Practicing Content Knowledge - Pass the Problem

At ESU 6 we are incorporating the Marzano Research Laboratory (MRL) instructional model into our work with schools.  We like the model for various reasons, but one important one is that it provides a way to categorize instructional strategies or techniques.  The following video illustrates one way to answer the question:  What will I do to help students practice and deepen their content knowledge?

Toby

Instructional Rounds - in Practice

We had the opportunity to put into practice the notion of instructional rounds as we continued to support schools that are part of our Marzano Research Laboratory (MRL) Academy.

Instructional rounds are a way for teams of teachers to observe good instruction and discuss what they saw.  It's as simple as that.  The rounds are for the observers - not for the teacher being observed.

We had teams of teachers visit classrooms in Milford Public Schools and the results were rich discussions about teaching.

So in your teaching career - how many times did you have the opportunity to watch another teacher?  I never did, once student teaching was over I was on my own.  We have to get out of this silo mentality and use the masters in our backyard.  

Implementing instructional rounds takes some planning, but is not a high cost endeavor. You need to convince some of  your stronger teachers to let folks watch their class for 10-15 minutes, figure out a schedule, and let folks observe and discuss.  With guidance from our friends at MRL, Jen Madison has put together a training session for leaders of instructional rounds that assists in facilitating the conversations, so some limited professional development does help.

I am hearing more about professional development programs that include a classroom observation component - which only makes sense.  I encourage school leaders to develop intentional procedures that allow teachers to see other classrooms so they can really discuss instruction.

Toby

Lenny’s Ponderings

         Two topics in many presentations and conversations at the Nebraska Education Technology Association Conference in the spring of 2011 were iPads and using videos.  I’m going to focus on videos.  The use of videos to enhance learning by students and to help students enjoy learning has increased dramatically.  Video cameras, flip cameras and even cell phones make taking a video, editing (or not) and posting the video become very easy.   I see three main ways that videos are being used in the classroom.  Some examples would be:    

1)   Capturing student interest by using videos.  Dan Meyer is a leader in using videos to capture student interest.  See examples at http://blog.mrmeyer.com/.

2)   “Flip” the classroom.  In a “flipped” classroom students’ homework is to watch a video or lecture.  Students come to class and work problems where the teacher can provide guidance and help.  A short video of what a “flipped” looks like can be found at  http://vodcasting.ning.com/video/the-flipped-classroom .

3)   Student created videos to share their knowledge.  We all know that the highest level of learning is achieved when you teach someone else.

            Cathy Seeley, former president of the National Council of Teachers of Mathematics, suggest something called “upside-down teaching.” Rather than starting a lesson with the identification of procedures and simple examples then working up to a rich, challenging problem, teachers who practice upside-down teaching begin with the rich, challenging problem.  Seeley suggests the following outline: start with a rich problem; engage students in dealing with the problem by discussing, comparing, and interacting; help students connect and notice what they have learned; then assign exercises and homework.  This approach is similar to project based learning.  I have links to several examples on my web site at http://lvermaas.wikispaces.com/Upside+Down+Teaching.  

Dan Meyer is a master of this strategy.  One recent example shows a video of him shooting a basket.  The inevitable question is, “Will the basketball go through the hoop?”  Students use mathematics and the video to look at the path of the ball to come up with an answer and then check the video to see if they are correct.  To see his videos and thoughts go to http://blog.mrmeyer.com/.

            If you have not heard of the “flipped classroom,” I am sure that you will in the near future.  Rather than spending class time lecturing students, teachers who flip their classroom use videos as homework and then spend time in class helping students learn.  The power of using videos is "rewindable" learning.  Students do not always learn the first time. Videos allow the student to rewind or stop and watch as many times as they want.  While some teachers record a teaching episode, there are many sources of lessons for students.  A short list would include Patrickjmt, Khan Academy, Brightstorm, YouTube and Teacher Tube.  A more extensive list is on my web page at http://esu6math.wikispaces.com/Video+Teaching+Resouces.  Consider using student recommendations and teacher input to create useful resources. 

            Finally, I would like to talk about student created videos.  Students or groups of students who create a video to demonstrate the distributive property will have a much better understand of that property and one that will last long after the NeSA-M assessment in the spring.  Sharing the video will help other students learn.  These projects allow a variety of students to show off their expertise.  Teachers may say, “But I don’t know how to make or edit a video.”  Don’t worry, your students do.   Let them take the lead.  Other web 2.0 tools such as Voice Thread, Animoto, GoAnimate, or ToonDoo can also be used.

If you have any ideas on videos, sites, or comments please share them with me at lennyvermaas@gmail.com.

Lenny Vermaas 

Living the Purpose and Direction

I am presenting in Norfolk as part of the state wide school improvement workshops.  My topic is "Purpose and Direction"; which is the new terminology for Mission and Vision.  In the course of our discussions we elicited responses to the question: "What is the purpose of schooling"?  I want to run with the response: "Students will be successful in life", to show how we can live both purpose and direction.

So your purpose is that "students will be successful in life"  - how does that impact what happens?  Here are a couple ideas:

• Teachers will ensure student success - no matter the cost.  We can bring someone in off the street to flunk kids - teachers will make sure each student learns.  All instructional and assessment practices are designed to ensure student success.
• Curriculum is designed based solely on the things that have the greatest impact on future success.  Most likely the curriculum will be heavy in 21st Century Skills such as collaboration, problem solving, and communication. 

The next step is to determine the direction (vision); I prefer using the term direction as it is more concrete - vision sounds like an unattainable dream (or nightmare).   Based on our purpose "students will be successful in life"; what do we want our system to look like in the future - let's say 5 years?  Here are a couple ideas:

• Every student is engaged in learning all day, every day they are in our care.  Success is predicated on student learning - engagement is the key to meeting this challenge.
• A culture of high expectations exists in which all learners set, meet, and even exceed goals. This applies to all learners: students, teachers, administrators, and support staff.

You have the purpose: "Students will be successful in life."

You have the direction - Engaged students, and a culture of high expectations and goal attainment.

So how do you get there?  I assume each one of us could now put forth a roadmap based on our purpose and direction.  Now the hard work begins - changing the existing system and culture to reach your destination.  That's call strategic planning!

Feel free to respond with ideas as to what steps you would take based on this purpose and direction.

Toby

Students Speak: 5 Things Students Want In Class That DON’T Cost a Dime (or take all of your time!)

by Dr. Lynne Herr

If you peruse past blog entries here on the ESU 6 professional development blog, you’ll see many posts that urge educators to ask students questions about learning and school, then listen intently to their responses.

At a recent statewide ESU professional development session, we had the opportunity to interact with a panel of high school students who are part of the Omaha metro area Avenue Scholars program.  While every student’s situation is unique, these students face especially daunting personal circumstances of poverty, abuse, neglect and personal loss. Many proudly told us that they will be the first person from their extended family to graduate from high school.  They told stories of learning to advocate for themselves and their learning.  Of finding ways to love and accept everyone regardless of lifestyle, philosophical and situational differences.  They inspired each of us to listen more intently.  And to take action.

In addition to sharing their personal stories, students offered advice to teachers and administrators for helping them succeed in school.  You might be surprised to find that their suggestions require no funding.  Simply a willingness to change.  Here are five strategies to better engage students based on recommendations from the student panel:

Stop the Powerpoints.  (Or at least improve them.) Many of these students lamented that teacher after teacher throughout their school day shows long, dull Powerpoints that offer little chance for interaction or engagement.  Break your content into smaller chunks.  Add some color to a presentation.  Link to a brief youtube video that supports what you’re trying to teach. Try new tools like Prezi.

Let them move in class. Whether attending a school with block scheduling or more traditional class periods, all students wished they could get up and move during class.  Many told of sitting for an entire 90 minute period and struggling to stay awake and engaged.  Incorporate some purposeful movement throughout each class period.  (Example, “Get up and touch 3 walls, then add your answer to the white board.”)

Allow small group work and discussion in class.  No teenager (and no adult) wants to be embarrassed by offering an incorrect comment or answer in front of their peers.  Allow students to discuss something in pairs or small groups, then report their answer as a group.  This allows more students to be engaged during a class period by allowing them to speak, test their answers in a smaller setting, debate answers and form supportive relationships with each other.

Principals:  Greet as many students as possible, and get to know them by name.  Before joining the Avenue Scholars program, most of these students had spent considerable time in the principal’s office for disciplinary reasons.  All expressed a genuine wish for administrators to seek them out in positive situations.  Say hello when they come into the building.  Know something about their courses so you can ask a specific question:  “How’s that woods, project coming along, Joe?”  Call them into the office every once in a while to offer up some praise vs. punishment.

Teachers:  Get to know something about each student’s personal circumstances.  Most of these students face considerable pressure and responsibility outside of school.  They are responsible for younger siblings, household work, meal planning and preparation, as well as contributing to the family income via part-time jobs.  Many are also involved in student activities and sports.  Students want teachers who understand that school is just one demand that they face.  They aren’t asking for less work, but for teachers who form relationships with them and help them grow through support, caring and high expectations.

They've spoken.  Is anybody listening?

Find the Bright Spot

In the book Switch by Chip Heath and Dan Heath, the authors talk a lot about change. One of the techniques to changing behavior they mention is to look at problems from a different angle.  Rather than focusing solely on fixing a problem they suggest finding what is working - mining a nugget of success and then seeking replication.

For example if a student is struggling in school with academics and behavior, we tend to delve into an analysis of the causes and try to fix the problem.  Conversely to find the bright spot - we should ask when does the student find success?  It may be in only one class - but why not try the things from the successful class in other classes?
I think the key is to ask some basic questions:

• Where do we have success?
• What is different about these situations - what are people doing differently?
• How can we use what works in other situations?

I think the same thing applies to the improvement of instruction.  Rather than continually trying to fix the struggling teachers, we could look for the bright spots. For example we ask the question "in what classes are students really engaged in learning?"  We then look to see what happens differently in those classes; it could be a simple set of practices that could be used by the staff at large.   Granted there are a lot of factors that will come into play through implementation - but we are leveraging success rather than trying to fix failure.

As a leader think about this quote from the book: "'What is the ratio of the time I spend solving problems to the time I spend scaling successes?"   I think I'll try to spend more time scaling successes.

Toby

Try Something New

As most schools have been in session for a week or so, I would encourage all teachers to do a very simple thing: try something new.  As I have stated before on this blog teachers need to continually enhance/improve/refresh their educational practice. Teaching isn't about finding immutable truth and constantly deploying it.  Teaching is about connecting with kids in a fluid, changing environment. So I'll give you a few things our team has suggested:

• Try some physical movement - even if it is to have the kids touch two walls; their brains will be more receptive with increased oxygen.  The longer the sermon, the less engaged people tend to be.
• Chunk the material and give kids a chance to summarize aloud; humans are verbal so let them talk through the content.  
• Use technology even if you don't know how to use a tool.  This tip comes from Lynne Herr - give kids an outline of what you want regarding content, such as provide three types of governments and give an example of each. Then turn them loose on some tech tools; some kids could create an online comic book, others could create a online video, or they might create a voicethread.  In any event let them use technology even if you don't understand how it works. The kids will figure it out - and if they run into trouble there is always a help menu or a Google search.  Don't try to limit the technology based on what you know; let them run with it.  They won't break the internet!

Good teachers want to improve their practice, but often find it overwhelming to make major changes; so take it slow and just try something new. If teachers do this often enough they can really improve on the good things they already have in place.

Have a great start to the year - do something new!

Toby