Week of September 17

Thursday Thoughts September 17

 



Perseverance is a character trait that we, as adults, are always striving to improve. Things get tough and we tend to give up or settle for mediocrity.   It is also hard to teach this trait to children.  I would argue that as parents, we sometimes find it easier to let our children "off the hook" rather than help them see something through to the best outcome possible.  Maybe we don't want to deal with the push back or maybe we just know which battles are worth fighting.  Either way, this is a constant struggle for many.   As teachers we can certainly foster an environment of perseverance within our classrooms.  

 

This evening, my son came home with an essay that I helped him edit a few weeks ago.  He made an 83 B.  In my estimation, this was a pretty good grade for his first essay in this 11th grade Honors Lit  class.  I congratulated him and told him that I was proud.  To my surprise he said, "Mom it gets better!"   "The teacher said if we revise it again, we could get up to ten additional points."  He was excited about this opportunity and thus I got excited.  As a parent, I was ready to have him settle for the 83.  It didn't even cross my mind to have him ask for another chance.   As an educator, I understand and am grateful that the teacher is giving him the chance to persevere and make improvements.  What second chances can you give students to encourage them to persevere?

Staff Spotlight

This week I would like to shine the spotlight on Dorian (Scheuch) Gower.  Dorian is not only the grade chair for 4th grade, but she has stepped up in a number of ways and is leading by example.  She now serves on the School Governance Council and volunteered to serve as the Vice Chair of the Council.  She is also increasing her knowledge of technology use by participating in the Nearpod Cohort.  Dorian is working closely with Mrs. Arango to help her navigate through the maze of  "must dos" here at Medlock.  The 4th grade team is working hard to support all students and I am thankful to have Dorian advocating for the students and her team.




Personalized Learning

Beyond Q+A: Six Strategies That Motivate ALL Students to Participate

Edutopia, February 25, 2013

 

Maddie Witter

         

 

Do you have students who rarely raise their hand when you ask a question? When I think back about kids in my classroom who didn't participate at first, I remember Jared and Maya (whose names I changed). Jared was polite, listened to his classmates, and did his homework. But when I asked questions or set up class discussions, Jared remained silent. Maya was really creative and an avid reader. She also didn't participate, frequently had her head down in class, and was reluctant to start work. Some of our students might sit quietly through each lesson or be visibly disengaged. Maybe they don't understand the lesson, are embarrassed, or hesitantly wait for another peer to share. Jared and Maya certainly aren't unique.
I often visit classrooms where I see teachers employ lots of Q+A. Asking questions and calling on raised hands is one way to check for understanding. But Q+A doesn't access 100% of our kids -- especially not kids like Jared or Maya.
How can we get our shiest students, or even our student with her head down in the back of our class, participating? While cold calling, randomizers or pulling a Popsicle stick will ensure students are equally called upon, some students find that approach frightening or annoying. Below are strategies you can try in your class tomorrow that will motivate your Jareds and Mayas to participate.

1. Three Seconds

According to researcher Mary Budd Rowe, the average teacher waits 1.5 seconds between asking a question and calling on a student. By increasing the wait time to a mere three seconds, the following occurs:

• Accuracy increases
• "I don’t know" decreases
• Student responses get longer
• Achievement on tests increases
• More students participate

I literally count at least three Mississippis in my head after asking each question.

2. Hand Out Questions in Advance

Pre-plan a few questions that you want to ask (Saphier and Haley, 1993), write them on slips, and hand each student one question at the beginning of class. Once it’s time to ask the question, reach out first to the kids who had the question, then to the rest of the class. Try dividing the class into the groups whose members had the same question so that they have a chance to chat first before sharing out.

3. Anonymous Questioning

Companies like Socrative and Infuse Learning have designed software to check for understanding that can be accessed via smartphone, tablet or laptop. You can incorporate all types of questions from multiple-choice to short answers, and responses can be anonymously represented via graph. You can then make informed decisions with rapid, real-time data. Kids love it because they get to use technology, feel safe and get immediate feedback.

4. Choice Questions

It's important to incorporate questions that have more than one right answer, but broad, open-ended questions can be debilitating. Try incorporating some choices or either/or questions.

• Instead of asking, "How are you going to solve today's equation?", try "Would you rather use the simplify or guess-and-check method for today's equation?"
• Instead of asking, "Which character exemplifies what it means to be a friend?", try "Would Charlotte or Wilbur make a better friend? Why?"

5. Snowball to Avalanche

In Reading Without Limits, I share a fun kinesthetic strategy:

Have a really debatable question? Start the discussion. When a student answers, they become a "snowflake." As students agree with the original student, they move their bodies closer to that student to "build on that snowflake,"’ making a snowball. If you choose a great question, there should be several snowballs throughout the room that eventually, if one side is more convincing, turn into an avalanche. Kids will love showing allegiance to their classmates' ideas. And they can definitely change their minds.

As kids show their allegiance, call on different kids to share out why they are taking that particular stand.

6. Estimation Line-Ups

Ask kids a question that has a numerical response based on a sliding scale (Kagan, 1994). Place a number line around your classroom walls. Students stand under their number/answer preparing to share why. Fold the line in half so the students who most strongly disagreed with each other now chat before sharing out to the whole class.

• "Our scientific hypothesis is that a plant will grow more near the window than in the closet. How many more inches do you think the plant near the window will grow compared to the one in the closet?"
• "On a scale of 1-5, 5 being 'strongly agree,' 1 being 'strongly disagree,' should Jack and the boys take Piggy's glasses?"

Traditional Q+A didn't help me access all of my learners. The above strategies increased participation in my classroom, giving me more opportunity to check and support understanding. Getting our Mayas and Jareds to develop the confidence and comfort to participate makes a classroom a true learning community that values all, not just some students' thoughts.

Habitudes- (Growth Mindset)

Looking Ahead

Georgia Department of Education offering increased flexibility in TKES implementation

MEDIA CONTACT: Matt Cardoza, GaDOE Communications Office, (404) 651-7358, mcardoza@gadoe.org -Follow us on Twitter, Facebook, and Instagram September 11, 2015 – In response to the concerns of teachers and school leaders, the Georgia Department of Education is working to allow modified implementation of the Teacher Keys Effectiveness System, beginning with a pilot in selected districts this year. Information from the 2015-2016 pilot will assist the GaDOE moving forward to expand modified implementation to all districts. In plain language, modified implementation means that six observations will not be required for all teachers, allowing for a more personalized approach to evaluating teachers. Highly effective teachers are eligible to receive fewer observations, while new or ineffective teachers will receive the standard six.  “There has been a call from school-level leaders all over Georgia to reduce the administrative burden resulting from the Teacher Keys Effectiveness System,” State School Superintendent Richard Woods said. “I could not agree more with their concerns. One-size-fits-all doesn’t work for our teachers, any more than it does for our students. A tiered observation system, which we will pilot in selected districts this year, will free up time for administrators to focus on improving the instruction of the school’s teachers that need the most attention.”   The following school districts will participate in the 2015-16 modified implementation pilot: Ben Hill County Cherokee County Clayton County Griffin-Spalding County Peach County White County These districts represent high schools, middle schools, elementary schools, and charter schools in urban, suburban, and rural areas throughout Georgia.​