I started using mind mapping after reading I Can See You Naked: A Fearless Guide to Making Great Presentations by Ron Hoff (1988). My first presentation was drawn out like a colorful board game with a route to follow, arrows, and picture images of what I was going to do.

I remember thinking how much easier it was to use than index cards with a text script written on them. It was also much less restricting. I did not feel tied to reading the cards. Rather, I looked at the picture and went from memory. It saved me from the plight of many presenters: that of being tied to a script.

The technique worked so well for me that I started expanding the idea into my teaching efforts. As I read selections from English texts to my students, I drew the events out on paper in a map and graphic format. I would often interject silly ditties and exclamations of passion into the effort to make what I was reading to them stick out in their memory.

Given that my students were at the ‘cool’ age of ‘teen,’ they would often look at me and say, “You are crazy!” My pat answer was always, “Yes, I am, but you’ll remember this because of it.” Moreover, they did.

Students learn and remember graphic organizers better if they create them out of their own mental images and patterns. As a parent who has spent my children’s lifetimes trying to teach them how to learn, I was very excited when I walked into my daughter Shivahn’s college apartment and found mind maps, mnemonics, color, etc. all over one of her walls.

Now, it’s not unusual to find mandalas on her door or on her walls or flashcards scattered about, but this was a huge mind map made from recycled 8.5 X 11-inch pieces of paper. I had no idea what it all meant, but I do know it helped her to get an A in the course. My daughter co-wrote a book with me, Umm…Studying? What’s That?, so it’s reassuring to know that she didn’t ‘just’ write the book but also used the strategies and shared them with her peers.

Research Background for Mind Maps, Etc.

Many experts agree that developing cognitive maps and using advanced organizers increases critical thinking skills.

Long-term memory files information in the brain through patterns, procedures, categories, pairs, and rules. A mind map uses at least three of these five ways to store information, therefore helping the brain remember information better.

A classic mind map begins with a word, phrase, or idea typically placed in the center of a piece of paper. As the author of the mind map expands upon the word or phrase in the middle, the mind map expands to include various ideas that come to mind when considering that central prompt.

Graphic organizers enable the brain to categorize information. A mind map is a non-linguistic representation method of organizing information that enables students to file the information away in long-term memory in multiple modes or memory packets.

The post Mind Mapping: An Effective Strategy for Differently Wired Brains appeared first on Susan Fitzell.

OK, I’m sure you’re thinking, “Woah! RTI wasn’t even around way back then!” You got me! You’re right. The term RTI didn’t exist, however, really terrific instruction *did* exist. It’s how I was taught to teach at Rivier College, Nashua, NH. Sister Joseph, the head instructor of the teacher preparation program would have it no other way! Believe me, you didn’t do anything less than really terrific instruction or there was hell to pay. We didn’t mess with Sr. Joseph!

The idea that EVERY high school classroom needs to begin with RTI may sound a little bit radical. However, when teachers use differentiated, high-quality instruction, consistently, 80 to 90 percent of their students are successful in meeting achievement benchmarks. Further, using Tier One strategies right away reduces the need for Tier Two and Tier Three interventions.

Here are my reasons for why we should be focusing on RTI Tier 1 at the secondary level:

The traditional verbal linguistic/auditory delivery of information, where students are expected to passively sit in their seats and take in information while trying to copy notes at rapid speed, does not work for all students.
The students it does not work for are those who already are not responding to education and are doing poorly in the classroom and on state tests.
Students who move on to college, who did not get differentiation at the secondary level, often have trouble. This is because they learned only one mode of studying. When they are met with challenging coursework, they often lack the study skills to support them in a more rigorous academic environment. That’s why we often find our most successful high school students don’t meet expectations at the college level.

Applying Tier One teaching practices in all general classrooms is useful for a number of reasons:

• The high-quality, research-based instruction that students get will give them an edge as they move toward graduation.
• It will provide improved study skills that will carry students through college.
• Tier One strategies can have a dramatic and positive impact on students.

Additionally, Tier One strategies incorporate multiple modes of assessment. Teachers use a variety of measures to clearly identify what the student knows and doesn’t know.

By using teaching strategies that support all learning styles – whether it’s Fitzell Acceleration Centers, station teaching, or flexible grouping, teachers will have an arsenal of differentiated instruction methods that they can use to keep students engaged and learning no matter what their level.

Until we differentiate instruction at the secondary level, a basic requirement of RTI Tier One, we are shortchanging all our students: English-language learners, students with special needs, trade-bound students and students heading off to college. By differentiating instruction in your classroom, you will not only help those students struggling to understand course material but will also help all students achieve more success throughout their secondary and post-secondary education.

Extra bonus: You will love the feeling you get from seeing students succeed beyond all our expectations!

CLICK HERE to discover a wealth of teaching strategies and resources for maximizing student success!.

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How can we meet these students’ needs without neglecting some other part of the workload? It can be pretty tough to carve out the time. Well, these teaching strategies will help students who need it, thanks to resources available online. By combining audio resources with specific in-classroom activity, we can bolster students’ understanding of the material being taught.

Several websites offer audio and video lessons or books in a curated format that is easier to search. These include:

My Audio School – This site gives students, especially those with dyslexia, an easier way to explore different topics and books through audio. Each book is broken down chapter by chapter, so students can do their assignments in manageable chunks. The audio files can be streamed online or downloaded to be copied onto a CD or USB thumb drive as MP3 files. They’re also available via iTunes. A limited number of titles are available at no charge, but for a very reasonable $14.99 annual fee, the rest of their library is available to parents and teachers.

iTunes University – Built specifically for Apple iOS users, iTunes U is really “one of the unsung heroes of Apple’s content offering,” as a recent MacWorld article put it. For more than 10 years it has been a fantastic resource to download audio and video content on thousands of topics. And since iOS version 9.3 was released, teachers can now create their own courses, manage homework and grades and deliver lessons to students. If you haven’t yet taken full advantage of this resource or want to learn how to get the most out of it, a number of courses are available—on iTunes U, naturally—including this guide by Ohio State University.

The Great Courses – This app, available on iTunes or PC—and even, in limited form, on Amazon Prime Video—also offers a wealth of lectures, audiocasts and audiobooks as well as video. It’s pricier than most of the other audiobook or lecture sites out there, but has been around a lot longer (beginning as The Teaching Company over 20 years ago) and has a treasure trove of material across a wide range of topics.

So, how can you best put these resources to use? Here are a few effective methods:

1. Use these resources as another way to support those struggling readers, auditory learners, and English Language Learners.
2. Expose students to the patterns of language, its rhythm and cadence.
3. Provide students the opportunity to learn expressions and increase vocabulary by hearing them in context.
4. Use as a pre-reading activity. Play an excerpt and then ask students to predict what will happen next.
5. Bring a book to life, thereby inspiring, entertaining, and linking language and listening to the reading experience.

For more information about using technology to strengthen instruction, see Susan Fitzell’s book, Using iPads and Other Cutting Edge Technology to Strengthen Your Instruction.

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Studies have shown that reciprocal teaching greatly influences student comprehension skills. They also found that students became readers that are more independent, better summarizers, predictors, and critical thinkers. As an additional benefit, students who participated in reciprocal teaching groups displayed fewer behavior problems.

One of the best ways to use reciprocal teaching is to practice a questioning strategy in which the reader reads the text, processes the meaning, makes connections to prior knowledge, and finally generates a question about the text.

Learning Objectives of the Questioning Strategy

• Identify the different types of questions appropriate for the lesson
• Formulate different types of focused questions
• Work in cooperative groups to practice reading comprehension strategies
• Synthesize information in order to respond to a variety of questions
• Interpret text and demonstrate higher level thinking skills in creating various types of questions
• Enhance comprehension through questioning
• Apply questioning strategies in many curricular areas

Take a few minutes to click the link above and watch some of the great videos on this technique, and don’t forget to share your great ideas in the comments, below!

For more information on differentiation and Response to Intervention, see Susan Fitzell’s book, RTI Strategies for Secondary Teachers.

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Condense information into a picture and embrace the power of color. Teachers often present information verbally and linguistically. However, many of our students are visual learners. A substantial amount of our brainpower is devoted to visual processing. When teachers add visual learning strategies to what they are teaching, student recall improves.

For example, after teaching for five or six minutes (or up to ten minutes in a high school class), give students three to five minutes to draw a picture, diagram, or symbol of what they just learned. This visual learning strategy lets students take the verbal linguistic information we just taught and turn it into visual information. This lets the brain process and use information in a different way that, in turn, helps students better remember what has been taught.

When we use drawing exercises in the classroom, we often encounter resistance from students. They complain that they can’t draw. One way to address this is to draw badly when we draw in the classroom. Use stick figure drawings and emphasize the importance of simple line drawings over drawing well. The point is to create an image that helps us remember what we’ve learned, not to get graded on our art.

If students say they can’t draw, pair them up with someone who doesn’t mind drawing. It would be a shame to lose students because of their initial resistance to doing something so different from what they are used to doing in school.

Snapshot Devices

Another way to present information visually is to use a snapshot device. Snapshot devices take the concepts we have already talked about to another level; their purpose is to take a snapshot of information and represent it visually so students will remember it. For instance, you’ve taught about how the West was settled and explained that certain inventions were involved, such as the six-shooter, the windmill, the sod house, the locomotive, and barbed wire.

A snapshot device is a picture with all of the things you have taught in it. It’s a scene, not just a collection of individual pictures. If you draw pictures of a six-shooter, a windmill, and a sod house with no way to relate these things to each other, then you are drawing ‘unconnected’ images. With a snapshot device, you take the information and make it into a scene to think about. Students will remember the cowboy with the six-shooters and the train coming down the hill behind the sod house. They will see the scene in their mind’s eye.

Assessing with Visuals

When students engage in drawing what they have learned, teachers have an opportunity to walk around the room and assess understanding by looking at students’ drawings and asking questions for clarification. Document your observations and you will have a form of authentic and immediate ongoing assessment.

For more information on differentiation and Response to Intervention, see Susan Fitzell’s book, RTI Strategies for Secondary Teachers.

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In response to a survey I sent out, several teachers who have found ways to overcome these challenges shared strategies that they use in their own classrooms for grouping students and providing enrichment activities.

Here are six more excellent enrichment ideas from some of the great teachers in my network!

10. Reading Comprehension Acceleration Activity for Language Arts, English, and Reading in the Content area: Choose books slightly above their reading level that will challenge student thinking on point of view or a historical issue. Instruct students to meet “book club style” to discuss the text. Encourage students to make connections to past instruction and suggest points to discuss in the upcoming lesson(s). For example, choose several books from a specific time period such as Sadako and The 1000 Paper Cranes, I Survived Pearl Harbor, How Baseball Saved Us, I survived the Nazi Invasion of 1944, and Number the Stars. These all give a different child’s point of view about World War II. Students get a 360-degree view of events during that time and draw their own conclusions based on their reading and discussion. Contributed by Chrystal Williams, Clara Love Elementary, Justin, TX

11. Vocabulary and Content Specific Terminology: Choose a key term discussed in your lesson and have students research the term to gain more detail. For example, when Felicia Thomas was teaching pre Civil War events through to Civil War there was minimal time in the lesson to thoroughly discuss the role of an abolitionist. So, the acceleration group researched the term to identify and respond to the who, what, when, where, why. Contributed by Felicia Thomas, Joseph Martin Elementary, Hinesville, GA Twitter: @fthomas_jme

12. Background Knowledge for Current Topic: Have students read informational articles and create questions for a classmate or parent based on their reading. Also contributed by Felicia Thomas, Joseph Martin Elementary, Hinesville, GA Twitter: @fthomas_jme

12. Computer Classes – Application, Problem-solving, Analysis, and Synthesis: After providing an overview of the key components of high-end computer systems via teacher presentations and video tutorials, Lawani, uses a “Who Wants to be a Millionaire” style quiz to reinforce learning for about 5 minutes. Then he splits the class into groups of 3 or so and give each group a different kind of computer system, for which they must research and identify the key components they would use, depending on the purpose for which their computer will be used. He allows five minutes for the research and then facilitates a Q&A to monitor and evaluate their understanding. Contributed by Lawani, Lewisham Southwark College

13. Create Game Questions to Reinforce Learning and Peer Review With the Class: Instruct students to create questions (about 5) to be used for a study guide, quiz, or test, or to play (my favorite) Kahoot @ Kahoot.it. Students create questions that are relevant to what has been taught and must include an answer key. This can be done individually or as a group. Contributed by Janna Ramirez, Lyman Hall Elementary, Hinesville, GA Twitter: @JhalesRamirez

14. Go Deeper Through Creating Models that Teach: Have students use apps like Wixie, ExplainEverything, or Educreations to”go deeper” into a standard and/or learning target. Challenge them to create video learning models for students that need extra practice. Contributed by Janice Brennan, Taylors Creek Elementary School, Hinesville, GA Twitter: @jbrennan_tce

15. Offer Students Choices for Enrichment: Janice Brennan offers her students choices that accelerate learning. Examples of Acceleration Center™ she’s provided include Boggle Your Mind, a figurative language matching game, a vocabulary-independent word study for a novel the class is reading. 10 minutes is the ideal time limit and Janice’s students love the timed aspect. Also contributed by Janice Brennan, Taylors Creek Elementary School, Hinesville, GA Twitter: @jbrennan_tce

Get Part 1 and Part 2 in one convenient document!

Would you love to have all 15 of these great ideas in one document? You can download the full article here!

CLICK HERE to discover a wealth of teaching strategies and resources for maximizing student success!.

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The post 15 Challenge, SDI, and Enrichment Activities to Keep Challenge Groups Engaged in the Mixed-ability Classroom – Part 2 appeared first on Susan Fitzell.

MTSS, Multi Tiered System of Supports,  encompasses several approaches, one of which is Response to Intervention (RTI). Here are a few strategies for classroom implementation at the secondary level.

1. Tier One of RTI requires the use of best practice, research-based teaching methods. Research-based strategies implemented in the differentiated classroom reduce the need for interventions.

2. Using frequent progress monitoring, teachers determine where a student is lacking and then seek Tier Two interventions that might be appropriate for that student. Often, Tier Two interventions can be researched-based practices used in Tier One, but with three modifications:

• Specific students receive more intense instruction and application of strategies.
• Students are given more time to practice and implement the strategies.
• The intensity of implementation may increase.

3. Having adequate time to implement interventions is often the greatest challenge faced at the secondary level. When teachers routinely implement small group work, flexible grouping, or center teaching, interventions in Tier Two fall right into place in the general educator’s lesson plan.

4. Rather than forcing teachers to follow a script from a published program, teachers are encouraged to use their professional skills, experience, and an understanding of student needs and data derived from frequent progress monitoring to determine appropriate interventions. The key is using a problem-solving model to hone in on possible interventions.

5. An option for delivering Tier Two instruction that works well for students at the secondary level is a tutored study hall combined with in-class, frequent, immediate interventions made possible by Chunking Lesson Plans^®.

6. Tier Three is not as delineated as Tiers One and Two in literature on Response to Intervention. School districts define Tier Three requirements as follows:

• Interventions are more intensive, based on problem-solving models, and implemented through a combination of means including classroom instruction, outside-of-school instruction, or in-school instruction outside of the general classroom.
• A combination of intensive interventions implemented in general education as part of a wrap-around approach to meeting a student’s needs.
• Some school districts, as well as books on the topic of RTI, consider special education to be part of Tier Three.

7. How we assess students to determine their understanding of content is critical to the Response to Intervention process. Keep it simple, frequent, and efficient. Authentic assessments incorporate a variety of measures into the evaluation process and focus on formative assessment. Types of authentic assessment include rubrics, exit cards, curriculum-based measurement, student self-evaluation, and documented observations.

Originally published and copyright© 2012. Excerpted from RTI Strategies for Secondary Teachers by Susan Fitzell, Corwin Press ©2011. www.responsetointernventiononline.com

For more information on differentiation and Response to Intervention, see Susan Fitzell’s book, RTI Strategies for Secondary Teachers.

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Over 20 years ago, when I first began working and consulting nationally with teachers to implement brain-based, best practice teaching strategies in classrooms, the terms we used were much different than those we use today. We’ve gone from “Learning Styles” and “Multiple Intelligences” to “Differentiated Instruction.” We now have brain-based research to back up much of the strategies some of us have used for decades. We’ve seen and heard the terms, “Brain-Based Learning” or “Whole Brain Learning.” Now we are hearing and seeing terms like “Neuro-diversity.” We’ve gone from “Mainstreaming” to “Inclusion.” Then there’s “Response To Intervention” and, in at least one state in the union,  special education teachers have been re-designated as “Intervention Specialists.” Today, we are hearing  much about “Universal Design for Learning” and we now have the massive research analysis by Dr. John Hattie referenced in “Visible Learning.”

The Shocking Truth

At the heart of all these theories, ideas, and different classifications, regardless of the labels, what we’re really talking about is adjusting our teaching to respect the way our students learn. It’s about employing strategies that reach students, that have been proven to work through research and resulting data analysis, and then using that information to teach so that all students can achieve to their highest potential. Ultimately, it is about applying what I like to refer to as Really Terrific Instruction (See what I did there?).

Honor Your Students’ Learning Preferences (And make your teaching even more amazing!)

To honor all the changes that we’ve seen over the years, I’m highlighting five of my “12 Ways” articles that offer timeless strategies on how to teach  all students, no matter what labels you, your school, or your state are currently using. Even though the language changes, and the framework in which they are presented may be “upgraded”  and “fine tuned,” these are practical, no-nonsense, research-based strategies that help show us how to teach all students.

• 12 Surefire Ways to Remember Vocabulary

• 12 Ways to Help ESL and ELL Students

• 12 Do-Able Homework Assignments for All Students

• A Dozen Ways to Support Learning Styles

• A Dozen Surefire Ways to Boost Memory in the Diverse Classroom

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For Thousands Of Tips To Teach… So Your Students Are Top Performers Get this Book Now!   Gain more knowledge on differentiation strategies to reach ALL learners Get Susan Fitzell’s book Now. Don’t waste any time Special Needs in the General Classroom, Strategies That Make It Work. Available in both print and electronic versions! Want quality professional development you can afford? Save time with this popular PD option: A Professional Development Kit, for all teachers, with a Graduate Credit Option! Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

The post The Shocking Truth About Educational Labels and How To Teach All Students! appeared first on Susan Fitzell.

Bald Eagle Live Stream as a Writing Prompt

Imagine using this video, or some other “live” video as a writing prompt to improve students’ writing, predicting, and comprehension skills. Start with a still image, like this one, captured from a larger piece of video or from a live webcam feed.

• Lead in with a question; How do you think baby eagles, eaglets/fledglings, eat? What do you think will happen next? What observations can you make about the nest?
• Expand on the concept; What do you think they eat?
• Have students write their observations, predictions, etc.

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• Next, show the video.
• Have students respond to the video by comparing it to their predictions and writing about the success or differences between their predictions and the video.

There are a number of “eaglecams” out there, as well as a variety of other streaming webcams that you might use as writing, prediction, or support tools for your lessons. Visit Ustream, just one source of live streaming video, to see more choices.

You can watch the Decorah Eagle webcam, here.

What other ways might you use this video, or something similar, in your classroom? I’d love to hear about your ideas. Please share in the comments section.

For MORE Proven, Practical Learning Strategies
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For Thousands Of Tips To Teach… So Your Students Are Top Performers Get this Book Now!   Gain more knowledge on differentiation strategies to reach ALL learners Get Susan Fitzell’s book Now. Don’t waste any time Special Needs in the General Classroom, Strategies That Make It Work. Available in both print and electronic versions! Want quality professional development you can afford? Save time with this popular PD option: A Professional Development Kit, for all teachers, with a Graduate Credit Option! Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

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A technology solution for auditory learners who need material read aloud

As a special education teacher, I always struggled with having to read tests aloud to multiple students at the same time. I would have some students who would be ahead of me, some behind, and sometimes we wouldn’t even get the test done in a single class period.

A few years ago, one of the general educaton teachers I collaborate with and I were talking and they suggested that I try recording the tests for class. I went through a quick training on using Camtasia and my life has never been better on test days!!

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Students can listen, and pause, at their own pace.

The nice thing is if I am not at school my sub does not have to worry about running the program. I can monitor the program from wherever I am to be sure it is working properly and to track student progress.

The feedback I have received from my students has been well worth the time it takes to record and upload the tests. They like the fact that they can test at their own speed and they can pause, rewind, fast forward and that I am (usually) available in the room if they have questions.

Right now I am one of the few who use this program. I have gotten a few English teachers to try it and the health teacher used it last year. For my US History classes it has been great!

Use this strategy to support auditory learners at any level

Susan’s notes: Thanks so much to Jessica for sharing this great idea with us! While she is using it only in her U.S. History class, at present, this is a great idea for any subject area. The best part about this strategy is that it can be adapted to support auditory learners in any grade, whether they need this kind of intervention, or not. Even better is the fact that this tool is FREE to individual teachers and quite affordable for most districts!

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Apps, Websites, and Other Cutting-Edge Tools to Strengthen Instruction with Technology Get this Book Now! Valuable tips for finding, downloading and using the latest and best apps to compliment your curriculum! Get Susan Fitzell’s book now. Don’t waste any time Using iPads and Other Cutting Edge Technology to Strengthen Your Instruction Bring Susan to your campus! Featured seminar – Using iPads® and Other Cutting-Edge Technology to Strengthen Your Instruction

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