Bee Medders's blog

Week 10: Active Listening


Weel 9: Listening for Understanding


Have you ever asked your students what it means to understand? When I asked my students this question, here are some of the responses I got: Understand means…

Week 8: Listening and Comprehending


Week 7: How to Listen: Developing an Anchor Chart

Traditionally, the teacher talks to deliver content and typically asks the questions while students listen and answer the questions.  Then, the teacher evaluates the answer and provides feedback. Shifting from this traditional teaching practice to meeting the CCSS is the topic of this week’s challenge. 

The CCSS document states the following for Listening and Speaking: 

Week 6: Listening and Scaffolding


Week 6: Listening and Scaffolding

This week my focus zoomed in on scaffolding.  I noticed as I am more intent on listening to student conversations, the gap between what students hold and where the Common Core State Standards (CCSS) expect students to be able to do by the end of the year is wide and even wider for the English Language Learners.  When you have 30 students with varying language needs, how does one go about differentiating support around listening and speaking to close the achievement gap?

Week 5: Assessment of Thinking


Week 5: Assessment of Thinking

Week 4: Strategic Seating Procedure


Week 3: What are students taking on?


To meet the overarching goal of Speaking and Listening Common Core State Standards number 1 – Participate in collaborative conversations with diverse partners about grade 1 level topics and text with peers and adults in small and large groups, I have focused on management in week 1 by working on routines and procedures and 1a. - Follow agreed-upon rules for discussions in week 2 by creating and keeping the norms.  In week 3, I focused on assessing what students have taken on so far. 

Week 2: Keeping the Norms and Norm Keepers


Week 2: Keeping the Norms and Norm Keepers

Week 1: Establishing Routines and Creating Norms


Week 1 

In my experience, you have to go slow in the beginning to accelerate learning the rest of the year.  I also know, a well thought out room environment can eliminate behavior problems.   With the increase in class size from 20 to 30, it’s more important than ever for every student to be able to self regulate if I’m going to meet everyone’s varying needs.  


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