Tuesday, April 28, 2015

Affect and Effect

I am fortunate to observe many wonderful teachers and their lessons through this position. Sometimes, the best lessons are what happens in the moment, the unexpected reaction of what students say, write, or do. Inevitably in humanities courses, the theme of “Man’s Inhumanity to Man” emerges, which has varying effects within kids: callused, empathetic, confused, and quiet-reserved, quiet-reflective, quiet-shut down, verbal-reactionary, verbal-interrogative, verbal-sarcastic/caustic; predictably unpredictable.

Last week I watched a teacher perform a close reading of a Vietnam era text. Man’s Inhumanity to Man was a central premise. I couldn't help but notice that most of the class was indifferent about the person-to-person cruelty, but when it came to a soldier’s cruelty to an animal, the room went flat silent. Clearly, this was upsetting to several kids. The obvious psychological questions: Why? Why do people fairly well accept malice among people but reject it between humans and animals? Do we expect one but not the other?

Positivity.JPG
10 images to share at your next faculty meeting (Justin Tarte)
It made me appreciate the reception I get from my little dog when I come home (dancing, smiling, pawing; the devotion of an animal is wonderful),  but it also made me step back and recognize the many positive experiences I’m afforded by the many people in my life: family, colleagues, kids, coaches; seemingly infinite in number and affect. I've been fortunately surrounded by good people all my life. Of course there’s a mother’s influence, but teachers along the way have made long-term impacts. With both Mother’s Day (Sunday, May 10) and Teacher Appreciation Day (Tuesday, May 5) coming soon, it seems appropriate to show some love to the mommas and the teachers. Their influence (affect) and resulting impacts and change upon me (effect) are not forgotten. Here are a few thoughts to consider for those that affect us and for ourselves and the good we can do:



mothers day lesson plans.gif





  1. For your consideration:
      • & what he's done with it: Sustainability Workshop

Monday, April 20, 2015

Wonderful Wandering

yourturntogetup.wordpress.com
Back in the day, my school did not have Advanced Placement courses. We didn’t feel underprivileged or slighted. We dug in and learned as much as we could. Some were smart and went on to elite schools, some were smart and went to varying other schools, and some were smart in spite of their schooling. It’s not uncommon for those of us with small-town roots to look at ourselves with that “inward eye,” examining our stations, and proudly wonder, “How did I get here?”


The past few months, I’ve fielded my son’s questions regarding angles, angle properties, surface area, volume, logical sequences of proof, variables and linear equations-- all stuff covered under the tutelage of my 10th grade Geometry and 11th grade Algebra-Trig teacher.


My son is in 7th grade. <sigh> “How did I get here?”


Somewhere along the way, I must have concluded that I would always have a lot to learn, and that the learning is not always static. For the perpetual “chameleonization” of learning and teaching, here are some ideas to peruse:


EXECUTIVE SUMMARY
RESEARCH
THE BRAIN
TEACHING




RESEARCH: Trends, Findings, etc.
  • Language Immersion Program
  • Students scored better on standardized tests as they got older
  • Students Skype with sister schools in other districts


  • The group: 13,000+ twins in 6 countries
  • 40-50% of  children’s motivation differences to learn “could be explained by their genetic inheritance from their parents"
  • "The results don’t mean there is a gene for how much children enjoy learning...But the findings suggest a complex process, involving many genes and gene-environment interactions, that help influence children’s motivation to learn"
  • "The results strongly suggest that we should think twice before automatically blaming parents, teachers and the children themselves for students who aren’t motivated in class"


(Hansen, Omaha- World-Herald)
  • ACT/SAT score isn’t even the best predictor; high school GPA is
  • “SAT and ACT have long been underrating how well women will do as college freshmen”
  • “...noncognitive skills... like grit, are what we’re trying to get a better handle on to measure”


__________
THE BRAIN: What is known…for now


  • Left/Right Brain Myth
  • Learning-Style Myth
  • "10 Percent of Our Brains" Myth


  • “There’s a widespread belief that intelligence can be enhanced by enriching children’s lives early, but that has never been demonstrated by research.”
  • “creativity, ‘the secret sauce’ of genius, … leverages intelligence”


  • Executive functions: set of mental skills that are coordinated in the brain’s frontal lobe (web MD), including time management, switching focus, planning, recalling detail, curbing inappropriate behavior, connecting past and present, etc.
  • STRATEGIES THAT HELP:
  1. Teach the functions: label and coach them
  2. Student-centered opportunities
  3. Articulate and model effective thinking practices
  4. Articulate and model effective thinking practices
  5. Clearly state classroom rules that support positive and productive learning interactions.
__________


TEACHING: Tips, techniques, & insights
  • Express gratitude to your difficult students.

  • Use encouraging statements every day.

  • Act toward your worst student the way you act toward your best student.

  • Send the parents a "positive postcard"



Tools for Participation (<3 minutes, from Teaching Channel)

Art of Persuasion & Craft of Argument (7:30, Teaching Channel)



  • listeners have a time limit to absorbing information before they begin to tune out (about 10 minutes)
  • images, not words
  • compare and contrast images and what they show (or do not show)
  • 10 minutes of video, 2 minutes of discussion; 10, then 2, 10 then 2, etc.


Monday, April 13, 2015

What Is and What Could Be

This week's installment reinforces themes that seem to hold up to the test of time: school and life are often one in the same; "Nice" + "Positive" = Progress;  formative assessments, movement, and enjoyment advance learning. As I try to take on a "growth mindset," I look for ways to improve the blogs and how they present information. With that, I will provide an "executive summary" of the week's offerings that will allow readers to click on areas of interest and skip the scrolling through unwanted information. Here goes:

EXECUTIVE SUMMARY
          1. CURRENT RESEARCH
          2. BEST CLASSROOM PRACTICE IDEAS
______________________________________

Research Says...

Parenting and environment play a great role in a student's educational development.from attitude to homework. Below are two pieces that address what works and what should be encouraged beyond our classrooms.

    1. Parents of Successful Kids Have These 7 Things in Common

       
"...when you praise your kids, 
don't congratulate them for being so smart, 
commend them for working so hard."
        • High Expectations
        • Higher Socioeconomic Status
        • Higher Education Levels
        • Provide Early Academic Skills
        • Offer Sensitive Caregiving
        • Avoid Junk Time with Kids
        • Teach a Growth Mindset

     2. Homework vs. No Homework is the Wrong Question 

"What do we believe should happen after 
the end of the school day to help ensure 
that students retain what they have 
learned and are primed to learn more?"


"Aspects of good parenting that could be encouraged by schools include workshops, family nights, and discussion series on ways to promote:


            • Children's social-emotional and character development
            • Parents spending more time directly interacting with their kids in enjoyable ways
            • Parents visibly showing how much they value the importance of education and effort
            • Parents monitoring their children's use of and exposure to electronic media
            • Children's 'continued learning' in as many possible opportunities during everyday household routines.


"Research into texting between teachers and students 
shows that it can drive engagement and deliver results."
      • Experimental Text group: increased quiz, paper, and exam scores
      • Students claim spending more time on task due to "convenience of the information," "interaction with instructors,"  and "connection to the subject"

 Classroom Practice Ideas


    1. Helping Students Motivate Themselves

        • Autonomy: choice in organization, procedure, and learning
        • Competence "build and improve on ideas without using judgmental language" 
        • Relatedness: interest in kids, friendliness, flexibility, "growth mindset"
        • Relevance: "encourage students to generate their own connections and discover for themselves the relevance of course material to their lives"

    2. Using Humor in the Classroom


"...humor reduces stress and tension 
in the classroom, improves 
retention of information, and 
promotes creative understanding."
        • laugh at yourself
        • add humorous items to tests, or tasks
        • keep quotable quotes
        • cartoon files-- start the class with humor
        • captionless cartoons- have kids fill in the blanks

3. Brain Breaks & Focused Attention


"When we take a brain break, it refreshes 
our thinking and helps us discover another 
solution to a problem or see a situation 
through a different lens."

        • Breathing, Movement, Sound
        • The Junk Bag, Opposite Sides, Symbolic Alphabet, Other Language, Mental Math, Invisible Pictures, Rock-Paper-Acisoors

4. 10 Smart Tools for Digital Exit Slips


"Exit tickets are a simple, quick and oftentimes insightful formative assessment method 
employed close to the end of a lesson."

     
Plicker
      Google Forms
     Plickers*
     Twitter

     Geddit

     ExitTicket

     Padlet


*Shannon Johnson has experimented with this simple, 
low-tech idea. Contact her for more information.







Tuesday, April 7, 2015

Brain Break

This blog post is not necessarily about teaching, more about life in general,  but comes in handy as we approach the end of the school year. Our alarms go off each morning, and our heads hit the pillow each night, in between those times we find ourselves doing many of the same things. It is at this time of year especially that we need to work on giving ourselves a “brain break” of sorts. According to Dr. Judy Willis, a routine of high stress problem solving can lead to burnout. She supports that we look for ways to rewire our brain from “survival” mode to “ignite” mode (How to Rewire Your Burned-Out Brain). Partaking in something that provides pleasure will release dopamine, and “improve your circuitry,” building access to higher cognitive resources when problem solving.


Where do we find the time to do the things that bring us enjoyment? On top of my job as a teacher, I have kids to run here and there. I have a paper for my Masters class, papers to grade, and dinner to make somewhere in there too! My friend Dr. Brian Bullis would tell you that you have to “carve it out.” We are all busy, but doing something we get pleasure from will help us get at least a little closer to achieving that balance we are after. As Dr. Bullis suggests, if we don’t at least work toward finding balance and “re-calibrating,” we will miss things we did not mean to (The Pursuit of Balance: A Moving Target).


So what is something that we enjoy that will fit in between trips to the grocery store and soccer fields? Between putting the kids to bed and going to bed ourselves? Or even between fork fulls of last night’s leftovers out of the Tupperware dish during our lunch period?


The answer: a book. You see there is a secret weapon called a bookmark that enables you to start and stop at will. There is no WiFi or energy source needed. If you get a few five minute slots here and there, poof, by the end of the day you will will have done something that you enjoyed and was mentally stimulating for 15 minutes!  Reading a book for enjoyment is totally different than researching content for a class, or grading essays, or even reading an article your principal gave you at the last PD session. It does, however, need to be the right book for the situation. If we are going to use it as a compelling brain break we need it to appeal to our interests, and we need to be able to dive in and out of it at will.


If you have an interesting book in mind, stop reading.Otherwise, I might suggest a few books for this exercise. These particular books work because they meet two basic requirements that will lend success to you “carving” out five minutes here and there. Number one, you can stop at any point and pick back up without totally losing your flow. Number two, the books all have Iowa connections, hopefully peaking your interest. There is nothing we love more than tracing some sort of celebrity back to our state.


#1 Autobiography of a Recovering Skinhead by: Frank Meeink told to Jody M. Roy, Ph.D.
Have you seen the movie American History X with Edward Norton? It was loosely based on the life of  Frank Meeink. An empowering story of a boy that came from an impoverished background in Philadelphia. It appeals to your humane senses as Frank struggles with the turmoils of drugs and hatred. Frank now lives in Des Moines with a wife and children, coaching in youth hockey leagues.







#2 A Wrestling Life by: Dan Gable with Scott Schulte
Even if you are not a wrestling fan, you probably know about Iowa’s native son, Dan Gable. He shares anecdotes from throughout his public and private life that will make you laugh, cry, cringe, and feel inspired.








This book chronicles the rise of methamphetamine use in America with a unique focus on Iowa, specifically towns like Oelwein and Ottumwa. One of my favorite books in the last ten years because it made so many connections to the state I grew up in. Explores the country’s meth problems from multiple views and paints a whole new picture of some of the problems we face going forward.