Wednesday Wisdom - 11/5/14

Obsession with Grades

"I've learned so much from my mistakes...I'm thinking of making a few more."

Unlike our native ancestors that learned by trial and error, today's students seem to thrive on the notion of obtaining the best grade possible to prove they have 'learned'. Not do student obsess over the grade, but also making sure they have the 'right' answer the first time! This obsession got me pondering. Where in the world has all the learning gone? Why is it that students are so obsessed over a silly letter from the alphabet?

As I sit back an reflect on my educational endeavors, I have to painstakingly admit that I was one of those students. I didn't care much for what I learned in middle school or high school. I was driven by obtaining the best possible grade to prove to my parents and teachers that I had learned. All the while, I skated by giving average effort at best to demonstrate I was 'smart'.

And that's when it hit me - my parents were the driving force behind the obsession of obtaining an adequate grade. I wanted to make sure they appreciated my efforts in school, get a reduced rate on my car insurance, and go to college. My entire youth, school was spent as a place to get by and move to the next level. I can assure you, I never really intended on learning any valuable lessons that I could use the rest of my life.

Yet, isn't that where education is today. Too many parents stress the importance over grades and the privileges that come with them. Why must parents insist on perfection, when true learning occurs from making mistakes? Mistakes show our weaknesses, our vulnerability, and where we need the most work.  JJ Watt, of the NFL Houston Texans, states it best, "Success is not owned. It is leased and rent is due every day."

Students must work to be successful everyday. Success is not meant to be easy. Those schools that have adopted standards-based grading are ahead of the curve. They have clear, measurable objectives for students to meet, showing whether or not they have mastered a skill. There is no grade attached to being able to add your numbers 0 - 100. There is no penalty for making mistakes, only opportunities for growth.

Education needs to help students learn what they don't know. The only way to help students become prepared for the 'real-world' beyond formalized education is to promote making mistakes and learning from those mistakes. Just like when we were young and learned to keep our fingers clear of shutting doors, or off the hot stove, education needs to emphasize the potential that mistakes provide in true learning. Only then can we create a generation of young adults that know how to survive on their own, focused on learning and not the grade!

Wednesday Wisdom - 10/22/14

Connected Learning & Social Media

If you had to guess what the greatest, most common deficit of recent hires in the Green Bay area, what would you guess? Not punctuality! Not even work ethic! The greatest area of concern stems from interdependence – the ability to work on a team with others and communication. Perhaps you can guess one of the major causes of communication set-backs in a young work force; Yes social media!

While social media has drastically changed the landscape in which we communicate with each other, we still need to build communication into our classrooms. As instructors, we need to challenge our students to communicate in teams, while understanding how to give constructive criticism. Yet, as many believe social media is the sole demise of communication, there are plenty of benefits to social media to discuss and explore with your students.

For example, social networks offer professionals and students a platform to showcase their expertise in a given area. Likewise, social media can offer passive, often silent student an opportunity to have their voice heard in a non-threatening manner. Education now has a chance to reach newer and broader audiences now more than ever imagined.

For more ideas and strategies about using Social Media in your classroom, check out the following article from Inside Higher Ed.

https://www.insidehighered.com/blogs/higher-ed-beta/connected-learning 

Do You Let Your Students Drive?

Is your learning plan SAVI? Did you design your classroom activity to meet all of the multiple intelligence's in your classroom? Does your instruction follow the learning cycle? Where is your technology?

The demands on today's educators to meet the needs of ALL learners continue to evolve and change quicker than the rise of Twitter. When you examine the teacher workload that includes high-stakes testing, incorporation of technology, behavior plans, Individualized Educational Plans, intervention strategies/programs, performance-based pay, and coaching duties - it's no wonder lesson planning and high-quality instruction take a back seat.

Yet, there is a very unique and humble solution - Let the Students Drive! Who knows their own learning style better than each and every student. Why must we continue to confine students to the same rigor and assessment style that has not worked for decades? As educators, we set the criteria for learning, but why not let the students choose how they show you what has been learned?

While a bit scary, and perhaps intimidating at first, allowing your students to drive their education will engage them in the learning process in ways you could have never imagine. Instead of asking students to recite a formula in math, why not let them create a rap or song to show off their artistic side? Rather than an old-fashioned Power Point, why not allow students to use a web tool to display their knowledge of the food chain? Better yet, instead of writing a paper about the Holocaust, why not allow students to complete Character Sketches through the use of a Blog to role play and interact with classmates?

You see, the more educators try to stay the same, the more students push back. Aren't we the content experts - don't we already know the answers? At some point, we need to teach students how to UNLEARN what they have already LEARNED about learning. Allow students to choose their vehicle of learning. Allow students to choose how to get to the destination. Allow students to fail and challenge our own thinking. Only then can we be the expert that helps guide them along the way and back on the right path when they are wrong. In doing so so, we can help students better develop critical thinking, problem solving, and analyzing skills.

If only we all taught like Pirates, as Dave Burgess would say. We need to teach with Passion, Immerse ourselves in our subjects, build Rapport with our students, Ask/Analyze our current practices, Transform our classroom practices, and be Enthusiastic.

Will you let your students drive the ship matey? Aaargghh

10 Things Great Teachers Do Differently

I can only imagine what you are thinking..."I've seen this list before and it's always the same old information!" Contrary to that thought, I believe it's time to take an honest look in the mirror and identify those 10 characteristics that I feel exemplify Great Teachers.

1) Great Teachers DO NOT Complain!
In an ever changing arena, teachers are constantly asked to do more with less. While it could be easy to roll your eyes and let out a gruff, Great Teachers relish in the opportunity to grow. Throw them a curve ball and they will knock it out of the park. Not only is this true in their profession, but ultimately in their classroom as well. Complaining leads to excuses, and Great Teachers leave no door open for excuses.

2) Great Teachers are CREATORS, Not Victims!
While very similar to the first one, Great Teachers take obstacles and turn them in to opportunities for growth. Since we are all human, inevitably we all make mistakes. Great Teachers take responsibility for their mistakes, learn from them, and ultimately grow and become better teachers because of them.

3) Great Teachers put Students First!
As high stakes, standardized testing continues to gain momentum, many teachers fall trap to 'teaching to the test'. Great Teachers realize the greater good in educating the whole child and helping them grow in life. Great Teachers will often wear many hats and know how to wear them well - counselor, parent, friend, teacher, or disciplinarian.

4) Great Teachers make Data-Driven Decisions!
While many teachers cringe at the idea of looking at data, Great Teachers understand the vital role data plays in directing instruction and teaching students. How else can you tell if something is working or not. Gut feelings are vital to on the fly modifications, but over the long haul of a teaching career, data needs to drive methodology and practices. With out data, a Great Teacher cannot be sure of what is working and what is not.

5) Great Teachers are Reflective Practitioners!
By reflecting on instructional activities, assessments, and methodology, Great Teachers take a deeper look at themselves and how to grow and improve for student success. Admitting difficulties and struggles allows Great Teachers opportunities for improvement, while using successes as an opportunity to share with others. Reflection allows teachers time to measure what student success looks like and feels like.

6) Great Teachers Seek Out Ways to Grow!
In understanding that teaching is a life-long learning opportunity, Great Teachers strive to stay current in the field of education and their content. Great Teachers use technology to enhance their classroom and look for new and up-coming opportunities to use technology. Great Teachers are eager to learn and are self directed in their professional development.

7) Great Teachers Collaborate and Share with Others!
Not worried about receiving credit for a great idea or class activity, Great Teachers look for ways to share ideas and information with others. Great Teachers understand how these activities can potentially reach more students. Great Teachers listen to others ideas and do not quickly dismiss them. Great Teachers are willing to try something new and work with others to modify current practices to increase student learning.

8) Great Teachers have a Student-Centered Classroom!
If you were to walk into a Great Teacher's classroom, odds are you might not know where the front of the room is located! Great Teachers create a learning environment that is Student-Centered and inviting to the student learning process. The classroom will probably be loud, chaotic at times, but a Great Teacher knows exactly what is happening and the purpose behind it. Activities are designed so that students can apply, analyze, and create based on what was learned.

9) Great Teachers are Patient!
Working with 20 - 120 students per day, Great Teachers understand that every student they encounter is unique in their own way. Great Teachers understand students learn differently and are adept at teaching in a variety of methods. Great Teachers do no mind questions, while they patiently guide students along  the learning path.

10) Great Teachers are Model Students!
We've all been part of meetings or classes where colleagues complain they can't meet a deadline, or they don't have time to do something. A Great Teacher realizes that as a student them self, they must model the same expectations they ask of their own students. Work is handed in on time, thoroughly completed, and with all required components. Often, Great Teachers go above and beyond the requirements.

Chalk Talk - Engaging All Learners

As a teacher, have you ever struggled to engage even the quietest of learners in a class discussion? Have you encountered the learner that is fearful of offering their opinion? Or how about the learner that constantly blurts out every answer before giving others time to answer? Being a teacher requires a great deal of balancing different learning styles and learner personalities. How do you engage all of these learners and measure their level of understanding?

Imagine for a moment a Discussion Board utilized in an online course or a blended format course. Students are posed a question, asked to respond to that question, and respond to classmates' responses. This format usually allows for a better discussion to take place as students are more free with their words and reflections. A unique tool that involves all learners in the discussion process.

For those classes that meet only face-to-face, discussion boards are not as popular. Enter the Chalk Talk Activity. The instructor assigns a particular reading, case-study, problem, or difficult topic for students to complete prior to class. The instructor then poses 5 - 7 questions that address the key elements of the assignment, and writes those questions on poster board paper and tapes them around the room.

Students are then asked to roam about the room, reading each question and provide their answer on the paper board provided - SILENTLY. To start, students may only answer the initial question posted. This anonymity provides those quiet and shy learners to have a voice in your classroom. Similarly, those rude students that answer every question are still able to provide their thoughts, but in a more appropriate and timely manner.

As students continue to answer the initial questions, the instructor then walks around to the different questions and circles any answer that could lead to further discussion, write down any questions the instructor still has, or circle answers that need more clarification. Once an item has been circled, this indicates to students that they may respond and pose their own questions in regard to the circled item - hence the similarity to a discussion board format.

The instructor continues to monitor student responses and circles more text to continue enhancing the topic of discussion. After a set amount of time (determined by instructor), it is imperative that the instructor close the activity with a discussion around each initial question posed. What was the instructor trying to obtain from the question, did the students answer the question sufficiently, and clear any misconceptions brought about by the discussion?

The Chalk Talk Activity reaches many types of learning styles - Somatic Learners (body-kinethestic), Visual Learners, and Intellectual Learners. This activity provides students a voice that usually don't like participating in class discussions. While it may be difficult to monitor which students have responded and how many times they have responded, you open the door to an engagement activity that requires students to move and read others ideas on a topic.

Preparing Students for Success

Odds are you have already flipped a lesson for your class, but you never realized you did. Let's start by asking the following question - have you ever asked students to complete a reading passage outside of class? If so, you've already laid the foundation to flip that lesson. Now all you need is to structure the in-class activity to support your reading assignment. The power of flipping can now bring your class activities and discussion to life!

Flipping a lesson or classroom does not need to be a difficult or tedious process. All 'flippers' have the same goal - create a student-centered learning environment that promotes collaboration, critical thinking, problem solving, and reflection. Many high school teachers and higher-ed instructors struggle to find time to accomplish all these tasks in a 'traditional' classroom setting. Many proponents of the flipped classroom point to these very attributes as reasons to consider flipping your classroom.

The best advice I can offer would be the following:
1) Start Small! You don't need to flip an entire class. Look for "flippable moments" as Dr. Barbi Honeycutt states. Look for confusion in students where you might need to spend more class time discussing. Look for fundamentals that can be taught through a video and practice can be done during face-to-face class time. Look for boredom in students and creating authentic learning experiences in your classroom to keep them coming back for more.

2) Plan BACKWARDS! Identify an in-class activity you have never had enough time to conquer or one that you really want students to take a lot from. Plan that activity first, and then ask how you can provide pre-class material to the students. This pre-class material is any necessary information the student will need to be successful during the activity. Provide them a short video lecture, reading passage, or exploratory cues. Always keep the in-class activity in mind as you provide them information they will need.

3) Integrate moments of reflection. Allowing students time to process and reflect on what was learned is a vital tool for the instructor. This allows instructors an opportunity to identify struggling students and correct any misconceptions immediately. Likewise, it provides pertinent feedback about the activity and how it might be changed in the future. Activities like "Think, Pair, Share", "Think, Write, Share", "Writing Prompts", "Exit Tickets", or "SWOT Analysis" (Strengths, Weaknesses, Opportunities, and Threats) are great activities that encourage student feedback and reflection.

Too many students walk out of high school or college lacking applicable job skills that are required to be successful. I truly believe that the flipped classroom helps address those abilities and provides students an opportunity to be successful. Don't be afraid to step out of your comfort zone and off your 'stage'. You might actually like the noise of others for a change.

Interactive Q + A

Have you ever been at a conference or listening to a speaker when a questions pops into your head. You quickly jot down your thought in hopes that there will be questions at the end, or are too shy to ask your question anyway. Perhaps you've taken a class and had a question about something the instructor said. Again, you can either raise your hand in hopes of getting an answer or wait until later to ask your question. Either scenario is not ideal for student-centered learning and immediate feedback. Too often, people forget questions they have or are too embarrassed to ask their question in front of a large group.

Enter BACK CHANNELING, a web-based, interactive question and answer tool. Teachers, and presenters alike, are using back channels to provide participants an opportunity to ask their questions immediately and provide feedback in a more timely manner. Users of a back channel provide students or participants with an active web link to a "live" back channel that participants can use to ask and answer questions during class or a presentation.

Back Channeling has provided a useful tool for many teachers to allow students a forum to jot questions to a teacher with a bit of anonymity. Teachers can then take a few moments to answer those questions, or other students in class can answer as well. Most back channels remain active for two weeks, also allowing participants to go back and review questions and answers.

Similarly, presenters are using back channels as a way for participants to ask questions immediately. Usually done in a team, presenters open their back channel while presenting. Participants ask their questions, and one member of the presentation team answers questions while they come in. Also, participants can interact with others at the presentation to help answer questions as well.

I've provided links and details for two of the more popular back channel providers. Don't be afraid to step out on a limb and use a back channel to interact with your students or audience.

Today's Meet - Click Here

TodaysMeet helps you embrace the backchannel and connect with your audience in realtime.
Encourage the room to use the live stream to make comments, ask questions, and use that feedback to tailor your presentation, sharpen your points, and address audience needs.
Users enter name and question as questions follow  a linear format.

Padlet (Formerly Wall Wisher) - Click Here
Padlet claims to be the easiest way to create and collaborate in the world.
Users "paste" questions on virtual post-it notes for others to see and respond.

Welcome to Resources For Teachers

Thank you for taking time to check out Resources For Teachers. My hope is that you will find resources to help make your classroom experience authentic for your students. My area of "expertise" is in math, educational technology, and classroom management. I have tried to find as many resources as possible for each of the page tabs above. If you don't see something that you are looking for, please shoot me an email and I will do my best to see if I can help - cliffgoodacre@gmail.com. Continue to check back frequently for updates and news in the field of education. Don't be afraid to subscribe via email using the box to the right.

"Education is the most powerful weapon which you can use to change the world." ~ Nelson Mandela