For section! Fortunately, they end every description of their strategies with this tag triad, demonstrating how to raise complexity and challenge, break the learning experience down, or extend the learning experience for those who might not find it accessible otherwise, so we can truly skip the differentiation platitudes and make it real for our classrooms. Their next book should be on just providing these three responses to fifty or more commonly used teaching techniques today. It would sell a lot of copies.
As someone who works with adult learners more and more, I’m excited about how many of these strategies can be adapted easily for professional development experiences. I’m grabbing ideas right and left as I read, upping my game as a teacher of teachers. Talk about engagement and making learning stick! I’m going to do the big picture, dynamic duo, and several chew strategies, for sure.
We’re grateful, too, that LeAnn and Melissa put their considerable expertise in technology and assessment to wise use in these pages. They incorporate many technology integrations, and make an ample number of website and app recommendations, some of which I’ve used, and many of which I’m excited to try. They are ceaselessly attentive to the power of formative assessment and feedback in each of the cha-chas as well. Their approach reflects modern assessment thinking. While there is an emphasis on language arts and reading and writing examples, they applied the strategies to other subjects as well, and for that, I’m grateful too.
They don’t mention it specifically, but there’s a subtle theme of, Let’s activate joy and music in student learning and teacher lesson planning that runs through many of their descriptions. My colleagues and I are so stoked by the creativity in these pages. In fact, we want to put down the book and go try the ideas right away, much like walking into a large hardware store and breathing it all in; we feel like we’re going to pop unless we start building something right away! Just in reading their strategy sequence—I do, we do, two do, you do—I’m riffing on Frank Sinatra and wondering what else in teaching might have a rhythm I’ve missed all these years. In our stressful lives as educators, including local and national politics, racism, poverty, equity, demoralizing accountability measures, and increasingly limited resources, this stuff is not only refreshing, but it sustains us.
American country music singer Lee Ann Womack and songwriters Mark D. Sanders and Tia Sillers (2000) knew it all along. In their song, “I Hope You Dance,” they invite us to never lose our sense of wonder, not to fear the mountains in the distance, or to settle for the path of least resistance. With LeAnn and Melissa’s inspiration here, we can do these great things for and with our students. And, really, when given the chance to sit it out or dance, we hope you’ll dance.
It’s always stunning and a little humbling to discover the power of our students and their daily realities to breathe life into our classroom lessons. Let’s stay vigilant in looking for it. Combine that newly tapped power of student realities with the instructional fundamentals from cognitive science, and students thrive. Well coached and cared for, we all dance; well grounded, we fly.
Then comes the music. Come, take my hand, turn the page, and let’s dance. Instructional cha-chas indeed.
Brenman, G., & Finn, J. (Producers), & Daldry, S. (Director). (2000). Billy Elliot [Motion picture]. England: BBC Films.
Csikszentmihalyi, M. (2008). Flow: The psychology of optimal experience. New York: Harper Perennial.
Magee, J. (1989). The complete works of John Magee, the pilot poet. Gloucestershire, United Kingdom: This England Books.
Sanders, M. D., & Sillers, T. (2000). I hope you dance [Recorded by L. A. Womack]. On I hope you dance [CD]. Nashville, TN: MCA (September 1999).
INTRODUCTION
Maneuver Your Footwork With Four Steps
Delivering content and effectively using the formative assessment process can be quite overwhelming to some teachers. We wondered how we could make this powerful, highly differentiated process more doable. Because we love to dance, rhyme, chant, and make content easier, we came up with the cha-chas chant.
Chunk it, we teach a bit
Chew it, they think about it
Check it, do they know?
Change it, to watch them grow (Jensen &
Nickelsen, 2014, p. 186)
This Book’s Focus
Neuroscience and evidence-based research have changed how we eat, sleep, move, think, learn, teach—how we live our lives. Neuroscientists explore our brains to show how they respond to different environments. For example, physical exercise not only benefits the physical body, but it also benefits mental capabilities (Erickson et al., 2011). Aerobic exercise can increase hippocampus volume leading to cognitive improvements and the “alleviation of depression and anxiety” (Sleiman et al., 2016). The hippocampus is a part of the brain associated with long-term memory and learning transfer. When it improves and grows, so does cognitive function and memory. These factors have positive implications for memory performance and suggest that fitness protects against brain volume loss (Erickson et al., 2011).
Another example is University of California Berkeley professor Marian C. Diamond’s (2001) seminal research revealing that the brain responds to enriching environments. She was the first to prove that the brain can change and improve with experience. She examined some of Albert Einstein’s brain, where she found an abundant amount of support cell—more than average. And her research with rats that showed novel toys (rotating the type of toys), companions, healthy food, space in a cage, and other factors changed the anatomy of the brain. Her research concludes that impoverished environments can lower capacity to learn, while enriched environments increase plasticity, learning, and memory. The bottom line is that much research, the past and present, supports how important environment is. (There is even an ongoing conflict regarding whether we can grow new brain cells, known as neurogenesis in the hippocampus. The implications are important.)
This book will explore cognitive and behavioral sciences as well as other evidence-based research that help us determine how to reach students more efficiently and effectively. This scientific basis is our book’s foundation along with the formative assessment process and
differentiation efficacy—which back the multitude of strategies we offer.
The formative assessment process says the following (Schimmer, 2018).
• Learning never ends. It is an iterative process.
• Assessment is for evaluating information and moving students forward faster with their learning. It allows the teacher and student to partner in the process of closing the gap between the student’s current work or thinking and the desired learning.
• Teachers and administrators don’t discipline students for not learning something by a certain date but rather, they partner with them to update the growth toward the standards.
• The latest assessment is the most accurate—no matter what quarter.
Learning is all about students reaching the learning target, goal, outcome, or objective in an engaged, enjoyable manner. Learning is a rough draft and can be quite sloppy at times. This is to be expected, and formative assessment is part of it.
Differentiation
