"We may have all come on different ships, but we're in the same boat now."
- Martin Luther King, Jr.
by Rachael Powell, English Language Arts Teacher
We are all aware that a main focus this year has been on students being leaders of their own learning. It’s mentioned at almost every staff meeting and PD held this year; we’ve discussed it in department meetings; our administrators have talked about it with us, and most of the students have heard it several times by now. We all have our own way of explaining what exactly“students being leaders of their own learning” means. It means something different to each of us. Early on in the year, when discussing this phrase, I was given the example of walking into a classroom, and not being aware a teacher is present, because the students are all working and self directed. Essentially, they are leaders of their own learning.
My first question, after hearing that example, was how? How is that possible? As a teacher, it was my understanding that I need to stand up in front of the class, and teach. Not all day everyday the entire class period, but for a good portion of it. How else will my students know what to do? I was very confused. However, recently I had the opportunity to see this example I had heard so much about first hand, and I will say: it is true, and it is possible.
Walking into a classroom and not being aware that a teacher is even present, because the students are all working and self directed, is a real thing, and very possible. For you to better understand what I am talking about, here is a rundown of what I observed, and how the classroom was ran.
Students came into class and sat with their previously assigned groups, and each group had a group folder. In the folder, was a rundown of what they would be doing that day in class and materials/handouts/graphic organizers they were going to need. In each group, every student has a designated role they perform within the group. There are also more individualized instructions for each role within the group, and specifically what that student is supposed to contribute to the group that particular class day. Students knew to come in and grab these folders. They also knew to open them up, read the instructions, and begin working.
The teacher did not need to tell the students what to do, because they already knew. In fact, in the 90 minute block period I observed, the teacher actually stood up and spoke in front of the class, for maybe 10 minutes total. She spent the class time going around to different groups and having conversations with them about the reading students were reading that day. The class was 100% self directed, and it made me realize that it is possible, to have students be leaders of their own learning.
This teaching method is not for everyone. It requires a lot of front loading and work outside the classroom. However, it was described to me, that in order for students to be self directed, the majority of your work as a teacher, should be done outside the classroom, so that inside the classroom, it is the students who are doing the work. I have provided a small glimpse into the self directed classroom that I saw, and I am beginning to transition my own classroom into a similar model to what I observed. I believe this is a system that will help our students be self directed, not only in the classroom, but in their lives in general. If anyone has any questions on this, or would like to see how it works, please feel free to drop into my classroom and see it in action. It is new, and a work in progress, but it is a start, and something I think will be very successful.
by Jennifer Ahnert, World Language Teacher
After any training or conference, I find that if I don't try a new strategy right away in my classroom, I don't tend to start it ever. Is this ever true for you? So, after the Kagan training we had, I decided that really, this is all good classroom practice and management. Come on, get the kids moving! Find out more about them! Place them in intentional seating to help them be most successful! It's all things we want to do to build good student-teacher relationships and do more kinesthetic activities with our kids.
So come day one back from break, I asked the kids to round robin what they did over break. They had to take turns with their face partner and go back and forth until time ran out. I had them "take off" if they did any of the following activities over break that I stated, "watched a movie in the theater," "did something kind for someone else," "got something for Christmas that they really really wanted," "went on a date..."
It's kind of nice to get permission to do things that are not always 100% content-related but we know that it will help us with the rapport we have with our kids. The best part is that it only takes a few minutes here and there when I want to implement it! Kids tend to fight change initially, but they come around. They get help from their partner or table with work. It lends easily to good management and for them to work cooperatively. This is a soft skill we want them to have leaving Arvada High School!
"Vouloir, c'est pouvoir!"
"Where there's a will, there's a way!"
by Heather Anderson, Digital Teacher Librarian
If you want help incorporating technology to enhance instruction contact me in the library. We have been working with Google Classroom, Snipit, and Screencastify to create presentations and screen cast presentations this year with English and Earth Science. There are also research tools I can guide you through for your lessons. Part of what makes the process more successful is working together on the planning process as well.
Cooperative learning is critical in the development of our student’s essential skills (communication, adaptability, critical observation, collaboration, problem solving, and conflict resolution). As we continue to mold students into being leaders of their own learning, it is important that we continue our development of instruction that promotes and includes cooperative learning strategies. Whether you call it Kagan or just good instruction, let’s join together at lunch to share what has worked and consider a few new strategies. Bring your lunch as we gather to share.
From the back cover: Too often, students who fail a grade or a course receive remediation that ends up widening rather than closing achievement gaps. According to veteran classroom teacher and educational consultant Suzy Pepper Rollins, the true answer to supporting struggling students lies in acceleration. In Learning in the Fast Lane, she lays out a plan of action that teachers can use to immediately move underperforming students in the right direction and differentiate instruction for all learners--even those who excel academically. This essential guide identifies eight high-impact, research-based instructional approaches that will help you: make standards and learning goals explicit to students, increase students' vocabulary--a key to their academic success, build students' motivation and self-efficacy so that they become active, optimistic participants in class, provide rich, timely feedback that enables students to improve when it counts, and address skill and knowledge gaps within the context of new learning. Students deserve no less than the most effective strategies available. These hands-on, ready-to-implement practices will enable you to provide all students with compelling, rigorous, and engaging learning experiences. (LINK to introduction)
Please click on this LINK to complete the attached form if you are interested in the book study.
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