Tag: student engagement

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Why You Should Endorse “Now Learning” in the Classroom

“You’ll use this all the time when you grow up.”  “You’re developing skills you’ll need all the way through college.”  “Someday, you’ll be so glad you learned another language.”

[insert eye-rolling here].

Even if true, relying primarily on these kinds of future-tense phrases to justify learning may have harmful effects.  Nothing is worth draining our children’s inborn sense of discovery and enthusiasm.

The counterintuitive reality: instilling learning passion for the future only happens when we show students how to love learning today!

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Requirements for Now Learning

Think back to your classes that most sparked your passion.  Chances are, those instructors made relevance a daily priority–a skill that takes purpose and deliberate planning.  In our experience, that purpose and planning must consist of the following:

  • Student Choice:

Students must be enabled to tailor their learning in order to find relevance. Technological options for making this happen are almost endless–but possibilities outside the high-tech box abound, too, including project based learning, genius hour, and other innovative new strategies.

  • Student Creativity:

Start the video below at 16 minutes for a wonderful anecdote by Sir Ken Robinson:

  • Teacher Passion 

Applying Now Learning in a Real Schedule

My first year teaching overflowed with the kinds of typical pursuits designed to prepare students for the future demands:  book reports, math homework worksheets, and daily “independent study,” during which students would work for an hour on grammar, comprehension, vocabulary, and spelling.  And guess where the most frequent strain on behavior occurred?

Over the years, we gradually replaced such activities with approaches that foster now learning–and I witnessed transformations in my students’ motivation, vibrance, and willingness to take risks. 

How much of your student’s day involves learning for the present?  Look below at tips for each part of my fifth grader’s schedule:

  • Word Study
    • Student choice: Is it really so earth-shattering to allow students to choose whether they read a book or study their spelling? When our school introduced Daily 5, that’s exactly what we did–and news flash: once they understood all the choices and their purposes, my students did in fact regularly choose from all the options. Status of the class also helped them develop purposeful decision-making skills (read more about that here!).
    • Student creativity: Post a list of book report alternatives for students to take their reading and writing to a creative level.
    • Teacher passion: Tell them about that cliff-hanger in your book, share your latest blog post, exclaim about your favorite authors, joke about common grammar errors. There is simply no underestimating the power of modeling your own literary pursuits!
  • Reading Workshop
    • Student choice: Help students discover their own interests and expand their reading horizons by giving them an interest inventory.
    • Student creativity: Students’ literary creativity will take flight once they discover that book or series that helps them fall in love with reading. Make curating a classroom library of rich and varied texts one of your main priorities.
    • Teacher passion: Throughout each reading unit and/or book group, read along with your students so you can more authentically engage in book discussions with them.
  • Spanish
    • Student choice: Individualize and gamify language learning with the Duolingo app!
    • Student creativity: Download the Google Translate app on your classroom devices and encourage them to discover its possibilities.
    • Teacher passion: At our school, another instructor would come in during this time.  However, I would try to follow up with my own appreciation and understanding in my personal language learning (ie, discussing how I connect “mesa” in landforms and the translation for table, or my interest in Dia de los Muertos).
  • Math
    • Student choice: Ditch homework worksheets in favor for homework projects with real-world applications.
    • Student creativity: Try flipped learning to give students more time in class for exploration, self-directed projects, or arts integration.
    • Teacher passion: No matter what subject(s) you teach, if you’ve ever expressed self-deprecating remarks about math, STOP today, and never do it again!
  • Snack/Lunch/Recess
    • It’s laughable to believe these growing, active beings can be expected to sit still and focus if their bodies aren’t fully nourished.  Make time.  If your school has scheduled a too-small chunk of time for lunch, allow students to finish eating in class.
  • Writing Workshop
    • Student choice: Make writing choices more about which animal to write the essay on.  Storybird, comic strip makers, Prezi, word clouds–the platforms and mediums for sharing ideas stretch for miles.
    • Student creativity: see above.
    • Teacher passion: Teaching a poetry unit? Write your own poems throughout, using the same techniques and skills as your students.Use your own daily struggles and triumphs as a writer as authentic teaching opportunities.
  • Social Studies or Science
  • Blogging
    • Student choice & creativity: Student blogs are a fantastic way for students to learn to curate their own work.  They give students a real voice in the global learning community, and encourage dynamic discussion and debate in comment threads.  To get started, check out our post on practical student blogging here!
    • Teacher passion: Make sure you keep your own blog alongside your students’!

Photo Credit:

  • Featured image: Frankieleon
  • Quote image created with Recitethis.com
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How to Teach Empathy–& Why it Matters

It’s easy to get caught up in the frenzy of efficiency as teachers.  Standards and tests and data and reports bear down on us with pressure to make every. minute. count.

Efficiency Enterprises

There also seems to be an endless supply of initiatives to maximize our efficiency–many of which seem to simply offer more fodder for burnout, like some ideas found in the video below (at the proposition for increased class sizes for quality teachers, I could only visualize the exhausted expression of one of my mentor teachers the year they increased her first grade class size–because she could handle it, right?).

2/3/15 UPDATE: It appears that OpportunityCulture.org has removed their video after we published this post a couple of weeks ago. So, to fill you in if you missed it, the ideas we found most worrisome in the video included: 1) increasing class sizes for “excellent teachers” so more students could feel their influence (while decreasing class sizes for novice teachers); 2) implementing rotating classes for those “excellent teachers” so they could reach even more students each day; 3) an apparent oversight of the teacher-student relationship in general. Instead, their page now says the following: 

“Watch this space for an updated motiongraphic, based on the experiences of the first pilot schools to implement their own Opportunity Cultures, showing the importance of models that let teams led by excellent teachers reach many more students, and let all teachers earn more and learn more—through more school-day time for collaboration and planning, and without forcing class-size increases.”

10/29/2015 UPDATE: A new video has been published. The model is explained differently, but the basis still rests on class-size increases for excellent teachers and efficiency, which still leaves us concerned about the lack of discussion on teacher-student relationships. 

 Kim Collazo’s response on Twitter brings to light what’s most worrisome about these kinds of ideas:

Empathy Over Efficiency

Efficiency values time-management; empathy values taking all the time that is necessary to build relationships. Both have their place in our classrooms, but we must be careful that the more aggressive pursuits for efficiency don’t swallow up the daily opportunities to foster our relationships.  To learn more about why empathy is so important in every relationship, see the poignant RSA video below in which Dr. Brené Brown describes how to discern genuine empathy.

After all, what does it matter if our students ace every test and memorize every chart if they lack the ability to connect and reach out to one another in compassion and understanding?

Strategies to Convey Empathy

Whatever your subject matter, empathy should take a prominent place in all your instruction–both indirectly in general interactions with students, and directly as you point students’ attention to learning opportunities. 

Love & Logic
  • Even when students are in difficult situations that they created for themselves (ie, sloughing off in class), help them understand that you are still there for them. Start with empathetic responses like, “Wow, I’ve been there, and it’s such a hard place to be.”  The suggestions for solving the problem can wait until after the student truly knows you understand and care.
  • Starting with the youngest children who may cry out in frustration with using scissors, students can begin to gain a sense of authentic human connection when you respond with an empathetic, “I hate it when that happens to me!”  Help them know they are not alone from the earliest age!

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Take the time
  • Joe Bower shared a powerful example of what taking the time to teach a child about empathy–while reflecting genuine empathy–looks like.  “Working With Students When they Are at Their Worst” is definitely a worthwhile read!
  • If your class begins to have more widespread issues, such as dishonesty or unkindness, take time during weekly class meetings to discuss it.  Talk honestly about how those choices are impacting you as their teacher. Talk about everyone’s observations on how it’s impacting the class.  Then brainstorm possible actions everyone can take to solve the issue.
Cause & Effect
  • Have frequent conversations in which students picture themselves in another’s shoes.
  • Discuss possible personal struggles that peers may be experiencing, and which we would never know about.
  • Read books like Patricia Polacco’s Thank You, Mr. Falker that explore the impact of bullying.
  • Engage in process drama activities such as Decision Alley that get students thinking about different perspectives
  • Display the quote below by Philo, and frequently brainstorm ways we can be kind

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Photo Credit: 

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Get a free 11-page Google Earth Starter Kit for Teachers

Google Earth Starter Kit for Teachers is our new 11-page guide to take you and your class on virtual field trips, starting today! We designed this guide for teachers wanting to find some quality examples of Google Earth trips, to create their own, or to give students new and engaging ways to share learning. If this sounds like you, sign up on the left-hand side of our page (we promise to never ever spam or share your info–you’ll just receive occasional email updates from us)! We also list the best of HGU printables and how-to’s on the confirmation page as an extra thank-you for joining our learning community!

Contents

Our new kit is packed with practical how-to tips, links to rich virtual field trips, and ways for students to harness Google Earth’s potential for discovery and sharing.

Google Earth Starter Kit Cover picLeave the Classroom Behind with Google Earth
  • Landforms Virtual Field Trip (using subfolders of placemarks)
  • Amazon Rainforest Virtual Field Trip (using the tour-guided feature)
  • Ancient Civilizations (using outlines)
Make Your Virtual Field Trip Today
  • 9 tips for making your own trip
  • Descriptions of the different tools to try in Google Earth
  • How to use simple codes for clean, neat description boxes
  • How to save & share your trip
Suggestions for Student Creations
  • 10 fun ideas for student creations in Google Earth
  • Links to additional resources

Featured Image Credit: PhotoExplorer via Flickr

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Student-Led Conferences: Practical Guide & Resources

Have you ever felt parent teacher conferences become a blur of shallow compliments and trite suggestions?  Have you ever worried about the quality of students’ involvement?  Do you want parents to gain more meaningful insight on how their children spend 7 hours a day, 5 days a week?  Then consider shifting to student led conferences!

Background

After a couple years of traditional parent teacher conferences, I began to doubt their value.  Attendance was patchy, and the bulk of meetings that did take place often felt inconsequential.  Given the vast expenditure of time and energy in preparations, conferences generally seemed to yield trivial returns–goals quickly forgotten, behavior largely unchanged, and work samples simply discarded.  All that changed when my school introduced student-led conferences.

Step-by-Step Guide

Note that this is geared toward upper-elementary.  However, it can easily be adapted for younger and older students–our entire school adopted student-led conferences. 

Stage #1: Introduce Student-Led Conferences to Students (Estimated time: 30 min)
  • Kathy Cassidy
    Kathy Cassidy

    Give a labeled folder to each student to keep conference materials organized.

  • Hand out the “During Conference Checklist” students will use.  With this, students should:
    • Write down 2 items or areas of the classroom they want to share during the first part of conferences.
    • Write down their current feelings about reading, writing, math, and behavior.
    • Choose a writing and math sample. (I had my students keep their portfolios on blogs, so I gave them the option to present digital samples as well).
  • Give students their report cards, progress reports, and/or other records that are to be shared during conferences.  Let them know they need to be familiar with everything on it, so to ask for clarification as needed.
Stage #2: Make Goals (Estimated time: 45 min.)
  • Brainstorm as a class possible areas for improvement in math, reading, writing, and behavior.
  • Teach class about writing goals according to your school or grade level standards.  Our team used SMART goals (s=specific, m=measurable, a=attainable, r=relevant, t=time-bound).  I also like Kath Murdoch’s idea of 1-word goal-making.
  • Have them write 1 goal for each subject area on the brainstorming sheet and turn them in.
  • Give back to students to write their final goals after you have reviewed them.
Stage #3: Meet with each student (est. time: 5 min. per student)
  • Make sure their conference folder has all required items in order (I gave each student this list to organize their work.  I also post it on the whiteboard, and have students sign up to meet with me once their folders are completely ready).
  • Double-check the finalized goals.
  • If your grading system has a “social skills” or behavior field, consider having the student self-grade with you.  Have a discussion on what each grade means (ie, 4 means “I rarely need reminders or help in this area,” 3 means “I sometimes need reminders and I could work on this area,” etc.).  Not only have I found that students are often harder on themselves than I am, but the increased ownership better prepares them for sometimes tough conversations with their parents.
  • Go over the “During Conference” checklist together.  Discuss any questions on how to present each area.
Stage #4: Final Preparations
  • Send letters home to parents from teacher and/or from students to prepare them for student-led conferences. If you want to provide questions in advance to help prepare parents, students, and yourself, check out our printable Student-Led Conferences Guided Questions list!
  • Have students practice going over their checklist with a classmate (tell them they can leave out sensitive items like their report cards).  Use a stopwatch to give them a realistic idea of the timeframe.
Stage #5: After Conference Tips

Student and Parent Response

After each conference, I surveyed parents and students.  Below is some of the feedback I frequently received.

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Meme Binge

Students loved:

  • Removing the frightening anticipation of grown-ups discussing unknown issues during conferences (avoiding situations such as the one on the right).
  • The opportunity to “show off” some of the things they were most proud of.
  • How professional they felt as they took the lead.

Parents loved:

  • How knowledgeable students were about their own progress and responsibilities.
  • Students taking the lead with the teacher helping where needed.
  • How students explained their report cards themselves.
  • The pride and ownership students took in showing their work.

Pitfalls to Avoid

  • Time allocations: Make sure there’s plenty of time for parents to ask questions and have further, informative discussions as needed!
  • Inadequate student practice: Let students practice at least 2 times in class.  This will help them with both confidence and purposeful time management.
  • Inadequate student organization: Use the conference folder items list to go through every item as an entire class one more time right before conferences start.
  • Hesitation to Jump In: One parent voiced concern that problems were sugar-coated, and that she could not speak freely because of the student’s presence.  Let your students know beforehand that in order for conferences to be effective, everyone needs to be 100% on the same page, and that you will redirect the conversation if necessary.
  • Unengaging Parent Homework: At first, we assigned parents to write a letter to their children reflecting on their feelings about the conference.  However, very few parents completed the assignment.  We switched to emailing a Google Form survey for them to share feedback on conferences.  Some of the questions we asked included:
    • What made you feel proud?
    • Do you feel your student’s goals match the areas in which he/she can improve?  If not, what are additional areas in which you feel he/she can improve?
    • How can you help your student remember and succeed at his/her goals at home?

List of Resources Linked Throughout:

Photo Credit: 

Featured Image: Claire Burge

Kathy Cassidy

Meme Binge

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What Teaching Study Skills REALLY Involves

The long term effects of learning to study can stretch much further than than the average high school sophomore may think.

Bart’s Story

When Bart started school with a half-tuition scholarship that would renew yearly pending his GPA performance, his college career future looked bright.  Once classes began, however, he says he “blew off” his classes and lost the scholarship after two semesters.  This required him to get a part time job on campus, and eventually a full time job–ultimately extending the time until graduation as he had to cut back on classes in order to function.  He hadn’t realized the thousands of dollars he could lose–beyond just the scholarship itself–until it was too late.

Declining Studying Stats

Bart’s story is becoming an increasingly familiar one for college students.  Research shows a significant decline in time students are devoting to their studies.  Until the 1960’s, undergraduates spent about 40 hours per week academically.  Today, that number is down to 27 hours each week–which includes both class time and studying.  The time spent on studying alone is comparable; in 1961, it was 25 hours per week–by 2003, it had whittled down to 13 hours.

The Math and Money of Study Time

Bart urges other students to carefully examine the monetary value of their time spent studying.  Below are some figures to consider:

  • $19 per hour: studying 13 hours per week over a 16-week, $4,000 tuition semester
  • $10 per hour: studying 25 hours per week over a 16-week, $4,000 tuition semester
  • $67 per hour: studying 13 hours per week over a 16-week, $14,000 tuition semester
  • $35 per hour: studying 25 hours per week over a 16-week, $14,000 tuition semester

Whatever the tuition rate, the value of time spent studying to keep up grades and scholarships is worth more than the $7.25 minimum wage jobs students would otherwise need to work.

Genuine Preparation for the Future

University of the Fraser Valley students and teachers. Rick Collins Photography - UFV 1-604-799-0219
University of the Fraser Valley students and teachers.

Informing our students of the numbers listed above is just one small step in preparing them for the realities of college and beyond.  We believe that it is paramount that students cultivate intrinsic motivation if we hope they will dedicate every effort required to succeed in their desired field as adults.  What do the child who has always been denied sugar and the student who always been denied opportunities for self-directed learning have in common?  Both are likely to spend their time and resources unwisely the moment they gain autonomy.

That said, we also find value in encouraging “college and career readiness” strategies to help students view the long term effects of developing study skills.  An example might be teaching a third grader to develop stamina in reading a book without distraction.

As we empower students to develop such motivation and skills, our expectations of them should remain high–not out of pressure-inducing fear that they could otherwise fail in the “real world,” but out of belief in their ability succeed.  This is key in fostering the kind of love of learning now that will truly prepare them prepare them for the future.

What are some ways you prepare students for the future while still encouraging them to live and learn with passion now?  Share in comments below!

Sources:

Campo, Carlos. Jan. 29, 2013. “A Challenge to College Students for 2013: Don’t Waste Your 6,570.” Huffington Post.

Photo Credit:

Featured Image: Francois de Halleux

University of the Fraser Valley