Summer is the best time for teachers to reflect and consider trying new strategies, methods, or protocols for the next school year. The six I have selected come directly from The (Not So) Little Itty Bitty Book of Classroom Protocols book that is free for the asking! Do you want your students to work together? Try this: COLLABORATIVE BRAINSTORMING (Collaboration, Discussion) Description: This is a role-assigned group method for generating original ideas and promoting higher-order thinking. Application: Use this method when students need to expand project ideas, determine problem solutions, or review and revise answers. It can also be used as a frontloading activity. Process: Introduce the subject to be brainstormed. Form groups of three and assign roles within group. Organizer: contributes ideas and sets parameters for group and keeps work session flowing. Scribe: contributes ideas and writes down every idea so that all team members can see. Presenter: contributes ideas and shares group list with whole class. Direct the students to brainstorm for the allotted time. Bring class back together so that each presenter shares list. Lead class discussion with a focus on prioritizing top responses. Do you want your students to use classroom talk meaningfully? Try this: CONSENSUS CENSUS: 1-3-6 (Discussion, Feedback, Collaboration) Description: This collaborative strategy is designed to support students’ building group consensus. Application: This is used when students are asked to answer a question, solve a problem, or analyze a statement. Process: Pose a question, problem, or statement. First, ask students to individually (1) tackle the challenge. Second, form groups of three (3) in which students combine sets and agree on one list. Third, join two groups together to form groups of six (6) and instruct them to combine the two lists into a final list, prioritizing by teacher-determined parameters. Assign a student from each group to present final list. How about feedback? Try this: THINK ALOUDS (Feedback, Discussion) Description: This tool helps students understand the kind of thinking required for a specific task. Application: Use Think Alouds to model the thinking process and/or as a diagnostic tool that pinpoints a student’s strengths and weaknesses in the thinking process. Process: Model a process that requires analytic and trial and error reasoning. Describe the process, as well as the “mental stops” along the way. Ask students to then “think aloud,” too, demonstrating their understanding of the process. This protocol is specifically geared toward questioning. Try this:
TEST THE TEACHER (Questioning, Reading, Discussion, Feedback) Description: Test the Teacher is a game where students will create questions based on a reading assignment and then students “test the teacher.” Application: Use this game to check if students are reading assigned text but to also pique student interest. Process: In preparation, assign students a reading. Tell them that each student must create at least five content-based questions from the reading. Remind them that questions can be true/false, short answer, multiple choice, or fill in the blank. Meanwhile, create a student quiz with ten to twenty questions. Say to students, “When I draw your name randomly, you will get to ask me one of your questions. If I get the answer right, I get a point. If I get it wrong, the class earns a point. I then will ask you a question from my quiz. If you get the answer correct, you earn a point for the class. If you don’t know the answer or get it wrong, you earn a point for me. Each student will get at least one turn. Although only one of you is participating at a time, your incentive is to listen so that repeated quiz questions will be easy to answer. At the end of the game if I have the most points, the class has to take the quiz. If the class has the most points, each of you will each get the total points for the quiz recorded in the grade book without actually taking the quiz.” Be ready to follow through on the game’s parameters. How about getting students to read? Try this: OPINION-PROOF (Reading, Writing) Description: Opinion-Proof is a two column reading strategy that forces students to support an opinion with facts, evidence, or ideas found within a reading. Application: Use as a pre-writing activity in language arts or social studies classes. Process: Have a topic with corresponding reading in mind before class meets. On class day, assign reading and create a statement that requires a side to be taken. Tell students to draw a two column chart, labeling the first column “Opinion” and the second column “Proof.” Direct them to write the opinion statement in the first column and, in the second column, to bullet each supporting fact from the text, newspaper, story, or other source of content. To extend learning, require students to be prepared to use the chart as the basis for talking points in a debate, a persuasive essay, or an editorial. Finally, would you like your students to write in class? Try this? ADMIT SLIPS (Writing, Questioning) Description: Admit Slips are used to help students reflect on their understanding of the previous day’s lesson or homework. Application: Use this activity as an assessment tool. Process: Give students a thought-provoking question that must be answered before they come to class. As students enter the classroom, collect slips. Pull random cards and read answers as a bell ringer activity. Some of these you may have seen in your teacher travels, others may be completely new. Below are references and/or where you can find out more information: Collaborative Brainstorming http://www.mindtools.com/pages/Supplementary/GroupBrainstorming.html Consensus Census: 1-3-6 The Learning Place. Consensus 1-3-6. Retrieved from learningplace.com.au Victoria Dept. of Education and Early Child Development. Consensus 1-3-6. Retrieved from www.education.vic.gov.au Think Alouds http://web001.greece.k12.ny.us/academics.cfm Opinion-Proof http://www.readingquest.org/strat/opinion.html Admit Slips http://wvde.state.wv.us/teach21/ExitAdmitSlips.html
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Summer time for teachers signals the end of one year and the beginning of another. Perhaps you've decided to transfer or shift to another position in your current school. What a fantastic leap of faith you've made, congratulations! You are about to experience a new normal and anxiety could be your new best friend. Let's take a look at how, with a few guidelines, you can enter the unknown with happy anticipation.
Give yourself time to become part of the established department or school faculty. Give yourself time to get to know the people in your new group-set and more importantly, give time for your new co-workers to get to know you! As Covey says, “seek first to understand, then to be understood.” Unless you were hired to be a disruptor, be mindful of the written and unwritten norms of the school and know that there are responsibilities, roles, and a pecking order within the group(s). Eventually, you will learn the norms and quite possibly contribute to them. A small tip to newbies- try to refrain from the words, “In my last school we . . .” This immediately puts people on the defensive because you are suggesting your previous school was better at something and while this may be true, people will turn you off. Instead, at the appropriate time say something like, “Hey, I have an idea! What if we . . .?” Give it a try! Give yourself permission to be the newbie on the faculty. Although teaching in itself is standard, things like schedules, duties and responsibilities, housekeeping, tutoring, faculty meetings, etc. will most likely be different. Adjustment is necessary because you have entered into a new position and by accepting the job, you are tacitly agreeing to these differences. Be open and willing to adjust and be easy on yourself when you do not meet expectations. Remember, there’s a lot to learn and most principals give a year for the new hire to adopt to the new practices. Give yourself an attitude check each and every day. You moved to a new position for reasons only you can explain. Were you running away or were you embarking on a challenge? The answer to this is profound because, generally speaking, those who are running away from “a bad school, principal, department chair, and/or co-workers” usually find the same type of people at the next school and the next. Attitude checks can help you from seeing only the faults in co-workers. For those who are looking for a challenge, attitude checks can strengthen your inner resolve, even when things are not going well. In my experiences, these three things have helped me adjust to a new position within education. What would you add as a guideline? Comment below. One of my favorite bloggers, Jennifer Gonzalez of the Cult of Pedagogy, posted an e-article titled, The Big List of Classroom Discussion Starters and I couldn't help but find a few that I can translate into protocols (that can easily be used in secondary or collegiate classrooms). Please note that I do not take any credit for the development of these strategies. Let me know what you think by commenting below.
TEACH-OK! (Discussion, Feedback, Collaboration) Description: This popular fast-moving protocol integrates classroom talk within the framework of other learning experiences such as lecture or direct instruction. Credited to Whole Brain Teaching (www.wholebrainteaching.com) it is a meant to help students become more comfortable talking to each other with a stated purpose. Application: Use this as a re-teaching platform for students in all subjects. Process: Prior to the lesson, provide guidelines for Teach-OK. (Students will work in partners. Within a lecture or direct instruction and after teaching a key point or concept, the teacher claps once and says, “Teach!” students respond by clapping twice and saying “OK!” Partner #1 will teach Partner #2 the concept or key point, taking no more than a minute. At the next Teach-OK opportunity, the partners switch and #2 teaches #1.) At appropriate time, employ strategy. Listen to students’ discussions, being prepared to clarify or reteach concept if responses are incorrect or just surface learning. https://www.cultofpedagogy.com/speaking-listening-techniques/ https://www.create-abilities.com/blogs/create-abilities-blog/whole-brain-teaching-teach-okay-and-switch In 2016 I posted an article titled "Moving Day" and I reminded myself and others that moving is a drag, but can also be an opportunity to do some much needed clutter cleaning (as well a new lease on life's personal and professional purposes). It recently happened again to me and what I discovered is this . . .you can't fit 5,000 sq. feet of "stuff" into 2,500 sq. feet! I began to really look at objects with the popular outlook of do you really love it, need it, have a space for it, and does it bring joy to your life?
I have tubs and tubs of teacher materials, but I don't work in the classroom anymore. Should I keep it? No. (But I can ask other professionals if they could use them) I have wonderful trinkets, yearbooks, and school wear (from schools I do not work at anymore). Should I keep it? No. (But I can take a digital picture of the item and offer my teacher colleagues my trinkets for free) Take the opportunity to look at your stuff and see if you can digitize the contents or give away that which you no longer need. I promise it will bring much joy and relief and isn't that what every teacher needs and deserves? The second semester can mean a new batch of students and an opportunity to build trust the very first day. Ice breaker activities are meant to ease nervousness of the unknown. Consider using the following borrowed and modified ideas: Extra! Extra! Talk All About It! Description: This is a fun way to break the ice and get participants to share and know more about each other. Application: Use at the beginning of a new school year or semester. Process: Create blank sandwich boards prior to class meeting and hand one to each participant. Provide markers. Give participants 10 minutes to think and write “headlines” to describe themselves. (Ex. Woman Meets Three Presidents in Three Months! “Bono hugs adoring fan at Raymond James Stadium”) Tell participants to write at least five headlines total and they may write on both sides. When time is called, instruct participants to "wear" their sandwich board, mingle, and ask questions to seek clarity about the headlines. Give the whole group up to 10 minutes to walk around the room. Expectations Ice-Breaker Description: Originally titled, A Classroom Icebreaker with a Lesson that Lasts, this ice-breaker combines purposes of students getting to know the instructor with behavior management. This wonderful protocol was conceived by Virginia Freed, formerly of Bay Path University. Application: Use this at the beginning of the year/semester as a way to remind students of classroom expectations in a non-threatening way. Process: Fill a box with about 15 random items (items can be large or small, from home or from work). At precisely the time class starts, walk into the room with the box. In silence, take each article out; place it on a table; and finally, when all of them are out, return the items to the box. Tell students to take out a sheet of paper and write down as many of the items as they can remember (and they remember very little). Students sitting in the back of the room have not been able to see the items on the table. The point- Sit as close to the front of the room as possible. Some students have been engaged in conversations and did not see the teacher or the box. The point-Pay attention right from the beginning of the class; teachers often offer the most interesting and important information at the beginning and ending of class. Some students come in late. The point-Arrive on time. Some students don’t have anything to write with or on. The point-Come prepared. Make immediate connections to the lack of answers (and student protests): Repeat the process, slowly taking each item one by one, placing it on the table, then returning them all to the box and ask the students to list as many as can be remembered. (The point-lists are longer because students are paying attention.) Repeat the process again and start class the next day with the same box and a marked improvement in understanding expectations. In-Class Scavenger Hunt Description: An in-class scavenger hunt is a “get to know you” game that is fun and engaging while allowing students to learn about others in the group. Application: Use as a great icebreaker activity or team building game at the beginning of a meeting, new academic year, or semester. Process: Create or use an existing scavenger hunt document. Hand one to each student and tell them that they will have ten minutes to mingle and find someone in the class who fits the categories. Remind them to write student’s name who provided the answer in the box. After mingle, randomly call on students to share answers. Virginia Freed, MEd, MA, is a Professor of English at Bay Path College.
Excerpted from Thinking Outside of the Box, The Teaching Professor, October 2008 Scavenger Hunt based on work by http://thesciencelife.blogspot.com/2012_07_01_archive.html Today I had the privilege of visiting a Spanish class hard at work. The teacher wanted to incorporate purposeful reading in her lesson, so she decided to use lyrics as the reading vehicle for the learning. The protocol is below: Lyrics for Learning (Reading, Discussion, Collaboration) Description: This reading protocol assists foreign language students' comprehension in a fun and meaningful way. Application: Use this protocol in most courses, most especially in foreign language. Process: Select a song that has an appropriate video that reinforces prior learning. Place students into groups of four or five and hand each student a copy of the selected lyrics. Tell students to read them once silently, then aloud, each student within the group, reciting a stanza or two. Remind them not to translate at this time. Ask each group to compile a list of the top five key words they do not know. Post them on the board. Define words with little or no reference to the song and direct them to predict, on the back of the lyrics paper, what the lyrics mean. At the proper time, insert questions such as What is the general theme of the song? What seems to be the problem? What may happen next? Show music video and provide debrief time, acknowledging successes as well as tweaking gaps in comprehension. Reference and/or for more information:
Lyrics for Learning Rappold, T. (2018) Lyrics for Learning. Cross Creek Early College. Fulbright Summer in Peru. http://www.peruculturelessons.com I just love the start of a new academic school year, don't you? The school has been buffed and polished and a true sense of a new beginning is in the air! Much like making "new year" pledges on January 1, teachers tend to make resolutions to do things differently or try something new but sadly, by the end of the third week of school, the hopes and plans for change dissolve and the old routine resumes. I've certainly experienced this phenomenon and I've witnessed it far too many times.
From my observations, I've drawn some conclusions on why our very best intentions turn sour. When it comes to making a new school year resolution, sometimes: Our resolutions (goals) are too ambiguous. Let's look at John Q. Teacher who recently overheard two teachers talking about how wonderful interactive notebooks are in their classrooms. John wants to add an interactive notebook piece to his history class, but that's about the scope of his goal. He has not researched, discussed, or planned how he was going to implement the notebook in his subject. On the first day of school, he told students to bring a 70 page spiral bound notebook to class and at the next class meeting started the implementation. Most students didn't have the notebook and he had to wait a few days to get started. When he "jumped in" and gave assignments for students to include in the notebook, the assignments had no regularity, no cohesive structure, and certainly no grading parameters. He soon realized he wasn't ready and abandoned the project with no fanfare. It just disappeared. Our resolutions (goals) are too overwhelming. Instead of taking time and setting up a notebook before class met, Mr. Teacher was "making it up" as he went along. When he ran out of ideas, the notebook was used less and less. Students wanted to use the notebook, but he was overwhelmed at the amount of work the notebook was causing during his planning time. He realized creating an interactive notebook had many parts to it with "value-added" being at the top of the list! Because he was so stunned at the enormity of it all and wasn't sure what the students were getting from it, he just stopped. Our resolutions (goals) require the right mindset. Changing course within the classroom like using an interactive notebook requires determination to see the change through. Wanting it and doing it are two different things. The sad part is that by abandoning the notebook implementation, John Q. Teacher modeled the wrong thing to his students. Before he began the endeavor, Mr. Teacher should have started small using the notebook once a week with set parameters of usage. He should have modeled his expectations of how to use the notebook because that would have helped him stay focused on the goal. With school barely started or just around the corner, plan (not just wish) to reach your goals for the new school year. Forget the failures of the past, and approach this year with a clean slate! If you need help on goal planning, check out the SMART goal system. It helps in all aspects of life, not just your professional one. Good luck! I was going to title this post "Exposure Can be the Best Cure for Test Anxiety" but I'm afraid that may scare a few of you away; after all, you've just completed testing for the year and would like to forget the stress and anxiety testing time produced. I understand but let's look at this with the coming excitement of a new school year. We instinctively know the more we expose students to test styles in format and construction, the more they are likely to be comfortable taking a test. I'd like my students to concentrate on the prompt, not on the way the prompt is presented. Allowing students the opportunity to experience the format and construction of a test more than once or twice during your course is time well spent. Rehearse the "test day" procedures, of course, but don't ignore other ways to insert the format: in-class experiences or when there is a substitute or even a homework assignment. The protocol below comes from the Texas Assessments of Academic Readiness, but any teacher can use this format to assist in achievement. If your state has a particular format, adopt it and expose students to it well before the day of reckoning. There are outlets (Pinterest, Teachers Pay Teachers) that offer at-the-ready prompts for you if you are willing to take the time to find them or you may find released test items that provide format/font/layout, etc. Search and you will find! Let me know what you think. READ-THINK-WRITE FORMAT (Writing, Feedback, Reading) Description: Based on the Texas STAAR writing prompt format, Read-Think-Write includes scaffolds that allow students to analyze a written passage or image, think through listed considerations, and write an expository, narrative, analytical, or persuasive essay in a clear and concise fashion. Application: Once students have practiced the format, Read-Think-Write can be used in language arts, science, or social studies courses as an in-class experience or with a substitute or as a homework assignment. Process: Prepare the four part Read-Think-Write prompt(s) based on the topic of study. Map out elements of the prompt. Begin with a “Read” or “Look” section by providing a clear written passage, poem, image, or other relevant information. Next, in the “Think” section include a reworded or generalized scaffold statement that will focus students’ writing efforts. Finally, in the “Write” section, compose the focused prompt and provide a bullet list of elements (up to five) that must be included, labeling it “Be sure to-” (See example below) Reference and/or for more information:
STAAR: "Deconstructing the Writing Rubric" https://www.slideshare.net/lbarker3/english-2-deconstructing-the-staareoc-persuasive-writing-rubric-davis https://tea.texas.gov/student.assessment/staar/writing/ Prompt: www.seffcargo.com |
AuthorAlison Thetford, M.Ed CategoriesPast Posts
March 2024
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