Jigsaw is a tried and true method for cooperative learning in my classroom. I feel this method works especially well with older students who appreciate having more autonomy and ownership over their own learning. Additionally, study and reading groups in college often operate under this same premise: become an expert on one section, then depend on info. supplied by other student "experts" to complete the full "puzzle" of the reading. The peer dependency is a strong motivator and a responsibility my students tend to take quite seriously.
Most recently, I used this method in my British literature and composition class to study Romantic era poetry. Students were divided into groups, designated with color coding on a spreadsheet shown at the front of the classroom. Initially, students individually studied and analyzed their assigned poet's writing style. Then, they met together with others who had studied the same poet. This allowed time to share their own ideas and add to their original list new insights gained from shared info. of group members. Next, together as a group, they read poetry by two assigned American poets that correlated in some way (either stylistically or by subject matter) with the original British poet. They were charged with discussing and coming to conclusions about comparative values between the authors. Finally, the group was divided out, and one representative from each group was mixed with representatives from other groups to form a new mixed expert group. While this sounds a bit complicated, the color coding of groups actually made it quite manageable. I feel this approach gave them a variety of learning experiences, not only to be the recognized expert, but also to see the value of listening to others and synthesizing information to create a fully developed picture of their own understanding.
This jigsaw method was also used in my AP Lang class (in an adapted format) for the editing process on a recent essay. Students completed an essay and then studied closely one of six elements of strong writing (taken from the 6+1 traits model). They evaluated a sample essay and a peer's essay for this element, and then discussed as a group the relationship between all six elements working together to
make a successful final written product. The jigsaw was less discussion-based, but the interactions were planned and structured, which is more successful with this class of students.
Overall, I find this method to be one that lends itself well to my strengths as a teacher. Facilitating and guiding learning is my favorite approach as I feel it gives student-driven education an environment in which to to thrive. Structured with probing questions and careful setup, this method is most successful when students are fully invested in the process and know they will be held accountable for the knowledge gained. I usually end an activity like this with an individual assessment which taps into knowledge gained through the jigsaw activity as well as teacher-driven instructional reinforcement.
Monday, March 30, 2015
Friday, February 27, 2015
Socratic Seminar discussion method
This teaching method is modeled after the one proposed and utilized
by Socrates himself. The methodology in practice involves questioning
with depth and purpose, but not necessarily debate, concepts and logic
or philosophical perspectives in subject study. This is a methodology
that thrives in many classrooms and invokes interest in learning because
it is largely student-driven and student-centered. This methodology is
all inclusive in that it brings into action students' problem-solving
skills and inquiry-based learning repertoire developed in their math and
science learning, and the use of rhetoric and support for ideas, as
well as knowledge of historical and social relevance, areas developed in
their humanities learning experiences. Of course, their participation
and creative development of ideas as well as ability to interact and
appreciate alternate viewpoints to their own are developed in all areas,
including their fine arts and physical education courses.
Socratic seminars require some front loading on the part of the teacher. Students should be given a text to read (article, poem, book, textbook selection) or view (film, short video clip, picture, painting, speech, etc.) It is important that all students have been given the same text, for discussion purposes. In the case of a reading text, it is helpful to number the paragraphs so students can easily refer to specific quotes or examples to support their ideas. Also, consider the reading level of all students and choose one of a middle level text complexity to ensure that all students will be able to participate
Teachers should explain this method briefly, that is will require students to answer and pose questions to the class, that participation is vital to get the most from the learning experience, and that they should arrive with prepared ideas or notes for recollection purposes during the discussion.
I used this discussion method in my AP Lang course as a way to encourage participation. To begin the unit, all students read Plato's "Allegory of the Cave" and answered five questions that probed their depth of understanding. Then, students were assigned one of the five questions to focus on with another 3-4 students from class. Together, they developed extension questions to propose to the rest of the class, and assigned logistics such as who would vocalize which question and what they might predict response times to be like. Then, we set those questions aside for about a week, and continued to read and grow our knowledge about the many facets of the unit topic: education. We ended the unit by having a Socratic seminar. Students reviewed, added to, and finalized plans for questions and participation developed earlier in the unit. Then, I proposed a change of venue from the classroom that seem to put them a bit more at ease. We went to the media center and sat in a group facing each other on the couches and tables in the corner. I began with a brief history of Socrates' method of questioning for learning purposes, and then outlined the parameters that all students were expected to speak at least once during each group's discussion. Students in this class are not very talkative or voluntarily participatory, so I knew this would be a challenge for them.
The discussion lasted three days, and students were participatory for much of the time, although meaningful contributions were exhausted by day three. We ended with a debriefing about how ideas related to other pieces from the education unit.
Overall, I feel this method was a success. Without me to facilitate discussion, the conversations were dependent upon them listening to one another and responding accordingly to each others' ideas. There is always value to building one's repertoire in leadership practice. If I do this method with this class again, I will try to put a cap on the number of times students can respond, so no one student dominates discussion. I will also look to tie the points for into quality of responses, rather than just the expectation to voice opinion or "participate," as some received credit for only subtle agreements, while others presented more complex thoughts that led to further discussion.
Socratic seminars require some front loading on the part of the teacher. Students should be given a text to read (article, poem, book, textbook selection) or view (film, short video clip, picture, painting, speech, etc.) It is important that all students have been given the same text, for discussion purposes. In the case of a reading text, it is helpful to number the paragraphs so students can easily refer to specific quotes or examples to support their ideas. Also, consider the reading level of all students and choose one of a middle level text complexity to ensure that all students will be able to participate
Teachers should explain this method briefly, that is will require students to answer and pose questions to the class, that participation is vital to get the most from the learning experience, and that they should arrive with prepared ideas or notes for recollection purposes during the discussion.
I used this discussion method in my AP Lang course as a way to encourage participation. To begin the unit, all students read Plato's "Allegory of the Cave" and answered five questions that probed their depth of understanding. Then, students were assigned one of the five questions to focus on with another 3-4 students from class. Together, they developed extension questions to propose to the rest of the class, and assigned logistics such as who would vocalize which question and what they might predict response times to be like. Then, we set those questions aside for about a week, and continued to read and grow our knowledge about the many facets of the unit topic: education. We ended the unit by having a Socratic seminar. Students reviewed, added to, and finalized plans for questions and participation developed earlier in the unit. Then, I proposed a change of venue from the classroom that seem to put them a bit more at ease. We went to the media center and sat in a group facing each other on the couches and tables in the corner. I began with a brief history of Socrates' method of questioning for learning purposes, and then outlined the parameters that all students were expected to speak at least once during each group's discussion. Students in this class are not very talkative or voluntarily participatory, so I knew this would be a challenge for them.
The discussion lasted three days, and students were participatory for much of the time, although meaningful contributions were exhausted by day three. We ended with a debriefing about how ideas related to other pieces from the education unit.
Overall, I feel this method was a success. Without me to facilitate discussion, the conversations were dependent upon them listening to one another and responding accordingly to each others' ideas. There is always value to building one's repertoire in leadership practice. If I do this method with this class again, I will try to put a cap on the number of times students can respond, so no one student dominates discussion. I will also look to tie the points for into quality of responses, rather than just the expectation to voice opinion or "participate," as some received credit for only subtle agreements, while others presented more complex thoughts that led to further discussion.
Tuesday, January 13, 2015
Guided Inquiry Learning
This strategy is one used to spice up the traditional avenues of "research and report" used when gathering and sharing historical background information by which to interpret literature of the time period and how it informed and was received by the people.
Guided Inquiry Learning is learning-centered, rather than product-centered (there is not an end "report" or "paper"). It is designed with intention, driven by students' authentic questions to get at deeper understanding. GIL recognizes the emotional side of learning and promotes self-driven research practices.
I used this strategy in my British Literature and Composition class when studying The Middle Ages, medieval history, which informs our understanding of medieval ballads, Chaucer's Canterbury Tales, the stories of King Arthur and the Knights of the Round Table, and, to a lesser degree, the setting and nobility practices in Shakespeare's Macbeth. Many of these works are about and written for the common, everyday people of the time period, and, therefore, our research tended more to lives of the people. Thus, guided inquiry learning led us to orchestrating our own class-wide "game of life" with a middle ages twist!
I began by checking out as many different books as possible from local libraries about the medieval time period. Students generated questions they had about the time period, and then were divided into groups to research their own aspect of the time period.
The groups included:
1. Careers-- charged with researching a variety of jobs held by each sex in both peasantry class
2. Marriage and Weddings-- charged with researching the wedding and marriage customs of the medieval time period and performing an artistic aspect of the ceremony or festival (ex. students showed the class how to do a dance, and one group even prepared a traditional dessert!)
3. Housing-- charged with researching the living quarters and housing options of peasantry and nobility in medieval times
4. Lives of the children-- charged with researching the lives of children at this time period and teaching classmates a game they might play, how they heard stories
5. Valuables-- charged with researching items of currency and trade commonly valued in the medieval time period by peasantry or nobility
6. "Chance"-- charged with researching mishaps, misfortunes, and fortunate circumstances one might encounter as a member of the nobility or peasantry related to other categories
Then, we pieced this info. together into an interactive game (modeled loosely after the board game of Life) and students were able to "play" the game in teams, and learn about the opposite class they had researched. It was a fun learning experience that the entire class had a stake in and the students felt they learned a lot about the time period we were studying. This learning was evident in their writings and verbal interpretations of medieval literature that followed.
Guided Inquiry Design is not a new idea, but it was given further merit and explanation by “Making the Shift from Traditional Research Assignments to Guiding Inquiry Learning” by Leslie Maniotes and Carol Kuhlthau in Knowledge Quest, November/December 2014 (Vol. 43, #2, p. 8-17),
http://www.ala.org/aasl/kq/
Guided Inquiry Learning is learning-centered, rather than product-centered (there is not an end "report" or "paper"). It is designed with intention, driven by students' authentic questions to get at deeper understanding. GIL recognizes the emotional side of learning and promotes self-driven research practices.
I used this strategy in my British Literature and Composition class when studying The Middle Ages, medieval history, which informs our understanding of medieval ballads, Chaucer's Canterbury Tales, the stories of King Arthur and the Knights of the Round Table, and, to a lesser degree, the setting and nobility practices in Shakespeare's Macbeth. Many of these works are about and written for the common, everyday people of the time period, and, therefore, our research tended more to lives of the people. Thus, guided inquiry learning led us to orchestrating our own class-wide "game of life" with a middle ages twist!
I began by checking out as many different books as possible from local libraries about the medieval time period. Students generated questions they had about the time period, and then were divided into groups to research their own aspect of the time period.
The groups included:
1. Careers-- charged with researching a variety of jobs held by each sex in both peasantry class
2. Marriage and Weddings-- charged with researching the wedding and marriage customs of the medieval time period and performing an artistic aspect of the ceremony or festival (ex. students showed the class how to do a dance, and one group even prepared a traditional dessert!)
3. Housing-- charged with researching the living quarters and housing options of peasantry and nobility in medieval times
4. Lives of the children-- charged with researching the lives of children at this time period and teaching classmates a game they might play, how they heard stories
5. Valuables-- charged with researching items of currency and trade commonly valued in the medieval time period by peasantry or nobility
6. "Chance"-- charged with researching mishaps, misfortunes, and fortunate circumstances one might encounter as a member of the nobility or peasantry related to other categories
Then, we pieced this info. together into an interactive game (modeled loosely after the board game of Life) and students were able to "play" the game in teams, and learn about the opposite class they had researched. It was a fun learning experience that the entire class had a stake in and the students felt they learned a lot about the time period we were studying. This learning was evident in their writings and verbal interpretations of medieval literature that followed.
Guided Inquiry Design is not a new idea, but it was given further merit and explanation by “Making the Shift from Traditional Research Assignments to Guiding Inquiry Learning” by Leslie Maniotes and Carol Kuhlthau in Knowledge Quest, November/December 2014 (Vol. 43, #2, p. 8-17),
http://www.ala.org/aasl/kq/
Thursday, December 11, 2014
Praise, Question, Polish: Students as Peer Editors
This strategy is one used during peer editing in order to facilitate meaningful feedback between peers and to encourage students in sharing their reading aloud with others.
I chose to use this strategy in my AP class this year when editing a creative paper about experiences with learning to read and the importance of words. Students were charged with gathering in small groups (3-4) and individually reading drafts aloud. While the author read his/her draft, others in the group (the peer editors) listened and took notes on elements of praise, question and polish.
I chose to use this strategy in my AP class this year when editing a creative paper about experiences with learning to read and the importance of words. Students were charged with gathering in small groups (3-4) and individually reading drafts aloud. While the author read his/her draft, others in the group (the peer editors) listened and took notes on elements of praise, question and polish.
- Praise: What is good about the writing and why is it good?
- Question: As a reader/listener, what do you not understand? What would you like clarified or extended upon?
- Polish: What specific suggestions for improvement can you make?
- Students responded that they felt this worked well. They liked the leading questions and having a format for their comments to be shared. They also were happy to take home a variety of responses to their writing, rather than just one editor's comments.
- As a teacher, I liked that all students had an expected voice in the editing process, all were cognizant of the fact that their comments would be shared aloud and should hold merit and relevance to the author. I also liked that students were able to hear a variety of comments in response to their own draft and others' drafts, allowing their own perspectives to be validated and built upon as well.
- For assessment purposes, the forms that students filled out held them accountable, but having time to add to their responses during sharing of the comments did allow for some of the comments to not be authentically one's own. This would only be used in a formative nature.
Student Interaction Strategies
The intention of this year's entries on the blog is to research and experiment with all different student interaction strategies. It is my intent to use these strategies in my classroom to foster more varied, authentic, and academically-productive student interaction, and then write about the successes and shortcomings observed. I will discover various current sources to inform my postings, including books, web sources, and colleague input; these sources will be linked whenever possible.
Sunday, March 17, 2013
Universal Design for Learning
Universal Design for Learning (UDL) is an educational approach that has evolved from recent brain research. Intended to reach all types of learners at their most comfortable instructional levels, curriculum is designed around three key questions:
1. HOW does a learner gather and categorize information he/she receives?
2. HOW does a learner best organize and express his/her ideas?
3. HOW does a learner get and stay motivated to learn?
The final question is probably the most important one to start with, as motivation is key to learning of any type. Finding out what stimulates interest, excitement, or motivation in learners is key to engaging them in instruction. In this category, it is important to consider everything from the environment in which material is presented, to how students are asked to interact with one another and their own thoughts while learning. All of this has a marked impact on their engagement with what you are trying to teach. The problem is that every learner is different, and what motivates one may intimidate another. This where gauging that classroom climate comes into play. The trick is recognizing what works best for a majority of your class, and then adapting on an individual basis for those who will be truly uncomfortable and need a different type of stimulation for engagement.
Looking back to Dweck's Theory of Motivation (previous posting) may help in this realm.
The first question involves the obtaining and arranging of knowledge. This area requires that information be presented in a variety of formats and methods for all students to become adept. Some of the best ways to do this involves presenting the material in a variety of ways (audio, visual, kinesthetic, etc.) that engage the senses and allow them to process the info. Second, provide an alternative to just written or spoken explanations. Remember that students learn well when material is presented in visual formats as well, but not every visual is clear.
The second question addresses the element of response, and, in turn, assessment. Providing students with various ways to respond to content they have learned allows for a wider range of success. To this end, students can be given choices as to their responses to learning. This allows for differentiation and creative expression for those who are inclined to respond best in this manner, and more linear or conceptual thinking options for students who are more likely to respond well to a highly structured task.
In summary, the major intents of UDL in curriculum design and implementation are threefold:
1. To provide multiple means of representation of content material
2. To provide multiple means of action and expression for students to articulate and exemplify the extent of their learning
3. To provide multiple means of engagement so students are interested and motivated to learn from beginning of unit to end
The overall goal of UDL is to give educators a means by which to consider the learning needs of EVERY student, not just provide instruction that works "for the masses" but does not give students a stake in the setting, obtainment or proof of their educational goals.
A helpful reference website is provided at the right.
In summary, the major intents of UDL in curriculum design and implementation are threefold:
1. To provide multiple means of representation of content material
2. To provide multiple means of action and expression for students to articulate and exemplify the extent of their learning
3. To provide multiple means of engagement so students are interested and motivated to learn from beginning of unit to end
The overall goal of UDL is to give educators a means by which to consider the learning needs of EVERY student, not just provide instruction that works "for the masses" but does not give students a stake in the setting, obtainment or proof of their educational goals.
A helpful reference website is provided at the right.
Thursday, March 7, 2013
Student motivation
It may be the weather, or the impending thaw, but whatever it is, this time of year is a tough one when it comes to student motivation. Student motivation is waning, and the theorists abound with possible reasons and solutions, some easier suggested than implemented.
At the right, I have gathered a few links to interesting theories and suggestions to improve student motivation. The commonalities I found amongst these theories was that they all indicated it was a problem largely rooted in the student, yet the solutions given are things that a teacher can do to address the problem. While I think there is certainly room for debate here, the bottom line is that we, as educators, can really only control ourselves and the learning environment we provide in the confines of our classroom. There are multiple other factors for every student in the motivation category.
But, the suggestions given for teachers are worth reading and considering. Even if they do not change every student, it may make you feel better about the vibe of positive energy you are putting out there, and could make a difference for some students who respond largely to the environment they are in at the time.
Please look to the right for some of these links.
Dweck's Theory essentially argues that students qualify themselves into two types:
Fixed IQ theorists: those who believe that their learning potential is fixed (since birth) and nothing can be done to change it. These are the kids who say "I'm not good at grammar," and, therefore, do not try to learn it whenever it is presented. Eventually, it becomes somewhat of a self-fulfilling prophecy: they believe they do not have the potential for success, so they are not able to succeed.
Untapped potential theorists: those who believe that their intelligence is due to learning directly, and are, therefore, invested in continued learning to further their knowledge base. These students are willing to continue to try new avenues of learning, even if they have failed, because they recognize the potential to learn is always in existence, just sometimes harder to reach.
And, there are also students who qualify themselves somewhere in the middle, especially depending on the learning subject or task at hand.
At the right, I have gathered a few links to interesting theories and suggestions to improve student motivation. The commonalities I found amongst these theories was that they all indicated it was a problem largely rooted in the student, yet the solutions given are things that a teacher can do to address the problem. While I think there is certainly room for debate here, the bottom line is that we, as educators, can really only control ourselves and the learning environment we provide in the confines of our classroom. There are multiple other factors for every student in the motivation category.
But, the suggestions given for teachers are worth reading and considering. Even if they do not change every student, it may make you feel better about the vibe of positive energy you are putting out there, and could make a difference for some students who respond largely to the environment they are in at the time.
Please look to the right for some of these links.
Dweck's Theory essentially argues that students qualify themselves into two types:
Fixed IQ theorists: those who believe that their learning potential is fixed (since birth) and nothing can be done to change it. These are the kids who say "I'm not good at grammar," and, therefore, do not try to learn it whenever it is presented. Eventually, it becomes somewhat of a self-fulfilling prophecy: they believe they do not have the potential for success, so they are not able to succeed.
Untapped potential theorists: those who believe that their intelligence is due to learning directly, and are, therefore, invested in continued learning to further their knowledge base. These students are willing to continue to try new avenues of learning, even if they have failed, because they recognize the potential to learn is always in existence, just sometimes harder to reach.
And, there are also students who qualify themselves somewhere in the middle, especially depending on the learning subject or task at hand.
Tuesday, February 26, 2013
Thinking Maps
Critical thinking skills are the next level that all teachers strive to take their students to, the quintessential peaks that assessments are designed to measure.
However, before reaching the summit, there are multiple moments of formative learning and conceptual bridges to build to lead students along the path of higher achievement.
Thinking maps provide multiple clear, visual open canvases upon which students can explore and grow their critical thinking skills of comparison, conceptualization, pattern identification and cross-curricular connections.
The visual formats can be applied to a variety of disciplines and grade levels, allowing for consistency among learning experiences horizontally from class to class, and vertically from one grade level to the next.
The intention of thinking maps is to offer students a familiar format for organizing and analyzing their complex thoughts in response to learning. In addition, using these maps provides a common forum for reference and discussion about learning objectives amongst teachers.
Please reference the source link "Thinking Maps" connected at the right. It is an excellent site, giving you access to the educational philosophy and intention behind these maps, access to the various types of maps, applicative ideas for many areas of instruction, and even concrete alignment connections to the common core standards!
The second resource at the right, "Thinking Maps as a Transformational Language for Learning," includes an article written by David Hyerle, Ed.D., where he explains this educational concept he founded and how these maps can lead to student successes in various classrooms. This site also links you to examples for how these maps could be practically used in the high school classroom.
However, before reaching the summit, there are multiple moments of formative learning and conceptual bridges to build to lead students along the path of higher achievement.
Thinking maps provide multiple clear, visual open canvases upon which students can explore and grow their critical thinking skills of comparison, conceptualization, pattern identification and cross-curricular connections.
The visual formats can be applied to a variety of disciplines and grade levels, allowing for consistency among learning experiences horizontally from class to class, and vertically from one grade level to the next.
The intention of thinking maps is to offer students a familiar format for organizing and analyzing their complex thoughts in response to learning. In addition, using these maps provides a common forum for reference and discussion about learning objectives amongst teachers.
Please reference the source link "Thinking Maps" connected at the right. It is an excellent site, giving you access to the educational philosophy and intention behind these maps, access to the various types of maps, applicative ideas for many areas of instruction, and even concrete alignment connections to the common core standards!
The second resource at the right, "Thinking Maps as a Transformational Language for Learning," includes an article written by David Hyerle, Ed.D., where he explains this educational concept he founded and how these maps can lead to student successes in various classrooms. This site also links you to examples for how these maps could be practically used in the high school classroom.
Friday, February 8, 2013
Graphic Organizers
What are some of the advantages to using graphic organizers in your classroom?
1. Facilitate in class discussions-- Due to organized notes, students are more confident in the accuracy and depth of what they have recorded. A graphic organizer can also be used to make connections in discussion that students can actually see in front of them.
2. Ease of grading-- graphic organizers are set up as one page documents, making it easier to check notes for both accuracy and completion
3. Confident readers-- Visual format that provides places to fill in information and encourages complex, critical thinking while reading (such as skills of comparison and concept connections), allows students to feel more confident that they have gathered and recorded the correct info. while reading
First, decide, in terms of both the "big picture/conceptual thinking" and specific facts/ideas, what it is that you want students to have engrained in their mind at the end of reading an assigned article, section, etc. Once this decision has been made, it will be easier to choose or create a graphic organizer that will meet your needs. I have linked a "graphic organizers" reproducibles link that you may print from for classroom use. There are some great ways for students to plot out and organize their thinking while and after reading in a variety of subject areas. These organizers were originally printed in Doug Beuhl's Classroom Strategies for Interactive Learning, a book that does a great job describing how to utilize these graphic organizers and other classroom strategies to facilitate discussion and interaction with the text.
Next, familiarize students with the text(s) you would like them to read. If it is assigned from a textbook or website, be sure they know where to find the reading. It is not a bad idea to do a little review of the functions to the textbook that we have come to know and take for granted, like the glossary, table of contents, and the index. This "tutorial" may save you time in the long run.
Clarify for students the intentions of the reading assignment. Give them a few guiding questions (learning targets, if you will), and encourage students to use a graphic organizer to record what you want them to know. The main advantage to a graphic organizer is to provide students with an effective way to approach their reading that helps them to record info. in a concise, systematic format that can be used to facilitate classroom discussions and activities in subsequent days.
1. Facilitate in class discussions-- Due to organized notes, students are more confident in the accuracy and depth of what they have recorded. A graphic organizer can also be used to make connections in discussion that students can actually see in front of them.
2. Ease of grading-- graphic organizers are set up as one page documents, making it easier to check notes for both accuracy and completion
3. Confident readers-- Visual format that provides places to fill in information and encourages complex, critical thinking while reading (such as skills of comparison and concept connections), allows students to feel more confident that they have gathered and recorded the correct info. while reading
First, decide, in terms of both the "big picture/conceptual thinking" and specific facts/ideas, what it is that you want students to have engrained in their mind at the end of reading an assigned article, section, etc. Once this decision has been made, it will be easier to choose or create a graphic organizer that will meet your needs. I have linked a "graphic organizers" reproducibles link that you may print from for classroom use. There are some great ways for students to plot out and organize their thinking while and after reading in a variety of subject areas. These organizers were originally printed in Doug Beuhl's Classroom Strategies for Interactive Learning, a book that does a great job describing how to utilize these graphic organizers and other classroom strategies to facilitate discussion and interaction with the text.
Next, familiarize students with the text(s) you would like them to read. If it is assigned from a textbook or website, be sure they know where to find the reading. It is not a bad idea to do a little review of the functions to the textbook that we have come to know and take for granted, like the glossary, table of contents, and the index. This "tutorial" may save you time in the long run.
Clarify for students the intentions of the reading assignment. Give them a few guiding questions (learning targets, if you will), and encourage students to use a graphic organizer to record what you want them to know. The main advantage to a graphic organizer is to provide students with an effective way to approach their reading that helps them to record info. in a concise, systematic format that can be used to facilitate classroom discussions and activities in subsequent days.
Tuesday, January 29, 2013
Standards-Based Grading
The best way to give a concrete example of standards-based grading is to take a look at your elementary child's report card (or even your own, from when you were little!)
It really has not changed much in setup, and you will see that standards-based grading has been used for years, just not at our secondary level.
In glancing at these report cards, you will notice a category (reading, math, social studies, etc...), and then there are several key components underneath.
For example, under math, there may the following listings:
These are the standards by which the student's competency in math will be measured. Next to each standard, the teacher calculates a representative score, based on data collected about this child through various assignments, in-class observations, tests/quizzes, standardized tests, projects, etc.
Often, in a parent-teacher conference, the teacher will have some samples to use in support of his/her assessment of the child's progress in various skill areas.
So, rather than receiving an overall grade in one subject (ex. math), students and parents are given direct feedback on what particular skill sets they need to work on, or congratulate their student on mastering, at the end of a marking quarter. This type of grading, in theory, makes it easier for a parent to pinpoint how he/she can help, for a student to understand his/her strengths and weaknesses in a particular subject more efficiently, and for a teacher to be able to individualize, adjust, and differentiate instruction.
Make no mistake, standards-based grading is a paradigm shift and a game changer. It requires some organizational framework much like the curriculum mapping unit planners we are currently working on, but, more importantly, it requires an investment on the teachers' part in educating and effectively communicating how grades will be calculated to both students and parents. In short, it is a good thing we have one another to lean upon and come up with collective approaches to how we will unpack and approach the particulars of teaching to standards, so that we can eventually grade based on the student's mastery of those standards.
At the right are a few helpful articles to reference about this type of grading, and its effectiveness in the classroom preK-12.
It really has not changed much in setup, and you will see that standards-based grading has been used for years, just not at our secondary level.
In glancing at these report cards, you will notice a category (reading, math, social studies, etc...), and then there are several key components underneath.
For example, under math, there may the following listings:
- can differentiate between groupings of one and ten
- can formulate a math sentence (the early term for equation) from a given word problem
- can show with pictures how answers are derived
- can demonstrate multiple addition sets that add up to a given number (ex. 6+3=9, 4+5=9)
- can identify the impact of zero and ten in a math sentence
- can use correct symbols for a math sentence
These are the standards by which the student's competency in math will be measured. Next to each standard, the teacher calculates a representative score, based on data collected about this child through various assignments, in-class observations, tests/quizzes, standardized tests, projects, etc.
Often, in a parent-teacher conference, the teacher will have some samples to use in support of his/her assessment of the child's progress in various skill areas.
So, rather than receiving an overall grade in one subject (ex. math), students and parents are given direct feedback on what particular skill sets they need to work on, or congratulate their student on mastering, at the end of a marking quarter. This type of grading, in theory, makes it easier for a parent to pinpoint how he/she can help, for a student to understand his/her strengths and weaknesses in a particular subject more efficiently, and for a teacher to be able to individualize, adjust, and differentiate instruction.
Make no mistake, standards-based grading is a paradigm shift and a game changer. It requires some organizational framework much like the curriculum mapping unit planners we are currently working on, but, more importantly, it requires an investment on the teachers' part in educating and effectively communicating how grades will be calculated to both students and parents. In short, it is a good thing we have one another to lean upon and come up with collective approaches to how we will unpack and approach the particulars of teaching to standards, so that we can eventually grade based on the student's mastery of those standards.
At the right are a few helpful articles to reference about this type of grading, and its effectiveness in the classroom preK-12.
Saturday, January 12, 2013
Constructivism
The constructivist theory, originally developed by educational psychologists Piaget and Vygotsky, indicates that student learning is dependent upon two main factors.
1-- how they are able to connect new learning with prior learning experiences
2-- how they are able to actively assess and reflect upon their own learning to improve future learning potential
The benefit for students lies in the development of their ability to self-assess their learning abilities, and to recognize the progress they have made towards mastery of a skill or concept. It encourages students to look at learning as a process, lending relevancy to their prior educational experiences, regardless of success or failure, that have led them to this moment in their educational career.
Constructivism engages a wide range of educational techniques an, including interpersonal skills through discussion, intrapersonal skills through self-analysis and reflection, pattern recognition, and accessing higher order thinking skills, such as creation, judgment and comparison.
Please see the links at the right for more info. about this educational theory and its advantages when at work in the classroom.
1-- how they are able to connect new learning with prior learning experiences
2-- how they are able to actively assess and reflect upon their own learning to improve future learning potential
The benefit for students lies in the development of their ability to self-assess their learning abilities, and to recognize the progress they have made towards mastery of a skill or concept. It encourages students to look at learning as a process, lending relevancy to their prior educational experiences, regardless of success or failure, that have led them to this moment in their educational career.
Constructivism engages a wide range of educational techniques an, including interpersonal skills through discussion, intrapersonal skills through self-analysis and reflection, pattern recognition, and accessing higher order thinking skills, such as creation, judgment and comparison.
Please see the links at the right for more info. about this educational theory and its advantages when at work in the classroom.
Sunday, December 30, 2012
Socratic Seminar
This teaching method is modeled after the one proposed and utilized by Socrates himself. The methodology in practice involves questioning with depth and purpose, but not necessarily debate, concepts and logic or philosophical perspectives in subject study. This is a methodology that thrives in many classrooms and invokes interest in learning because it is largely student-driven and student-centered. This methodology is all inclusive in that it brings into action students' problem-solving skills and inquiry-based learning repertoire developed in their math and science learning, and the use of rhetoric and support for ideas, as well as knowledge of historical and social relevance, areas developed in their humanities learning experiences. Of course, their participation and creative development of ideas as well as ability to interact and appreciate alternate viewpoints to their own are developed in all areas, including their fine arts and physical education courses.
Socratic seminars require some front loading on the part of the teacher. Students should be given a text to read (article, poem, book, textbook selection) or view (film, short video clip, picture, painting, speech, etc.) It is important that all students have been given the same text, for discussion purposes. In the case of a reading text, it is helpful to number the paragraphs so students can easily refer to specific quotes or examples to support their ideas. Also, consider the reading level of all students and choose one of a middle level text complexity to ensure that all students will be able to participate
Teachers should explain this method briefly, that is will require students to answer and pose questions to the class, that participation is vital to get the most from the learning experience, and that they should arrive with prepared ideas or notes for recollection purposes during the discussion.
As you prepare the classroom environment for discussion, remember that this is intended to be student-led; arrange the desk accordingly so that the teacher is not at the center of the discussion. A circle works well for this type of discussion, with all students facing one another. A square could
also work. It is necessary to establish with students that they should be as natural as possible in the discussion, with no hand-raising or "talking to the teacher". This is difficult for students at first, so, if possible, avert your gaze from the talker without completely appearing disinterested. Warning the students that you will be taking lots of notes may ease their minds on this expectation. While you would like the conversation to be natural, students should still bear in mind that they need to be respectful of one another's opinions and use proper conversational etiquette. Yes, you will need to remind them that this means no inappropriate language, no derogatory comments to or about anyone else (even if they are not in the room), no raising one's voice, and no interrupting others. Establish that this is intended to be a discussion only, not a debate. The point is to question and learn in a more in depth manner through exploration of ideas, not just to be right or convince others of a strongly held opinion or viewpoint.
While the teacher is not the center of the discussion, you do play an important role as facilitator. The link at the right includes some great sample questions for initiating the discussion, encouraging insightful interpretation of the text, acknowledging and validating the views of all students, expediting the conversation, closing the discussion, and debriefing about the Socratic process.
Evaluating the Socratic seminar can be as complex as you desire. Evaluating the student based on his or her participation within the discussion is a good way to do this; be sure to have a roster ready to jot down notes about participants during the discussion, if this is your intended route. Participation
should not be evaluated by frequency of responses as much as quality and ingenuity of responses. A combination of participation points and a self-reflection piece is best.
Please reference the links as they are both very helpful in guiding you thoroughly through the process of using this discussion method in your classroom. Enjoy!
Socratic seminars require some front loading on the part of the teacher. Students should be given a text to read (article, poem, book, textbook selection) or view (film, short video clip, picture, painting, speech, etc.) It is important that all students have been given the same text, for discussion purposes. In the case of a reading text, it is helpful to number the paragraphs so students can easily refer to specific quotes or examples to support their ideas. Also, consider the reading level of all students and choose one of a middle level text complexity to ensure that all students will be able to participate
Teachers should explain this method briefly, that is will require students to answer and pose questions to the class, that participation is vital to get the most from the learning experience, and that they should arrive with prepared ideas or notes for recollection purposes during the discussion.
As you prepare the classroom environment for discussion, remember that this is intended to be student-led; arrange the desk accordingly so that the teacher is not at the center of the discussion. A circle works well for this type of discussion, with all students facing one another. A square could
also work. It is necessary to establish with students that they should be as natural as possible in the discussion, with no hand-raising or "talking to the teacher". This is difficult for students at first, so, if possible, avert your gaze from the talker without completely appearing disinterested. Warning the students that you will be taking lots of notes may ease their minds on this expectation. While you would like the conversation to be natural, students should still bear in mind that they need to be respectful of one another's opinions and use proper conversational etiquette. Yes, you will need to remind them that this means no inappropriate language, no derogatory comments to or about anyone else (even if they are not in the room), no raising one's voice, and no interrupting others. Establish that this is intended to be a discussion only, not a debate. The point is to question and learn in a more in depth manner through exploration of ideas, not just to be right or convince others of a strongly held opinion or viewpoint.
While the teacher is not the center of the discussion, you do play an important role as facilitator. The link at the right includes some great sample questions for initiating the discussion, encouraging insightful interpretation of the text, acknowledging and validating the views of all students, expediting the conversation, closing the discussion, and debriefing about the Socratic process.
Evaluating the Socratic seminar can be as complex as you desire. Evaluating the student based on his or her participation within the discussion is a good way to do this; be sure to have a roster ready to jot down notes about participants during the discussion, if this is your intended route. Participation
should not be evaluated by frequency of responses as much as quality and ingenuity of responses. A combination of participation points and a self-reflection piece is best.
Please reference the links as they are both very helpful in guiding you thoroughly through the process of using this discussion method in your classroom. Enjoy!
Friday, December 14, 2012
Service Learning
What is service learning?
Service learning is an experiental form of learning, much as occurs on a daily basis in our science courses. From a teacher's perspective, it is creating the groundwork for an experience that will be intended to further the concepts emphasized in class and putting these concepts into practice to benefit one's community, whether that be school, student body, town, or nation.
Why is service learning good to use?
This teaching pedagogy shows students the relevance of their learning. Service helps imprint upon one's mind and heart why the education that one is receiving is a gift, and one to be shared.
Through projects that involve the application of classroom knowledge to practical situations, the relevance to what is being learned in the classroom becomes clear.
Cooperation with one another, interaction with others outside of their age groups and social circles, and gaining a worldly perspective on social issues are all reasons that service learning is beneficial.
Finally, the extension and linking of knowledge from course content to experience to reflection, provides an avenue for more comprehensive learning and overall retention of the material.
Blueprint for service learning
1. COURSE CONTENT LINK-- Consider, with colleagues, what the end goals are for various units, etc., and how service learning could be used to meet or assess some of these end objectives. This could be a place where common core or state benchmarks play a role. Come up with a list of plausible service learning experiences based on these outcomes and genuine community needs. Finally, develop formative assessment pieces (likely reflective essays, journals, and research papers) that will tie in nicely with the service learning project and curricular goals.
2. MAP IT OUT-- Begin mapping out the service learning as you would any other unit project. You have already considered the learning objectives, now it is time to determine more concrete portions to the service learning project. Consider the following:
Who will be your community partners in this project?
-->What community organizations could benefit from your service learning project?
-->Should someone from this organization come speak and prepare your students for the experience?
What are the logistics of the service learning project?
-->travel expense and arrangements
-->time scheduling
-->safety considerations
-->weather considerations
-->school district protocol for projects, trips, etc.
-->funding considerations
How will you explain this learning opportunity to your students and lay the groundwork for their investment?
-->plan a lesson to educate them about your learning intentions from them
-->allow student input and questions to give them ownership in the project
How will you involve parents, colleagues, and administrators in the process?
-->administrative support will help the project run smoothly
-->parental support could open avenues for community involvement
-->colleagues may have ideas for how they can connect the learning to their content as well
What resources will you need to make the plan a reality?
-->materials for projects (area businesses may be willing to donate, etc.)
-->fundraising that students organize and you oversee
3. IMPLEMENTING THE SERVICE LEARNING PROJECT-- Implement the project and remember to be flexible, as the plan will need continual adjusting.
Service learning is an experiental form of learning, much as occurs on a daily basis in our science courses. From a teacher's perspective, it is creating the groundwork for an experience that will be intended to further the concepts emphasized in class and putting these concepts into practice to benefit one's community, whether that be school, student body, town, or nation.
Why is service learning good to use?
This teaching pedagogy shows students the relevance of their learning. Service helps imprint upon one's mind and heart why the education that one is receiving is a gift, and one to be shared.
Through projects that involve the application of classroom knowledge to practical situations, the relevance to what is being learned in the classroom becomes clear.
Cooperation with one another, interaction with others outside of their age groups and social circles, and gaining a worldly perspective on social issues are all reasons that service learning is beneficial.
Finally, the extension and linking of knowledge from course content to experience to reflection, provides an avenue for more comprehensive learning and overall retention of the material.
Blueprint for service learning
1. COURSE CONTENT LINK-- Consider, with colleagues, what the end goals are for various units, etc., and how service learning could be used to meet or assess some of these end objectives. This could be a place where common core or state benchmarks play a role. Come up with a list of plausible service learning experiences based on these outcomes and genuine community needs. Finally, develop formative assessment pieces (likely reflective essays, journals, and research papers) that will tie in nicely with the service learning project and curricular goals.
2. MAP IT OUT-- Begin mapping out the service learning as you would any other unit project. You have already considered the learning objectives, now it is time to determine more concrete portions to the service learning project. Consider the following:
Who will be your community partners in this project?
-->What community organizations could benefit from your service learning project?
-->Should someone from this organization come speak and prepare your students for the experience?
What are the logistics of the service learning project?
-->travel expense and arrangements
-->time scheduling
-->safety considerations
-->weather considerations
-->school district protocol for projects, trips, etc.
-->funding considerations
How will you explain this learning opportunity to your students and lay the groundwork for their investment?
-->plan a lesson to educate them about your learning intentions from them
-->allow student input and questions to give them ownership in the project
How will you involve parents, colleagues, and administrators in the process?
-->administrative support will help the project run smoothly
-->parental support could open avenues for community involvement
-->colleagues may have ideas for how they can connect the learning to their content as well
What resources will you need to make the plan a reality?
-->materials for projects (area businesses may be willing to donate, etc.)
-->fundraising that students organize and you oversee
3. IMPLEMENTING THE SERVICE LEARNING PROJECT-- Implement the project and remember to be flexible, as the plan will need continual adjusting.
Tuesday, November 20, 2012
Project Based Learning
What is project-based learning?
A process of inquiry in response to a complex problem, question or challenge.
Promotes and develops 21st century skills: critical thinking, collaboration, communication, and creativity
Putting the "dessert" first, taking the end project and making it a focused aspect of inquiry-based learning from the beginning
Develops skills of innovation: insight, collaboration, and synthesis
How do I learn more about PBL?
Go to this site for helpful info. and all you need to know to use project-based learning in your classroom. It has many free resources (under "tools") including rubrics and project description sheets.
bie.org
(tools section has lots of free resources)
Also, two of our staff members have been thoroughly trained and use PBL in their instruction currently: Mike Fenlon and Jeff VanHuis. Both ran sessions on this at our recent professional development and would be willing to answer questions for you as you explore how this can be used to enhance your instruction and learning opportunities for your students.
I attended Mike's two-hour dual session in the morning, and these are the notes I came away with, now being passed on to you.
What about my discipline's curricular needs outside of the project?
Previous instructional methods do not cease, this is just integrated into curriculum
Less lecturing, more student interaction and student-driven learning
Instruction is based around student conferencing, individually and in groups
How do I design and integrate PBL into my curriculum?
Begin with the end project in mind, give it to the students to introduce and build the unit around, rather than as an end product to prove learning
Utilize backwards design when lesson planning
Professional goals: more collaboration amongst teachers and with area businesses and industries to prepare students for future work environments
Eight Essential Pieces:
1. Significant Content-- plan a project to focus on important knowledge, students must connect how the content is significant in terms of their own lives
2. Need to Know-- the reason for learning relevant material, have an engaging entry event to introduce the unit... projects need to involve genuine relevancy and inquiry that engages students' minds.
3. In-Depth Inquiry-- students need to conduct inquiry into all aspects of their learning, spawning creativity and encouraging genuine and interactive feedback for in-depth problems
4. Driving Question-- a good driving question captures the heart of the project in clear, concise language; question should be proactive, open-ended, complex and linked to the core of what you want students to learn... students need to drive the narrowing of the question (ex. Is our water safe to drink? How can we make the Haworth Center a more desirable destination?)
5. Student Voice and Choice-- students must have the right to design, create, and present their products; they need to have the freedom to use apps and presentation methods that work for them
6. Inquiry and Innovation-- students follow trail that begins with their own questions, leads to resources and the discovery of answers; these answers lead to new questions, testing ideas and new conclusions
7. Feedback and Revision-- revision during the project makes learning meaningful, because it emphasizes that creating high-quality products are important and worth the time for creation; students need to realize that people's first attempts do not result in a high quality product, arrange a way for feedback to be provided constructively (I wonder..., I like..., I wish...)
8. Public Audience-- schoolwork is more meaningful when it is done for the teacher or test; when students present their work to a "real" audience, they care more about its quality
Classroom Strategies--
Tips:
First project will most likely fail (for you), kids will enjoy it. You need to give it time.
Start small. First one can be a couple of days or a week.
Talk openly with students about the process and what or if they are learning.
Pick a really good driving question
Prepare resources ahead of time.
Front load students with what PBL is, why it is useful to them, what they can expect as they go through the process.
Students will have some trouble adjusting to not being given the answer by the teacher and having to find it on their own; let them figured this out on their own with limited guidance, and they will become more confident in their own abilities and mire independent learners.
Be sure students are clear on their roles and held accountable.
A process of inquiry in response to a complex problem, question or challenge.
Promotes and develops 21st century skills: critical thinking, collaboration, communication, and creativity
Putting the "dessert" first, taking the end project and making it a focused aspect of inquiry-based learning from the beginning
Develops skills of innovation: insight, collaboration, and synthesis
How do I learn more about PBL?
Go to this site for helpful info. and all you need to know to use project-based learning in your classroom. It has many free resources (under "tools") including rubrics and project description sheets.
bie.org
(tools section has lots of free resources)
Also, two of our staff members have been thoroughly trained and use PBL in their instruction currently: Mike Fenlon and Jeff VanHuis. Both ran sessions on this at our recent professional development and would be willing to answer questions for you as you explore how this can be used to enhance your instruction and learning opportunities for your students.
I attended Mike's two-hour dual session in the morning, and these are the notes I came away with, now being passed on to you.
What about my discipline's curricular needs outside of the project?
Previous instructional methods do not cease, this is just integrated into curriculum
Less lecturing, more student interaction and student-driven learning
Instruction is based around student conferencing, individually and in groups
How do I design and integrate PBL into my curriculum?
Begin with the end project in mind, give it to the students to introduce and build the unit around, rather than as an end product to prove learning
Utilize backwards design when lesson planning
Professional goals: more collaboration amongst teachers and with area businesses and industries to prepare students for future work environments
Eight Essential Pieces:
1. Significant Content-- plan a project to focus on important knowledge, students must connect how the content is significant in terms of their own lives
2. Need to Know-- the reason for learning relevant material, have an engaging entry event to introduce the unit... projects need to involve genuine relevancy and inquiry that engages students' minds.
3. In-Depth Inquiry-- students need to conduct inquiry into all aspects of their learning, spawning creativity and encouraging genuine and interactive feedback for in-depth problems
4. Driving Question-- a good driving question captures the heart of the project in clear, concise language; question should be proactive, open-ended, complex and linked to the core of what you want students to learn... students need to drive the narrowing of the question (ex. Is our water safe to drink? How can we make the Haworth Center a more desirable destination?)
5. Student Voice and Choice-- students must have the right to design, create, and present their products; they need to have the freedom to use apps and presentation methods that work for them
6. Inquiry and Innovation-- students follow trail that begins with their own questions, leads to resources and the discovery of answers; these answers lead to new questions, testing ideas and new conclusions
7. Feedback and Revision-- revision during the project makes learning meaningful, because it emphasizes that creating high-quality products are important and worth the time for creation; students need to realize that people's first attempts do not result in a high quality product, arrange a way for feedback to be provided constructively (I wonder..., I like..., I wish...)
8. Public Audience-- schoolwork is more meaningful when it is done for the teacher or test; when students present their work to a "real" audience, they care more about its quality
Classroom Strategies--
Tips:
First project will most likely fail (for you), kids will enjoy it. You need to give it time.
Start small. First one can be a couple of days or a week.
Talk openly with students about the process and what or if they are learning.
Pick a really good driving question
Prepare resources ahead of time.
Front load students with what PBL is, why it is useful to them, what they can expect as they go through the process.
Students will have some trouble adjusting to not being given the answer by the teacher and having to find it on their own; let them figured this out on their own with limited guidance, and they will become more confident in their own abilities and mire independent learners.
Be sure students are clear on their roles and held accountable.
Tuesday, November 6, 2012
Depth of Knowledge levels
Here is a link to a helpful explanatory video about Webb's Depth of Knowledge levels and chart to use when determining the goals you hope your students will meet through various formative and summative assignments and assessments.
To use this in your classroom teaching and planning, you can apply words and ideas from this "wheel" to determine the level of difficulty and complexity of the tasks you are assigning. Students are meant to have experiences at all four levels, and all levels are of value to their learning. The difficulty of tasks begins with level 1 (least complex) and gets progressively more challenging up to level 4.
Webb's Depth of Knowledge video and charts compiled by NYC Dept. of Ed.
To use this in your classroom teaching and planning, you can apply words and ideas from this "wheel" to determine the level of difficulty and complexity of the tasks you are assigning. Students are meant to have experiences at all four levels, and all levels are of value to their learning. The difficulty of tasks begins with level 1 (least complex) and gets progressively more challenging up to level 4.
Webb's Depth of Knowledge video and charts compiled by NYC Dept. of Ed.
Wednesday, October 24, 2012
Welcome to ZHS classroom strategies blog!
Throughout the school year, I will be posting useful classroom strategies that I find that might apply to your discipline or teaching style. These will be compiled from a number of professional resources. Additionally, I will be posting links to articles of interest and/or resources. If you have a helpful resource that you feel others on staff could benefit from exposure to, please email it to me and I will post it on this blog. This could include a magazine article, book, or something you learned about in a recent grad. class or at a conference. Sharing is the main goal here; this blog is meant to be a helpful resource for teachers, not a hindrance. If you try a strategy and like it, please post a comment about your experience so others might benefit from your individual classroom success! Thanks and I hope you bookmark this site and plan to visit it often for a fresh idea or two to add to your repertoire or teacher toolbox!
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