I took a PD once with a woman. Her tag on teachers pay teachers and Instagram is “howsonhistory.” She teaches US history from exploration to reconstruction. She was big on “historical fluency” and modeled her class on it. The manner in the way she taught was as you described. I would check her out for ideas. I was definitely intrigued especially because she included foundational ways to teach US history such as maps, timelines, etc
Yes, this has been a huge benefit to my classroom structure. I can even get down to the minutiae of volume levels for each phase of class, when during the class schedule they can ask for a hall pass, etc. For each period, I plot out at which time each activity should start and end (ex: do now, do now review, collaborative work, independent work, exit ticket) so I can give five minute warnings as we wrap up each activity. Since I do blended learning, m-th takes us through each station of blended learning, and Friday is always a writing assignment (we call them "friwrites," lol, I couldn't get more creative than that).
The only time I stray from these daily schedules is at the last day of each unit, which I try to keep a fairly consistent schedule for how these days go, so even though they only happen seven times a year, the kids still pick up on how they should go.
Context: Due to my schools block schedule, I have 90 minute classes that I see every other day (a mon/wed group and a tue/thurs group that alternate fridays). I also do blended learning, so each class is split into 4 groups that go through these activities in a different order. So also if you're familiar with common blended learning structures, those stations are basically my main themes.
Themed phases of class:
Video Lessons (my take on note-taking)- students watch a pre-recorded lesson video I've made where I walk them through taking some notes in a handout. Basically I have images of the handout on a PowerPoint and incorporate images and graphics to help explain the concepts, and screen record myself going through the PowerPoint. I upload this video to playposit (similar to Edpuzzle) to add in comprehension questions. Inspired by the Modern Classrooms model. I know I went in depth with this description but prerecording the lessons has freed me up to help individual students so much, i highly recommend it!
Library time - students pick from a wide variety of nonfiction and historical books that are on-theme for the unit. I built my own library up over years of donors choose and buying used on Amazon, but my schools media specialist supplements a lot of great books too. In addition to reading, they do a book log, partner share-out, and connect their book to the unit with some activities.
Collaboration - basic I do/we do/you do where kids work in their small groups on some sort of analysis activity. I teach 6th grade geography so this has included things like: comparing and contrasting currency, analyzing PSAs, summarizing short passages, etc. I try to have all of these activities feel like a familiar structure even if the details change.
Map Binders - I print a set of color maps for the region were studying and put them in sheet protectors in binders. I make an accompanying handout with three phases of questions -- right there questions, in my head questions, and questions that require using two sources to find the answer.
Paragraph Writing - this is my Friday activity. They read one article and one additional source (usually a map or data chart) and need to incorporate evidence from both in a paragraph response. Since it follows the same routine each Friday, I view it as a long gradual release of responsibility -- we start out all writing our paragraph together. At this point in the year, almost all of my classes can just get the sources and get to work, while I circulate!
I think I'm going to try and go thematic days next year. Friday Writing days sound really good, because that's one of my 'things' i harp on. they say they do more writing in my room than in ela!
i'm in the opposite boat from you. I wish we had block scheduling! We have 4 day weeks and 50 minute periods.
Note Mondays, extension lessons Tuesdays-Thursdays, Friday/EoW formative/summative
Transitions used to be fast because it was consistent. Using the Cornell style of notes kept warmup activities consistent per day that we did it
Really depends on what you teach. I think of extensions as lessons that aren’t notes. So say we talked about WWI in the notes, maybe the extension is DBQ readings and questions or a causes organizer. Maybe we talked about Rwanda a little in the notes so now we do a mini project over different genocides.
Personally I like to switch it up, maybe a reading and answering questions, throw I video day now and again, station activities, book worksheets, etc. Really just your normal lessons but it’s deeper than what you could just glaze over in notes, but it was something I had mentioned in notes. When I taught hs world history I would only go through 3-4 slides a week on that Monday so all my info was condensed, extensions gave me the chance to get more detailed
I took a PD once with a woman. Her tag on teachers pay teachers and Instagram is “howsonhistory.” She teaches US history from exploration to reconstruction. She was big on “historical fluency” and modeled her class on it. The manner in the way she taught was as you described. I would check her out for ideas. I was definitely intrigued especially because she included foundational ways to teach US history such as maps, timelines, etc
Yes, this has been a huge benefit to my classroom structure. I can even get down to the minutiae of volume levels for each phase of class, when during the class schedule they can ask for a hall pass, etc. For each period, I plot out at which time each activity should start and end (ex: do now, do now review, collaborative work, independent work, exit ticket) so I can give five minute warnings as we wrap up each activity. Since I do blended learning, m-th takes us through each station of blended learning, and Friday is always a writing assignment (we call them "friwrites," lol, I couldn't get more creative than that). The only time I stray from these daily schedules is at the last day of each unit, which I try to keep a fairly consistent schedule for how these days go, so even though they only happen seven times a year, the kids still pick up on how they should go.
What is each day, if you don't mind me asking? I do Note Mondays in my classes but i've been looking for theme days I can follow each unit.
Context: Due to my schools block schedule, I have 90 minute classes that I see every other day (a mon/wed group and a tue/thurs group that alternate fridays). I also do blended learning, so each class is split into 4 groups that go through these activities in a different order. So also if you're familiar with common blended learning structures, those stations are basically my main themes. Themed phases of class: Video Lessons (my take on note-taking)- students watch a pre-recorded lesson video I've made where I walk them through taking some notes in a handout. Basically I have images of the handout on a PowerPoint and incorporate images and graphics to help explain the concepts, and screen record myself going through the PowerPoint. I upload this video to playposit (similar to Edpuzzle) to add in comprehension questions. Inspired by the Modern Classrooms model. I know I went in depth with this description but prerecording the lessons has freed me up to help individual students so much, i highly recommend it! Library time - students pick from a wide variety of nonfiction and historical books that are on-theme for the unit. I built my own library up over years of donors choose and buying used on Amazon, but my schools media specialist supplements a lot of great books too. In addition to reading, they do a book log, partner share-out, and connect their book to the unit with some activities. Collaboration - basic I do/we do/you do where kids work in their small groups on some sort of analysis activity. I teach 6th grade geography so this has included things like: comparing and contrasting currency, analyzing PSAs, summarizing short passages, etc. I try to have all of these activities feel like a familiar structure even if the details change. Map Binders - I print a set of color maps for the region were studying and put them in sheet protectors in binders. I make an accompanying handout with three phases of questions -- right there questions, in my head questions, and questions that require using two sources to find the answer. Paragraph Writing - this is my Friday activity. They read one article and one additional source (usually a map or data chart) and need to incorporate evidence from both in a paragraph response. Since it follows the same routine each Friday, I view it as a long gradual release of responsibility -- we start out all writing our paragraph together. At this point in the year, almost all of my classes can just get the sources and get to work, while I circulate!
I think I'm going to try and go thematic days next year. Friday Writing days sound really good, because that's one of my 'things' i harp on. they say they do more writing in my room than in ela! i'm in the opposite boat from you. I wish we had block scheduling! We have 4 day weeks and 50 minute periods.
"We do more writing here than ela" -- one of my favorite compliments! Lol Best of luck to you!
Note Mondays, extension lessons Tuesdays-Thursdays, Friday/EoW formative/summative Transitions used to be fast because it was consistent. Using the Cornell style of notes kept warmup activities consistent per day that we did it
Nice! Exactly what I am looking for! What sort of extension activities? Mind giving an example of a schedule? DM me if you'd like...
Really depends on what you teach. I think of extensions as lessons that aren’t notes. So say we talked about WWI in the notes, maybe the extension is DBQ readings and questions or a causes organizer. Maybe we talked about Rwanda a little in the notes so now we do a mini project over different genocides. Personally I like to switch it up, maybe a reading and answering questions, throw I video day now and again, station activities, book worksheets, etc. Really just your normal lessons but it’s deeper than what you could just glaze over in notes, but it was something I had mentioned in notes. When I taught hs world history I would only go through 3-4 slides a week on that Monday so all my info was condensed, extensions gave me the chance to get more detailed
I see. Thanks. I also teach sixth grade but the Core Knowledge curriculum. I am sooooo thankful I have Greece and Rome!