Thanks to Darren Draper at Drape's Takes for sharing this video about what it means to be a connected student - and his teacher - in the 21st century. It serves as another reminder of where I want to go with my students in the months to come.
12.08.2008
12.07.2008
Office of Civic Education and Engagment
While I will admit to being a bit biased (I have been working with the Office since 2006), I wanted to take a minute to direct social studies teachers to an incredible resource - the Office of Civic Education and Engagement at the University of Louisville.
On their website, teachers can find an entire high school civics course, including daily lesson plans and resources. Each was developed with Kentucky Core Content in mind, and each has been piloted in classrooms across the state.
If you think that these lessons might meet your needs, take a few minutes to look through them. Then join our network and share your thoughts about how we can make them better for all students.
11.23.2008
Industrial Age
I ran across this photo while reading Dr. Scott McLeod's Dangerously Irrelevant blog, and thought that it perfectly captures my frustration with many current education policies.
What do you think? How does your school/district manage Web 2.0 technologies? What does that mean for your students and for their futures?
11.16.2008
Post-Election Dialogue
The photo below shows one of my students contributing to our post-election dialogue. In it, students were each given a sticky note and asked to respond to one of six questions posted around the room. Questions were open-ended, allowing all students the opportunity to participate, albeit at different levels. This process was repeated one time. Students were not, however, allowed to contribute to the same poster twice.
Once all students had added their two sticky notes to the posters, they were then asked to read and respond to what their classmates had written. I, of course, reminded them of the Class Discussion Guidelines.
Finally, each group of students was given one poster to read and summarize for the class.
After class posted the questions on our class ning, allowing the discussion to continue outside of the classroom.
While this activity took very little preparation on my part, it engaged every student in my class. No one was left out, yet no one was put on the spot. And I have a written record of what was said, allowing me to easily grade the discussion. This, with a few minor changes, could become one of my favorite activities.
Once all students had added their two sticky notes to the posters, they were then asked to read and respond to what their classmates had written. I, of course, reminded them of the Class Discussion Guidelines.
Finally, each group of students was given one poster to read and summarize for the class.
After class posted the questions on our class ning, allowing the discussion to continue outside of the classroom.
While this activity took very little preparation on my part, it engaged every student in my class. No one was left out, yet no one was put on the spot. And I have a written record of what was said, allowing me to easily grade the discussion. This, with a few minor changes, could become one of my favorite activities.
11.09.2008
5 Tips for a Successful Cafe Conversation
1. Create a classroom climate that supports meaningful discussion first. Before you attempt a Cafe Conversation in your classroom, spend a time teaching your students how to talk to one another. Remind them that they are going to be more mature than the people they watch on television. I share my Classroom Discussion Guidelines with my students, then we practice...everyday.
2. Prepare thoughtful, open-ended questions. Each group should contribute something new to the discussion. Be sure to write questions that allow for this.
3. Structure the conversation to fit both your own and your students needs. Think about your own personality and that of your students. Can you function, even thrive, in a chaotic environment? Can your students? I am a very organized person, and I teach freshmen. As such, my Cafe Conversations follow very specific guidelines. Each group is assigned to a very specific area on the posters. Each group member is told to write in a different color. A discussion count-down is projected in the front of the room. Posters move, students don't. This works for me and my students. Find out what works for you.
4. Monitor student progress and adapt as necessary. As the discussion progresses, walk around the room. Answer questions. Clarify meaning. Nudge students back onto the task at hand.
5. Debrief the conversation. The end of the Cafe Conversation should not be the end of the discussion. Require that students briefly summarize the thoughts and ideas that ended up on their original poster. Have them look for patterns, question one another's assumptions, and correct any errors. Then require them share their findings with the class. I have students record this information in their individual notebooks, allowing them to take the discussion with them.
2. Prepare thoughtful, open-ended questions. Each group should contribute something new to the discussion. Be sure to write questions that allow for this.
3. Structure the conversation to fit both your own and your students needs. Think about your own personality and that of your students. Can you function, even thrive, in a chaotic environment? Can your students? I am a very organized person, and I teach freshmen. As such, my Cafe Conversations follow very specific guidelines. Each group is assigned to a very specific area on the posters. Each group member is told to write in a different color. A discussion count-down is projected in the front of the room. Posters move, students don't. This works for me and my students. Find out what works for you.
4. Monitor student progress and adapt as necessary. As the discussion progresses, walk around the room. Answer questions. Clarify meaning. Nudge students back onto the task at hand.
5. Debrief the conversation. The end of the Cafe Conversation should not be the end of the discussion. Require that students briefly summarize the thoughts and ideas that ended up on their original poster. Have them look for patterns, question one another's assumptions, and correct any errors. Then require them share their findings with the class. I have students record this information in their individual notebooks, allowing them to take the discussion with them.
Watch the video above to get an idea of how the lesson worked in my classroom.
Video Notes: Please excuse my sloppy camera work. I am still learning to walk around the room and record while holding a Flip Video Camera. Also, please enjoy as my students discover that there is, indeed, a camera in the room.
Strategic Planning Formula
I am going to start by recommending Angela Maiers' excellent blog. If you don't already read it, start. It is always full of practical and useful tips for teachers of any grade level or level of experience. While you're at it, follow her on Twitter. You won't regret it.
Anyway, one of her posts this morning got me to thinking. In it, she shared something that she calls the Six T's of Effective Lesson Planning. What I liked was its simplicty, making it something that I can easily share with my own teachers. To test that theory, I decided to try using it with my next unit...The American Presidency. Please note that the enumerated information comes from Angela's blog, while the italicized ideas are mine.
1. TEACH: What is my objective? This is the skill, strategy, or outcome that I am wanting my students to understand.
2. TEXT: When my teaching point is clear in my mind, I then think about what text(s) would be best to use when modeling this objective with students.
3. TASK: What is the task or work I wish students to engage in that will allow them to practice or work collaborative on the objective? Is it authentic? Is it meaningful? Will students engage in focused, productive ways?
4. TALK: I think very carefully about the nature of the conversation around and about that text. I want to keep in mind that I am teaching the reader of the book not the book or content within the book-that's where I want the talk focused.
5. TIME: What is the time I am allocating for the students to reach independence. Did I allow time for the work to be gradually released from the expert to the novice? This includes time for modeling, guiding, working collaboratively, and independent practice.
6. TECHNOLOGY: Is there a way to use technology in any part of the lesson sequence as a way to enhance or engage the students in the learning objective?
Obviously, I am still working through this unit, but I think that the apporoach has merit. What do you think?
Anyway, one of her posts this morning got me to thinking. In it, she shared something that she calls the Six T's of Effective Lesson Planning. What I liked was its simplicty, making it something that I can easily share with my own teachers. To test that theory, I decided to try using it with my next unit...The American Presidency. Please note that the enumerated information comes from Angela's blog, while the italicized ideas are mine.
1. TEACH: What is my objective? This is the skill, strategy, or outcome that I am wanting my students to understand.
What is the role of the president in the American constitutional system?
2. TEXT: When my teaching point is clear in my mind, I then think about what text(s) would be best to use when modeling this objective with students.
3. TASK: What is the task or work I wish students to engage in that will allow them to practice or work collaborative on the objective? Is it authentic? Is it meaningful? Will students engage in focused, productive ways?
4. TALK: I think very carefully about the nature of the conversation around and about that text. I want to keep in mind that I am teaching the reader of the book not the book or content within the book-that's where I want the talk focused.
5. TIME: What is the time I am allocating for the students to reach independence. Did I allow time for the work to be gradually released from the expert to the novice? This includes time for modeling, guiding, working collaboratively, and independent practice.
6. TECHNOLOGY: Is there a way to use technology in any part of the lesson sequence as a way to enhance or engage the students in the learning objective?
Obviously, I am still working through this unit, but I think that the apporoach has merit. What do you think?
My Wishlist
I have been given $100 to spend on books for my professional library, and I am asking for your help in making a decision. Below are the books that I am currently considering. What do yo think? Have you read them? Were they helpful? Have I forgotten any of your favorites?
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