Motivation: Shift to Student-Led

A recent Edutopia article entitled, "Bringing the Harkness Method to Math Class" asks,

Who is doing the majority of the talking in your math classroom? In a traditional secondary math classroom, the teacher is stationed at the front of the room demonstrating examples related to the topic of the day, as illustrated in the traditional model seen below.

This often means that the teacher is doing most of the work. John Hattie has done research that shows most teacher speak for 60-70% of a class period, and this leaves little time for students to ask questions or work out their own ideas. 

Since the people doing the work are doing the learning, this means it is more important than ever to find ways to shift the work to our learners. Katie Novak, UDL expert and co-author of The Shift to Student Led unpacks the research on motivation, which shows that models with the teacher at the center create a self-fulfilling prophecy: students who are overly reliant on the teacher to drive instruction aren't motivated to own their learning. She then goes on to suggest three shifts that can help shift the responsibility and motivation for "transfer of information" to student discovery:

1. The Choice Board

Catlin Tucker (co-author of The Shift to Student Led), explains the benefits of choice boards:

• Choice is a powerful motivator.
• Learner variability means that not all students enjoy the same task.  
• Students have more control over the pace at which they navigate the tasks.
• Teachers are freed from orchestrating a lesson and able to conference with learners about their progress, provide feedback on work in progress, or conduct side-by-side assessments.

While these are often associated with projects, choice boards can be used daily with very little prep from the teacher, such as this example for planning activities based upon the unit standards.

2. Leverage Reciprocal Teaching and Jigsaw Activities

Reciprocal teaching, a cooperative learning strategy that improves comprehension, has long shown benefits to learners. The benefits include:

• It encourages students to think about their own thought process during reading (metacognition).
• It helps students learn to be actively involved and monitor their comprehension as they read.
• It teaches students to ask questions during reading and helps make the text more comprehensible.
• It can be adapted for different content areas.

Likewise, the jigsaw method (and it's adaptations) has shown benefits for learning and motivation, making students depend upon each other for new learning.

3. Make Direct Instruction Differentiated and Bite-Sized

Leveraging small group instruction can provide more time and opportunity for learners to lead, while still allowing the teacher time to give students what they need. Catlin Tucker also recently wrote about how to leverage AI to support station rotations and other student-centered lesson designs, which allow for in-person small groups OR video-based instruction.

Just the Beginning

In closing, there are so many ways to shift to more student-centered learning opportunities. As Crystal Frommert says in her Edutopia article:

Consider ways that you can promote discussion and collaborative learning among your students. How can you, as the teacher, step back from the “sage on the stage” lecture model? It doesn’t have to be an overnight shift; even small changes will promote student voice, equity, and deeper thinking.

 

Try Something New as the Year Draws to a Close

The end of the school year is a great time to try something new. Although the best time for "something big" this is in the last month, if you have a lesson idea or tool you are thinking about for next year, why not try it now, when you and your students have less to lose?

One example that many teachers in GPS are trying is the Building Thinking Classrooms approach. While there is plenty written about it that teachers can explore, the crux of the approach is that instead of starting a lesson with direct instruction, the teacher uses more of an inductive learning method by giving students novel "thinking tasks" to work on, ideally in groups.

The creator of this method, Peter Liljedahl, shares the realization that if we want students to push through difficult problems and find their own solutions, we have to create situations that provide opportunities and support for this.

“By and large students spend most of their class time not thinking, at least not in ways we know they need to think in order to be successful in mathematics.” Liljedahl explains. “If they’re not thinking, they’re not learning.”

Also key are whiteboards, or nonpermanent vertical surfaces that allow students the freedom to fail. Liljedahl shares that research supports this, and it makes sense, because students will "try anything and everything because they feel like they can just erase it if it's wrong".

The same can be said for teaching, especially at the end of the year. Try something new--and if it isn't perfect, that's okay.

Community Matters

The Research: "Students writing for real audiences are motivated in a way that churning out papers for grades are not. Students have to experience writing for real audiences before they will know that writing can bring them power." (Rodier, 2000, p.3)

This week, students in GMS technology classes used 2D or 3D Minecraft builds to celebrate their teachers, to be distributed during teacher appreciation week. Instead of just learning the book and quill tools for some possible future unknown application, students learned these tools to achieve a meaningful purpose for a very authentic audience. It got us thinking about some research revisited recently as the LEARN regional book study of Joan Sedita's The Writing Rope concluded.

Writing (and creating) for an authentic audience and purpose has been shown to improve student performance:

• It motivates students to do their best work.
• It provides a practical reason to get feedback, revise, and edit.
• It creates a sense of pride as students see the impact of their work on a greater community.

GPS students have many "big" opportunities to showcase their work, such as the spring musical and Expo night, but we can create similarly powerful experiences with small adjustments to many of our existing assignments:

• If a current assignment is only for a teacher to read, consider:
• How might this work might be used in the real world?
• Who do mathematicians, scientists, artists or historians share this work with? What do they write or present?
• Partner up with another class: who else in the building or district might you share with?
• Consider a contest or competition: who might be an authentic reader or judge of product quality?

An authentic audience can even turn necessary tasks into more meaningful experiences. For example, you might have your students send a bi-weekly email to their parents with a recap of activities or their accomplishments in the class.

For more inspiration, check out the Edutopia article "Creating Authentic Audiences for Student Work" and the MiddleWeb article "Students write better for authentic audiences", and check out this video of 4th graders writing for authentic audiences and purposes:

Just Escape

Escape rooms aren't new, but they are a game-based learning technique worth dusting off when review threatens to get stale. Kids as young as preschool can find success with these tasks when provided the right modeling and support!

The Benefits

We recently observed a 4th grade teacher using an escape room in math to review place value/rounding. In addition to the benefit of the task being fun and academically engaging, the teacher and students experienced additional academic and SEL benefits. According to the teacher:  

One of the greatest parts about using the [digital] escape rooms is the computer knows the correct answer so the students are provided with direct feedback as to whether their response is correct or incorrect. This allows for me to be able to assist students without having to provide each student in the class with feedback (checking their work immediately).

Students love the challenge of attempting to "escape" and they dive right into each escape room, determined and ready to solve any problem. I typically have them work in partnerships/small groups in order to be able to discuss and share their thinking. Many times, there is quite a bit of dissonance taking place and I absolutely love it. I am consistently telling them to persevere and they own it!

This aligns with the research: in addition to supporting motivation, game-based learning contributes to stronger problem-solving skills, language development, memory, self-esteem, and cooperative work skills.

Planning an Escape

There are many pre-made escapes and templates you can use to build your own escape room, such as those that use Genially or Google forms or Google sites.

But really, before doing any of that (admittedly fun) stuff, be sure you have a clear picture of the skills you want your escape room to test: what is the focus? How will the applications show student mastery of the concepts and skills you have been covering in class?

If an escape room sounds like something you want to do, someone from TLI would love to support you in the planning process, whether it is helping with the template, the plan, or even just connecting you with another teacher who has used an escape room in your content area or grade level.

Game on!

Should students sit in rows?

This week's blog post by teacher author Dave Stuart Jr. tackles a question that has been making the rounds more recently as people compare the classroom environment of compulsory rows that COVID protocols demanded to other seating arrangements: should students sit in rows?

Spoiler alert: His answer is, it depends.

In the post, he discusses two seating arrangements: one, is paired rows, with students always having a seating partner, but more or less in columns and rows, and the other is desks grouped into four, all facing each other. He makes the point that by comparison, rows provide less distraction during independent work and a clearer view of the board during direct instruction. And of course, research and common sense supports this.

But the post, while pointing out that other seating arrangements may be more beneficial in situations requiring more collaboration, fails to explore any other options, such as the horseshoe or circle, and research, suggests that "'the most effective way to organise a classroom is to be as flexible as possible with teachers regularly moving furniture to suit the activities' (Maddern, 2011) – for example, Harvey and Kenyon (2013) found that students tend to prefer more flexible seating arrangements.

It won't surprise any teacher that research has shown that classroom seating impacts "student learning, motivation,  participation, and teacher-student and student-student relationships (Fernandes, Huang & Rinaldo 2011)." What might be more surprising is that recent research suggests that the set-up of the classroom actually impacts the TEACHER and her pedagogical choices as well; according to the Poorvu Center for Teaching and Learning at Yale: 

For example, a classroom with seating affixed and directed toward a podium at the front of the room results in instructors spending more time in lecture and students demonstrating less active engagement. In contrast, roundtable seating arrangements lead to instructors and students engaging in more active learning activities, resulting in improved learning outcomes (Brooks 2012). 

So what is the answer? It depends. If you are delivering direct instruction, then a clear, unobstructed view of the instructor is best in that moment. However, if you want students to collaborate, seating them with other students is key.

And even with traditional desks, teachers can try to get the best of both worlds. Recent research on elementary seating arrangements supports the horseshoe seating arrangement with flexible seating (i.e. chairs and triangular desks that reconfigure easily). For those with "traditional" desks, the pair square (alternately known as the pair pod) is a style of flexible seating arrangement that gained renewed attention: essentially, students are seated in pairs, but each pair has a pair in front of or behind that they can turn and work with to make a group of four.

What is clear is that if you are thinking of changing up your seating, think about your goals and how your physical space can match your pedagogy. Do you want to create more space for students to Think-Pair-Share? To debate? To collaborate? To create? Then rows might not be the way to go.

Pass the Vocabulary

This week, in speaking about the importance of building knowledge and teaching vocabulary as part of the science of reading, we were reminded of a favorite activity of students and several GHS English teachers: the "pass the vocabulary" story. Here's how it works: 

1. Using a given word list, each student would take a blank piece of paper and write the first sentence(s) or a story using one of the words correctly. (TIP: Have students highlight or circle the word, to make it easy to know what was used!!)
2. After the given time (1 minute), they passed the paper to the next person.
3. The next person would write the next sentence(s) of the story, using a different vocabulary word.
4. The process of writing and passing would continue until time came for all the words to be used.
5. At the end, students would take their stories and join a small group, which would share the stories for peer review for meaning, revise, and then share out the "best" story from the group.

Students LOVED this activity, as the stories often got very silly by the end, and it was a great challenge. They also loved that they had a chance to discuss and revise the stories, as it rewarded their growth. And teachers, well they loved that students had to discuss, correct themselves, and collaborate in a low-prep activity that the students themselves helped evaluate. 

So, aside from being fun and easy, why is this valuable?

The science of reading makes it clear that pre-teaching vocabulary is important; students need to build knowledge, especially knowledge of words, to be more proficient readers. But this applies beyond students learning to read, and continues as students read to learn across the content areas.

Learning science also shows that memorizing a list of vocabulary words and their definitions for a quiz--especially a matching or multiple choice quiz--isn't a great indicator of how well students have learned words. Most often, students cram, storing these words in their short term memory, but not making the connections that encode them into their long term memories in ways that make the learning stick. Students, especially struggling students, need a dozen or more exposures to words and their meanings to fully learn them.

Research suggests that these things help students with vocabulary building:

• Explicit instruction of words and their meanings increases the likelihood that young children will understand and remember the meanings of new words.
• Higher frequency of exposure to targeted vocabulary words will increase the likelihood that young children will understand and remember the meanings of new words and use them more frequently.
• Questioning and language engagement enhance students’ word knowledge. This can include retrieval practice, scaffolding from low-demand questions (i.e. meaning) to high-demand questions (i.e. how would you use...?)

Now, this means that students can't just start by writing stories. Teachers need to make time for explicit instruction, be it reviewing the words with students in context, or reviewing the roots or related words, or to support students in making Freyer Models or semantic maps/word webs. But beyond that, students need time to work with the words.

But what if I don't want my students writing stories.

Another group activity that was relatively low prep was a card sort. Have student groups make index cards (or cut out card sets) of the vocabulary words. Then, have students organize them into 3-4 categories. This could be categories you provide, or categories the students create. They then have to explain why the words belong together, and how they relate.

Here are some other ideas:

1. Pass the Parcel: Review vocabulary in whole group or small group with a game-like atmosphere with some bags full of vocabulary.
2. Paper Plate Match Game: Have small groups cut paper plates in half, and write the word on one half and on the other, write a definition, synonym, antonym, example, etc. (whatever serves your purpose). Then have them shuffle them up and find a match.

Want more? Check out these ideas from We are Teachers and Gifted Guru.

But What if It Works?

There are a lot of misconceptions about personalized learning, like that this means we need to make a plan for each student each day. In reality, personalized learning can often be accomplished when we find ways to give students voice and choice. 

But this is easier said than done.

As the district moves ahead with blended learning and student-centered instruction, we have heard many teachers express very real concerns about using models of instruction that call for more student agency and choice regarding the pace, topics, and methods of learning. 

• What if students don't do the work? 
• What if we have a technical glitch?
• What if they can't finish in time? 
• What if they lost their Chromebook charger?
• What if I don't get the time I spent making instructional videos back with less time reteaching in the classroom?

But also, what if it works?

In a recent Podcast (which you can access with the accompanying blog post at this link), John Spencer shares:

Whether it’s a Calculus teacher in Australia or a first grade teacher in Hong Kong, we all have a certain level of fear of letting go of control. I’ve written before about the fears I had in empowering students with voice and choice and I thought I would share these fears here again. What about the noise level? What about classroom management? What will the principal think? Will we actually cover all the standards? How will I assess the learning?
But, honestly, each of these fears was a subset of a larger question. What if it fails?
As a new teacher, I was so consumed by the question, “What if it fails?” that I never even asked, “What if it works?”

What does this mean for my classroom?

Whether you are trying a hands-on, inquiry/project-based approach to a topic or you are thinking about how to change up your classroom structure, keep in mind that there is power in TRYING. While every minute with our students is precious and we want class to be perfect, we can give ourselves grace as we grow.

Positive risks are necessary for personalization.

There are so many reasons to take positive risks and use "versioning" in our classrooms: 

• We model for our students that it is not only okay, but normal to try new things and accept some level of failing as part of the learning process. 
• We grow through the process, and we find better ways of "doing" the work of teaching that sustain teachers and meet the need of students.
• Great, unforeseen opportunities often arise from risk-taking.

So start with one project. See how things go. Share with students if you perceive things aren't going well, and have them help brainstorm solutions for version 2.0 of the assignment. For as Robyn Shulman shares in "10 Ways Educators Can Make Classrooms More Innovative":

By giving students real-world problems to tackle, fail and try again, we are telling students that their voices matter.

Dicebreakers: Using Virtual Randomizers to Foster Collaboration

At this week's TLI Committee Meeting, the team highlighted ClassroomScreen as a tool worth using. While we've written about ClassroomScreen before, recent discussions with teachers have highlighted a few needs that this tool can meet with very little effort from teachers. (For more, check out the updated TLI EdTechResource on ClassroomScreen.)

But the real story is that in checking out the ClassroomScreen twitter account, the team stumbled across an engaging idea with many ready-made templates that is EASY to use to foster student collaboration, critical thinking, and bonding: dicebreakers.

There are many icebreaker resources available online that use dice to spice up getting-to-know-you activities (like this free template), but the TCEA blog showcases many other ways that dice can be used to get students talking and working together. Essentially, dicebreakers allow students the opportunity to brainstorm and talk through their ideas about different parts of a topic without having to discuss the same concept. Using physical or virtual 6-sided dice, this activity provides six different, yet related, talking prompts that encourages in-class discussion. This could be unrelated to content, as with a traditional icebreaker, or it could be related to your business unit!

But the TCEA blog highlights other uses for dice activities that include ideas for debriefs and ready-made templates. Check out their extensive blog post and see which ideas you can use in your classroom next week.

Want more ideas for using dice in the classroom? Check out this post for using giant dice for whole class fun and this WeAreTeachers post for additional ideas to using dice to spice up ELA, math, and even music lessons.

Jamming with Jamboard

If you haven't had much experience with Jamboard, it is basically an online whiteboard that is part of the Google suite. It works well on your Smartboard, Chromebooks, and other devices, and you can learn more about it here.

If you use Slides for many things, as I know many teachers do, then it would be logical to wonder why Jamboard would be worth learning and integrating. One compelling reason is the drawing functionality. Unlike slides, the drawing tools on Jamboard allow for easy annotation:

While this many not be compelling without a touch screen, if you have a Smartpanel, this allows you to take notes on a worksheet or picture without much more effort than pasting a screenshot or scan on the board:

Jamboard also allows you to keep adding new screens to a Jam, so if you wanted or needed to save and upload all the notes from class to Google Classroom, this process becomes a snap.

While many teachers don't recommend having the whole class on one Jamboard at the same time (no version history = less accountability), it is great for small group collaboration or organizing quick teacher-directed whole group activities.

The sticky note function makes it easy for students to quickly contribute and organize ideas. This idea from Chromebook Classroom is so simple, yet it is useful for teachers as formative assessment data:

Jamboard makes it easy to manipulate objects on a screen, and if you check out this post from We Are Teachers and this post from Ditch That Textbook, you will find over 40 ready-made templates and ideas that will increase collaboration, manipulation, and accessibility. Why reinvent the wheel when someone has shared a Freyer model template or already made number cubes and calendar items?

If you are looking for something new, or you are just looking to save some time, check out the Jamboard templates that people are sharing.

If you want more ideas, you can also check out this free ebook from DitchThatTextbook with 10 Jamboard lesson ideas and templates.

The Genius of Genius Hour

What is Genius Hour?

According to NCTE,

In the Genius Hour model, instructors allocate a portion of class time—often the 20 percent that gives the approach an alternate name (20% Time)—for student exploration of a self-selected and/or given topic. Students turn to an array of sources in the course of their explorations and consider the topic from a wide variety of angles before synthesizing all of their research into a central understanding. This culminates in a final product, project, or other such artifact, that is shared with the class and potentially the larger school community. …

But an hour is a long time...

so, how can we possibly take the genius of genius hour and make it work for us in LESS time to further personalized learning?

By making a little time for inquiry.

This will undoubtedly look at little different at each grade level, with different structures and supports.

How would this work?

In elementary school, inquiry might be a station that students are able to rotate into once a week, or perhaps an option for students during WIN block. Inquiry might be very guided and on a particular topic, as this kindergarten teacher shows, or it might be a little more independent: students can use grade-level resources (reading, video, or simulation) curated on Destiny Discover, which is curated at GES (with resources like PebbleGo!), GMS, and GHS, or teachers might provide source selections on different topics related to class learning.

Documentation of learning can take different forms and be as long or short as the student can provide. Alice Vigors shares the idea to give a Google slides template for students to use to "Blog" about what they are learning; using Mote or Screencastify (which we subscribe to!) could allow students who struggle with writing to record on the slides...or perhaps students create a Flip post that explains in 1-2 minutes what they learned during their inquiry that day. It might even be an annotation of a paper that students take a picture of and share to Google classroom!

Secondary students might also have research as a station or use WEB or SIB time to pursue inquiry! GMS and GHS students can use Noodletools (See your Library Media Specialist to show you this cool tool!) to easily keep track of and share their learning. 

Melissa Kruse, keeper of the Reading and Writing Haven blog, shares 6 Ways to Differentiate Research Paper Lessons that might spark additional ideas for secondary teachers how providing time for research can help teachers reach individuals and small groups at their different places and paces. 

However, this research need not lead to a paper--students might simply present their learning, students might create TED Talks, or students could create a Google site.

There is so much research behind the benefits of embracing inquiry and so many resources for implementing genius hour--reach out to us if you want to create your own plan!

Start with a Vision for your Classroom

There was quite a bit of talk in education circles over the summer about how new advances in VR and in the development of the "metaverse" would impact education. Will this be a way to connect students to people and places they would never otherwise see--or will it be a gimmick?

We'll have to wait to see, but it did get us thinking about the renewed interest in visualization. 

Visualization, imagining things at their very best or mentally (or virtually) rehearsing what you want to see or do before you actually do it, has been proven to have a powerful impact on performance. Olympic athletes use it. Business executives use it. And more and more, educators are using it too.

Visualization is a brain booster, impacting memory, planning, and control. And creating and staying focused on a vision is a great way to meet your goals.

As we start the year, it is worth taking some time to visualize your ideal classroom. 

• What are the students feeling? How do you see this in the way the students are behaving?
• What does the learning look like? What are students doing? Where are they?
• What will the teacher be doing? What is the lead learner's role?
• What academic and social/emotional results are evident?

Brainstorm or take note of what you see. Then identify the 3-5 elements of your "vision" that you want to focus on every day as you set your goals. 

When you plan your lesson, you can keep these elements in front of you. When you reflect on class that day, you can think about how it aligned to your vision--and what you might want to shift to make that vision more of a reality.

You could even try making a vision board. Jennifer Gonzalez recently shared how teachers are using vision board to plan units (it's very cool), and this speaks to the power of keeping this "vision" at the metaphorical or literal front of your classroom, as well as the power of involving students in creating the vision.

What is your vision for learning in your classroom this year? 

PBJ is PBL?

My daughter is obsessive and picky about her peanut butter and jelly sandwiches. As I was putting just the right amount of peanut butter on her lunch, listening to a podcast, and thinking about project-based learning (PBL), it occurred to me that with this sandwich, I might just have a project on my hands.

You see, many teachers of writing have done some version of the peanut butter & jelly sandwich writing activity. (I used to do a version called "How to Eat an Oreo.") The gist is to model how "bad instructions" can lead to confusion (i.e. smearing jelly on a nose, instead of on bread), while clear and specific instructions lead to perfection.

While this is certainly a fun activity, most educators would say it doesn't rise to the level of project-based learning (PBL). We often hear that PBL has to have certain steps or rules, like an authentic audience and outside experts, and making a PBJ just doesn't cut it.

But who gets to say that isn't PBL?

PBL Works shares that:

Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

About 15 minutes into a recent podcast, PBL expert Trevor Muir shares that his own first grade son's experience crafting his dream house as part of class showed him that PBL is flexible, as "real-world authenticity" can vary a lot based on the students in the classroom. 

For example, if your child is very, very picky about how her PBJ is made--lots of jelly, cut into squares, arranged in a circle on the plate, etc.--then that child will have a greater sense of ownership than a student who is allergic to peanut butter or who doesn't eat bread. Likewise, students interested in food science might want to investigate what it is about the PBJ that makes it such a popular combination of flavors, or experiment to see if other PBJ applications are as popular.

The key is helping to make the learning address or solve a problem or questions that is meaningful and relevant to YOUR students. Often times we have elements of this in our classrooms already, and framing our planned activities with a question or giving students opportunities to own a topic can make the difference. The GHS Biology team made a similar shift two years ago, taking a project they would normally do at the end of the unit and making it the driving purpose of a unit: as students explored their species, the lessons the teachers taught about evolution were made all the more relevant.

There is so much research behind the power of PBL that it is worth the try. Feeling like you have to be "perfect" before trying it or that students can't handle it ought not to stand in the way. Students can learn just as much, if not more, from a failed experiment as an epic project, and as a teacher, you get to model the same humility and growth mindset that you want to foster.

Think that your unit would be more interesting if centered around addressing a  real-world problem or question? Check out these resources for more ideas on how to start using PBL to make your classroom more responsive to student voice and choice.

In Praise of Praise

#CatMemes

The end of the marking period is a natural time for reflection. Teachers wonder what they and their students could have done differently to increase success. Were students working to their full potential?

 This week Edutopia posted an article on "How to Counter Students' Learned Helplessness." Often the term learned helplessness is associated with students not trying unless a teacher helps, but the article expands upon how this may show up in the classroom:

Refusal to accept help, even if the teacher repeatedly offers it

Frustration leading to easily giving up

Disengagement from effort

Lack of motivation

Diminished self-worth and self-efficacy (such as providing a myriad of reasons why solutions will not work)

There were several practices shared to help address learned helplessness, but one that resonated was praising and encouraging effort (as opposed to achievement). Both our recent work with Erin Dunn and another recent Edutopia post have illuminated research about how powerful praise is for both student wellness and academic engagement. The takeaway:

While reprimands are sometimes unavoidable—and praise isn’t a panacea—working to raise the ratio of praise to reprimands is likely to improve student engagement and classroom productivity.

The power of praise, both in and out of the classroom, is backed by research, with a general goal of 5 praise statements to every 1 correction. So aside from being mindful to increase our praise of students' specific efforts, what else can teachers do to move their praise to correction ratio in the right direction?

• Describe the observed behaviors and make a positive remark. (Ex: “You held the door open for your classmates on your own initiative, Savannah. Major props!")

• Place sticky notes or posters where you can see them with reminders: “Emphasize effort,” “Praise diligence,” “Fail forward!" etc.

• Work with students to set bite-size goals, and praise in a big way when they achieve each goal.

• Consider keeping a chart to help you make an intentional effort to connect with and praise all students.

Fun with Phonics

For folks interested in the science of reading and who are working with students using Fundations, a resource of interest might be a recent webinar from Edweb.net

Expert Wiley Blevins shares his thoughts on "Making Phonics Instruction More Meaningful and Effective," and what is great about this is that he isn't fighting the program--rather, he has ideas for how to plan with the programs to make this instruction more powerful for all of our learners. 

While the first 10-15 minutes are a bit dry, once you get to the slide above, the content becomes very useful and applicable. He gives great and EASY ideas for how to add opportunities for differentiation that take 5-10 minutes to implement. 

Click here to View the edWebinar Recording, and let the TLI department know if you want to talk more about ideas for phonics instruction!

Motivation Inspiration!

October is when it gets real in education. Real busy, real tough. The honeymoon is over and the days grow shorter...

But as we near an exciting professional development day (and a long weekend), it's worth thinking about all the reasons we persevere. 

Recent research about motivation (looking at almost 150 studies!) has come out that shows the following:

1. Teachers are far more influential than parents in motivating students to learn.
2. The way that teachers and parents influence motivation is by satisfying three psychological needs: competency, belonging and autonomy. 

We've talked a lot this year about SEL and about fostering a sense of community and belonging--and this just reinforces how important this work has been and will continue to be. The "competency" and "autonomy" components are likewise in line with our goals for Tier 1 teaching strategies and blended and personalized learning. It's all about empowering our students to continue to grow and reach their goals!

The article is a quick recommended read, but the takeaway: your dedication to professional learning in these areas will have a major impact on the wellbeing, performance, and motivation of your students...and you.

Textbooks Can't Do It

On the Leading Equity podcast "Cultural Relevance in Science with Chanel Johnson, STEMinist (love this!) Johnson was talking about highlighting famous scientists of color in the classrooms and making science and math relevant to our students. One statement that really stuck out was: "Textbooks aren't doing it."

And while her point about teachers needing to include a variety of voices was important on its own--and the discussion about respectfully incorporating culture in the classroom so that students "see themselves" in their learning is worth a listen--this also made me think about other conversations I've had with teachers about blended learning. 

Recently a teacher made a joke that  along the lines of, "If I keep making videos, I won't even have to come to school anymore." And while we all laughed, the serious side of me has been thinking that this idea needs to be addressed, in part because of the misconception that textbooks, technology, and/or blended learning minimizes the roles of teachers:  NOTHING can replace a good teacher in a classroom. 

A great video can't do it. 

A great online program can't do it. 

A great textbook can't do it.

Teachers are the people who get to know their students: what is important to them in school, at home, in society, and in their futures. It is by creating and drawing on these relationships that teachers can make education meaningful, respectful, and relevant to their learners. It is through these relationships that teachers can broach difficult topics and broaden student horizons.

Along those lines, one other useful idea from the podcast was about inviting students to share phenomena in science, via TicTok or Youtube videos that come their way, or via television and movies. One example given was from Black Panther, and Ms. Johnson talked about using a scene to discuss energy transfer! Not only does inviting students to contribute make the content relevant, but it opens the door to interdisciplinary practices such as evaluating the credibility of sources (i.e. media literacy) or making connections to current events or trends. A textbook just can't keep up with all that.

-Jessica Gillespie

Who is doing the work?

As a TLI department, we've been reading blended learning expert Dr. Catlin R. Tucker's new book Balance with Blended Learning: Partner with Your Students to Reimagine Learning and Reclaim Your Life. Chapter 3 is entitled, "Who is Doing the Work in Your Classroom?" I love this question.

Tucker shares that teachers often shy away from jumping into blended learning because "they are not sure where they will find the time to try anything new" (29). And she gets it. She shares:

"For years, I was trying to stay above the tidal wave of work that threatened to drown me."

And then, about 5 years ago, she made the decision to pass as much of the work on to her students as possible.

Her argument is that if we design the whole project, from process to product to rubric, we rob the students of the opportunity to think critically and creatively about the standards, plan for success, troubleshoot problems, and determine what makes it a success. When they do the work, they own it.

It is easy to think, "What about the kids who..." but every time I've given up control and had students do the work or given students the tools to lead, I've been pleasantly surprised by their engagement, even if more scaffolding was needed to support them through the struggle. 

On a smaller scale, I thought about planning for a reading assignment for a class. It can seem easier to provided reading questions to guide them through a text, but then I am telling them what is important, as I did the hard work of reading. If I spent my energy teaching a reading strategy that helps students to identify what is important or drafting their own questions before reading, the student-led workflow frees me to coach their original thinking and not exhaust myself creating and grading a worksheet.

Not only that, but this made me connect back to one of my favorite Cult of Pedagogy posts entitled "To Learn, Students Need to DO Something" (Gonzalez, 2018). In it, she points out that if the teacher is doing all the work, students probably aren't doing much learning.

I can see how making students do this work will take more time, but I liked Tucker's answer to that concern: "If we are worried about asking too much of our students, then I would argue that we need to be more judicious about the tasks we require students to complete' (32). 

I guess even before we ask "Who is doing the work?", we should ask "Do we really need to do this?"

-Jessica Gillespie