Write Solutions

Student learning is no accident!

Let’s Get Blogging, Kids!

Getting my sixth grade students set up with their own individual blogs was a lot getting myself in the water for the first time on a beach day. The worst are the days I never make it into the water- I regret it all the way home! And just like when I finally take the plunge at the beach, once we set up our blogs, I wished I had done it sooner.

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What worked? To start, I really wanted printed out step by step directions to hand students. In order to make them as accurate as possible, I created a practice web page using my dog’s name, and took notes throughout the process. These tangible directions seemed to be valuable. Many students were able to help themselves, as Read More

Phew! They’re Chatty!

One of my biggest take aways from a New Teacher Center Mentor Academy last year was, “the ones who are doing the talking are doing the learning.” The focus of that academy was Coaching for Equity, and we spent timing thinking about Conditions that Support Students with Exceptionalities. Early on in that academy, one of my amazing colleagues suggested that all students are exceptional, and that became our platform as a group. We had previously agreed that the strategies that best support students in Advanced Placement classes, provide similarly rich learning experiences for students who might struggle… so this was not a huge leap for us. I spent the rest of the year seeing opportunities everywhere I looked to get kids talking! If I reflected with teachers about one idea last year it was, “the ones who are doing the talking are doing the learning.” We thought hard in kindergarten, third grade and eighth grade about how to make the most of that statement. And we all watched the videos on the NTC Oral Language Development site together.

As I get to know my new community of sixth graders this year, I find myself reflecting on these ideas daily. We often spend a great deal of energy as teachers, doing what we can to diminish students’ chatter. “If not in September, then when?” we rhetorically ask each other as we defend our systems of consequences. This year, a nagging voice in my head keeps reminding me that, “the ones who are doing the talking are doing the learning.”

Now, I know that the kids who are talking about what happened in PE instead of setting up their desks for my class, are not (in that moment) doing the learning in my classroom. Believe me, I’m not proposing a ban on silent homeroom (how could I survive?), silent moments or organization, or silence anywhere else that it benefits student learning. I am wondering though… how I can capitalize on the fact that these students like to talk.

What I am proposing is that we take the chatter and grow it into academic conversation. Let’s turn these talkers into active listeners! I recognized on Tuesday that I am sharing a room with some very social 11 year-olds this year. Today, after a 60 second turn and talk responding to the prompt, “what do you know about a seed story or a watermelon story,” I was sure this was the right move.

One student raised his hand and said loudly (in a lunchroom voice), “Zachary suggested that a seed story was a story about one small thing that happened, but was really important.” He then turned and looked at Zachary for approval, who nodded, and added, “and I agree.” Next, I did 3 internal cartwheels and I calmly provided specific feedback about the way he used his partner’s name, and how actively he must have been listening to provide such a response, and smiled.

This was amazing positive reinforcement for me! And, this incredible moment was no accident… I know, because I’ve been carefully dissecting the moments leading up to what I now realize was (drum roll please) my most successful moment of the entire school year. Here’s what I found supported this amazing moment:

As I gave the turn and talk prompt, I told the students I would be paying close attention to how actively they would be listening to each other. I told them I would not be asking them to share out their own ideas, but instead a partner’s. I listed some sentence stems on the board as they talked like, “My partner______ said…” and “Talking with ___ changed my thinking  because ____…” and “_____ suggested.” I will continue to encourage the use of these sentence stems in my classroom as evidence of active listening during collaboration.

How will you harness the strengths your students arrived with this week? What amazing moment of teaching and learning happened in your classroom today… and what did you do to engineer it?

Looking Forward to Celebrating Successes Together,

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SPIDER Web Discussion Strategy

Whether you teach math, social studies or general music- if you want to facilitate truly student-led inquiry in your classroom discussions, you may want to give Alexis Wiggins’ version of the SPIDER Web Discussion strategy a try. She has been refining this strategy for seven years and shares her experiences and her rubrics!

While students are the ones discussing, the teacher is still the referee and master of knowledge, offering up the right question at the right moment, redirecting the conversation, correcting misunderstandings, and ensuring that students are being civil to one another.

Maybe that lesson you have planned for Tuesday of next week needs a kick… Try adding this strategy to your repertoire, and let us know how it goes!!

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Student Engagement… Strategy #1

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Regardless of the subject, brain research tells us we need many rehearsals (+20…yikes!) for new learning to stick! Learners rehearse learning when they are actually engaged in it. And, just to be clear… a worksheet with 20 math problems does not equal 20 rehearsals…( awwww, maaaan!) So, let’s consider the value of a jigsaw!

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Student Engagement… Buzz Words Demystified

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. 21st_Buzz_word

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!

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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!!

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Student Engagement- Week 2 Educator Challenge

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? Read More

5 Tips to Kickoff this week’s Questioning & Discussion -Apalooza

1. What will you ask? Plan your questions in advance. Know your objective and plan questions that will support students’ deep understanding around that objective.

2. When will you ask? If you plan to ask two questions during a read aloud, sticky note them in the text. Maybe you are interested in students discussing their opinion about a topic you will dig deeply into during class. You may want to ask once in the beginning of class, and again toward the end of class.

3. Encourage thinking. One sure fire way to avoid critical thinking is to ask a question, and immediately begin accepting rapid fire answers from a sea of waving fingertips you’re pretty sure are attached to students in your class. How will you ensure students think before they speak? Will you give them 30 seconds of silent think time? Will you ask them to stop and jot on a sticky?

4. Honor their ideas. So, you’ve created a situation where all 25 of your students have stopped and really thought about how a pink square of chewing gum would change after 10 minutes of saliva rich, horse-like chomping. They thought!! There was smoke coming out of their ears, their sticky-notes are full and their sitting at the edge of their seats! Now what? Which two students will share in the 3 minutes you have? How will your choice impact student motivation the next time you ask a question? Consider a participation structure from the New Teacher Center’s Oral Language Development Website like a Turn and Talk or a Write-Pair-Share, with the idea that those who are doing the talking are doing the learning. (No pressure!!)

5. Encourage Listening. One of the reasons discussion is such an important skill, is because as life-long learners, we seize the opportunity to learn from someone each time we engage in a discussion. If we truly want our students to learn to do the same, we must teach them to listen. (I laugh every the teacher in the the Turn & Talk video describes what turn & talk looked like in September~ she is SO right!!) One way, is to encourage students to share out after they discuss in partnerships or small groups. Here’s the secret, “Boys & Girls, I’d like you to think about what interesting, new ideas your partner shared with you during the conversation you just had. Who heard something they hadn’t yet considered and would like to share with the class?”

I can’t wait to hear how your Monday goes! Remember, we’re thinking about one domain each week. All of this deep thinking around questioning & discussion will take about 5- minutes of actual instructional time… Play with it all week- make it your own- adapt it for your students… I wonder how different if will look by Friday!

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Improving Questioning & Discussion Techniques- 1 week Challenge

Let’s think about where we are starting! If you missed the rubrics I posted yesterday, you may want to check them out.

Level 1: Questions are rapid-fire,and convergent,with single correct answers. All discussion is between teacher and students; students are not invited to speak directly to one another. -> Level 2: The teacher frames some questions designed to promote student thinking, but only a few students are involved. The teacher invites students to respond directly to one another’s ideas, but few students respond. -> Level 3: The teacher uses open-ended questions, inviting students to think and/or have multiple possible answers. Discussions enable students to talk to one another, without ongoing mediation by the teacher.-> Level 4: Students initiate higher-order questions. Students extend the discussion, enriching it. Students invite comments from their classmates during a discussion.
With these descriptors in mind, which level would you say best describes your daily teaching experiences?
Next, consider the difference between your current level and the next level? What is described in the next level that is not in your current level? Knowing this will help you set a goal to make purposeful, explicit change that is directly connected to these indicators.
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