What better way to develop an Environment of Respect and Rapport than by developing a 1:1 relationship with each student??Watch Rick connect with students about their reading during conferences. What does he do/ say that develops an environment of respect and rapport? What does Rick communicate to his students with his verbal and non-verbal language? I’ve seen similar successes with Experimental Design Conferences in a middle school science class as well as Think Tank conferences in a high school math class. In each instance, teachers demonstrated great respect for their students’ thinking by honoring scheduled time with everyone. How could you make something like this work in your context? What do you & your students stand to gain?
According to the Partnership for 21st Century Skills (P21), the 4Cs: Critical thinking and problem solving, Communication, Collaboration, and Creativity and Innovation are infused in learning.
Watch and listen to how ASCD describes 21st Century Skills.
In the video P21’s video library, the section titled “In Practice,” features sample lessons incorporating 21st Century Skills for any grade level/ content area. This is a video jackpot! I’d love to know what videos you found most valuable and to which you made connections. Please share your thoughts in the comments!
Carol Ann Tomlinson writes, “The idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education (Tomlinson & Allan, 2000). It is an approach to teaching that advocates active planning for student differences in classrooms.”
The teacher in this video creates an opportunity for all students to be successful with a very challenging written assignment. Watch this 5 minutes video to see what he does to support all students. Any ideas or questions come to mind for your own teaching? Share in the comments!
In my upcoming posts, look for go-to strategies to ramp up already planned lessons and ways to re-purpose assignments, lessons and resources that need a 21st Century kick! Also during this challenge, a lucky teacher who supports readers by sharing his/her experience in the comments will receive a TpT gift certificate!!
If you are back for round two… congratulations on your successes during week one! If you’re just joining us, welcome~ we’re thrilled to have you here and hope you join the conversation! Let’s think about where we are starting!
Level 1: Projects, activities and assignments lack challenge, are inappropriate, or do not cognitively engage students. -> Level 2: Projects, activities and assignments inconsistently challenge all students appropriately and only cognitively engage some students. -> Level 3: Projects, activities and assignments are appropriately challenging for all students, require 21st century skills, and cognitively engage almost all students in complex learning. -> Level 4: Projects, activities, and assignments are appropriately challenging for all students, require 21st century skills, and cognitively engage student in complex learning.
With these descriptors in mind, which level would you say best describes your daily teaching experiences? Continue reading “Student Engagement- Week 2 Educator Challenge”
What would parents think if they knew?
I find that the majority of first year teachers I support teach in multi-age, self-contained special education classrooms. Many of the challenges they face are unique to this setting and predictable to administrators and veteran teachers in the school. Many of these challenges are also driving potentially long term and high quality special educators out of these settings and into other positions.
There are two major issues of equity that I see as prohibiting these programs from being the vehicle by which students’ transition back into the general education setting is supported and encouraged.
Access to Curriculum
There are two issues within access to curriculum. First- teacher expertise. I have yet to see a school or district find a way to provide the same professional development opportunities to the classroom teacher with students in grades 5-8 in his room as provided to the sixth grade math and science teacher next door. By professional development, I mean more than just the once or twice yearly content and strategy workshops (although that would be a start). The sixth grade math and science teachers meet bi-weekly as a cohort to plan, develop common assessments, problem solve around student misconceptions and work together to design ways to skillfully differentiate instruction by scaffolding a challenging topic in next week’s lessons. Throughout their time together, these teachers reflect, build on experiences, analyze student work and support each other. The good news for the students in sixth grade general education math and science classes is that they will reap the benefits of their teachers’ work for years to come. The level of expertise of these educators continues to grow as they interact as a community of professionals. This is an excellent example of teachers leading their own professional development. They’ll likely pass along any materials they created to Tim, the self-contained special educator, and someone will probably stop in his room to recap the learning… but just like in a classroom where 21st Century Skills are paramount, the growth and development of the learners is a result of actively participating in the learning experience, not just accessing the paper and pencil product. All of these teachers have the best of intentions. Continue reading “Are we asking too much? Who’s getting Shortchanged?”