March 11, 2025 • 22 mins
This episode emphasizes the value of focusing on one teaching point to enhance clarity and learning outcomes in the classroom. Through practical strategies, real-life examples, and discussions on cognitive load, the hosts provide insights into effective teaching practices that can improve student success while promoting a minimalist approach to education.
• Exploring the definition and significance of one teaching point
• Discussing the cognitive load and its relation to lesson planning
• Sharing real-life examples of complex versus focused lessons
• Presenting strategies for maintaining a singular focus during lessons
• Emphasizing the importance of lesson closure and periodic checks
• Highlighting the need for repetition to reinforce key concepts
This episode is sponsored by Plan Z Education Services.
Buy The Minimalist Teacher book from ASCD+ISTE.
Follow on Instagram @PlanZEducation and @minimalist_ed_podcast.
The Minimalist Educator Podcast is a Plan Z Education Services adventure.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:19):
Welcome to the Minimalist Educator Podcast, a
podcast about paring down torefocus on the purpose and
priorities in our roles withco-hosts and co-authors of the
Minimalist Teacher Book, TammyMusialski-Borneman and Christine
Arnold.
Speaker 2 (00:37):
On today's episode of the podcast we talk about one
teaching point.
We discuss what that means andsome real-life examples of what
it looks like, and somenon-examples as well.
Hello everyone and welcome totoday's episode of the
Minimalist Educator Podcast.
(00:59):
I'm here with Tammy today.
How are you, Tammy?
Speaker 3 (01:02):
Not too bad, a little under the weather, but that's
okay.
I'm here with you and I'mexcited to talk about today's
topic.
Oh, that's good.
Speaker 2 (01:11):
That's good.
How are you?
I am very well, thank you, andvery excited to be here today.
We are talking about the ideaof one teaching point.
One teaching point what doesthat mean, Tammy?
Speaker 3 (01:27):
Well, I feel like it's pretty um like explicit in
those words, right so?
But we know that education canhave like smoke and mirrors and
all of these other things goingon, but really it's really
focusing in on one learningtarget or objective.
(01:51):
I know objectives are bigger,but just really sticking to one
thing that you're teaching yourstudents for that time frame
that you're in.
And so you know again, this canbe any grade or any topic,
because we know that if eachlesson that we teach, or each
discipline or each subject orwhatever, we're going to have
(02:13):
something specific that we'reteaching social studies topic in
ELA, that might look a littlebit different, but it's probably
just different in like thecontent that you're reading, so
that's not going to muddle withyour one teaching point.
(02:34):
So it really is just focus onteaching one thing to your
students so that there isn't abunch of confusion, right?
Speaker 2 (02:44):
I always think about it, as what is the one thing I
want the students to take awayfrom this?
What is the main thing I wantthem to leave here with?
That's always my thought, withthe one teaching point.
Speaker 3 (02:59):
Yeah, and I find going into different classrooms
and I find going into differentclassrooms.
That's what I'm looking for,right?
So a lot of times I have someteachers that are nervous to
have me in their classroom andothers that are like come in
anytime, and which is great, andthat I tell them.
(03:31):
My focus is I'm looking at whatstudents are doing, because
that's telling me what you'vetaught them or what they're
learning, and so that thatzeroes in on what was the
teaching point or the kids doingor saying, or you know whatever
.
The task is what you set outfor them to do and it's.
It sounds so simple, but, butit's easy to get caught in
teaching too much at one time.
But we talked in a few episodesago last season about cognitive
(03:52):
load.
Remember that.
Speaker 2 (03:54):
I do actually, I think it was back in season two.
I know it seems like just aheartbeat ago, but I think it
was.
It was episode 37, which Ithink was in season two, but yes
, wow oh my goodness.
Speaker 3 (04:08):
Um, but yeah, it kind of relates to that too, right?
So the the less we have on ourmind, the better we can focus.
So if we're teaching a singularskill or a piece of content to
students, then it makes iteasier for us and them because
we're there's no confusion inwhat the direction is for sure,
(04:29):
absolutely, yeah, I think we'redefinitely at risk of of hitting
that cognitive load level ifwe're trying to do too much in a
single lesson.
Speaker 2 (04:40):
Absolutely, it reminds me of watching a writing
lesson a while ago now, and youknow not to be too critical of
a colleague, but I do remembershe was with the class and she
was referring back to theprevious lessons that they've
(05:02):
done, which you know.
There's nothing wrong withreviewing what you've done
before.
But that went on for quite awhile, the reviewing, and then
she introduced the new thingsthat they were going to do today
with a little practice.
And then it was like oh, anddon't forget that we have to
check this for editing andrevising.
(05:23):
Oh, and remember, when we dofeedback with a peer, they also
need to talk about this and thisand this and this is how you
give compliments, and la la la.
And by the end of the lesson Iwas confused about what the main
idea was.
So everything she said waswonderful and relevant and
necessary, but all of ittogether in one instructional
(05:47):
lesson was I, was, I was likeI'm not sure what the takeaway
is here, and so that that'salways stuck with me is is you
know, if I'm confused.
What are the kids feeling?
Like you know they might.
They would be like, oh, thatwas great, I had a great chat
and I practiced and yay, I'mgoing to get feedback.
And then they go back to theirdesk and go wait.
(06:07):
What?
What am I doing?
Speaker 3 (06:09):
Yeah, yeah, I feel like you were in one of my
writing classes.
I feel like teaching writing isreally tough to just focus on
one thing, honestly, likereading can be pretty
straightforward, like you can beteaching a strategy or
practicing a strategy Math iscan be pretty focused, just
(06:33):
again like one way to solve aproblem or discussion, you know
whatever, but I feel likewriting can be that, that
subject area where there arejust so many things to work on
that feel like they can besimultaneous, right.
So like yes, we teach thewriting process, but you could,
(06:53):
you know, I and like, as writerswe've kind of discovered you
know, the process can be messyand confusing to ourselves.
Yep and so right like you, cando some drafting and revising
and editing at the same time.
Is that the best way to dothings?
Maybe not, but it depends onhow your workflow feels and how
(07:15):
your, your mind is working thatday.
So, um, I can definitely relateto that messy writing lesson
and just being all over, but Ithink the important thing is I I
feel like I became very good atstopping myself and being like
okay, hold on a second, let'srefocus on what we're supposed
to be doing today and that isthis thing.
(07:38):
So make sure.
Yes, I said a lot of other stuff.
Let's erase it and just say,okay, this was the teaching
point we're just looking at.
You know how to use a questionat the beginning of a story or
whatever it is, and I think it'simportant that teachers
recognize they have to do that,and that's a different skill for
(07:58):
teachers to be able to do.
Well, I guess, and every day,make sure we're on task.
Speaker 2 (08:10):
Yeah, absolutely.
I'm already thinking about someways that people might be able
to keep coming back to this oneteaching point.
But before we get to that, I'mwondering whether you feel like
it is this feeling of urgencythat we have as teachers, that
maybe it doesn't feel likeenough.
(08:31):
Like if I'm just doing oneteaching point, is that enough?
If I have six periods in a dayand I've got six teaching points
, is that enough in one day?
Do you think that could be partof why it's so challenging for
people?
Speaker 3 (08:46):
I would think so.
I think, culturally andsocietally, we've just learned
to become people who, you know,we try to cram in as much as we
can in our time because there'sjust so much to do, and that's
like in personal life and inteaching and other work forces
(09:07):
right, and we've seen that itdoesn't really work out that
well for us if we try to do toomuch, because it does lead to
confusion and frustration andkids shutting down.
When there's too much going on.
I mean I shut down, so likestop, what are you talking about
(09:28):
?
But yeah, I think we're in this.
It's almost like a false senseof urgency kind of we
realistically probably haveenough time to do the things
that we need to do.
If we became more efficient atsticking to the teaching point,
(09:52):
if we're able to do that, wouldwe have to do less reteaching?
Because if we're able to dothat, would we have to do less
reteaching?
Right, like it makes yourethink of how your time might
be spent in the classroom.
It does, yeah, right.
Yeah, for sure, so do you thinkwe're ready to launch into some
(10:18):
strategies for how people canstick to this one teaching point
?
Sure, I think so.
Speaker 2 (10:23):
I mean we could go on and on about some crazy lessons
we've seen or even taught, butyou know we'll not relish in
that oh yeah, We've all beenthere where we've a lesson has
completely got away from us andwe're just left thinking what,
what was that?
What?
What just happened?
Speaker 3 (10:40):
I mean, it's good storytelling later on.
Right it is.
Speaker 2 (10:44):
It is yes we could write a book of just that.
I think probably yes yes well,one one thing I'm thinking of is
well, I know some people haveto do it, but is writing that
objective in the room, on theboard somewhere?
That's one way to keep it frontof mind.
Right is to have it writtenright in front of you, right in
(11:06):
front of the kids.
Speaker 3 (11:08):
This is, this is the point that we're working on
today yeah, I see that in a lotof classrooms, which is great.
Sometimes it's written just asan objective statement or an I
can statement, and so and I'veseen teachers, you know, read it
to their class and the studentsread it to the teacher and to
each other, and so that there'ssome of that kind of
(11:30):
internalizing at the beginningof the lesson.
So, you know, does that meanthat they always stick to that?
No, but at least the intentionis there.
Sorry, I took a slide into theother side there, but but the
intention is there, which isgreat.
Right, so like teachers areintentionally putting it in
(11:50):
their plan book and putting iton the board as a reminder.
So, related to that, I thinkthat teachers could and even
students, if, if you know,they're hyper aware and
reflective checking in with thatteaching point throughout the
lesson.
So right, so like, if the it'sintroduced at the beginning of
(12:15):
the lesson and then maybe afterthe mini lesson, so just to say,
okay, did we?
Was the lesson related to whatour objective was?
yes or no, you know, do we needto make tweaks?
Do we need to talk a littlemore?
Whatever?
Do a little more.
And then when students go offto do their partner or small
group work, you know again, like, okay, when we're in our groups
(12:39):
, this is what our focus is, andjust telling, making that part
of the group protocol.
So, before they start they'relike okay, this is what our
target is or what our teachingpoint is, and so that's what our
focus is.
And then again, like, it almostseems like beating a dead horse
.
But then again at the end ofthe small group time, okay, did
we do that?
(13:00):
Okay, great, then we're ontrack, and I think teaching
students to do that is, I mean,it makes them reflective on what
they're learning.
And then, of course, with thelesson closure, right and that
often gets.
It gets dropped off a lot oftimes in lessons because kids
are doing the activity andthere's not enough time to wrap
(13:20):
up.
Getting back to the point ofthis was what we were trying to
do today.
Did we do that?
And so that's something that Ithink I mean it was hard.
It's hard to do when you onlyhave like 45 minutes to do
something and you're trying todo all these lesson components
and then have some kind ofclosure.
Speaker 2 (13:41):
but it's so important to have the closure Like you
can't, you can't drop thatAbsolutely, and that's that was
one of the things I was thinking.
Is you know some sort ofclosure or review or reflection,
or you know pre-planning yourexit ticket around your teaching
point so that you know goinginto it?
(14:02):
Okay, I need them to respond atthe end of the lesson about
what we've done today.
I think that's really powerfuland I think one of the things to
remember with this as well isyou know, what do they say?
It's something like people needto hear something like seven
times before the message isactually received.
(14:23):
So I think don't be afraid torepeat and repeat and repeat.
Like it's totally fine to saytoday we're practicing this or
going back over our ICANNstatement, this is what we're
doing, and, just as you say,like, keep hitting it over and
over again throughout the lessonand checking in with the kids
(14:44):
on it and don't feel like, oh,I'm being really repetitive here
because they probably need tohear it.
Speaker 3 (14:51):
Yeah, and it's a good practice for teachers to get
into right.
So, like, sometimes it feelslike I have to say it again and
we get tired of it and so wedrop it, but like it's an
essential part of the way wetalk to kids and the things that
they hear and the way that theykeep seeing, oh, we keep going
back to this learning target orthis teaching point.
(15:13):
That must be important.
So I'm going to just do thatmyself now, you know, and so,
like, eventually, the goal wouldbe that students are just doing
it themselves, which, likehallelujah to that right when
kids are doing the independentthings, especially something
important like that.
Speaker 2 (15:32):
For sure.
It'd be great, you know, if akid went out to the bathroom or
something for a minute and cameback and said to their friends,
like what are we doing?
And the kids had that statementready to go, because they've
heard it a few times already orit's written on the board.
Speaker 3 (15:47):
That would be a great way for the kids to be
supporting each other andthemselves with their learning
yeah, I also think that, um, youknow, whatever kind of exit
ticket teachers are planning indoesn't have to be the elaborate
thing either.
Right, it can be a quick lastminute, like turn to your
partner and tell them how you,you know, use the teaching point
(16:11):
today, or you know somethingthat we did helped you achieve
that, or whatever.
Like it doesn't always have tobe directed back to the teacher
and as something to read orlisten to too.
But teachers, can you know ifthey're doing a turn and talk or
something they can just goaround and listen in and maybe
zero in on those kids that youthink, maybe you know, depending
(16:34):
on what you saw during thelesson, check in on those ones.
But it doesn't have to be thisbig elaborate check-in either to
make sure that they got it Forsure.
Speaker 2 (16:47):
One I use all the time, especially if I know I'm
running out of time and we'vegot to get out of.
There is the you know on yourhand.
Show me on your hand out offive, how well are you?
You know how well have you gotthis, how confident are you
feeling?
And you know, if it's somethinglike that example I gave of
working on giving compliments toyour partner, you could just do
(17:10):
a quick.
Okay, show me on your handout afive.
How did it feel to receive yourcompliment from your partner
today?
Or something like that.
It's so quick, you don't needto print or cut or laminate or
glue or anything it's.
You know it's right there, it'squick, it's ready to go, but
again, it gives the kids achance to be drawn back to that
(17:30):
teaching point again before theyleave.
Speaker 3 (17:32):
Yeah, and then the data that teachers get from that
is helpful to know.
You know what you potentiallyneed to revisit the next time.
Speaker 2 (17:42):
Yeah, for sure.
Speaker 3 (17:43):
Yeah, yeah, I mean it's tricky to just stick to
your point Cause I mean you knowhow I tell stories.
They're big, long circles,which is like common for people,
right, and so, like people who,there's a lot of teachers that
you know, they they can gettalking and giving examples and
(18:04):
more examples, and which can begreat.
But again go back to yourteaching point.
What am I really doing here?
And you got to kind of reinyourself in a little bit.
When you get excited teaching,because I know that happens,
it's a thing.
Speaker 2 (18:18):
It does, it does.
But maybe it's good modelingtoo, to, you know, get a little
bit distracted and then modelsaying to the kids oh, we've
gone off track here.
This is our teaching point fortoday.
This is our statement for today.
Let's, let's bring ourselvesback and focus on what we're
doing yeah, exactly I like that.
Speaker 3 (18:40):
Modeling is key, yep absolutely that might be our
pare down pointer.
I think, modeling, yeah, justmodel how we keep going back to
our point, to our teaching point, and then you know, I think
it's like I was saying before,when kids start doing things
independently, like that's thegoal.
(19:00):
So, yeah, just keep modeling.
We're sticking to this, we'rereferring back to it and we're
going to stay on track so we canget our stuff done.
Speaker 2 (19:12):
Yeah.
Speaker 3 (19:13):
I like it.
Do you have another one?
Okay, great.
Speaker 2 (19:18):
Do I have another one ?
Maybe on the one teaching pointepisode we should stick to one
pair down pointer.
Speaker 3 (19:32):
Maybe, maybe teaching point episode we should stick
to one pair down, maybe.
Maybe.
I feel like it's a goodreminder teachers know this I
feel like in I don't want to sayinherently, but you know, with
practice and time like I gottastick to this, but I I'm hoping
that whoever's listening justit's a good reminder, even if
you're not teaching honestly,honestly you know, if you're
having a professionalconversation with, like a parent
(19:53):
, a colleague, youradministrator, whoever, stick to
your point, right, like it'sgreat, it's great to converse
with people and chit chat andall the things, but during the
school day we know how precioustime is.
So, like you're not being rude,but you're just like focusing on
this is what I need to say toyou right now and then we'll
(20:15):
talk more later.
And I think if you preface yourconversation like that, you
know, because you know peoplecan, it's easy to get on
tangents and you know,especially parents want to know
stuff about what's happeningwith their kids and all these
things.
Um, but you really have to juststick to your one point and
(20:35):
then, you know, go back and havethe rest of your conversation
later yeah, when it's a bettertime to be just free-flowing
conversation.
Yeah, sorry I went on a littletangent, but it was related.
Speaker 2 (20:52):
Speaking of Tammy going on tangents.
Okay, thanks, tammy.
That was a great conversation.
We'll wrap it up there fortoday.
Thanks for listening everyone.
Today's episode was brought toyou by Plan Z Professional
Learning Servicesforward-thinking educator
support.
Find out more atplanzplservicescom.
Speaker 1 (21:19):
Be sure to join Tammy and Christine and guests for
more episodes of the MinimalistEducator Podcast.
They would love to hear aboutyour journey with minimalism.
Connect with them at planzplson Twitter or Instagram of the
Minimalist Educator podcast.
They would love to hear aboutyour journey with minimalism.
Connect with them at PlanZPLSon Twitter or Instagram.
The music for the podcast hasbeen written and performed by
(22:00):
Gaia Moretti.
Thank you.
Welcome to the Minimalist Educator Podcast, a
podcast about paring down torefocus on the purpose and
priorities in our roles withco-hosts and co-authors of the
Minimalist Teacher Book, TammyMusialski-Borneman and Christine
Arnold.
Speaker 2 (00:37):
On today's episode of the podcast we talk about one
teaching point.
We discuss what that means andsome real-life examples of what
it looks like, and somenon-examples as well.
Hello everyone and welcome totoday's episode of the
Minimalist Educator Podcast.
(00:59):
I'm here with Tammy today.
How are you, Tammy?
Speaker 3 (01:02):
Not too bad, a little under the weather, but that's
okay.
I'm here with you and I'mexcited to talk about today's
topic.
Oh, that's good.
Speaker 2 (01:11):
That's good.
How are you?
I am very well, thank you, andvery excited to be here today.
We are talking about the ideaof one teaching point.
One teaching point what doesthat mean, Tammy?
Speaker 3 (01:27):
Well, I feel like it's pretty um like explicit in
those words, right so?
But we know that education canhave like smoke and mirrors and
all of these other things goingon, but really it's really
focusing in on one learningtarget or objective.
(01:51):
I know objectives are bigger,but just really sticking to one
thing that you're teaching yourstudents for that time frame
that you're in.
And so you know again, this canbe any grade or any topic,
because we know that if eachlesson that we teach, or each
discipline or each subject orwhatever, we're going to have
(02:13):
something specific that we'reteaching social studies topic in
ELA, that might look a littlebit different, but it's probably
just different in like thecontent that you're reading, so
that's not going to muddle withyour one teaching point.
(02:34):
So it really is just focus onteaching one thing to your
students so that there isn't abunch of confusion, right?
Speaker 2 (02:44):
I always think about it, as what is the one thing I
want the students to take awayfrom this?
What is the main thing I wantthem to leave here with?
That's always my thought, withthe one teaching point.
Speaker 3 (02:59):
Yeah, and I find going into different classrooms
and I find going into differentclassrooms.
That's what I'm looking for,right?
So a lot of times I have someteachers that are nervous to
have me in their classroom andothers that are like come in
anytime, and which is great, andthat I tell them.
(03:31):
My focus is I'm looking at whatstudents are doing, because
that's telling me what you'vetaught them or what they're
learning, and so that thatzeroes in on what was the
teaching point or the kids doingor saying, or you know whatever
.
The task is what you set outfor them to do and it's.
It sounds so simple, but, butit's easy to get caught in
teaching too much at one time.
But we talked in a few episodesago last season about cognitive
(03:52):
load.
Remember that.
Speaker 2 (03:54):
I do actually, I think it was back in season two.
I know it seems like just aheartbeat ago, but I think it
was.
It was episode 37, which Ithink was in season two, but yes
, wow oh my goodness.
Speaker 3 (04:08):
Um, but yeah, it kind of relates to that too, right?
So the the less we have on ourmind, the better we can focus.
So if we're teaching a singularskill or a piece of content to
students, then it makes iteasier for us and them because
we're there's no confusion inwhat the direction is for sure,
(04:29):
absolutely, yeah, I think we'redefinitely at risk of of hitting
that cognitive load level ifwe're trying to do too much in a
single lesson.
Speaker 2 (04:40):
Absolutely, it reminds me of watching a writing
lesson a while ago now, and youknow not to be too critical of
a colleague, but I do remembershe was with the class and she
was referring back to theprevious lessons that they've
(05:02):
done, which you know.
There's nothing wrong withreviewing what you've done
before.
But that went on for quite awhile, the reviewing, and then
she introduced the new thingsthat they were going to do today
with a little practice.
And then it was like oh, anddon't forget that we have to
check this for editing andrevising.
(05:23):
Oh, and remember, when we dofeedback with a peer, they also
need to talk about this and thisand this and this is how you
give compliments, and la la la.
And by the end of the lesson Iwas confused about what the main
idea was.
So everything she said waswonderful and relevant and
necessary, but all of ittogether in one instructional
(05:47):
lesson was I, was, I was likeI'm not sure what the takeaway
is here, and so that that'salways stuck with me is is you
know, if I'm confused.
What are the kids feeling?
Like you know they might.
They would be like, oh, thatwas great, I had a great chat
and I practiced and yay, I'mgoing to get feedback.
And then they go back to theirdesk and go wait.
(06:07):
What?
What am I doing?
Speaker 3 (06:09):
Yeah, yeah, I feel like you were in one of my
writing classes.
I feel like teaching writing isreally tough to just focus on
one thing, honestly, likereading can be pretty
straightforward, like you can beteaching a strategy or
practicing a strategy Math iscan be pretty focused, just
(06:33):
again like one way to solve aproblem or discussion, you know
whatever, but I feel likewriting can be that, that
subject area where there arejust so many things to work on
that feel like they can besimultaneous, right.
So like yes, we teach thewriting process, but you could,
(06:53):
you know, I and like, as writerswe've kind of discovered you
know, the process can be messyand confusing to ourselves.
Yep and so right like you, cando some drafting and revising
and editing at the same time.
Is that the best way to dothings?
Maybe not, but it depends onhow your workflow feels and how
(07:15):
your, your mind is working thatday.
So, um, I can definitely relateto that messy writing lesson
and just being all over, but Ithink the important thing is I I
feel like I became very good atstopping myself and being like
okay, hold on a second, let'srefocus on what we're supposed
to be doing today and that isthis thing.
(07:38):
So make sure.
Yes, I said a lot of other stuff.
Let's erase it and just say,okay, this was the teaching
point we're just looking at.
You know how to use a questionat the beginning of a story or
whatever it is, and I think it'simportant that teachers
recognize they have to do that,and that's a different skill for
(07:58):
teachers to be able to do.
Well, I guess, and every day,make sure we're on task.
Speaker 2 (08:10):
Yeah, absolutely.
I'm already thinking about someways that people might be able
to keep coming back to this oneteaching point.
But before we get to that, I'mwondering whether you feel like
it is this feeling of urgencythat we have as teachers, that
maybe it doesn't feel likeenough.
(08:31):
Like if I'm just doing oneteaching point, is that enough?
If I have six periods in a dayand I've got six teaching points
, is that enough in one day?
Do you think that could be partof why it's so challenging for
people?
Speaker 3 (08:46):
I would think so.
I think, culturally andsocietally, we've just learned
to become people who, you know,we try to cram in as much as we
can in our time because there'sjust so much to do, and that's
like in personal life and inteaching and other work forces
(09:07):
right, and we've seen that itdoesn't really work out that
well for us if we try to do toomuch, because it does lead to
confusion and frustration andkids shutting down.
When there's too much going on.
I mean I shut down, so likestop, what are you talking about
(09:28):
?
But yeah, I think we're in this.
It's almost like a false senseof urgency kind of we
realistically probably haveenough time to do the things
that we need to do.
If we became more efficient atsticking to the teaching point,
(09:52):
if we're able to do that, wouldwe have to do less reteaching?
Because if we're able to dothat, would we have to do less
reteaching?
Right, like it makes yourethink of how your time might
be spent in the classroom.
It does, yeah, right.
Yeah, for sure, so do you thinkwe're ready to launch into some
(10:18):
strategies for how people canstick to this one teaching point
?
Sure, I think so.
Speaker 2 (10:23):
I mean we could go on and on about some crazy lessons
we've seen or even taught, butyou know we'll not relish in
that oh yeah, We've all beenthere where we've a lesson has
completely got away from us andwe're just left thinking what,
what was that?
What?
What just happened?
Speaker 3 (10:40):
I mean, it's good storytelling later on.
Right it is.
Speaker 2 (10:44):
It is yes we could write a book of just that.
I think probably yes yes well,one one thing I'm thinking of is
well, I know some people haveto do it, but is writing that
objective in the room, on theboard somewhere?
That's one way to keep it frontof mind.
Right is to have it writtenright in front of you, right in
(11:06):
front of the kids.
Speaker 3 (11:08):
This is, this is the point that we're working on
today yeah, I see that in a lotof classrooms, which is great.
Sometimes it's written just asan objective statement or an I
can statement, and so and I'veseen teachers, you know, read it
to their class and the studentsread it to the teacher and to
each other, and so that there'ssome of that kind of
(11:30):
internalizing at the beginningof the lesson.
So, you know, does that meanthat they always stick to that?
No, but at least the intentionis there.
Sorry, I took a slide into theother side there, but but the
intention is there, which isgreat.
Right, so like teachers areintentionally putting it in
(11:50):
their plan book and putting iton the board as a reminder.
So, related to that, I thinkthat teachers could and even
students, if, if you know,they're hyper aware and
reflective checking in with thatteaching point throughout the
lesson.
So right, so like, if the it'sintroduced at the beginning of
(12:15):
the lesson and then maybe afterthe mini lesson, so just to say,
okay, did we?
Was the lesson related to whatour objective was?
yes or no, you know, do we needto make tweaks?
Do we need to talk a littlemore?
Whatever?
Do a little more.
And then when students go offto do their partner or small
group work, you know again, like, okay, when we're in our groups
(12:39):
, this is what our focus is, andjust telling, making that part
of the group protocol.
So, before they start they'relike okay, this is what our
target is or what our teachingpoint is, and so that's what our
focus is.
And then again, like, it almostseems like beating a dead horse
.
But then again at the end ofthe small group time, okay, did
we do that?
(13:00):
Okay, great, then we're ontrack, and I think teaching
students to do that is, I mean,it makes them reflective on what
they're learning.
And then, of course, with thelesson closure, right and that
often gets.
It gets dropped off a lot oftimes in lessons because kids
are doing the activity andthere's not enough time to wrap
(13:20):
up.
Getting back to the point ofthis was what we were trying to
do today.
Did we do that?
And so that's something that Ithink I mean it was hard.
It's hard to do when you onlyhave like 45 minutes to do
something and you're trying todo all these lesson components
and then have some kind ofclosure.
Speaker 2 (13:41):
but it's so important to have the closure Like you
can't, you can't drop thatAbsolutely, and that's that was
one of the things I was thinking.
Is you know some sort ofclosure or review or reflection,
or you know pre-planning yourexit ticket around your teaching
point so that you know goinginto it?
(14:02):
Okay, I need them to respond atthe end of the lesson about
what we've done today.
I think that's really powerfuland I think one of the things to
remember with this as well isyou know, what do they say?
It's something like people needto hear something like seven
times before the message isactually received.
(14:23):
So I think don't be afraid torepeat and repeat and repeat.
Like it's totally fine to saytoday we're practicing this or
going back over our ICANNstatement, this is what we're
doing, and, just as you say,like, keep hitting it over and
over again throughout the lessonand checking in with the kids
(14:44):
on it and don't feel like, oh,I'm being really repetitive here
because they probably need tohear it.
Speaker 3 (14:51):
Yeah, and it's a good practice for teachers to get
into right.
So, like, sometimes it feelslike I have to say it again and
we get tired of it and so wedrop it, but like it's an
essential part of the way wetalk to kids and the things that
they hear and the way that theykeep seeing, oh, we keep going
back to this learning target orthis teaching point.
(15:13):
That must be important.
So I'm going to just do thatmyself now, you know, and so,
like, eventually, the goal wouldbe that students are just doing
it themselves, which, likehallelujah to that right when
kids are doing the independentthings, especially something
important like that.
Speaker 2 (15:32):
For sure.
It'd be great, you know, if akid went out to the bathroom or
something for a minute and cameback and said to their friends,
like what are we doing?
And the kids had that statementready to go, because they've
heard it a few times already orit's written on the board.
Speaker 3 (15:47):
That would be a great way for the kids to be
supporting each other andthemselves with their learning
yeah, I also think that, um, youknow, whatever kind of exit
ticket teachers are planning indoesn't have to be the elaborate
thing either.
Right, it can be a quick lastminute, like turn to your
partner and tell them how you,you know, use the teaching point
(16:11):
today, or you know somethingthat we did helped you achieve
that, or whatever.
Like it doesn't always have tobe directed back to the teacher
and as something to read orlisten to too.
But teachers, can you know ifthey're doing a turn and talk or
something they can just goaround and listen in and maybe
zero in on those kids that youthink, maybe you know, depending
(16:34):
on what you saw during thelesson, check in on those ones.
But it doesn't have to be thisbig elaborate check-in either to
make sure that they got it Forsure.
Speaker 2 (16:47):
One I use all the time, especially if I know I'm
running out of time and we'vegot to get out of.
There is the you know on yourhand.
Show me on your hand out offive, how well are you?
You know how well have you gotthis, how confident are you
feeling?
And you know, if it's somethinglike that example I gave of
working on giving compliments toyour partner, you could just do
(17:10):
a quick.
Okay, show me on your handout afive.
How did it feel to receive yourcompliment from your partner
today?
Or something like that.
It's so quick, you don't needto print or cut or laminate or
glue or anything it's.
You know it's right there, it'squick, it's ready to go, but
again, it gives the kids achance to be drawn back to that
(17:30):
teaching point again before theyleave.
Speaker 3 (17:32):
Yeah, and then the data that teachers get from that
is helpful to know.
You know what you potentiallyneed to revisit the next time.
Speaker 2 (17:42):
Yeah, for sure.
Speaker 3 (17:43):
Yeah, yeah, I mean it's tricky to just stick to
your point Cause I mean you knowhow I tell stories.
They're big, long circles,which is like common for people,
right, and so, like people who,there's a lot of teachers that
you know, they they can gettalking and giving examples and
(18:04):
more examples, and which can begreat.
But again go back to yourteaching point.
What am I really doing here?
And you got to kind of reinyourself in a little bit.
When you get excited teaching,because I know that happens,
it's a thing.
Speaker 2 (18:18):
It does, it does.
But maybe it's good modelingtoo, to, you know, get a little
bit distracted and then modelsaying to the kids oh, we've
gone off track here.
This is our teaching point fortoday.
This is our statement for today.
Let's, let's bring ourselvesback and focus on what we're
doing yeah, exactly I like that.
Speaker 3 (18:40):
Modeling is key, yep absolutely that might be our
pare down pointer.
I think, modeling, yeah, justmodel how we keep going back to
our point, to our teaching point, and then you know, I think
it's like I was saying before,when kids start doing things
independently, like that's thegoal.
(19:00):
So, yeah, just keep modeling.
We're sticking to this, we'rereferring back to it and we're
going to stay on track so we canget our stuff done.
Speaker 2 (19:12):
Yeah.
Speaker 3 (19:13):
I like it.
Do you have another one?
Okay, great.
Speaker 2 (19:18):
Do I have another one ?
Maybe on the one teaching pointepisode we should stick to one
pair down pointer.
Speaker 3 (19:32):
Maybe, maybe teaching point episode we should stick
to one pair down, maybe.
Maybe.
I feel like it's a goodreminder teachers know this I
feel like in I don't want to sayinherently, but you know, with
practice and time like I gottastick to this, but I I'm hoping
that whoever's listening justit's a good reminder, even if
you're not teaching honestly,honestly you know, if you're
having a professionalconversation with, like a parent
(19:53):
, a colleague, youradministrator, whoever, stick to
your point, right, like it'sgreat, it's great to converse
with people and chit chat andall the things, but during the
school day we know how precioustime is.
So, like you're not being rude,but you're just like focusing on
this is what I need to say toyou right now and then we'll
(20:15):
talk more later.
And I think if you preface yourconversation like that, you
know, because you know peoplecan, it's easy to get on
tangents and you know,especially parents want to know
stuff about what's happeningwith their kids and all these
things.
Um, but you really have to juststick to your one point and
(20:35):
then, you know, go back and havethe rest of your conversation
later yeah, when it's a bettertime to be just free-flowing
conversation.
Yeah, sorry I went on a littletangent, but it was related.
Speaker 2 (20:52):
Speaking of Tammy going on tangents.
Okay, thanks, tammy.
That was a great conversation.
We'll wrap it up there fortoday.
Thanks for listening everyone.
Today's episode was brought toyou by Plan Z Professional
Learning Servicesforward-thinking educator
support.
Find out more atplanzplservicescom.
Speaker 1 (21:19):
Be sure to join Tammy and Christine and guests for
more episodes of the MinimalistEducator Podcast.
They would love to hear aboutyour journey with minimalism.
Connect with them at planzplson Twitter or Instagram of the
Minimalist Educator podcast.
They would love to hear aboutyour journey with minimalism.
Connect with them at PlanZPLSon Twitter or Instagram.
The music for the podcast hasbeen written and performed by
(22:00):
Gaia Moretti.
Thank you.
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