Predictable, Powerful Learning Routines

We want to increase opportunities for students to read, speak, and write in every class. One way to do this is to establish weekly learning routines. Routines provide structured interactions that are predictable. Students should know how to learn in all their classes. When this is achieved, they can focus on what to learn instead of how to learn. That is why routines are so critical to students' success. 

How can you check to see if your activities are routines? You can start by answering this question:

Can students teach a new student or explain to another student in my class how they are expected to learn? What do notes look like? What does independent reading look like? What does group work look like?

There are three Key Features to a successful and effective routine.

1. Repetition and rehearsal
2. Predictablility
3. Reproducible (able to be completed independently) 

If you follow these key features or add them to existing activities, you will start to see the power of predictable learning routines. It's important to note that students need structure and repetition. There is a myth that students get bored and therefore need things to change all the time. If your routine is engaging, supportive, and rigorous, students will not get bored. They will enjoy being successful at learning in your classroom.

Here are few routines that you can try immediately.

Quickwrite/Journaling

• Students should have a place where they write their ideas. We recommend a spiral notebook that is dedicated to writing. Use the right (facing side) for writing. Students can add vocabulary, sentence frames, or glue in supports on the left. Engage students in building supports for each writing task. Give students a length requirement. Start with a few sentences and increase the number of sentences throughout the year. Students should write a title at the top of their paper and include a date. Students will know how to use their paper (both sides) and expect higher expectations for their writing as the year progresses.

Notetaking

• How, when, and where students take notes is important to establish in the first week of school. Here is an example. Students should record each topic in a table of contents before they take notes. On each page of notes, students write a title and provide a full heading at the top of the paper. Then, they write the correct page number on the bottom of the page. Students learn to fold their paper to create two columns. The left column is wide enough for vocabulary, topics, and questions. The second column on the right is reserved for notes, definitions, thoughts, connections, etc. Students learn how to use color and images to support their learning.

Close Reading

• Begin every reading task with a purpose. That purpose should be communicated verbally and in writing. A reading purpose provides a focus for reading. Students should also read with a pencil in hand. Why a pencil? Because students make mistakes. We want them to make mistakes. But we want them to fix those mistakes without starting over. As students read, they can annotate (or mark) a text based on their reading purpose. This higher level thinking task requires students to evaluate the information in the text to make sure what they are marking is related to the task.

Navigating Technology

• Finding activities, supports, and resources/materials should not resemble an Easter egg hunt. Students should know where everything is and how to access it in class and at home. Learning Management Systems (LMS) like Canvas has made this easier for students and teachers. However, LMSs can only help organize your resources. Once students are deep in your materials, they need to know how everything works. Have a process for accessing and navigating all of your technology. As you add new activities and resources, students shouldn’t lose time or become overwhelmed because there is an established routine for accesses and completing your tasks.

Setting up Successful Collaborative Groups

• A successful group is prepared, organized, and productive. Create routines for collaboration so that students are successful. Provide written and verbal instructions. Give students access to those instructions in the same place every time. Employ simple tools for timely feedback. The evaluation tools should be clear and predictable. For example, give each group an index card. Every time you see a group or group member doing something positive, put a sticker on the card. The group with the most stickers is awarded the highest score/grade. Student-centered rubrics are also a good evaluation tool. Whatever you do, make sure it is consistent.

Predictable learning routines offer valuable structure and stability to students, enhancing their educational experience. Routines create a sense of security and reduce anxiety by establishing clear expectations and minimizing surprises. When students know what to expect, they can focus more on learning without the distraction of uncertainty.

Moreover, routines promote efficient time management and organization skills. They foster self-discipline and responsibility, as students learn to manage their tasks within set timeframes. This, in turn, cultivates a strong work ethic that extends beyond the classroom. Ultimately, by providing a stable framework for learning, predictable routines enable students to thrive academically, emotionally, and socially, setting them up for success both in their education and future endeavors.