The Minimalist Educator Podcast
A podcast about paring down to focus on the purpose and priorities in our roles.
The Minimalist Educator Podcast
Episode 064: Focusing on One Teaching Point with Tammy and Christine
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.
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The Minimalist Educator Podcast is a Plan Z Education Services adventure.
Welcome to the Minimalist Educator Podcast, a podcast about paring down to refocus on the purpose and priorities in our roles with co-hosts and co-authors of the Minimalist Teacher Book, Tammy Musialski-Borneman and Christine Arnold.
Speaker 2:On today's episode of the podcast we talk about one teaching point. We discuss what that means and some real-life examples of what it looks like, and some non-examples as well. Hello everyone and welcome to today's episode of the Minimalist Educator Podcast. I'm here with Tammy today. How are you, Tammy?
Speaker 3:Not too bad, a little under the weather, but that's okay. I'm here with you and I'm excited to talk about today's topic. Oh, that's good.
Speaker 2:That's good. How are you? I am very well, thank you, and very excited to be here today. We are talking about the idea of one teaching point. One teaching point what does that mean, Tammy?
Speaker 3:Well, I feel like it's pretty um like explicit in those words, right so? But we know that education can have like smoke and mirrors and all of these other things going on, but really it's really focusing in on one learning target or objective. I know objectives are bigger, but just really sticking to one thing that you're teaching your students for that time frame that you're in. And so you know again, this can be any grade or any topic, because we know that if each lesson that we teach, or each discipline or each subject or whatever, we're going to have something specific that we're teaching social studies topic in ELA, that might look a little bit different, but it's probably just different in like the content that you're reading, so that's not going to muddle with your one teaching point.
Speaker 3:So it really is just focus on teaching one thing to your students so that there isn't a bunch of confusion, right?
Speaker 2:I always think about it, as what is the one thing I want the students to take away from this? What is the main thing I want them to leave here with? That's always my thought, with the one teaching point.
Speaker 3:Yeah, and I find going into different classrooms and I find going into different classrooms. That's what I'm looking for, right? So a lot of times I have some teachers that are nervous to have me in their classroom and others that are like come in anytime, and which is great, and that I tell them. My focus is I'm looking at what students are doing, because that's telling me what you've taught them or what they're learning, and so that that zeroes in on what was the teaching point or the kids doing or saying, or you know whatever. The task is what you set out for them to do and it's. It sounds so simple, but, but it's easy to get caught in teaching too much at one time. But we talked in a few episodes ago last season about cognitive load. Remember that.
Speaker 2:I do actually, I think it was back in season two. I know it seems like just a heartbeat ago, but I think it was. It was episode 37, which I think was in season two, but yes, wow oh my goodness.
Speaker 3:Um, but yeah, it kind of relates to that too, right? So the the less we have on our mind, the better we can focus. So if we're teaching a singular skill or a piece of content to students, then it makes it easier for us and them because we're there's no confusion in what the direction is for sure, absolutely, yeah, I think we're definitely at risk of of hitting that cognitive load level if we're trying to do too much in a single lesson.
Speaker 2:Absolutely, it reminds me of watching a writing lesson a while ago now, and you know not to be too critical of a colleague, but I do remember she was with the class and she was referring back to the previous lessons that they've done, which you know. There's nothing wrong with reviewing what you've done before. But that went on for quite a while, the reviewing, and then she introduced the new things that they were going to do today with a little practice. And then it was like oh, and don't forget that we have to check this for editing and revising. Oh, and remember, when we do feedback with a peer, they also need to talk about this and this and this and this is how you give compliments, and la la la.
Speaker 2:And by the end of the lesson I was confused about what the main idea was. So everything she said was wonderful and relevant and necessary, but all of it together in one instructional lesson was I, was, I was like I'm not sure what the takeaway is here, and so that that's always 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, that was great, I had a great chat and I practiced and yay, I'm going to get feedback. And then they go back to their desk and go wait. What? What am I doing?
Speaker 3:Yeah, yeah, I feel like you were in one of my writing classes. I feel like teaching writing is really tough to just focus on one thing, honestly, like reading can be pretty straightforward, like you can be teaching a strategy or practicing a strategy Math is can be pretty focused, just again like one way to solve a problem or discussion, you know whatever, but I feel like writing can be that, that subject area where there are just so many things to work on that feel like they can be simultaneous, right.
Speaker 3:So like yes, we teach the writing process, but you could, you know, I and like, as writers we've kind of discovered you know, the process can be messy and confusing to ourselves. Yep and so right like you, can do some drafting and revising and editing at the same time. Is that the best way to do things? Maybe not, but it depends on how your workflow feels and how your, your mind is working that day. So, um, I can definitely relate to that messy writing lesson and just being all over, but I think the important thing is I I feel like I became very good at stopping myself and being like okay, hold on a second, let's refocus on what we're supposed to be doing today and that is this thing. So make sure.
Speaker 3: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 question at the beginning of a story or whatever it is, and I think it's important that teachers recognize they have to do that, and that's a different skill for teachers to be able to do. Well, I guess, and every day, make sure we're on task.
Speaker 2:Yeah, absolutely. I'm already thinking about some ways that people might be able to keep coming back to this one teaching point. But before we get to that, I'm wondering whether you feel like it is this feeling of urgency that we have as teachers, that maybe it doesn't feel like enough. Like if I'm just doing one teaching point, is that enough? If I have six periods in a day and I've got six teaching points, is that enough in one day? Do you think that could be part of why it's so challenging for people?
Speaker 3:I would think so. I think, culturally and societally, 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's just so much to do, and that's like in personal life and in teaching and other work forces right, and we've seen that it doesn't really work out that well for us if we try to do too much, because it does lead to confusion and frustration and kids shutting down. When there's too much going on. I mean I shut down, so like stop, what are you talking about? But yeah, I think we're in this. It's almost like a false sense of urgency kind of we realistically probably have enough time to do the things that we need to do. If we became more efficient at sticking to the teaching point, if we're able to do that, would we have to do less reteaching? Because if we're able to do that, would we have to do less reteaching? Right, like it makes you rethink of how your time might be spent in the classroom.
Speaker 3:It does, yeah, right. Yeah, for sure, so do you think we're ready to launch into some strategies for how people can stick to this one teaching point? Sure, I think so.
Speaker 2:I mean we could go on and on about some crazy lessons we've seen or even taught, but you know we'll not relish in that oh yeah, We've all been there where we've a lesson has completely got away from us and we're just left thinking what, what was that? What? What just happened?
Speaker 3:I mean, it's good storytelling later on. Right it is.
Speaker 2: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 have to do it, but is writing that objective in the room, on the board somewhere? That's one way to keep it front of mind. Right is to have it written right in front of you, right in front of the kids.
Speaker 3:This is, this is the point that we're working on today yeah, I see that in a lot of classrooms, which is great.
Speaker 3:Sometimes it's written just as an objective statement or an I can statement, and so and I've seen teachers, you know, read it to their class and the students read it to the teacher and to each other, and so that there's some of that kind of internalizing at the beginning of the lesson. So, you know, does that mean that they always stick to that? No, but at least the intention is there. Sorry, I took a slide into the other side there, but but the intention is there, which is great. Right, so like teachers are intentionally putting it in their plan book and putting it on the board as a reminder. So, related to that, I think that teachers could and even students, if, if you know, they're hyper aware and reflective checking in with that teaching point throughout the lesson. So right, so like, if the it's introduced at the beginning of the lesson and then maybe after the mini lesson, so just to say, okay, did we? Was the lesson related to what our objective was?
Speaker 3:yes or no, you know, do we need to make tweaks? Do we need to talk a little more? Whatever? Do a little more. And then when students go off to do their partner or small group work, you know again, like, okay, when we're in our groups, this is what our focus is, and just telling, making that part of the group protocol.
Speaker 3:So, before they start they're like okay, this is what our target is or what our teaching point is, and so that's what our focus is. And then again, like, it almost seems like beating a dead horse. But then again at the end of the small group time, okay, did we do that? Okay, great, then we're on track, 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 the lesson closure, right and that often gets.
Speaker 3:It gets dropped off a lot of times in lessons because kids are doing the activity and there's not enough time to wrap up. Getting back to the point of this was what we were trying to do today. Did we do that? And so that's something that I think I mean it was hard. It's hard to do when you only have like 45 minutes to do something and you're trying to do all these lesson components and then have some kind of closure.
Speaker 2:but it's so important to have the closure Like you can't, you can't drop that Absolutely, and that's that was one of the things I was thinking. Is you know some sort of closure or review or reflection, or you know pre-planning your exit ticket around your teaching point so that you know going into it? Okay, I need them to respond at the end of the lesson about what we've done today. I think that's really powerful and I think one of the things to remember with this as well is you know, what do they say? It's something like people need to hear something like seven times before the message is actually received. So I think don't be afraid to repeat and repeat and repeat. Like it's totally fine to say today we're practicing this or going back over our ICANN statement, this is what we're doing, and, just as you say, like, keep hitting it over and over again throughout the lesson and checking in with the kids on it and don't feel like, oh, I'm being really repetitive here because they probably need to hear it.
Speaker 3:Yeah, and it's a good practice for teachers to get into right.
Speaker 3:So, like, sometimes it feels like I have to say it again and we get tired of it and so we drop it, but like it's an essential part of the way we talk to kids and the things that they hear and the way that they keep seeing, oh, we keep going back to this learning target or this teaching point. That must be important. So I'm going to just do that myself now, you know, and so, like, eventually, the goal would be that students are just doing it themselves, which, like hallelujah to that right when kids are doing the independent things, especially something important like that.
Speaker 2:For sure. It'd be great, you know, if a kid went out to the bathroom or something for a minute and came back and said to their friends, like what are we doing? And the kids had that statement ready to go, because they've heard it a few times already or it's written on the board.
Speaker 3:That would be a great way for the kids to be supporting each other and themselves with their learning yeah, I also think that, um, you know, whatever kind of exit ticket teachers are planning in doesn't have to be the elaborate thing either. Right, it can be a quick last minute, like turn to your partner and tell them how you, you know, use the teaching point today, or you know something that we did helped you achieve that, or whatever. Like it doesn't always have to be directed back to the teacher and as something to read or listen to too. But teachers, can you know if they're doing a turn and talk or something they can just go around and listen in and maybe zero in on those kids that you think, maybe you know, depending on what you saw during the lesson, check in on those ones. But it doesn't have to be this big elaborate check-in either to make sure that they got it For sure.
Speaker 2:One I use all the time, especially if I know I'm running out of time and we've got to get out of. There is the you know on your hand. Show me on your hand out of five, how well are you? You know how well have you got this, how confident are you feeling? And you know, if it's something like that example I gave of working on giving compliments to your partner, you could just do a quick. Okay, show me on your handout a five. How did it feel to receive your compliment from your partner today? Or something like that. It's so quick, you don't need to print or cut or laminate or glue or anything it's. You know it's right there, it's quick, it's ready to go, but again, it gives the kids a chance to be drawn back to that teaching point again before they leave.
Speaker 3:Yeah, and then the data that teachers get from that is helpful to know. You know what you potentially need to revisit the next time.
Speaker 2:Yeah, for sure.
Speaker 3:Yeah, yeah, I mean it's tricky to just stick to your point Cause I mean you know how 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 get talking and giving examples and more examples, and which can be great. But again go back to your teaching point. What am I really doing here? And you got to kind of rein yourself in a little bit. When you get excited teaching, because I know that happens, it's a thing.
Speaker 2:It does, it does. But maybe it's good modeling too, to, you know, get a little bit distracted and then model saying to the kids oh, we've gone off track here. This is our teaching point for today. This is our statement for today. Let's, let's bring ourselves back and focus on what we're doing yeah, exactly I like that.
Speaker 3:Modeling is key, yep absolutely that might be our pare down pointer. I think, modeling, yeah, just model 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 the goal. So, yeah, just keep modeling. We're sticking to this, we're referring back to it and we're going to stay on track so we can get our stuff done.
Speaker 2:Yeah.
Speaker 3:I like it. Do you have another one? Okay, great.
Speaker 2:Do I have another one? Maybe on the one teaching point episode we should stick to one pair down pointer.
Speaker 3:Maybe, maybe teaching point episode we should stick to one pair down, maybe. Maybe. I feel like it's a good reminder teachers know this I feel like in I don't want to say inherently, but you know, with practice and time like I gotta stick to this, but I I'm hoping that whoever's listening just it's a good reminder, even if you're not teaching honestly, honestly you know, if you're having a professional conversation with, like a parent, a colleague, your administrator, whoever, stick to your point, right, like it's great, it's great to converse with people and chit chat and all the things, but during the school day we know how precious time is.
Speaker 3:So, like you're not being rude, but you're just like focusing on this is what I need to say to you right now and then we'll talk more later. And I think if you preface your conversation like that, you know, because you know people can, it's easy to get on tangents and you know, especially parents want to know stuff about what's happening with their kids and all these things. Um, but you really have to just stick to your one point and then, you know, go back and have the rest of your conversation later yeah, when it's a better time to be just free-flowing conversation.
Speaker 3:Yeah, sorry I went on a little tangent, but it was related.
Speaker 2:Speaking of Tammy going on tangents. Okay, thanks, tammy. That was a great conversation. We'll wrap it up there for today. Thanks for listening everyone. Today's episode was brought to you by Plan Z Professional Learning Services forward-thinking educator support. Find out more at planzplservicescom.
Speaker 1:Be sure to join Tammy and Christine and guests for more episodes of the Minimalist Educator Podcast. They would love to hear about your journey with minimalism. Connect with them at planzpls on Twitter or Instagram of the Minimalist Educator podcast. They would love to hear about your journey with minimalism. Connect with them at PlanZPLS on Twitter or Instagram. The music for the podcast has been written and performed by Gaia Moretti. Thank you.
