Blog Archives

Happy School Year!
8/19/2018

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!

AWESOME PROTOCOL FOR TEACHERS!
7/10/2018

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

Summer Wish List
5/27/2018

It is a very awkward time in education. I admit that it makes me nervous to see so many colleagues angry and upset over pay and benefits because I alone am powerless to change anything and as a rule, I try to solve problems and these issues are well beyond a single person’s action. It will take many people to make a difference and it is my summer wish that the civic leaders who can effect change do so without hesitancy. Another summer wish is to ask brave educators to become civic leaders and lead from the front. It is a time and money commitment, but think of the benefits to the entire education community! Summer is also a good time to sit back and reflect on job satisfaction. If you are thinking of leaving education altogether, please read my February post: “Thinking of Leaving Education? Read This!” I promise there are many ways to serve the youth within a community; it doesn’t always have to be from the classroom. Most of all, I am sending a summer wish that you temporarily disengage from the politics of education and take time for yourself, family, and friends to renew your spirit and reignite (if needed) the love of teaching and helping others. What is on your summer wish list?

Helping Students Help Themselves
5/9/2018

I read an article yesterday about how a college professor assists students with reading assignments. I enjoyed it very much and thought how beneficial the method Dr. Barry Casey calls GSSW could be for college bound high school students. If you get a chance, please read the entire article, the link is listed below. This article truly gives students a way to tackle written information in a thoughtful and meaningful way. In pure Edumentality fashion, I've designed a protocol for ease of use. Enjoy and let me know what you think!

GATHER, SORT, SHRINK, WRAP (Reading, Writing, Discussion, Collaboration)

Description: Perfect for pre-college students and based on Dr. Barry Casey’s GSSW (Gather, Sort, Shrink, Wrap), this deep reading method helps students write clear and concise essays based on multiple readings or complex text.

Application: This method can be used in numerous courses, most especially in literature, social studies, and/or humanities.

Process: Model this method early in the semester so that students may apply the learning in more than one instance. Provide text to students and outline the "GSSW Method:"

Gather: Partner students and direct them to read the text out loud to each other noting things that stand out
  as significant to the general understanding of the text.

Sort: Tell partners to “cluster the ideas into chunks, both for retention and for
understanding the general themes that run through the text.” Check to make sure
the pairs are writing down the information.

Shrink: Direct partners to further refine the information by expressing their thoughts into
   sentences using their own words. Remind students that the sentences should
reflect their deeper understanding of the text (no superficial or general ideas
allowed). Allow partners to work together creating sentences or to work
individually.

Wrap: After sentences are created, instruct students, either as partners or individually, to
   use them to create an outline or mind map which will act as the foundation for an
essay or other written product.

Casey, Barry. “A Method for Deep Reading.” Faculty Focus | Higher Ed Teaching & Learning, 15 Sept. 2017, www.facultyfocus.com/articles/effective-teaching-strategies/method-deep-reading/?utm_campaign=shareaholic&utm_medium=facebook&utm_source=socialnetwork.

"Revealing" Feedback
3/23/2018

Multiple-choice tests do have a place in education. They are relatively easy to make, to give, and to process for grades. But the feedback potential for both student and teacher can be greatly enhanced with a nuanced approach. Use a multiple choice test, with added choices, to "reveal" each student's levels of understanding. The information will help students focus on things that need additional study or practice. It also reveals flawed thinking or sloppy test-taking methods. For teachers, it allows them to clarify confusion between two similar, but not exact, things. Assign a half point value to the additional choices. I have an easy example sample below.

ex. Who was the first President of the United States?

A. Abraham Lincoln
B. Alexander Hamilton
C. George Washington
D. Thomas Jefferson
E. A or B
F. C or D

If the student selected "C" as the answer, full point awarded, but if the student chose F give half point value. All other answers are incorrect and no points are given. The next step in this method is to ask students to go back and clarify all of the "half point" answers. In the above example, the student could say "Washington was the first and Jefferson was the third President of the United States." This could be a follow-up homework assignment or in-class review. Not all questions on the test have to have more than the traditional four choices of answers. Provide students opportunities to self-adjust, re-learn, and clarify understanding. This is the true essence of feedback.


Thinking of Leaving Education? Read This!
2/17/2018

Even though it is just February, teachers are beginning to think of the next academic school year. Some are contemplating leaving the profession for various reasons; some reasons are outside their circle of control like salary and yet other reasons stem from the position they currently hold at a particular school. If the latter is the case, instead of leaving teaching why not consider transferring to another school or school system and get a fresh start?   We need qualified teachers with experience. Not all schools are alike, so, “don’t quit, find your fit!”

We know that schools within a system vary greatly. Some tend to be community-oriented while others are more transient, some tend to struggle and others are high flyers. Some schools promote teacher leadership and others have managers for principals. Each school has their pros and cons and when a teacher starts to see only the cons, it may be time to move forward.

When teachers are dissatisfied at their current school they tend to share their unhappiness with colleagues and this can be detrimental to the school’s culture. Sometimes the dissatisfaction comes from the actions of a new principal or department head. It can be hard to let go of the way it “was.” It is human nature, I suppose, but when teachers are “marking time” versus enjoying their jobs, perhaps a change of scenery will reignite the educational embers.

If moving does not seem to change the attitude, then maybe a move within the system (teacher to administrator or public to private or high school to college or vice versa) is the way to continue to serve others. If all else fails perhaps retirement or a profession change will ignite “life embers.” There is no rule that says once a teacher always a teacher. Your happiness or satisfaction gets a vote in all of this, don’t sell yourself short.

We all know somebody who took that step into the unknown. Did it help them? Are they happier? Will they continue in the profession because of the move? Asking questions to people who have gone before may be just what a teacher needs to stay put (and make the best of it) or move. Ultimately, being informed is critical to making a decision.

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Channeling Harry Wong
1/2/2018

I'm not a New Age thinker, but recently I read a passage from a book by Harry Wong (The First Days of School, 2001) that made such an impact on me that I can't stop thinking about it and I feel compelled to share it with you.

In the chapter entitled, How You Can Become a Professional Educator, Mr. Wong tells teachers that professionals like doctors, lawyers, and athletes, often seek assistance or advice from peers when confronted with a dilemma. He laments that most teachers rarely get help from anyone. He says, "Though the essence of a teacher's work is helping others learn, teachers are the worst learners when it comes to improving their own performance." If you've been in the education field long enough you've witnessed the "reluctant teacher-learner." Sometimes the amount of protest infects the faculty and opportunities for improvement are diminished for all participants.

At one time or another, we've all been the reluctant teacher-learner, but Mr. Wong pleads with us to go beyond the initial reaction of resistance and seek connections that will ultimately improve performance and build relationships within the educational setting by (1) joining others that seek self-improvement too; (2) by becoming a peer coach or mentor; (3) by listening to peers; (4) by researching educational practices; (5) by observing peers within the classroom setting; and, finally, (6) by welcoming visitor and visitor evaluations. Wow! I can feel the energy, can you?

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How Can I, As Your Teacher . . .Part 2
10/20/2017

Study groups are usually encouraged and formed within the college setting, but I have found it is a rare occurrence at the high school level. Why? Why not build self-sufficiency tools for students in high school too? When we incorporate skills that help students get college ready, good things happen! While many may say it isn't feasible for many reasons, transportation before/after school being the biggest factor, educators have to think outside of the box! When I asked my teachers at Cross Creek how they encourage study groups outside of class time, this is what they said:

*Exchange e-mail/phone numbers
*Promote FaceTime/Skype/Online groups
*Use lunchtime/study buddy review
*Assist students in seeking solutions to group study dilemmas
*Provide incentives for successful group study meetings
*Share positive college examples
*Formulate group assignments and projects that require outside class time.

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How Can I, As Your Teacher . . .Part 1
9/17/2017

What is the best gift you can give to your students? For me, it was always a combination of predictability and novelty. Enough structure for students to feel comfortable but also novelty for them to be intellectually curious and to engage with the content. But there's another gift to give and that is helping them realize that they are in charge of their learning- lock, stock, and barrel! When we provide students with tools to help them self-monitor their learning, good things happen. These skills can be infused within content rather than taught separately (using time that can't be spared). When I asked my teachers at Cross Creek Early College how they provide tools for students to monitor their own learning, this is what they said:

*constant use of agendas/planners
*written reflections
*interactive study guides
*model meta-cognition skills
*self-paced computer programs
*student-created progress reports
*data sheets
*self/peer assessments
*benchmark testing
*test corrections
*flash cards
*online Study Island
*study groups
*accountability/victim statements (The reason(s) I do not have my homework today is . . .)
*grading/feedback with three specific ways to fix/change poor academic behaviors
***student-led parent conferences

Students must be held accountable for what they do and don't do in the classroom. Placing the responsibility on them to be active participants in their own learning is essential. What ways do you incorporate self-monitoring skills in your classroom?

0 Comments Part 3: If I were a Student in Your Class . . .8/27/2017
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We've all experienced students who are intellectually gifted, but most decidedly "gift-less" when it comes to using study habits as a way to increase achievement. Some students do not possess self starting mechanisms and chug along on brain power alone. Eventually, these students will hit the wall and stop working. Other students have no idea how to study and are too proud to admit it. We have to admit that not all high school students that enter the classroom come equipped with exemplary study habits and in some cases, any study habits. What to do?

   As I have mentioned in the previous two blog articles, when we instill academic behaviors within our content, good things happen! I use my time in the classroom like a precision instrument and that means including instruction in study skills without compromising content. It can be done and done well, but admitting that all students can benefit from this instruction is a good first step. When I asked my teachers at Cross Creek Early College in Fayetteville, North Carolina, "If I were a student in your class, where would I find study skills being taught within the class/class content?" This is what they told me:

*organizing study groups
*using Cornell Notes on a regular basis
*showing "good" and "not-so-good" examples
*modelling note-taking during lecture
*grouping collaboratively
*highlighting for purpose
*using on-line study helpers like Study Island
*manipulating text via textbook, articles, and other media
*tutoring
*keeping up with the calendar (due dates) and grades
*teaching skills during class starter and/or class closure
*providing peer evaluations
*entering information in an interactive notebook
*showing explicitly how to study for a test when at home

How do you instill study habits in your classroom?


0 Comments Part 2: If I Were a Student in Your Class . . .8/18/2017
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What do you do when a student gives up? Some educators say they would work with the student until the last minute of the last class they are together. Others would say that it's not their job to motivate, but to teach, so if the student gives up, it's her problem. Since I am a learner-centered educator, I find the latter answer disappointing and sad, but I understand the frustrations of having a student who has stopped working. I really do!

As I mentioned in my last blog article, when we instill academic behaviors within our content, good things happen! Including and/or teaching the tenets of persistence and perseverance in the classroom may help that struggling student stick-to-it versus giving up. When the climate of a classroom looks at failure as a start point, rather than the end, a student may keep going. When I asked my teachers "If I were a student in your class, how would the ideas of perseverance and persistence be developed within the classroom setting?" Here's what they said:
*Not "allow" the student to give up!
* Tutoring opportunities
*Students collaboratively working in various group formats (partners, trios, quads)
*Retesting
*Time management mini lessons
*Modeling
*Support and encouragement
*Including insight on the growth mindset model
*Appropriate level of difficulty
*Healthy competition
*Incentives
*Syllabus/Classroom Subject Guide
*Student reflections
*Informal assessments (to catch a struggling student before it's too late)

What are the ways you instill the ideas of persistence and perseverance in your classroom?

0 Comments If I Were A Student In Your Class . . . (Part 17/22/2017
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No doubt, the most successful secondary teachers create opportunities for students to enhance their academic knowledge and behaviors within the classroom each and every day. When we insert moments of learning outside of content we are building the whole person, a person who will be ready for higher education, a career, and life! If done with intention and deliberate planning, it doesn't take time away from the subject content, but enhances readiness to succeed. Any time a teacher helps build skills that will transfer in other parts of a student's life, achievement increases. But where to start? Think about your content, the processes, procedures, and culture in your classroom and let's take a topic, time management, and apply this reasoning. I think everyone would agree that most students need to be better managers of their time. By putting yourself in the "shoes" of your students, ask the following:

If I were a student in your class, where would I find time management skills being taught within the class/class content? (Go ahead and start thinking . . . ) When I asked this question of the faculty at my school, the answers made my heart warm:

*Use a student planner, syllabus, and daily agenda where teachers model how to use them correctly and consistently.

*Post the calendar due dates on board.

*Practice routine.

*Use timers, signals, and deadlines so that students begin to think in terms of urgency of task.

*Model chunking of projects so that large tasks do not overwhelm.

* Ask students to reflect on the task at hand and how to tackle it with a step-by-step approach.

*Differentiate by supplying tiered lessons.

* Provide intentional class starters and closures to replicate "the beginning and the end."

* Use transition time between activities as precious moments not to be wasted.

*Communicate/signal/express to students each time management skill moment so that they make connections to the action and the goal (being better time managers).

0 Comments Falling into The Question Trap7/10/2017
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A typical secondary level classroom on any given day in any particular subject will include questioning as a method for learning. The challenge is, however, the degree of effectiveness in its use. I visited many classrooms while I served as a curriculum specialist and I tried to understand why teachers fell into the "question trap."

Scenario One- a teacher asks a comprehension question, hands go up, teacher calls on a student who had hand raised, student answers question and teacher moves on with the lesson.

Scenario Two- a teacher asks a question, hands go up, teacher answers his own question and moves on with the lesson.

Scenario Three- a teacher asks a comprehension question, student answers, teacher moves on with lesson without follow-up higher level question. Let's look at why all three scenarios are "question traps:"

Scenario One: I challenge you to stop asking questions of students that are pretty sure of the answer, that is, those who raised their hands. Unless it is a "friendly reminder" of the answer, a teacher's job is to seek those who need to know. But if the teacher only calls on students with their hands raised how does he know who needs help?

Scenario One could look like this- a teacher asks a question, hands go up, teacher ignores hands and directs students to "answer question with a nearby partner." (ALL students answer question!) Teacher randomly calls on a partnership and they answer. Teacher encourages class affirmation or rejection of answer. Discussion follows or lesson continues.

Scenario Two: I challenge you to stop answering your own questions! Are you asking and answering for expedience? Are you tired of just hearing wrong answers or "I don't know" answers? Is it a habit? Please allow students to do the hard work of thinking and be confident that, in the long run, making students work for an answer will make them better thinkers! Wait time is hard for teachers to include because they think it's "waste time." Don't fall into this question trap!

Scenario Two could look like this- a teacher asks a question. He states clearly that he will give students time to think and at an appropriate time, asks follow up questions that may lead those who are unsure to the answer. Discussion follows or lesson continues.

Scenario Three: I challenge you to start asking follow-up questions that lead to higher level thinking! If we want our students to think only at basic knowledge and comprehension levels, then proceed with asking only basic level questions. Create the follow-up questions before class begins so that the questioning is deliberate and intentional. Be the Socrates of your classroom and encourage all students to answer questions with you, to you, and with each other.

Scenario Three could look like this- a teacher asks a low-level question. Students answer (see above) and immediately teacher asks a follow-up question that reaches, for example, application of information or judgement of information. Move up the ladder of Bloom's Taxonomy, always pushing students to think deeper.

For ways to enhance questioning in the classroom, click on the "Questioning Protocols" button.

0 Comments Innovative Instructional Strategies6/16/2017
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I was asked a critical question from an instructional coach: "Are your students reading, writing, talking, and thinking in class every day? I answered, "Yes, of course!" But then I began to reflect and my answer became "most of the time." Then, after reviewing my practices in the classroom, my answer became "some of the time." Luckily, I was in a school that had a six strategy innovative instructional model called the Common Instructional Framework developed by Jobs for the Future. Later, another model, NCNS's Aligned Instructional Strategies, in my opinion, improved on the former.   Let's look at these strategies, but a reminder that strategies are only as good as the teacher using them. Strategies are the guiding principles that promote excellence in the classroom and protocols support strategies. Let's look at the strategies:

The Collaboration Strategy generates focused groups, enables students to communicate, both as speaker and listener, exposes them to other points of view, and maximizes engagement. Individual accountability within the group is paramount for true collaboration to exist. Click on "Collaboration Protocols" for additional ways to make collaboration easy in the classroom.

The Discussion Strategy is a process by which both speaking and listening skills are taught and valued. It promotes collaboration and questioning skills as well. The suggested ratio is 80% student talk to 20% teacher talk. Click the "Discussion Protocols" button to enhance classroom talk!

The Feedback Strategy provides both teacher and student perspective on performance in relation to goals sought and meaningful ways to improve. Data collection, formative assessments, and student self-assessment are examples included on this page. Click on "Feedback Protocols" for additional methods and strategies.

The Questioning Strategy assists students to connect concepts, make inferences, increase awareness, encourage creative and imaginative thought, aid critical thinking processes, and generally helps students explore deeper levels of knowing, thinking, and understanding. Click "Questioning Protocols" for more information and specific protocols to use.

The Reading Strategy promotes the idea that building reading skills is a continuous process. Incorporating reading and skills to improve reading creates a sense of expectation and importance for students. Reading must be included in all secondary subjects. Click the "Reading Protocols" for specific reading strategies.

The Writing Strategy is a process that promotes critical thinking and is not content-specific. These strategies help students to develop expressive language skills and fluency as well as train students to process information. Writing should be included in all subjects, including mathematics. Click "Writing Protocols" for ways that will improve learning via the written word.

0 Comments Beyond Group Work5/18/2017
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I believe that every professional in the business would agree that time in the classroom is finite and valuable. So why do we sometimes give in to the "group work" mentality? We've all had times when it easier to put students together and let them work through problems, questions, or even to start homework before class ended. Our instructions are minimal ("get into groups no larger than four and do problems 1-10 even only"). Sometimes it goes well and other times you may wonder why in the world the students were not working. It's time to go "beyond group work."

Collaboration in the classroom is planned, organized, and with clear objectives in mind. With prior planning it can also be spontaneous. How? Early in the semester create and assign teams, trios, and groups of four. These group assignments do not need to be by name. For me, I used gem names for groups of four (pearl, garnet, diamond, emerald, etc.), trios were numbers (1,2,3), and teams were letters (A Team, Z Team, etc.) While groups of four were set, trios and teams could change. For example, “Get into trios with a one two and three-your choice.” Provide students with a sticker to remind them of their groupings and ask them to place it on their folder for the class, but make sure you have the master copy just in case a student forgot to bring their folder. A sticker would have their name, their gem group, their trio number, and their team letter.
Of course, these can be modified based on personality, academic strength, etc. But the important thing is to plan it, assign it, and stick to it.

When you want students to work in groups, be very specific in directions. (“You will be working in teams today, I want As to work problems 2,4, and Bs 1,3,. Do not share your work yet. At the designated time, A you will work 1, 3 and B you will work 2,4. When time is called, share answers and work through problems if there is a discrepancy.”

There’s a lot going on here. First, the burden of all of the work is not on the “smart” student, a major complaint of high-flyers. For collaboration to really happen, each student has a specific part of the whole assignment. Students must talk to each other vocally explaining how they arrived at their answer. Second, the teacher is monitoring the students. This is critical, especially at the beginning of the semester. As the semester progresses, allow students more freedom because they know what is expected. Finally, for true collaboration to take place, each member of the group must be dependent on others with the group; otherwise, some students slide while others work hard. Make sure students are held accountable for their efforts- as an individual and as part of a team.

There are plenty of ways to teach students (37) that include collaboration as the main strategy. Click on Classroom Protocols, then Collaboration, and start exploring. If you like what you see, let me know.   Do you have a strategy that you would like to share? Send it to [email protected].

0 Comments Planned Informal Assessments2/16/2017
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Words are so powerful, just take the word informal. For many, informal means “casual” and casual means unplanned, off-the-cuff, and spontaneous. Following through on that thought, if the words “informal” and “assessment” are joined, there may be a misunderstanding that informal assessments are unplanned, off-the-cuff, and spontaneous too. Truly, to maximize time with students and to use informal assessments properly, deliberately planning informal assessments throughout the lesson is a must! When teachers insert an informal assessment before, during, or after a lesson, the first question that comes to mind is what is the purpose of the assessment? Is it to measure a student’s progress or to check understanding or to allow students to monitor their own learning? An informal assessment must have a primary purpose, otherwise, time is wasted! The protocol below is a standard in many American classrooms and if used properly, the K-W-L chart can provide mountains of data, for both teacher and student alike:

K-W-L CHART (Feedback, Writing, Discussion)

Description: K-W-L, a classic graphic organizer designed by Donna Ogle, connects prior knowledge with new information for maximum learning opportunities.

Application: This chart can be used as an assessment of learning.

Process:  Have a topic in mind before class meets. Direct the students to create a three column chart (Label column one “K,” column two, “W,” and column three, “L.”). Announce the topic and remind students to write the topic at the top of the paper. Give instructions and allow thinking time: 1) List everything they Know about the topic; 2) Write everything they Want to know about the topic and set-aside; and 3) after the lesson, reflect and write what they Learned about the topic. Ask students to be thorough in the last column and discuss answers and/or turn-in as an informal assessment.


Ogle, D.M. (1986). K-W-L: A teaching model that develops active reading in expository text. Reading Teacher 39 (6), 564-570.

0 Comments WHEN BUSY WASN'T ENOUGH . . .2/1/2017
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As a new teacher I mistakenly thought that if students were busy, learning was happening. Indeed, I was the queen of classroom activities and students seemed to learn and enjoy my class. In reality, however, my students were "busy," but not actively engaged and my scores proved it. I realized that "busy" wasn't enough! As a member of the early college system, I was challenged by these questions, Are my students reading, writing, thinking, and talking in my class everyday? Are they allowed to have experiences that include working as individuals, but also as a member of a group? Are they held accountable for their work or lack thereof? Consider looking at your practice through the lens of active engagement versus students just being busy. If you are anything like me, you will be amazed. The protocol below has all of the active engagement elements listed. Enjoy!

0 Comments The Differentiation Situation1/11/2017
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It's easy to be frustrated at the numerous "trends" in education. Educators are constantly bombarded with new ideas, new vocabulary, and yes, new policy. It seems that just when teachers have mastered understanding and implementation, the trend loses its luster and a new one replaces it. One educational trend in particular, differentiation, has inspired both love and hate. Critics say it's an impossible goal to customize every lesson for every learner.
Advocates claim that each student deserves to be taught at the correct level of difficulty; otherwise, it's a futile endeavor. I am going to ride the fence on this one and say both positions have merit. Critics have a point about the overwhelming feeling teachers get when they begin to think about personalizing lessons. To make matters worse, PD on the subject can be confusing, intimidating, and guilt-ridden. Supporters believe that a teacher can be more intentional in planning lessons that benefit the maximum amount of students. Most “new” ideas in education begin with a perceived shortcoming. In the case of differentiation, could it be that years ago most high school teachers lectured, assigned homework, and gave a test at the end of a unit and moved on to the next unit? I know that was standard for my high school experiences! Even if you are uneasy about the "differentiation situation," take a look at the protocol below. With the help of Bruce Campbell, I have listed ways to incorporate differentiation in the classroom.

TIER TIME (Writing, Reading, Discussion)

Description: Comprehensive in manner, Tier Time outlines various approaches to differentiation within a classroom. Author-teacher Bruce Campbell encourages teachers to use more than one approach within a lesson.

Application: Tier Time is appropriate for all classes and levels of students.

Process: Examine the six different approaches:

Tier by level using Bloom’s Taxonomy.
Tier by complexity as it addresses the needs of students at foundational levels as well

as the needs of students who are ready for more advanced work.

Tier by resources by choosing materials at several reading levels and complexity.
Tier by outcomes so that students use the same materials, but products differ.
Tier by process as the products are the same, but the ways students create the

products vary.

Tier by product by grouping students via learning styles, personal preferences, or dominant multiple intelligence and creating assignments that correspond with those preferences.

Campbell, Bruce. “Using Tiered Activities to Differentiate.” 2nd Annual SDE National Conference on Differentiated Instruction: Theory Into Practice. Las Vegas, NV. 18 July 04-21 July 04.

0 Comments Using Marketing Methods To Reach Students1/4/2017
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Happy New Year! I hope your winter vacation was all that you needed it to be and more! As for me, I went to the local movie theater and enjoyed escaping reality for two hours, well, really, two and a half hours because of the previews. It hit me that movie patrons are captive to the previews and not only do they provide interest in upcoming movies, previews also include advertisements and subtle (and not so subtle) reminders about appropriate behavior within the theater. This simple marketing method works and since students are part of the movie-going pop culture, incorporating a preview slide deck at the beginning of each class or each week will give students something comfortable and meaningful to view as they settle in for the day’s lesson. Just think of the possibilities of converting marketing methods to the classroom!

SLIDE DECK (Feedback, Discussion, Writing)

Description: Just like movie theaters use a slide deck loop as patrons enter the theater (The loop features things like movie facts, advertisements, trivia, and reminders.), the Slide Deck is used to focus, remind, and inform students as they enter the classroom.

Application: Use the Slide Deck in any subject as a class starter either daily or weekly depending on focus.

Process: Create an attention-getting slide deck of five to ten slides that will loop as students enter the class. Include slides related to the course material, but also items such as multiple-choice questions, quotes from a reading, a picture with a “What is this?” question, fill-in-the-blank statement, and/or important announcements that outline upcoming deadlines. If available, post the Slide Deck for students to use as an additional resource.

Honeycutt, B. Three Focusing Activities to Engage Students in the First Five Minutes of Class
www.facultyfocus.com

3 Comments Innovation at its Finest!10/19/2016
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Last week I read an intriguing article on "Exam Debriefs" by Maryellen Weimer, PhD in the online magazine Faculty Focus. Dr. Weimer challenges instructors to make testing a learning opportunity instead of just an entry in the grade book. This is innovation at its finest. Traditionally, teachers will "go over" answers from a test/exam, either in total or only the answers missed. (How tedious it must be for the student to review things she answered correctly!) While some may have questions about the implementation; for example, how to grade both quickly and efficiently or how to keep students from cheating, the notion that learning can happen from an unlikely source (exams and tests) has merit.

DOUBLE-TAKE TEST (Feedback, Writing)

Description: Based on an article by Maryellen Weimer, PhD, a Double-Take Test allows students to correct their own tests giving them opportunities to learn material missed during study or to clear up any misunderstandings of the content. It can also be used as a measuring stick for the effectiveness of a student’s study methods.

Application: Use this two-stage testing method for multiple-choice tests in any subject.

Process: Create a multiple-choice test with a separate answer sheet. Before administering the test, decide corrections format. (Will students make corrections independently or in a group, during class time or at home?) Review the guidelines with students: 1) Read question, review answer choices, select best answer, and mark answer on both test book and answer sheet; 2) at completion, submit answer sheet and keep test book; and 3) follow format instructions and review answers in book, make corrections, and submit next class meeting. Score both test book and answer sheet awarding two points if answers to question are correct on both, one point if answer was correct on one but not the other, and no points if answers to question are incorrect on both. (If cheating is a concern, avoid “at home” corrections and provide time the next class meeting for students to make corrections.)

Weimer, Maryellen (October 19, 2016)
http://www.facultyfocus.com/articles/teaching-professor-blog/getting-exam-debriefs

0 Comments Gifts of Gold10/15/2016
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Feedback is one of the greatest tools a teacher can wield to help students improve, but teaching students to look at their own learning and adjust has double the power. Consider teaching students ways that they can check their work and you will give them a gift of gold! Here are two examples:

LEADER OF MY OWN LEARNING (Feedback, Discussion)

Description: Students keep track of their own learning by keeping a data record and reflecting upon it. “Research shows that when students track their own learning and data, they take ownership of their learning, have intrinsic motivation, and perform better on high-stakes tests.”- Kristine Nannini

Application: Use of a student-generated data tracker with reflection tool allows students to monitor and adjust their learning at any given time.

Process: Explain the purpose of a student data tracker and that it is not optional. At the beginning of the course, remind students to enter data as they receive grades and to comment when needed (improvement strategy or reminder to retest, etc.). To make students accountable, occasionally require students to present tracker for a graded assignment.

STEP BY STEP PROJECT CHECK (Feedback, Writing, Collaboration, Discussion)

Description: Similar to the KWL chart, this graphic organizer specifically targets steps in a process or project in a meaningful and deliberate way.

Application: Use this graphic organizer when student accountability in a multi-step process or project is desired.

Process: Hand out graphic organizer (Addendum VV) to students (individual or groups) at critical points in a project. Tell them to describe what they have accomplished thus far (discernment) and what they need to do next (prioritization). Only after the priorities list has been accomplished will they reflect on how they did it (accomplishment). Ask for students to turn in sheet and use as a formative assessment. If students are struggling with the project, direct them to review the priorities list.

0 Comments Calling all Mathematics teachers!10/1/2016
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The traditional high school math class can be tedious. The teacher asks students to take out their homework and then review some or all of the problems students had difficulty solving. Questions to ask the teacher: What are all the students doing who answered that particular question correctly? What if a student doesn't feel comfortable sharing he had difficulty solving the problem? What if students are delaying the lesson by seeking help with problems they know how to solve? What if the teacher is working harder to solve the problem than the students? Student accountability, engagement, and interaction with fellow students can reduce symptoms of a tedious classroom. Special thanks goes to visiting Jamaican teacher, Keno Kerr of Cross Creek Early College, for this engaging mathematics-centered protocol.

68. EVERYBODY TO THE BOARD! (Discussion, Collaboration, Writing)

Description: An adaptation of Chalk Talk, this highly engaging approach provides students not only an opportunity to be accountable as an individual learner, but also as a team.

Application: Everybody To The Board! can be used to assess student understanding, increase participation in discussions, and/or to review homework. The protocol is perfect for math but can be adapted for other subjects.

Process: Have specific problems in mind before class meets. (If using as a review of homework, ask students which problems posed difficulty.) Determine if there is enough space at the chalk/white board for every student to work at the same time. (If not, arrange for one mini white board per student.) Before using this protocol for the first time, give the following directions: 1) move to the board or get a mini white board when the teacher says, “Everybody to the board;” 2) write first name at the top of the working area; 3) listen and write the problem down underneath name or copy the projected problem (all students work on the same problem at the same time); 4) work the problem as an individual, showing steps; 5) at teacher’s signal to stop, switch places with partner, standing in front of partner’s problem; 6) study partner’s steps and answer; 7) explain the steps to the originator of the steps/solution, either agreeing with the answer or challenging the solution; and 8) repeat process with partner. At appropriate time call on a random team to share with the entire class, asking for other team’s feedback (Was the solution correct? Is there another way to reach this answer?) Direct all students to move to another location with new neighbors and repeat process with a new problem.
Keno Kerr, CCECHS

0 Comments If Teacher is Yapping, Students are Napping . . .9/15/2016
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I am going to shock a few teachers out there when I tell them that our innovative model wants students to be engaged and talking in class 80% of the time which means only 20% is left for the teacher. Think about it, 20%! While we may never reach the nirvana of 80-20, it should give us pause as to how much we dominate the discussion in class. Direct instruction is necessary, but how many opportunities are missed or how many behavior problems occur because students sit passively listening?

Facilitating student talk is a skill that must be honed. Start small and work your way to the magic numbers. We want each student to be actively involved in class so that their confidence in articulation increases. Students need to be good at both speaking and listening. Both teacher and students are accountable:

Teacher responsibilities:

Keep classroom talk focused and on topic.
Establish clear rules and expectations for student talk.
Use protocols and strategies that support effective student talk.
Emphasize that all voices, opinions, and ideas must be respected.

Student responsibilities:

Develop a confident voice and become comfortable speaking in the classroom.
Learn to be active listeners and reflective speakers.
Acquire the ability to use content-specific vocabulary.
Be able to speak with other students as well as the teacher.

How do we know that student talk is taking place? What is the evidence? Ask:

Are students using one another for support?
Are students asking “three before me?” (see below)
Do students debate within their group when building consensus?
Are ALL students being challenged to speak-up in class?

ASK THREE BEFORE ME (Questioning, Discussion)

Description: This is a student-centered procedure focusing on student self-reliance.

Application: Use this procedure as a guiding doctrine in the classroom.

Process: Teach students that at certain times when they are working on an assignment and have a question, they must ask each other rather than asking the teacher first.

0 Comments

Last week I moved houses. There was fun, drama, and an occasional pity party, but all-in-all, I realized I needed it. I transferred this idea to teaching and it made me think about all of the educational moves I made in my nearly twenty years. I took a serious risk about ten years ago when I heard that my district was adding an early college to the system. It was going to be located at the local university and the entire program was just starting. Never in my wildest dreams did I think that moving to this school would change my life, but it did! Just one year later, I became the district's Teacher of the Year and that opened other doors of opportunity. That original move, as scary as it was, was the best thing that happened to me as an educator. I still reap the rewards.
Moving to another school or even a different classroom in the same school can spark a renewed sense of purpose. Moving can also force us to trim our collections of materials or resources, get more organized, or even use more technology! Look at a move as an opportunity rather than the hassle that it is and you will be settled sooner than you think! Good luck!

This protocol is wonderful and it involves students moving. Take a look:

STAND-SEEK-SPEAK (Collaboration, Feedback, Discussion, Questioning)

Description: This protocol allows students to think individually before thinking and explaining together.

Application: Use this activity to practice a concept just taught or as a review. It can be used in a mathematics course.

Process: Create a set of questions. Ask first question, requiring students to answer it on their own. (Give them a time limit, depending on the difficulty of the question.) Once time is called, ask all students to stand. Direct them to raise their hands when they have found a partner and assist students that still need a partner. Have partners discuss their answer(s) to each other or help solve if the problem was unfinished. Instruct students to stay where they are to solve the next question and to find a new partner, repeating the process until all questions have been asked and answered.

An Alternative to the "Classic" Worksheet
8/8/2016

Early in my career I learned that high school students appreciate novelty and are far more likely to be intellectually curious if I present information in different ways. Same is true about the work they produce. Ask a student what is the first word that comes to mind when he hears the word "worksheet?" Although I do not share this with my students, Must Do/Can Do Task Cards are just worksheets in another form. Give it a try and see what happens, Good luck!

MUST-DO/CAN-DO TASK CARDS (Feedback, Writing)

Description: Must Do/Can Do Task Cards are clever alternatives to classic worksheets and present numerous benefits: 1) It is widely recognized that students are attracted to novelty; in this case, a task card looks different as the tasks are printed on a laminated 4 x 6” file card. 2) Teachers can differentiate task cards to meet specific needs of students. 3) The cards save time and materials as the cards can be reused. 4) Students are given certain tasks that they all must complete (Must Do) and then a task menu that allows for choice (Can Do).

Application:  Use the cards in all subjects for in-class work, homework, individual or group work, and/or enrichment or review activities. Incorporate the cards into daily routines or special occasions such as playing games or at test/exam time.

Process: Determine tasks for the topic/unit of study and decide which tasks are Must Do and which are Can Do. Prepare cards according to the overall objective, printing and laminating. On class day, review instructions, emphasizing the Must Do tasks are to be completed first and to pay close attention to how many tasks in the Can do section are to be completed. Grade work by treating the Must Do/Can Do sections as the assignment grade or treat the Must Do section as the assignment grade and the Can Do section as additional credit.

Here's a fun protocol for students that is sure to provoke discussion and critical thinking!
"For sale: Baby shoes, never worn"
8/2/2016

SIX-WORD STORY (Writing)

Description: This protocol is loosely based on the urban legend in which Ernest Hemingway’s colleagues bet him that he could not write a story in only six words. He won the bet with the following: “For sale: Baby shoes, never worn.”

Application: Use in language arts or social studies courses.

Process: Go to the Internet, peruse the “six-word story” websites, and select a few as examples. On class day, retell the Hemingway story and provide that story as well as other six-word story examples. Have a topic in mind. Provide minimum guidance, but (according to Narrativemagazine.com) the story “should provide a movement of conflict, action, and resolution that gives the sense of a complete story transpiring in a moment’s reading.”
Consider a variation of this protocol by giving students a picture/graphic/artwork and prompt them to create a six-word story based on it. Allow time for sharing and discussion.

The "Real Deal" on Group Work for Teachers
8/1/2016

Recently I overheard a beginning teacher discuss the benefits of students working in groups and was amazed at the amount of verbal backlash she received from colleagues. Eventually the teacher stopped trying to defend her position and left the workroom. While I am sure this scenario has happened many times before, it struck me that well meaning professionals, equipped with numerous anecdotal evidences, had silenced her and perhaps changed her attitude about students working in groups. I hope not!

To be sure, students working in groups can be a complex endeavor, but, with intentional planning and clear objectives, student group work can benefit all concerned.

Here are some questions I would ask the above mentioned veteran teachers:

The process of group work:
1. Do you share your expectations of working in groups before students begin?
2. Are you modeling group processes, emphasizing things that must occur while in groups?
3. As the teacher, are you comfortable with speaking to students about interpersonal skills such
as conflict resolution?
4. Do you make sure that every student within a group has a specific role/job/part so that the work
   is shared appropriately?

The consideration of time:
1. Have you considered the amount of time it will take to form groups, teach group
   norms/processes, monitor student groups and individual contributions within each group?
2. Do you have a schedule created so that students know your expectations and dates products
   are due?
3. Is there a posted time for students to come for additional information or clarification of
   objectives?

The value of feedback:
1. Have you created a two-pronged assessment in which both the process and the product are
   evaluated? (In other words are you assessing how the students worked together as a team as
   well as the team's final product?)
2. Do you have a grading plan that includes the group grade as well as an individual's grade?
3. Is there a rubric that clearly spells out responsibilities of group work?
4. Would you consider brief peer evaluations for members of a team?

These questions do not address all of the complexities of group work; indeed, students getting together for a group quiz in class for fifteen minutes is not the same as a semester-long group project. What is the same, however, is the teacher's deliberate and intentional planning anytime two or more students work together.

Please feel free to comment.

The "Real Deal" on Group Work for Students
6/24/2016

by Alison Thetford
The (Not So) Itty Bitty Book of the C.I.F

We’ve all seen or experienced the joys and pitfalls of students working in a group. In theory, group work lessens the workload for all, allows students to contribute to a team effort, and provides the opportunity for peer-to-peer teaching and learning. In reality, group work may squash student motivation, participation, creativity, and/or encourage outright conflict.

As professionals, we want students to interact with each other, but the fundamental problems can cause a teacher to stop using the strategy. As a colleague said to me, “It’s just not worth the time to get students into groups!”

How can that mindset change? Let’s start at the beginning:

Collaborative Group Work is the process of working together. This strategy generates focused groups, enables students to communicate, both as speaker and listener, exposes students to other points of view, and maximizes student engagement.

Why is it important to incorporate students working together?

Working in a group is a fundamental life skill that all students must be fluent because no one exists in a vacuum; interdependent and positive interactions amongst people are required!

O.K., we got that, but how do we make groups work effectively?

There are four basic elements to implementing effective collaborative group work:

Plan:

Determine the groups. Select groups in advance, even pre-selected groups can look “random” to students.
Determine the size of the group. Sizes include pairs, trios, quads, ½ ½ etc.
Establish the “team composition: mixed, heterogeneous, homogeneous, etc.?
Create/select questions for the groups.
Determine when the activity is officially over and how to bring it to closure.
Decide the way all can actively participate.
Provide directions in multiple ways: verbally, on a guide sheet, on the board, in a diagram.
Chunk activities into a set of steps or a checklist.
Require every student to produce something by the end of the activity, and make expectations for the product clear.

Train:

Take time out to model new activities or procedures. A small investment of time now will pay off in the long run.
Establish an inventory of common activities so that students can rely on familiar assignment structures. This is a time-saver! (See Student-Centered Strategies.)

Differentiate (as necessary):

Early in the year, assign the more advanced students to challenging roles, particularly those that require group leadership.
Pair students who have a track record of helping each other out.
Select different texts for different individuals or groups. All of the texts might revolve around the same theme or concept but require different levels of reading skills.
Keep items like maps, class-generated charts, and other supports on hand for students to use as necessary.
Be aware of how much teacher support each group will need. If you plan to work intensively with one group, make sure the other groups have assignments that they can tackle on their own.
Encourage students to clarify one another’s difficulties and talk through different approaches to the same assignment.

Require (Accountability):

Make sure everyone puts something in writing. When each student has to write out a math problem or take notes for a debate, everyone solidifies their understanding and the teacher knows that no one has a "free-ride."
Assign an “exit ticket” at the end of class in which each student summarizes what s/he learned in the group.
Institute a “group manager” or “team leader” in charge of collecting work, keeping students on task, and assessing the group.
Keep groups small enough so that everyone has to contribute to get the work done. If there is someone without a direct contribution, your group size is too big!
Ask students to assess themselves (and each of their group members) on a group work rubric. Require students to justify the rubric grades they give, and make those grades count.
If too many students get off task, end group work for that day. Pull the class back together to work with you.

If you are interested in methods to assist you in implementing more opportunities for group work, click on “Classroom Protocols” and then, “Collaboration.”

Class is in session! 6/2/2016
Welcome to Edumentality- your voice for innovative secondary education! My name is Alison Thetford and I am so happy to greet you at the door! Often, I meet educators who yearn for ways to reach today's students and I am here to say it can be done and done well! My background includes working with traditional high school students as well as students in an innovative early college setting. I became an instructional liaison for a model school in North Carolina in which I hosted study visits, conducted professional development for staff, and managed the beginning teacher's program. I believe in a pragmatic approach to innovative practices, keep what works and let the rest go!

This website is dedicated to provide innovators like you timely information, practical advice, as well as actual methods, strategies, and protocols to enhance your practices. It is also my sincere hope that fellow professionals, including teachers and administrators, will use Edumentality as an available resource. Please feel free to share with colleagues.

Every semester, I invited my students to be part of the magic-- to trust, to learn, and to follow me!
I extend the same invite to you! Please feel free to comment on a particular blog topic or strategy used. I welcome the opportunity to hear from you!