Organizing A Classroom: Writer's Workshop

I have been considering my future classroom and how I might possibly set it up for the best possible outcome with students.  As we have been learning, differentiation, integration and diverse teaching skills are a must in today's 21st Century classroom.  In any classroom for that matter.  It is important as well, as a teacher, to develop, learn and create an environment for these teaching practices to hold up and be successful.  We are, after all, teaching students for their benefit.  However, I think for a teacher it is important (very) to love what you do.  When you make it your own and teach students to "own" their learning, I believe you will see great success and reward for your efforts.


In a recent article on Edutopia,the idea of Writer's Workshop caught my attention.  I really enjoy ELA and Writing, so this is certainly something I was interested in.  I have gathered from recent Clinical experiences that ELA takes up a huge portion of the day by itself as well as being integrated into other subjects.  In fact, my CE (Clinical Educator) explained to me that in order to get quality Social Studies, Science and Math into the day, it really has to be that way.  But it makes since because reading and writing are one of the most integral parts of our lives.  We read labels, stop signs, magazines, articles, emails, etc..... and if we are not efficient in that skill it will make life kind of difficult at times.  Even with the technology that we have today, we will still need to have a basic understanding.  I know students probably don't see ELA as very important at times and probably boring, but there are ways to get them "hooked" and interested for the most part. 


The article talked about one teacher's ideas on how she sets her class up physically and practically.  She gave examples and a diagram of her room that helped illustrate how she does it:


   http://www.edutopia.org/pdfs/blogs/edutopia-scoffield-writersworkshopsecondaryclassrm.png

As you can see there are many different opportunities for students to work and learn throughout the centers.  She states:

 

"When I conduct writers' workshops in my own classroom, I adapt the station rotation model of blended learning. I set up five or six stations around my classroom. Students walk into the room and look at the assignments listed on the whiteboard. They then pick the skill that they need to develop and go to the designated station" edutopia

I like the idea of using this model because you are not "forcing" the students into an assignment, but allowing them to choose a specific area they need to work on, or that they thrive in to get them interested.  Another idea was helping students develop their Citation skills for writing research based papers:

 "Using Purdue OWL (Online Writing Lab) as a main source, instruct students to complete various activities that will help them build a works cited page for their own papers." edutopia

I know personally that knowing how to do this at an early age will help tremendously in College or any other situation where you are required to identify sources.  The article goes on to explain the rest of the diagram/work stations in detail: a station for working on essays, analyzing topics and other portions of what they are reading.  Also working in peer groups to better create a good amount of differentiated learning offering opportunity for each student to learn from one another.  All of these seem like a great plan to me and I can't wait to possibly try some of this out.  I think they would work well with a variety of students from Challenged learners to more advanced learners.  It offers peer grouping as well as flexibility.

This article would certainly connect with our Teaching standards (from Learn NC here is a more in-depth breakdown:) http://www.learnnc.org/?pstandards=Teachers

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.

IVb •

Teachers plan instruction appropriate for their students.

IId •

Teachers adapt their teaching for the benefit of students with special needs.

IIa •

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

Works Cited:

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

  http://www.edutopia.org/pdfs/blogs/edutopia-scoffield-writersworkshopsecondaryclassrm.png

http://www.edutopia.org/blog/creating-writers-workshop-secondary-classroom-shelby-scoffield

Differentiating For ELL Students

Last week, I started on a group assignment in one of my classes.  We were put into groups and asked to research one of five different people groups and give resources and info regarding how to teach this particular group and a background of information about this people group.  My group chose the Hispanic community and it had me thinking about my own classroom and how I plan to engage ELL (English Language Learners) as well as help them succeed. 


In the following link, I found many great resources and teaching aides to help instruction for this group of students:
http://www.csun.edu/science/ref/language/teaching-ell.html




Among the list, there were ideas and tactics that stated speaking slowly and writing down key terms helps the student to comprehend and process what is being taught.  You could even make sure to use closed captioning in videos to help them follow along in the process.  The use of visual elements as well can enhance the comprehension levels of many students.  Using Graphic Organizers like Vin Diagrams, Graphs, and pie charts are all ways in which you can encourage and engage some ELL students.  Grouping students with strong English speaking students as well can help with ELL students as well as any student who may need Speech assistance.  Using Think/Pair/Share as well can be an invaluable tool to help you as the teacher as well as the other students get the most out of each lesson.  In an article from Edutopia:"Do model for students what they are expected to do or produce, especially for new skills or activities, by explaining and demonstrating the learning actions, sharing your thinking processes aloud, and showing good teacher and student work samples. Don't just tell students what to do and expect them to do it" The article goes on to explain that it is wise to develop non verbal cues as well (gestures, visuals, other non verbal cues) to instruct and lead ELL students.  It is important as well for them to develop both their home language as well as English in the process.  I could see it as a challenge especially students with Learning Difficulties on top of ELL status, but one I am ready to take on.  I think with any learner, these methods can be used to everyone's benefit in the classroom. 


I would plan to use these methods and more in my own classroom.  I believe having all of the classroom work together would greatly benefit each student as well as make for a more productive day.  I would not rely on the English speaking students to carry that burden alone, but would use it as a resource and at the same time make the classroom a lot more diverse.  I think we can all learn in the process.  The most important part is making sure you are teaching to the entire classroom and modifying to accommodate each student on their level.  That is the balance: Teaching each student appropriately so that the advanced learners are not bored and get behind, and those who are a bit behind can catch up.


This would connect to the NCPTS: 2-->Teachers establish a respectful environment for a diverse population of students.  It is important to make sure ALL students are getting quality instruction that benefits them no matter where they came from.  And 4:Teachers facilitate learning for their students.  This will ensure that learning is top notch for all students in the classroom.


Works Cited:


http://www.edutopia.org/blog/esl-ell-tips-ferlazzo-sypnieski
http://www.csun.edu/science/ref/language/teaching-ell.html

Integrating Fine Arts In Social Studies

I recently found this article on Social Studies using Arts Integration for teaching.  It has some great insight into the importance of Arts integration and meaningful ways in which you can use different tactics to create memorable lesson plans. From the article: “One of the ten major themes in the social studies standards is culture.2 Societies around the world express culture—their identity—through the arts with dance, music, drama, and visual products. Making art is a way to express cultural norms and perspectives.” (socialstudies.org)

I thought that was a great statement and truth from the article.  I can see how using the arts would certainly help me to teach students as well as make the content meaningful.  I know some students dread social studies, but this is a way in which we can create more interest in the subject.  Here is another quote: “By integrating the arts with social studies, students also tap into other forms of intelligence, such as visual-spatial, musical, kinesthetic, and interpersonal.” (socialstudies.org)  So we can see how integrating Fine Arts also helps in the development of students brain function and psychology.  It is important for teachers not only to teach content from an academic standpoint, but also to help in the development of the whole student.  Our job is to help them to develop their knowledge but also the ability to function in society and be wonderful people in their communities.  Building well rounded students is very important to me personally. 

This article also gave some great ideas to help a teacher or future teacher to plan for integration in their curriculum.  The very first thing to consider would be picking a State Standard followed by a Fine Arts standard.  Then picking grade/age/learning ability appropriate vocabulary and content to use.  And of course some type of performance based assessment to see if the students are absorbing the content.  There are really many directions and ideas to base whole Unit plans on using this method of integration.  The article went on to give a very detailed illustration that was very helpful in how to start from scratch and create a very detailed and interesting social studies lesson.  The last quote that really captured my attention is one all teachers should listen to: “Instead of a disconnected list of dates, names, events, and timelines, coequally using the arts in instruction provides students with a real context in which to apply social studies content.” The arts are a great way for educators and communities to collaborate and integrate community into the classroom and school system.

Using the NCPTS: Standard 4: Teachers Facilitate Learning for Their Students.  This connects to the integration method because it allows teachers to use different mediums of Arts to engage student learning.  I have learned a lot from EDU 311 (Fine Arts) class about how using the Arts to help teach content not only helps students be creative, but also it helps in the overall child's development from fine motor skills, to cognitive development.  This could also connect to Standard 3: Teachers Know the Content They Teach.  In order to create an integrated lesson, you have to know how you can relate it to the standards but also how the students will understand the concept you are trying to tackle.  It is not about memorizing as much as it is absorbing and retaining the content. 

This is something I plan on using in all of my subjects.  I have a love for the Fine Arts, especially music.  Hopefully, the school system I work for will allow for Fine Arts to be a major part of what and how I teach.  I think that with so many different types of learners in the world, it is important to use every advantage possible to encourage and foster both physical and mental development.  I would like to use collage, digital presentations, bring in musicians to demonstrate time period and cultural styles of music and possibly bring in different artists from other countries and regions to demonstrate.  I like the idea of using creative writing as well, which was a topic in this article as well.  The teacher played an instrumental orchestra piece for the students as they had snack time.  Then they developed a story or fictional character.  As they listened to the piece, they paid attention to the lulls, the tempo, the excitement, key of the song to help develop the story: (if the tempo was fast, the character could be angry or frantic, maybe they were running away or something.  If the song was slow or quiet, maybe the character was sleeping or sad. etc.....)  These are some of the things I would like to possibly implement into my classroom. 

Works Cited:

http://www.socialstudies.org/system/files/publications/yl/2301/230120.pdf

https://s-media-cache-ak0.pinimg.com/736x/be/d8/54/bed8540e441ff9289b474e7a4b25ef78.jpg

Diversity and the Classroom

This week, I wanted to write about Diversity in the class room.  It is an important part of life as well as life in the classroom to enrich students’ understanding of the different cultures of the world.  I know that there are probably still some school systems that are predominately one race with a few others in the mix.  In an article (very lengthy article) I read on ASCD.org:

“Students who learn to work and play collaboratively with classmates from various cultures are better prepared for the world they face now—and the world they will face in the future. Teaching and learning strategies that draw on the social history and the everyday lives of students and their cultures can only assist this learning process.” (ASCD.org)

The significance of allowing students to interact personally and intellectually is important to developing the students awareness even into adulthood of how different cultures live.  The teacher plays a large part in that development and can use lessons to encourage students to learn.  This is an important part of the Social Studies curriculum.  But, diversity goes beyond nationality or race.  It can be gender, learning styles and physical/emotional/mental differences.  You may have a student with Autism, a student who is very quiet and reserved, a student who is bouncing off the wall and a student who is just not paying attention.  As a teacher it is important to learn how to handle all of these situations and connect with all of these different types of students.  From an article at Harvard.edu:

“Teaching to the wide range of diversities we find in our classrooms is one of the hardest and most important aspects of our job as instructors. Diversity comes in many forms: personality, race, gender, class, ethnic background, sexual orientation, religion, class, natural aptitude for and previous training in the subject matter, the range and types of previous experience are among them.” (harvard.edu)

These are not issues to simply tip toe around, but they are important to address and learn ways to instruct students to treat others respectfully.  I think that having plenty of diversity in the classroom is a great and wonderful thing.  It prepares students for the world and the differences they may find in their community and workforce.  It also helps teach about different parts of the world and relate it to real life.  There are many people in the world who have Physical and mental difficulties, and teaching students to respect and effectively work with their friends and neighbors with these life challenges is important.  

For my future classroom, I plan on incorporating different cultural themes throughout the year. I would love the idea of even having different cuisine samples for students to try (accounting for allergies and cultural traditions: aka: parental permission). I also would like to implement different mini lessons on how some people have physical difficulties and mental difficulties but that doesn't stop them from accomplishing their goals. Here is an example of what I might share:

This area of expertise would connect to the NC Teaching Standard: 2: (Teachers establish a respectful environment for a diverse population of students).  With more and more ELL students in the 21st century learner classroom, we as teachers need to be mindful of how to best incorporate different culture and traditions as well as help other students learn how to commune with other students who may not be the same nationality, religion, or have the same abilities as them.  

Resources:

-http://bokcenter.harvard.edu/classroom-dynamics-diversity

-http://www.ascd.org/publications/books/107003/chapters/Diverse-Teaching-Strategies-for-Diverse-Learners.aspx

Images:

-https://s-media-cache-ak0.pinimg.com/236x/55/7f/0b/557f0bff8c6b628254fb6844b1978779.jpg

-https://s-media-cache-ak0.pinimg.com/236x/78/f4/d2/78f4d2b11352dec52101a4c8d1a4e71d.jpg

How Guided Reading Improves Productivity

In a recent article from EdSurge.com, I thought about how to improve my future students' reading and comprehension abilities. This article imparted a simple and effective method to helping students reach their full potential. Now we all know that each student is going to learn in a different way mostly and each student will have a different reading level and ability. Our goal, our mission, our challenge, is to include them all in the lesson and at the same time, enhance their potential on what ever level they are at.

 

One of the biggest take aways for me was establishing a routine. From the article: "Children tend to be more engaged when a routine is established. I’ve found that this is especially true in getting kids to respond to guided reading, since part of the learning is done independently." (edsurge.com) Routine is definitely a must in any classroom, especially if you have students on the Autism Spectrum.  With a routine, you are able to establish each day what you expect out of the students and what they can expect during the class time.  With Reading, routine will help the students relax and be able to focus on what they are learning.

Another idea was to break lesson plans down into sections.  " I start each lesson with a question, then go into reading, then ask a skill-based question, like why each detail in a book supports the main idea.  I then end the session with an open ended or multiple choice question, leaving time to provide feedback on the students’ answers." (edsurge.com) This helps the students with the first idea: routine. Irma, the teacher from the article, stated that this was great for students to know what was going to happen throughout the lesson so that they will be prepared for the questions.  It helps them dig in a little deeper into the content so they can be on their A game.  Dedicating enough time for Reading is sometimes a challenge.  You have to be creative with your time and integrate reading into other subject areas.  This will also improve student's knowledge of vocabulary and relate their readings to the subject they are reading about. 

The article also spoke of Reading stations to get students some differentiated reading time in.  This particular class room used the Daily 5 as a template to encourage students to explore different methods of reading and comprehension.  One section of this independent reading time is devoted to vocabulary, one is devoted to writing.  So students are "occupied" at each station while the teacher is able to work one on one or within a group to help each student with a problem area.  I witnessed this style of reading time when I visited with one of my clinical class rooms.  I think it is a great way to organize the class to have the most impact in what little time you have in the day.  Again, keeping with the consistent model, this will have a great impact on the students' progress.  

This will certainly align with the teaching standards 1: Teachers Demonstrate Leadership

 4: Teachers Facilitate Learning for Their Students and 6: Teachers Contribute to the Academic Success of Students.  As teachers it is important to create the best possible outcomes and environments for your students.  Using technology, consistency, and organization, the teacher should be able to facilitate a great environment and structure for student's to learn.  I plan to use some of these methods in my future classroom.  I think they will be very beneficial to my students as well as help me as a teacher leader to instruct the entire class effectively and efficiently.  The more tools and tips we have the better and the best learning is accomplished by trying new things.  

Resources:

https://www.edsurge.com/news/2016-02-13-guided-reading-how-to-organize-the-chaos


Photos:

http://www.d118.org/creek/classes/reading_teachers/IMAGES/read.gif

http://i.kinja-img.com/gawker-media/image/upload/s--K6x-gFUt--/17hnqm2c5cujyjpg.jpg

21 Century Learner

This week, as I was browsing through some twitter feeds, I clicked on a link that led me to a framework for 21st century learners.  I really thought this was a really great illustration of what it means for students to grow throughout their school career.  Below is the info-graphic:

“The P21 Framework represents both 21st century student outcomes (as represented by the arches of the rainbow) and support systems (as represented by the pools at the bottom).” (p21.org)  In other words, the top section is what we hope students can learn from those areas listed and the bottom part would be the systems and tools used to create a platform for those actions to happen.  All of them interconnect and if used properly should really help all students succeed.  

The student outcomes listed include many of the methods we have been learning about in our other courses as well as SSED307.  From the bottom, the rainbow graphic shows that the development and mastery of subjects; (reading, writing, ELA, Math, Science, etc….) are the foundation of what we want our students to know think about and understand.  Using the 4c’s (critical thinking, collaboration, creativity and communication, the students will learn what it means to work as a team and think outside the box.  Moving to the right, implementing the knowledge and use of technology and other innovations, will contribute to students progressing in learning how to effectively use these items to enhance what they know and how to present, expand or transpose what they are learning.  In the process of collaboration and integrating technology, the students learn more about life skills and how to effectively connect with other people.  This is the hope anyway.  

So how do you create and environment to thrive in a 21st Century classroom?  I believe the Essential Standards as well as State Standards are the bedrock and foundation to beginning to improve the student’s environment.  Further down the rung of the picture, curriculum and instruction are next.  It is imperative that the teacher understands the curriculum (NCPTS 3 Teachers Know the Content They Teach), knows how to deliver it in an interesting and engaging way as well as meet the requirements of the standards to ensure the student is understanding the content.  This can prove to be a very tough job, but it is possible, obviously.  In order for teachers to improve upon their methods, they will need to spend time in Personal Development (PD) to build upon their knowledge as well.  This correlates with NCPTS 4: Teachers Facilitate Learning for Their Students.  This is something I am really digging into more and more as I progress toward being a teacher.  Learning environment is the last portion.  Creating a workspace for your students to explore, learn and be encouraged is important to student development as well.  Making sure you have plenty of opportunity to read, research, create, and collaborate with one another is important.  When all of these are in relation to one another, our students will have a great place to thrive and learn.  

Resources: http://www.p21.org/about-us/p21-framework

How Intrinsic Motivation Works in the Classroom

I have been thinking lately about different methods to lead students in and through different subjects and lessons.  Each class, each student is different.  Differentiation is such an important part of what we do to prepare each student for assessment and moving on to the next grade level.  Though it is important to not stress students out or to limit their growth potential.  So how do you do that among overachievers, underachievers and those who are trying their hardest?  Each student is motivated by different things.  Some are motivated by EXTRINSIC MOTIVATION: good grades, points and acknowledgment and others are motivated by INTRINSIC MOTIVATION: interest in what they are learning, motivated because they love the content.  In an article from Edutopia, Amy Conley stated:

"Dweck found that praising students for intelligence actually made kids less likely to take academic risks because, on some level, they feared losing the label of "smart" if they did poorly."

edutopia.com

She found that in her classroom, most of the time "praising" or applauding students can limit their growth.  If students are unaware of areas they need to improve on and rely completely on a good grade, they may not be getting the info.  Meaning they are hitting the mark, but they are not understanding and absorbing the material as well.  Most students can memorize math problems or history but if they can't explain their reasoning, then do they really know the content?  Amy then states:

"Students praised for working through difficult material wanted to show they could do so again, with the cumulative effects of long-term academic success, confidence in trying situations, and happier outlooks." edutopia.com

So it seems, from her experience it is possible to stretch students by using intrinsic motivation.   So how do we make the content interesting and prompt them to do more or go beyond their comfort zone?  How do we correct students without crushing them.  How do you enhance the learning experience for the student who is really concerned about getting straight A's and push them without discouraging them?  It is a balance for sure.  We need to get students talking about the "why" of what they are learning.  "That is the correct answer, but why?"  Getting students to think about what they are writing in ELA and how they come to conclusions about their answers in Science class will help them develop a better understanding of what they are studying.  From another article:

-"When teachers and parents nurture their children's natural curiosity about the world by welcoming their questions, encouraging exploration, and providing a supporting and encouraging environment, they are giving their children the message that learning is worthwhile and satisfying." journey to excellence

and:

-"The researcher Cyril Houle (1966) conducted one of the most well known studies on what motivates learners and identified three distinct motivational styles:

• Goal-oriented learners - who use learning to accomplish clear objectives such as passing exams and tests.
• Activity-oriented learners - who use learning as a means of socialising with others and developing relationships.
• Learning-oriented learners - who seek knowledge for its own sake and for personal growth. journey to excellence

When you are able to understand and see these styles in your students, you are able to better plan and lead your student to a deeper understanding of the content.  I really like the intrinsic approach though I can see some limitations possibly with it.  Some students will need the extrinsic motivation because they only want the good grade.  Some students just don't care either way and it is important for teachers to find different ways to motivate them.  The main thing is be consistent and not overbearing.  I think for the most part though it is a great way to teach.  

This method can be associated with the Teacher Standards: 1a2: Teacher Draws on appropriate data to develop classroom and instructional plans.  This means that the teacher understands the way students learn through assessing their behavior and academic progress and how each one effects the other.  It also can represent 2a1: Maintains a positive and nurturing learning environment.  This effects all students in the class.  Hopefully it will motivate all types of learners.  3a2: Student learning can be positively impacted by effective literacy instruction that is integrated across all content areas.  Getting students involved in the process and to think about what they are reading or writing on a deeper level will likely help them to grasp the information. I can also see how this would apply to standards 4 and 6 as well.  

WORKS CITED:

-journey to excellence

-http://www.edutopia.org/blog/intrinsic-motivation-growth-mindset-writing-amy-conley?utm_source=twitter&utm_medium=socialflow%20

PHOTOS:

-http://elearningworld.eu/wp-content/uploads/2013/09/davinci.jpg

-http://www.mehr-fuehren.de/wp-content/uploads/2012/05/Esel-mit-karotte.jpg

OTHER RESOURCES:

www.themotivatedschool.com

www.centreforconfidence.co.uk