Discussion Blog
as part of the Book Study
provided by
www.TransformYourClassroom.net
Friday, March 3, 2017
Blog Post 5:
Myron Dueck describes 3 strategies for ensuring that students know the road ahead. Describe the one you think would be
most effective with your students.
Of the three strategies Myron Dueck outlines for helping students clearly understand the road ahead, I think the third strategy would be the most impactful in my classroom. Giving students access to examples of work from previous years, whether projects, explanations, or creative assessments, can offer powerful clarity about expectations and quality. Seeing concrete models often helps students visualize what success looks like far better than a rubric alone. I also really appreciate the idea of incorporating a “sticky walk,” where students analyze samples, note strengths, and discuss what makes the work effective. This kind of active engagement not only deepens their understanding of the standards but also builds their confidence as they begin their own assignments. For my middle schoolers, having these models and opportunities for guided exploration would be a meaningful way to set them up for success.
I think strategy #3 would benefit my students the most. Having taught math for a number of years, one thing that i have noticed is that as soon as you change how you describe or name something, the students dont know what you are talking about anymore. One teacher calls it this and another calls it something slightly different. So having a Unit Plan with examples would be very beneficial for the students to put an example to the name of a concept.
The strategy that would work best for me would be strategy #1. All of the content I teach my students is based on their strengths and needs. In building a student-friendly unit plan, I am able to tailor what the student will be learning around the skills they are lacking.
For a math classroom, I feel like Strategy #2 would work best. Since math is so linear and concepts build on each other very often, knowing the pathway from one concept to another, from start to finish, gives students the "big picture" of what they are learning.
I believe the 3rd strategy Myron Dueck outline would be the most beneficial for my students. Rubrics as well as examples of past work have helped my students wrap their heads around the expectations of an assignment or unit. The Sticky Walk is also a great idea to get them thinking about all aspects of a project.
The strategy I think would work best with my students is using a clear unit plan that stays in front of them the whole time (strategy #2), not something we look at once and then forget about. Dueck talks about students doing better when they can see where the unit is headed, what the targets are, and how everything connects.
For my kiddos, I could keep it simple and make a unit roadmap with student friendly “I can” targets, the main skills we are working on, and what the graded check ins will be. I would post it in Canvas and actually refer to it daily. We could start class by pointing out what target we are on, and end class with a quick check in so students can see if they are getting it or if they need more practice. Students would take more ownership because nothing feels like a surprise.
Myron Dueck describes 3 strategies for ensuring that students know the road ahead. Describe the one you think would be most effective with your students
Strategy 3: Incorporate Student Examples in Unit Plans and Have Students Assess One Another’s Work
This would be a great way for students to see work from others and to know what the expectations are for the unit. This can lead to valuable conversations within students and skill development. With students accessing each other’s work can help students develop the criteria that they need to meet within the unit.
I personally like the idea of the sticky walk with student projects. Specifically, in reading class the students read book club books and then can choose between several final project ideas (brochure, poster, diorama, cereal box, game, etc.) to show knowledge and understanding of the book. I do provide a specific rubric with each project they pick so they know exactly what is being assessed. I like this idea because students can assess each other and maybe give them pointers on how they could improve their project or what areas may need more information to give better understanding of the task being asked. I agree with the author, sometimes students take each others helpful hints over an adult!
I like the idea of Strategy 1 for my students. As a special education teacher, I am focused on the strengths and needs of my students everyday: Where are they now? Where can I take them next? I can make sure they are able to build around what they know and next steps.
I like strategy #3 - Incorporating Student Examples in Unit Plans. I think that we need to incorporate more student thought process and development of ideas than what we ask for now. In math, I feel that we usually want one very specific answer, but this might allow us a way to expand students' thinking. If students were able to process examples from previous students could move past factors that were very limiting from previous examples and build higher, more detailed thought processes now.
I think using unit plans throughout the learning process is a great idea (strategy 2). Students will understand the complete road ahead with no surprises. I do know that I write the daily agenda on my whiteboard everyday and just when you think students aren't paying attention to the content posted, they will always remind me if I forgot to update the agenda. I do believe most students like to know what and when we are doing assignments, projects, quizzes, or tests.
I could see where unit plans would be a great addition to a subject of teaching. Many of the lesson I teach in math already have "i can" descriptors, and I could turn them into a unit plan that would outline just what that looks like. I could also use sample problems on the unit plan so students could demonstrate the skill and tie it all together. I also like the differentiated assessments that may make it easier for some students to be successful by creating something or demonstrating understanding by using a hands-on activity.
In Grading Smarter, Not Harder by Myron Dueck, Dueck emphasizes the importance of making learning expectations clear so students understand the “road ahead.” Of Dueck's three strategies, the most effective for my Early Childhood Special Education students would be clearly communicating learning targets in simple, student-friendly ways.
In ECSE, this could look like using visual supports, modeling, and consistent routines to show students what they are working toward (for example, “We are learning to take turns” or “We are learning to use our words”). Posting visuals, using picture cues, and reviewing goals daily would help students understand expectations even if they cannot yet read. Breaking skills into small, concrete steps aligned with IEP goals makes the learning path predictable and supportive, helping students feel more confident and successful.
I thought all three were super helpful and would be easy to use in the classroom to further hands on learning. I do currently use Strategy One-Using Unit Plans. In Second Grade we do a lot of things with themes/units. It works well because the students are able to see and know what lies ahead. They know what they will be learning, the different ways they will be learning and how they will be graded. I am a very type A type of person and I know how much students can benefit from consistency and being able to know exactly what they will be learning, how they are graded and the timeframe on which it will occur.
Myron Dueck describes 3 strategies for ensuring that students know the road ahead. Describe the one you think would be most effective with your students.
For my middle school social studies class I would have to say that strategy #2, Use Unit Plans Throughout the Learning Process, would be most effective with my students. Essentially, I already use unit plans through out the year. I have six units and they are all formatted the same. I create a unit packet which includes a brief summary/overview of what we are covering, key terms, concepts, events, and people, a syllabus with all the dates including the test date, all guided reading worksheets, and a study guide. Student basically have everything they need except a few supplemental materials. I also provide digital copies in Google Classroom and on my website for student and parent access. This approach has proven to serve me well when I have student absences for illness, activities, or extended vacations as they and their parents have access to it and know what is to be completed and when.
One strategy to ensure that students know the road ahead and that I think would be most effective my students would be "Use unit plans throughout the learning process". I like the idea of having a calendar of events or unit plan available as well as rubrics accessible to the students to refer to for personally planning ahead. I like how this allows students to have a sense of ownership of their leaning process. I also feel that parents would be thankful too to get an understanding of what the unit expectations will be as well.
Myron Dueck describes 3 strategies for ensuring that students know the road ahead. Describe the one you think would be most effective with your students.
I think I like strategy 2 the best and feel that would benefit my students the best. I like the example on page 79 with the visual table and the targets listed in different sections. I think students like to see what will be taked about and having a goal to achieve.
I like strategy #3. I am a kindergarten teacher and my students love to share their work with the class. I ask the class if they think their classmate did a good job, and they will agree or will let everyone know if they forgot something. I think that this helps them with thier confindence of sharing their work even if they might have gotten it wrong.
Myron Dueck describes 3 strategies for ensuring that students know the road ahead. Describe the one you think would be most effective with your students.
The strategy that I feel would be most effective with my students is strategy three - showing examples of quality work. I remember getting assignments in high school and college and not sure exactly what the final assignment/project was to look like. I feel that if I would have had examples of quality work, I would have had a better understanding of the expectations.
I could easily share past examples or samples of project that I complete. Students could use the examples or samples along with assignment/project rubric to guide their work and learning. I sure student would feel better knowing their work was on target.
Of the three strategies Myron Dueck outlines for helping students clearly understand the road ahead, I think the third strategy would be the most impactful in my classroom. Giving students access to examples of work from previous years, whether projects, explanations, or creative assessments, can offer powerful clarity about expectations and quality. Seeing concrete models often helps students visualize what success looks like far better than a rubric alone. I also really appreciate the idea of incorporating a “sticky walk,” where students analyze samples, note strengths, and discuss what makes the work effective. This kind of active engagement not only deepens their understanding of the standards but also builds their confidence as they begin their own assignments. For my middle schoolers, having these models and opportunities for guided exploration would be a meaningful way to set them up for success.
ReplyDeleteI think strategy #3 would benefit my students the most. Having taught math for a number of years, one thing that i have noticed is that as soon as you change how you describe or name something, the students dont know what you are talking about anymore. One teacher calls it this and another calls it something slightly different. So having a Unit Plan with examples would be very beneficial for the students to put an example to the name of a concept.
ReplyDeleteThe strategy that would work best for me would be strategy #1. All of the content I teach my students is based on their strengths and needs. In building a student-friendly unit plan, I am able to tailor what the student will be learning around the skills they are lacking.
ReplyDeleteFor a math classroom, I feel like Strategy #2 would work best. Since math is so linear and concepts build on each other very often, knowing the pathway from one concept to another, from start to finish, gives students the "big picture" of what they are learning.
ReplyDeleteI believe the 3rd strategy Myron Dueck outline would be the most beneficial for my students. Rubrics as well as examples of past work have helped my students wrap their heads around the expectations of an assignment or unit. The Sticky Walk is also a great idea to get them thinking about all aspects of a project.
ReplyDeleteThe strategy I think would work best with my students is using a clear unit plan that stays in front of them the whole time (strategy #2), not something we look at once and then forget about. Dueck talks about students doing better when they can see where the unit is headed, what the targets are, and how everything connects.
ReplyDeleteFor my kiddos, I could keep it simple and make a unit roadmap with student friendly “I can” targets, the main skills we are working on, and what the graded check ins will be. I would post it in Canvas and actually refer to it daily. We could start class by pointing out what target we are on, and end class with a quick check in so students can see if they are getting it or if they need more practice. Students would take more ownership because nothing feels like a surprise.
Myron Dueck describes 3 strategies for ensuring that students know the road ahead. Describe the one you think would be most effective with your students
ReplyDeleteStrategy 3: Incorporate Student Examples in Unit Plans and Have Students Assess One Another’s Work
This would be a great way for students to see work from others and to know what the expectations are for the unit. This can lead to valuable conversations within students and skill development. With students accessing each other’s work can help students develop the criteria that they need to meet within the unit.
I personally like the idea of the sticky walk with student projects. Specifically, in reading class the students read book club books and then can choose between several final project ideas (brochure, poster, diorama, cereal box, game, etc.) to show knowledge and understanding of the book. I do provide a specific rubric with each project they pick so they know exactly what is being assessed. I like this idea because students can assess each other and maybe give them pointers on how they could improve their project or what areas may need more information to give better understanding of the task being asked. I agree with the author, sometimes students take each others helpful hints over an adult!
ReplyDeleteI like the idea of Strategy 1 for my students. As a special education teacher, I am focused on the strengths and needs of my students everyday: Where are they now? Where can I take them next? I can make sure they are able to build around what they know and next steps.
ReplyDeleteI like strategy #3 - Incorporating Student Examples in Unit Plans. I think that we need to incorporate more student thought process and development of ideas than what we ask for now. In math, I feel that we usually want one very specific answer, but this might allow us a way to expand students' thinking. If students were able to process examples from previous students could move past factors that were very limiting from previous examples and build higher, more detailed thought processes now.
DeleteI think using unit plans throughout the learning process is a great idea (strategy 2). Students will understand the complete road ahead with no surprises. I do know that I write the daily agenda on my whiteboard everyday and just when you think students aren't paying attention to the content posted, they will always remind me if I forgot to update the agenda. I do believe most students like to know what and when we are doing assignments, projects, quizzes, or tests.
ReplyDeleteI could see where unit plans would be a great addition to a subject of teaching. Many of the lesson I teach in math already have "i can" descriptors, and I could turn them into a unit plan that would outline just what that looks like. I could also use sample problems on the unit plan so students could demonstrate the skill and tie it all together. I also like the differentiated assessments that may make it easier for some students to be successful by creating something or demonstrating understanding by using a hands-on activity.
ReplyDeleteIn Grading Smarter, Not Harder by Myron Dueck, Dueck emphasizes the importance of making learning expectations clear so students understand the “road ahead.” Of Dueck's three strategies, the most effective for my Early Childhood Special Education students would be clearly communicating learning targets in simple, student-friendly ways.
ReplyDeleteIn ECSE, this could look like using visual supports, modeling, and consistent routines to show students what they are working toward (for example, “We are learning to take turns” or “We are learning to use our words”). Posting visuals, using picture cues, and reviewing goals daily would help students understand expectations even if they cannot yet read. Breaking skills into small, concrete steps aligned with IEP goals makes the learning path predictable and supportive, helping students feel more confident and successful.
Holly Smith
ReplyDeleteI thought all three were super helpful and would be easy to use in the classroom to further hands on learning.
ReplyDeleteI do currently use Strategy One-Using Unit Plans. In Second Grade we do a lot of things with themes/units.
It works well because the students are able to see and know what lies ahead. They know what they will be learning, the different ways they will be learning and how they will be graded. I am a very type A type of person and I know how much students can benefit from consistency and being able to know exactly what they will be learning, how they are graded and the timeframe on which it will occur.
Myron Dueck describes 3 strategies for ensuring that students know the road ahead. Describe the one you think would be most effective with your students.
ReplyDeleteFor my middle school social studies class I would have to say that strategy #2, Use Unit Plans Throughout the Learning Process, would be most effective with my students. Essentially, I already use unit plans through out the year. I have six units and they are all formatted the same. I create a unit packet which includes a brief summary/overview of what we are covering, key terms, concepts, events, and people, a syllabus with all the dates including the test date, all guided reading worksheets, and a study guide. Student basically have everything they need except a few supplemental materials. I also provide digital copies in Google Classroom and on my website for student and parent access. This approach has proven to serve me well when I have student absences for illness, activities, or extended vacations as they and their parents have access to it and know what is to be completed and when.
One strategy to ensure that students know the road ahead and that I think would be most effective my students would be "Use unit plans throughout the learning process". I like the idea of having a calendar of events or unit plan available as well as rubrics accessible to the students to refer to for personally planning ahead. I like how this allows students to have a sense of ownership of their leaning process. I also feel that parents would be thankful too to get an understanding of what the unit expectations will be as well.
ReplyDeleteMyron Dueck describes 3 strategies for ensuring that students know the road ahead. Describe the one you think would be most effective with your students.
ReplyDeleteI think I like strategy 2 the best and feel that would benefit my students the best. I like the example on page 79 with the visual table and the targets listed in different sections. I think students like to see what will be taked about and having a goal to achieve.
I like strategy #3. I am a kindergarten teacher and my students love to share their work with the class. I ask the class if they think their classmate did a good job, and they will agree or will let everyone know if they forgot something. I think that this helps them with thier confindence of sharing their work even if they might have gotten it wrong.
ReplyDeleteMyron Dueck describes 3 strategies for ensuring that students know the road ahead. Describe the one you think would be most effective with your students.
ReplyDeleteThe strategy that I feel would be most effective with my students is strategy three - showing examples of quality work. I remember getting assignments in high school and college and not sure exactly what the final assignment/project was to look like. I feel that if I would have had examples of quality work, I would have had a better understanding of the expectations.
I could easily share past examples or samples of project that I complete. Students could use the examples or samples along with assignment/project rubric to guide their work and learning. I sure student would feel better knowing their work was on target.