Chris Frost - Creating High Performance Learning Environments - M4U3A2

Each week, I am further inspired by my TEACH-NOW lessons.  The Roller Coaster Physics video viewable here https://www.teachingchannel.org/videos/teaching-stem-strategies is a perfect example.  Had my high school physics class included collaborative projects like this one, rather than boring Mr. Bodart, I may have a completely different view of physics today.

The students in this video are my son's age, and the academic expectations Ms. Migdel has for her students are astounding.  I showed the video to Max and he was surprised to learn that the students featured are his age.  He thought the project looked very exciting, yet extremely challenging compared to what he is used to.  One thing that impressed me is how she treats her students like adults.  Each student in a group has a job, for example, measurer, recorder, organizer, and accountant.  When jobs are chosen, learning styles are matched to student strengths.  She never mentioned anything about students with special needs, which makes me think that everyone must contribute in some way to the group's effort.  During the design phase, students gathered around a table, which reminded me of a workplace board meeting. There, each group's "chimer" shared the "trials and tribulations" of their project, while other students took notes and added to the conversation. Suggestions and solutions were shared by students to aid in the improvement of projects.  Despite being 12 and 13 years of age, the students were engaged and handling the meeting with a maturity and professionalism that I haven't witnessed in my son's grade level.

The lesson plan Glog for this project can be viewed at http://edu.glogster.com/glog/roller-coaster-lab/1gku0vrn4cn.  While there is no evidence of students deviating from the assignment in the video, the Glog indicates a daily participation grade.  If a student must be reminded to stay on task, it results in 10% being taken off of that day's grade for each occurrence.  Because each student has a task, and group members are counting on him or her, this may help incentivize students to stay on task.  In the event that a student isn't pulling his or her weight, pressure from the group might steer the student back on course.  In the video, because Ms. Migdel sets high academic expectations, my opinion is that she also expects them to conduct themselves in a very mature and professional manner.

One norm in this video that supports high student performance is that projects worked on in this class are based on real-world scenarios.  The teacher introduces projects that will enable students to become problem solvers for life.  Another norm is that students are expected to work collaboratively.  Working collaboratively raises the bar for all students in the group, as each one is expected to contribute.  The procedure of "chiming" requires all students to share ideas and solutions to better their own project, as well as others' projects.  Ideas and solutions not previously thought of are shared, and are likely to lead to a better finished project.

The 3rd Grade Chinese Math video viewable here https://www.youtube.com/watch?v=h7LseF6Db5g resonates with me since I am currently teaching 3rd grade.  It reminds me of kindergarten classrooms in the United States where students gather on the carpet to memorize sight words, alphabet chants, etc.  Instead, in this video, students are repeating math fact rhymes from memory.  According to the article viewable here http://theconversation.com/explainer-what-makes-chinese-maths-lessons-so-good-24380, 2nd grade Chinese students begin memorizing multiplication rhymes that were invented 2,200 years ago by Chinese scholars.  The Chinese realize the importance of fact memorization for continued success.  As a result, it's drilled into their heads at a younger age.  I can completely relate to this because I have a handful of students who do not have their facts memorized and, because of this, they struggle on a daily basis.  The academic expectations in China are very high.  Students begin learning their multiplication facts earlier than in the United States.  They spend a significant time inside and outside the classroom on math.  In the upper grades, deductions are taken if mathematical work isn't written precisely.

In terms of behavioral expectations, I was a little surprised to hear as much chatter as I did.  Students were very excited when repeating the math fact rhymes, which is good, but I did notice that the teacher had to place her finger over her lips to signal quiet at times.  When she was asking questions of students, many were eager to respond and began talking prior to being given permission.  It reminded me a little more of my kindergarten subbing days than 3rd grade.  Students were excited, yet not as controlled as I would have expected.  Next year, I would like to introduce some songs or rhymes to help students learn multiplication facts.  Right now, part of my students' nightly homework is to practice their facts.  I know this doesn't happen in some cases.  The same students who don't practice at home, may not be engaged while practicing songs or rhymes at school.  However, like in the Chinese schools, if practice is routine, the facts will start sinking in.

A norm in Chinese schools is that students are expected to know their facts...period.  As the above article explains, there is a high level of teacher and parent support in China for making this happen.  While it isn't stated in the video, my guess is that the practicing of the rhymes is a procedure that is followed at least once, if not more than once, during the school day.  For thousands of years, the Chinese have felt that this is the most effective way to learn facts.  As a result, this, or a similar procedure, is probably found in most Chinese schools.  While some may argue that Chinese students are pushed too hard, my guess is that students in the Chinese classroom are lagging less than students in my classroom.  As I am now preparing my students for 4th grade, some are still using repeated addition to solve simple 1-digit by 1-digit multiplication problems.

The Whole Brain Teaching video viewable here https://www.youtube.com/watch?v=8iXTtR7lfWU&feature=youtu.be shows strategies that are a bit outside of my comfort zone.  In fact, when I was subbing, I spent time as a paraprofessional in a 4th grade classroom where some of these strategies were used.  I was surprised to see how automatic the responses were for students and how effective they were in gaining the students' attention.  In the video, by using hand motions, clapping transitions, requiring students to repeat after her, etc., students are forced to be active participants.  While I would think that some 9th grade students might feel self-conscious doing some of these things, they all appear enthusiastic and to be having fun.  These strategies and transitions keep students on their toes and lead to more academic information being absorbed.  The "Crazy Professor" and "Super Speed Reading" strategies allow small groups of students to delve deeper into subjects in ways that keep them engaged.  The teacher has created a fast-paced environment that does not allow students to sit idly.  Academic expectations are high because students are expected to engage and work collaboratively.

The behavior expectations in this classroom are phenomenal.  Again, the teacher keeps things moving, which keeps students engaged.  There is no idle time for problems to occur.  Also, the students have been taught to recite the classroom rules in catchy ways, which is shown in the video.  The rules have been engrained in students' minds via words and hand gestures.

The classroom norms and procedures that lead to high student performance include responding to commands taught by the teacher, quickly transitioning when a command is given by the teacher, following the rules of the classroom that all students have committed to memory, and engaging with classmates when collaborative learning is required.  Again, if these norms and procedures are followed, students stay engaged and have little to no idle time.  This is strategic in that it keeps students busy, which will lead to high student performance overall.

The three videos, and corresponding lessons and articles, have given me a lot to think about for next year's 3rd graders.  I wish I could go back and redo some things, but I can still make the most of the time I have left, as well as revamp for next year.  Much like the teacher in the Roller Coaster Physics video, I like to think that I provide my students with a lot of real-world scenarios.  If lessons don't have real-world significance, some students may find it meaningless to engage.  When you can relate lessons to their interests, or to things they may experience, they are able to find a connection.  While our K-3 students receive science instruction outside of the general education classroom, next year I hope to introduce more project-based learning activities.  Activities might involve reading, research, writing, collaboration, social studies, math, etc. They could also involve science to provide them with additional science exposure.  Like the teacher in the video, I want students to learn how to provide help, and to give and receive feedback in a mature and responsible manner.  This will help them throughout their lives.   Also, by incorporating things such as cost and resource management, students will be better prepared to make decisions in their own lives regarding money.

Much like the Chinese classroom, I need to implement strategies for students to commit multiplication facts to memory.  When students don't know them, it is detrimental to their progression.  The socioeconomic status of most of my students is low, and many come from broken homes.  As a result, the academic expectations of parents are low compared to the description of Chinese parents in the article.  To help my students be successful, I must find ways for students to learn their facts at school because there is no guarantee that parents will help them at home.  As a result, I will talk to my colleagues and research fun and engaging ways for me to make the memorization of facts a daily procedure.

Ah, the Whole Brain Teaching classroom.  Again, implementing this fully is outside of my comfort zone, but there are parts I can see myself trying.  In a different video showing Whole Brain Teaching strategies viewable here https://www.youtube.com/watch?v=ApXuG-skwoo, Mr. Deshotel demonstrates an "attention getter" that, when said, students respond with the same voice and intensity he portrayed. Based on the difficulty I've had gaining my students' attention this year, I really need to come up with something that works close to 100% of the time.  I also like how he strives to keep direct instruction to one minute.  Then, using a signal, the focus is shifted to collaborative learning, which allows the teacher to walk around and monitor what students are doing and saying.  The teacher is able to gauge if students understand the concept that was taught and decide if further instruction is needed.

As seen in these videos, the possibilities for creating high performance learning environments are endless.  Teachers must assess their students and put together strategies, rules, norms, and procedures that will work for their grade and particular group of students.  What works one year may have to be altered the next year.  Collaborating with colleagues and researching strategies will provide teachers with a toolbox full of possibilities.

Chris Frost - Establishing a Positive Classroom Climate - M4U1A3

Each person has a unique cultural background.  My maternal grandparents immigrated to the United States from Slovakia for a chance at a better life.  My maternal grandfather, who was born in Lithuania, fought in WWI.  Later, he immigrated to Akron, Ohio area where jobs in the rubber factories were plentiful.  Though my grandparents died when I was very young, they helped shape me.  Customs and traditions were passed down that are still celebrated today.  For example, Christmas Eve wouldn't be the same without sharing the Christmas wafer or oplatek to signify the end of Advent.  That is followed by a traditional meal of pea soup and pierogi from my mom's side.  My dad's side keeps our bellies full of foods like kugelis and potato pancakes, and family gatherings include stories about what life was like growing up in the home of poor, but hard-working, immigrants.

As educators, the cultural background of our students is just one part of what makes them unique.  In addition, our students come from a wide range of socioeconomic strata and religious affiliations.  They have varying interests, hobbies, political views, sexual orientations, and gender identities.  Each day, I get to welcome 24 students into my classroom who enrich my life and the lives of others.  They teach me patience and acceptance, and I love them for their uniquenesses.  

I was raised in a small town in Ohio with little diversity.  Sometimes, a lack of diversity can lead to a close-minded mentality.  I am thankful that my parents raised me to be open-minded.  Growing up, I really had no idea how my parents felt about people of different ethnicities, religions, sexual orientations, etc.  I was raised to treat all people with respect and dignity, which is what I still strive to do.  My husband, on the other hand, was not raised in this manner.  His family, both immediate and extended, is very close-minded when it comes to some of humanity's uniquenesses.  Thankfully, my husband was able to form his own opinions but, all too often, this is how intolerance infects and spreads.  

First and foremost, my students need to feel safe in the classroom.  If my classroom is thought of as a hostile environment, their focus will be on survival, not learning.  I accomplish this by welcoming them warmly each morning.  As they are entering my classroom, I make positive comments on their sense of style, hair, smile, etc.  If I know a student had an extracurricular activity the day prior, I will ask how it went.  When I sense that a student's morning has started on the wrong foot, we talk about it.  This often has a calming effect that leads to a more productive day of learning.  All of these actions exhibit care and concern for students, which help establish a positive classroom climate.  

I've always felt I have a good sense of humor, which I like to include in my teaching.  I'm not sure if they are laughing with me or at me, but I feel it's an effective way to establish a positive classroom climate.  For example, my predecessor was somewhat of a packrat.  I would never say that to my students, of course, but I inherited 27 years worth of "treasures" when she abruptly retired.  I'm not kidding when I say that I have about 1,500 pencils that she had scattered about the room.  I consolidated them into a very large clear container that is in plain view. When students tell me they need a pencil, with a very straight and concerned face, I tell them I'm very afraid of running low.  I look at them, then at my container, and back at them.  The looks I get from them are priceless.  I finally tell them that I think I can spare just one, but they really need to conserve it 😜.  Using humor helps humanizes teachers, which I feel is necessary for some students to feel a connection.  

I teach in a town that is even smaller than my hometown in Ohio.  Diversity is minimal, but we do have a nearby Army post and Air Force base, which bring in students from different parts of the country and world.  Also, we are located about 75 miles north of the U.S./Mexico border, and many children with family and cultural ties to Mexico attend our school.  One of my students, Ruben, moved here in kindergarten and started school with no knowledge of English.  Fast forward to third grade and he is at the top of his class 😀.  He's a hard worker, respectful, kind, helpful, etc.  At conference time in March, Ruben asked if an interpreter might be available for his mom and grandmother.  It hadn't even occurred to me that his family didn't know how to speak English.  This is one reason why getting to know your students and their families, and learning about their culture, is so important.  I took over mid-year and this wasn't on my radar.  I now feel so much more equipped for next school year.  In the end, I arranged for a Spanish-speaking school employee to act as an interpreter during our conference.  It worked out great and all parties were happy and smiling throughout.  By doing activities at the start of the year to learn about my students' families and culture, I will be able to call upon resources early, if needed, to communicate with parents.  Get-to-know-you activities could be used to gather information about students, their families, and culture.  Thinking back, I worry that Ruben suffered undue stress thinking about how his family would be able to interact with me.  Since taking the necessary steps to build a bridge between home and school, Ruben feels more at ease, which had led to a more positive classroom climate.  

One thing I would love to do next school year is have each student, at some point during the first quarter, tell about their cultural background. A note with guidelines would be sent home with students so that it becomes both a family and classroom learning experience.  Family members would be encouraged to participate, if desired.  This type of activity could serve as a geography lesson, as well as pique their interests and promote acceptance.  Also, because I give my students a lot of free time to read, my classroom library would be full of books about the various cultures represented in the class, plus other cultures.  This will help students connect to one another and to the world around them.  As cultural holidays happen throughout the school year, we will discuss and celebrate them.  

Again, students in my classroom need to feel safe for learning to be at its peak.  One of my biggest obstacles this year has been a bullying and behavioral issue with one of my students.  This student has a history of being physically harmful to students and disruptive in class.  His actions often take place when teachers aren't looking, so it's difficult to catch him in the act.  His parents feel that many of the accusations against him are false because he denies any wrongdoing.  Because the issues aren't being addressed at home, I feel my approach at school needs to change.  This student's mother is very outspoken and often does the talking for her children.  I often wonder if his actions at school are partly the result of him feeling like he doesn't have a voice.  My goal is to give him a voice by calling on him more often to answer questions and read aloud.  I also plan to entrust him with classroom responsibilities that make him feel as if he is a contributing member.  I will ask for his advice on various matters to give him a sense of ownership in the classroom.  Rather than having him sit alone in the classroom, as previous teachers have done, I have seated him in a preferred group.  It is important that he learns how to work with others in a positive manner. Knowing that he is playing baseball, I will become more familiar with teams and rankings so that I can relate to him on something of interest to him.  Perhaps I will even attend one of his baseball games to let him know I care enough to take interest in his extracurriculars.  My feeling is that his issues stem from a lack of control in his home life, which he takes out on others at school.  He exhibits power and control over others, often those weaker than him, because he doesn't have any decision-making power at home.  My approach will help him build confidence, which will hopefully lead to more positive interactions with others and less disruptive behavior in class.  I have known this student since preschool and do care for him greatly.  There is goodness in him, but it is often overshadowed by his hurtful and disruptive actions. In the brief time I have left with him this school year, I want to take a different path.  Through positive reinforcement, I want to help build his confidence and hear his voice.

As my parents taught me, I strive to treat all people, including my 24 students, with respect and dignity.  I do this irrespective of gender, ethnicity, socioeconomic status, etc.  I strive to be fair and equitable in all I do, which may be the most important component of establishing a positive classroom climate.  My hope is that they see me as someone who is caring, concerned, and loves them for their uniquenesses.  

   

Chris Frost - A Case for Mobile Learning - M3U5A1

Recently, I conducted my first-ever mobile learning activity.  Quite frankly, it was overwhelming.  My school doesn't have a big supply of mobile devices for teachers to use.  The ones that do exist are in the hands of the preschool and SPED teachers, or don't get returned to the school library by other teachers when they should.  So, securing the necessary devices for an activity can be quite daunting.  For my mobile learning activity, I ended up readying my iPhone, my own kids' tablets, and my parents' iPad because the school library couldn't promise they would have what I need.  This involved adding necessary apps, making sure the devices were fully charged and had Internet connectivity, etc.

That's where my complaints end.  Why?  Well, because my class enjoyed every second of the mobile learning activity I planned for them. They were engaged, smiling, laughing, and happy.  There was minimal fooling around and everyone stayed on task.  My class consisted of students in grades 2 through 6 and, despite age differences, all enjoyed the mobile activities I had planned.  I feel the reason for this is because mobile devices were involved, which is the exception, rather than the norm, in my district.  It was new and exciting for them.  Let's face it, students today are living in a world full of mobile devices.  Technology is here to stay, whether you like it or not.  My students have smartphones, smartwatches, mobile gaming devices, iPads, tablets, etc.  As educators, we must accept and embrace this, and have some guiding principles and best practices for these devices.  

First and foremost, all activities involving mobile learning should be safe for students.  We must go through all of the motions to be sure that students aren't exposed anything that puts them at risk or exposes them to any inappropriate material.  Students should be monitored during mobile activities to be sure that nothing has slipped through the cracks in terms of safety.  Mobile learning activities should be age-appropriate. Parental permission should be received before anything is posted online, like on a class blog, Facebook page, website, etc.  Mobile learning should be just one part of the equation.  It should complement the teaching of a particular concept or standard.  

Since my mobile learning activity, I've been pondering meaningful ways to incorporate mobile learning.  I first recalled lessons that were extremely boring for students.  One thing that immediately came to mind was our state testing review.  We spent a week or more going through packets of math questions and reading passages with questions.  For the most part, I stood in front of the classroom as we went through questions one by one.  Since the concepts dated back to the beginning of the school year, review was necessary for most questions.  One day, I had to remove three boys from my class who were acting up and interfering with others' learning.  What I would love to do next year is provide review via a video that students could access at home or on mobile devices in the classroom.  They could watch the review at their pace and either answer questions at home or in groups at school.  For many of the concepts, videos could be used year after year.  While it may take a lot of time for me up front to record, the long-term benefits outweigh the costs.  

For good reason, there is a huge emphasis in 3rd grade on memorizing multiplication and division facts.  On a daily basis, I see that so much depends on knowing these facts.  It's now 4th quarter and some students aren't fluent.  They don't practice at home despite it being part of their daily homework requirement.  When students commit these facts to memory, they are able to move on to learning new skills rather than focusing on basic facts (Why do Kids Need, 2014).  I recently asked a 4th grade teacher what she would like me to focus on this quarter to prepare students for next year.  She responded that she is often surprised by how many students do not know their facts upon entering 4th grade (M. Determan, personal communication, March 30, 2017).  I realize that many students don't have the support at home that is needed to ensure that facts are practiced and memorized.  As a result, I would like to find a way for students to practice their facts at school, or in a more interesting way at home, to ensure that facts are learned.  My thought is to use some type of online program that offers fact practice and also tracks student progress.  With parental approval, each student would have an account, and I would be able to check in to see how students are doing and where they need additional assistance.  Students would be challenged who need challenging.  Those stuck on certain fact families would receive remedial practice before progressing.  Students would progress as they become fluent.  

Sadly, writing instruction is something that falls to the wayside with so much emphasis on math and reading standards.  This is evident when students take writing benchmark exams.  In our many meetings throughout the year, my 3rd grade team often comments on how our students' writing skills are lacking.  We know it's something we need to improve.  One thing I would LOVE to do is have a class blog.  With parental permission, I think this is totally doable and the students would love it.  For each writing standard, students would produce works that could be self or peer assessed.  Then, samples would be posted on our class blog.  We have a fantastic computer teacher who has been teaching students how to type and use word processing software.  I would have students type and post their own works to give them additional practice. Families would have access to our blog to share in the great work the class is doing.  

I just learned that our school will soon receive 60 Chromebooks, which will provide teachers with a new world of opportunities.  My feeling is that training should be provided to teachers so that the Chromebooks are used in the most productive manner possible.  I will suggest this to my principal 😀.

References

Determan, M. 30 March 2017. Personal interview. 

"Why do Kids Need to Learn Math Facts?" K5 Learning. K5 Learning, 2014. Web. 5 April 2017.  http://www.k5learning.com/blog/why-do-kids-need-learn-math-facts