Communicating Purpose for Instruction

Purpose is defined as the reason something exists or is being done. For the learner it resolves, “Why I’m in this class today?” Effective teachers clearly communicate both the Sunshine State Standard's and the Daily Learning Objective for their students. The daily learning objective is not always the standard. Here’s an example. Refer to the 7th grade Learning Schedule, day 48. The Sunshine State Standard LA.7.1.7.2 states, “The student will analyze the author’s purpose and perspective in a variety of texts and understand how they affect meaning.” The Daily Learning Objective states, “Students will use the strategy of breaking down long sentences and analyze their parts to clarify meaning.” Hence, whereas the standard identifies the essential knowledge and skills students should learn and for which the state will hold schools accountable, the learning objective defines a much narrowed focus supported by an explicit activity/skill/task designed to help students master the standard(s).

Take Time to Reflect

Take time to reflect. At the end of each instructional day, give students TIME to absorb it all: the standard, the objectives, the content, the activity, the degree to which they understood it. Brain research show when teachers allow students time to process learning, students make meaningful connections themselves and thus retain the information longer.

Don’t forget this important factor: reflection time looks different for each student. For intrapersonal learners, they may need a moment of silence to organize their thoughts. Therefore 1 minute of instructional time is imperative. Interpersonal learners need chatter time. 1 minute of verbal exchange with their peers helps them sort out what they know and don’t know. Visual-spatial learners need to time to make mental images, i.e. mapping, charting, or drawing. Hands-on learners, well, they may need movement. Encourage them to practice the technique or create real-life simulations. Musical-Rhythmic learners may need time to arrange learning into a ballad. So, allow for differentiation. Just give students time to digest it all.

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Expectations

Begin each teaching moment with expressing instructional expectations and outcomes. Communicate academic standards, objectives, and questions that elicit enduring understanding for the learners in our classrooms. After all, these best practices serve as cognitive road maps, directing student learning to higher levels. Each day classroom learners must be informed of the academic standards, content rigor, and methods to which they will demonstrate levels of mastery. A well-informed learner will learn to perform well.

More on Agendas...

There should be no hidden agendas in our school. That is, there should never be a time when a student doesn’t have or is not using an agenda. Don’t take it for granted that your students are writing in their agendas. Create the agenda habit by making agenda use a regular part of every class period by telling students exactly what to write. Some agenda writing should be part of your rituals and routines, as students simply transfer what has been written on the teacher’s daily agenda on the board to their own agendas. Besides the obvious such as homework, an abbreviated form on the standard for the day, and the general theme of the lesson, don’t forget about having students write long-range items such as test dates, when projects are due, and even little reminders along the way to help them remember to do some research or begin reviewing for the BIG test. Agenda use, it’s a good thing!
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Agendas

In our classrooms, agendas act as guides and help students know what’s happening and what’s expected of them for the day. An agenda shows organization, establishes purpose, and gives direction. Daily agenda items should include the standard that drives instruction, the bell ringer activity, the focus/topic of the mini-lesson, and the assignment. A well prepared agenda sets the tone for the class period and is just one more way for us to help students help themselves.
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Rituals & Routines continued...

After thinking about and planning a set of Rituals and Routines for a class, wouldn’t it be great for students if they could move from teacher to teacher on the team and know that some expectations are universal no matter what room they are in? Some Rituals and Routines such as handing in homework, when to sharpen pencils, having agendas out and ready, how to title a paper, and what materials should be on the desk are just a few things that could be standardized in every classroom on the team.

Rituals and Routines: Create them. Teach them. Post them. Practice them. Review them as needed. Good Rituals and Routines help your students to become responsible and good managers of time.
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Rituals & Routines

Have you ever thought or said, “Tell me what to do, and I’ll do it; just don’t keep changing the rules”? Students feel the same way about what happens in the classroom. That’s why it’s important to establish Rituals and Routines at the beginning of the school year. Rituals and Routines are those things that are done in a particular way on a regular basis. Rituals and Routines provide structure and minimize confusion.

One example of a Ritual and Routine has to do with homework. Teachers collect homework nearly every day. Collecting homework is the ritual, but the method of collecting it is the routine.

When Rituals and Routines and planned, taught, and practiced, expectations become clear and instructional time is maximized.
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