How do you teach your students to be learn without you? How will they learn when you aren't there to create a Powerpoint, a handout, a screencast, a Jing tutorial, a Youtube video, etc? Do you explicitly name and teach these skills or are they implied?
I've been researching some literacy strategies for technical reading, reading textbooks, and so on (which I will probably blog about later) and I'm realizing that we need to be more intent on teaching specific learning and comprehension skills.
This was all sparked by our conversation about the use of textbooks, which I'm still reading, asking, listening, and learning about.
What I've come away with so far is that I need to teach my students how to learn and how they learn so that they know what to do in any context, whether that be college, trade school, work, parenthood, marriage, etc.
That is 21st century learning.
5.23.2011
5.20.2011
The Purpose of Textbooks. Convince Me.
I was having a discussion with my colleague about teaching in general and we ended up discussing textbooks. She suggested that next year I use the book for Algebra 2 because it is closer to college level mathematics and students need to be prepared for that.
Then I spoke with a teacher that works with the hearing impaired who has been in my class at least one day a week throughout the year. Her opinion was that the worksheets and activities we do equal to or surpass the work found in textbooks. She said that the notes we do in class are fit more to student needs and add visual context rather than the canned curriculum of a textbook.
Both teachers have far more experience than me and both agree that there should be a balance, no all or nothing.
I think I don't know how to use a textbook.
As a teacher, I use the book as a problem bank, a guide for sequencing lessons, and in geometry I steal the diagrams and drawings because an artist, I am not.
For my students, we really only used the book to look up definitions or formulas in class.
Am I hurting my students by not using the textbook?
How am I supposed to use the textbook for their benefit? What is the difference in them taking notes from a book or notes from a Powerpoint or notes from a discussion? Is it not still reading, writing, and listening?
Am I supposed to have them just take notes and teach themselves from the book? I'm not saying there is no value in textbooks, I'm saying I haven't found a values that's worth using them for.
I enjoy creating lessons. It puts me in the mindset of a student and helps me think through possible questions and confusion that students may encounter. I use the book and my standards at the beginning of the year to create a pacing guide and priority standards to tell me what to teach. Then I search the Internet, blogs, and Twitter for ideas on 'how' to teach those concepts. Honestly, I don't see how a textbook can add to the rich resources I'm currently using. I don't know how using a textbook will improve my teaching or my students' learning.
So convince me. Why and how should I use a textbook?
Then I spoke with a teacher that works with the hearing impaired who has been in my class at least one day a week throughout the year. Her opinion was that the worksheets and activities we do equal to or surpass the work found in textbooks. She said that the notes we do in class are fit more to student needs and add visual context rather than the canned curriculum of a textbook.
Both teachers have far more experience than me and both agree that there should be a balance, no all or nothing.
I think I don't know how to use a textbook.
As a teacher, I use the book as a problem bank, a guide for sequencing lessons, and in geometry I steal the diagrams and drawings because an artist, I am not.
For my students, we really only used the book to look up definitions or formulas in class.
Am I hurting my students by not using the textbook?
How am I supposed to use the textbook for their benefit? What is the difference in them taking notes from a book or notes from a Powerpoint or notes from a discussion? Is it not still reading, writing, and listening?
Am I supposed to have them just take notes and teach themselves from the book? I'm not saying there is no value in textbooks, I'm saying I haven't found a values that's worth using them for.
I enjoy creating lessons. It puts me in the mindset of a student and helps me think through possible questions and confusion that students may encounter. I use the book and my standards at the beginning of the year to create a pacing guide and priority standards to tell me what to teach. Then I search the Internet, blogs, and Twitter for ideas on 'how' to teach those concepts. Honestly, I don't see how a textbook can add to the rich resources I'm currently using. I don't know how using a textbook will improve my teaching or my students' learning.
So convince me. Why and how should I use a textbook?
5.10.2011
What I'm Doing Right
Today was our first day back after nine days out due to flooding. Our school was used a shelter during this time. About 75-80% of our county was affected by the flooding. There's over an estimated $25 million in damages. I polled my students today and 90% spent the nine days sandbagging somewhere in the community. That’s powerful.
In the process, my own home was flooded. We only had about one foot and luckily it did not ruin any electrical outlets and all our appliances work. We are currently moving everything out and will have to redo floors and carpet, repair sheet rock up at least half of the walls, bleach out things to kill the mold, and replace our kitchen cabinets. Lovely.
Some of my students had anywhere from inches to 5 feet of water in their house. Students were literally boating around town because that was easier to do than drive. So today was a pretty much chill day where we gave students time to vent, talk, socialize, etc. But enough of that, they drove me crazy by the end of the day!
But rather than do lesson plans, I felt like blogging instead. I have lost any desire to create lesson plans or basically do anything. I hope this doesn’t last into summer but I can’t even focus on school or think about teaching or…anything. Blech.
To encourage myself, I thought I would post a list of things I feel like I’ve learned or areas I’ve grown in over my second year of teaching. I love lists.
• Concept Attainment: Giving examples and nonexamples which forces students to find a pattern or rule.
• Sorting: Having students sort things without giving them any parameters to sort by which forces them to notice subtle characteristics, similarities, and differences.
• Scaffolded Investigations: Thanks to Mimi, I’ve learned to make activities more independent so that (hopefully) students are thinking more and making connections based on what they already know.
• Bell Ringers: A great way to get class started, get students into a routine, review old material, and introduce new material.
• Cooperative Learning: While I still am not good at assigning specific roles and holding students accountable, I did learn some new structures. I used teams A LOT and I really think at the very least I created a collaborative/cooperative environment for learning. Students were much more independent from me and dependent on each other compared to last year.
• Explaining: I did a better job in my questioning of forcing students to think through what they did and explain why/how. Not that I’m doing a great job, but better than I was.
• Confrontations: I did a slightly better job this year of pulling students to the side and talking to them or just knowing when to drop it and deal with it at a later time. There were many times I should have and didn’t, but I’ve made progress.
• Structure: By being consistent with my bell ringers and assigning homework, my students knew what to expect. I also used my timer a lot to make sure I gave appropriate wait time and to help keep students on task and managing time well.
• Entering Grades: I kept grades updated almost daily so that I wasn’t overwhelmed at the end of the quarter like last year.
• Constructive Criticism: I tried a lot of new ideas and suggestions from my coach, even when I was skeptical.
• Final Exam Writing: I didn’t cry this year! Or curve. I even had a performance event. Ooh!
• Bell to Bell: I have taught bell to bell all year looooooooooong. Yeah baby! I did that like one time last year.
• Confidence: I have it.
Did anyone else notice how many times I used the word ‘forces’? Hm.
In the process, my own home was flooded. We only had about one foot and luckily it did not ruin any electrical outlets and all our appliances work. We are currently moving everything out and will have to redo floors and carpet, repair sheet rock up at least half of the walls, bleach out things to kill the mold, and replace our kitchen cabinets. Lovely.
Some of my students had anywhere from inches to 5 feet of water in their house. Students were literally boating around town because that was easier to do than drive. So today was a pretty much chill day where we gave students time to vent, talk, socialize, etc. But enough of that, they drove me crazy by the end of the day!
But rather than do lesson plans, I felt like blogging instead. I have lost any desire to create lesson plans or basically do anything. I hope this doesn’t last into summer but I can’t even focus on school or think about teaching or…anything. Blech.
To encourage myself, I thought I would post a list of things I feel like I’ve learned or areas I’ve grown in over my second year of teaching. I love lists.
• Concept Attainment: Giving examples and nonexamples which forces students to find a pattern or rule.
• Sorting: Having students sort things without giving them any parameters to sort by which forces them to notice subtle characteristics, similarities, and differences.
• Scaffolded Investigations: Thanks to Mimi, I’ve learned to make activities more independent so that (hopefully) students are thinking more and making connections based on what they already know.
• Bell Ringers: A great way to get class started, get students into a routine, review old material, and introduce new material.
• Cooperative Learning: While I still am not good at assigning specific roles and holding students accountable, I did learn some new structures. I used teams A LOT and I really think at the very least I created a collaborative/cooperative environment for learning. Students were much more independent from me and dependent on each other compared to last year.
• Explaining: I did a better job in my questioning of forcing students to think through what they did and explain why/how. Not that I’m doing a great job, but better than I was.
• Confrontations: I did a slightly better job this year of pulling students to the side and talking to them or just knowing when to drop it and deal with it at a later time. There were many times I should have and didn’t, but I’ve made progress.
• Structure: By being consistent with my bell ringers and assigning homework, my students knew what to expect. I also used my timer a lot to make sure I gave appropriate wait time and to help keep students on task and managing time well.
• Entering Grades: I kept grades updated almost daily so that I wasn’t overwhelmed at the end of the quarter like last year.
• Constructive Criticism: I tried a lot of new ideas and suggestions from my coach, even when I was skeptical.
• Final Exam Writing: I didn’t cry this year! Or curve. I even had a performance event. Ooh!
• Bell to Bell: I have taught bell to bell all year looooooooooong. Yeah baby! I did that like one time last year.
• Confidence: I have it.
Did anyone else notice how many times I used the word ‘forces’? Hm.
4.28.2011
April Showers
If April showers bring May flowers then my yard will be a freakin garden shrine.
Before Sandbagging
We've literally lost entire towns.
And the rivers aren't supposed to crest until Sunday.
And there's a 60% chance of rain.
Before Sandbagging
After Sandbagging Day 1
After Sandbagging Day 2
We've literally lost entire towns.
And the rivers aren't supposed to crest until Sunday.
And there's a 60% chance of rain.
Multiplying Binomials
Last year I taught the Box method and quickly explained the Foil method. My students really took to the Box method and just went at it. I think they actually enjoyed it.
I've recently talked to my students about flipping the classroom next year and they really love the idea of it. I wanted to try it out but couldn't figure out how to convert Jing .swf files to a file that I could burn to a dvd or even play on any type of player. I can almost always count on the Internet to view the .swf file but because of all the tornadic flood weather, you just never know. So instead of a cool screencast and voiceover, I just made PowerPoints. I figured the students would have to think harder without me explaining and there's nothing wrong with that. Besides, I love a good PowerPoint.
Here's the setup. I split my classes up into 3 teams. Each team was sent to view a PowerPoint about multiplying monomials but every team would be viewing a different method.
Each student was given the same handout to act as guided notes. They would be taking notes on two examples and trying a third example on their own. Every team was completing the same three examples. After everyone in their group was finished taking notes and could fully explain their method, we reconvened as a whole. Each group came to the front and presented their method. They wrote it out on the SMARTboard and explained each step of the process. The rest of the class were watching at this time and not taking notes. Once they were done and students had no further questions, the entire class, even the presenting team, completed a new example on the back of their sheet. This way every student was presented with 3 different methods and practiced each one. From here on out, students can pick whichever method they prefer.
My students really liked the way this lesson was set up. They rated the methods from easiest to hardest as: Box, Break Up Out of Jail. and FOIL Face.
For those of you who are wondering about my title, my students were taught in middle school to remember the distributive property as 'breaking out of jail'. The number on the outside of the parentheses is the jailer and he has to go in to each individual member to break them out of jail. Building on that theme, I called it 'breaking up' out of jail to help symbolize breaking up the first binomial before breaking out using the distributive property.
Here are the resources:
Box Method PowerPoint
Break Up Out of Jail PowerPoint
FOIL Face PowerPoint
Multiplying Binomials Guided Notes
Please download the PowerPoints to see the full effects of the color coordination and animation. No cheezy transitions, I promise!
I've recently talked to my students about flipping the classroom next year and they really love the idea of it. I wanted to try it out but couldn't figure out how to convert Jing .swf files to a file that I could burn to a dvd or even play on any type of player. I can almost always count on the Internet to view the .swf file but because of all the tornadic flood weather, you just never know. So instead of a cool screencast and voiceover, I just made PowerPoints. I figured the students would have to think harder without me explaining and there's nothing wrong with that. Besides, I love a good PowerPoint.
Here's the setup. I split my classes up into 3 teams. Each team was sent to view a PowerPoint about multiplying monomials but every team would be viewing a different method.
 |
| Box Method |
 |
| Break Up Out of Jail |
 |
| FOIL Face |
Each student was given the same handout to act as guided notes. They would be taking notes on two examples and trying a third example on their own. Every team was completing the same three examples. After everyone in their group was finished taking notes and could fully explain their method, we reconvened as a whole. Each group came to the front and presented their method. They wrote it out on the SMARTboard and explained each step of the process. The rest of the class were watching at this time and not taking notes. Once they were done and students had no further questions, the entire class, even the presenting team, completed a new example on the back of their sheet. This way every student was presented with 3 different methods and practiced each one. From here on out, students can pick whichever method they prefer.
My students really liked the way this lesson was set up. They rated the methods from easiest to hardest as: Box, Break Up Out of Jail. and FOIL Face.
For those of you who are wondering about my title, my students were taught in middle school to remember the distributive property as 'breaking out of jail'. The number on the outside of the parentheses is the jailer and he has to go in to each individual member to break them out of jail. Building on that theme, I called it 'breaking up' out of jail to help symbolize breaking up the first binomial before breaking out using the distributive property.
Here are the resources:
Box Method PowerPoint
Break Up Out of Jail PowerPoint
FOIL Face PowerPoint
Multiplying Binomials Guided Notes
Please download the PowerPoints to see the full effects of the color coordination and animation. No cheezy transitions, I promise!
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