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.