Global Awareness: Why Is It Important For the Classroom?

It was brought to my attention the other day that Global Awareness is a sometimes difficult subject to articulate and integrate into the classroom.  Not only for Student Teacher, but also current veterans in the school already.  In today's political and social climate, there is certainly a huge need for this to occur and depending on where your district is, it can be a touchy subject.  The thing we have to be mindful of is that all of our students and school mates come from different backgrounds, ways of life and world views.  We have to also be mindful of parental/home influence, media influence and community influence when dealing with these issues.


As a teacher, it is not a good idea to go into these conversations or topics with our own agenda.  We have to be neutral and we have to be positive.  We quite possibly could have a variety of students who are Muslim, Christian, Atheist, Homosexual, African American, Buddhist, Republican and Democrat etc... Their families may be of any of these categories as well.  So how we talk about these topics or how we bring them into the discussion can be tricky, but doable and can not be neglected.  Students are GOING to ask about these things.  So we need to at least educate them (as thoroughly as we are allowed of course) without being prejudiced to our own beliefs.  This doesn't mean we have to totally forgo our own beliefs and values.  It just means that our opinion/beliefs can not a deciding factor of how our students make their decisions.  In this case we may just say I can't really talk about how I believe (philosophically)  or ask them what they think is right.  We can give them both sides of the topic and allow them to decide.  But allowing any type of bigotry or hate for any culture, sexuality or nationality can not be tolerated in the classroom.  These are some of the bigger issues we are faced with but it extends to bullying, exclusion of others because the way they dress or look and so on. 




In my classroom, I plan on learning different ways to help bring in this aspect of Global Awareness.  Obviously Social Studies is a great place to start, but we can also incorporate ELA reading and writing assignments into this as well!  Topics are going to come up and we need to know how to handle them.  My idea is to bring a broad topic into class each month or even look into another culture.  Something to broaden the world view of all students.  Now of course, you may possibly have certain parents who are not excited about this idea, that is why we should try to steer clear of any "hot topics".  You can be the judge of that, just be mindful of your school policy and views.  Thinking from a local perspective or even in the home, we can teach students what they can do to be great friends, siblings, sons/daughters and neighbors in their home.  Get students to think about doing the right thing or even using the principle of the Golden Rule (Do unto others as you would want them to do to you) etc.  I would love to increase awareness of hunger and poverty, not only in other countries but even in our own communities.  The list goes on from Women's rights to the environment and societies' environmental impact (garden club anyone?) to poverty and on and on.  There are many possibilities.  Here are a few websites to help you in the classroom and in your own life:




https://www.globalcitizen.org/en/


https://www.theguardian.com/teacher-network/2012/nov/09/global-citizenship-10-teaching-tips




These offer a little insight into how or why these issues need to be addressed.


I would connect this to standard:

IIa •

Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.

• Teachers encourage an environment that is inviting, respectful, supportive, inclusive, and flexible.

Global Citizenship is something we are all responsible for.  As an educator, we have a responsibility to promote this mindset in our students to help them develop a better understanding of the world around us.  We may be the only glimpse into the world around them period.  It is easy for students as well as adults to have a small and limited view of our world.  I know personally, I am reminded of this when I turn on the news or read an article of someone in another country who is oppressed or starving.  We are all aware in some way of the negativity or issues our country and Global societies face, so it is up to us as teachers to introduce and educate the next generation to make a difference.  This is why I wanted to become a teacher, and this is one area of our profession I hope to make an impact and build a legacy.  How about you?  What will you do to promote Global Citizenship?





Resources:


https://www.globalcitizen.org/en/


https://www.theguardian.com/teacher-network/2012/nov/09/global-citizenship-10-teaching-tips

EdTP Yay!!

Who is just having a blast writing our edTPA commentaries and reports?  I know, I know...it is certainly in depth and kind of nerve racking.  But just think of how much we are learning about how our lessons and ideas help to develop student growth!  We are fortunate to be able to get a practice run in before student teaching which is just around the corner.  

So how are you preparing?  It is going to be mentally, physically and emotionally challenging, but I know that we are very prepared for it and by the time January roles around, we are going to be confident in all of the training and knowledge we have acquired.  Considering how edTPA is going to be the bulk and focus of most of our student teaching experience, I am working on preparing a plan to thoroughly organize my schedule, course work and class data so that I can work at being proficient on all levels of teaching.  Even though our licensure doesn't hinge on if we are 100% on EdTPA, it is going to be better for us if we work toward total proficiency anyway.  EdTPA is really a great tool for us to see how we as teachers perform and how we can get our students to perform.  Being able to actually see how our instruction works in harmony with the students understanding and how we can improve learning for them and teaching from us is such a great experience.  It can only help us as teachers to know what works and what doesn't.  That is why differentiation is so important.  Students learn differently and we have the task of figuring out the best methods to encourage and facilitate.  Plus, not only do we need to nail our edTPA data, we will be running the classroom for 10 weeks straight as part of our requirements for student teaching.  This will be so different than our (pop in once or twice a week and help with a lesson or two) classroom time this year.  We will get the FULL experience of steering the ship.  Am I nervous?  Let's just say I am confident and positive, but I am still in need of more time in to really find my groove I believe.  Pressure has always been a positive aspect of life for me.  I work well in that situation.  Kind of like jumping into a cold pool, it is better to just get in there all the way.  Dipping your toe in will not give you the full experience or the confidence that it is not so bad.  Some of the ways I plan on getting organized and ready for action is knocking out some of our requirements over the time we have between this semester and next.  I will be spending some quality time outdoors and with my family, BUT, I will not let time go by that could be used toward the completion of some of our projects for next year, or at least getting them started.  The more we can accomplish now, the less we have on our plate next semester.  I had a meeting with Dr. Parker this week and he encouraged me in this.  We all know by now that if he recommends something, it is a good idea to follow through with it to help us down the road!  Other ways I will be preparing is studying great lesson plans, digging into more pedagogy (developing my philosophy), continue to research best strategies and practices for classroom management, and WRITING IMPORTANT DATES down in my calendar.  Mostly dates with my wife :)  But also my school's dates, due dates and important projects that I want to have done.  This not only will help with next semester but also setting goals for my future classroom.

This correlates with standard 5A:

Teachers analyze student learning.

Teachers think systematically and critically about student learning in their classrooms and schools: why learning happens and what can be done to improve achievement. Teachers collect and analyze student performance data to improve school and classroom effectiveness. They adapt their practice based on research and data to best meet the needs of students.



My hope is the EdTPA will help me develop a better understanding of how students can perform and how I could redirect my instruction to help them better.  This is all a learning process and we will all benefit from it in the long run.  But for now, we can complain a little right? :)  From Teachhub.com, I found this checklist to be helpful for when we get closer to having our own classroom.  The number one on the list was:

1. Create a Back to School Pre-Planning Checklist

This will help you identify all of your classroom responsibilities and think about all the major details involved ahead of time. It helps to divide the checklist into areas of importance—such as essential and instructional jobs. As you go through the checklist, be sure to mark off each task as you complete it.

Checklists are a great tool to make sure you are knocking out your todos!  I like to use Google Calendars and WUNDERLIST.  With this app, you can create personal, shared and group lists as well as email and text them to others.  I hope to use what I am learning from edTPA to further develop an idea for my future classroom.  Each year, we will get a new set of kids with different backgrounds, learning styles, interests and motivations.  The more we can learn now, the better.  


Resources:

http://www.teachhub.com/back-school-10-ways-teachers-can-prepare

http://www.scholastic.com/teachers/article/august-new-teacher-survival-guide

http://www.scholastic.com/teachers/article/your-checklist-get-ready-first-day-school

Classroom Management (How Do You Balance Being the Cool Teacher and the Serious Instructor?)

 

I have probably mentioned before that I have had to work on transitions and classroom management before.  If so, I won't go into detail, but as I have spent more time in the classroom this semester than any other, I have realized, I am starting to change.  It is easy to feel bad sometimes when students are reprimanded in front of us at first  and also when we have to get on to them.  We all want their love and attention, but we first need their respect.  I believe when we gain that respect both students and teacher will develop the other part of the relationship.  That doesn't mean we are hard on them and ask them to ZIP-IT! at every little word out of place or disruption. 

Here's what I mean.  Let's say you have a student (I do) who knows the answer to everything you throw at them.  They are also disruptive throughout the day when they should be working or helping their small group.  When you ask a question to the class and they speak out of turn....every time...do you get onto them?  Or do you allow them to speak?  Well, it is easier just to let them speak, but then when you are trying to teach the entire class or have others answer, it can become an issue.  From what we have learned, I would say this is great and that they are very intelligent and they are.  But if we allow this to continue, the next thing you know there are 4 or 6 students talking out of turn.  Then one student is upset because they have been raising their hand and you didn't call them.  See where I am going here?  So it is a good and a bad thing.  The other issue I have had is students walking around the back of the room during the tiny bit of direct instruction (sorry edTPA) that I have been giving.  Sharpening pencils, throwing away trash, grabbing some scissors etc...  When I look back at my recordings, I really noticed this a lot.  So what do you do about it?

Well, I received some great advice from my wife, Clarker and my CE.  The most common answer was, as Andy Griffith says: "Nip it in the bud!"  Now this doesn't mean yell, scream or scorn obviously, but if we want our students to listen to us or pay attention to a lesson, we have to instruct them to do so.  There will be other times for discussion and or "free learning" as I like to say, but considering we have on average 24-28 students (some possibly more....hopefully with an assistant) of all different abilities, attention spans and interest, there are times when we HAVE to make sure they are all hearing us.  Even today, I noticed my CE lead them in a lesson and gave thorough instructions TWICE and they still were coming up one by one asking what to do next.  So it is important to really be assured they are paying attention.  Other methods could be calling out the students (anonymously of course i.e; "I see someone with a yellow shirt walking around who should be paying attention) or awarding DoJo points (behavior motivator system we use) to those who are doing the right thing.  But to "nip it in the bud" at the beginning seems to be the place to start in my opinion.  As we have learned and can see the fruit of the structure established at the beginning of the year, we can see the importance of this major function of our classroom throughout the year.

In an article from Bright Hub, the author lists 5 methods to deal with classroom disruption as well as some of the possible causes.  I won't go over each one, but one that stuck out to me was #5: " Keep the lesson moving. If you have a forty-five minute period, plan three different activities. Try to get them up out of their seats at least once during the class period. Those students with pent up energy will thank you for it."  Now this doesn't keep them from getting up during direct instruction, but limiting our lecture time can really improve our "control" of the class and giving more hands on projects and portions of the lesson to students will limit the amount of possible interruptions.  We all have different tolerances for talkers, walkers and class clowns.  I happen to be the father of 2 boys, so I have had my patience tried many times.  So you be your own judge.  The issue in my opinion would be if you have a speaker, a Principal or another student teacher trying to talk, teach or present to your class.  So even though you may be capable of handling disruptions, your students need to respect you, their classmates and other adults in and out of the classroom.  This will reflect on you.

This falls in line with NCPTS:

 

Ia • Teachers lead in their classrooms.

IVg: Teachers communicate effectively.

So my friends, the journey continues.  Fine what works best for you, but find something that works the best!  It is our job to not only teach content but to help develop well rounded, respectful and loving citizens into society.  This is not a 9-5er, this is a honorable and very important position we are about to take on.  Don't worry so much about being a "cool" teacher but consider being a respectful, responsible and great leader!  At the end of the day, you may lose cool points and that's fine.  But being a loving, caring and thorough teacher will be worth more than all the cool points in the world.  Plus....you will be able to teach more effectively and not be discouraged.

Resources:

http://www.brighthubeducation.com/classroom-management/3318-top-5-strategies-from-veteran-teacher/



Time Keeps On Slipin

Who remembers the movie SPEEED with Keanu Reeves?  Ok, I may be showing my age a little here.  If you haven't seen it....you are honestly not missing much.  The premise is someone plants a bomb on a Metro Bus in the city and Keanu has to save the people on board.  The dilemma is that the bus is moving and it can not go over or below a certain SPEED or it will ignite the bomb.  Pretty awesome right?  Yeah, the 90's were very awesome indeed. 

This to me is an example of how a lesson plan can seem when you are a first time (student) or professional teacher.  I taught my lesson for LE1 today and it went very well.  But my biggest hang up as continued to be my SPEED.  This was a simple lesson about Context Clues for my 4th graders.  4th graders that is.  I thought I would make it rather simple and cut down on unnecessary time sucking activities such as cut outs and notebook design.  I used post-it notes and pre printed vocabulary sheets with examples of different types of context clues.  I thought this would be pretty straight forward and planned to have other examples and independent practice for the students to work through.  I also planned for 30 minutes TOPS for the entire lesson.  Well....I went to about 45 minutes.  The notebook set up still was a struggle.  Students were concerned about "doing it right" and not so much about the speed.  They took this time to chit chat with friends, find their supplies, and tie their shoe etc...  I made sure to thoroughly explain the process and assumed it would all be a 2 minute task.  After I demonstrated and explained what to do, I had at least 4-5 students asking how to do it: "How do I glue the post-its?  What sheet are we doing?  Do we cut it out?  What do we write?" etc...  So this tacked on another 10 minutes or more before we could begin the second part of the lesson.  I then explained what we were going to do for the written portion and still had some say where do we write?


A few things stuck out about this to me.  It is VERY important, even with an older age group to thoroughly explain at the beginning of the lesson.  It is also important to have a model of what theirs should look like.  I don't really like this idea, but the lesson is specific I guess, so they couldn't do it any old way.  But in the future, I want them to figure out what is best for them.  I don't think everyone's should always look the same, it takes away from creativity.  Being an artist at heart, that bugs me sometimes (though I know it maybe necessary depending on your district).  Anyway, I also thought about how I could teach these students to work more efficiently.  One way would be to lay down the ground rules such as: Get everything you need before you start (which I did) so that you are not walking around.  Possibly make it a game (which group is going to get there notebook set up first?)  The other thing would be design this portion of the lesson in a way that they can create while they learn so that they are not SO focused on "getting it right" or getting the notebook set up when they should be learning.  These are just some possibilities.


Classroom management seems to be a skill that can be overlooked and if done incorrectly, as we all know and have been told, can really hinder progress and time for you and your students.  We only have a small window to fit a full size elephant of content into, so we have to make our minutes and seconds count.  From and ASCD article:


"Research not only supports the importance of classroom management, but it also sheds light on the dynamics of classroom management. Stage and Quiroz's meta-analysis (1997) shows the importance of there being a balance between teacher actions that provide clear consequences for unacceptable behavior and teacher actions that recognize and reward acceptable behavior. Other researchers (Emmer, Evertson, & Worsham, 2003; Evertson, Emmer, & Worsham, 2003) have identified important components of classroom management, including beginning the school year with a positive emphasis on management; arranging the room in a way conducive to effective management; and identifying and implementing rules and operating procedures." ASCD


The article goes on to talk about the importance of setting the tone of your classroom, establishing respect and maintaining clear expectations with your students.  We have all learned about these things and applied them to some extent, but as we get closer to full time teaching, we really need to focus on them.  But designing and leading a lesson plan or unit whether daily or for our LE assignments, we should focus as well on flow, transitions, expectations for the best student learning and outcomes.  My kids did a GREAT job, I just know there are many areas of improvement that I need to work on.  It will get somewhat easier when we are in the classroom more, but it is still something to develop even after a few years of teaching.  It is important for the students to understand how disruption affects their learning time and the time of others in the room.  This is important to assure every student (especially struggling students) are adequately processing information.  But they also need to have fun and enjoy education so there is a balance.


This idea meshes great with NCPTS:


4G: Teachers communicate in ways that are clearly understood by their students. They are perceptive listeners and are able to communicate with students in a variety of ways even when language is a barrier. Teachers help students articulate thoughts and ideas clearly and effectively.


It could also connect with Standard 2 as well.  I felt this illustrates the importance of lesson design and delivery methods. 


Overall, this was and continues to be a productive week.  I feel like I am driving a bus sometimes that won't slow down and there are many obstacles, but I know we will get through it, and we will be so proud when we do.  So when you design your lessons and Units, remember, practice, patience, knowing your students, and consistency will go a long way!


References:


http://www.learnnc.org/?pstandards=Teachers


http://www.ascd.org/publications/educational-leadership/sept03/vol61/num01/The-Key-to-Classroom-Management.aspx

Learning Environment: What Will Be Your Class Vibe?

This one is going to be short and sweet (maybe).  It seems as though it is crunch time for a lot of our projects, and even though I have tried to stay on top, I still have a lot to get done!  This is good for me because I feel it is preparing me very well for the pressures and dealings we will have as a teacher: on top of instruction and lesson planning, having to work with parents and satisfy our school systems and administrators requirements.  This is in no way a negative outlook, but it is realistic!  I am stoked to be a fulltime teacher very soon, but I still need to focus on the tasks at hand.


This week, I was able to visit another edCamp.  I know, "ain't no body got time for dat!" (sp?) But I really learn a lot from these and they have given me some great insight on the positives and negatives teachers face on a day to day basis from veteran and current teachers.  I have been pondering for a while now what my classroom will be like.  I know it will probably be nothing like I am imagining, but I want to prepare ahead of time and have been making a mental checklist in my head as I prepare for lessons, Unit design and classroom management.  But the MOST important aspect I want to include and make the highest priority is the STUDENTS.  As important as what they learn, I am heavily pondering the WAY they learn!  This is what we have been studying and writing about for the past year or more right?  Our Pedagogy and educational theories are going to be paramount to our success and the students' success as well as how we "brand" ourselves as teachers.  Now I know we are not all going to be Ron Clark, but it is important to me to not be another robot teacher (I love them as well) but I just don't see the enjoyment in that.  I don't want to hate life 5 years from now.  We can (with our Principal's blessing) think outside of the box in our teaching, provide the best teaching experience and environment for students, and create and design new and better ways to teach students!  Students are with us for 7 or so hours a day, I feel we owe it to them to make good use of their time as well as making learning exciting and fun!


In an article I have read a few times from Teach Thought, the author lays out 10 Characteristics of A Highly Effective Learning Environment.  I felt number 4 and 7 really jump out at me.  4 is about varying our delivery methods to suit the needs of many different students/learners:


"Inquiry-based learning, project-based learning, direct instruction, peer-to-peer learning, school-to-school, eLearning, Mobile learning, the flipped classroom, and on and on—the possibilities are endless. Chances are, none are incredible enough to suit every bit of content, curriculum, and learner diversity in your classroom. A characteristic of a highly-effective classroom, then, is diversity here, which also has the side-effect of improving your long-term capacity as an educator" (Teach Thought.com)  


And 7 is about assessment:


"Assessment is just an (often ham-fisted) attempt to get at what a learner understands. The more infrequent, clinical, murky, or threatening it is, the more you’re going to separate the “good students” from the “good thinkers.” And the “clinical” idea has less to do with the format of the test, and more to do with the tone and emotion of the classroom in general. Why are students being tested? What’s in it for them, and their future opportunities to improve? (teachthought.com)


The rest of the article is a good quick read as well.  But thinking about these two, I think how am I going to do assessment in a way that I can track student progress the best and what delivery method will work the best?  I think the more I experiment with each of these, the more proficient I will become and the better I can understand how to use them.  This falls in line with NCPTS 4H:




IVh •


Teachers use a variety of methods to assess what each student has learned.


Teachers use multiple indicators, including formative and summative assessments, to evaluate student progress and growth as they strive to eliminate achievement gaps. Teachers provide opportunities, methods, feedback, and tools for students to assess themselves and each other. Teachers use 21st century assessment systems to inform instruction and demonstrate evidence of students' 21st century knowledge, skills, performance, and dispositions.


This is very important to me as a future teacher and as I continue to learn more and experience more, I look for new ways and possibilities to add and contribute to my learning community and my future students.  I still have a long way to go, but I know I will be successful in this pursuit.  What are some ideas you all have to build on this idea?







RESOURCES:







http://www.teachthought.com/learning/10-characteristics-of-a-highly-effective-learning-environment/






















 


 

 

Autism In the Classroom

This week, I thought I would write about student’s with Autism and what we could expect in our classroom when we have an AU student in our class.  Kristi Key from our class created a great breakdown of the NCPTS: 2D and 2E

It really got me thinking about how I will handle the different situations that we as teachers will face.  I am sure there are many teachers out there who dread having a problem child, ADD/ODD/ACDC students in their class.  I would hope that is not the case for all teachers, but let’s be real.  

Autism is one of those things that some teachers are unsure about and may not be equipped or accustomed to in their class.  I understand.  I actually look forward to the challenges and struggles we will face and I am sure we will all have those days when we wish we didn’t have to deal with some of the behavior, developmental and learning capacities some students exude in the classroom.  But we will and we have to ask ourselves how do we build up these students?  How do we give them the best experience they can have?  What are the ways in which we will make them feel loved when they may seem unlovable?  Are you up to it?  I believe everyone in 435 is.  I hope to illustrate some points to help us learn more about how to provide instruction as well as a safe happy environment for students within the AU spectrum.  There is certainly a rabbit hole of information out there that we can learn about, but this is a snapshot.  

In my Clinical placement, we have some very interesting students behavior wise.  They are all great but there are a few who require a little more guidance.  We have one diagnosed student within the AU spectrum.  I gravitate to this student who is very sweet and does a great job on learning tasks.  But there is a bit of scaffolding involved with other students as well as a little extra help provided.  But it is a great experience for me to learn how to best provide support and instruction with this student in particular.  

So what are some ways to assist an AU student within the classroom?  Well the first is understanding and love.  Having a son within the AU spectrum as well, I know first hand that he shuts down when he is pushed too hard or when he feels threatened in any way.  He is capable of a lot, but you have to find what he likes or doesn’t consider “boring”.  Also, a majority of students with autism on the higher functioning end (Asperger’s, etc.) can be opinionated and may say what is on their mind to you.  A lot of AU students will be kind of awkward emotionally and or socially so that is something to keep in mind for sure.  Students within the lower functioning end of the spectrum can be a little more of a challenge, but we should be prepared for either student.  This is important to research because as we are learning more and more, differentiated and blended classroom models and instruction are crucial for all students to succeed and enhance their learning experience.  From Autism Speaks: IDEA provides that students with disabilities are entitled to experience the “least restrictive environment.”  School districts are required to educate students with disabilities in regular classrooms with non-disabled peers, in the school they would attend if not disabled, to the maximum extent appropriate, supported with the aids and services required to make this possible. This does not mean that every student has to be in a general education classroom. The objective is to place students in as natural a learning environment as possible, within their home community, as much as possible. (Autism Speaks)  This illustrate a glimpse into the importance of helping students transition smoothly throughout their school career.  

The use of IEPs or (Individual Learning Plans) is another way to help students get the help and the leadership they need.  It is up to the teacher to adhere to the plans that are established by the parents and the teachers involved with the design of the plan.  This insures that the student will receive the adequate assistance they need.  Another method listed in the PDF: Named for its pioneer (ABA-based) Teacher-directed DTT targets skills and behaviors based on an established curriculum. Each skill is broken down into small steps, and taught using prompts, which are gradually eliminated as the steps are mastered. The child is given repeated opportunities to learn and practice each step in a variety of settings. Each time the child achieves the desired result, he receives positive reinforcement, such as verbal praise or something that he finds to be highly motivating.  (Autism Speaks) So there are certainly great ways in which we can help these students.  I think the main thing is making them feel part of the team and not feel like there is anything different about themselves.  They will have behavior issues like most students.  Sometimes a little more extreme.  But they also are capable of following the rules set by the teacher and being held accountable for their actions.  All students are to be taught how to be a good citizen in society as well as in the classroom.

This certainly corresponds with the standard: Teachers II • Teachers establish a respectful environment for a diverse population of students.  Particularly IId •Teachers adapt their teaching for the benefit of students with special needs.  But all of the subcategories of this standard certainly apply!  Experience is the best teacher for us on this area, but being prepared is very important.  Look at this not as a challenge, but an adventure.  I think this is the essence of teaching a well rounded classroom.  Teaching is not for everyone, and teaching students with special needs is not for everyone either.  But loving humans is or should be for everyone.  Teaching can teach you a lot about yourself, so make sure you are willing to learn! :)  

Resources:

https://www.autismspeaks.org/sites/default/files/sctk_educating_students_with_autism.pdf

http://www.learnnc.org/lp/pages/812

Change The Way Students Learn

I have really been interested in Maker Space over the past year and I have searched for different ways I could incorporate it into my future classroom.  But let me first recap my week.  Last Saturday, I was able to attend EdCamp QC in the Queen City itself....Charlotte.  I was able to go with my lovely wife Harmony and simultaneously celebrate 17 years of marriage!  Whoo hoo.  Ok, back to EdCamp.  If you haven't been (I know a lot of you have) it is an "unconference".  Meaning, there is no set agenda other than learning a lot from other teachers and education facilitators: aka: Media Specialists, Tech Integrators, Instructional Technology leaders.  Every hour or so we would switch to another group.  You can pick which group you would like to go to even if it is visiting 2 or 3 different groups during the hour.  You vote with your feet.  One of the constant groups was a makerspace that was set up in an art room.  There was technology, recycled items, robots, 3D printers etc... and you could use all of them to create and "play" with.  The other groups I went to were Twitter, PBL, Flexible learning spaces and Growth mindset.  I learned so much from all of these and helped a few teachers learn how to use Twitter.  The thing I like about these is that everyone has something to add.  I am a novice teacher obviously, but I was able to add to the conversation as well.  Just in case you are interested, there is another EdCamp in a few weeks in Raleigh: EdCamp Wake.  

Fast forward to this week...in my clinical visit this week, I was able to work with my small group of students to assess literacy and establish an idea of what and how we are going to work together.  I am looking forward to completing this task, but also looking forward to learning the process.  So, back to maker spaces...how do you implement a makerspace in an already super crammed, busy day?  That is my dilemma and mission.  You also have to ask: Why do you use a makerspace?  How do you use a makerspace?  How does it connect students to learning?  Obviously, it will not replace teaching, but like technology, it can be a powerful tool to use in engaging students in a different and powerful way.  Let's look at Bloom's taxonomy model:

As we have been learning and pondering throughout the last year or two, being able to open up a higher level of reasoning and learning in our students is our goal.  To do so, we must go beyond mere instruction.  Of course, we are to lead our students by our instruction.  But the types of questions we ask, the opportunities for learning we present and the methods and tools we use to bring them to deeper knowledge are all important.  This can happen with all students.  I believe Maker Space is a great opportunity to introduce students to their creative side and differentiate learning in a great way!  Here is an example of how you could use this in an ELA setting:

https://usergeneratededucation.wordpress.com/2013/10/28/maker-education-meets-the-writers-workshop/

The overall project in the article was having the students create a Reader's Theater.  They created the storyboard, narrative, props created for illustrating in real time.  It was a tool to encourage students to be creative in a powerful way WHILE LEARNING!  I certainly bookmarked the idea and hope to incorporate some of the ideas eventually.  The other article I have been reading was about "open ended" learning.  From the website: "Personalization only comes when students have authentic choice over how to tackle a problem. A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions. Diane Laufenberg in What Do We Really Mean When We Say ‘Personalized Learning’?"  https://usergeneratededucation.files.wordpress.com/2016/09/selfdifferentiating.jpg?w=700

This is a great illustration to me of how successful this type of learning can be.  

So how does this fit into teacher standards?  I would link it to:

IV.C:  Teachers choose the methods and techniques that are most effective in meeting the needs of their students as they strive to eliminate achievement gaps. Teachers employ a wide range of techniques including information and communication technology, learning styles, and differentiated instruction.

and

IV.D: Teachers encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge, and draw conclusions. They help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems.

These standards represent the way makerspaces should help students learn in a meaningful and deeper way.  As I continue to learn about makerspaces, I plan to incorporate it as much as I can within the classroom.  My idea is to at first use makerspace as an extrinsic motivator for students to complete assignments on time, help with classroom management and to help students who need that creative outlet.  One idea would be introduce a new Unit or end a Unit study.  For ELA you could incorporate the above mentioned Reader's Theater and Writer workshop.  For a Unit study on measurement, you can have students construct a building/house model and measure all of the angles, materials and square footage.  I believe you need to start small and maybe take an idea or lesson 1 day a week and dedicate a little chunk of your day to help students get started.  It has to have meaning and connect with common core standards of course, so you have to make sure Common Core is integrated in the learning experience.  My BIG goal is to have a community "makerspace" day either at school or locally somewhere.  Overall, I realize that this is a tool just like Technology.  So it is important to utilize your time and purpose in the classroom.  I think it is possible to transform the traditional classroom.  I also believe that it is needed.  Traditional models and instruction have their merits and positive attributes, but progress and innovation are the only way in which we will ever move forward.  Now...let's make something!

website references:

https://usergeneratededucation.wordpress.com/2013/10/28/maker-education-meets-the-writers-workshop/

https://usergeneratededucation.wordpress.com/2013/10/28/maker-education-meets-the-writers-workshop/

edcamp notes and references:  https://docs.google.com/document/d/1cY8wZ6ugnABQIUxw0RDHDCxb4vL8q5jlZ1NZFbZsUVk/edit

Some Students Won't Get It

To piggy back off of last week's post, I wanted to dive into assessment again.  I promise, not another boring rant about tools for assessment, but looking from a teacher perspective....what do you do if the student(s) are still not getting it?  IT being content, knowledge, deeper cognitive understanding etc... Have you taught any lessons yet in your time here at GWU where you worked tirelessly for a few weeks on ONE lesson only to see it bomb?  I have.  I felt discouraged.  Not that the students didn't learn anything at all, but that my preparation and attention to detail and words seemed to go right over their head.  They might not have seemed at the time to not know, but looking back at my recordings, I could tell that a few were not paying attention, some just were not catching the main idea, and some were making faces in the camera.  I have learned a lot from these experiences.

This week in my class, I observed the math class (block) and it really is starting to click with me that we have a limited time to deliver all the content required by the State and National standards.  My Math CE moves incredibly fast through content and it is hard even for me to keep up.  A lot of her instruction is direct and a lot of the student's practice is independent.  As a student teacher, I plan to hopefully incorporate a more PBL approach and visual/hands on style of instruction.  How do we do this?  That is what I have asked my Math CE, my main CE and myself.  I have been chipping away at my LE1 and LE2 for a few weeks...when I am in the class, I will have a very limited time to prep for lessons and or extra instruction or facilitation of learning.  Add to that the demands of the job (parents, behavior issues, bumps on the head, administration, home life...) and you could set yourself up for disaster if you are not proactive!  So how the heck do we incorporate all or any of the new types of learning and teaching into our classrooms?

PBL: Project Based Learning (or Problem Based Learning there is a distinction) are two ways in which we can elevate our practice and encourage students to go beyond what a normal lesson may provide.  With any new tactic, the main thing to remember I have found, is to decide what the purpose is.  If you are using technology (laptops, iPads, assessment tools, games) what is the purpose?  Is the technology or the PBL facilitating the content or is it just something fun that students are not learning from?  One of the points in an article I read from Teach Thought stated: " Ideally we’re looking for them to articulate that connection between their work and the authentic purpose and audience. It’s that kind of grounding that allows teachers to leverage thinking and learning toward craftsmanship by returning to the question of how well the work is meeting the needs of the audience and the purpose of the project." (teachthought)  So how are we teaching the content and how are the students connecting and learning the content?  Does it have a purpose?


So we have purpose in place, now how do we create space to use our new method?  My goals and my thoughts as of right now are to try some new things during Student Teaching.  It will be a good opportunity to see what works for me personally and what works for the students mainly.  I feel that if you plan (work your butt off) ahead a time it is possible.  Also, just implementing one thing at a time.  I don't expect to go in there and break out Kahoot, iPads, Google Glasses and Maker Spaces and go to town.  First, that would be very hard and second, I haven't developed the purpose for these things.  I do plan on using these tools eventually, but starting with one thing at a time seems to be the best way.  You will always have stipulations: Money, Administration, parents, other teachers to deal with, but like I said, I feel gradually you can make use of these things.  Another factor to consider is how much time you will have with the entire class.  There are many disruptions throughout the day: students going to resource teachers, early dismissal, behavior.  So you have to consider these things as well.  And what are you going to do when all of that hard work you put into your lesson is not as smooth as you would like?


I relate this to NCPTS:

IVa •

Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students

This is not the only one from Standard 4, but the most encompassing one.  All of them are important however.  Here is the link if you want to review.  http://www.learnnc.org/?pstandards=Teachers--25
But I can see how important it is for us to understand all the needs of our class in order to be able to use these tools.  Sometimes, simple direct instruction is needed.  Sometimes we will need to create a fun/engaging method to improve their metacognition.  At all times however, we need to create an environment for deeper thinking and learning.  With all the factors and life matters to consider, we should always be aware of how and what the students are learning.  I hope this all makes sense.  I don't have the answer, but I am learning a lot about how to better myself as a teacher and my future classroom for learning.  Our plans will not always go the way we hoped, but if we are cognizant of student's needs and our abilities to use different tools, we can better serve our classroom and our students.


Resources:
http://www.teachthought.com/learning/project-based-learning/8-basic-steps-project-based-learning-get-started/


http://www.edutopia.org/article/differentiated-instruction-resources

Assessing The Situation

One of the biggest and most important things you do as a teacher is assess students' learning.  It is fun to deliver content, create lesson plans and interact with students, but if we are not getting through to them in a meaningful way, then we are just spinning our wheels.  If it seems like we have been beaten over the head about assessment and how we will use it, we have....but in a good way.  There is certainly a reason as Dr. Clark mentioned a week or two ago, all the work and "mini" assignments given to us have a meaning and a purpose.  It is not there for our Professors to sit back, ring their hands together and let out a Muuuuuhhhahahaha!

I love how this article from Teach Thought offers a tool to use in the classroom for assessment.  In order for you to assess student performance, you have to assess where they are at.  Are they getting the information?  Is it meaningful content?  From the article:

"Why the brain actually benefits from reflection is a matter of neurology, but the extensive research is clear: Prediction, reflection, and metacognition are pillars for the thoughtful classroom."  " Perhaps most crucially, by shifting their reflection from content to thought, students have the chance to put themselves back at the center of the learning process." (teachthought.com)

This correlates nicely with all that we have been learning involving a Bloom's Taxonomy approach to teaching and learning.  Higher order thinking requires more than worksheets and mindless drilling of information until students grasp what we are talking about.  We as college students reflect on everything (assignments, lesson plans, articles, lunch menus) so we are well versed I believe in this approach.  I feel this ties in great with NCPTS: 4E---Teachers help students develop critical-thinking and problem-solving skills. and 4H:--- Teachers use a variety of methods to assess what each student has learned.  This of course is only one way to help students understand what they are learning.  Another method may be a simple 1 thumb up if you understand, 2 thumbs up if you are super confident in your understanding and Thumb to the side if you are not quite sure, thumbs down if you are clueless.  This would be a good quick tool during instruction.  The trick is, getting students to be honest about their level of understanding.  You will be able to tell when tests come in, but it is better to catch it early on.  Just like college course work, it is easy to get behind and we don't want that for them or for us.

In my classroom, I would love to develop some of these skills for students to use during the day and at the end of the day.  It will help me better prepare my lesson plans as well as the pace in which I can move through them.  That seems to be the tough part about curriculum planning.  You have to cover all of these standards, but you also have to spend extra time occasionally reviewing and assessing.  One idea I have seen in my Math CE's class is a pocket folder in which students place their name tag.  It is labeled: I got this, I kinda got this, I need more instruction/have questions, I have no clue.  Like I said, it is up to the students in this case to determine their level.  But, my big thing is, why not do this during instruction.  Examples: Call on kids during the lesson (may back fire because some students hate that) but you can see who is paying attention.  Others signals to get their feedback could be: Is this making sense?  Who gets this (thumbs up or down)?  Ask students to come up and demonstrate or share what they have learned.  Have your higher level learners share and lead their small group, have small group discussion time, pal to pal discussion time (1to 1) etc.... Just don't assume students understand, have them explain their reasoning and methods.  Whether they are correct or not, it will instill confidence for them to try. 

In order for us to become better at what we do, we have to rely on the students' feedback.  It is all about them right??  We have been given the knowledge, ability, tools and instruction on how to do this, it is our responsibility to continue learning how to BEST do this each year.  As much as policy changes and mandates change, we have to be able to adapt.  Be creative, be proactive.  Pay attention to students who struggle as much as possible.  Create a culture of "It's okay to try and be wrong." or "It is okay if you don't understand, let's get to where we do."  Assessing our students' learning is one of the most important aspects of our profession.  Without it, we cannot progress as educators.  And I don't think any of us are going to be or want to be mediocre.  What are some of the ways you will use assessment??

Resources:

http://www.teachthought.com/learning/use-twitter-exit-slip-teaching/

http://www.insidemathematics.org/performance-assessment-tasks

How Did You Get That Answer?

First off, I continue each week to grow in my appreciation and love of the teaching profession.  I am inspired, humbled, motivated and encouraged by all of the teacher leaders who are in my life and those whom I read about and learn from online.  We live is such an amazing time in which knowledge, education and instruction are so readily available to us as educators.  I say educators present tense because we are already educators.  I have seen so much growth in myself and all of my classmates over the past 2 years and I just want to say keep up the hard work!  

This week I have been learning about NCPTS and breaking down part 1C and 1D for my week.  I also was able to spend a little time in the classroom and though I didn’t really do anything, I observed a lot.  Seeing those little people working diligently on their tasks, adhering very well to the class routine (behavior and expectations).  The students were really excited to see me, more so than the first two weeks, so I guess me being there is making a difference.  Once again, I believe they are  a great class to work with.  Also this week, we are looking at the Mathematical Standards and analyzing them.  I really think this is a great way to instill into students the importance of problem solving and critical thinking in all subjects and in life.  Here are the standards in a nutshell:

1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning

I know we all have to do some research on these this week, so I won’t bore you with details on every one of them.  I just thought I would talk about how I would like to use them and possibilities of a few of them.  

In this day and age of technology, information and Google answers (why is there not an app called that?) it is easy to just look up information or answers to things, but no critical thinking is involved necessarily.  Also, how do you know it is 100 percent correct?  That is why it is important for students to be able to connect with the content and come up with the reasoning.  For instance, when technology fails or they are limited on its use, students will have to figure out the best solution (2 and 3).  How do you fight to get the right answer?  Do you give up very easily or do you persevere? (1,2)  What does your work look like?  Is it correct?  Also, how do you fact check? (6, 4  Once you have come up with a solution, how do you make sure that is the best possible outcome? (8) or what tools would you use to solve the problem? (5).  These are just a few ways to look at the standards.  This could apply to research, writing, reading, math, science, etc…  I think this is a great way to look at these standards.  We can teach students about fractions, but if they are able to reason and look at it from different angles like visualizing something they recognize like a pizza and how it could be divided into slices, I feel they will be able to retain the information better.  Making the content relevant and meaningful have been key components in creating lesson plans.  That is because we should not teach ONLY for students to pass an EOG.  We should teach them how to do quality work, think about solutions, (the 4 C’s: collaborate, communicate, be creative and think critically.) This will help them in the workforce, but also life in general.  Students need to take all of the advantages we didn’t have 15-20 years ago and use them in a powerful way.

This relates to teaching standard 4: Teachers Facilitate Learning for Their Class.  What a great method to ingrain into or students’ minds and thought process.  As a teacher, we should always think of ways in which we can help students to advance their learning.  Especially those students who struggle at times with confidence or problem solving.  I would like to use this in all subjects because like I said previously, it is a very great tool to promote the higher level of reasoning that we want students to achieve.  Like Dr. Parker recommended, make copies for students to put in their notebooks, plaster it all over the classroom, take a small chunk of each day to review how to use the standards and what the reasoning is behind them.  Creating lessons and delivering content in a way that gets them to think is also a way to incorporate this approach to learning.  Is it the only way?  No, but it is a great way for sure!