Friday, June 6, 2014
New ACT Writing Test and SAT Test?!?
I hope everyone is following the changes in the college board exams and the fact that some colleges aren't even looking at test scores to admit students. The most significant question for English, history and other classes that are heavily involved in writing, is what type of assignment is best for student development if testing profiles are changing? The more involved the writer is in designing the piece, the better the outcome, but are teachers free to pursue that option? More on this topic to come - I'll be checking my last revision of my writing rubric and comparing it to the ACT scoring profile so that the 12 point scale works with the rubric I've designed. If another revision is needed - I'll do that to make sure that the rubric will target the domains that will be scored so that the emphasis is provided when you assess their progress.
Thursday, June 5, 2014
Bullying Revisited - If Educators Can't Stop the Bully - What About Giving the Bullied Improved Coping Skills?
Bullying has not gone away and we are still seeing horrific violence and tragedy, such as the Elliot Rodger killing spree, created by imperfect mental health options. Snark is well and on daily display - not just in social media, but in all media. Teachers are dealing with the constant barrage of the twenty-four hour news cycle. It headlines tragedies about teens and families that are beyond our comprehension. Frustrating to classroom teachers are the armchair quarterbacking pundits, untrained (in education) commentators, over-trained and under-experienced experts and celebrities who feel free to tell us how to do our job.
Despite studies, training, courses and public service announcements - students and educators are in many ways powerless. It has been my experience that both bullies and the bullied have serious problems and need mentoring from a very early age. This is an area for guidance counselors and other services to come into play because to highlight these issues in the classroom is often putting a target on someone's back. What role do school's Codes of Behavior play in dealing with bullies in school districts? Many have gotten tough with bullying and cyber-bullying penalties, but consequences occur only after the damage is done. That is often the case in most situations - an attack has to occur before any corrective action can be taken which is why districts have taken the precaution of instituting courses to prevent bullying (I'm sure they are good - that's not my issue). I just suspect they don't always work as intended.
Fairfax County Public School in Virginia (one district where I used to teach) is overhauling its very tough Code of Behavior to decrease out-of-school suspensions and give more freedom to principals in deciding what consequences will be doled out. Now teachers will face the fact that powerful parents (sometimes bullies themselves) - or cranky parents, or the squeaky-wheel syndrome, will sway administrators from treating all students equally. In-school suspension, which I support, is making a comeback in this district, but if the program turns out to be just a holding tank, it undermines teachers' authority. However, if the in-school suspension setting is conducted under strict supervision with trained personnel, stringent rules and a set list of assignments kept on file by the guidance counselor for future reference - it might work. It has the possibility of creating a guidance-secured paper trail, increasing teachers' ability to exercise classroom control and a bonus of not creating extra assignments for the teacher to grade. I will be watching the results with interest and crossed fingers.
The insidious effects of our pop culture's marketing of violence without consequences, selling hyped teenage coming-of-age sexual adventures and lack of reasonable gun registration laws are all factors in the bully-bullied paradigm. Parents try hard to stem the tide of the images, devices and games available to their children, but being on-guard twenty-four hours a day is impossible.
I happen to be against classes and other sorts of in-school programs that propagandize an anti-bully theme and group-teach methods against being a victim. I don't like training students to be victims and I don't like giving bullies any precious class time that I can use doing some amazing lessons. However, I do offer two interesting one on one strategies that I gave to my sometimes bullied students.
Possible scenario - You, normally moving bullied student to separate area of classroom
You: So, what's going on - looks like you're having a rough day. . . (employ wait time and sit or kneel down - be relaxed and comfortable - have some material in your hand. Appear as if you're going over extra credit.) I have some extra work if you'd like to take a look - this piece of theater is for the student on-lookers. Even though you've taken student X out over to the side - the other students are always curious and eagle-eyed.)
Student X: Nothing, I'm okay.
You: Hey, no problem, I just noticed you had a broken pencil - I do have one in the bin over there if you need another one.
Student X: Yeah, I'll get one.
You: Good - something else, I thought I saw student Y break your pencil. That's not okay, but can I tell you something - I had this kid that used to push me down when I played sandlot softball at your age. I was so angry and upset. (Wait time will be important here . . . and may drive you crazy.)
Student X: You did? What did you do?
You: Well, I can't exactly go into that, but I'll tell you one thing I do today when I get angry - now this is a secret - I have an avatar - I am a raven. If I get angry - I see the raven in my mind and I just let what's happening go away - I have another trick when people say stupid stuff or say bad things about the work I am doing. Usually, other people come up and tell me what these people have said about me behind my back.
Student X: People say mean stuff about you - you're adult. Really? What else do you do? Does it work?
You: Yes, I'm sad to say - adults are mean, too. My second trick, is kind of silly, but it helps - when people are getting to me or making me feel bad - I put the song: "Mustang Sally" in my head - so have an avatar and a song to help you shake off what other people are saying to take away your power. Then you won't be their puppet - you're in control. I know it isn't easy - when people break your things or maybe even physically hurt you, but this way - you know your own power and can walk away.
Now, here's the extra book report form and you can have this pass to go to the library and pick out a book - I'll expect the report in a week.
Synopsis: No-group think, don't let other students know you are counseling the bullied student if you can avoid it because you will be putting a target on the kid's back, give him or her an extra credit assignment and grade it. Helping the student to come up with a suitable avatar and song will be the trickiest part of this task - you may have to break this intervention into a couple of sessions, but stick with it . . . brain storm and then check and recheck with the student. If the two tricks aren't working, have him or her try different avatars or songs. The main idea is to steer this child out of victim-hood and give him or her future anger management techniques. The world is a mean place these days - we all need coping skills. So what's your avatar and golly gee, I think I can hear you humming your song . . . Good luck and bless you for tackling the best job in the world.
Despite studies, training, courses and public service announcements - students and educators are in many ways powerless. It has been my experience that both bullies and the bullied have serious problems and need mentoring from a very early age. This is an area for guidance counselors and other services to come into play because to highlight these issues in the classroom is often putting a target on someone's back. What role do school's Codes of Behavior play in dealing with bullies in school districts? Many have gotten tough with bullying and cyber-bullying penalties, but consequences occur only after the damage is done. That is often the case in most situations - an attack has to occur before any corrective action can be taken which is why districts have taken the precaution of instituting courses to prevent bullying (I'm sure they are good - that's not my issue). I just suspect they don't always work as intended.
Fairfax County Public School in Virginia (one district where I used to teach) is overhauling its very tough Code of Behavior to decrease out-of-school suspensions and give more freedom to principals in deciding what consequences will be doled out. Now teachers will face the fact that powerful parents (sometimes bullies themselves) - or cranky parents, or the squeaky-wheel syndrome, will sway administrators from treating all students equally. In-school suspension, which I support, is making a comeback in this district, but if the program turns out to be just a holding tank, it undermines teachers' authority. However, if the in-school suspension setting is conducted under strict supervision with trained personnel, stringent rules and a set list of assignments kept on file by the guidance counselor for future reference - it might work. It has the possibility of creating a guidance-secured paper trail, increasing teachers' ability to exercise classroom control and a bonus of not creating extra assignments for the teacher to grade. I will be watching the results with interest and crossed fingers.
The insidious effects of our pop culture's marketing of violence without consequences, selling hyped teenage coming-of-age sexual adventures and lack of reasonable gun registration laws are all factors in the bully-bullied paradigm. Parents try hard to stem the tide of the images, devices and games available to their children, but being on-guard twenty-four hours a day is impossible.
I happen to be against classes and other sorts of in-school programs that propagandize an anti-bully theme and group-teach methods against being a victim. I don't like training students to be victims and I don't like giving bullies any precious class time that I can use doing some amazing lessons. However, I do offer two interesting one on one strategies that I gave to my sometimes bullied students.
Possible scenario - You, normally moving bullied student to separate area of classroom
You: So, what's going on - looks like you're having a rough day. . . (employ wait time and sit or kneel down - be relaxed and comfortable - have some material in your hand. Appear as if you're going over extra credit.) I have some extra work if you'd like to take a look - this piece of theater is for the student on-lookers. Even though you've taken student X out over to the side - the other students are always curious and eagle-eyed.)
Student X: Nothing, I'm okay.
You: Hey, no problem, I just noticed you had a broken pencil - I do have one in the bin over there if you need another one.
Student X: Yeah, I'll get one.
You: Good - something else, I thought I saw student Y break your pencil. That's not okay, but can I tell you something - I had this kid that used to push me down when I played sandlot softball at your age. I was so angry and upset. (Wait time will be important here . . . and may drive you crazy.)
Student X: You did? What did you do?
You: Well, I can't exactly go into that, but I'll tell you one thing I do today when I get angry - now this is a secret - I have an avatar - I am a raven. If I get angry - I see the raven in my mind and I just let what's happening go away - I have another trick when people say stupid stuff or say bad things about the work I am doing. Usually, other people come up and tell me what these people have said about me behind my back.
Student X: People say mean stuff about you - you're adult. Really? What else do you do? Does it work?
You: Yes, I'm sad to say - adults are mean, too. My second trick, is kind of silly, but it helps - when people are getting to me or making me feel bad - I put the song: "Mustang Sally" in my head - so have an avatar and a song to help you shake off what other people are saying to take away your power. Then you won't be their puppet - you're in control. I know it isn't easy - when people break your things or maybe even physically hurt you, but this way - you know your own power and can walk away.
Now, here's the extra book report form and you can have this pass to go to the library and pick out a book - I'll expect the report in a week.
Synopsis: No-group think, don't let other students know you are counseling the bullied student if you can avoid it because you will be putting a target on the kid's back, give him or her an extra credit assignment and grade it. Helping the student to come up with a suitable avatar and song will be the trickiest part of this task - you may have to break this intervention into a couple of sessions, but stick with it . . . brain storm and then check and recheck with the student. If the two tricks aren't working, have him or her try different avatars or songs. The main idea is to steer this child out of victim-hood and give him or her future anger management techniques. The world is a mean place these days - we all need coping skills. So what's your avatar and golly gee, I think I can hear you humming your song . . . Good luck and bless you for tackling the best job in the world.
Tuesday, June 3, 2014
How to make your curriculum really relevant - connect it to job/life skills - not test scores, STEM, TECH or . . .
Just received and read my VEA Journal today and found myself reflecting that except for a few new acronyms that the fuel firing of many of the writers of these articles was either harrumphing or touting solutions for topics that have been the targets of educators for a long, long time. So the question I want to pose is what do students really want to learn? My students always told me they thought they were in school to get a job and since I was teaching language arts, I laughed because I wondered what listing being able to identify iambic pentameter or writing lovely similes would do for them on a job resume.
The question still remains - what do students expect from the twelve plus years they spend in school? They (not to mention their parents) have every right to expect to walk out with skills that will help them get a job and not just any job -maybe uncover talents to launch a career. At least that's what I came to believe. So I looked at my objectives, followed the business sections of multiple media outlets and did some other research and learned what C.E.O.'s of major corporations wanted.
What can language arts teachers change about the delivery of their curriculum to give their students a head start in the job market? Here's a brief list of what students can do: non-fiction - researched- based writing that is properly sourced; clear e-mail or memo style writing; learn and use leadership skills ( these can be taught when you are teaching character traits - lots of fun and can be done over and over again with different pieces of literature or media); the ability to work in a group and use time management skills to keep the group on task and productive; learn public speaking skills (teaching a unit on debate is really a home run if you can figure out how to match it up with your grade-level objectives - also, work with your social studies teacher to show some videos of some great speeches and analyze the persuasive techniques embedded in the speech), and create graphic presentations using persuasive language/ techniques.
Here's a quick example that combines an assigned ninth-grade text with a project that hits on a lot of skills that companies want. Using Homer's, The Odyssey - divide the class into groups after reading the text and have them choose one of Odysseus's layovers before getting home to Penelope. Have each group design and present a travel brochure ( a tri-fold) and brief Power Point enticing others to visit the place. This assignment was a treat with lots of revisiting the text. Also, use of figurative language occurred without me having to beat students over the head.
And your touch of interesting research from WAPO OP-Ed section that caught my eye the other day:
For 2014 graduates, 10 topics for your continuing education By Alyssa Rosenberg
http://www.washingtonpost.com/news/act-four/wp/2014/05/30/for-2014-graduates-10-topics-for-your-continuing-education/
According to the article, students want to know practical life skills: budgeting; financial planning; reading contracts; emotional and stress management; time management; basic cooking and meal planning; negotiation; career planning; basic home and car repair and travel planning. Please read the article for the details - my own thoughts on this are that my now 28-year-old daughter did learn a lot of these things at home because I knew that these practical things would make her life a lot easier in the long run. Not that she listened to me during her high school years, but I made the effort not to preach, but be a good role model and she has blossomed and seems to have mastered these skills. I take no credit for her abilities in these areas because she is not only an old soul, but an fiercely independent person - but she was observant so I like to think that some of her knowledge came through casual interactions.
Good luck thinking through what matters - you only have your students for a year. Figuring out what will help them beyond filling in some bubbles on a test is a big deal and since you have decided to be a teacher - most of you want what is best for your students. The good news is that you can give yourself permission to have fun.
The question still remains - what do students expect from the twelve plus years they spend in school? They (not to mention their parents) have every right to expect to walk out with skills that will help them get a job and not just any job -maybe uncover talents to launch a career. At least that's what I came to believe. So I looked at my objectives, followed the business sections of multiple media outlets and did some other research and learned what C.E.O.'s of major corporations wanted.
What can language arts teachers change about the delivery of their curriculum to give their students a head start in the job market? Here's a brief list of what students can do: non-fiction - researched- based writing that is properly sourced; clear e-mail or memo style writing; learn and use leadership skills ( these can be taught when you are teaching character traits - lots of fun and can be done over and over again with different pieces of literature or media); the ability to work in a group and use time management skills to keep the group on task and productive; learn public speaking skills (teaching a unit on debate is really a home run if you can figure out how to match it up with your grade-level objectives - also, work with your social studies teacher to show some videos of some great speeches and analyze the persuasive techniques embedded in the speech), and create graphic presentations using persuasive language/ techniques.
Here's a quick example that combines an assigned ninth-grade text with a project that hits on a lot of skills that companies want. Using Homer's, The Odyssey - divide the class into groups after reading the text and have them choose one of Odysseus's layovers before getting home to Penelope. Have each group design and present a travel brochure ( a tri-fold) and brief Power Point enticing others to visit the place. This assignment was a treat with lots of revisiting the text. Also, use of figurative language occurred without me having to beat students over the head.
And your touch of interesting research from WAPO OP-Ed section that caught my eye the other day:
For 2014 graduates, 10 topics for your continuing education By Alyssa Rosenberg
http://www.washingtonpost.com/news/act-four/wp/2014/05/30/for-2014-graduates-10-topics-for-your-continuing-education/
According to the article, students want to know practical life skills: budgeting; financial planning; reading contracts; emotional and stress management; time management; basic cooking and meal planning; negotiation; career planning; basic home and car repair and travel planning. Please read the article for the details - my own thoughts on this are that my now 28-year-old daughter did learn a lot of these things at home because I knew that these practical things would make her life a lot easier in the long run. Not that she listened to me during her high school years, but I made the effort not to preach, but be a good role model and she has blossomed and seems to have mastered these skills. I take no credit for her abilities in these areas because she is not only an old soul, but an fiercely independent person - but she was observant so I like to think that some of her knowledge came through casual interactions.
Good luck thinking through what matters - you only have your students for a year. Figuring out what will help them beyond filling in some bubbles on a test is a big deal and since you have decided to be a teacher - most of you want what is best for your students. The good news is that you can give yourself permission to have fun.
Monday, June 2, 2014
Sunday, June 1, 2014
Writing Rubric is done - Rubric for visual aids and Oral presentations still to come
The Writing Rubric has been revised after a review of the Standards of Learning for Virginia. It is fairly typical in terms of scoring writing samples so it should be helpful. I have reviewed the anchor papers for the Common Core and think this rubric will be useful in getting students up-to speed in getting high scores for their answers to the prompts.
I used this rubric for all writing assignments for my eighth and ninth grade students and because it was tailored to the scoring for the state tests and it was an exemplar of high standards - it worked to help students improve their writing skills throughout the year. The other rubrics are coming - this just took a little more time than I though it would because once again I was foiled by trying to cut and paste from Word.
I used this rubric for all writing assignments for my eighth and ninth grade students and because it was tailored to the scoring for the state tests and it was an exemplar of high standards - it worked to help students improve their writing skills throughout the year. The other rubrics are coming - this just took a little more time than I though it would because once again I was foiled by trying to cut and paste from Word.
Igniting Students’ Passion and Precision through Writing Letters to Editors
If you (parents, this includes you, too) are looking for a way to jolt middle and high school students out of apathy and into clarity, then try assigning (suggesting) writing a letter to the editor. Most programs of studies include objectives that would be met by this assignment.
"Aim for brevity while avoiding jargon," Edsger Dijkstra, a Dutch scientist said. Letters to the Editor are limited to 200 to 250 words and so the sometimes overwhelming ire or the emotion that inspired the reader to sit at the computer and draft a first response to a despised or adored article doesn't go away. The next several hours spent editing, refining, researching and looking at other examples of successfully published letters are self-imposed. Getting it right means getting your letter published. (Op-ed's 300-350 words)
Properly channeled emotion and topic selection creates a need for students to use all the skills that teachers have taught them to employ. Students read newspapers or approved Internet-sourced newspapers for articles that make them angry or articles that they strongly wish to support.
Authentic topic choice, voice, ownership and the added bonus of relating reading and writing are created with this collaborative assignment. Students, teachers and parents need to be read in on this assignment because of the sensitive nature of some of the material that is covered by the press. It is compelling for a student to see his or her writing in print. When a student e-mails or snail mails his or her opinion piece, it is a moment of pride. If the letter is published, it is a home run.
Some suggestions:
1. Work with your librarian to book computer lab time to surf safe sites - possibly even work with teachers from other departments to find out what topics are being taught that might be current topics in the newspaper - if STEM is a big part of your school's mission then, find out what's in the future for Google Cars or the latest round of authentic tests being given to screen employees applying for jobs. Do students think these cars are possible or a waste of time/money - I saw a recent article claiming that there are safe ways to ride your pooch on your bike, really?
2. Students may want to collaborate on a few "trial" letters to get a feel for the genre - you'll be teaching the letter writing format. Luckily, you'll be hitting even more required objectives: citing sources; reading non-fiction; separating fact from opinion; using persuasion; sentence variety and precise vocabulary.
3. The submit function is on-line so you'll need to be VERY CAUTIOUS - I'd get a hard copy, score it with the (or a) rubric, be sure you have parental permission before you have a student submit the letter on-line.
4. Recently, The Washington Post published a letter from a high school student directed to Jay Matthews because of his ranking of local high schools and it was short, to the point and well-crafted. I have had a letter published in WAPO. I felt like I had gotten a huge award because most letters are rejected. To keep my writing focused, I have a folder of unsent letters, but the discipline - so much fun to finally get the word count to 200.
Monday, December 6, 2010
Differentiated Lesson Planning
Differentiated Lesson Planning
Lesson planning is an art form. Every teacher wants to use his or her unique talent or brush stroke when presenting and planning a lesson or a unit. However, many teachers must incorporate steps that come from their school district, principal, department chair and possibly a lead teacher from their grade level or team in the plan. Many teachers are required to divide up units and design lessons that they must follow. These parameters often squelch the unique talent that every teacher brings to the profession. How do teachers and parents who see each child as an individual follow the rules and still use their talents to reach all the unique needs of children?
There is no escape from the requirements of the school division or the school. Most teachers must follow the rules for the traditional lesson plan because it is part of their evaluation. The traditional lesson plan starts with an objective - which can be found in the curriculum guide for the district. There may also be a state guide with a larger blueprint for objects to be taught, as well as a timeline. Next, the materials are listed. Then the teacher must raise the interest of his or her students. Teaching the objective using multiple methods to reach all learning styles is next (visual, oral, and tactile). Next is practice while the teacher circulates to make sure the students have gotten the objective, sum up the material one last time and finally closure. Closure may be in the form of homework, a quick quiz or an exit pass question, but the idea is to give the student meaningful practice with the objective and the teacher a measurement of student knowledge.
Before school starts, creating a plan for the year teachers make sure that all objectives that will be on the state test will be taught before the test date and class time will be set aside for an in-depth review. Work sheets are pulled from workbooks that come from the text as class work and homework. Chapter questions are assigned from the textbook and tests from the textbook data base are used as well as other data bases. Films that show the content of the curriculum objective are used and children’s heads are filled with facts. Projects as usually limited to reflect the information being taught. There is some, but not much of an attempt to make the lessons or projects relevant to today’s world. There is little chance for a child to use his or her particular talent to present material. Teachers justifiably feel pressured and that they don’t have time for such activities.
THERE IS A WAY TO DIFERENTIATE YOUR LESSONS AND MAKE THEM RELEVANT!
1. Throughout the year when you are engaging student interest, teach a skill set
and use it in a cooperative practice follow-up. A lot of text books have these types of
lessons, but they may be too long or not have enough focus on the skill so be sure to
evaluate them :
For the little ones: Grouping like objects, Compare-Contrast, Simple Sequencing,
Reading a graph, Finding Opinion Words, simple presentations, simple outlining
For the older ones: Grouping like objects with a strategy for memorization,
Compare-Contrast for research/debate, Arranging Ideas for effective communication
(Outlining), Reading graphs – maps – identifying quality resources, bias, fact-opinion,
Critical reading of contracts and statistics, quality public speaking
*All teachers of every subject should be teaching these skills over and over again! Please realize is how hard it is to make informed choices without these basic skill sets. Our “A” and “B” students may come by them fairly easily. Our students who are having problems do not make the connections between different subjects. They don’t graduate with the necessary skill sets to read the fine print on contracts, fully understand the impact of our political system or move forward in reaching their full potential especially in the current drive to measure student learning in terms of baseline knowledge of facts.
2. Go global! When I taught my masters class, Foundations of Education, for Old Dominion University, my grad students had to do 30 hours of observation. Normally, the professors of the course just have students do journal entries. Instead, I modified a teacher evaluation form and added some of my own directions to focus my students on other areas that can make or break a classroom and had them make a PowerPoint on the best lesson they observed. It was a real eye opener for me. The lessons were well-developed, but were what I like to call, flat. They didn’t demand critical thinking. The lessons wonderfully reinforced the objective, but that was the end of the story.
Going global or avoiding flatness means: The lesson has to relate to some relevant issue in the student’s lexicon of knowledge or one that is currently in the news that you can share with the students. This is easier than you think. I read the newspaper everyday before heading to work or jumped on the computer. Luckily, I had live streaming video and a white board the last three years I taught – what a gift. There was always some story that had a connection with what I was teaching. I had a copier at home and bought some transparency film so I could make overheads. I used these to raise audience awareness. I was always on the lookout for graphs or something up-to-date to use in class.
This becomes easier if you have a theme for the unit or for the year – one year we were pirates (don’t ask). While teaching world history, it was always the haves against the have nots.
I had newspaper print in my room with markers and when it was time for the class to practice, I had them work in groups to complete an assignment and give an opinion about the current news article.
Additionally, I believe in teaching research skills. Opposing viewpoints is often a way to get students to avoid just repeating data. Also, designing projects that have choices and bonus points to encourage students to make their own plan helps students use their gift to surprise you with a better than expected outcome. It is in your presentation, student practice and project planning that you can truly differentiate your lessons. My next blogs will be examples of grading rubrics and after that some student projects I designed to meet the needs of my students.
I’d like to end with an example of just how hard it is to learn and retain knowledge and how a diverse group of students ends up learning a skill at different rates.
One night, I was teaching my graduate level class “Foundations of Education” and I asked them: “How do you know when somebody has really learned something you’ve taught them?” One person said, “A passing grade on a test.”
I said indicated we were going to do a little experiment. I used to teach folk dancing and so I brought along some music and taught them a folk dance. We did it several times until everyone seemed to have a pretty good handle on it. So I sat down and had them do it without me leading the way. Well, it was a disaster. Only two people out of twenty got it right.
So I got up and led them again – three more times and then sat down. This time when I had them do it on their own, five people were successful. I told them we were done for the night and I let them go home.
The next week, near the end of class, I put on the music. My two stars got it right and the other three can pretty close, but the rest were lost. I got up and led them three more times and again the group was looking great. I sat down and this time fifteen people got it right. I had them practice one more time and sent them home.
I’m sure by now you can see where this story is going. The next week ten people got it right. The week after that fifteen and the last week all but one person got it right and he was just not musically inclined at all. So it took five weeks for all but one of my students to learn a fairly complex folk dance.
Over my long teaching career, I have learned that depending on the objective/skill the teacher must find many ways to repeat important material for the students. Learning and retaining material is a long process for some people. This does not make them dumb or lazy it is just how learning a particular piece of information occurs for that person. If I had a magic wand, I would wave it over every school so that all teachers taught reading and the same valuable skill sets that I mentioned above. I would also have literature linked to social studies content. My intuition tells me this would improve learning by leaps and bounds. I know some systems do this, but wouldn’t it be grand if all school systems did?
Lesson planning is an art form. Every teacher wants to use his or her unique talent or brush stroke when presenting and planning a lesson or a unit. However, many teachers must incorporate steps that come from their school district, principal, department chair and possibly a lead teacher from their grade level or team in the plan. Many teachers are required to divide up units and design lessons that they must follow. These parameters often squelch the unique talent that every teacher brings to the profession. How do teachers and parents who see each child as an individual follow the rules and still use their talents to reach all the unique needs of children?
There is no escape from the requirements of the school division or the school. Most teachers must follow the rules for the traditional lesson plan because it is part of their evaluation. The traditional lesson plan starts with an objective - which can be found in the curriculum guide for the district. There may also be a state guide with a larger blueprint for objects to be taught, as well as a timeline. Next, the materials are listed. Then the teacher must raise the interest of his or her students. Teaching the objective using multiple methods to reach all learning styles is next (visual, oral, and tactile). Next is practice while the teacher circulates to make sure the students have gotten the objective, sum up the material one last time and finally closure. Closure may be in the form of homework, a quick quiz or an exit pass question, but the idea is to give the student meaningful practice with the objective and the teacher a measurement of student knowledge.
Before school starts, creating a plan for the year teachers make sure that all objectives that will be on the state test will be taught before the test date and class time will be set aside for an in-depth review. Work sheets are pulled from workbooks that come from the text as class work and homework. Chapter questions are assigned from the textbook and tests from the textbook data base are used as well as other data bases. Films that show the content of the curriculum objective are used and children’s heads are filled with facts. Projects as usually limited to reflect the information being taught. There is some, but not much of an attempt to make the lessons or projects relevant to today’s world. There is little chance for a child to use his or her particular talent to present material. Teachers justifiably feel pressured and that they don’t have time for such activities.
THERE IS A WAY TO DIFERENTIATE YOUR LESSONS AND MAKE THEM RELEVANT!
1. Throughout the year when you are engaging student interest, teach a skill set
and use it in a cooperative practice follow-up. A lot of text books have these types of
lessons, but they may be too long or not have enough focus on the skill so be sure to
evaluate them :
For the little ones: Grouping like objects, Compare-Contrast, Simple Sequencing,
Reading a graph, Finding Opinion Words, simple presentations, simple outlining
For the older ones: Grouping like objects with a strategy for memorization,
Compare-Contrast for research/debate, Arranging Ideas for effective communication
(Outlining), Reading graphs – maps – identifying quality resources, bias, fact-opinion,
Critical reading of contracts and statistics, quality public speaking
*All teachers of every subject should be teaching these skills over and over again! Please realize is how hard it is to make informed choices without these basic skill sets. Our “A” and “B” students may come by them fairly easily. Our students who are having problems do not make the connections between different subjects. They don’t graduate with the necessary skill sets to read the fine print on contracts, fully understand the impact of our political system or move forward in reaching their full potential especially in the current drive to measure student learning in terms of baseline knowledge of facts.
2. Go global! When I taught my masters class, Foundations of Education, for Old Dominion University, my grad students had to do 30 hours of observation. Normally, the professors of the course just have students do journal entries. Instead, I modified a teacher evaluation form and added some of my own directions to focus my students on other areas that can make or break a classroom and had them make a PowerPoint on the best lesson they observed. It was a real eye opener for me. The lessons were well-developed, but were what I like to call, flat. They didn’t demand critical thinking. The lessons wonderfully reinforced the objective, but that was the end of the story.
Going global or avoiding flatness means: The lesson has to relate to some relevant issue in the student’s lexicon of knowledge or one that is currently in the news that you can share with the students. This is easier than you think. I read the newspaper everyday before heading to work or jumped on the computer. Luckily, I had live streaming video and a white board the last three years I taught – what a gift. There was always some story that had a connection with what I was teaching. I had a copier at home and bought some transparency film so I could make overheads. I used these to raise audience awareness. I was always on the lookout for graphs or something up-to-date to use in class.
This becomes easier if you have a theme for the unit or for the year – one year we were pirates (don’t ask). While teaching world history, it was always the haves against the have nots.
I had newspaper print in my room with markers and when it was time for the class to practice, I had them work in groups to complete an assignment and give an opinion about the current news article.
Additionally, I believe in teaching research skills. Opposing viewpoints is often a way to get students to avoid just repeating data. Also, designing projects that have choices and bonus points to encourage students to make their own plan helps students use their gift to surprise you with a better than expected outcome. It is in your presentation, student practice and project planning that you can truly differentiate your lessons. My next blogs will be examples of grading rubrics and after that some student projects I designed to meet the needs of my students.
I’d like to end with an example of just how hard it is to learn and retain knowledge and how a diverse group of students ends up learning a skill at different rates.
One night, I was teaching my graduate level class “Foundations of Education” and I asked them: “How do you know when somebody has really learned something you’ve taught them?” One person said, “A passing grade on a test.”
I said indicated we were going to do a little experiment. I used to teach folk dancing and so I brought along some music and taught them a folk dance. We did it several times until everyone seemed to have a pretty good handle on it. So I sat down and had them do it without me leading the way. Well, it was a disaster. Only two people out of twenty got it right.
So I got up and led them again – three more times and then sat down. This time when I had them do it on their own, five people were successful. I told them we were done for the night and I let them go home.
The next week, near the end of class, I put on the music. My two stars got it right and the other three can pretty close, but the rest were lost. I got up and led them three more times and again the group was looking great. I sat down and this time fifteen people got it right. I had them practice one more time and sent them home.
I’m sure by now you can see where this story is going. The next week ten people got it right. The week after that fifteen and the last week all but one person got it right and he was just not musically inclined at all. So it took five weeks for all but one of my students to learn a fairly complex folk dance.
Over my long teaching career, I have learned that depending on the objective/skill the teacher must find many ways to repeat important material for the students. Learning and retaining material is a long process for some people. This does not make them dumb or lazy it is just how learning a particular piece of information occurs for that person. If I had a magic wand, I would wave it over every school so that all teachers taught reading and the same valuable skill sets that I mentioned above. I would also have literature linked to social studies content. My intuition tells me this would improve learning by leaps and bounds. I know some systems do this, but wouldn’t it be grand if all school systems did?
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