My students are struggling, and I have to believe it is not just something they struggle with. When I give them a project or an assignment, I have each step to complete the project written down, and I go over the requirements and steps with my students. I am always available for questions and answer about a million questions about each assignment. Still, they don't know how to take instructions and start without me sitting beside them and holding their hand. For example, right now, my students are doing a project about the Revolutions around the World. They are supposed to do some research about their Revolutionary leader, write a biography, make a timeline, and then complete a choice board with several creative options, of which they have to pick one. They can't seem to be able to take the written, verbal, and bulleted instructions and complete a fairly simple project. Hit me up with your tips and tricks to get your students to be able to start and finish a project with out me sitting at their desk holding their hands.
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Amber Llewellyn , thanks for this post. I, too, have students who are challenged by what I see as some basic assignments with clear directions. Recently, I was having students read the poem "Worst Day Ever?". As part of that activity, students were asked how the poem could be an analogy for how people interpret the same event in different ways. Pulling teeth doesn't describe the effort I had to put in. Finally, in the last class of the day as I was explaining what an analogy is (there was an example on the worksheet), a student said I was using "too many words." I took that as a cue. One, to simplify my explanation. (When I did, she said, :"Oh, I get it.") Two, I'm going back to have students do more reading in class. I had gotten away form it, doing more notes instead.
I'm not sure that helps much about your specific situation. My situation is that I'm teaching at a new school with students who have different learning experiences than at my pervious school. It's been a lot getting attuned to their needs.
What are the demographics of your students?
As for research, I've had a similar challenge with the students I teach, even when I give them a set of sources to use.
Something that worked with another group of students (10th grade US History students at the same school, not the 9th graders I teach now) was to use a slide deck as a research organizer. I like the slide deck because students can sort their note cards when done.
There's more I could add, but this is getting a bit long. I'll post some more thoughts in the thread.
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Amber Llewellyn , thanks for this post. I, too, have students who are challenged by what I see as some basic assignments with clear directions. Recently, I was having students read the poem "Worst Day Ever?". As part of that activity, students were asked how the poem could be an analogy for how people interpret the same event in different ways. Pulling teeth doesn't describe the effort I had to put in. Finally, in the last class of the day as I was explaining what an analogy is (there was an example on the worksheet), a student said I was using "too many words." I took that as a cue. One, to simplify my explanation. (When I did, she said, :"Oh, I get it.") Two, I'm going back to have students do more reading in class. I had gotten away form it, doing more notes instead.
I'm not sure that helps much about your specific situation. My situation is that I'm teaching at a new school with students who have different learning experiences than at my pervious school. It's been a lot getting attuned to their needs.
What are the demographics of your students?
As for research, I've had a similar challenge with the students I teach, even when I give them a set of sources to use.
Something that worked with another group of students (10th grade US History students at the same school, not the 9th graders I teach now) was to use a slide deck as a research organizer. I like the slide deck because students can sort their note cards when done.
There's more I could add, but this is getting a bit long. I'll post some more thoughts in the thread.
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John Vidoli I completely agree with you on the "too many words" thing. I have had to adjust my style a bit in the last few years because students have been telling me to shorten up my instructions. One student even asked, "Why do teachers always say things three times?". I said, "We assume you're not paying attention for two of them, and hope we get through with one of the others!" He said, "We just stop paying attention. Just say it once."
I think the same can be said with too many written directions. I've been trying to go shorter and simpler.
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Hi Donnetta Elsasser , yes, it was surprising to hear that from a student. It's interesting that you've had the same reaction from one of your students.
As I get deeper into understanding clarity in teaching and learning, I want to strike a balance between giving students the information they need to be successful -- the expectations about what they need to do -- without overwhelming them with instructions.
I should say clarity in teaching and learning is an initiative my district is implementing this year.
Part of clarity is to increase student autonomy. This would get at Amber Llewellyn 's question.