A Culture of Family; Digital Version.

Photo by cottonbro on Pexels.com

Google Slides is an excellent tool to move the family name tent into the distance learning classroom. Not only does this help build community, it can be the launchpad for a wide variety of skills. Here are some ideas on how to do just that!

• Group students into families of four.
• Have each group create a google slide to introduce themselves. Include several elements. This is a great opportunity to check in on how well your students know the finer features for slide creation such as changing the background, or moving an item to the background, or inserting a text bubble, link or photo.
  • Tailor the prompts for this slide to your content area if you are at the secondary level. For example in History I would have them share an artifact that spoke of their heritage. Or who do they admire from history and why?
• Use breakout rooms to have students share their slide with the rest of their family. What a wonderful getting to know you activity! It also has the added bonus of providing the teacher with some information about how the level of the students’ presentation skills. This is also a lower risk way to begin to use breakout rooms.
  • Consider using some timing prompts as well. For example you might have each student speak for 1 minute. This time may also include follow up questions from the other students in the room.
• A few days later have each group create their family name tent on another google slide and place this slide at the start of the slide deck.
  • This will allow you to provide instruction to students on slide creation skills they may need to develop more fully.
• You might also make a copy of each family slide deck to create a class slide deck. Then have students identify several learning partners that they can match up with during both synchronous and asynchronous time.
  • Suggestions-try to link them to your content area
    • Winter, Spring, Summer, Fall
    • 4 sports
    • Add, subtract, multiply, divide
    • the Continents or Oceans
    • 4 literary genres
    • 4 styles of art

Sample Slide Deck https://docs.google.com/presentation/d/12-538ZJKmD-pRa76JR-Nbv_tPfKixnDeLDDuy5vzAng/edit?usp=sharing

A Culture Of Family

The start of the school year still brings a blend of angst and excitement to me even though I no longer have a classroom. I think one reason for this is that I always find several emails in my inbox from people who have had me as a facilitator for their PD. Sometimes these are recent participants and sometimes it has been years since I worked with them. This post is the result of one of those emails. I use this strategy in the Professional Development I facilitate so participants can immerse themselves in the power of this simple approach to building a collaborative and supportive culture in a classroom.

Photo by Julia M Cameron on Pexels.com

Family Name Banners

Step One-Observation

When students walk into my classroom on the very first day of class I allow them to sit wherever they want. These first few days are all about building a community and I have found that this is one way to alleviate the start of school nerves. I use this as an opportunity to see who sits with whom and I make mental notes as I walk to each table group of four.

Step Two -Forming a Family

After several days of sitting in this configuration, I explain the concept of table families to my students. I also explain how we will form our families.

1. First find someone you know and would like to sit with.
   • I have already identified students who may have difficulty pairing up in this first step. I have either identified them as watchers who look to pair up with someone who seems new or lost. This puts them in a position of positive power.
   • I also establish myself as the safe place if you need help finding this first partner b saying something like “If you need a little help finding this partner come stand with me.”
2. Now as a pair find another pair that you do not know or do not know well.
   • For this step I have prearranged some kindness duos. I have a private discussion with a few students who seem to have big hearts and welcoming affects. I tell them I may need their help making during all are welcome. If I see a pair struggling to find another pair I will give the kindness duo a signal to join up with this pair.
     • By prearranging this scenario, I can turn what might have been an uncomfortable situation into one of welcome and I have provided the kindness duo an acknowledgment of a skill that is sorely needed in our society.
     • Note: Although I always prepare for this, I rarely had to use it.
3. Once you have your family of four find a table and sit at it.
4. Have a getting to know you activity/task at each table. For example find 3 things you have in common and 2 differences that make you interesting.

Step 3-Creation of a Family Tent/Banner

1. Once families are situated in their new “home”table, I share the directions for the Family Banner.
   • Create a name for your family that meets the following criteria
     • Has at least one initial from each person’s name.
       • Write down your first and last initial
       • Post its work great for this. And it adds a kinesthetic element to this part of the activity.
     • You may add other letters (vowels almost always have to be added) to create a name once everyone’s initial(s) are included.
     • The name should be respectful of everyone in the classroom.
       • No negative cultural/gender inferences
2. Check your name with the teacher.
3. Once the name is created identify a slogan and an image/mascot for your family.
4. Together create a banner/name tent using your name, slogan, and image.
5. You can also have the students create an affirmation such as a chant or clap. They will use this to acknowledge one another’s efforts.
   • you can also choose a table family’s affirmation to be the classroom affirmation of the day.
6. Allow students several days to complete their banner/name tent.
   • I opted for the name tents and used 8×11 card stock for them. This made it much easier to change family names between periods.
     • Option 1-stack all of a table’s tents in the middle and rotate the name for each period.
     • Option 2- have someone be in charge of keeping the tent in their binder and putting it out at the start of each day.
     • Option 3- stack all tents by period and have one student from each family pick it up at the start of the day.

Step 4-Utilizing Table Families to Build Engagement and Foster a Collaborative Culture

Using a deck of cards with Family Tables.

Photo by Israel Garcia on Pexels.com

• In my practice I had 9 table families of 4 students each. I used a deck of playing cards to integrate best practices when asking for student responses.
  • First I would pull cards from the ace to the number nine in one suit, let’s say hearts. These numbers would represent the 9 table families. Then, I would pull cards from the ace to the number 4 in another suit, let’s say spades. These numbers would represent the seat position at each table.
  • Then I would ask a question and provide think or think and ink time (anywhere from 10-30 second).
  • Next I would have all table groups share their thoughts (another 30 seconds) among their family.
  • Only then would I pull a card from the 1-9 set of cards. If I pulled a 3 then the Table Family at table 3 would be responsible for sharing their thoughts/answer.
  • I would then give this table 30 seconds to prep everyone in their family to feel confident in sharing their answer.
    • the remaining table families would use this time to verify their responses in case more answers would be needed.
    • This allows for repetition and the creation of long term memory
    • It also lowers the anxiety of being on the spot because it allows for collaboration and rehearsal.
  • Next I would pull a card from the seat position stack and that is the person who would reply to the question.
  • If I asked another question this process would be repeated. However the person who answered the previousquestion would get to pull the cards.
  • If an answer was insufficient I would acknowledge the thinking of the entire family table and ask them to build on it. I could add a redirect question at this time as well. I would then give the entire table family another 30 seconds to revise their response and have the same person deliver the answer.
  • All of the family tables would also revisit their responses to check for accuracy and build on their thinking.
  • The chosen table family could request the help of their extended family if they are stuck after the second attempt.

Benefits of this approach to asking questions.

1. Community Building
2. Repetition for increased memory
3. Engagement of All Students
4. Interconnectedness
5. Growth Mindset
6. Integrated think time
7. Equitable calling on students

Transitions

Last October was a momentous month in my practice as I transitioned from the classroom to the role of mentor/consultant. After a 42 year journey helping  adolescents discover their voices,  I packed up my classroom and my home and moved to the town of Virgin, Utah where I am continuing my journey down new pathways as I mentor and support teachers as a consultant. It is such a blessing to have the space to be reflective and to continue  to learn about what works for both teachers and students. At long last I can return to this venue and share some of what I have discovered on my journey as well as provide a place to help you on your professional journey as an educator. Check back soon!

A new path

AVID National Conference Inquiry Resources

Had a fabulous time today! I am always grateful for the energy of  those who attend my  sessions. I hope you embrace the Habit of Mind “taking responsible risks” as you begin an inquiry into your practice. Let’s figure out how we can put our students behind the wheel as they navigate their personal road to college and career readiness.  Remember the journey can be as important as the destination !

Welcome to my participants and to any one else who happens upon this post. Here you will find the resources I mentioned during my sessions. Unlike the paper copies we educators so often receive at conferences these resources will not get crumpled in a suitcase or lost in the pile papers that seem to surround educators.

 Ways to Encourage Inquiry

silent-conversation

quotes

inquiry-resources

2013 AVIDNC_PowerPoint_Inquiring Minds

Ideas for Double Entry Journals

Habits_of_Mind_Summary

costas poster

blank-cube-template

4 Corners and Position Paper

Characteristics of 21st Century Classroom copy

The Importance of Think Time

Inspiration is found in the quiet corners of the mind. This is what has led to the quiet of this blog this past few months. After the mental stimulus of the ASCD conference and the physical rigors of escorting 90 students to Washington and NYC, my mind and body needed a rest. After the turmoil of a third consecutive school year of upheaval and animosity, my spirit needed a rest as well. More importantly I needed the “think time” to process all the input I had received and emotions I had experienced. The warm days of summer and the joys of a wedding have given me a most welcome respite and I am now back. I have several articles planned, but for now I want to revisit the importance of a basic tool that often is left behind…Think Time…Without this precious commodity much of what we do with our students is degraded or lost. Additionally in this time of tight budgets this tool becomes an efficient vehicle for creating the connections that ensure long term learning. Furthermore think time is the practice field for critical thinking. And yet despite all that we know about think time, so many educators allow but a few seconds to pass before moving on to the next student or calling on the same two or three students who always seem to know the answer. We point to the myriad of standards that be to covered before the state test; the reticence of students to participate; the lack of time we have with students each day as reasons why we need to keep moving…and yet…how far has this approach gotten us?

I decided that this year I would more strategically implement think time. I wanted to allow all students the opportunity to make connections and think critically about the content we were exploring together. I wanted to hear all of my students’ voices. So I started making a plan that would allow me to reach this goal without overburdening me or my students. Here are some strategies I have found to be effective.

1. Intentionally allow for think time and writing before the beginning of a discussion. This could take the form of a quick write or a review of notes or the use of a “think minute”.

2. Allow for practice discussion with a shoulder or table partner. Then there is the silent conversation where students write responses to each other rather than speak them.

3. Let students know that all their voices are import ant. The AVID strategy 1-1-2 Partner Share is a wonderful tool for this. Briefly this strategy has students consider a question (another great place for a quick write) and then take turns listening and repeating back what their partner says before engaging in a two minute pair discussion.

4. Call on all students equitably. For iPhone and iPad users the app Sitck Pick is a powerful tool for ensuring this. It draws on the old popsicle stick idea, but also allows you to differentiate what type of questions you ask each individual student. It even keeps track of the quality of student responses. You can even export this info via e-mail. I find that when I use this app I am also more aware of how long I wait before asking a clarifying question or moving on.

These four simple tools have already improved the quality of discussion in my classroom. They cost nothing, but are priceless. By providing the quiet time to think before a discussion, I am eliminating the quiet that befalls so many classroom “discussions” and allowing my students an opportunity to explore the quiet corners of their mind that I have found so important to my personal exploration and growth.

Guerilla Learners

Guerilla Learners: Learning Outside the Box

Monday morning,the last day of the ASCD 2011 annual conference in San Francisco. I scanned my program one last time as I walked toward my chosen 8 am session when my eyes fell on a session I had had not noticed before. I quickly headed off to this new section entitled  “Students as Teachers: A Discussion with Quizlet.com Creator Andrew Sutherland”. If you have read my recent post on this site you would know why I turned on my heel in pursuit of this new direction. After all, how often do you get to meet the person whose idea has helped your students be more successful learners?

 

As I walked into the room I had to smile. The speaker behind a long table next to a very large screen was a young man of 21years. You know those mental images of people you create? Well mine was way off. This was not some seasoned educator as I  had imagined, nor was it some veteran digital world icon. No suit, no tie and surprisingly no fancy technology. What stood before me was a young man who at the age of 16 came up with a solution to a problem he had with his foreign language class…guerilla education. He seemed nervous as he gazed out over the partially filled room to begin his presentation, but soon found his stride as he began sharing his reasons for starting the e-flashcard site, Quizlet.  Sutherland’s passion for learning and creative problem solving became evident as he became more acclimated to the audience and we to him. Open to questions and ideas he epitomized all that true learning should be.  He is a bright spot making his own spot on the education of thousands and perhaps millions of learners of all ages.

 

Currently a Junior at MIT Sutherland is clearly a life long learner who hopes to use the social attributes of the Quizlet format to reach as many other learners as he can. He does this by making Quizlet free. Doing so circumvents any administrative or organizational obstacles that so often keep effective tools from students…guerilla learning. Sutherland is an example for all learners. His example beckons all of us to be passionate, think creatively, empower everyone to be guerilla learners.

 

 

ASCD Check In “Watts Up?”

Saturday’s ticketed session on developing a thinking toolkit caught my attention for several reasons. First the presenter, Graham Watts, was an educator from London. I was interested in finding how the current state of education across the pond compared to issues facing us in the US. My interest was also peaked by the reference to Art Costa’s Habits of Mind which is one of the cornerstones I use to develop thinking in my classroom.  So I was very interested in how Watts went about integrating HOM into his practice. Finally I wanted to gauge the audience to see where their level of familiarity was with the practices of explicitly teaching thinking and of implementing Habits of Mind.

What I observed as Watts worked through the hour using an interactive lecture format was both affirming and startling. Affirming in that I could see a similarity between his use of HOM and mine; startling in that so many in the audience were not acquainted with this powerful tool.

Of interest was his concept of a Student Thinker’s Toolkit in which students gather a series of strategies that they can use to build their capacity to think. The strategies in the toolkit are classified into the four categories of questioning, critical thinking, creative thinking, and metacognition.

Most interesting was Mr. Watts’s inclusion of an approach called 3 C Thinking that functions as a blueprint of how these elements are connected. Simply stated the center of all thinking is inquiry (questioning) about the three Cs of Critical, Creative, and Caring thought. All three components were given equal weight in the visual that accompanied Watts’s description. The role of metacognition encompassed all four of these components as a means to develop within student thinkers the capacity to understand how they created a thinking response. Finally the HOM encircled the entire process. They serve as a tool student thinkers pull out of their toolkit when they run into roadblocks in the thinking process. Here is a  visual of this process. The job of the student is to decide which tool to use to shape their learning (literacy,thinking, tech).

As persuasive as this approach is I was surprised to learn that it might become the victim of a reform movement in England. This is so often the case in education. The concern with standards supersedes creativity while the race to high standardized test scores often results in the gutting of higher level thinking. Time to teach students how to think no longer is a priority.  One participant gave voice to this concern as she worried about the time needed to teach students what basic thinking patterns like analyze or compare look like (metacognition). She believed that she did not have time to waste on this type of activity. The irony is the lower level thinking involved in a “death march curriculum” is the true waste of time. As educators we must commit to build our students’ thinking toolkits with higher level activities. Only then will content be mastered.

Learn more about Graham Watts at http://tomorrowslearning.co.uk

 

ASCD #1 Motivating the Elephant

This morning as I headed toward my local freeway on my way to LAX I passed the scrolling message board of my local Continuation High School. Focused on closing the 30 mile gap between home and the airport, I almost missed the red letters rolling by in their series of preappointed dots that read “Whoever dares to teach must never cease to learn”. This is really the motivating force behind conferences such as the one being held by ASCD in San Francisco this week. The opening General Session by professor and author Chip Heath only served to underscore the aphorism on the marquee as he urged us to bring about the change we need by focusing on the bright spots in our classroom lives. Using the metaphor of a tiny rider on an elephant for the analytic and emotional parts of our brains, he encouraged the audience to implement change by providing direction for the rider; motivating the elephant and shaping the path the elephant and rider traveled down. It was an energizing moment for the attendees and myself as we walked out to find and expand upon our bright spots.

http://www.brightsightgroup.com

Tools to Support Teachers and Learners: Special Edition #1

Year after year mainstream teachers are assigned students with special needs. English learners, Resource students, and students with individual education plans (504s in California) pass through our doors each day bringing with them a set of instructional challenges that a mainstream teacher may not be trained to meet.  Unfortunately these same teachers are given little if any support to reach these students and in these stark economic times these conditions are not about to change. This is not meant to be a reflection on the special education staff in any school. The demands on these teachers make such support a difficult challenge to surmount. It is simply the reality that is. Indeed increased class sizes; the complete mainstreaming of all levels of English Learners (including newcomers); and full immersion of all levels of special education students into regular instruction will only enhance the challenges of the educator in a mainstream classroom. 

This is the first of an ongoing series of articles about tools mainstream educators can utilize to reach the needs of these students. Each article will have a different focus and will offer educators several resources that can be used to create a toolkit to address the needs of students who may struggle with our content.

 2 Tech Tools

Quizlet- free online flashcards.

www.quizlet.com 

What It Is

Not the only option out there, but it’s the one I currently use for several reasons. First students find it easy to use and it does not require them to register in order to access a set a flashcards. This year Quizlet has added a voice option that reads the word or definition when a speaker icon is clicked. This is especially helpful to those students who struggle with the pronunciation of new words. The option to print the words and definitions as flashcards is also a plus since it allows offline access by those who may not have a computer or internet connection at home. Another advantage is the option to include images on the cards. The Quizlet site also engages learners with games such as Space Race. Additionally I like the site’s ability to generate tests from the cards. This feature allows me to easily check for understanding. It also allows students who may struggle with tests to practice in a less stressful more engaging environment.

Why It Matters

Students who struggle in a mainstream classroom can benefit from this tool because it allows them to move away from lower level thinking tasks such as copying to the actual manipulation of the knowledge. This is turn creates memory and allows the student more time to process the content. Additionally the use of sound and visuals as well as the interactive nature of the activities empower the students to access challenging verbal linguistic content in a manner that may draw on one of their learning strengths.

Talking flashcards

There are several many of these out there in App world. Here is the one I use.

http://www.theratechsolutions.com/theratechsolutions/Talking_Flashcards.html

I like this App even at its price of $3.99 on itunes because it offers a choice of voices. The speed of these voices can be easily modified and there is even an option for spelling! Easy downloads from cards on Quizlet is an added plus. As we upgrade our ipods touches please consider donating yours to a school so more students can access learning tools such as these.

Whoever Does the Work Does the Learning: 3 Strategies that Empower All Students

This simple statement is a cornerstone of learning. Yet in too many classrooms the reverse is often true.  Consider for a moment how many questions you ask your students versus how many questions or comments your students ask you or one other. The reality for most of us is that teachers ask most of the questions. Teachers too often are also the source of most of the writing and thinking that occurs in a classroom.  Whether it’s a power point that students copy, or a student handout, or a worksheet, teachers are frequently seen as the font or the dispenser of knowledge. Often there is more teacher or publisher generated writing on a page of student work than there is student writing. Unfortunately this is not an efficient learning model. They require students to function at the lower levels of thinking and ensure that whatever information students do absorb will be gone within a day or two.

An effective classroom empowers all students to do most of the work. Most of us know this, yet these practices are not happening in many of our classrooms. Following are some simple suggestions and strategies to help shift the source of work in a classroom from the teacher to the student. These strategies redefine the role of the teacher (in the words of one of my colleagues) from a “sage on the stage” to a “guide on the side” as we facilitate student learning rather than dispense our own knowledge.

Strategy 1: Question Round Up

A Google search on Costa’s Levels of Thinking will give you a plethora of info, ideas, and even handouts on this inquiry tool. Personally I have moved away from using all but a single Costa’s poster. I found that my students were focusing too much on the stems and not on the thinking processes that define inquiry. Currently I give my students a description and a motion pattern of the thinking involved at each level. This makes Costa’s more portable (meaning students can use it wherever they are). I have found that physically representing each level of thinking as described below has increased the level and quality of the questions my students create. Here are the cues I use.

Level 1…answer is found in the text(source of info)

Action: Have one hand open in front of you and point to it with your other hand as you say these words.

Level 2…the source and you or source to source

Action:Same as for level one but after pointing to your hand point to your head. (Point an equal amount of time to both your hand and your head). Level 2 can also be source to source. (Point to one hand and then the other).

Level 3…mostly you. 

Action:Sweep your finger quickly across the hand that represents the book and then point to your head.

Here’s a strategy that builds on this approach.

Instead of having students answer the questions from their text try the following. Remember when I say “text” I mean whatever the students are getting information from. This could be a web page, a video, a painting…virtually any source of information.

Have each student create 3 Level 1 questions and write them on a piece of paper making sure they skip  at least five empty lines between each Level 1 question. Have them write Level 1 in front of each of these questions.

In groups of 3 have students rotate their papers.

Have students change  the Level 1 questions on the paper they receive into Level 2 questions. They will record their level 2 question under the Level 1 question. Make sure they write level 2 in front of each of these questions.

Switch papers again. Now have the students change the Level 2 questions into Level 3 questions. Once again have them record the questions being sure to label them Level 3

Have students return each paper to the original questioner (the person who wrote the level 1 questions. Have each student choose to answer any of their group’s questions. Tell them that Level 1 questions are worth 1 point; Level 2 questions are worth 2 points; and Level 3 questions are worth 3 points. Choose a total point value that students must answer. For example students could answer 10 or 15 points worth of questions.

In order to ensure that all students are participating have students use different colored inks or initial every question they wrote.

Consider….Who did the work in this activity? Who did the learning?

Strategy 2: Two-Four-Talk-Write

This strategy is an effective way to have students read more deeply. I like to use it with big ideas such as the causes of a war. It could also be used for themes or essential concepts such as  photosynthesis or as a way to tackle word problems.

First have students read a short piece of text…a page for example. In my case I had them use a reflective double entry journal on the War of 1812 and a page in their text book.

Next have elbow partners or pairs of students discuss the answer to a question you pose. Allow no more than two minutes for this.

 Now have groups of 4 students discuss their response and come to a common response that one of them will present to the entire group.

Have the reporter from each group share their response. Ask clarifying questions where necessary.

Instruct the class to begin amending their notes to reflect the common elements of the responses they hear as each group reports out.

I like to make this portion more challenging by eliminating pronouns. This forces the reporting student to be certain about his or her response.

Repeat this process 3 more times so that each student has had a chance to report out. By the end of the day every student will have read carefully, collaborated with peers, and participated orally.

Complete the activity by having students complete a quick write based on a prompt that arises out of the topic. For example: Which cause of the War of 1812 was the most important? Why?

I evaluate each group based on the accuracy of their group response. This score is balanced by the individual quick write response.

Consider….Who did the work in this activity? Who did the learning?

Strategy 3: The Final Word

Summary is one of the most effective learning tools and yet it is so often misrepresented as paraphrasing. This strategy uses physical activity to help build students’ capacity to delineate essential ideas from supporting details and superfluous information. I recently used this to have students develop their understanding of the results of the War of 1812.

Have students sit in groups of 3-4. Have students fold a piece of lined filler paper in half and put their names in the large white margin at the top of the page.

Have students identify a recorder.

Provide students with a question that will allow them to synthesize or evaluate information.

Give students about 3 minutes to fill up the half page with as many ideas related to the answer as they can brainstorm.

Have each group share out their answers in the following manner.

1. Group 1 shares everything they wrote on the half sheet.

• All other groups will highlight this information if they have it on their half sheet.
• If a group does not have this information they will add it to their half sheet and then highlight it.

1. Group 2 shares all information on their half sheet that has not been highlighted. Once again all other groups highlight or add and highlight.
2. Continue this process until all groups have presented their  non-highlighted information

Now instruct each group to fold their half paper again (into fourths).

1. Explain that each group now need to condense what is on the half sheet by writing the most important information onto the ¼ sheet.
2. Explain that then the group will condense this information again and again as the sheet is folded into 1/8^th  and then 1/16^th and then 1/32^nd and then 1/64^th of the sheet of paper.
3. Explain that the last fold should only have one word on it
4. Explain that every time the paper is folded a new group member will be the recorder.

Allow 5-10 minutes for this process of rotating the paper to a new recorder, folding the paper, discussing what should be written, and writing the response until only once word remains.

Finally share out the one word response from each group.

Collect and score each group’s completed folded paper.

Extension: Using the final word as the core of a topic sentence write a paragraph/essay that answers the original prompt.

Consider….Who did the work in this activity? Who did the learning?

I hope you try one of these. Let me know how it goes. I would also love to hear about your strategies that foster student ownership of learning as well.