Should We Be Engaging or Empowering Students? Great question! I believe that our positive relationships, leadership, enthusiasm for each subject/activity, questioning/discussion techniques, and engagement strategies will excite students to learn. Once we have them excited it is easier to empower. We need to model empowerment and show students what it feels and looks like. Charlotte Danielson suggests the following within Domain 3 of our teacher evaluation process:
-Allow students to assume the responsibility and take initiative to modify learning tasks to make it more relevant to them.
-Provide extensive choice in how students can complete a task.
-Allow students to suggest modifications and/or additions to the materials being used.
-Provide an opportunity for reflection and closure on the lesson to consolidate understanding.
-Allow students to help establish the evaluation criteria.
-Provide an opportunity for students to monitor their own understanding, either on their own initiative or as a result of tasks set by the teacher.
These examples all sound like empowerment. So, the question asks… Should we be engaging or empowering students? I believe we need to do both with the ultimate goal of empowering them to be life-long learners.
Below are some techniques that many of our teachers are using to support student engagement:
Tell a friend
Have students tell a friend before asking for a classroom response. Sounds simple… because it is! It’s equally important to teach students the signal to redirect class back to teacher. Create an anchor chart on how to be a good listener.
Turn and Talk
Answer questions, have discussions, etc. with turn and talk partner before answering to the class. This encourages 100% participation and active discussion. Consider having A/B partners during turn and talk, giving each partner a task to the discussion. Create partners by proximity, ability level, o’clock partners, etc.
Jigsaw
Article, story, textbook reading, etc. is divided into sections. Put students into groups. They are responsible for becoming the “expert” on their particular section. Then, regroup students so that each group has one member from each original group. Students (topic experts) share out - creates 100% participation and each student is responsible for dissemination of information.
Say Something
Consider the most important point from the article, story, chapter, video, read aloud, etc...
Say something:
- Which I agree
- Which I disagree
- That puzzles me
- I am reminded of
- That was new to me
- I wish the author had said more about
Place on chart paper and allow students to utilize post-it notes to display thoughts. This can also be used with Google docs and/or Kidblog.
Chalk Walk
Utilize chart paper with 5-7 specific questions related to the target learning (1 question per chart paper). Put students into groups. The groups should have different color post-its or markers when commenting and answering questions on the chart paper. This can also be an individualized silent task to encourage independent thinking. Again, Kidblog and/or Google docs could be utilized to answer questions instead of chart paper.
I wonder... I noticed
Jot down a wonder and notice (use as exit slip, journal entry, post-it, etc.) during an article review, video, student presentation, teacher lesson, etc. This will enrich classroom discussion and raise level of concern. Furthermore, it is great for staff meetings and professional development.
A/B Pyramid
Partner A faces the board/Partner B faces away. Partner A describes the word (science/SS vocab/spelling word, etc.) or concept on the board without using the actual word. Partner B has to guess what it is. (Think $25,000 Pyramid). Great for a review.
Think, pair, share, square
Students think...pair with another student... share with that student... then move into a square with 2 other students to share with them. At the end - one person from each group of 4 provides info to the entire class - group of 4 picks the speaker.
Sample Anticipation Guide
When reading, create a couple statement questions - have students agree/disagree with statement, see if they were correct after reading, provide page number and evidence – students can provide responses in a journal or any another format that would provide evidence of understanding. Allow students to help establish the evaluation criteria.
Kahoot
Questions are launched at the front of the room, and learners join through their personal devices. In real-time, and with gaming elements to increase engagement and motivation, learners answer questions and teachers get an overview of the current level of knowledge as a formative assessment. Fun and engaging! Check it out!
Story Circle of Thoughts
Put students into groups after reading a story. Students must discuss the story, taking on the point of view of different characters from the book, creating a society within each group. Students will then share out with the group or write a summary of ideas/thoughts.
Quick Draw
After read aloud - have students do a quick draw of setting, character trait, big idea, prediction, etc. Supports active listening during the story.
5 minute quick write
Take 5 minutes to summarize, predict, defend, compare/contrast, etc. after classroom discussion, story, activity, etc. Time bound assignments can raise level of concern and enhance engagement.
Connect, Extend, Challenge
Teacher will write Connect, Extend, Challenge in columns on the board. Give students three sticky notes to answer the following about an article, video, chapter, story, classroom discussion, etc.
Students will put name on back of sticky note and place under the words Connect, Extend, and Challenge. Teachers can be creative in the delivery and use of this idea. This concept increases engagement and empowers students to Connect, Extend, and Challenge their learning. It is also a nice formative assessment that provides teachers with immediate information to drive the next steps within the learning process.
Exit Slip
Post "I learned" and "I loved" and “I can” columns on the board. Have students place each post-it note (name on back) under each column. This can provide teacher with good formative information regarding student learning and engagement to the target objective.
Headlines
After reading an article, a section in a book, or discussing a topic as a class - have students create a headline to summarize the most important part. They should try to style the headline as it would read in a newspaper. It should be attention-grabbing and support the target learning.
CSI (Color, Symbol, Image)
Fold paper into 3 sections:
1. Chose Color that represents a big idea that stood out for you. Color section one.
2. Draw a symbol to represent a big idea in section two.
3. Sketch an image to represent a big idea.
Students should be prepared to discuss the reason for the CSI. They can even write one or two sentences explaining each section.
6 learning methods
Additional engagement strategies/methods:
- Inquiry-Based Learning
- Problem-Based Learning
- Discovery Learning
- Cooperative Learning
- Authentic Learning
- Project-Based Learning
Check out 6 Learning Methods Every 21st Century Teacher should know via @medkh9
Remember, don’t try everything all at once. Pick one or two that will support 100% active participation and build your repertoire of engagement strategies. I hope you find this helpful, supporting a new idea or something you want to get back to using.
Feel free to comment and share some of your engagement strategies, let’s learn together!
Enjoy teaching, engaging, and empowering your students!
Kudos to Principal Howell for this Post!
Videos to check out!:
Day in the Life of a SPED TEACHER (10 min)
Adding Rigor to the Classroom (2 min)
Articles you might want to check out:
Calendar of Events:
March 9-11 CCSS Regional Trainings March 10--Jo Robinson March 13--Singapore Math Training @ ESD April 10--Harney County Tech Conference 2015 @ BHS April 24-25 Number Sense Follow up from Last year with new info @ ESD April 30-May 1--Kevin Feldman Learning Walk and Training info to come soon May 14--County-wide Spelling Bee at Harney ESD May 15--Teacher Voice & Aspirations @ BHS more info coming soon! |
Monday, February 23, 2015
Engaging and Empowering Students
Thursday, February 19, 2015
Let’s Get Every Kid in a Park
Let’s Get Every Kid in a Park
From sea to shining sea, our country is home to gorgeous landscapes, vibrant waterways, and historic treasures that all Americans can enjoy. But right now, young people are spending more time in front of screens than outside, and that means they are missing out on valuable opportunities to explore, learn, and play in the spectacular outdoor places that belong to all of them.
President Obama is committed to giving every kid the chance to explore America’s great outdoors and unique history. That’s why today he launched the Every Kid in a Park initiative, which calls on each of our agencies to help get all children to visit and enjoy the outdoors and inspire a new generation of Americans to experience their country’s unrivaled public lands and waters. Starting in September, every fourth-grader in the nation will receive an “Every Kid in a Park” pass that’s good for free admission to all of America’s federal lands and waters — for them and their families — for a full year.
Because we know that a big reason many kids don’t visit these places is that they can’t get there easily, we will also help schools and families arrange field trips and visits by providing key trip-planning tools and helping to cover transportation costs for schools with the greatest financial need. For example, the National Park Foundation — the congressionally chartered foundation of the National Park Service — is expanding its program to award transportation grants for kids to visit parks, lands, and waters. The President has also requested new funding in his FY 2016 Budget to support youth education programs and to support transportation for school outings to parks for students from low-income areas.
And because the great outdoors is one of our greatest classrooms, we are making sure that more kids can benefit from the wide range of educational programs and tools that already exist. For example, a number of our agencies participate in Hands on the Land, a national network connecting students, teachers, families, and volunteers with public lands and waterways. And the National Park Service is launching a revised education portal featuring more than 1,000 materials developed for K-12 teachers, including science labs, lesson plans, and field trip guides. With this kind of support, we can help our children become lifelong learners — both inside and outside the classroom.
Designating New National Monuments
Along with the Every Kid in a Park Initiative, the President today announced he is designating three new national monuments to permanently protect sites unique to our Nation’s extraordinary history and natural heritage. In fact, the President has protected more acres of public lands and waters through the Antiquities Act than any other administration. Together, these actions will help us make sure young people will get to experience for themselves some of America’s greatest assets. We hope that these efforts mean that next year, fourth-graders in Chicago will learn how activists in their city prompted the 20th century labor and civil rights movement at the Pullman National Monument, that an elementary school class in Colorado will discover the spectacular landscape of Browns Canyon National Monument, and that kids in Hawaii will learn more about the tremendous value of our civil rights at the Honouliuli National Monument. And decades from now, those children will get to share America’s heritage and wonder with their own families.
The Pullman National Monument will preserve and highlight America’s first planned industrial town, and a site that tells important stories about the social dynamics of the industrial revolution, of American opportunity and discrimination, and of the rise of labor unions and the struggle for civil rights and economic opportunity for African Americans and other minorities. Photo courtesy of Office of State Historic Sites, Illinois Historic Preservation Agency.
Browns Canyon National Monument in Colorado will protect a stunning section of Colorado’s upper Arkansas River Valley. Located in Chaffee County near the town of Salida, Colorado, the 21,586-acre monument features rugged granite cliffs, colorful rock outcroppings, and mountain vistas that are home to a diversity of plants and wildlife, including bighorn sheep and golden eagles. In addition to supporting a vibrant outdoor recreation economy, the designation will protect the critical watershed and honor existing water rights and uses. Photo by Bob Wick, U.S. Department of Interior, Bureau of Land Management.
Honouliuli National Monument in Hawaii permanently protects a site where Japanese American citizens, resident immigrants, and prisoners of war were held captive during World War II. Located on the island of Oahu, the monument will help tell the difficult story of the internment camp’s impact on the Japanese American community and the fragility of civil rights during times of conflict. Photo by R.H. Lodge, courtesy Hawaii’s Plantation Village.
Arne Duncan is Secretary of Education.
Sally Jewell is Secretary of the Interior.
Tom Vilsack is Secretary of Agriculture.
Jo-Ellen Darcy is Assistant Secretary of the Army for Civil Works.
Kathryn Sullivan is Under Secretary of Commerce for Oceans and Atmosphere at the Department of Commerce, NOAA.
Tuesday, February 17, 2015
Monday, February 16, 2015
Repost from Principal B. Gilpin
Change by Addition
I still remember the murmurs. The huddled discussions in the hallway and the closed door meetings. I bet you can visualize the scene in your head. Adults whispering to one another in hushed tones.
And what was the topic?
The child that we all feel fear for. The child that for little to no reason explodes. The child that withdraws and is noticeably depressed. The child that shows ZERO remorse. The child that has an emotional impairment.During my time as a classroom teacher and now, principal, my most challenging issues have easily been students with an emotional impairment. I can vividly remember each and every case. I can still remember the meetings that lasted month after month after month with hardly any action...until...
the blowup!
A few years ago I dealt with my first Emotionally Impaired student. I saw what the blow-ups did to the student's peers. I saw what the outbursts did to teachers. I felt the anxiety day in and day out. I didn't want to restrain, I tried my best to talk the student through it. But all I could do, all any of us could do was try our best.
And there in lies the rub. When you are in the midst of difficult situations most people try their best. But, is your best talk or action?
My first experience with mental illness scared me.
* When I was called into the classroom after the student threw scissors.
* When I received word that students had evacuated the classroom and the student was throwing desks.
* When the student had to be carried to the office by multiple adults.
But, when I went into the storage area in the gym and saw the student's eyes, I was scared for him. I saw the darkness in his eyes. I didn't see the same boy I typically saw. He couldn't control it, the mental illness controlled him. That day he hit me with a baseball bat more than 50 times. At no point was I scared for myself...I was always scared for my students and staff.
Until that happened, change was very slow. My experiences have taught me that change occurs when something EXTREME happens. As adults we close doors, we talk, we complete rating scales, we observe the student and we talk some more. If the talk doesn't turn into action then I call it a waste.
So I ask, are we reactive or proactive?
We weren't and still are not equipped to handle volatile mental disorders. Eventually the student began to receive help. But not until the outbursts were witnessed by hundreds. We are doing our kids a disservice by not providing timely intervention.
Let's take a look at the trends, statistics and research
* 1 out of 5 children are diagnosed with a mental health problem
* The onset of mental illness often occurs between the ages of 7-11 years of age
* 21% of low-income children between 6-17 years of age have mental health problems
* 70% of youth in a juvenile justice system have a diagnosed mental health disorder
* 80% of children in need of mental health services do not receive them
Let's take a peek at our Nations Suicide Rate: In 1986 the Suicide Rate was at an alarming 12.5%. At this point the need for support to all people increased. As a nation we saw an increased surge of psychiatrists and psychologists. This did have a positive impact, and by the year 2000 the Suicide Rate dropped to 10.0%. Things were trending in a positive way. Yet, from 2001 to 2013 we have taken a major step back. As of 2013 the Suicide Rate was at 12.6%...higher than the "alarming" 12.5% of 1986.
Let me ask you, what group would you imagine has the highest rate of Suicide? I was surprised to discover...white males made up 70% of all suicides in 2013.
Research states only 20% of children with mental health disorders are identified and receive mental health service/support.
The bottom line is Mental Illness and Emotional Impairments are real issues in our society. The articles and research clearly support that this is not an issue that can be ignored or wished away. The longer children go undiagnosed, or worse, untreated, the more likely that they will end up hurting themselves or others.
Let me clearly state that I do not believe we should test everyone. I'm not a proponent of screening the masses and shoving pills in children. That's not what this is about. When it comes to medication I believe that is between a doctor and the parents. What I do believe in is adding supports to our youth. I bet there are some schools and districts that have strong supports in place to assist students with mental health disorders and the child's family. But I venture to guess the majority of schools in our nation are simply not equipped to fully support mental health disorders and emotional impairments. Two years ago I was asked this question by a second year education major, "What certification/minor would you believe is in highest demand?" Without blinking I told her, "If you have an EI certification and you are good at what you do...you can pick where you want to work." This advice doesn't prove that I own a crystal ball...this advice was simply me seeing an alarming trend. Mental Health is on the rise and programs to support these students are nearly impossible to access. It truly feels as though EI programs for schools are "Gate Keepers". Ultimately they decide who gets in and who doesn't. Let's be honest, it's a numbers game.
Why Such Challenges?
Over the last five years I see a few specific hurdles to assisting students with mental health disorders.
The first hurdle is parents. As a parent myself I understand. I've sat in doctor's offices and discussed medication. I've gone to psychologists and discussed the pros and cons. I DO understand. But what I don't understand is the thought process that doing nothing will fix the problem. Unfortunately that is what I most often see and hear. Parents feel their child will grow out of it or they need more academic support. I say this, "Hogwash!" Schools that I know don't make decisions on one event. Schools that I know bring a TEAM to the table and try multiple supports. Yet parent push back is nearly inevitable.
The second hurdle is programs. This is a big one. Many schools do not have Emotional Impairment classrooms. If you are faced with a lack of programming I would hope that you would seek assistance from outside agencies. Other options are partnerships with other districts or hiring specialists/consultants to help with both the child and parents. But with all that being said, you still may be facing a shortage of spots or programs. This is where I think many schools are. My suggestion: Create the program! Yes, I said it, create the program that helps our MOST AT-RISK kids.
The third hurdle is money. I understand that programs have costs attached to them. I can't simply wave a wand and pay for the programs. But what I can say is that if we do not put something in place this growing epidemic will continue to increase.
I often wonder why is it so difficult to help our kids? I think I can speak for most of us and say, "We're all on the same team." But we aren't working together in an efficient manner when it comes to our Emotionally Impaired kids. Mental Health Disorders are not going away...in fact they are on the rise.
This post is a true reflection of many schools in America. We all have encountered the student that is showing clear signs of a mental illness. How will we work together to help our Most At-Risk students?
If you find yourself struggling to support Mental Illness or Emotional Impairment I encourage you to share this post and the following articles. This is a CALL TO ACTION for key stakeholders to put the necessary programs in place and support our students with mental illnesses.
Videos to check out!:
Space Jam? (1 min)
Vocab activities (3 min)
Articles you might want to check out:
March 9-11 CCSS Regional Trainings
March 10--Jo Robinson
March 13--Singapore Math Training
April 10--Harney County Tech Conference 2015 @ BHS
April 24-25 Number Sense Follow up from Last year with new info!
April 30-May 1--Kevin Feldman Learning Walk and Training info to come soon
May 14--County-wide Spelling Bee at Harney ESD
Sunday, February 8, 2015
MMM Feb 8
“Give a man a fish and he will eat for a day. Teach a man to fish and he will eat for the rest of his life.”
--Ancient Chinese proverb
“Teach a child content and he will pass a test. Teach a child HOW to learn all content and he will pass ALL tests.”
--Beth Richardson
"A good teacher teaches students how to become their own teacher."
--Some Random Guy
Remember that the highest level of learning is evidenced by being able to teach someone else. This is why some kids and adults are successful and some aren’t. Some know how to teach themselves (learn) whatever needs to be learned; others don’t have that skill.
You and I share a great and honorable mission in life. We are here on the planet to help people “learn how to learn” and, in effect, become teachers. Now, I know all of our students aren’t going to major in education, but can you honestly say that as an adult they will live even one day without having to be “the teacher” in some way for them-selves, their own children, their colleagues, their family, or their friends?
Do you remember these?
· Prior knowledge
· Defined purpose
· Active learning
· Active reading
· Discussion
· Writing
· Reorganization
· Metacognition
Some of you are saying, “Oh no, here we go again...” Yes, they have something to do with CRISS (Creating Independence for Student-Owned Strategies).
Even Marzano goes down this road and uses a checkoff of four ideas from the learner:
1. How do I feel?
2. Am I interested?
3. Is this important?
4. Can I do this (Marzano, R. J., & Pickering, D., 2010)?
The list above spells out the key elements of learning (Project CRISS, 2005, http://www.amazon.com/
As teachers, we deliver the knowledge. We usually dispense the knowledge to our students in a fancy package or “learning strategy.” Many of us use time-proven CMCD strategies and strategies from other reputable, reliable sources including Dr. Feldman, Marzono and others.
However, the light bulb moment for me (and I mean the light bulbs they use in the major league sports arenas) occurred when a CRISS trainer said that our job is only half-done when we use these great strategies in our lessons each day. Really, my mouth was hanging open. How dare she? What did she mean, half-done? I re-searched, planned, prepped, and delivered with glorious flair. What did she mean, half-done? What more could I do? I couldn’t pour it into their brains!!!
But then the trainer explained. After using a strategy with the kids, we must communicate to the students why we chose that strategy and point out the areas it hit in the Key Elements of Learning chart. We then have to encourage the students to think about how it worked for them (this is metacognition, or thinking about your own thinking).
To me, this is the missing piece in education today. This is why I got so excited when it finally clicked in my brain (as I, an 11-year veteran teacher, was sitting through a CRISS class for not the first time). We are teaching our hearts out delivering the content, but what we are forgetting is teaching them how to learn the content. Some of our brightest students are making all As, but they are not learning how to learn material when it becomes challenging. (I wish someone had taught me how to learn and study before I went to college.)
Guide the students in asking themselves the following questions:
~Did I make the grade I wanted?
~Did the learning stick? Will I really remember this six months or a year from now?
~Do I need to do something else for myself to make the knowledge stick?
~Could I use this strategy myself at home (even if the teacher didn’t tell me to do it) when studying for a Social Studies test? Science test? English test?
Ask the students these questions:
~Are you studying at home but then not doing as well on the test as you would like?
~Do you know what to do for yourself at home when the teacher doesn’t give a specific assignment but just says to study your notes?
~What are some of the things we do in class that really help you toremember material?
After discussing the answers to these questions, encourage students to do something that hits several areas: talk about what they learned with someone, reorganize it a different way, make a visual organizer, and so on. Remember, it’s a good learning or studying strategy if it hits several elements.
To me, this is teaching students how to be lifelong learners! This is teaching them how to learn anything that comes their way in the next 50 years, some of which we can’t even imagine. This is what it means to be a teacher—not a deliverer of facts, but someone who shows them the way no matter what a future teacher or boss (good or bad) throws out to them.
How many of us have seen a Key Elements of Learning chart? Possibly had it on our wall to refer to sometimes. Maybe even showing the students the how and why of what we are doing and what they should be doing for themselves at home when it is study time? I’m embarrassed to say that I went several semesters in Idaho teaching the whole first nine weeks without teaching kids how to study and how to make it stick.
Please take the extra five or even 10 minutes to address the how and why you “do it this way” with your students. Don’t think of it as losing time for content. Think of it as giving them a better future—a way to survive without you. You will be bestowing on them a gift far greater than a high score on a standardized test (which, for the record, will improve anyway with this approach). You will be giving them the gift of HOW to learn and teach themselves the unbelievable amount of content that awaits them in the future. You will be fulfilling your great and honorable mission in its highest form.
Eric
adapted from J Zhoul MMM
Videos you might want to check out:
Articles you might want to check out:
Top 3 Questions Teachers Ask About Classroom Tech
Sacred Cows in Education
All Around The World, Girls are doing much better than Boys Academically
Sacred Cows in Education
All Around The World, Girls are doing much better than Boys Academically
Calendar of Events:
Feb 10--Learning Walk at Slater Elementary
Feb 13--Division 22 Standards Report Due--see EXECUTIVE NUMBERED MEMO:
004-2014-15 DIVISION 22 ASSURANCES 2014-2015
Feb 13--Alice Nine @ Harney ESD--register with J. Caldwell 541-573-4834
Feb 26-27 K and Early Literacy Summit
March 9-11 CCSS Regional Trainings
March 10--Jo Robinson
April 10--Harney County Tech Conference 2015 @ BHS
April 30-May 1--Kevin Feldman Learning Walk and Training info to come soon
May 14--County-wide Spelling Bee at Harney ESD
Feb 13--Division 22 Standards Report Due--see EXECUTIVE NUMBERED MEMO:
004-2014-15 DIVISION 22 ASSURANCES 2014-2015
Feb 13--Alice Nine @ Harney ESD--register with J. Caldwell 541-573-4834
Feb 26-27 K and Early Literacy Summit
March 9-11 CCSS Regional Trainings
March 10--Jo Robinson
April 10--Harney County Tech Conference 2015 @ BHS
April 30-May 1--Kevin Feldman Learning Walk and Training info to come soon
May 14--County-wide Spelling Bee at Harney ESD
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