PLC Discussion - In Pursuit of Academic Excellence

Part of our weekly PLC sessions in our district are spent discussing what needs to occur in our classrooms as we promote and increase rigor and opportunity.  Today we discussed point # 1.  

(This post is co-authored with Toni Olivieri-Barton)

Effective teachers know that they can influence student learning by a relentless pursuit of  academic excellence.
Researchers agree that the following are examples of what we can do in our classrooms in pursuit of academic excellence.

• Expectations are clear for students and parents.
• Prior to students beginning an assignment, teachers supply students with exemplars of high quality work that meet the performance standard or level.
• Students know what high-quality work should be like.
• Students revise their work based on meaningful feedback until they meet or exceed the performance standard or level.

So how are we doing?  This was the focus of today's discussion.

Expectations are clear for students and parents:  

• Both the MS and HS Tech teachers keep a wiki open to the public.  This wiki contains a link to parent information which includes Essential Learnings (ELs) and Indicators of Success (ISs) and the syllabus.
• Students are familiar with these ELs and ISs per discussions in class as well as classroom activities.  Students are asked to reflect on assignments related to these EL's and IS's.

Prior to students beginning an assignment, teachers supply students with exemplars of high quality work that meet the performance standard level.

• We are trying to include an exemplar and a grading checklist for all assignments.  This checklist is posted as a link on the wiki assignment page and provides students with a clear set of expectations and requirements for each assignment.  Individual assignments are to be reviewed first by the student prior to submitting on their blog for grading.  

Students know what high quality work looks like.

• Teacher/Student interaction provides direction toward achieving high quality work.  By continual monitoring of student progress we can transition them to high quality work.
• By providing and revisiting exemplars and comparing them to their work, students will begin to identify characteristics of high quality work and incorporate these into their own work.

Students revise their work based on meaningful feedback until they meet or exceed the performance standard or level.

• Because of the way we have changed our teaching (more emphasis on student centered learning) this opens up the opportunities to work one on one with students on a daily basis.  These interactions allow for personal, meaningful, feedback related to student work.

Curriculum is aligned with high standards

• Our curriculum is aligned with the most recent National Educational Technology Standards (NETS Standards.)  During our evaluation of standards our department crafted essential learnings and indicators of success that target the high standards of NETS.  These ELs and ISs provide a vision for what students know and are able to do.
• We are working to actively link every project or assessment we use back to our ELs.

Next week:  Effective teachers emphasize reading and non-fiction writing in every assessment.

More discussion to come.  We welcome any comments.

Letting Go of Being In Charge

I keep waiting for the dam to break on my latest venture in public education - allowing students to design their own learning.  Over the past few years I've read article after article about classrooms where kids choose and design their learning targets and goals in a subject they are interested in studying at a more advanced level.  And, I've always dismissed the idea because, frankly, the idea freaked me out.  I could envision a classroom of chaos, with students wandering aimlessly and essential learning targets being all but forgotten.

I've now made a 180 degree shift in my thinking and the results are incredible!

When my class roster included over 30 students who had already taken the grade level Tech classes previously offered I was forced to come up with something different to accommodate these students and provide them with meaningful learning experiences.  Enter a student designed independent study program.

To prepare for this journey a few tracks of independent studies were developed to serve as models for students.  Students could either design a course from these tracks or develop their own track built upon interest.  A set of guidelines and a schedule of events were written to provide daily and weekly structure. And then, I did what I never thought I would do in a classroom - I turned the students loose.

You can hear a pin drop on the side of the room where the independent study students are busy learning, thinking, and problem solving.  They tell me 90 minutes isn't enough time and that they can't wait to return.  7th and 8th grade students are reading non-fiction purposefully.  When an article isn't good enough they move on to find one that meets their needs.  Students write up and evaluate their projects upon completion based on the essential learnings that are met and then publish these write-ups on their blogs for teacher assessment.  They comment on each other's work, share resources, keep a daily "schedule of events" and encourage success in each other.  And then, they learn.

I know there's some tweaking that needs to happen on the Independent Study design and tracks and I'm open to suggestions.  I'm also thankful my coworker decided to venture into this area of learning with me and is offering Independent Study at the high school level.  Together, we brainstorm, offer each other support, and marvel at the intensity of student work.

I keep wondering, had I the guts to do this while teaching Physical Science, would I have seen the same results without a 1:1 computer setting that I am so fortunate to have now.  The bottom line is student designed learning is positive.  And, so far, the dam is holding.

2010 Global Education Conference

Time: November 15, 2010 to November 19, 2010

Location: In Elluminate - see website for room details for each session

The 2010 Global Education Conference will be held November 15 - 19, 2010, online and free.  Details about the conference are available at http://www.globaleducationconference.com.  The conference currently has scheduled 50 keynote addresses and over 300 general sessions  from 62 countries.  Sessions will be held in multiple time zones focusing on teachers, students, curriculum, policy and leadership and global issues.

The conference is a collaborative and world-wide community effort to significantly increase opportunities for globally-connecting education activities and initiatives.

There is no formal registration required for the conference, as all the sessions will be open and public, broadcast live using the Elluminate platform, and available in recorded formats afterward.  Actual session links will be posted the week of the conference.  See the full hour-by-hour schedule in your time zone at http://www.globaleducationconference.com/schedule.html  and read more details about the sessions at http://www.globaleducationconference.com/all-sessions.html.

The Twitter account for the conference is http://www.twitter.com/globaledcon, and the "hashtag" for the conference is #globaled10.  The conference Facebook page is http://www.facebook.com/pages/Global-Education-Conference/125602090788788?ref=ts.

We encourage all to actively publicize the conference!  Help us spread the word.  Press releases, flyers, graphics and badges are available at http://www.globaleducationconference.com/press-and-promotional-materials-web-badges.html.

Mad about Madison - A Unique Look at Professional Development

I've just finished taking a class focused on GIMP (GNU Image Manipulation Program,) an image editing application.  GIMP is a free software alternative to Adobe Photoshop so it makes it an appealing choice for teachers who want to introduce image editing software to students.  GIMP allows essential image editing tasks such as resizing, editing, and cropping photos, photomontages combining multiple images, and converting between different image formats. GIMP can also be used to create basic animated images in the GIF format.

Lots of kids are talking about GIMP and using the application at home.  I thought it was time to learn how to use the application and consider using it in Tech Class.  At first glance, it appeared a bit cumbersome and although I had access to tutorials on Atomic Learning and YouTube, I decided to seek out an expert and take a class from one.

Enter Madison, a sixth grader at the school I teach and resident expert in GIMP.  Together, on Thursdays after school for five weeks, Madison patiently taught me the ins and outs of GIMP.  I asked loads of questions and most of the time she had answers.  When she didn't, she did what most teachers do, she figured it out.  I appreciated Madison's willingness to help a teacher learn something new.  Her excitement about the application is what piqued my interest in the first place. 

I'm highly competent in the area of technology, yet I keep wondering what more I can learn from my students if I take the time.  I love learning what's new and relevant in their lives.  At any rate, this new route to professional development has been a great way to sneak some learning in and that's why I'm mad about Madison.

The Top Five Tech Myths

This article, written by By Megan Kaesshaefer can be found on Scholastic. 
Given my own experience, the myths presented below are rampant yet the realities are spot on the mark, reinforcing the need for Tech Integration Specialists in schools.  Training, though important, isn't the answer as much as it is part of a solution.  A Tech Integration Specialist working side by side with a teacher can do more in one hour than any day long training session because the work is relevant and specific to teacher needs.  Once teachers begin using technology in the classroom, the realities of Myth #3 becomes glaringly apparent.

True or false: Technology in the classroom helps kids learn. A new survey reveals the answer, and the top five myths surrounding technology in K-12 classrooms.


Myth 1: New teachers who have greater access to technology are more likely to use it.
The Reality: A teacher's experience and age don't affect how often or well she uses tech. About 72 percent of frequent users have taught for 10 years or more.

Myth 2: Only high-achieving students benefit from using technology.
The Reality: Technology doesn't discriminate. Using technology helps to engage all types of students: high achievers, English language learners, and students with special needs.

Myth 3: Kids today are so comfortable with technology that teachers don't necessarily need to use it in the classroom.
The Reality: Kids may use tech on their own time, but fostering 21st-century skills is best done through active learning in a classroom setting. Plus, setting a good example encourages students to use technology properly and effectively.

Myth 4: Teachers and administrators are on the same page about classroom technology use.
The Reality: While 92 percent of administrators say they are "supportive" of new technology use, only 66 percent of teachers say their administrators actually are.

Myth 5: Teachers feel well prepared to incorporate technology into instruction.
The Reality: Many teachers don't feel prepared to teach 21st-century skills or use technology in instruction. Many believe advanced teacher-to-teacher training would help.

Tech Quiz
What Kind of User Are You?
Researchers used the following criteria to assess teachers' technology use. Where do you match up?

Frequent user: You've got a whiteboard and you're not afraid to use it. When it comes to classroom instruction, tech is on your radar. Approximately one third or more of your class time involves some type of technology use.

Moderate user: If the technology is available and fairly easy to implement, you'll use it on a consistent basis. You've made sure that 21-30 percent of your class time involves the use of technology.

Sporadic user: Tech isn't a major priority in your lessons. If you can get a laptop on loan, great! If not, no big deal. Approximately 15 percent of class time uses technology.

Infrequent user: Maybe technology isn't readily available, or you prefer more traditional teaching tools, but less than 10 percent of your class time involves technology.

Source: Educators, Technology and 21st-Century Skills: Dispelling Five Myths, Walden University
Read the report online.

Teach Like a Champion - Doug Lemov Chapter Five

Chapter Five:  Creating a Strong Classroom Culture

This chapter focuses on the necessity of creating a strong classroom culture in order to sustain and drive excellence.  These fives principles:  discipline, management, control, influence, and engagement are synergistic and a positive classroom culture won’t sustain itself without all of them.

Notes:

1.     Entry Routine – How students enter the classroom.  The routine created when students enter the classroom is about making a habit out of what’s efficient, productive, and scholarly after the greeting and as students take their seats and class begins. (Pg 151)

·      Students should know where to get materials for class on their way in

·      Students should know where to sit

·      Students should know what to do with homework

·      Students should know where to find the “Do Now” (Technique 29)

I am all about the entry routine as this is probably one of the most important management techniques for a teacher to establish in a classroom.  Not only does it allow teachers to take care of routine business at the beginning of class but also it empowers students to take learning into their control and students thrive with this empowerment.

2.     Do Now – A short activity that you have written on the board or is waiting for student on their desks before they enter.  This works because of consistence and preparation. (Pg 152)

·      Be clear about what students should be working on

·      Eliminate the excuses that lead to distraction

·      Students can complete without direction from teacher

·      The Do Now takes 3 – 5 minutes to complete

·      The Do Now is in the same place every day

·      The Do now requires putting pencil to paper

·      The Do Now should preview the days lessons

Do Nows are my warmups.  They are an essential beginning of my daily lessons and students expect them on a daily basis.  Often, I will circulate the room and check their work, increasing the accountability.  This activity gets students into the classroom and working immediately.

3.     Tight Transitions – Quick routine transitions that students can execute without extensive narrations from the teacher.  (Pg 154)

·      Critical piece of a highly effective classroom

I’ve been known to practice and time transitions with my students.

4.     Binder Control – A technique that emphasizes and teaches a system for storage, organization, and recall of what your students have learned.

(Pg 157)

·      Required place for notes

·      Required format for organizing paper, homework, etc…

Another one of my favorite techniques – I used to use a notebook method where there was a place for everything.  Because the students relied on their notebooks for everything, they did not forget them.  Those that did did so only once or twice. 

5.     SLANT – Five key behaviors that maximize students’ ability to pay attention. (Pg 158)

·      S – Sit Up

·      L – Listen

·      A – Ask and Answer Questions

·      N – Nod Your Head

·      T – Track the Speaker

I think it’s very important to teach students how to listen and pay attention.  Too often we expect they already know these skills when nine times out of ten they haven’t been taught them or they could benefit from a reminder.  I hadn’t heard of the acronym SLANT before – I like it.

6.     On Your Mark – Every Student must start class with books and paper out and pen or pencil in hand.  Teach and use this expectation in every class, everyday.  Teaches students how to prepare before they begin. (Pg 159)

·      Be explicit about what students need to have to start class

·      Set a time limit – be specific

·      Use a standard consequence to administer without hesitation

·      Provide tools without consequence to those who recognize in advance the need

·      Include homework

Another favorite because being prepared is the key to being successful.  I like the idea of providing tools without consequence when students recognize the need for these tools in advance.  I also think that when students have an entry routine, a do now, and binder control it’s easier for them to be on their mark.

7.     Seat Signals – A set of signals for common needs (Pg 161)

·      Students must be able signal their request from their seat

·      Students must be able to signal their request nonverbally

·      Signals must be specific and unambiguous to keep them from becoming a distraction

·      Teacher should be able to manage both request and response without interrupting instruction

·      Explicit and consistent – Discipline yourself to respond only when signal is used

I like the idea of using seat signals for using the bathroom and getting a drink of water during classes.  Once students are taught appropriate times to use these signals I think the time saved from distractions using them will be extremely beneficial.  Look forward to implementing these into class this year.

8.     Props – Public Praise for students who demonstrate excellence or exemplify virtues.  (Pg 161)

Props are:

·      Quick (1-3 seconds)

·      Visceral – Rely on movement

·      Universal – Everyone joins in

·      Enthusiastic – Tone is fun and lively

·      Evolving – Students may suggest ideas

Props are a great thing and I need to celebrate more greatness in class period!  Need to watch the DVD for this one.  We don’t do enough of this in our culture

Teach Like a Champion - Doug Lemov Chapter Four

Chapter Four:  Engaging Students in Your Lessons

Drawing students into the work of class and keeping them focused on the learning,

Notes:

22.     Cold Call – In order to make engaged participation the expectation, call on students regardless of whether they have raised their hands. (Pg 112)

·      Allows teacher to check for understanding effectively and systematically

·      Increases speed in terms of pacing and rate of covering material

·      Allows teacher to distribute work broadly around the room and that all are likely to be called upon

·      Allows teacher to distribute work around the room more authoritatively as it establishes that the room belongs to you.

·      Cold Call is:

o   Predictable – students react by being prepared for the obvious

o   Systematic – they come without fail, to everyone

o   Positive – goal is for students to get the answer right, not learn a lesson by getting the answer wrong

o   Scaffolded – questions involve a careful progression of difficulty

Cold call brings a level of accountability to a classroom that I like.  It creates an atmosphere of learning where dialogue is the expectation.

23.     Call and Response – Use group choral response – you ask; they answer in unison – to build a culture of energetic, positive engagement. (Pg 125)

·      Accomplishes 3 Goals

1.     Academic Review and Reinforcement

2.     High Energy Fun

3.     Behavioral Reinforcement

·      Five Types of Levels

1.     Repeat

2.     Report

3.     Reinforce

4.     Review

5.     Solve

All students respond to teacher signal (verbal and nonverbal)

This technique seems a bit elementary to me.  I can see how it would increase the energy in a classroom but ….  I haven’t watched the dvd yet, maybe seeing the technique in action will change my opinion.?

24.     Pepper  - Use of fast-paced, group-oriented activities to review familiar information and foundational skills. (Pg 131)

·      Great warm-up activity

·      Game atmosphere

25.     Wait Time – Delaying a few strategic seconds after a teacher asks a questi0n and before you ask a student to begin answering it. (Pg 134)

·      Answers are more reflective (use of evidence likely to increase)

·      Length of correctness of student response increase

·      Number of failured responses decrease (less “I don’t knows”)

·      Number of students to volunteer increases

Wait time is always a good thing in the classroom and I work hard to incorporate it into my questioning.  Still, that extra second ticks by ever so slowly. 

26.     Everybody Writes – Set your students up for rigorous engagement by giving them the opportunity to reflect first in writing before discussing.  “I know what I write.”  (Pg 137)

·      Increase the quality of the ideas discussed in class

·      Expand the number of students likely to participate

·      Increases the ration since it causes everyone to answer

I love this technique and use it frequently in the classroom, though now that I teach tech the kids are writing on their blogs instead of in their notebooks.  Writing provides students the opportunity to express ideas freely without judgment. 

27.     Vegas – The moment during class when you might observe some production values:  music, lights, and rhythm, dancing.  It’s the commercial break in the lesson. (Pg 141)

·      Reinforces not just academics but also one of the day’s learning objectives

·      Upbeat

·      Short

·      On the point

·      Once it’s done, it’s done

If there were a technique I could embrace and be good at it would be Vegas.  I think kids like these little interjections that remind them of the lesson’s objective.