resources – Page 14 – HonorsGradU

January 7, 2016February 23, 2016

3 Reasons We Hate Science Fair–And How to Fix It

The day my school decided to move science fair to sixth grade instead of fifth, we all cheered–students, teachers, and parents alike. Years later, I’m reflecting on the root of our mutual animosity toward the project. And it seems to come down to three problems–and solutions!

Lack of Teacher Modeling

We ask students to dig deep. To ask questions that don’t have an answer yet. In short, to go beyond comparing popcorn brands. But how often do we model how we develop our own original questions? Share our honest, raw wonderings? Demonstrate our process of Googling to refine an idea?

A7: Research trends in science to create your own q’s that have not been answered. Can you google the answer? If so, dig deeper #mogtchat

— Jennifer Medina (@Jrene79) December 18, 2015

Creativity and innovation are skills, and science fair projects are an advanced exercise of these skills. If we expect our students to suddenly showcase skills we’ve never helped them cultivate (or worse, that we’ve never cultivated ourselves), we are setting them up for failure–or just another diaper absorbency project.

SOLUTION → Metacognition: MindShift recently wrote about 5 inquiry tools to help students “learn how to learn.” These metacognitive strategies encourage students to honestly reflect on their own learning processes and emotions when facing challenges (see also “Smart Strategies that Help Students Learn How to Learn”).
SOLUTION → Teach questioning: If you want students to ask “measureable questions,” teach them how to do so long before introducing science fair. Strategies like frequent use of Visible Thinking protocols trains students how to develop and refine their questions. (see also Tubric).

Lack of Existing Student-Driven Project-Based Learning

The science fair should not be an isolated experience of students taking ownership over and driving their own learning process. If it is, it’s unlikely that many will rise to the freedom in ways that will fuel their passion and motivation.

SOLUTION → Project-Based Learning: Make it your next weekend project to create one new PBL opportunity. Guides like this one found on Edutopia can help you get started.
SOLUTION → Student Voice & Choice: Mindfully consider your students’ choice and voice in their day-to-day learning. When we gradually let go of control and allow our students to steer the learning, they will grow in confidence and self-understanding.

Lack of Engaged and Authentic Audience

Even if students do manage to find a passion-driven project, how often does their work ever go beyond a cardboard trifold display in the gymnasium (unless they happen to move on to regionals)? Too often, we only allow our students small sips from locally limited audiences–when we could lead them to the very fountain of global conversation with our fingertips. It’s time to throw open the floodgates and watch what happens when our students swap ideas with peers, scientists, and experts across the world.

SOLUTION → Digital Science Fair: Here’s how a middle school got started just using Google Docs.

SOLUTION → Student Blogging: Encourage your students to blog not only the final presentation, but their entire process along the way. Then, teach them how to ask for feedback to fine-tune their ideas.

SOLUTION → The Wonderment: This is an especially wonderful platform for younger students to collaborate safely online. They can upload photos, videos, and text, asking questions and getting inspiration from kids around the world (see other excellent blogging alternatives here).

Let’s break the mold of hating science fair this year. What are some of your strategies to do so?

Featured Image: Andria via Flickr

December 10, 2015May 17, 2017

3 Timeless Lessons From “The Yellow Star” About Cyberbullying

The “Yellow Star” by Carmen Agra Deedy beautifully illustrates the legend of King Christian X standing with his Jewish people by wearing a yellow star during Nazi occupation.

And while the Danish Jews were never actually forced to wear the star, confirmation of the king’s support for his Jewish people have surfaced, including “substantial evidence that the King actually suggested the idea of everyone wearing the yellow star should the Danish Jews be forced to wear it.” (source)

Legend or not, this 20th century story highlights timeless lessons of humanity that we find especially applicable to the 21st century subject of cyberbullying.

Teach Solidarity

“Early in the year 1940…there were only Danes. Tall Danes, stout Danes, cranky Danes, even Great Danes.”

We must actively teach our students that what we have in common outweighs our differences. Cyberbullying offers a shroud of anonymity that can tempt some people to forget that a living, feeling human being is on the other side of that unkind post or dehumanizing poll. We can bring that shroud out of obscurity by directly talking about it. About digital citizenship. About the human experience. And about whether it’s really worth making someone else feel like they don’t belong.

Teach Courage

“If you wished to hide a star,” wondered the king to himself, “where would you place it?” His eyes searched the heavens. “Of course!” he thought. The answer was so simple. “You would hide it among its sisters.”

I recently came across a disturbing article about a poll for the ugliest girl at a high school. And though the young woman who was targeted responded courageously, I was left wondering how each kid involved in that poll could have acted with more courage, too. How can we teach them to take initiative and take a stand, even if it isn’t very popular? I believe it starts with us. We need to model the courage to stand up and say no, even in a society that often turns “cruelty into entertainment and sport.”

Teach Empathy

“What if the good and strong people of the world stood shoulder to shoulder, crowding the streets and filling the squares, saying,’ You cannot do this injustice to our sisters and brothers, or you must do it to us as well.’ What if?”

Empathy requires us to truly reach other people. It rejects in-group/out-group. It embraces vulnerability and imperfections. It places genuine value on every human being. Cyberbullying creates in-group/out-groups. It exploits people’s vulnerabilities and imperfections. And it tears apart the self-worth of everyone it can. We need teachers who will dare to voice exactly what cyberbullying is all about, “Go[ing] beyond praising the right behaviors — proactively counteract[ing] the forces that stand in their way. This is where standing up, not just standing by, comes in.” (“Empathy: The Most Important Back-to-School Supply”).

King Christian X’s Jewish people may never have been forced to wear the yellow star, but his solidarity, courage, and empathy are likely what prevented that unjust mandate to begin with. What could these three qualities do for your students, your school, and your community?

Image credit: the lost gallery

December 4, 2015May 17, 2017

An Open Letter: To Pinterest, from a Teacher

First, I want to thank you. I’ve loved your many ideas for organizing my pantry, throwing my five year-old’s princess party, and introducing the blue-Dawn-and-vinegar trick to my shower. Not to mention the hilarious memes and marshmallow treats.

Your resourcefulness has carried over into my classroom through the years, too:

Like the sponge of glue,

the hand sanitizer bathroom passes,

the visually-appealing display of learning objectives,

oh, and that fantastic example of comma use that had my whole class giggling.

And of course, you know you’re my go-to for holiday art crafts and kid-made decorations.

But I have to tell you, I’m worried. I’m worried about those ultra popular pins that circulate because they have all the glitz and appearance of learning, but that really promote something…else.

Like micromanagement,

compliance,

or perfectionism–

–all with an adorable flair.

Of course, you and I both know that truly inspiring, learning-based pins are out there. Why, I recently came across a whole slew of fabulous self-assessments to help students become more metacognitively aware. But as I searched out those pins, I waded through what felt like an endless supply of teacher-centered fluff.

I must say, I’m not blaming you. After all, I’m the one who sometimes gets mesmerized by all things color-coded and lovely. But “it’s not you, it’s me” aside, now that I’ve identified the problem, I can move forward. I can reflect. I can ask why. I can rethink even some of the most commonly accepted practices. And I can guide my future curative efforts with questions based on what matters most, including:

Will this help me better understand and reach my students?
Will this enhance student ownership over learning?
Will this encourage the 4 C’s (critical thinking, communication, collaboration, or creativity)?
Will this help me personalize student learning?
Will this help me pursue greater challenges as a professional?
Will this help my students better understand their own thinking and learning processes? (metacognition)
Will this help all my students to better access resources in and out of the classroom?
Will this help my students investigate concepts?
Is this centered more on empowering student-directed learning, or on getting students to sit still and listen?
Is this trying to solve a problem that I could actually just open up to my students for discussion instead?
Will this help my students grow as leaders?
Will this help my students build an authentic audience and/or community?
Will this help me reinforce my core values as a professional?

So thanks for everything, and I look forward to richer pins to come on my education board!

featured image: DeathToTheStockPhoto

November 23, 2015March 28, 2016

10 Meaningful Student Self-Assessments: A Pinterest Curation

With an abundance of clever crafts, cute bulletin boards, and coordinated decor, Pinterest generates much that is adorable in classrooms. But the meatier stuff is out there, too–if you dig a little deeper. Below are 10 Pins to brainstorm better self-assessments for your students.

#1: Create a hard working turn-in system:

(also, a file folder version)

#2: Practice Visible Thinking Routines together:

#3: Evaluate Personal peer teaching level:

#4: Take exit tickets to a new level:

#5: Reflect on IB Learner Portfolios for End of Unit:

#6: Cultivate networking & smart peer tutoring:

#7: Structure Authentic Student Analysis of Reading Fluency:

#8: Lend words for reflecting on personal emotional well-being:

#9: Lay out guidelines for a Writing journal snapshot assessment:

#10: Design a Student led conference survey:

(after all, you know how we feel about student-led conferences…)

And WHATEVER you do, PLEASE don’t let your assessments ever resemble this:

What are your favorite self-assessments? How about your most outstanding Pinterest boards on teaching? We’d love to hear them!

Featured image: DeathtotheStockPhoto

October 22, 2015May 17, 2017

Resources for More Authentic Reading Comprehension Strategies

As a freshly-graduated educator, I had been extensively drilled on reading comprehension strategies. Excited to try out my research-backed literary stockpile, I whipped up beautiful little guided reading packets that featured multiple copies of each comprehension strategy, complete with instructions and fill-in-the-blanks.

So I was shocked to discover that my students hated those packets. No matter how much support I offered, all I seemed to receive in return were lost pages and careless responses. After months of toiling in futility, we eventually ditched those packets and sought other ways to cultivate reading comprehension strategies.

Years later, my reflections have revisited those packets. What went wrong? Why were even my advanced readers disengaged? Why didn’t they help students see the value of the strategies?

After further reflection, I realized we need to put ourselves in our students’ shoes. Imagine you’re deep in the thralls of your novel when someone comes up to you and asks you to synthesize the perspectives and settings so far. Or to make an inference right now. Or to come up with a question about your last chapter. Maybe you’re able to give adequate responses, but how likely are they to be genuine, meaningful reflections that enhance your reading experience?

Both my packets and this not-so-hypothetical example are missing one crucial element: authenticity. As we examine practical ways to increase authenticity in our reading comprehension strategies instruction, we should consider how metacognition and ownership can work in this setting.

Metacognition

Research has instructed us to focus on the “what good readers do” angle as we explicitly teach these strategies. But does that really mean telling them that good readers constantly pause for outside-mandated reflections at arbitrary times? Of course not.

We need to build on this instruction by teaching them to notice the natural moments of self-conversation and wonderings as they read, and then to learn how to identify the strategies that are already at play. This awareness of their own thinking will enhance their authentic use of these comprehension strategies because it will gradually strengthen their ability to consciously utilize and articulate them.

Ownership

Fifth grade teacher Jessica Lifshitz shared what happened when she shifted from merely teaching the what and how of comprehension strategies toward the why (1/12/17 edit: She’s also constantly using Google Apps to create student checklists and self-assessments that packed with ownership and metacognition, such as this Revision Checklist). These conversations help students internalize the real impact these strategies can have on our individual lives, which is crucial in using them in more authentic, meaningful ways.

To further help students take the reins on their own reading experience, I realized that we need to rethink how we ask students to express their thinking, being mindful of flexibility and choice. So I created the organizer below, which encourages them to consider which strategy they’ve used and how it improves their personal understanding. Click here for the pdf!

As researcher Brene Brown summarizes, “Authenticity is a collection of choices that we have to make every day. It’s about the choice to show up and be real. The choice to be honest. The choice to let our true selves be seen” (The Gifts of Imperfection). Let’s give our students the chance to make learning more honest and real for them, for reading comprehension strategies and everywhere else. What are other measures you’ve taken to encourage authenticity in your classroom?

Featured image: Hazel Marie via flickr

October 2, 2015June 10, 2016

Beginner’s Guide to Maker-ize An Elementary Classroom

When most penny-pinching, time-crunched, and exhausted teachers hear about lofty ideas like the MakerSpace movement in education, they are likely to dismiss it as another passing and impractical fad. However, the more we investigate, the more convinced we are that there are practical–and profoundly meaningful–ways for teachers to implement its ideals, even in an elementary school classroom.

Benefits of Maker Spaces

“Makerspaces come in all shapes and sizes, but they all serve as a gathering point for tools, projects, mentors and expertise. A collection of tools does not define a Makerspace. Rather, we define it by what it enables: making.” (MakerSpace Playbook)

They cultivate creativity. For students who already love doing, they will love this outlet to get their hands on a myriad of resources. For students who feel that they are lacking in creativity, they will have an opportunity to rekindle their inborn wonder and curiosity.

(Remember Caine’s Arcade? This video goes on to show the resulting movement, all from a bit of cardboard)

They provide an opportunity for students to take the lead. How much of our students’ time involves them being directed in what answers to give, what products to create, and even what art to design (and when)? A MakerSpace gives them the opportunity to learn how to pursue their own ideas and possibilities, and on their time-table.

They make for a much more productive fast-finisher. Have you ever had a parent report to you that their child is bored? Get a MakerSpace zone going in your classroom, and watch what happens to that boredom.

They develop essential characteristics. In this ever-evolving global landscape, we must focus on giving our students practical tools that will serve them in the long-term. Critical thinking, problem solving, and intrinsic motivation–these are just a few attributes that are encouraged in a MakerSpace’s atmosphere of tinkering, iterating, and exploring.

They can “Create a physical laboratory for inquiry-based learning”

MakerSpaces are designed to make students wonder, question, and experiment as they work to make sense of the world around them.

4 Realistic Tips to Maker-ize Your Room

#1: Start with designating a small space for your makers. A full-blown high school makerspace can cost over $30,000, complete with 10 different modules, including a workspace and tools area, and zones for woodworking, metalworking, electronics, textiles, computers, digital fabrication, 3D printing, laser cutting and more. Instead of getting overwhelmed by the magnitude of such a vision, simply pull elements that would be practical for your students and classroom. Put up a Wonder shelf in the back of your room. Mount a pegboard to display all the tools. Get creative with a workbench for multi-use storage and workspace, such as putting casters on a dresser.

#2: Look at existing resources. Add casters, table tops, and plexiglass to your student desks for flexible workspaces & collaboration (Third Teacher + redesign).

Look at other teachers’ strategies for starting simply, such as this teacher’s list of top 5 materials to provide.
Ask for donations of cardboard, remnant fabric, playdough, and scrap wood. Look for tools you can borrow from home, like your hot glue gun, miter box, & travel sewing set. Recycle juice bottles and egg cartons. Make your space a poster child for “Reduce, Reuse, Recycle” in the best possible ways!

#3: Plan for Guidelines. As open-ended as a MakerSpace can and should be, be sure to consider basic boundaries and safety:

Create, display, and discuss posters that outline appropriate and safe use.
Support the growth mindset, being particularly mindful of embracing risk-taking, perseverance, and failing. We love this FAIL sheet as a guide to help students reflect upon and learn from their failures.
Decide when your MakerSpace will be open. Before or after school? Open lunch? Fast finishers? Family nights?
Consider designing open-ended projects/challenges for your students (top projects for beginners), especially those who would appreciate a little more structure. For whole-class project-based learning that is actually graded, consider creating rubrics to offer more support.
Think about the conversations you’ll have with your students when they get stuck, overconfident, or frustrated. Gayle Allen and Lisa Yokana share great insight on student/teacher discussions during each stage of making.

#4: Gradually Invest. As tempting as it may be to try and dive in with one show-stopping gadget, you are better off letting your students gradually acclimate to their MakerSpace, learning and deciding together its growth and direction. Consider these ideas:

Make it a point to learn about your students’ interests. Would they love more electronics? How about a few Lego sets? Perhaps a sewing machine? Prioritize your MakerSpace growth based on those interests.
Look to teacher funding resources like Donors Choose to help your students’ dreams happen. Start small with fascinating tools like a Makey Makey, and perhaps eventually build to bigger ticket items, like a Printrbot 3D printer.

Other resources to launch your MakerSpace:

Featured Image: DeathtoTheStockPhoto.com

July 30, 2015August 31, 2015

What Happened When We Ditched Our Boxed Spiral Review Program (Mountain Math/Language)

I used to love Mountain Math and Mountain Language. The spiral review. The simplicity of swapping laminated cards each week. The security of knowing my students were practicing concepts that could show up at the end of year tests.

During Independent Study time, students would grab a fresh answer sheet and try their hand at weekly examples of 20 grammar concepts (ie, parts of speech, dictionary guide words, spelling corrections, syllables), and about 22 math concepts.

However, the summer after my second year of teaching, I began to doubt. Was it worth the sizable chunk of time spent every week? Did it help struggling students to improve? Did it help not-struggling students to grow? Were there better ways to help them with retention? Most importantly, what was the big-picture program design more about: students becoming better readers, writers, and mathematicians, or standardized test drill?

As a fifth grade team, we reflected, and came to realize that while it did have some merits, the program was an opportunity cost for better things. We scrapped it cold turkey and worked together toward more purpose, more thoughtfulness, more curative effort, and more reflection.

What Changed in Language Arts

Wrap-Ups:

I was already committed by that point to wrap-ups for most lessons, but I became even more acutely aware of their necessity. Wrap-ups became a golden time for connection-making and conclusion-recording. I began to be more mindful in helping my students highlight specific concepts that occurred naturally in our lessons.

Bulletin boards:

With the extra space, I got a second large bulletin board installed on my wall, and designated one for reading workshop and one for writing workshop. As we shared our connections and defined new concepts (especially during wrap-ups), we would record and display them on our bulletin board throughout each unit. Not only did this serve as a helpful visual reminder as we built upon unit concepts, but the connections to grammar ideas became more organic–which resulted in greater student ownership and retention.

Independent Study Shift:

Our school’s practice of dedicating about an hour of independent language arts study time underwent a gradual transformation over the next few years as we worked to identify better ways for students to practice language arts while teachers met with small reading groups. Eventually, we realized that students could learn how to prioritize that time themselves, if only we gave them the tools to do so. And so we adopted the Daily Five, which helped us lay out a better structure in teaching students to make purposeful choices for how they spend their time. Choices included read to self, read with someone, word work, work on writing, and listen to reading. I loved the shift in the mentality even more than the shift in the program selection.

Mini, teacher-designed Grammar Practice:

We started to design and select our own mini-grammar practices wherever we noticed students could use extra practice. When I went on extended parental leave, this was still an imperfect process, but I was excited about the direction and potential for growth.

What Changed in Math

Because we did not rely as heavily on the Mountain Math program, things did not shift quite as dramatically in that subject. Our most tangible change was implementing mini formative assessment quizzes. This involved creating small, two to four question quizzes each day based on the previous day’s study, often throwing in one bonus review question. As a result, we became more deeply and continually aware of the class’ understanding, and became better equipped to course-correct as needed.

What Changed in Me

In the end, this was a story about shifting ownership–both for my students and for me. I became more aware my students’ needs because I did not just rely on a program to “cover” concepts. I became more confident in my students’ abilities to choose what mattered most for their own learning–especially as I searched out meaningful tools to help them learn how. The bar was definitely raised for us all, but I have found it to be one of the most worthwhile changes in my teaching career so far.

If you’re interested in other ways to challenge the status quo, check out our post, “What Happened When I Stopped Teaching History in Chronological Order.”

Featured Image: Domiriel