One way I used the 1,000 words in a class was during writer’s workshop periods or in project-based learning in which students had the prompt, the materials, the rubric, and the assessment criteria readily available. Students would be writing, giving feedback to each other, or be creating art or artifacts that they could engage with for a long period of time. With only 1,000 words to spend, the lecture would be replace by much deeper inquiry-drive work.
Implications of the 1,000-word challenge on classroom management
The 1,000 words would go quickly for a teacher who is constantly putting out behavioral fires. To pull off a class in 1,000 words, your students would have to self-monitor, self-regulate, and keep one another accountable to the work for the period. 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. There is a lot that goes into this level of accountability (trust, relationships, goals, momentum), but getting there means that the community (not the teacher) 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.
Implications of the 1000-word challenge on differentiation
Having 1,000 words would mean that students were supported with the tools they need to succeed. Which tools are available to every student (scaffolds, vocabulary, exemplar pieces, mentor texts, student work) if they get stuck in the process, and how can students be taught to use the tools openly, freely, and with confidence? 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 had only 1,000 words to spend on the whole group, then they would spend the rest of their time conferring with individuals or small groups. It would 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 1,000-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.
Calling all teachers! Are you willing to take the 1000-word challenge? Weigh in on Twitter with the hashtag #1000WordChallenge
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