EOG Relooping "AHA's"
As stated in my previous post , my students have begun to review skills that will be tested on the End-Of-Grade (EOG) test. Students rotated through each third grade teacher’s classroom focusing on one math and one literacy standard per 2 hour block.
This experience was quite interesting to say the least. In my reflection of “did this work?,” “was it feasible?,” and most importantly, “would I want to do it again?” I began to write down my thoughts. Of course, any time I am thinking through a decision I list all the pro’s and con’s of the situation. I will use my up-to-date professional jargon here and refer to the categories as Plus (+) or Delta (-).
Here goes…!
+ I felt like I could really hone in on one specific aspect of a standard. I had time to thoroughly reteach the concept, engage students in a variety of ways, and then assess in a way that I was confident students would be able to demonstrate mastery due to this focused structure.
+ My students were able to zone in on one standard at a time instead of mentally transitioning through a mixture review of topics. Students were able to get really good at a particular skill before moving on. The momentum of success was infectious!
+ Teaching the same lesson repeatedly to each third grade class helped me fine tune my technique and deepen my understanding of the content. At first, I thought I would be sick of my literacy and math lesson after two weeks, but I was able to reflect after my first delivery, make a few tweaks, and try again the next rotation. Student behavior and data gave me feedback on the quality of my instructional practice.
+ Many skills intertwined into multiple standards. So students were able to hear and practice the skill in another environment, apply it in a new situation, and deepen their understanding of the content. Student assessment results began to increase after each rotation.
+ Exposing children to multiple teaching styles is imperative. Students get comfortable in a teaching style they like, and shut down in a teaching style that is less becoming. This process encourages students to hear material that they have already learned in a new way by a new teacher. This prepares them for their educational journey through middle school, high school and beyond. Students adjusted well. The break was refreshing for us all!
– I MISSED MY KIDDOS LIKE CRAZY!!! (not joking!) Being in a classroom for hours on end, day after day really builds a community. Our relationships have deepened and strengthened through trials and celebrations. I realized that I missed my students because they got my jokes, knew the routine, and are so gosh darn smart!! 🙂 [insert bias here]
– It is evident which teacher’s classroom has structure and which is more, shall we say, free. My Type A personality and my need for productivity/efficiency came to a screeching halt on a few occasions. I decided to choose my battles and focus on the instruction, not the behaviors created due to a different teaching style.
So after looking at my list, it is quite evident that it was a success overall. I will certainly encourage my teammates to try this again next year!
How has reflection helped you make an important decision in the classroom?
About the author, Gretchen
I am a teacher trainer and coach. Working elbow to elbow with teachers and teacher leaders to ensure instructional proficiency and student achievement soar lights me up. We have a real need in our nation for strong educators to remain in the field. My blog, book, podcast, courses and instructional materials are geared towards empowering teachers (and those that lead them) to receive the support needed to grow and thrive today, tomorrow and always.
This is a fabulous idea! I’ve already forwarded your post to my whole team in hopes that we will give it a try next year – too late for this year!
This made my day! Thank you for sharing with your team. Head back over this way and let me know how it goes next year 🙂