MAX Teaching with Reading and Writing Workshop
Hot Springs, Arkansas
August 3, 2010
Don Eichenberger
MAX Teaching Consultant/
Regional Director
The Springdale High School
1103 W. Emma Street
Springdale, AR 72762
479-530-5431 Cell
deichenberger@sdale.org
reddogike51@cox.net
Using Literacy Skills
To Help Students Learn Subject Matter
For more information and examples, go to
www.maxteaching.com
I believe that teachers…
1.…do the best they can under difficult
circumstances.
2.…will change if they perceive that the
changes will help instruction.
Therefore, The Two Questions we ask
ourselves as professionals are:
1. How can I maximize the effectiveness
of my teaching?
2. How do students learn most
effectively?
SHS Experience
What we wanted was to find
something that was:
* Based on current Best Practices,
* Practical,
* Easy to use, and
* Sustainable
Something our teachers could see,
learn, and use effectively the next
day.
WHAT IS INEFFECTIVE AND TYPICALLY FOUND IN
CLASSES ACROSS THE US, ACCORDING TO SREB/HSTW:
• Students have no connection to what they are to learn because they did not read
the homework assignment and they do not connect it to their prior knowledge.
• The Teacher has students copy down 15-20 vocabulary words and look up the
definitions for those words in the glossary.
• Round Robin or Popcorn Reading.
• Students are told to copy down notes the teacher has provided.
• Students fill in spaces on a worksheet created by the teacher or usually by the
textbook manufacture.
• Students are told that this material will be on the Test on Friday and they should get
busy and learn it
• Little or no verbal interaction occurs and no one learns very much, but the class is
quiet and orderly since all the students are obviously “On Task”.
WHAT WORKS IN THE CLASSROOM
1. Identifying similarities and differences
2. Summarizing and note taking
3. Reinforcing effort and providing recognition
4. Homework and practice
5. Nonlinguistic representations
6. Cooperative learning
7. Setting objectives and providing feedback
8. Generating and testing hypotheses
9. Cues, questions, and advance organizers
Source: Adapted from Classroom Instruction That Works by
R. J. Marzano, D. J. Pickering, and J. E. Pollock, 2001,
Alexandria, VA: ASCD.
MAX Teaching
With Reading and Writing
Using Content Literacy Based
Instruction
To Help Students Learn Subject
Matter
Mark A. Forget, Ph.D.
MAX Teaching
maxteaching.com
Daily Elements of MAX Teaching
MAX
Motivation
Before Reading
During Reading
Getting Ready to Read by
Relating Subject Matter to
Student Prior Knowledge
and Setting Purpose
Acquisition
Silent Purposeful Reading
for Individual
Interpretation of the Text
Xtension
E
After Reading
Construction of Meaning
and Reorganization of
Information through
Higher Order Thinking
SAM
Introduction
and Modeling
of the Skill
CLeM
Written
Commitment
 Discussion
Individual
Gathering
Guided Practice Information for
in the Skill
Discussion
Group Practice
of Skill &
Attempt to
Reflection on
Achieve
How the Skill Consensus
Helped to Learn
MAX Teaching Framework
Motivation
Helping
students
strive for
success
Reducing
anxiety over
possible
failure
 Writing to think and
commit to ideas
 Cooperative discussion
to
o Determine prior
knowledge
o Build prior
knowledge
 Focus on a learning
skill
 Setting concrete
purpose for reading
Acquisition
Threat-free
opportunity
to interact
with text
Xtension
E
Individual
Higher order
practice in a thinking
learning skill
 Silent purposeful
reading
 Writing to gather
information for further
discussion
 Individual practice in
the learning skill
 Individual manipulation
of concepts and
vocabulary
Repetition of
important
concepts and
vocabulary
 Cooperative discussion
and/or debate to
collectively construct
meaning
 Low-threat immediate
feedback
 Individual and group
manipulation of
vocabulary & concepts
 Writing to reorganize
information
 Analysis, synthesis,
application, evaluation
of reading material
 Reflection on the use of
the learning skill
Categories of Instructional Strategies that Affect Student Achievement With Related MAX Teaching Activities
Average
Effect
Size
Average
Percentile
Gain
1. Identifying Similarities and Differences
1.61
45
2. Summarizing and Note Taking
1.00
34
3. Reinforcing Effort & Providing Recognition
.80
29
4. Homework and Practice
.77
28
1, 2, 3, 4, 6, 7, 8, 9, 10, 12, 14, 15, 16, 17, 19,
20, 21, 22
1, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 15, 17, 18,
19, 21, 22, 23
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16,
17, 18, 19, 20, 21, 22, 23
3, 4, 8, 11, 12, 13, 15, 18, 19, 20,
5. Non-Linguistic Representations
.75
27
2, 12, 18, 19
6. Cooperative Learning
.73
27
7. Setting Objectives & Providing Feedback
.61
23
8. Generating & Testing Hypotheses
.61
23
9. Questions, Cues, & Advanced Organizers
.59
22
1, 4, 5, 6, 9, 10, 11, 12, 13, 14, 16, 17, 18, 19,
20, 22,
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16,
17, 18, 19, 20, 21, 22, 23
1, 2, 5, 6, 7, 10, 13, 15, 16, 17, 19, 20, 21, 22,
23
1, 2, 3, 5, 6, 12, 13, 15, 16, 17, 18, 19, 20, 21,
22, 23
Instructional Strategy Category
Literacy Activities
This chart includes a list of the nine categories of instructional strategies reported by Robert Marzano as leading to the reported positive gains in student achievement (Marzano,
Pickering, & Pollock, 2001) and a corresponding list of classroom activities used in the MAX Teaching process (Forget, 2004) which, if carried out correctly, should involve the
associated instructional strategy categories.
Forget, M. (2004, in press). MAX teaching with reading and writing: Classroom activities for helping students learn new subject matter while acquiring literacy skills. Victoria,
BC: Trafford.
Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association
for Supervision and Curriculum Development.
Therefore, would you like to learn
how to…
Get each and every student, each day, to
come to class after having read the
homework assignment with the assistance
of an adult, and discussing it with two or
three peers for twenty minutes on the way
to school?
Would you like to learn how to…
Get each and every student, each day, to come to class after having read the homework
assignment with the assistance of an adult, and discussing it with two or three peers for twenty
minutes on the way to school?
• Develop a set of lesson plans that are effective yet do not
take very much time to prepare?
• Help students to master course content?
• Develop students as skilled, independent learners?
• Improve your own ability to read and study effectively?
• Raise the scores on standardized tests?
Now, please get out a sheet of paper.
What would your classroom be like
if every student did come to class
having read their homework
assignment with the help of an adult
having also discussed it with 2 or 3 of
their peers?
List as many characteristics or traits
as possible………
Then:
• List as many as possible on the board
• Now come up with 3 categories into
which to divide all the information
• Now in your cooperative groups, come to
consensus
• Then write potentials on the board
Your Fantastic Classroom, con.
Put them into your three categories with
two sub-categories:
ATTITUDE
PROCESS
ACHIEVEMENT
TEACHER STUDENT
TEACHER STUDENT
TEACHER STUDENT
PRE-LEARNING CONCEPT CHECK
• Now, look at the Concept Check in the handout
• Place a + by each term if you know it
• Place a / (Check) if you have heard of it, but you
are not sure what it is
• Place a 0 if you don’t know it
• NOTE: At the end of the period, these are great
places to do an Extension Activity, Like a FFW
or a GIST
PRE-LEARNING CONCEPT CHECK
+ means you are an expert, and you could explain it to anyone here.
 means you have heard of it, but you are not an expert.
0 means you do not know the word.
1. ANTICIPATION GUIDES
2. PREVIEWING
3. CORNELL (2 COLUMN) NOTES
4. CUBING
5. FICTION PREDICTION
6. DRTA – DIRECTED READING/THINKING ACTIVITY
7. FOCUSED FREE WRITE
8. MATH TRANSLATION
9. GIST
10. GUIDED READING PROCEDURE
11. HUNT FOR MAIN IDEAS
12. I.N.S.E.R.T
13. INTERACTIVE CLOZE PROCEDURE
14. PAIRED READING
15. P.Q.R.2.S.T.+
16. PREP
17. EXTREME PAIRED READING
18. SENSIBLE SENTENCE HIGHLIGHTING
19. STUDENT GENERATED GRAPHIC REPRESENTATIONS
20. THINK PAIR SHARE
21. STUMP THE TEACHER
22.THREE LEVEL STUDY GUIDE
23. PRE AND POST LEARNING CONCEPT CHECK
PRE-LEARNING CONCEPT CHECK
+ means you are an expert, and you could explain it to
anyone here.
 means you have heard of it, but you are not an expert.
0 means you do not know the word.
___solution___
___system of equations___
___substitution___
___graphing___
___ordered pair___
___solving for a variable___
___coefficient___
___variable___
Electric Current
Directions: Use this to rate your understanding of the important terms from this
reading. If you are an expert, and you know the word really well, give yourself a + in
the space to the left of the word. If you have heard of it, but are not sure or do not feel
like an expert, place a in the space. If you do not know the word, use a 0.
Before Reading:
After Reading:
___
___
___
___
___
___
___
___
___
___
electric current
conductor
circuit
potential energy
kinetic energy
voltage
electron
battery
terminal
resistance
___
___
___
___
___
___
___
___
___
___
+ means you are an expert, and you could explain it to anyone
here.
 means you have heard of it, but you are not an expert.
0 means you do not know the word yet.
___friction___
___surfaces___
___rough surface___
___smooth surface___
___force___
___mass___
___sliding friction___
___rolling friction___
___fluid friction___
___static friction___
___lubricant___
•
Our goal is to move the student from being a Restricted Learner to an
Autonomous Learner
•
Following the Gradual Release Model
–
–
–
–
•
I can do it
We can do it
You all can do it, together
You can do it your self
= More teacher centered
= More student centered
The ultimate goal is that every student can become a Life-long Learner!
HERE IS THE MAX TEACHING PARADIGM CONTRASTED WITH THE GRR MODEL. THE DIFFERENCE IS THAT MAX TEACHING GIVES
YOU A PRACTICAL DELIVERY SYSTEM THAT CAN BE EFFECTIVE IN VIRTUALLY ANY CLASSROOM, THAT IS SUPPORTED BY
CURRENT “BEST PRACTICE” RESEARCH BY SREB, HSTW, MARZANO, REEVES, AND OTHERS.
1. FOCUS LESSON
2. GUIDED INSTRUCTION
3. COLLABORATIVE
4. INDEPENDENT
I DO IT
WE DO IT
YOU DO IT TOGETHER
YOU DO IT ALONE
MOTIVATION ACTIVITY
SAM (SKILLS AQUISTITION MODEL)
CLEM (THE EFFECTIVE USE OF COOPERATIVE LEARNING)
EXTENSION ACTIVITY
PRACTICAL, PERSONAL QUESTIONS TO ASK…..
If there is a better way to business in your class,
that is probably easier than what you are currently
doing,
that is proven to be more effective than what you are
probably doing,
are you willing to change?
Change?
CHANGE?
HOW MANY AMISH DOES IT TAKE TO CHANGE A LIGHT BULB?
What’s a light bulb?
HOW MANY CHARISMATICS?
One, they already have their hands in the air.
HOW MANY TV EVANGELISTS?
One, but for the message of light to continue, send your donation
today.
HOW MANY CATHOLICS?
None they use candles.
HOW MANY CHURCH OF CHRIST?
They cannot do it at all because it is not specifically mentioned in the
New Testament.
HOW MANY METHODISTS?
They choose not to make a statement either in favor of or against the
need for a light bulb. However, if in your own journey, you have found
that a light bulb works for you, that is fine. You are invited to write a
poem or compose a modern dance and present it next month at our
Annual Light Bulb Sunday Service, during which we will explore a
number of Light Bulb Traditions including incandescent, fluorescent,
and three-way, all of which are equally valid paths to luminescence
through Jesus Christ.
HOW MANY SOUTHERN BAPTISTS?
Change??????
SAM:
The Skill Acquisition Model
“A Skill Acquisition Model for Teaching Literacy
Skills”.
SAM
The Skill Acquisition Model:
1. Introduce and model a skill.
2. Provide guided practice in the
use of the skill.
3. Have students report on their
use of the skill.
Marzano is probably the most active and quoted
Educational Researcher of the past 25 years. Most of his
work can be summarized in two basic thoughts:
1. The key to success in the classroom is Guided Practice
2. Multiple exposures
ANTICIPATION GUIDES
• Now turn to AG in your handout
• We are now looking at Anticipation Guides
• Anticipation Guides are versatile learning
strategies that are very different from traditional
worksheets
ANTICIPATION GUIDE: How Students Learn Most Effectively
Before Reading: In the space to the left of each statement, place a check mark
(  ) if you agree or think the statement is true.
During or After Reading: Add new check marks or cross through those about which you have
changed your mind. Keep in mind that this is not like the traditional “worksheet.” You may have
to put on your thinking caps and “read between the lines.” Use the space under each statement
to note the page, column, and paragraph(s) where you have found information to support your
thinking.
___1. Students must participate actively in their learning in order for the material learned
to become personal knowledge.
___2. The best place for low-performing readers to improve their reading skills is in a
remedial reading class.
___3. Most students from kindergarten through twelfth grade can practice critical
thinking about virtually any subject matter.
___4. In most school-related learning situations, students and teachers retain much more
from what they discuss than from what they read.
___5. Teachers should rely heavily on the textbook as a tool to help students learn their
subject matter.
___6. Through daily repetition of practice in using literacy skills to learn and process new
information, students can become autonomous learners, without even realizing that the
process is occurring.
___7. Reading is thinking – and students’ scores on most state-mandated standardized
tests would improve if teachers were to provide students with guided practice in
reading/thinking skills in their daily routine of course content instruction.
___1. Students must participate actively in their learning in
order for the material learned to become personal knowledge.
___2. The best place for low-performing readers to improve
their reading skills is in a remedial reading class.
___3. Most students from kindergarten through twelfth grade
can practice critical thinking about virtually any subject matter.
___4. In most school-related learning situations, students and
teachers retain much more from what they discuss than from
what they read.
___5. Teachers should rely heavily on the textbook as a tool to
help students learn their subject matter.
___6. Through daily repetition of practice in using
communication skills to learn and process new information,
students can become autonomous learners.
___7. Reading is thinking – and students’ scores on most statemandated standardized tests would improve if teachers were to
provide students with guided practice in reading/thinking skills
in their daily routine of course content instruction.
Characteristics of Effective Anticipation Guides:
•All statements are about important concepts.
•Every statement rephrases what the text is saying.
All statements are plausible.
•Some statements include ideas that are intuitively appealing to students, but
which will prove to be incorrect upon reading the text.
•At least one statement should be written in such a way as to force students to
interpret large segments of text such as a paragraph or two. This prevents the
exercise from turning into a simple “decoding exercise.”
•Some statements are worded in such a way as to provoke critical thinking about the
key concepts. Rather than true/false statements, they are somewhat vague or
interpretational.
•Based on either the students’ prior knowledge or on the material being presented,
students might disagree with one another and provide some valid evidence for either
side of the argument, both before and after the reading.
•Some statements may not have a correct answer – it is a good idea to include
some statements to which even the teacher does not have an answer. These can
stimulate great discussion leading to deeper understanding of the subject matter.
•A good anticipation guide does not need a key, it provokes argument and
discussion.
___1. Dogs, cats, elephants, and humans are alike.
___2. Scientists know exactly how many different types of
plants and animals exist on this planet.
___3. When scientists classify things, they are putting them in
groups of things that are alike.
___4. Elephants, fleas, people, and fish are all members of the
same phylum and the same kingdom.
___5. Elephants, fleas, people, and fish are all members of the
same phylum and the same kingdom, but not of the same class
or of the same species.
___6. If two living things are members of the same species, that
means that they are also members of the same genus and
members of the same family, and members of the same
kingdom.
___7. Not everyone in this room right now is a member of the
same order.
___8. The first person who classified living organisms did it by
how things appeared, but now, we use other features too.
___1. Most of the people in the north part of Africa live near a large body of
water.
___2. Most people of North African countries dress differently than
Americans, and many of them do not respect the beliefs and values of
Americans and Europeans.
___3.The Nile river runs right through the middle of a giant desert.
___4. The Nile River is so long that you could sail from the Mediterranean
Sea to the center of Africa.
___5. Egypt has many different geographic features like lakes, rivers,
deserts, peninsulas, etc.
___6. It is good to be a farmer if you live near a large river because the
river, when it floods, brings new fresh soil down from the mountains. When
the river goes down again, rich soil is left for farmers to grow their crops.
___7. When the Egyptian government built the Aswan High Dam, they
provided the people of Egypt with many new benefits such as water for
irrigation of new farmland in the desert.
___8. When the Egyptian government built the Aswan High Dam, they
provided the people of Egypt with many new problems.
___9. Egyptians built the first skyscrapers.
___10. One problem that Egypt has is that it sells many different products
to the rest of the world, but it buys more stuff from other countries than it
sells to them.
___1. The expression x2 means x raised to the second power.
___2. The expression 26.3 X 104 means “twenty-six point three
times 10 to the fourth power” and is the same as 26,300,000.
___3. Using powers of ten to write large numbers is an easy
way to keep numbers small.
___4. Numbers written in standard form always have a decimal
in them, and there is usually one digit to the right of the
decimal.
___5. Every time the exponent of ten increases by one, the
decimal moves one place to the right.
___6. It is easy to figure out very large or very small numbers in
your head by using powers of ten.
___7. Numbers written in scientific notation always have a
decimal in them, and there is always one digit to the right of the
decimal.
___1. Sectionalism was so strong in the 1850’s that even national political parties
sometimes split along Northern and Southern lines over the slavery issue---and into
which territories slavery would spread.
___2. Because of the Fugitive Slave Act, it became legal to own slaves in the
Northern States in the 1850’s.
___3. The Fugitive Slave Act backfired in a way, since it allowed Northerners to see
how slaves were treated.
___4. One way that people in the North became aware of the conditions of slavery
was through a famous novel that was published about slaves and their lives.
___5. “Popular sovereignty” means “rule by the people,” and in the 1850’s, it meant
that the people who settled in the new territories would make their own decisions
about slavery.
___6. Popular sovereignty in the newly-created territories of Kansas and Nebraska
would mean that the Missouri Compromise of 1820---forbidding slavery north of a
certain line---was null & void.
___7. Once the decision was made to have the settlers of the new Kansas and
Nebraska Territories decide for themselves whether to be a slave or free territory,
radical people from both pro-slavery and anti-slavery groups moved into the
territory---leading to a pretty messy election.
___8. In the end, democracy usually wins, and territorial issues such as slavery
were settled peacefully.
___9. People from Kansas finally settled the slavery issue by writing a constitution
of their own.
THE DAILY COMPONENTS OF THE MAX TEACHING PROCESS
SAM – The Skill Acquisition Model
1. Introduction and Modeling of the Skill
2. Guided Practice in the Skill
3. Reporting on Use of the Skill
** CLEM – The Cooperative Learning Model
Two Important Elements of Successful Cooperative Learning:
1. Heterogeneous Groups
2. A Real Problem to Be Solved
3-Step Process of Successful Cooperative Learning:
1. Individual Written Work
Commitment
2. Small Group Work*
Consensus
3. Large Group Discussion
Mediation/Arbitration
MAX – The Three Steps of the MAX Teaching Framework
Essential Elements of Successful
Cooperative Learning:
• A Real Problem to Be Solved
• Heterogeneous Groups
Three-Step Process of Cooperative
Learning:
• Individual Written Work = Commitment
• Small Group Work =
Consensus
• Large Group Consensus = Discussion
MAX Teaching Framework
Motivation
Helping
students
strive for
success
Reducing
anxiety over
possible
failure
 Writing to think and
commit to ideas
 Cooperative discussion
to
o Determine prior
knowledge
o Build prior
knowledge
 Focus on a learning
skill
 Setting concrete
purpose for reading
Acquisition
Threat-free
opportunity
to interact
with text
Individual
practice in a
learning skill
 Silent purposeful
reading
 Writing to gather
information for further
discussion
 Individual practice in
the learning skill
 Individual manipulation
of concepts and
vocabulary
Xtension
E
Higher order
thinking
Repetition of
important
concepts and
vocabulary
 Cooperative discussion
and/or debate to
collectively construct
meaning
 Low-threat immediate
feedback
 Individual and group
manipulation of
vocabulary & concepts
 Writing to reorganize
information
 Analysis, synthesis,
application, evaluation
of reading material
 Reflection on the use of
the learning skill
Lucy’s Dilemma
After checking the log it was obvious that I had been doing far too much
LSD. As a result my max VO2 was bound to suffer. It was obviously a
time to attempt some fartleking. I wondered if the Gore-tex and
polypropylene would hinder my attempt at using speed. If so, perhaps a
quick deuce would, just as well, serve the purpose of the day.
1. How did Lucy know she had been doing too much LSD?
a) flashbacks b) checking her log c) fatigue
2. How could she improve her max VO2?
using more speed b) occasional marijuana use
c) Fartleking
3. What might hinder use of speed?
polypropylene b) Gore-tex c) both of these
4. What might she substitute for speed?
a) polypropylene b) a quick deuce c) more LSD
MAX Teaching Framework
Motivation
Helping
students
strive for
success
Reducing
anxiety over
possible
failure
 Writing to think and
commit to ideas
 Cooperative discussion
to
o Determine prior
knowledge
o Build prior
knowledge
 Focus on a learning
skill
 Setting concrete
purpose for reading
Acquisition
Threat-free
opportunity
to interact
with text
Individual
practice in a
learning skill
 Silent purposeful
reading
 Writing to gather
information for further
discussion
 Individual practice in
the learning skill
 Individual manipulation
of concepts and
vocabulary
Xtension
E
Higher order
thinking
Repetition of
important
concepts and
vocabulary
 Cooperative discussion
and/or debate to
collectively construct
meaning
 Low-threat immediate
feedback
 Individual and group
manipulation of
vocabulary & concepts
 Writing to reorganize
information
 Analysis, synthesis,
application, evaluation
of reading material
 Reflection on the use of
the learning skill
MAX DAILY LESSON PLAN:
TOPIC:
DATE:
OBJECTIVES:
MATERIALS:
KEY VOCAB. TERMS:
MOTIVATION:
ACQUISITION:
EXTENSION:
MAX DAILY LESSON PLAN: Example
TOPIC: America Moves Toward War
DATE:
2/2/8
OBJECTIVES: Power Standard 16.4 – Analyze steps the U.S. took prior to the
Japanese Attack on Pearl Harbor to prepare for war.
MATERIALS: Text Book
KEY VOCAB. TERMS: Axis Powers, Lead-Lease Act, Allies, Atlantic Charter, Tojo,
Neutrality, Infamy
MOTIVATION: Preview
ACQUISITION: Guided Reading Procedure
EXTENSION: FFW, “Did the US provoke Japan into attacking us to enter
the war in Europe?” Does that type of thing happen today? Why or
Why Not?
The Way It Shouldn’t Be
1. Students have no
connection to what they are
to learn because they did not
read the homework
assignment and they do not
connect to their prior
knowledge.
2. Teacher has students
copy down 15-20 vocabulary
words and look up definitions
for them.
3.Round-robin reading.
Students are told to copy
down notes the teacher has
provided.
4. Students fill in spaces on
worksheets created by
textbook publisher.
5. Students are told that this
material will be on the test on
Friday.
6.Little or no verbal
interaction occurs, and no
one learns very much, but the
class is quiet and orderly.
The Way It Sometimes
Is
?
The Way It Can Be With
MAX
?
THE WAY IT SOMETIMES IS….
1. 10-20 % of students have completed the assigned reading.
2. Most students have no clue about the assignment or the concepts they
should have learned from the text.
3. Teacher attempts to teach concepts by lecture, questions, probes for
understanding, video, notes, etc.
4. All students have some level of conceptual understanding.
5. None have improved their learning skills. The teacher did all the work!
6. The hidden message is that students don’t have to read – the teacher
will tell them all they need to know.
This is the way my class usually went for years, moderately successful
The Way It Can be (Is) with MAX
• Teacher helps students link prior knowledge to the day’s lesson.
• Students establish their purposes for learning.
• Students actively probe text in attempt to satisfy their need for
understanding.
• Students help one another construct understanding of subject matter.
• Intelligent discussion occurs with all students having complete
knowledge base with which to work.
• All students use the vocabulary of the discipline.
• Students perform meaningful reflection for homework.
REALLY? YOU BET!
Fantastic (MAX Teaching) Classroom/School
Attitude
Students
Process
Teacher
Students
Achievement
Teacher
Students
Teacher
Quiz
1. Instead of fartleking, what would be a good
substitute for speed?
_____________________
2. In most cases, reading is not taught
beyond the ___________ grade.
3. A ubiquitous and valuable tool for learning
is the __________________, if used
properly.
WITH MAX TEACHING, PRACTICALLY SPEAKING, YOU…
1. Preview the reading.
2. Talk about the reading, together in class.
3. Make a prediction about the reading.
4. Briefly, have the kids talk about the reading with their peers.
5. Short whole class discussion about the reading. Introduce the literacy skill
and model it to the class.
6. Actually read the reading with a purpose, demonstrating guided practice in
using the skill.
7. Express your thinking by writing about the reading.
8. Share your written commitment about the reading with peers in you cooperative
learning group.
9. Come to some consensus about the group commitment about
the reading.
10. Share and discuss your group consensus about the reading with the
teacher/class, working toward a group agreement or consensus.
11. Take the consensus about the reading and make a practical application or
solve a real world problem.
12. Organize the days activities about the reading in your Two Column Notes.
Now, in a typical MAX Teaching Daily Process Activity, each student has
processed the reading at least 12X.