventional cadre of individuals—non-certified educators—step up to fill the void. These dedicated professionals bring invaluable expertise from diverse fields into classrooms, but their transition into teaching requires a different approach. 

In this blog post, we delve into the unique challenges faced by non-certified educators, explore why traditional induction models fall short, and highlight the critical need for tailored support. This is essential reading for educators and school leaders navigating the evolving teaching landscape.

The Unprecedented Demand for Teachers

The educational landscape is facing an unprecedented demand for teachers, as revealed by eye-opening statistics from both the Annenberg Institute at Brown University and the Arizona School Personnel Administrators Association (ASPAA). Across the nation, a staggering 36,000 teacher vacancies echo the urgency to address the widening gap in education. In Arizona, the situation is equally critical, with the ASPAA survey reporting over 9,600 teaching positions left unfilled for the 2022-23 school year. What makes this demand even more remarkable is the substantial contribution of non-certified educators stepping into these roles, constituting more than 41% of the educators in Arizona who do not meet the state's standard certification requirements. The magnitude of these numbers underscores the pressing need for innovative and supportive measures to empower this dedicated group of professionals responding to the call for educators in our classrooms.

Differentiating Non-Certified Educators from Traditional New Teachers

Non-certified educators stand out distinctly from their counterparts entering teaching through formal education programs. While traditional new teachers possess foundational pedagogical training, non-certified educators boast a rich tapestry of expertise derived from diverse professional backgrounds. These individuals bring a wealth of real-world experience, specialized skills, and unique perspectives honed in fields beyond education. Their varied expertise ranges from engineering to finance, healthcare to technology, enriching classroom dynamics with practical knowledge and innovative approaches to problem-solving. This breadth of experience not only adds depth to subject matter instruction but also fosters an environment where students can draw connections between academic concepts and real-world applications, offering a dynamic learning experience that transcends the confines of traditional teaching methodologies.

Five Crucial Reasons for Unique Support

1. Navigating Curricular Challenges: Non-certified educators require assistance to navigate through the curriculum requirements while actively teaching in a way that compensates for any gaps in their pedagogical (teaching) training or education. For example, How do I use the district curriculum to plan for learning?

2. Specialized Professional Development Needs: Non-certified educators still need to undergo formal training in teaching methods, managing classrooms, or assessing student progress, they need specific and focused support designed to fill these gaps in their knowledge and skills. For example, How do I read a lesson plan? What does student engagement look like?

3. Classroom Management and Diverse Learning Needs: Non-certified educators face distinct difficulty in handling the diverse requirements of students in their classrooms while lacking prior teaching experience.  For example, What is differentiated instruction?

4. Effective Adult Learning Scaffolds: When adults, who might have varied life experiences and learning approaches, decide to enter the field of education, they require support structures or frameworks (scaffolds) that are specifically designed to adapt to their ways of learning and their diverse backgrounds. For example, How can the learning scaffolds I use as an adult help me teach more effectively?

5. Sense of Belonging: Non-certified educators often face unique challenges in assimilating into the educational environment, necessitating support to develop a strong sense of belonging and confidence within the teaching profession. For example, What can I do to feel like a good teacher? 

A Resource for Non-Certified Educators: The Finita System

The Finita System provides supplemental support for non-certified educators transitioning into the realm of the school's curriculum, policies, and expectations. Through a dynamic three-day workshop, Finita offers specialized professional development tailored specifically for these educators, harnessing their diverse backgrounds and strengths from other fields. Finita acknowledges the absence of formal teaching credentials while recognizing the invaluable expertise these educators bring. This comprehensive approach, called Connect-Empower-Teach, extends to navigating the intricacies of diverse learning styles and school curricular demands, equipping educators with the tools needed to effectively align with school policies and expectations. With Finita's targeted support, non-certified educators confidently embrace and excel within the school's educational framework, fostering an environment where their unique skills seamlessly merge with established school practices.

Actionable Takeaways

• School leaders should acknowledge the immense value non-certified educators bring and offer specific support tailored to their unique strengths and needs.

• Advocating for supplemental programs like Finita, which specializes in scaffolding for adult learners transitioning into education, can bridge the gap effectively.

• Emphasize the critical nature of tailored professional development that seamlessly integrates with the site's goals and expectations, supporting non-certified educators' successful transition into the educational environment.

Summary

In this blog post, we've explored the unprecedented demand for educators and the emergence of non-certified educators stepping up to fill the void in classrooms, bringing invaluable expertise from diverse fields. These individuals, though lacking traditional teaching credentials, offer a wealth of real-world experience, enriching student learning experiences in innovative ways. However, their transition into education requires a different approach due to their distinct backgrounds. 

We've outlined five crucial reasons highlighting the unique challenges, including navigating curricular challenges, requiring specialized professional development, managing diverse learning needs, needing effective adult learning scaffolds, and fostering a sense of belonging within the teaching profession. 

To bridge this gap, programs like Finita provide a supplemental solution, providing tailored support and training to seamlessly integrate non-certified educators into the school's curriculum, policies, and expectations. School leaders play a vital role in recognizing the immense value these educators bring. That's why we are focusing on providing tiered support to supplement the support provided by the district and school sites. There is a demand for a supplemental approach to tailoring professional development to ensure their smooth transition into the educational environment.

Finita Resources to support non-certified educators:

• Join the Finita Teachers Facebook Group, a community designed specifically to support non-certified teachers. Engage in discussions, access valuable resources, and reinforce teaching and learning. 

Finita for school administrators and coaches:

• Seeking to provide tailored support for non-certified teachers while addressing the needs of your instructional staff and students? 

• Finita offers in-person and virtual support for non-certified educators using our Connect-Empower-Teach system. Provide tiered support for your educators by leveraging Finita's specialized scaffolding, ensuring an efficient integration into your school's framework while fostering a dynamic and effective teaching environment.

Connect with Teaching Simplicity: Rules of Awareness

Successful classrooms extend beyond the confines of lesson plans and textbooks. They revolve around cultivating an environment where students feel valued, heard, and included. Yet, within this endeavor, there's a common occurrence where students might grasp the expectations but struggle to envision what they truly look like, sound like, or feel like in action. This uncertainty can leave them confused and unsure of how to meet these expectations in their day-to-day interactions.

I encountered a situation with a student who had a recurring habit of lying. After witnessing the fourth instance of dishonesty in a single morning, I took a moment to have a conversation with the student. I asked why they persisted in lying, especially after assuring me they would cease this behavior. Their response caught me off guard; the student looked at me with a pained expression and confessed, "You keep telling me to stop lying, but I don't actually know what lying is."

Realizing the lack of clarity surrounding the concept of lying, I took the opportunity to explain it in detail. We discussed the importance of honesty, even when faced with challenging or boring situations. Together, we practiced the art of truth-telling, particularly when it was difficult. Surprisingly, this simple clarification led to a remarkable transformation – the student became one of the most honest and forthcoming individuals in the class. This experience highlighted the crucial link between clarity in expectations and a student's awareness of their behavior.

Why does this happen? Clarity. The lack of clearly defined expectations leads to confusion. When students aren't aware of when to apply a rule, what actions to take, or how to redirect themselves, chaos can prevail. When students do not know what to do, they usually don’t feel included in the learning process and their brain shifts into an emotional state of mind which most likely will result in challenging behaviors. 

“Rules of Awareness” encompass a broader spectrum than typical classroom rules. While classroom rules often focus on specific behaviors or actions expected within the learning environment, rules of awareness delve deeper into fostering a comprehensive understanding of how individuals engage with themselves, others, and their surroundings.

“Rules of Awareness,” such as "Be Respectful," "Be Responsible," and "Be Resilient," transcend simple behavioral guidelines. They aim to cultivate a holistic approach to interpersonal relationships, emotional intelligence, and personal development within the classroom context. These rules prompt students to introspect, empathize, and navigate their emotions, actions, and interactions thoughtfully. They foster a mindset that encourages self-awareness, empathy, accountability, and adaptability, contributing not only to a positive classroom atmosphere but also to the development of essential life skills beyond the academic setting.

Be Respectful: This rule isn't just about saying 'please' and 'thank you.' It's about understanding actions, feelings, and behaviors that encompass our intrapersonal space—the way we treat ourselves. It's about fostering self-respect, acknowledging personal boundaries, and nurturing a positive self-image. When students learn to respect themselves, they set the tone for respectful interactions with others.
Have you ever asked your students to help you describe what “Be Respectful” looks likes, sounds like, or feels like? 

Be Responsible: Responsibility extends beyond homework assignments. It's the cornerstone of interpersonal skills that contribute to being a member of a class community. It's about accountability, teamwork, and empathy—a commitment to contribute positively to the collective learning environment. When students embrace responsibility, they become active contributors, supporting and uplifting their peers.

What if students had a cheat sheet to refer to when they wondered if they were being responsible enough or if others were being responsible? 

Be Resilient: Mistakes aren't stumbling blocks; they're stepping stones to growth. Resilience is about understanding the goal, having the courage to make mistakes, and being vulnerable in the pursuit of learning. It's the fuel that drives curiosity, experimentation, and innovation. When students embrace resilience, they develop the confidence to overcome obstacles and embrace challenges as opportunities for growth.

Imagine if students defined what this looks like, sounds like, and feels like in your classroom? Maybe they would ask you what mastery looks like instead of saying “I don’t know what to do.”

Explicitly teaching these three “Rules of Awareness” to students doesn't just create a rulebook—it fosters a safe, inclusive, and dependable learning environment. It lays the groundwork for clear expectations, respectful interactions, a sense of belonging, and the courage to explore, learn, and grow.

TWRLS of Engagement

Language learning isn't just about absorbing information—it's an active process requiring engagement, critical thinking, and dynamic participation. As educators, our approach shapes how students engage with language and content. Shifting from conventional methods to TWRLS—Thinking, Writing, Reading, Listening, and Speaking—offers a transformative pathway to enhance language acquisition and foster equitable learning opportunities.

The traditional SWRL or SWIRL models have limitations. They often lead to students being stuck at intermediate proficiency levels, restricting their progress due to isolated language practice or inadequate grade-level materials. The transition to TWRLS marks a fundamental shift by placing "Thinking" at the forefront of language learning activities. This approach aims to scaffold students' language development, empowering them to actively engage with language and content together.

TWRLS acknowledges language as a cognitive booster—more than mastering words or grammar, it enhances memory, problem-solving, and creativity. By integrating cognitive engagement with access to grade-level content, TWRLS goes beyond mere interaction, fostering critical thinking during language activities like reading, writing, listening, and speaking.

This framework isn't just about language—it's about creating a supportive and inclusive environment for all students. TWRLS serves as a scaffold for emotional and behavioral engagement, nurturing a sense of belonging regardless of language differences. Students' emotional connections and investment in their learning experiences are pivotal, boosting motivation and perseverance.

In TWRLS, the emphasis on Productive Skills (speaking and writing) becomes central to assessing language proficiency and content comprehension. While Receptive Skills (reading and listening) are vital, evaluating them relies on demonstrating understanding through speaking and writing. This equitable approach ensures fair opportunities for language learners across various academic levels and subjects.

Transitioning to TWRLS amplifies the relevance of active cognitive engagement across subjects. It intertwines language development with content learning, aligning with modern language acquisition theories. This shift recognizes that language proficiency is a gateway to accessing grade-level content knowledge and fosters a growth mindset in students.

Let's embrace TWRLS as a tool not just for language learning but for accessing grade-level skills and knowledge. By prioritizing Thinking, Writing, Reading, Listening, and Speaking, we're not just teaching language; we're empowering students to succeed across diverse academic settings.

Upgrade your teaching from SWRL to TWRLS and witness how this transformative approach shapes resilient, engaged, and proficient learners ready for success while simplifying teaching and learning. 

Reflective Questions for Teachers:

• How can TWRLS change how I teach language and engage students' thinking?

• What techniques do I currently use to engage learners, and what parts of TWRLS are activated?

• Why is focusing on Thinking, Writing, Reading, Listening, and Speaking essential in teaching language and other subjects, and how might it benefit my students?

Reflective Questions for Coaches and Administrators: 

• How can our professional development include TWRLS for better engagement and assessment of student learning?

• What strategies do we currently use that incorporate parts of TWRLS?

• Why should our teachers learn about TWRLS, and how could it help both teachers and students?

Maximizing Learning Across Grades and Subjects: Kagan's Essential 5 Strategies

Accessing the brain's workings aren't just a pursuit for neuroscientists; it's a pathway for educators to create more effective, engaging, and enriching learning experiences. Imagine the brain as a master pattern-seeker, constantly seeking familiarity and routine. When students understand the expected patterns and routines within their learning environment, their cognitive load eases, allowing them to delve deeper into making meaningful connections with content knowledge. Moreover, this deeper understanding goes hand in hand with the development of vital social-emotional skills, enabling students to confidently participate and collaborate with their peers. In this blog, we'll explore how embracing Kagan's Essential 5 strategies not only fosters social-emotional learning but also aligns with cognitive learning, creating a holistic approach to education that nurtures both minds and hearts.

Bridging Grade Levels and Subjects

Kagan's Essential 5 are social strategies that Finita uses because of their adaptability. Whether you're in elementary, middle, or high school, and regardless of the subject you teach, these strategies provide a scaffold for planning impactful lessons. From language arts to science, math to social studies, the Essential 5 integrates into diverse curricula allowing students to make sense of the content while flexing their listening and speaking skills.

The Benefits

1. Enhanced Communication Skills:

In a math lesson, let's envision a lesson on problem-solving using Kagan structures like RallyRobin and Timed Pair Share. The teacher introduces a complex word problem and divides the class into pairs. Using RallyRobin, students take turns within their pairs to share their approach to solving the problem. For instance, Partner A might explain their strategy for breaking down the problem into smaller steps, while Partner B might describe a different method based on visualizing the scenario.

Then, the teacher employs Timed Pair Share, setting a specific time for each student to share their partner's strategy with another pair. This exercise prompts students to actively listen, process, and articulate their partner’s strategy within a limited timeframe.

Through these Kagan structures, students not only strengthen their oral language proficiency by explaining mathematical concepts but also enhance their communication skills by clearly articulating their problem-solving methods. This collaborative approach fosters a classroom environment where students actively engage with mathematical concepts, improving their understanding while honing their communication abilities.

When teachers provide sentence frames as scaffolds, then students can express their thoughts coherently and articulate math strategies during collaborative discussions. Here are some sample sentence frames for solving problems in math: 

Rally Robin:

• I tackled the problem by...

• My strategy involves...

• One way to approach this is...

• I broke it down into steps, starting with...

Timed Pair Share:

• My partner's strategy was...

• They explained it by saying...

• According to my partner...

• Their approach is similar/different to ours because…

2. Improved Collaboration and Social Skills:

In a science lesson, let's envision a lesson exploring a scientific phenomenon using Kagan structures like Round Robin and Rally Coach. During the Round Robin activity, students are divided into small groups and each group is given a scientific concept to discuss. They take turns sharing their understanding or observations related to the concept, building upon each other's contributions in a circular fashion. Afterward, the class engages in a Rally Coach where each group appoints a spokesperson or Coach to present their collective findings or thoughts on the concept to another group that asks questions about the findings. This structure encourages cooperation, active listening, and the appreciation of diverse perspectives as students engage in an exchange of scientific ideas.

To scaffold academic discourse, the teacher could provide sentence frames:

Round Robin:

• One thing I noticed about [scientific concept] is...

• A key observation we made was...

• Our group thinks that [scientific concept] can be explained by...

• Another aspect to consider is...

Rally Coach: 

• Our group's conclusion about [scientific concept] is...

• We believe [scientific concept] is connected to...

• One of the ideas we explored was...

• We found similarities/differences between our understanding and yours in…

3. Increased Engagement and Motivation:

In a Reading lesson, imagine a lesson focused on comprehension using Kagan strategies like Stand Up, Hand Up, Pair Up, and Timed Pair Share. During Stand Up, Hand Up, and Pair Up, students move around the classroom, sharing their thoughts or summaries of the reading material with various classmates. They pair up based on a given prompt related to the text, fostering engagement and peer interaction.

Following this, the teacher initiates Timed Pair Share, where students share their insights or reflections on the text within a specific time frame. This strategy encourages focused discussions and active participation among students.

For scaffolding academic discourse, the teacher could provide sentence frames:

Stand Up, Hand Up, Pair Up:

• In the text, I found that...

• One important point I noted was...

• My partner and I discussed...

• Our summary of this section is...

Timed Pair Share:

• My partner's viewpoint on this was...

• They highlighted that...

• An interesting aspect my partner mentioned was...

• We both agreed/disagreed that…

These sentence frames serve as scaffolds, guiding students to articulate their thoughts, summaries, and reflections on the reading material, promoting engagement, and enhancing comprehension through collaborative learning. Also, notice how these sentence frames can be used in any content area.

4. Support for Different Learning Styles:

In a writing lesson, let's envision a lesson using Kagan structures like Rally Coach to engage students in a collaborative writing activity. During Rally Coach, students work in pairs, taking turns to coach each other through a writing task. For example, one student may write a paragraph while the partner coaches by asking questions, offering suggestions, or providing feedback.

To scaffold academic discourse during this activity, the teacher could offer sentence frames:

Rally Coach:

• Could you clarify your point about...?

• Have you considered adding details about...?

• Could you explain how this idea connects to...?

• I suggest revising this sentence to…

These sentence frames guide students in their peer coaching, prompting them to ask probing questions, offer suggestions, and provide constructive feedback on their partner's writing. This inclusive approach accommodates diverse learning styles, ensuring all students actively participate and contribute to the collaborative writing process.

5. Development of Emotional Intelligence:

In an art class, envision a lesson incorporating Kagan structures like Rally Robin and Round Robin to foster emotional intelligence. During Rally Robin, students take turns sharing their thoughts or feelings about a particular artistic technique or their creative process. This structured interaction allows them to express their emotions openly and develop communication skills.

For scaffolding social-emotional skills, the teacher could offer sentence frames:

Rally Robin:

• I feel [emotion] when I'm painting/drawing because...

• One thing that excites/worries me about this art project is...

• I'm proud of my artwork because...

• When I see this artwork, it makes me feel…

These sentence frames encourage students to express their emotions, thoughts, and reflections on their artistic creations, fostering self-awareness and emotional expression. This structured engagement in art-related discussions contributes to their social-emotional growth and well-being.

Pairing with Thinking Maps

To elevate the impact of these strategies, consider pairing them with Thinking Maps—a combination of both independent and collaborative learning opportunities in every lesson. Thinking Maps give students a visual framework to organize their thoughts, fostering deeper comprehension and critical thinking. Integrating these tools ensures a holistic learning experience, equipping students with the skills they need for both independent and group-based academic success.

Thinking Maps coupled with Kagan's Essential 5 strategies can serve as essential scaffolds for English learners or students facing challenges in accessing grade-level text. Thinking Maps offer visual representations that aid in organizing thoughts and concepts, providing a structured framework for comprehension that students can use independently. They allow students to break down complex information into manageable parts, making it more accessible and comprehensible.

Together, Thinking Maps and Kagan's strategies provide multiple entry points for students to comprehend text, promote meaningful interactions, and support diverse learners in grasping and engaging with grade-level content. This scaffold not only assists students in understanding complex text but also fosters language development and content comprehension in an inclusive and supportive classroom setting.

Kagan's Essential 5 strategies are not just tools; they are dynamic strategies for fostering collaboration, engagement, and language proficiency. By purposefully integrating them into your lessons and pairing them with Thinking Maps, you create a learning environment where students are engaged in grade-level thinking, writing, reading, listening, and speaking (TWRLS)! Remember the only way to engage students and their brains in learning is through TWRLS. Get excited because next week’s blog is all about TWRLS of Engagement. 

Thinking Maps: An Academic Strategy for Prioritizing Learning over Content

In the last Finita Teachers Blog, we recognized that content overload is an issue for teachers and students alike. This is because the brain is lazy and works better when we connect to prior knowledge. Yet, prior knowledge is often mistaken for what one knows about the content and does not necessarily take into account the skills needed to understand the new content.  The “science of reading” is the buzzword right now and mostly focuses on the content of reading. Most programs for multilingual learners focus on the content of language such as grammar. How do teachers learn how to improve student outcomes without focusing on how the brain works, and how the brain thinks? I mean… would you let a cardiologist work on your heart without an MRI or echocardiogram? No, the heart is the organ they need to work with or improve. So if the brain is the organ used for learning, why is the brain left out of learning leaving teachers to become linguistics to be able to teach reading or English? This is outdated research from the 60s before we had access to how the brain works. In the past 10 years, we have learned so much about how the brain works, and guess what? You can teach reading and language effectively without being a linguist.

But here's the kicker: How do teachers enhance student outcomes if they're not taught how the brain works and thinks? Imagine a cardiologist working on your heart without an MRI or echocardiogram—it's the organ they need to focus on to make improvements. Similarly, if the brain is the learning organ, why are we leaving it out of the teaching equation? It's like relying on linguistic skills alone to teach reading or English, based on outdated research from the '60s that didn't factor in our modern understanding of the brain.

In the last decade, our insights into how the brain operates have leaped forward, dispelling the myth that effective teaching demands us to delve into linguistics. One tool that boosts confidence for teachers and drives student success is Thinking Maps. These maps aren't just visual aids; they're keys to unlocking better teaching and learning by aligning with how our brains grasp and process information.

Now, let's take a closer look at how Thinking Maps operate as cognitive strategies, a scaffold for teaching approaches and student involvement by aligning with the brain's learning mechanisms. These maps aren't merely tools; they're the academic frameworks that connect instruction to learning. 

Prioritizing Learning: Moving Beyond Memorization

When we put learning first, we foster skills that extend far beyond rote memorization—skills like critical thinking and problem-solving that last a lifetime. Take, for instance, how Thinking Maps go beyond memorization. Instead of just memorizing historical dates or events, students can use a Bridge Map to connect different events and analyze their interconnections. This approach prompts critical thinking by encouraging students to understand the relationships between events, rather than merely recalling isolated facts. It's this deeper understanding that paves the way for lifelong learning, empowering students to navigate complexities with insightful comprehension rather than relying solely on memorized information.

Thinking Maps: Accessing Cognitive Strategies

Thinking Maps aren't just tools; they're like mental gymnastics that empower students to construct patterns of analysis to make sense of new content. Let's consider the Brace Map—a Thinking Map that helps students analyze parts of a whole. Imagine students studying the solar system; by using a Brace Map, they dissect the system into planets, moons, and other celestial bodies, comprehending how each component contributes to the entire system. This pattern of analysis encourages students to delve deeper, facilitating a comprehensive understanding of complex concepts by breaking them down into digestible parts. Through this methodical approach, students not only grasp the specifics but also form connections between individual elements, fostering a holistic understanding of the subject matter.

Scaffolding for Efficient Learning and Planning

These Thinking Maps are a toolkit for teachers, particularly beneficial for non-certified educators or those working with multilingual learners. Let's take the Tree Map, for example—a map that categorizes information. Suppose a teacher is planning a lesson on animals; using the Tree Map, they can systematically organize the characteristics of different animals. This structured approach not only helps in curriculum alignment but also aids in accommodating various learning styles, making it accessible for multilingual learners to comprehend and engage with the content. By providing this clear framework, Thinking Maps alleviates the cognitive burden on teachers, guiding them to seamlessly intertwine curriculum, teaching methods, and the unique needs of their students. This approach not only simplifies lesson planning but also ensures consistency in teaching, enhancing the overall learning experience for all students.

Alignment with Priority Standards

Let's consider the priority standard, Reading Informational Text Standard 3, which involves analyzing how individuals, events, or ideas develop and interact over the course of a text. Now, imagine a non-certified teacher or an educator working with multilingual learners aiming to assess student comprehension aligned with this standard.

Enter the Multi-Flow Map—a scaffold that aids in understanding processes and relationships. Suppose students are analyzing a historical text about the American Civil Rights Movement. Using the Multi-Flow Map, students can map out the sequence of events, key figures, and their interactions throughout the movement. For instance, they could examine how Rosa Parks's actions led to the Montgomery Bus Boycott and its subsequent impact on civil rights.

This map allows teachers to assess students' understanding of the text's development and interactions, aligning perfectly with Reading Informational Text Standard 3. Moreover, its adaptability across grade levels ensures that whether students are in elementary, middle, or high school, the Multi-Flow Map can be utilized to delve into various texts, supporting students as they progress through their educational journey. It provides a consistent framework for both educators and learners, facilitating a deeper comprehension of complex texts while effectively addressing standard requirements across different grade levels.

Understanding How Thinking Maps Work as Cognitive Strategies

Teachers, integrating cognitive strategies like Thinking Maps into lessons isn't just about adding visual aids; it's about aligning with how students' brains naturally process and understand new content. These strategies transcend mere visuals; they serve as powerful tools adaptable across subjects, grade levels, and even non-academic areas. For instance, using Circle Maps to define abstract concepts or Bridge Maps to explore connections between topics mirrors the brain's inclination to create patterns and relationships for deeper understanding. By embracing these cognitive strategies, teachers empower students to leverage their brain's natural pathways, fostering critical thinking, metacognition, and structured learning, thereby enhancing comprehension and engagement across various learning contexts.

Empowering Effective Teaching and Autonomous Learning

Thinking Maps serve as vital scaffolds for teachers to craft consistently effective lessons while gradually transferring responsibility to students, fostering their journey toward autonomy. These maps provide a structured framework that guides educators in meticulously planning lessons, initially leading the way and gradually allowing students to take the reins. This gradual release of responsibility not only empowers students to become independent learners but also alleviates the pressure on teachers to solely shoulder the workload. As students grow accustomed to using these maps, they develop the skills to navigate complex subjects with confidence, encouraging partnerships in learning where students actively engage, collaborate, and explore independently. This balanced approach ensures that lessons are thoughtfully designed, gradually transitioning from teacher-led to student-driven, cultivating an environment where both educators and learners thrive in a shared pursuit of knowledge.

Ready to feel more confident in your teaching and help your students grasp grade-level learning effortlessly? Come join the Finita Teachers Group! We're all about using Thinking Maps to work smarter, not harder. At Finita, we believe in breaking boundaries and expanding possibilities. Join our group to access resources, share ideas, and learn how to make the most of Thinking Maps in your classroom. Let's work together to create a learning environment where clarity and confidence reign.

Prioritize Learning Processes Over Content Overload

Tired of lesson plans and content overload? So are your students!

It's time to focus on less to achieve more. Let's explore why honing in on learning processes over content overload not only aligns with how the brain learns but can also bridge the gap, especially for our most vulnerable students.

The Power of Less:

As educators, we often find ourselves juggling an overwhelming array of content, attempting to cover every inch of the curriculum. However, let's consider the transformative impact of focusing on fewer concepts with greater depth. By streamlining our approach, we open the door to a more profound understanding for our students. It's not about the quantity of information but the quality of learning experiences.

Prioritizing Learning Processes:

The brain is a remarkable organ, and its ability to learn is optimized when we prioritize learning processes over content memorization. Instead of racing through the material, let's delve into how our students learn. By emphasizing processes such as critical thinking, problem-solving, and analytical skills, we equip our students with tools that extend far beyond the classroom. This not only enhances their academic success but prepares them for the challenges of the real world.

Addressing the Gap:

Our most vulnerable students often face an uphill battle, and the gap in educational outcomes can be disheartening. Content-centric lessons might inadvertently widen this gap, leaving some students struggling to keep up. By shifting our focus to learning processes, we create a more inclusive and equitable educational environment. It's about providing every student, regardless of their background, with the tools they need to succeed.

The Brain's Blueprint for Learning:

Lessons that zero in on learning processes align with the brain's natural blueprint for absorbing information. Instead of overwhelming our students with an avalanche of facts, let's guide them through the journey of understanding. This approach not only enhances comprehension but also nurtures a love for learning.

Simplicity in Action:

Let's not underestimate the power of simplicity. By concentrating on specific processes and emphasizing the learning processes behind them, we can accomplish more in terms of student understanding and retention. It's a shift from covering content to uncovering the depth of understanding within our students.
By prioritizing learning processes over content overload, we not only align with the natural workings of the brain but also bridge the gap for our most vulnerable students. In simplifying our approach, we empower ourselves and our students to navigate the educational landscape with clarity, purpose, and a passion for lifelong learning.

In shifting towards prioritizing learning processes over content overload, we embark on a journey that goes beyond the traditional role of a teacher. By dedicating our time to teaching students how to learn, we empower them to become autonomous learners, equipped with the tools to navigate information from different contexts. In this approach, the teacher transitions from being a fountain of information to a facilitator of learning, guiding students through the intricate web of knowledge. It's in this interactive space that connections grow, and learning becomes a dynamic, reinforcing experience. 

As facilitators, we foster an environment where curiosity is celebrated, questions are encouraged, and each student's unique journey is valued. This is the approach Finita strives to share with educators by planning professional learning experiences that build habits of excellence. The brain is lazy and creates habits to open space for fun, creativity, and a sense of belonging. Do you remember the last time you felt that as a teacher? 

Reflective Questions for Educators: 

• How can I prioritize learning processes over content overload, ensuring that students engage more deeply with the material and develop essential cognitive skills?

• What do I already do that focuses on how students learn instead of delivering content?

• Why can this shift create a more dynamic and interactive classroom environment, promoting a love for learning among my students?

Reflective Questions for Administrators and Instructional Coaches: 

• How can I support teachers to recognize content overload to shift the focus on how the brain learns?

• What can I emphasize in our professional development opportunities to model the necessary skills and knowledge to integrate learning processes into instructional practices?

• Why is this shift benefit both teachers and students, fostering a culture of continuous improvement and sustainable teaching practices?

Priority Standards: Accelerate Teaching and Learning

Educators are facing undeniable challenges brought on by the COVID-19 pandemic on a daily basis.  Not only are we tasked with closing the educational gaps it created but also doing so in an environment that is short-staffed with certified professionals.  However, amidst these challenges lies a strategy that could change the game: the approach of focusing on "priority standards." This method could be especially beneficial for educators who may not have traditional teaching credentials, as well as those teaching multilingual learners. Priority standards, especially in reading informational text, offer educators a focused path that can lead to rapid advancement in both teacher and student learning in the post Covid 19 era.  

The Benefits of Focusing on Priority Standards

Priority standards are those key educational objectives that are foundational and non-negotiable for student success. In the context of the pandemic's disruptions, they become an educational North Star, guiding both teachers and students toward academic recovery and proficiency. Here's why this approach is essential:

1. Efficient and Targeted Teaching: In a world with limited instructional time, educators must be strategic in their approach. Priority standards allow teachers to focus on the most critical concepts and skills, ensuring that students receive the education they need most urgently.

2. Clarity and Consistency: These standards offer a crystal-clear vision of what students should know and be able to do. This clarity aids teachers in aligning their instruction and assessments, providing students with a consistent and structured learning experience.

3. Remediation and Personalization: For students who may have fallen behind during the pandemic, priority standards help teachers identify specific learning gaps. This enables them to provide targeted support and remediation, tailoring their approach to meet individual needs.

4. Confidence and Motivation: Mastering priority standards can boost students' confidence and motivation, as they experience success in fundamental areas. A sense of accomplishment encourages them to engage with more advanced content and academic language development.

5. Preparedness for High-Stakes Assessments: Many standardized tests and state assessments are closely aligned with priority standards. By focusing on these key objectives, educators are preparing students for success in these evaluations. These assessments are necessary to be able to measure equitable learning outcomes for the most vulnerable students.

The Common Core RI.1, RI.2, RI.3, and RI.6 as Priority Standards

When teaching reading informational text, the Common Core State Standards offer a set of priority standards that serve as a strong scaffold for teachers and students. These standards include:

• RI.1 (Reading Informational Text Standard 1): This standard emphasizes the ability to ask and answer questions about key details in a text. It's a foundational skill that underpins comprehension, making it an essential building block for all students. Then students transition into justifying their inferences about the content using explicit phrases from the text.

• RI.2 (Reading Informational Text Standard 2): RI.2 focuses on identifying the main topic and retelling key details in a text. It provides a framework for understanding the central ideas within informational texts, which is vital for academic success. When students are 5th graders, they are expected to use the main ideas and key details to summarize the topic.

• RI.3 (Reading Informational Text Standard 3): Describing connections between individuals, events, ideas, or pieces of information in a text is the core of this standard. This skill is crucial for analyzing and synthesizing information from diverse sources.

• RI.6 (Reading Informational Text Standard 6): Standard RI.6 focuses on students' ability to determine an author's point of view or purpose in a text and explain how it is conveyed. At different grade levels, students will be expected to analyze how the author's viewpoint or purpose influences the content and style of the text.

These Common Core standards are deemed "priority" for several reasons. First, they address fundamental reading skills necessary for success in all subjects. Second, they foster academic language development, which is particularly important for Multilingual Learners. Third, they encourage critical thinking, comprehension, and the ability to analyze information, making them indispensable tools for students seeking to access grade-level content. Students can use these skills to make sense of new content in any subject area and any grade level. These standards are the skills essential to be able to accomplish standards RI.7 (integrating information from various sources), RI.8 (analyzing the author's argument, claims, and the evidence provided to support those claims), and RI.9 (analyzing two or more texts on the same topic.)

In conclusion, priority standards, especially when focusing on Common Core RI.1, RI.2, RI.3, and RI.6, provide a robust scaffold for teachers and students navigating the educational landscape post-COVID. By concentrating on these foundational standards, educators can efficiently accelerate learning, bridge learning gaps, and foster academic language development, ultimately preparing students for academic success while simultaneously building upon their capacity to teach students to access grade-level texts. 

Reflective Questions for Teachers:

• How do I already use the priority standards in areas such as science and social studies?

• What specific student outcomes would I assess when using the priority standards? 

• Why is it beneficial for students to apply the priority standards in different content areas?

Reflective Questions for Coaches and Administrators: 

• How can we provide comprehensive support for non-certified teachers to effectively understand and teach the identified priority standards?

• What are the specific advantages of using priority standards as a foundational approach for non-certified teachers, and how might it impact student learning outcomes and classroom success?

• Why is it crucial for our site to embrace priority standards as a scaffold for non-certified teachers, particularly in the context of post-COVID educational challenges?

Teaching Simplicity is a Brain Changer

In the dynamic world of education, simplicity is a powerful tool, particularly for the growing number of teachers who step up to educate without the traditional teaching certificate. Regardless of certification status, as educators, we share a mission: to prepare our students for a future filled with opportunities. To achieve this, we must align our teaching strategies with how the brain naturally learns. The more we understand the brain's mechanisms, the better equipped we are to teach our students and improve their academic achievements.

In this blog, we'll delve into the power of teaching simplicity. By simplifying our teaching methods, we can enhance the learning experience for our students and ultimately boost their success. 

Simplistic Design: Making Learning Accessible

Think of a well-designed educational tool as a bridge that connects all students to knowledge. A simplistic design ensures that everyone, regardless of their background or abilities, can easily understand and use these resources. Simplicity in design opens doors and creates an inclusive learning environment where every student can thrive.

Low Effort, High Impact Strategies: Working Smart

We all know the challenges of a teacher's workload. However, simplifying our teaching practices can be a game-changer. Low-effort, high-impact strategies are the keys to achieving exceptional results in the classroom without exhausting ourselves. By streamlining our methods, we reduce our workload while still achieving remarkable learning outcomes. It's about working smarter, not harder.

Clear Communication: A Path to Understanding

Effective teaching requires clear communication. It's about using plain and straightforward language to explain even the most complex ideas. Let's steer away from confusing jargon and instead focus on easily understandable language. When we communicate with clarity, we remove barriers to comprehension, ensuring that all students can grasp the material and succeed.

Focus on Essentials: Streamlining for Success

Teaching complexity often leads to confusion. Instead, we can streamline our teaching methods by concentrating on the core aspects of learning. By eliminating unnecessary details and focusing on the essentials, we create a more efficient and effective learning experience. This approach is about ensuring that our students master the fundamental knowledge they need for success.

Promoting Active Learning: Engaging Minds

An engaged mind is a learning mind. Promoting active learning means encouraging students to take an active role in their education. It involves activities and methods that keep students engaged and prompt them to participate actively. By creating an environment where learning is an engaging journey, we foster a love for knowledge and inspire our students to reach their full potential.

Teaching simplicity is not about lowering standards; it's about raising them. It's about creating a classroom where all students can thrive, regardless of their background or abilities. As dedicated educators and administrators, it's our responsibility to align with how the brain learns and to prepare our teachers to improve student achievement. 

Administrators and instructional coaches should go first. Using teaching simplicity in your approach to supporting teachers is a catalyst for continuous improvement. By using the strategies and resources we provide our teachers, we free up their cognitive capacity, enabling them to teach more effectively and inspire a sense of belonging in education. Clarity in expectations not only benefits teachers but also fosters an environment where everyone feels they belong. When we set clear and straightforward routines, we create a sense of belonging for both educators and their students. This inclusive and welcoming atmosphere is where true transformation occurs, enabling every student to thrive.

Let's support our teachers and create an environment where their potential and that of their students know no bounds. In this journey, simplicity becomes our guiding principle, and clarity becomes the pathway to success.

Reflective Questions for Teachers:

• How do I implement the concept of teaching simplicity in my classroom?

• What routines or strategies do I use to simplify my teaching methods?

• Why is creating a sense of belonging important in the classroom, and how can I ensure that clarity and simplicity contribute to this environment?

Reflective Questions for Coaches and Administrators: 

• How can we integrate teaching simplicity within our professional development programs for teachers?

• What specific resources and tools do we use to ensure differentiated professional learning for teachers who are not certified or new to the profession?

• Why is it essential to cultivate a culture of inclusivity and belonging within the educational community, and how can we use teaching simplicity as a catalyst for achieving this?

Breaking the “I don’t know” Cycle with Scaffolding

In the context of education, the widespread habit of saying "I don't know" can create obstacles for teachers and students. However, there's a powerful strategy that can help us replace uncertainty with confidence and competence – scaffolding. Not only does it empower learners, but it also cultivates self-reflection and brings about profound changes in the learning experience.

The "I don't know" response can stem from various reasons:

• Lack of Knowledge: Sometimes, it's simply because we don't have the answer. Whether due to lack of preparation, unfamiliarity with the topic, or a misunderstood question, this feeling is entirely normal.

• Fear of Failure: The fear of being wrong and facing judgment from peers, especially in a classroom setting, often leads to the "I don't know" response.

• Lack of Interest: Disengagement due to a lack of interest in the subject matter can make active participation seem unappealing.

• Difficulty Articulating Thoughts: For some, expressing thoughts can be a challenge, making it difficult to answer questions or contribute to discussions.

As more and more educators without a teaching credential join our schools, it becomes paramount to provide them with the support they need to succeed in the classroom. Scaffolds, in this context, are prompts and guidance that instructors offer to help students navigate the curriculum and activities effectively, facilitating the transition from novice to expert.

In much the same way, scaffolds can work wonders in helping non-certified teachers and substitutes replace the "I don't know" with the tools and support they need to face new and challenging tasks. These scaffolds can provide support for planning, activate prior knowledge, encourage reflection, and help with the transfer of knowledge and experience.

Scaffolding's foundation lies in the Zone of Proximal Development (ZPD), which illustrates the difference between what a learner can do independently and what they can achieve with guidance. Through scaffolds, we can assist adult learners in exchanging the "I don't know" for curiosity and solutions seeking. This fosters self-reflection and reshapes their thought processes through hands-on experience.

In the upcoming discussion, we will delve into the world of scaffolding and how it can be employed to break the cycle of "I don't know," equipping adult learners with confidence as they step into the teaching arena. Scaffolding is a potent tool that aids teachers in honing their skills and knowledge, allowing them to tackle intricate tasks and evolve into experts in instruction and learning.

It's important to note that a nurturing and supportive environment is crucial for teachers. When they feel safe, capable, and valued, they are better equipped to deliver quality education to their students.

Research has shown that scaffolding is effective in various settings. A study conducted by Duquesne University highlighted that scaffolding enhances metacognitive awareness and fosters authentic teaching practices. Furthermore, the Illinois State Board of Education has offered guidance on leveraging scaffolding to enhance student learning outcomes.

Nevertheless, it's essential to acknowledge that scaffolding is not without its challenges. The selection of appropriate scaffolds that cater to diverse learning and communication styles is imperative. Additionally, correctly identifying the zone of proximal development and knowing when to gradually reduce support to enable teachers to transfer scaffolds into student learning are vital considerations. Despite these challenges, scaffolding remains a powerful tool, allowing non-certified teachers to break free from the "I don't know" cycle and become more self-assured and capable educators.

Ultimately, scaffolding is a valuable instrument that enables adult learners to make a successful transition into the teaching profession. It equips them with the skills and knowledge needed to handle demanding tasks and progress toward becoming experts in their field. By breaking the cycle of "I don't know," we empower teachers to take control of their own learning, fostering confidence and competence in their abilities.

Reflective Questions for Teachers: 

• How can I use scaffolding strategies to help me develop the skills and knowledge to tackle complex texts of teaching?

• What are some effective scaffolding techniques that I notice being used in professional learning?

• Why is it important to scaffold as an adult learner so that I can provide better scaffolds for my students? 

Reflective Questions for Coaches and Administrators: 

• How can we use scaffolding strategies to help new teachers develop the skills and knowledge they need to tackle complex texts of teaching and become more effective in their practice?

• What are some effective scaffolding techniques that we can incorporate into our professional learning training to support new teachers in their development?

• Why is it important to scaffold as an adult learner, and how can we model this practice in our professional learning training to provide better scaffolds for new teachers?

Scaffolding Resources: 

• SKS Lesson Planning Routine

• SKS Lesson Planning Routine with AZ ELPS (2-3 grade available, stay connected to get K-12)

• Facebook Group

• Access SKS Lesson Planning Routine for K-8

• Access videos of the following webinars: 

• Empower - Strengthening Effective Teaching Habits

• Learn scaffolds to streamline your lesson-planning process and develop effective teaching habits that empower both you and your students.

• Teach: Build Confidence with Strategies

• Learn scaffolds to confidently utilize your school's curricular materials using practical strategies to streamline your teaching methods, making complex concepts more accessible and engaging for your students.

References:

Larkin, M. (2002). Using scaffolded instruction to optimize learning. https://www.vtaide.com/png/ERIC/Scaffolding.htm 

Grand Canyon University. (2023, September 22). What is scaffolding in education and how is it applied? Retrieved from https://www.gcu.edu/blog/teaching-school-administration/what-scaffolding-in-education-how-applied

Illinois State Board of Education. (n.d.). Common Core Teaching and Learning Strategies. Retrieved from https://www.isbe.net/Documents/ela-teach-strat-read-text-6-12.pdf

Northern Illinois University Center for Innovative Teaching and Learning. (2012). Instructional scaffolding to improve learning. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide/instructional-scaffolding-to-improve-learning.shtml

WeAreTeachers. (2023, September 19). 18 ways to scaffold learning for your students. Retrieved from https://www.weareteachers.com/ways-to-scaffold-learning/

Yeschenko, M. R. (2017). Improving Metacognitive Awareness and Authentic Teaching Practices through Scaffolding Goal Setting and Reflective Practices with ECD Majors at the Community College Level (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/190

Scaffolding: Instructional Techniques vs Learning Strategies

As an educator with over 25 years of teaching experience, I understand the challenges that educators, both seasoned and new, face when it comes to helping students grasp complex concepts and access grade-level standards. In this blog post, we'll explore the powerful strategies of Thinking Maps and The Essential 5 of Kagan's Cooperative Learning Structures and how they serve as invaluable scaffolds for students and teachers alike.

Let's start by clarifying the distinction between instructional techniques and learning strategies. This understanding is fundamental when addressing how learning strategies, like Thinking Maps and Kagan Cooperative Strategies, empower students to become autonomous learners.

Instructional Techniques vs. Learning Strategies: Building a Foundation

Instructional techniques are the methods educators use to convey knowledge, organize lessons, and facilitate learning in the classroom. These techniques lay the groundwork for successful teaching, but they are essentially teacher-centered.

Learning strategies, on the other hand, shift the focus from the teacher to the student. They are the tools that students employ to process, internalize, and apply information effectively. Learning strategies serve as a scaffold, empowering students to become autonomous thinkers and learners. These strategies promote metacognition enabling students to:

• think about their thinking

• choose the most appropriate approach to a given task

• reflect on their learning process

Thinking Maps: Unlocking Cognitive Understanding

Thinking Maps are exceptional examples of learning strategies. These visual organizers offer a structured framework for students to organize and represent their thoughts, making complex concepts more accessible. They serve as cognitive scaffolds, easing the cognitive load and freeing up mental resources for a deeper understanding of content. Whether it's categorizing information using a Circle Map, identifying cause and effect with a Brace Map, or comparing and contrasting using a Double Bubble Map, Thinking Maps provide students with the tools they need to process and internalize information that is heard or read. As students gain familiarity with these tools, they develop the autonomy to choose the most suitable map for any given task, reinforcing their role as independent learners.

The Essential 5: Fostering Learning and Social-Emotional Skills

The Essential 5 of Kagan's Cooperative Learning Structures strategies are another set of powerful learning tools that serve as scaffolds for students. These strategies distribute the cognitive load, promote cooperative learning, and help students process information while developing essential social-emotional skills. Strategies like Rally Robin, Timed Pair Share, Round Robin, Rally Coach, Stand Up, and Hand Up Pair Up create a collaborative learning environment. Students actively engage with peers, share ideas, and work together to reinforce their understanding of content. In this process, they develop communication skills, empathy, and cooperation, all of which are vital for becoming autonomous learners in a world that values teamwork and problem-solving.

Empowering Adult Learners with Professional Learning

Thinking Maps and The Essential 5 strategies are valuable for students and essential for new teachers, particularly those who may not be certified educators. These strategies provide clear structures and processes for teaching and learning, which is especially crucial when navigating the complexities of grade-level standards and school district curricula. For new teachers, these scaffolds offer a lifeline in their journey to becoming effective educators. They streamline the teaching process and support instructional strategies, ensuring that teachers can provide students with the best possible learning experience.

Finally, let's not forget that the zone of proximal development (ZPD), a concept crucial for children, is just as vital for adult learners. As teachers themselves, adult learners need the guidance and support of scaffolds like Thinking Maps and The Essential 5 strategies to grasp the intricacies of multiple curricula and develop the skills required to facilitate student outcomes effectively. These strategies empower educators to understand the specific needs of their students and adapt their teaching methods accordingly.

In conclusion, Thinking Maps and The Essential 5 of Kagan's Cooperative Learning Structures strategies are not just tools; they are powerful scaffolds that can:

• transform students into autonomous learners

• support new teachers in their quest to provide quality education

By employing these strategies, we pave the way for more efficient and effective learning outcomes, both for students and the educators guiding their way.

Reflective Questions for Teachers:

• How can Thinking Maps and/or Kagan's Essential 5 strategies help me reinforce learning expectations?

• What is one area I could begin integrating at least one of the Thinking Maps and/or Kagan's Essential 5 strategies as a scaffolding tool?

• Why is it important for me, as the teacher, to integrate these scaffolding techniques in my classroom?

Reflective Questions for Coaches and Administrators: 

• How can we demonstrate the effective use of Thinking Maps and Essential 5 strategies for adult learners during professional development and lesson planning sessions?

• What practices can we integrate Thinking Maps and the Essential 5 strategies so adults in the building learn to use them first? 

• Why would these strategies serve as effective scaffolds for teaching teachers, especially non-certified staff, and ultimately result in improved student outcomes?

Are you ready to experience the power of these scaffolds and focus on less to get better results? We invite teachers, coaches, administrators, and paraprofessionals to discover how these effective tools are integrated into professional learning experiences, empowering you to become a more effective learner and educator.

Join us for our upcoming free webinar, Teach: Build Confidence with Strategies, where we'll delve into the practical application of these scaffolds using the SKS Model. 

📅 Date: October 19

🕟 Time: 4:30 to 5:15pm (Arizona Time, MST)

🌐 Location: Online via Zoom

 📝🔜  Register now! Click here!

By participating in this engaging session, you'll not only enhance your teaching skills but also contribute to improved student learning. Don't miss out! Share the news with your colleagues or secure your spot today! 

Missed our free Webinar?

Join our Facebook Community to get free access to it! JOIN HERE!

Missing Link: A Guide for Success Criteria Aligned to the Objective

Most educators do not understand the significance of setting clear objectives for our lessons. It seems to be more of a nuisance and compliance factor. But how often do we find ourselves grappling with vague or ambiguous objectives? It happens to the best of us. However, what we are not talking about when it comes to objectives, is the missing link. What is mastery or how do you ensure that students grasp the goals we've set for them? This is why deciding what to grade or put in the grade book is also ambiguous and inconsistent. 

This creates a gap between teaching and learning. This blog will review a scaffold for planning clear objectives and a guide for creating success criteria.  A structured approach that brings clarity to our teaching objectives that aligns with explicit student mastery. 

Enter the "I can (Skill) (Knowledge) by (Strategy)" structure, a tool that can transform your teaching objectives from murky to crystal clear. In this blog post, we'll explore how this structure reinforces teacher clarity and aids in identifying success criteria, using the objective: "Students will describe the relationship between ideas by using a Tree Map" as our guiding example. (For more on how to use the Skills-Knowledge-Strategy Model, please refer to this blog post)

The Anatomy of Clarity

Let's dissect this objective using the "I can (Skill) (Knowledge) by (Strategy)" structure:

Reinforcing Teacher Clarity

Now, let's see how this structure reinforces teacher clarity:

• Precision: By breaking down the objective into skills, knowledge, and strategy, the structure compels us to be precise. We are forced to clearly define what students need to do, what they should know, and how they should do it.

• Alignment: It ensures alignment between skills, knowledge, and strategies. When all three components work together cohesively, the objective becomes a well-rounded learning goal.

• Transparency: The structure makes our expectations transparent to both us and our students. Everyone knows what the target is and how to reach it.

• Assessment: When it's time to assess student work, the structure provides a clear framework. We can assess whether the specified skills have been demonstrated using the required knowledge and strategy.

Empowering Learning

Using the "I can (Skills) (Knowledge) by (Strategy)" structure isn't just a teaching tool; it's the foundation that helps us and our students succeed. It ensures our teaching goals are crystal clear and easy to measure, but it's not just for us—it's a powerful tool for our students too.

Now, let's dive into something crucial for us teachers: determining success criteria. It's like setting up signposts on the learning journey so we know we're heading in the right direction. Let's break it down together.

Determining Success Criteria

Now, let's see how to determine the success criteria for this objective:

Step 1: Break Down the Objective

Begin by breaking down the objective into its core components:

• Objective: Students will describe the relationship between ideas by using a Tree Map.

Now, let's dissect it:

• Key Skill: The primary skill students need to demonstrate is "describing."

• Relevant Knowledge: They must possess the knowledge required to understand the "relationship between ideas."

• Strategy: The strategy involves "using a Tree Map."

Step 2: Define the Success Criteria

Now that we've identified the key components, let's define the success criteria based on these components. Success criteria should answer the question, "What does success look like?" for each component.

Let's use the framework you provided to describe the process of identifying success criteria for the objective: "Students will describe the relationship between ideas by using a Tree Map."

Step 1: Understanding Success Criteria

Imagine success criteria as your lesson plan's GPS—it guides you to your destination of student mastery. It's like a checklist that lets you know you've hit the teaching bullseye. Just as we want every piece in our lesson plan to fit seamlessly, success criteria ensure our teaching components align perfectly.

Step 2: Identifying Success Criteria

1. Read and Understand the Objective: Start by reading the objective carefully, just like you're setting your course on a GPS for a specific destination.

2. Think about What's Important: Ask yourself, "What's crucial to achieve this objective?" It's like making sure you have the right route on your GPS, avoiding detours.

3. Break It Down: Think about the individual steps needed. Similar to planning a road trip, you need to identify key waypoints.

4. What Does Mastery Look Like?: Imagine you are the GPS expert, and you're planning the ideal route. What would that route look like to them?

Step 3: The Success Criteria

Now, let's craft success criteria for your objective: "Students will describe the relationship between ideas and concepts by using a Tree Map."

Success Criteria:

• Utilize a Tree Map: Develop an organized tree map that visually represents the relationships between ideas and concepts.

• Identify Central Concepts: Recognize and document the central ideas and concepts at the top of the tree map.

• Incorporate Key Details: Populate the branches of the tree map with pertinent key details from the text. 

• Prioritize Clarity and Neatness: Ensure that your tree map is presented in a clear and well-organized manner for others to follow. 

• Establish Clear Connections: Use lines or arrows to establish clear connections between the central concepts and the key details.

To recap, we've discovered the missing link – identifying mastery with success criteria. This realization, a true "aha!" moment, has been blocked by years of emphasizing content over learning in professional development. Let’s shift to focus on learning so students can make sense of content as it is constantly being reinvented with the power of the internet. 

Success criteria transform objectives into tangible, student-friendly outcomes, making teaching purposeful and objectives indispensable. In the end, it's through success criteria that objectives become vibrant and relevant in the world of teaching and learning. 
Reflective Questions for Teachers:

1. How clear and specific are my objectives for my students, ensuring they understand what is expected of them?

2. What steps have I taken to align my objectives with student mastery?

3. Why is determining success criteria important for my students to self-monitor their learning progress? 

Reflective Questions for Coaches and Administrators: 

1. How effectively and consistently are teachers communicating clear and specific objectives to their students? What expectations are currently in place to ensure clarity?

2. What measures have been taken to ensure alignment between instructional objectives and student mastery? Are success criteria being utilized to model and communicate expectations effectively?

3. Why is it crucial for teachers to model and communicate success criteria to students? What are the potential benefits for both teachers and students in terms of learning outcomes/mastery?

Ready to use these scaffolds and become the builder of your teaching career?

Join us for our free webinar, "EMPOWER: Strengthening Effective Teaching Habits." 🗓️

📅 Date: October 19

🕟 Time: 4:30 to 5:15 (Arizona Time)

🌐 Location: Online via Zoom

Together, we'll unlock the scaffolds using the SKS Model, ensuring your teaching stands tall and strong!

Share the news and secure your spot today! 

REGISTER

Building Your Teaching Skills: The Power of Educational Scaffolds

🌟 Have you ever felt like you're handed a lesson plan and expected to work wonders in the classroom with it?

We get it. It's not always that simple. 🙅‍♂️

Teaching can sometimes feel like constructing a complex building without a blueprint. Expecting anyone to magically transform a curriculum or a seasoned teacher's plan into a learning experience is like asking a novice builder to create a skyscraper overnight.  

🔑 Teachers are always asked to use scaffolds for students, so we would like to propose Scaffolds for Teachers!! 🛠️ The following structured supports can help non-certified teachers, including paraprofessionals and substitute teachers, bridge the gap between lesson plans and effective instruction.

Structured Lesson Planning: 📝

• Imagine scaffolds as the sturdy support beams that underpin a towering skyscraper. 🏗️ They provide templates and Models for lesson planning, much like an architect's blueprint. These scaffolds are your guiding hand, helping you craft lesson plans that aren't just organized but also engaging and fully aligned with educational standards. They ensure your lessons are solid, catering to the diverse needs of students with varying learning styles and abilities.

Pedagogical Strategies: 📚

• Ever felt like you were adrift in a sea of teaching methods, struggling to navigate the waves of student engagement? 🌊 Scaffolds are your educational lifeboats, offering step-by-step instructions and real-world examples for effective pedagogical strategies. They'll guide you through active learning, differentiation, classroom management, and student engagement, making your teaching as sturdy as a well-constructed scaffold.

Assessment Tools: 📊

• Navigating the treacherous terrain of assessments can be quite the adventure, but scaffolds are your trusty maps. 🗺️ They include assessment tools and task sequences that help you design meaningful assessments, decode the results, and use data to refine your instruction. They'll ensure your teaching stands tall and strong.🎯

Here is a scaffold that includes all the above. 📜 The Skills, Knowledge, Strategies (SKS) Model—a blueprint intentionally designed to help you align grade-level skills, content knowledge, and assessment throughout a lesson. In just 5 minutes, this Model empowers you to shift from not-knowing what you don't know to creating a habit of effective, standards-based planning. It's like adding the final touches to a perfectly constructed building. 🏢✨

Ready to use these scaffolds and become the builder of your teaching career? Join us for our free webinar:

"EMPOWER: Strengthening Effective Teaching Habits"

📅 Date: October 5

🕟 Time: 4:30 to 5:15 p.m. (PST)

🌐 Location: Online via Zoom

Together, we'll unlock the scaffolds using the SKS Model, ensuring your teaching stands tall and strong!

Share the news or secure your spot today! 

REGISTER

Reflective Questions for Teachers:

• How can I effectively use the SKS Model to align my lesson objectives with grade-level standards?

• What impact does this alignment have on student learning and engagement in my classroom?

• Why is it important to consistently align standards, objectives, and assessments in my teaching practice?

  Reflective Questions for Coaches and Administrators: 

• How does the SKS Model specifically guide teachers in aligning standards, objectives, and assessments?

• What benefits do teachers gain from using the SKS Model as a thinking routine?

• Why is it important for teachers to apply this thinking routine to other lesson templates and curricula beyond their initial use of the SKS Model?

Connect The Power of Clarity and Reflection in Positive Classroom Communities

Imagine constructing a house without a blueprint – it's like teaching without the essential tools of clarity and reflection. 🍎 Just as a blueprint guides the construction process, combining the power of clarity and the practice of reflection serves as the foundational plan for your classroom. Within this blueprint, you'll find the key elements to establish clear expectations, build strong relationships, and create a positive learning environment, much like the architectural framework of a well-constructed home. 🏠 Join us as we embark on this educational journey, constructing a place of understanding, engagement, and cooperation where every student can thrive. 🎓🌟

🔍 The Power of Clarity: Building the Foundation

Building a house without a blueprint would be like trying to teach without a clear plan – a daunting and chaotic endeavor. Brene Brown's (2018) insight, "Clear is Kind," is like the blueprint for your classroom. When you set clear expectations for your students, you're essentially laying the foundation for a structured and cooperative environment. Think of your classroom as a well-constructed house where everyone knows their designated spaces. When everyone's in sync, the learning process flows smoothly, much like the different parts of a well-designed homework together seamlessly! ✨

Now, imagine trying to build a house without the right tools. 🛠️Daniel Willingham (2009) emphasizes that teaching effectively requires understanding how our students' minds function. 🧠 Simplifying learning is the goal. Engaging lessons and straightforward instructions are the essential tools in your teaching toolbox. No magic tricks here, just the wisdom of smart teaching! 🎓📖

Have you heard of Harry Wong? He introduced "The First Days of School" in 1984, nearly 40 years ago. 📖 And why do educators still turn to Harry Wong's wisdom? Because he's the architect of explicit teaching of procedures. Just like a blueprint guides a builder, clear procedures eliminate confusion in your classroom, helping your students understand what's expected and simplify your job, much like following a well-defined blueprint makes building a house more straightforward. ✅

🔄 The Power of Reflection: Cultivating Growth

Now, let's explore the art of reflection and self-improvement, much like an architect refining the design of their house. 🔍 Dr. Becky Bailey's Brain State Model (2001) acts as a master plan for educators, offering invaluable insights into self-regulation skills. This model equips teachers with techniques to expertly guide students through the intricate architecture of their emotions, much like an architect ensures every nook and cranny of a house serves its purpose. 🏡

And who complements this design better than Dr. Dan Siegel (2015)? Like an interior decorator adding warmth and character to each room, Siegel emphasizes the art of social-emotional growth. By skillfully integrating Bailey's Brain State Model with Siegel's insights, educators become the artisans of their classroom, nurturing students' development by expertly navigating them through the emotional landscape of their minds, much like crafting the perfect atmosphere in a home.

Just as constructing a house requires time and patience, so does cultivating a positive classroom environment. As James Clear (2018) emphasizes in "Atomic Habits," building these habits takes time, and the journey itself holds immense value. Like a house slowly taking shape, educators create a lasting and nurturing classroom atmosphere conducive to emotional growth and well-being. ✨

✏️ The Simplified Blend: Classroom Transformation

As you navigate the landscape of education, consider the classroom you've built as a house—now ask yourself, have you meticulously crafted a blueprint for success?

Take a moment to reflect on the foundations of clarity and the pillars of reflection:

For Teachers:

• How well have I defined clear expectations for my students, serving as the blueprint for our classroom?

• What specific actions can I take to enhance clarity in my teaching approach, much like an architect refining a blueprint?

• Why is it essential for me, as the architect of my classroom, to prioritize clarity to cultivate a positive classroom environment?

For Administrators:

• How effectively have we supported our teachers in establishing clear expectations, akin to providing them with a strong blueprint for their classrooms?

• What strategies can we implement to ensure that all teachers can access the necessary resources and guidance to create clear and effective classroom plans?

• Why should we prioritize the provision of clear blueprints (expectations) for our teachers, and how does this impact the overall learning environment for students?

As you reflect on the optimal learning environment, remember that the foundations of clarity and the pillars of reflection are your guiding stars. 🌟

By honing your skills in clarity and reflection, you're not just constructing a classroom; you're crafting an inclusive learning experience, one that fosters understanding, belonging, and cooperation. Let's simplify the path to cultivating a positive learning environment, where every teacher thrives. Together, we can transform education, one well-designed blueprint at a time.

Don't miss out on the opportunity to dive deeper into these principles. Join us for a FREE Zoom Webinar!

Secure Your Seat Now, and let's build a brighter future for education together:

[Registration Link]

Teach simply, and remember “clear is kind”! ✨

References: 

Brown, B. (2018). Dare to Lead: Brave Work. Tough conversations. Whole hearts. Random House.

Bailey, B. (2001). Conscious discipline: 7 basic skills for brain smart classroom management. Loving Guidance, Inc.

Clear, J. (2018). Atomic habits: An easy & proven way to build good habits & break bad ones. Avery.

Siegel, D. J. (2015). The whole-brain child: 12 revolutionary strategies to nurture your child's developing mind. Bantam.

Willingham, D. T. (2009). Why don't students like school?: A cognitive scientist answers questions about how the mind works and what it means for your classroom. Jossey-Bass.

Wong, H., & Wong, R. (2009). The first days of school: How to be an effective teacher. Harry K. Wong Publications, Inc.