How might a lesson run if the teacher was allowed only 1000 words of whole-group instruction each class period? Speaking 1000 words at an average pace takes about 9 minutes which means that a teacher could only use 9 minutes to address instructions, misconceptions, management and assessment for an entire class. I believe that this challenge and having teachers and professional development leaders should try to accept on a regular basis because it is a limitation that, if implemented, would drastically change the way they plan, the task they asked students to do, they way they manage behavior and how they would differentiate for each student in the classroom.
The implications of the 1000 Word Challenge on Planning:
First, it is important to note that the 1000 words only count in whole-group instruction. I am not advocating that a teacher spend their words and then sit at their desk while the students work. The 1000 words do not include conferring or small group instruction. Just a note off the bat. In regard to planning, having 1000 words would first necessitate that the learning target, agenda and assessment were so clear that students could internalize it and hold one another accountable to the process for the class. It would also necessitate that the written instructions for the activity or lesson were clear, student friendly and had clear steps for a student to follow either individually or as a group. A class in which the teacher is not the keeper of the process would also necessitate students being willing to be models for their peers and to explain their misconceptions and understanding to one another.
Having only 1000 words would mean that a teacher would be responsible, perhaps, for just the launch of the lesson, the expectations for behavior and productivity and for specific times to check for understanding and clear up misconceptions. The 1000 words could not be spent repeating instructions, clarifying the task but rather giving expectations, objectives for the class, clearing up misconceptions and clarifying how students will reach the target by the end of the period. In short, having only 1000 words would necessitate a deep level of planning, clarity on the task and turning the process of learning over to students.
The Implications of the 1000 Word Challenge on the Task:
If a teacher only had 1000 words to spend then that means the task that students would be doing would have to be engaging, extended and meaningful. Students would have to be in a workshop atmosphere working on reading, writing, projects or collaborative group work and not at all be in a sit-and-get classroom. The way I used the 1000 words in a class was during writer's workshop periods or in project based learning in which students had the prompt, the materials, rubric and the assessment criteria readily available for students. Students would be writing individually, giving one another feedback or be creating art or artifacts that they could engage with for a long period of time. If there were only 1000 words to spend, the lecture would be out and the level of inquiry would be much deeper.
The Implications of the 1000 Word Challenge on Classroom Management:
The 1000 words would go quickly for a teacher who is constantly putting out behavioral fires. To pull off a class in a 1000 words or less would mean that students self-monitor, self-regulate and keep one another accountable to the work for the period. This is more than "accountable talk" it would mean that students were so bought in to one another and to the task that off task behavior would not be part of the class. Students would have to be the one to monitor and maintain the classroom, not the teacher. There is a lot that goes into this level of accountability (trust, relationships, goals, momentum) but getting there means that the teacher is not the holder of the management but that the community manages their time, productivity and momentum.
To have a class that is so bought into their peers and the task also requires a level of co-created and internalized working norms and a belief that every member of the classroom community matters and is accountable to one another to grow, develop and succeed.
The Implications of the 1000 Word Challenge on Differentiation:
Having 1000 words (again, only in regards to whole group instruction) would mean that students were supported with the tools they need to succeed. Differentiation has become a convoluted catch-all term that can really be encompassed by the term "toolbox". What tools are available to every student (scaffolds, vocabulary, exemplar pieces, mentor texts, student work) that students can use if they get stuck in the process and how can students be taught to use the tools openly, freely and with confidence? If a teacher only had 1000 words then it would mean students would know exactly where to go in the classroom, either to their peers, the walls or a tool station, to keep going on the task.
If a teacher only had 1000 words to spend on the whole group then they would spend the rest of their time conferring with individuals or small groups which would mean that, if students got stuck in the process, they would know what tools to access and where to find said tools. It would also mean that the teacher not only plans the task but anticipates where students might get stuck and communicates where students can go to find the necessary tools to finish the job.
The 1000 word challenge would change the way teachers plan, manage and differentiate. It would mean that teachers cultivate a classroom community that encourages, keeps account of and challenges one another and it would mean that the teacher is just the facilitator and not the driver of the learning experience.
*Breakdown of the 1000 Word Challenge in a 90 Minute Block:
Lesson Launch / Do Now: - 1 minutes for instructions and expectations for launch.
Students work on launch / do now / anticipatory set. (Teacher confers with students)
Objective / Agenda / Expectations: - 3 minutes of talk including instructions on where students can find supports.
Workshop Session #1 - Students work in groups or independently using supports/tools. (Teacher Confers w/ Students)
Student Led Check for Understanding#1: Student led based on teacher preparing student during workshop. - 1 minute to get attention and introduction of student leader.
Workshop Session #2 - Students work in groups or independently using supports / tools (Teacher confers w/ students)
Check for Understanding #2:Student led based on teacher preparing student during workshop - 1 minute to get attention and introduction of student leader.
Exit Ticket / Assessment for Learning: - 3 Minutes for teacher to give last instructions or clarify misconceptions.
*There is a critical element in this breakdown that is missing which includes the teacher giving a mini-lesson based on the assessment data collected from the previous class period. The 1000 words classes are often best used when students are doing projects, extended writing pieces
Try it! Give it a shot! Tell your students that it is a challenge that you are trying as a teacher and get their buy-in and support. Tag me on Twitter @DeRemerEdTalk with the hashtag #1000WordTeacherChallenge to give feedback and thoughts on this type of planning and delivery in the classroom.
The implications of the 1000 Word Challenge on Planning:
First, it is important to note that the 1000 words only count in whole-group instruction. I am not advocating that a teacher spend their words and then sit at their desk while the students work. The 1000 words do not include conferring or small group instruction. Just a note off the bat. In regard to planning, having 1000 words would first necessitate that the learning target, agenda and assessment were so clear that students could internalize it and hold one another accountable to the process for the class. It would also necessitate that the written instructions for the activity or lesson were clear, student friendly and had clear steps for a student to follow either individually or as a group. A class in which the teacher is not the keeper of the process would also necessitate students being willing to be models for their peers and to explain their misconceptions and understanding to one another.
Having only 1000 words would mean that a teacher would be responsible, perhaps, for just the launch of the lesson, the expectations for behavior and productivity and for specific times to check for understanding and clear up misconceptions. The 1000 words could not be spent repeating instructions, clarifying the task but rather giving expectations, objectives for the class, clearing up misconceptions and clarifying how students will reach the target by the end of the period. In short, having only 1000 words would necessitate a deep level of planning, clarity on the task and turning the process of learning over to students.
The Implications of the 1000 Word Challenge on the Task:
If a teacher only had 1000 words to spend then that means the task that students would be doing would have to be engaging, extended and meaningful. Students would have to be in a workshop atmosphere working on reading, writing, projects or collaborative group work and not at all be in a sit-and-get classroom. The way I used the 1000 words in a class was during writer's workshop periods or in project based learning in which students had the prompt, the materials, rubric and the assessment criteria readily available for students. Students would be writing individually, giving one another feedback or be creating art or artifacts that they could engage with for a long period of time. If there were only 1000 words to spend, the lecture would be out and the level of inquiry would be much deeper.
The Implications of the 1000 Word Challenge on Classroom Management:
The 1000 words would go quickly for a teacher who is constantly putting out behavioral fires. To pull off a class in a 1000 words or less would mean that students self-monitor, self-regulate and keep one another accountable to the work for the period. This is more than "accountable talk" it would mean that students were so bought in to one another and to the task that off task behavior would not be part of the class. Students would have to be the one to monitor and maintain the classroom, not the teacher. There is a lot that goes into this level of accountability (trust, relationships, goals, momentum) but getting there means that the teacher is not the holder of the management but that the community manages their time, productivity and momentum.
To have a class that is so bought into their peers and the task also requires a level of co-created and internalized working norms and a belief that every member of the classroom community matters and is accountable to one another to grow, develop and succeed.
The Implications of the 1000 Word Challenge on Differentiation:
Having 1000 words (again, only in regards to whole group instruction) would mean that students were supported with the tools they need to succeed. Differentiation has become a convoluted catch-all term that can really be encompassed by the term "toolbox". What tools are available to every student (scaffolds, vocabulary, exemplar pieces, mentor texts, student work) that students can use if they get stuck in the process and how can students be taught to use the tools openly, freely and with confidence? If a teacher only had 1000 words then it would mean students would know exactly where to go in the classroom, either to their peers, the walls or a tool station, to keep going on the task.
If a teacher only had 1000 words to spend on the whole group then they would spend the rest of their time conferring with individuals or small groups which would mean that, if students got stuck in the process, they would know what tools to access and where to find said tools. It would also mean that the teacher not only plans the task but anticipates where students might get stuck and communicates where students can go to find the necessary tools to finish the job.
The 1000 word challenge would change the way teachers plan, manage and differentiate. It would mean that teachers cultivate a classroom community that encourages, keeps account of and challenges one another and it would mean that the teacher is just the facilitator and not the driver of the learning experience.
*Breakdown of the 1000 Word Challenge in a 90 Minute Block:
Lesson Launch / Do Now: - 1 minutes for instructions and expectations for launch.
Students work on launch / do now / anticipatory set. (Teacher confers with students)
Objective / Agenda / Expectations: - 3 minutes of talk including instructions on where students can find supports.
Workshop Session #1 - Students work in groups or independently using supports/tools. (Teacher Confers w/ Students)
Student Led Check for Understanding#1: Student led based on teacher preparing student during workshop. - 1 minute to get attention and introduction of student leader.
Workshop Session #2 - Students work in groups or independently using supports / tools (Teacher confers w/ students)
Check for Understanding #2:Student led based on teacher preparing student during workshop - 1 minute to get attention and introduction of student leader.
Exit Ticket / Assessment for Learning: - 3 Minutes for teacher to give last instructions or clarify misconceptions.
*There is a critical element in this breakdown that is missing which includes the teacher giving a mini-lesson based on the assessment data collected from the previous class period. The 1000 words classes are often best used when students are doing projects, extended writing pieces
Try it! Give it a shot! Tell your students that it is a challenge that you are trying as a teacher and get their buy-in and support. Tag me on Twitter @DeRemerEdTalk with the hashtag #1000WordTeacherChallenge to give feedback and thoughts on this type of planning and delivery in the classroom.
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