A core group of my colleagues and I have been on a mission to find as many uses for sticky notes in teaching as we can. This link came up on my twitter feed last night courtesy of retweets but ultimately from @TeachingEnglish. I have waxed lyrical about the power of twitter before and last night did not let me down.
My year 7 English class are in a writing kind of mood at the moment. They even redraft their work … YES!! I said … redraft.
I get comments like “Miss, can you just check this to see if it makes sense but remember it’s only my first draft”. One of my students even got her Mum and older sister to help her with her first draft so that I only had to read the second draft (she showed me the first draft).
When I followed the link and read 15 ways to use ‘post-it notes’ to teach English I knew I had found the physical activity I needed to break up our double lesson … #4) running dictation.
Then the race was on!
I gave them 15 minutes to collect (read, remember, retell and write) as many of the quotes as possible. They took turns to be the writer and reader.
A group of year 11s were quite bemused watching the year 7s run happily back and forth across the learning space trying to remember as much of each quote as possible and writing like their lives depended on it.
It was fun, frenetic and something all of them could do regardless of ability. Even my Aspergers’ got into this, despite the chaos in the room … and were the first to recognise the source of the text
At the end of the session we talked about the skills we had used … reading, memory, grammar, punctuation, spelling, speaking clearly, team work. I told them that normally I do this as straight dictation as a listening skill … we decided that we like Running Dictation much better.
Any other great ideas for sticky note activities????
My year 7 English class are a unique mix of personalities and, like most stand alone secondary schools, it takes a while for those personalities to learn to work together. This group are particularly LOUD! Their homeroom teacher (also the year 7 coordinator) and I were reaching serious frustration point in trying to encourage an appropriate level of noise for inside work. Then, while randomly surfing the net and the app store, I found an ipad app called Too Noisy.
We experimented with the free version and eventually the yr 7 teachers have bought the app to get all the features. Essentially it is a noise meter with graphics that allow students to see when they are getting too loud. The teacher can set the levels for different activities. It is most effective when shown on the whiteboard so all students can see it but if I am using the whiteboard then I just set my ipad on the front of my desk.
The most recent updates have included a star system … if students can keep the noise level below the yellow (halfway mark) for a set number of minutes they earn a star. If they get too noisy and ‘crack the screen’ setting off the alarm they lose a star.
This has really appealed to the students and we now have a new challenge in our classroom. I have set the star level to 4 minutes. The challenge is to earn 10 stars in a double lesson (90 minutes).
This then prompted the question “What will we earn?”
Seemed like a fair question and when I threw it back to the students they could only come up with “fish & chips” or “chocolate frogs”.
I’m not against extrinsic rewards, especially at junior levels to work towards self management … I offer a chocolate frog each week as part of our spelling games … but it did strike me that the only rewards they could think of were food rewards and not really ‘healthy’ options. I joked that I would be happy to bring a bag of apples or carrots as a reward but that didn’t go down too well. After some thought they decided that the reward could be a games session … I have a game we play in teams that promotes vocabulary, grammar and thinking skills (students especially like the ‘hot seat’ rounds where they are under pressure to come up with words).
So this is now our goal … 10 stars = 1 games session!
What I like about it is:
- A) the students chose it;
- B) it is something that is fun, not expensive and everyone can be involved in;
- C) it doesn’t link goal achievement with food.
Not everything we do needs an extrinsic award, ultimately we move towards intrinsic satisfaction with a job well done … hence not every goal in our class has a reward but it doesn’t hurt to have a little fun every now and again.
What is your attitude to rewards?
Yesterday was Day 1 Term 3 … the day TPL met TLAP!
Term 3 is action term for my Teacher Professional Leave (TPL) journey. I have designed a Literature unit for my Year 10s around the specific study of the novel “The Hobbit” but with the driving question How would our lives be different if we didn’t tell stories? My focus is on project based learning and I am looking for ways to increase student voice and choice in their learning activities. My driving question is How can I encourage my students to take more responsibility for their own learning?
In the past few weeks my twitter feed has been speckled with talk about a book, Teach like a Pirate (TLAP) by Dave Burgess, and the holidays seemed like an opportunity for some wider reading. I devoured this book in a few hours and it joined sooooo many dots for me as a teacher.
My traditional introductory lesson for “The Hobbit” is to read the opening descriptions and have students draw what they imagine. After reading TLAP I redesigned this lesson and, WOW, am I glad I did.
First, room layout.
Traditionally the room tends to be a horseshoe layout, great for whole class discussion but not for group work. So I spent 10 mins at recess moving furniture.
The single table to the side of the room was filled with resources: textas, pencils, paper, play dough containers. I had also placed play dough in the centre of each table group … I wanted the students to notice this as part of their entry experience.
From the moment the students came into the room they had a different expectation about the lesson just because it looked different.
We started by getting comfortable (they could sit on the floor if they chose) and then I asked them to close their eyes. I walked them through some relaxation techniques to clear their minds and then asked them to imagine a light and walk towards it … as they did this I began to play The Morning Song from Peer Gynt (music only) …
As you step out into the light you see a world you have never been to. Look around; what can you see, smell, hear, touch?
You notice a group of creatures. Remain hidden, so you don’t scare them, and observe them.
Then they had to create one or more of the creatures they saw. They could draw them or make them … or use a combination. It was interesting to observe which students chose which medium. However, almost all of them began to tell stories to each other about their creatures and the worlds they came from
… without being prompted to
… without moaning “Do we have to?”
After about 2o mins I asked them to write about their creatures. To begin to write down the stories they were starting to tell to each other.
We concluded the lesson by reading the first three pages of The Hobbit.
My TPL colleague came in a couple of times to observe. She was amazed on one of the visits … “They are all writing!”
Almost all of the 25 students spent 30 minutes just writing about their creations … I had two who would rather use ‘oral traditions’ and took a little more encouragement
For two hours, 25 year 10s (15 year olds) were completely engaged in learning about the art of storytelling!
These words strike fear into my heart!
In fact when a colleague told me recently that they had booked the computer room and left instructions in an extra for “free time” I actually screwed my face up and said, “OOhhhhh, you didn’t?” in a pained voice.
I first came across this concept when I was supply teaching in the UK at a school I now affectionately refer to as the ‘school from hell’. It was a tough, inner city school already on special measures. I walked in to my first class, Year 10 English, and was greeted with, “We always get free time on Fridays, Miss”. Sceptical but open to new ideas I enquired what that meant. Apparently it was ethically, educationally and socially acceptable to sit around for an hour and do nothing! (I thought we called that lunchtime?!?) Even more incredulous to me was that the students apparently just got “free time” without having to do anything to earn it. I let them get away with it … once!
The second week, I introduced the concept of earning privileges. On Monday I posted the goals for the week (tasks to complete, including attendance) and any student who had completed them by Thursday would get to participate in “Games Day Friday”. Games day was actually a trivia quiz competition and was surprisingly successful.
More recently, I had a difficult Year 7 English/Humanities class … to be fair, they had had an incredibly disrupted start to High School with a large number of staff changes in their first six months. So we needed a reward system as part our behaviour management plan and “Games Day Friday” appeared again. This time I brought in games (Scrabble, Pictionary, Charades, Boggle, etc.) and students had a choice.
I have no issue with students having choices in activities. I am quite happy to have a classroom where students do different things in the lesson. In fact, I welcome it. One of my professional passions is to help students develop their independence. But even when taking “Free Play” with preps, it was not a free-for-all.
The trouble with “free time” in the class room is it serves no purpose. It doesn’t help students to make choices. It doesn’t help them to improve any skills they aren’t already good at. It doesn’t help the teacher because bored students (especially teenagers) tend to make bad behaviour choices. It isn’t fair to anyone!
“Free time” is a cop-out. It is a frustrated teacher looking for a quick lesson plan. It is students taking an easy, lazy option … and more often, taking advantage of a situation.
To be fair to my colleague the specific situation I spoke of at the start of this post arose because the class was decimated due to a sports day and the teacher didn’t want to ‘punish’ the remaining students by giving them extra work. However, even this situation can be planned for. My suitcase of selected, appropriate games (determined by me, for the classes I teach) usually lives next to my desk. I also have weblinks to selected, appropriate activity sites on my virtual classroom page. Students still have choices and are not doing ‘extra work’. The teacher doesn’t need any particular knowledge or expertise to take the class. But … the session is not just an extension of lunchtime conservations.
I don’t call it “Free Time” but I am happy to call it “Free Choice”. There are still clear educational outcomes associated with any session resulting in “Free Choice”.
What is your “free time” plan?
We started a new semester this week. For me it was also a new subject … we have decided to run a Year 10 Literature unit! I joked with my students last term that I was on a mission to take over the world. I would know I had achieved my goal when we had more classes of Lit at Year 12 than English! I love teaching Literature because essentially it is teaching thinking. I was lucky enough to have a Year 12 Lit teacher who continually challenged us to think for ourselves and justify our thoughts. We didn’t have to agree with her or with each other but we had to use the evidence in the texts. This is the approach I take with my students … I ask questions and highlight alternative theories of interpretation.
I faced a couple of big dilemmas in planning this unit. This is my first opportunity to convince the students to join my crusade. If they don’t enjoy Year 10 Lit then they won’t choose it again in the following years. So two things are really important: text choice and introductory hook.
For text choice I’ve gone with “The Hobbit” by JRR Tolkien. After some discussion with the other Lit teacher at school I decided to build the course around one text which we will look at closely. We can link with poetry (world war I and classic epic tales) and the movie adaptation. So lots of Literature skills being ticked off there.
But the hook, the hook!
In Year 11 the first activity I do is to read a poem and work through how our understanding changes as we learn new information. The hook here is I perform “Dear Mr President” by Pink as a poem. It takes the students a little while to work out why this ‘poem’ sounds familiar, and prompts a lot of discussion about the nature of poems vs songs.
In Year 12, as mentioned before, I start by reading “Where the Wild Things Are” by Maurice Sendak. This text covers so many elements of critical theory and I love performing the “roll their terrible eyes, gnash their terrible teeth” parts.
Year 10 caught me a bit by surprise. I had planned, and prepared, an activity using an art work created with dots. The metaphor would be that looking at the details shows us different things to looking at the big picture. The activity was designed to position the students as participants not audience (I am keen to avoid lecturing) … however ... I thought I had another week and left all the resources at home!
So, I raced to the library and yet again my love for picture story books got me out of a hole.
“DragonQuest” by Allan Baillie is my second favourite PSB. It resonated really well with the metaphor I had planned to start with, it linked very well with the iconology of The Hobbit in terms of medieval imagery, reading it demonstrated the importance of oral story telling … and it surprised the Year 10s! We read it, or should I say I performed it, twice in the first lesson. It reminded me, again, that PSB have soooooo much to offer in a secondary classroom … and of course not all PSB are actually aimed at young children anyway!
This wasn’t the hook I had planned, but it will be next time this unit runs! It worked really well for something with very minimal planning … following the lesson, I had a conversation with the other Lit teacher and reflected on the ups & downs. Since then I have annotated my lesson notes so I can improve the delivery next time round.
In our last session before the holidays I read them “Eats, Shoots and Leaves” and we had a discussion about why grammar, punctuation and spelling are important. The lesson with the art work will be the first session after the holidays and will refresh our thinking ready for term three.
What has been your best “hook” for a lesson / unit?
Following an interesting and somewhat difficult year last year (personally and professionally) I decided this year to go back to being ‘just’ a classroom teacher and dropped my teaching load to 0.6 … a nice 3 days a week
I have also taken on the adventure of Teacher Professional Leave. The DEECD in Victoria provides between 30 and 40 days of professional leave for teachers to conduct in inquiry/investigation into their teaching practices.
As a member of our SIT (School Improvement Team) I have been working with colleagues to explore what we call the change question:
“In order for all learners to be successful in our School what needs to change?”
So, along with a couple of colleagues, this year I am exploring what conditions are required to make project based learning successful in our school.
We have been using project/inquiry/game based learning in our personal teaching practice for the last two years and have seen changes in our students and their attitudes to school and engagement in their learning. We know the theory backs us on our observations but why are we able to achieve successful PBL in our classrooms? What is it about the learning environment? What are the characteristics of student behaviour, teacher behaviour and the relationship between them that affects the success of PBL?
What is really nice is being given the time to reflect on my practice and to have professional conversations about my teaching with my colleagues, including my students!
The title for this post came from one of those conversations; I was talking to my year 7 English class about what makes it hard to learn. We were talking about how it is hard to concentrate when you just sit for long periods of time. I shared an experience I had at a PD I went to where I also found it difficult to concentrate and what strategies I used to get through. One of my treasures suddenly did his thinking out loud …
…”So if teachers teach the students, who teaches the teachers?”
So what are you doing to improve your teaching practice?
This year I have taken on a Leading Teaching position for the first time and, as a result, joined the leadership team in our school. It has been an eye-opener and a learning curve, and has caused me to visit again one of the thoughts I ponder regularly – what makes a good teacher a good teacher? The simple answer is practise! The more complicated answer involves a cocktail of motivation, reflection, challenge, change, discomfort, discussion, failure and success.
I couldn’t attend ictev2012 this year but thankfully (and as you would expect from a tech conference) the participants and presenters generously shared their thoughts and experiences on twitter. So, again, from the comfort of my lounge room (and even with a visitor dropping by) I was able to continue my professional learning. Again some of the tweets challenged me to think about “good teachers” and what motivates them.
Are the teachers who “give up” a Saturday to attend such a conference the same teachers who complain about the number of meetings on the school term planner or how many ‘dot’ points they still have to cover on their curriculum content? I suspect not!
What motivates you to be a better teacher today than you were yesterday?
What motivates you to keep up with the changes in educational tools, methods and theories?
What motivates you to stay in the teaching profession?
To the ‘complainers’ I say, GET OUT! If it really bothers you that you are 5 minutes over allotted; that you have taken four extras this week; that you have attended meetings every night this week; that you have 600 reports to write in three weeks; then you are in the wrong job and it’s not worth the stress. I am concerned about the stress you are under, but, more importantly, the stress you put your students and colleagues under with your negativity.
What motivates me is the challenge of preparing each generation of students to be ready to ‘fly’ in a world we haven’t experienced and can’t imagine. That is stressful even with the support of colleagues who are also motivated by a vision of the future without being bogged down by colleagues who are simply hanging on to the past!
I bought an iPad just before Christmas. Our school has been toying with the idea of using tablets /iPads in our yr 7 program – like most schools we already have a 1:1 program. I decided to take mine on my family holiday in an effort to give it a good test drive and duly loaded it with a variety of apps, ebooks, music and pod/vodcasts.
Today a friend asked me the hot question: Which is better, then, the iPad or a laptop?
I had to pause to consider my answer.
I like both and I believe both have their place.
I like the ease with which my iPad travels: it’s light, the same size as a book and I can hold it easily in one hand. I was quite impressed with the quality of photos and videos I took on my holiday … playback is great on the device itself although some quality was lost when it was edited in to footage taken with a video camera. I love the touch screen technology and how easy this makes using most of my favourite apps (more about those later).
However, I am a little annoyed withthe typing pad (as a touch typist I find it too small to use properly, although I get that the thumb-typing-text-generation probably don’t feel the same way). I do still find publishing easier using the office suite … yes, I know google.docs, etc can be an alternative, but therein lies another problem. The assumption that everyone has easy access to the internet! So, my laptop lets me publish things with familiar programs, my laptop has a DVD drive which I still find very handy and I don’t tend to put my laptop down and forget where I put it!
I actually think that we ‘need’ both tools in our education toolkit … half a dozen netbooks and half a dozen tablets would be enough for flexibility in my classroom (26 students). In my discussion with my friend I suggested maybe one of each device per family would be a good compromise … at the moment many families end up with multiple laptops as their children enter various 1:1 programs. The practicalities of having the right tool for the job at the time you are doing it are not easily solved … but realistically the families I work with cannot afford to buy an iPad and a laptop for each child.
Before I forget … some of those apps?
Evernote … so many uses … notes at PD sessions, pictures of students’ work, notes about students and I have it on my laptop so I can sync between the two devices.
Songify … just for fun! My sister got me onto this and a number of the other fun ‘talking’ apps. Songify particularly I use as fun thinking music with lyrics that remind us what to think about (what ever you speak and record become the song).
I am becoming a little concerned at the I-ification of education, specifically, and the world in general … but that is food for another blog post ;p
Summer break over … time to start the new school year!
Actually this is my third teaching day of the year and already the holidays feel like a distant memory. This year my allotment is VCE Literature units 3/4, VCE English units 1/2 and a yr 9 leadership program … so as a special treat for my VCE students I started the year by reading them a picture story book.
As secondary teachers we often underestimate the value of picture story books in our classroom and yet they can spawn some interesting theories of interpretation and stimulate creative writing. ”Where the Wild Things Are” by Maurice Sendak is (apparently) a children’s classic and one of my two all time favourite PSBs.
In Lit we are revisiting critical theory and broadening our background knowledge in preparation for our first text study, the film “Persepolis”. I read WTWTA and then asked the students for their immediate response (reader-response) … like, dislike, why? We explored ideas around imagination, emotional state and reality (psychoanalysis) … parent – child relationships and power … the impact of social and cultural values then (1964 when it was written) and now (historicism) … and noticed patterns in words and images (structuralism).
Then I gave the students a couple of reviews and we began to develop the skills we will need for our first SAC (School Assessed Coursework) … identify the views of others, evaluate them against our own and use the text to justify the similarities and differences.
In English I have a class of 18 students, 16 of them are boys who would rather be on the footy field than in a theory class period 5 & 6 on a Friday. We are preparing to study our first text which is the film “Witness”. So, I read WTWTA and asked them for their response. Then we began to analyse the meaning in the pictures … colour … size … light/dark balance … position of characters. Friday afternoon didn’t seem like such a drag … even the two who didn’t like the story could tell me why in writing by the end of the session!
We had fun … we could read and re-read the text easily within our time frame … practice the skills we will need for our assessment tasks.
Oh, and the other book is “Dragon Quest” by Allan Baillie!
I haven’t blogged for a month, not because I haven’t had any interesting thoughts but because the last six weeks of the year just go by in such a blur! There is a stereotypical view that the year winds down in term four, especially in high schools as year 12s leave and begin exams in the first week of November, closely followed by year 11s and year 10s. I wish!!
I found myself jotting ideas down on scraps of paper but when I came back to them my mind had moved on and I no longer felt motivated to finish the thoughts …. hmm, if I’m like that I wonder how many of my students are also like that? How can I manage that better?
Tomorrow I have been blogging for 11 months, as well as being New Year’s Eve … so time for a look back!
This year has been a massive learning curve for me as I adapted to the biggest role I have taken on so far in my career. In my first post I admitted to being daunted by the prospect of being year 8 coordinator with just over 100 students in my care. I was lucky to have the support of a team of homegroup teachers to work with, who were willing to share ideas, try new things and back each other up as we tried to balance the trials and tribulations of our own lives while navigating the minefield of teenage traumas we faced each day. In my experience there is a three-week barrier when you go to a new school. If you can survive the first three weeks the students generally settle down and start to work with you rather than constantly test you, you start to find your allies and build your support networks and you start to figure out the processes of the school. I found the barrier in my role as coordinator was much longer!
I feel quite satisfied with the achievements we made this year and I can see amazing potential for the year 9 students at our school in 2012 … they have grown so much this year! We didn’t solve every problem but overall our graphs went up! Students learnt to manage their emotions and behaviour more consistently, students learnt to work together in groups (we’re still not quite ready to say teams) and we finished the year on a positive note with a successful and enjoyable celebration excursion.
One thing I did at the start of the year, which I am sure had a huge impact on how I got through, was establishing clear goals. What I didn’t do was write them down … I have already written my goals for 2012, and I intend to post them up in my office so I read them every day. Keeping an eye on the big picture helps to keep me on track.
In 2012 I am stepping my responsibilities up again as I take on the role of Junior Sub-School Manager (taking on responsibility for 300+ students and associated staff). So I face the start of a new school year with another overwhelming sense of trepidation. But looking back I learnt that: having clear goals will give me a clear path to follow; I can’t do everything on my own, I need to build the support of a great team (in this case three great year level teams); and we need to celebrate each success regardless of how big or small.
Happy New Year and best wishes for 2012