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Lesson Makeovers!

Although I retired from speaking at events back in 2019, I thought I might try something a bit different this November and put up a series of videos in which I makeover lessons, questions, and objectives that folks sent me. I'm hoping to show how I would try to make those lessons more interesting, especially for our highest ability students.

The videos will be available for free through the end of the year, thanks to Byrdseed.TV's members. In 2022, these videos will move into the ever-expanding Byrdseed.TV library.

🎀 The Five Minute Keynote

 

It's the keynote. And it's under five minutes! HUZZAH! Get to know the Three Big Ideas that we'll be using throughout the breakout sessions:

  1. Focus On The Thinking
  2. Ask "Then What?"
  3. Plan A Sequence

🎨 Why Not "Create"?

 

Why I like "synthesize" rather than "create" on Bloom's Taxonomy.

Related videos:
Creativity beyond the fluff
Building Creative Analogies

πŸ’¬ Moving Beyond "Explain"

 

As a new teacher, I thought that the phrase "explain why…" was an example of high-level thinking. Now I realize that it's often near the bottom of Bloom's. Here's how to move past just explaining strengths and weaknesses to get students really thinking.

πŸͺœ Start High, Scaffold Down

 

Here's how I'd build out steps with lower-level thinking in order to support these higher-level tasks in math.

Related student videos.

πŸ“š Context Clues & Classics

 

How adding an authentically interesting classic can completely change an otherwise dull lesson about context clues.

See the student videos.

πŸ¦‡ A Story's Problems & Solutions

 

Once students can identify the problem and solution in a story, let's not stop there! We'll find other stories with the same problem, pick which one has the most unique solution, give out a couple of other awards, and then, heck, maybe even write our own.

See the student videos.

ΒΌ Comparing Fractions

 

Once students can pick a strategy for comparing fractions, what can they do next? What if we picked the worst strategy? What if we tweaked the fractions to fit a particular strategy?

πŸ—Ό Famous Structures

 

If we're going to study famous structures, let's not just focus on a single one. We'll gather as many famous structures we can, group them up however we want, pick the most interesting, and then create an even better structure.

See the student videos.

πŸ”² Patterns in Quadrilaterals

 

Just because a question includes a prompt of Depth and Complexity doesn't mean that we're actually going deep. So, rather than just identifying patterns within quadrilaterals, let's put each one to a unique use.

🎲 Vocabulary Dice Roll

 

Rolling a dice to pick a vocabulary task might add "engagement," but it doesn't get students thinking any deeper. Let's build a sequence of tasks rather than six low-level tasks.

πŸ—½ Wax Museum

 

When we start with a cute product, it can seriously restrict the thinking we're offering to our students. Rather than starting with "let's put on a wax museum," we'll plan a sequence of increasingly high-level tasks to investigate a person from history. Then, we'll see what products emerge that will do justice to our students' thinking.

See the student videos.

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