Creating High Performance Learning Environments

The following is an analysis of three videos followed by how I plan to incorporate the learning strategies into my own teaching.

Roller Coaster Physics

In this video, the teacher uses Project Based Learning in her science class to teach potential and kinetic energy along with Newton's Laws of Physics. In this two week activity, the class is divided into groups of four in which they decide roles within the group (measurer, recorder, organizer and accountant) based on their learning styles and strengths. The teacher gave them a budget and limited supplies and told them to design the safest roller coaster (in week one) and the longest run (in week two). Student are encouraged to self-evaluate and peer evaluate and make modifications to their designs. The teacher uses a strategy called Chiming to encourage classroom discussion. Then she has each student sketch their own designs, showing their science, and then they each try to “sell” their design to the group. The group works together to come up with a sketch they will design together. The whole process encourages collaboration, problem solving, and systems thinking.

Academic Expectations: The teacher expects every student to participate in discussing, brainstorming, designing and creating the project. In fact, because every student has an unique role within his group, every student must be an active participant in order for the project to be successful. Every student is held to the same high academic standard and is given an opportunity to excel in science

Behavior Expectations: Every student must treat one another with respect and must listen and value the contributions of his peers. Negative comments are not allowed and collaboration is key to ensuring the most effective roller coaster design.

Norms and Procedures: It is clear that the teacher has established a culture of respect within her classroom. She uses the Chiming procedure to facilitate classroom discussion. Students must use their budget to purchase the supplies they need. Roles are established and the expectations are clearly defined.

3^rd Grade Chinese Math

In this video, a group of young children sit on the floor in front of their children and recite in unison. Based on visual clues, I'm guessing they are either counting or reciting their multiplication facts. According to the article “What makes Chinese maths lessons so good,” students begin memorizing their multiplication facts when they are seven years old by memorizing a rhyme invented by scholars 2200 years ago, so it is likely that this is what the students are reciting in the video. The students also use a clapping and chanting recitation. According to the article mentioned above, teachers in China focus on the process rather than real world application.

Academic Expectations: It is common knowledge that academic expectations are high among Chinese, especially since they have a one child policy. That child is expected by his family and his teacher to achieve high marks and learn all he can in school

Behavior Expectations: Students are expected to actively participate in the recitations, clapping and chanting. While the students are raising their hands in the video, it doesn't seem that the teacher hold this policy in high regard, since the kids all seem to be talking at once during the math problem portion of the video.

Norms & Procedures: Other than students sitting and participating, it is difficult to determine what norms and procedures are in place in the video. The math problem portion is a bit chaotic.

Whole Brain Teaching

In this video, the teacher is using a serious of gestures to complement her words and her students are mirroring her gestures. She is teaching longitude and latitude and it seems to be a highly effective way to encourage retention of the material. The students are engaged and seem to be having fun. They recite the classroom rules and have gestures that go along with them as well. When she tells them to turn to a page in their book, they repeat the command until everyone has reached the correct page. While at first it seems childish, these high school students are focused. Upon review of the Whole Brain Teaching methodology, I learned that gestures are incorporated into all teaching. Also, the class is trained to respond to cues.

Behavior Expectations: Since the classroom rules are built into the curriculum from day one and emphasized with gestures, the behavior expectations for the class are high. If a student violates one of the four rules, the teacher says “Rule 1,” and the class responds with the corresponding words and gestures. It is a great method for behavior management.

Academic Expectations: The whole brain teaching method breaks content into mini lessons of 1 minute each. This would seem emphasize the expectation of unfocused students, but because students are expected to learn gestures along with concepts, it seems to have the reverse effect. Every student is expected to participate and learn the materials at the same level.

Norms and Procedures: The class norms are built around 5 rules with the last being to “Keep my dear teacher happy,” which is a loophole free rule. It is clear that from day one, the teacher has worked tirelessly to establish the procedures of the class and it seems to run like a well-oiled machine.

On a personal note...

Setting high expectations in my classroom will be a priority. I believe that I can take away valuable strategies from all of these videos and adapt them for my middle schoolers. I plan to use project based learning to delve deeper into literature and to encourage collaboration among my students. I like the structure that the teacher established in the video, and I plan to use specific roles within the small groups to keep everyone motivated and focused.

While I doubt that I will use the methods of the Chinese classroom on a daily basis, there is merit to a catchy chant. Perhaps students could write their own rap song about literary devices to help them remember them and what they do.

Finally, the Whole Brain Teaching method sparks my curiosity. I wonder how well it would work in a middle school classroom. It seems to have people that both love and hate it. I will definitely be incorporating parts of it from day one. My favorite procedure is I say “Class,” they say “Yes,” mimicking my tone and inflection. This seems like a great way to get their attention throughout the period.

Imagine Educational Utopia

Close your eyes and imagine educational utopia. Imagine a place where students of every background, race, culture, gender and sexual orientation passionately yet respectfully debate social injustice. Imagine those students actively listening to their classmates, considering their opinions, and politely countering with arguments of their own. Imagine the value of such interactions on each student and the impact that would have on society and the future. Imagine the power of such mutual respect and the social change it could inspire. What would such a place look like and how will I create such a wonderful learning environment?

I imagine it would look like this. The walls are decorated with inspirational leaders from around the globe. As diverse as the students are themselves, so are the heroes of social change that greet them when they enter the classroom. “Be the change that you wish to see in the world,” Mahatma Gandhi entreats them in bold letters. Further down the wall, Maya Angelou coaches, "I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel."  And between posters of Frida Kahlo and Ang San Suu Kyi lies the words of Abraham Lincoln in bright red print: “The philosophy of the school room in one generation will be the philosophy of government in the next.” Wiser words have never been more resonant and relevant.

At the back of the class, I stand quietly observing the classroom discussion, only cutting in when necessary. It has taken several months, but I am finally pleased with the classroom built on respect that has developed under my supervision. Every morning I stand at the door and greet every student by name, letting them know that they are valued and important. I have carefully crafted lesson plans that highlight classroom diversity and build appreciation and empathy among my students. In my class, every student has a voice and every student's voice is appreciated. From day one, I have quickly addressed any hurtful remarks that were said during classroom discussion and used those incidents as an opportunity to discuss bigger issues like bullying and its detrimental and often catastrophic effects. It has been a slow road inching towards a culture of acceptance and respect, but finally the students have learned that hate and abuse will not be tolerated within the walls of the classroom. I only hope that the lessons I am teaching daily are extending outside into the halls, the sports fields and the world at large.

I had known entering the classroom on the first day of school that I would be dealing with students from many backgrounds, most of which would have experiences much different than my own. I am from a small town in rural North Carolina, but somehow I had found myself teaching at an international school in Bogota, Colombia. The surreality of it all was almost overwhelming. The class is made up mostly of wealthy Colombians with a smattering of students from other Latin American countries-- all native Spanish speakers. Mixed in are a couple of students from the United States as well as one Finnish and one Korean student. Somehow I needed to blend all this diversity into a cohesive and collaborative class and I was dealing with a class of sixth graders, all on the threshold of puberty, with hormones breeding confusion in their young minds. This was a critical time in their lives, and I realized that I had the potential to either be totally ineffective or create a lifelong pattern of respect. With head held high and shoulders squared, I boldly accepted the challenge of the latter. And that attitude had made all the difference.

On day one I had introduced myself to the class, described my vision for the class and let them all know that this was a safe place. In this class, it was ok to make mistakes. I'm not perfect and I don't expect my students to be perfect, but I do expect them to treat everyone with respect. As their first activity, they had brainstormed what respect meant and come up with their own rules for our class. It was my hope that if the students had control over the rules they would follow, they were more likely to observe them. This exercise had given me new insight into the values of the various students in the class. Next, students had interviewed one another and had given presentations to the class, in which they highlighted each other's uniqueness and pointed out things that they found interesting. This had started a pattern of celebrating the cultures represented in the class. That week, the students also had started journaling. I had encouraged them to write about things they witnessed in regards to social injustice or examples of students making good choices and how these episodes affected them. At first, the students had been reluctant to share their journal entries with the class, but as they began to feel safe within the classroom, they had begun to read them aloud and discuss them at length, learning from one another and developing a sense of compassion for their fellow students. The lessons learned through these exercises had been invaluable and bullying had disappeared from their behavior.

Of course, this whole utopic scenario is yet to come to pass, but I am optimistic that with the right tools and determination, this could be the classroom of my future. But no matter what happens, I will treat every student with respect and strive daily for objectivity. In turn, I hope my students will do the same.  

Reaching the Middle (A Prezi Presentation)

Mobile Learning for the Reluctant Digital Enthusiast

I am not a digital native.

Ten years ago, my husband set up an email account just for me”Why in the world do I need an email account?” I asked him. I didn't have anyone to email. Eventually, I became an avid emailer.

Six years ago he forced me onto Facebook. “What am I going to put on there?” I asked him. He updated my status for me. “Lisa is cooking spaghetti for dinner!” Eventually my posts got better.

Four years ago he bought me my first smart phone. “What am I supposed to do with this?” I complained. “I'm not smart enough for a smart phone.” Eventually, I realized I couldn't live without it and that maybe I should start trusting my husband.

I think you get the idea. I am a reluctant digital enthusiast. Like most people, I resist change. However, if my hand is forced, I soon realize the error of my reluctance and embrace the new technology with enthusiasm.

If you'd asked me last year if I thought students should have iPads in the classroom, I would have given you a most determined “No!” But really, would you expect anything less from me? I have three boys of my own, and I could only see the negative effects of tablets. I saw these devices as primarily being used to play games and to rot the brains of our youtht, and I just couldn't see any merit in having that temptation in the classroom. To Last Year Me, it would have been the equivalent of taking an alcoholic to a bar. My kids were video game junkies, and they could only learn if I forbid them from getting their fix-- at least until the weekend.

Then Teach Now made me research apps and mobile technology for the classroom. They made me watch videos by James Gee touting the merits of game-based learning. I started to rethink all my ideas about iPads, and my own kids are now reaping the benefits. My oldest son is especially excited (or maybe just amused?) about my new found interest in all things iPad. He has devoted a folder on his iPad called “Mom Experimetns” to apps I've made him download and try out. Through him I am learning that mobile learning can be rewarding.

In an ideal classroom, every student would have his or her own iPad. As any mom can tell you, sharing is great in principle but harmony comes when everyone has their own space-- physically and digitally. Schools seem to be reluctant to invest in this idea, issuing one iPad per classroom or having multiple classes share a set of iPads. The problem with this is that the full value of the iPad is lost. In these situations, the iPads are solely used for media consumption and not for production. In order for the iPad to be a truly effective tool in the classroom, students must be able to personalize it and learn to make it work for them. They must learn to create work through a variety of applications.

You may be like Last Year Me and ask, “But why do kids need iPads in the classroom at all?” Kids need them to learn 21^st century skills, which they will need to thrive in the real world. Students need to be fluent in Information and Communications Technology (ICT) and they need to be able to use digital tools for collaboration, creativity, and problem solving. Allowing kids to learn and use today's technology in a rewarding and effective way in education will create lifetime learners. Just like my husband forced me to change with the times and climb aboard the technology bandwagon, we, as teachers, must force our students to learn to make iPads work for them for more than just playing Minecraft and Injustice. Students need to be able to create in a digital age, and the iPad is the perfect tool for doing it.

Now we come to the elephant skulking in the corner. What principles should guide iPad use in the classroom? Smarter people than I have devoted much thought to this very subject and some of them even offer seminars on it. After perusing the internet for enlightenment, here's my takeaway.

1. Establish expectations for proper iPad use. Students need rules, but you won't be able to monitor everything that every student is doing at every moment on their iPad. However, if you give them the proper guidance with clear expectations of iPad use, you can trust that most of them will learn and produce some pretty amazing things.

2. Don't be afraid to trust students and set them free to learn and create. Students should be able to access the internet as needed for research, and the iPad should be used as a tool for getting things done. Teachers make the assignment and let students use their imaginations and iPads to get it done.

3. Learn 10 apps and learn them well. According to EdTech Teacher, “All the good apps fit on one screen.” If the best practices for learning involve student production, all we as teachers really need is powerful apps for creating amazing presentations. We don't need an app for every subject we want to teach.

4. Don't be afraid to learn from your students, the digital natives. Although students may not naturally gravitate toward the apps you want them to use on the iPad, once they are introduced to them, you can be sure that they will master them quicker than you. And they just might be able to tell you a better way of accomplishing the same goal.

5. Experiment with different methods of using the iPad. It is almost certain that everything you try on the iPad will not be a great success. Don't let that discourage you. Try new things and let the students interest help propel your teaching strategies.

With those things in mind, here are a few ways I plan to integrate iPads into my language arts classroom.

1. Students will use the camera function to take pictures of real world examples of literary devices like alliteration, analogy, onomatopoeia, and hyperbole. We will discuss as a class why these devices were used and if they were effective.

2. Students will use the video function to create vlog posts of book reviews.

3. Students will use the Kindle or other book reading apps to annotate, highlight and bookmark as they read ebooks on their tablet.

4. Students will research the author and the time period in which books we are about to study were written.

5. Students will create presentations to illustrate their knowledge and to teach their classmates.

And now for a real world example. My son, the iPad user and conductor of mom research, was given an assignment for Sunday school in which he had to give a presentation on a saint. There was much grumbling and complaining until I told him he could use his iPad. And this, my friend, is what he created.

For more information on integrating iPads into the classroom, check out these resources:

Daccord, Tom. (2015). Five Tips to Create Strong Learning Environments with iPads. EdTech Teacher. Retrieved from http://edtechteacher.org/ipads-in-classroom-tom-daccord/

GDC Team. (July 1, 2014). The Teacher's Guide to Choosing the Best Digital Content. Retrieved from https://globaldigitalcitizen.org/the-teachers-guide-to-choosing-the-best-digital-content

Gliksman, Sam. (Nov. 15, 2013). Checklist: Are you ready for iPads in your School? Mindshift. Retrieved from http://ww2.kqed.org/mindshift/2013/11/15/checklist-are-you-ready-for-ipads-in-your-school/

Prensky, Marc. (December 2, 2005). Shaping Tech for the Classroom. Edutopia. Retrieved from http://www.edutopia.org/adopt-and-adapt-shaping-tech-for-classroom

Mad Skillz for the 21st Century (and how they can be applied to English/Language Arts)

Teaching 21st Century Skills is the prominent goal of the modern teacher. The term gets thrown around frequently with other terms like innovative teaching strategies, technology integration, interdisciplinary themes and the 4Cs. These make up the second language of the 21st century teacher. But what do they all mean?

Here's a rainbow to help out the pedagogically challenged.

http://www.p21.org/about-us/p21-framework

For those of you that would like some concrete ideas of how to make this work in your classroom, I humbly offer the following examples of how I plan to integrate these skills into my seventh grade language arts classroom.  I will also attempt to integrate the 21st Century interdisciplinary themes of global awareness and financial, civic, health and environmental literacy. Prepare to be amazed.

1. Teach students to annotate as they read. The Kindle app is a great tool for highlighting and making notes as they read so that they are active readers. Students can then turn in their notes in PDF form to the teacher or use them to write an essay or blog.

2. Create a classroom blog in which students work individually or in groups to create video or written book reviews. They should be able to discuss the major themes, characters, plot, setting and use of symbolism. The blog can also feature creative writing from students in various genres including poetry. Students should be aware that anything they post on the internet can be viewed by anyone else in the world. Additionally, students should view and comment on other student created blogs from around the world thus promoting global awareness.

3. Read Tuck Everlasting as a class. Discuss the theme of eternal life and the things that people do today to prolong life. This incorporates health literacy and students should brainstorm risky behaviors and healthy behaviors. Additionally, I will show two commercials for health products (one for men and one for women). We will compare and contrast these two ads and discuss the effects that media has on making healthy choices. We will also discuss the use of ethos, pathos and logos in effective persuasive writing. Students will then be given a budget to create their own "commercial" for the fountain of youth found in Tuck Everlasting. Students will need to research the cost of commercials and manage their money effectively, thus promoting financial literacy. Students will then work in pairs to use Powtoons to create their commercial employing the use of persuasive writing. This project incorporates the the 4 Cs of creativity, communication, critical thinking and collaboration.

4. Read The Giver as a class. Discuss why this dystopic society was created. Were there environmental factors at play? We know that there is no pain or suffering or memory of pain or suffering in The Giver, but there are also no environmental problems. Help students build their environmental literacy by brainstorming and discussing what environmental factors the society of The Giver had eliminated and why. This book is also a great way to discuss civic literacy and the role of the individual and the government in society.  Additionally, students will create a graphic novel summarizing the plot of The Giver using ComicMaster.  Students will be required to add a final chapter to the book. If they like, students can change the perspective of the story to be told from a different character's point of view. Students should work in pairs on this assignment, thus incorporating the 4 Cs of critical thinking, creativity, collaboration and communication.

Finally, if you want to know how to incorrectly teach 21st century skills, check out this video created on Voki, another wonderful tool to use in the classroom.




References:
Framework for 21st Century Learning. (2015) Partnership for 21st Century Skills. Retrieved from http://www.p21.org/about-us/p21-framework

See the Possibilities...21st Century Schools. (2015) Retrieved from http://www.21stcenturyschools.com/What_is_21st_Century_Education.htm

An Example of a Modified Lesson to Accommodate ELLs

For this unit, I will be teaching a group of hypothetical seventh graders in my language arts class about fables. We will identify characters and their motivations, the setting and how/if it determines the problem, and the moral or lesson of the fable. My class consists of 4 different levels of English language learners, so I will be adapting the lesson to accommodate each of these students.

Maria has just moved to Bogota from Brazil, and while she speaks both Portuguese and Spanish fluently, she is in the beginning stage of English language acquisition, known as pre-production.  To accommodate Maria, I will read aloud the fable slowly and clearly, annunciating each word. I will also use pictures and a story map to identify the characters and setting. Even though Maria does not understand most of what is being said, by using a combination of visuals and printed words, she should be able to follow along with the story. I will encourage her to copy down all new vocabulary (which I will write on the board) and to look up the words in her English to Spanish dictionary. I will also try to find a video of the fable for the class to view.

Jaime has been learning English for 6 months and is at the speech emergence stage of English language acquisition. He can understand easy stories and can use about 3,000 words to communicate.  He makes many grammatical mistakes, but is able to do some content work with teacher support. He will also write down vocabulary words, look them up in his dictionary, and then he will draw a picture to illustrate the fable.     

Jose transferred to an English based curriculum two years ago and now has intermediate fluency, which gives him roughly 6000 active words. Jose can follow most of what is being said and is able to ask questions to clarify what he is learning in class. He speaks in complex sentences, but still makes some grammatical errors. Jose will be instructed to write down all new vocabulary as well, but he will be able to do some simple writing in English. He will be instructed to write an alternate ending to the fable and to read another of his choosing, noting the characters and setting. The entire class will do this exercise, but Jose will be graded based on his ability.

Luz has been attending an English speaking school since preschool. She has attained advanced fluency. She is able to perform at the level of a native speaker with additional support from the teacher in some content areas and writing.

Jacob is a native English speaker and has moved to Bogota from the U.S. He is new to the school and is struggling socially and having trouble adjusting to the culture of Colombia, but excels academically.   

For the next part of my lesson, I would pair the students together having Jacob work with Jose, Luz work with Maria, and Jamie to work with another strong English speaking student, either native or at advanced fluency level, on reading another fable together and acting it out.  The English fluent speakers will help the ELLs with unknown vocabulary and understanding the theme of the story. Luz will be able to translate for Maria so that she can follow along and feel supported. Jacob will be able to help Jose with grammatical issues. Together, they will write a short skit based on the fable, using props and costumes they design themselves, and then they will perform it for the class. The class will discuss the moral of the story, the major characters and their motivations, and the setting.

A Comparison of ELL Programs

https://www.lucidchart.com/documents/edit/62aa738c-41ca-40dc-a0ff-13acedd27113?shared=true

Both Sheltered English Immersion and Two-way Bilingual Education programs use strategies that facilitate language development.  Both of these types of programs would use the same set of global standards presented in the TESOL or WIDA method to further language proficiency in content-based curriculum to ensure that the ESL student keeps up academically with his native English-speaking peers. The fundamental differences between the two programs are not in the standards but in the retention and development of the native language. Both programs use strategies such as: separating language from instruction (meaning teachers tend to use only one language for a given lesson), not correcting the students’ language and being more concerned with understanding of content, using visuals to supplement verbal information, encouraging students with positive feedback, and providing substantial explanations. Students are encouraged and allowed many opportunities for English language production.

In a Sheltered English Immersion program, all instruction is given in English.  Teachers tailor their English to a level that can be understood by limited English proficient students.  This program focuses on helping students keep up with their native English-speaking peers academically while still helping them develop English proficiency.  Sheltered English Immersion includes a variety of techniques to help regular classroom teachers make content-area material comprehensible for ESL students who already have some English proficiency.  Students in a sheltered English immersion program are grouped with other ESL students to learn content-based instruction in math, science, history and other subjects. Teachers use cues such as visuals, props and body language, linguistic modifications such as repetition and pauses during speech, and cooperative learning strategies, and they focus on central concepts rather than on details by using a thematic approach.

Two-way Bilingual Education consists of English and a second language being taught at the same time. Students will not just study the languages, but they will learn content-based curriculum in both languages. A two-way bilingual education program is made up of half native English speakers and half native speakers of the second language. This program balances language, academic and social development by emphasizing them all equally. The minority students whose native language is not English are highly valued and their language knowledge is used as a resource. The two native language groups are able to strengthen one another’s skills in the second language and a positive attitude towards both groups is promoted. Only one language is used in the classroom at a time.  This program uses the same standards as a Sheltered English Immersion program except that students also continue to develop proficiency in a second language.  This is beneficial to both the English language learners and the other language learners.