Those who do implement will struggle to move past the mechanical phase and into the routine, refinement and integration phases. Very few teachers who adopt a new innovation will find themselves in the highest, or renewal, phase of CBAM.
I have found that reflecting on new learning as soon as possible after initial exposure, and then making immediate plans to incorporate the new practice (assuming I find it valuable for my students and/or myself) can greatly increase the chances of becoming at least a routine user of an apparently high yield strategy.
This past weekend, I blogged about my experiences at RFTLOI; this morning I implemented two strategies I picked up from the sessions I attended.
The first strategy we used was “mapping the text”
Next, I used a new twist of an old stand-by: The RAN chart (Tony Stead)!
Although this strategy is meant to be used with non-fiction text, I was so eager to make use of it immediately, that I incorporated it into a pciture book read-aloud I had planned, called the A+ Custodian.
I had students create a little "RAN folder", to which they could affix sticky notes, and move them around as we read together.
This afternoon, I planned future lessons using the same strategies: I plan to use the RAN folders in small guided reading groups later this week, with non-fiction text from Teaching Kids News.
I also prepared a lesson for the week after March Break, making use of a third idea I picked up at the conference, namely the poem from non-fiction text keywords. (Stay tuned for upcoming blog post and student samples in a few weeks!!)
I am excited about my renewed instructional repertoire, and I look forward to refining these new strategies in my classroom and beyond. Yep, just put me on the fast track to the refinement and integration phases of CBAM!