In 2019-2020, many districts around the state conducted book studies of Mike Schmoker’s Focus – Elevating the Essentials to Radically Improve Student Learning.* Schmoker’s core message — simplify, simplify, simplify — is one I enthusiastically endorse. Former Arkansas Education Commissioner, Johnny Key, was a strong supporter of this approach as well.
In Chapter 3, Schmoker outlines the Basic Elements of Effective Teaching. This link will take you to the presentation slides I’ve used for workshops on this topic, providing a more in-depth look at these ideas. None of these elements are necessarily new or revolutionary … in fact, just the opposite! But together they form the kind of sound basis for classroom instruction that we seem to have forgotten over the years.
Once you’ve reviewed Schmoker’s seven components of effective teaching, a great way to check your understanding is to watch this short video, and see how many of them you can identify in action.
In terms of practical application, here’s a Classroom Observation Form that reflects Schmoker’s “basic elements” (in section one). In addition, the next two sections reflect Domains 2 and 3 of Danielson’s TESS model (and the rating system reflects TESS as well). This form can be a handy tool when seeking to implement both Danielson’s and Schmoker’s systems.
Note: By accessing the Classroom Observation Form through this blog, permission is granted for your personal use only. Rights to create additional copies for sharing may be purchased through this link.
References:
Arkansas Department of Education (2020). Teacher Excellence and Support System (TESS). http://dese.ade.arkansas.gov/divisions/educator%20effectiveness/educator-support-development/teacher-excellence-and-support-system-tess
Schmoker, M. (2018). Focus: Elevating the Essentials to Radically Improve Student Learning (2nd ed., p. 92). Alexandria, VA: Association for Supervision and Curriculum Development.
Disclaimer: Please note that I don’t necessarily agree with all of Schmoker’s conclusions in this book. For example, he’s somewhat dismissive of differentiated instruction, RTI, innovation, and technology … all of which can be highly effective if properly applied (which, unfortunately, is a huge “if”). Plus his thoughts on cold-calling students seems to run contrary to brain research on the importance of reducing cognitive stress for low-income students. That having been said, however, his core concepts about simplification and focused instruction are well worth considering.