Dr. Wendy Ghiora – Posting #13 - May 30, 2009
How would you like to have the likes of Mark Twain, John Steinbeck or Willa Cather as “Master Teachers” in your English class? My previous blog posting highlighted one way of using imitation to teach writing. It broke down a specific element of writing, namely: description. By imitating a high quality example by a renowned author, improvement can be seen and felt almost immediately by students and teacher alike. This type of learning is akin to apprenticing. Through imitation, the student is learning from a master. This opens the door for a wealth of “Master Teachers” to take up residence right in your classroom. Apprentice writers—like apprentice musicians, painters, and blacksmiths of the past—will rapidly improve the complexity of their art and discover their own abilities and voices.
Why do the sentences of great authors seem more interesting than those of most people? One big reason is that their sentences are not monotonously built alike. Great authors and mundane writers use the same words, but in different ways. A huge difference is in the way those authors build their sentences and carefully choose their words. By studying the sentence structure, rhythm, words and voice used by “the masters,” with guidance from the teacher, students will gradually “hear” what makes each author unique.
The authors and pieces used for the class apprenticeship will depend upon the grade level you are teaching. For instance, American Literature students in eleventh grade, can choose from a sampling of various selections from several time periods throughout American history (such as the examples listed below). The choices should be taken from literature previously read by the students. Students will select one piece to study in depth, and then proceed to imitate that author’s style in a short story written by the student.
American Authors
Thomas Paine, Common Sense
Washington Irving, The Legend of Sleepy Hollow
Ralph Waldo Emerson, Nature
James Fenimore Cooper, Last of the Mohicans
Herman Melville, Billy Budd
Edgar Allen Poe, The Tell-Tale Heart
Mark Twain, The Celebrated Jumping Frog of Calaveras County and Other Sketches
John Steinbeck , The Red Pony
Willa Cather, The Enchanted Bluff
Ernest Hemingway, The Old Man And The Sea
When imitation is used as a tool for learning, you will see amazing results. If you write the same way every day and never try anything new, your writing will remain unchanged. By studying great authors, and imitating them very closely at first and then deviating and varying the sentence structure; gradually moving away from the original, your students can grow and blossom as a top notch writers.
“Whatever is well said by another is mine.” Lucius Annaeus Seneca
(4 BC-65) Roman philosopher and playwright.
Next week’s posting will have even more tools for student engagement at your service.
Saturday, May 30, 2009
Saturday, May 23, 2009
Engaging Students: Imitating the Experts
Dr. Wendy Ghiora – Posting #12
“Imitation is the sincerest form of flattery.” Charles Caleb Colton
Is imitation a useful tool for teachers? It’s an inevitable fact; children like to imitate what others do. This is not something you can stop, nor should you. Imitation is an important part of children’s early learning skills. We witness children imitating Mommy or Daddy from a very early age. Small children will attempt to sweep the floor like Mommy, or hold the fishing rod the way they see Dad doing it. Human beings are hard-wired to learn through imitation. It is written in our DNA. We have the so-called “mirror neurons” that ensure we can learn by observing alone. This is survival equipment we are born with. We don’t even have to teach our children to imitate; they are born to do so.
How can teachers use imitation as a tool to foster student engagement? As we mature, we actually get better at imitation. Young athletic hopefuls often imitate the form and style of the super stars of the sport they intend to conquer. Artists study the masters to gain inspiration so they too can become the best in their field. What if we look at a specific area of learning? Let’s take composition as an example. To become proficient at writing, why not imitate the best? We can even break it down further.
Let’s take one part of writing: using descriptive language. This is often a difficult concept to teach. To keep things simple, let’s use an example from the book, Charlotte’s Web, by E.B. White (co-author of Elements of Style).
I would suggest reading this example aloud as students follow along. Then have students move into small groups and read it again silently. When they’ve completed reading, have them discuss in their group which descriptions really “jump out” at them. Which senses are used, and how this written piece contributes to their vision of what the barn is like.
From Charlottes Web, by E.B. White
The barn was very large. It was very old. It smelled of hay and it smelled of manure. It smelled of the perspiration of tired horses and the wonderful sweet breath of patient cows. It often had a sort of peaceful smell- as though nothing bad could happen ever again in the world. It smelled of grain and of harness dressing and of axle grease and of rubber boots and of new rope. And whenever the cat was given a fish-head to eat, the barn would smell of fish. But mostly it smelled of hay, for there was always hay in the great loft op overhead. And there was always hay being pitched down to the cows and the horses and the sheep.
The barn was pleasantly warm in winter when the animals spent most of their time indoors, and it was pleasantly cool in summer when the big doors stood wide open to the breeze. The barn had stalls on the main floor for the work horses, tic-ups on the main floor for the cows, and sheepfold down below for the sheep, a pigpen down below for Wilbur, and it was full of all sorts of things that you find in barns: ladders, grindstones, pitch forks, monkey wrenches, scythes, lawn mowers, snow shovels, ax handles, milk pails, water buckets, empty grain sacks, and dusty rat traps. It was the kind of barn that swallows like to build their nests in. It was the kind of barn that children like to play in.
To play devil’s advocate, you could write a contrasting description on the board, such as:
“It was a big barn. It had lots of stuff in it. It had different kinds of smells. Many animals lived there.”
Then, you could ask students to discuss in their groups, or with their partner, how the two descriptions differ, which they prefer, and why.
Students then break down the elements and features White uses as he describes the barn. This would lead into an assignment where the students describe something they are familiar with; their classroom, their bedroom, etc., imitating E.B. White’s style of writing.
"Those who do not want to imitate anything, produce nothing."Salvador Dali
Ready to take imitation to the next level? Next week’s posting will get you there.
“Imitation is the sincerest form of flattery.” Charles Caleb Colton
Is imitation a useful tool for teachers? It’s an inevitable fact; children like to imitate what others do. This is not something you can stop, nor should you. Imitation is an important part of children’s early learning skills. We witness children imitating Mommy or Daddy from a very early age. Small children will attempt to sweep the floor like Mommy, or hold the fishing rod the way they see Dad doing it. Human beings are hard-wired to learn through imitation. It is written in our DNA. We have the so-called “mirror neurons” that ensure we can learn by observing alone. This is survival equipment we are born with. We don’t even have to teach our children to imitate; they are born to do so.
How can teachers use imitation as a tool to foster student engagement? As we mature, we actually get better at imitation. Young athletic hopefuls often imitate the form and style of the super stars of the sport they intend to conquer. Artists study the masters to gain inspiration so they too can become the best in their field. What if we look at a specific area of learning? Let’s take composition as an example. To become proficient at writing, why not imitate the best? We can even break it down further.
Let’s take one part of writing: using descriptive language. This is often a difficult concept to teach. To keep things simple, let’s use an example from the book, Charlotte’s Web, by E.B. White (co-author of Elements of Style).
I would suggest reading this example aloud as students follow along. Then have students move into small groups and read it again silently. When they’ve completed reading, have them discuss in their group which descriptions really “jump out” at them. Which senses are used, and how this written piece contributes to their vision of what the barn is like.
From Charlottes Web, by E.B. White
The barn was very large. It was very old. It smelled of hay and it smelled of manure. It smelled of the perspiration of tired horses and the wonderful sweet breath of patient cows. It often had a sort of peaceful smell- as though nothing bad could happen ever again in the world. It smelled of grain and of harness dressing and of axle grease and of rubber boots and of new rope. And whenever the cat was given a fish-head to eat, the barn would smell of fish. But mostly it smelled of hay, for there was always hay in the great loft op overhead. And there was always hay being pitched down to the cows and the horses and the sheep.
The barn was pleasantly warm in winter when the animals spent most of their time indoors, and it was pleasantly cool in summer when the big doors stood wide open to the breeze. The barn had stalls on the main floor for the work horses, tic-ups on the main floor for the cows, and sheepfold down below for the sheep, a pigpen down below for Wilbur, and it was full of all sorts of things that you find in barns: ladders, grindstones, pitch forks, monkey wrenches, scythes, lawn mowers, snow shovels, ax handles, milk pails, water buckets, empty grain sacks, and dusty rat traps. It was the kind of barn that swallows like to build their nests in. It was the kind of barn that children like to play in.
To play devil’s advocate, you could write a contrasting description on the board, such as:
“It was a big barn. It had lots of stuff in it. It had different kinds of smells. Many animals lived there.”
Then, you could ask students to discuss in their groups, or with their partner, how the two descriptions differ, which they prefer, and why.
Students then break down the elements and features White uses as he describes the barn. This would lead into an assignment where the students describe something they are familiar with; their classroom, their bedroom, etc., imitating E.B. White’s style of writing.
"Those who do not want to imitate anything, produce nothing."Salvador Dali
Ready to take imitation to the next level? Next week’s posting will get you there.
Sunday, May 17, 2009
Student Engagement: Why Classroom Simulations?
Dr. Wendy Ghiora – Posting #11
A classroom simulation is a reproduction of the essential features of something, especially as an aid to study or training. It is comprised of a well thought-out replication presented by the teacher, creating a specific classroom setting that will engage and clarify students’ understanding of the nature of the concept or event.
What do classroom simulations have to do with student engagement and motivation? Virtually all types of project-based learning, including classroom simulations, are positively correlated to student motivation. Students naturally gravitate to simulations as is evidenced by their high level of engagement and enthusiasm as participants. This style of learning calls for active participation in the research and learning process and usually requires collaboration, cooperation, self-direction, and some self-assessment. Why are they so popular (especially with students)? Because they work!
The idea behind simulations is to submerge the students deep into the context of the concept being taught, explored, and uncovered. According to Edgar Dale, (Cone of Learning creator), “the very best learning experience is doing the real thing. A well thought out and executed simulation is definitely the next best thing.”
Please read this interview done by Education World, with Max Fischer, a teacher who has created some extraordinary classroom simulations. Please feel free to try the one he describes:
EW: Do you have a favorite original simulation activity?
Max Fischer: After a number of years in teaching during which time I had used simulations sporadically at best, I created an activity that crystallized the engaging effects of a worthy simulation. I called it The King's M & M's. In order to get my students to realize how American colonists really felt about King George's Stamp Act and the subsequent Intolerable Acts, which taxed various imported goods such as tea, I gave each student ten M&M's in a paper cup. I randomly assigned roles where most students were colonists, two were tax collectors, two were members of Parliament, and one was King George. Members of Parliament drew slips of paper out of a hat on which I had written down the names of some common items. These items -- for example, blue jeans, Nike shoes, or eyeglasses -- would be subject to taxation. The tax collectors came around and withdrew a specific number of candy pieces for each taxable item if a student possessed that item. The confiscated candies were distributed among Parliament members and the king (with a few going to the tax collectors). The student colonists were infuriated, and I compared their umbrage of the apparent inequity in candy distribution to what the colonists actually felt toward the British system of taxation. The fact that the students had no say in what was taxed in the classroom paralleled the infamous "taxation without representation" sentiment of the colonists. Later, at parent conferences, one set of parents remarked to me how powerful a lesson that had been. There had been a lengthy discussion at the dinner table the very evening of The King's M & M's, and these parents remarked positively on the impression the simulation had left on their child.
This website provides more data about classroom simulations including several usable examples: http://www.todaysteacher.com/Simulations.htm
My middle school teachers used a simulation called:
LEWIS AND CLARK: A Simulation of the Corps of Discovery
Working in teams, students retrace Lewis and Clark's route on a map as they "earn miles" by learning facts about the expedition and practicing cross-curricular skills. Sample activities include deciding what supplies to take, making a speech to Congress requesting funding, learning sign language, building a model of Fort Mandan, mapping Native American tribes, making a rainstick, keeping an expedition journal, and cataloguing plants and animals. Interact. ©2000.
Our students completely immersed themselves in this project. They wrote and performed an amazingly life-like play about the journey of Lewis and Clark. They built an extremely realistic set and constructed all of their own props. The boys even insisted on sewing their own costumes to make them as authentic as possible. It was an incredible experience. I can say without hesitation, if you meet any one of these students years from now, you can ask them anything about the Lewis and Clark Expedition. They will not only answer your question, but also add more depth and understanding than you could ever imagine!
“Tell me and I'll forget; show me and I may remember; involve me and I'll understand.” Chinese Proverbs
Look for more strategies to engage your students in my posting next weekend.
A classroom simulation is a reproduction of the essential features of something, especially as an aid to study or training. It is comprised of a well thought-out replication presented by the teacher, creating a specific classroom setting that will engage and clarify students’ understanding of the nature of the concept or event.
What do classroom simulations have to do with student engagement and motivation? Virtually all types of project-based learning, including classroom simulations, are positively correlated to student motivation. Students naturally gravitate to simulations as is evidenced by their high level of engagement and enthusiasm as participants. This style of learning calls for active participation in the research and learning process and usually requires collaboration, cooperation, self-direction, and some self-assessment. Why are they so popular (especially with students)? Because they work!
The idea behind simulations is to submerge the students deep into the context of the concept being taught, explored, and uncovered. According to Edgar Dale, (Cone of Learning creator), “the very best learning experience is doing the real thing. A well thought out and executed simulation is definitely the next best thing.”
Please read this interview done by Education World, with Max Fischer, a teacher who has created some extraordinary classroom simulations. Please feel free to try the one he describes:
EW: Do you have a favorite original simulation activity?
Max Fischer: After a number of years in teaching during which time I had used simulations sporadically at best, I created an activity that crystallized the engaging effects of a worthy simulation. I called it The King's M & M's. In order to get my students to realize how American colonists really felt about King George's Stamp Act and the subsequent Intolerable Acts, which taxed various imported goods such as tea, I gave each student ten M&M's in a paper cup. I randomly assigned roles where most students were colonists, two were tax collectors, two were members of Parliament, and one was King George. Members of Parliament drew slips of paper out of a hat on which I had written down the names of some common items. These items -- for example, blue jeans, Nike shoes, or eyeglasses -- would be subject to taxation. The tax collectors came around and withdrew a specific number of candy pieces for each taxable item if a student possessed that item. The confiscated candies were distributed among Parliament members and the king (with a few going to the tax collectors). The student colonists were infuriated, and I compared their umbrage of the apparent inequity in candy distribution to what the colonists actually felt toward the British system of taxation. The fact that the students had no say in what was taxed in the classroom paralleled the infamous "taxation without representation" sentiment of the colonists. Later, at parent conferences, one set of parents remarked to me how powerful a lesson that had been. There had been a lengthy discussion at the dinner table the very evening of The King's M & M's, and these parents remarked positively on the impression the simulation had left on their child.
This website provides more data about classroom simulations including several usable examples: http://www.todaysteacher.com/Simulations.htm
My middle school teachers used a simulation called:
LEWIS AND CLARK: A Simulation of the Corps of Discovery
Working in teams, students retrace Lewis and Clark's route on a map as they "earn miles" by learning facts about the expedition and practicing cross-curricular skills. Sample activities include deciding what supplies to take, making a speech to Congress requesting funding, learning sign language, building a model of Fort Mandan, mapping Native American tribes, making a rainstick, keeping an expedition journal, and cataloguing plants and animals. Interact. ©2000.
Our students completely immersed themselves in this project. They wrote and performed an amazingly life-like play about the journey of Lewis and Clark. They built an extremely realistic set and constructed all of their own props. The boys even insisted on sewing their own costumes to make them as authentic as possible. It was an incredible experience. I can say without hesitation, if you meet any one of these students years from now, you can ask them anything about the Lewis and Clark Expedition. They will not only answer your question, but also add more depth and understanding than you could ever imagine!
“Tell me and I'll forget; show me and I may remember; involve me and I'll understand.” Chinese Proverbs
Look for more strategies to engage your students in my posting next weekend.
Tuesday, May 12, 2009
Why is Teaching for Active Engagement in Learning Important?
Dr. Wendy Ghiora – Posting #10
Let’s begin with a reminder of what we mean by student engagement in learning.
Real student engagement involves authentic opportunities, which put academic concepts into action and skills into practice. A student “engaged” in the learning would be one who is energized by the learning and actively participating in it. The student’s joy of learning leads to a lifelong passion for solving problems, understanding, and taking the next step in their thinking. So what? Why should this be so important to me as a teacher?
Most teachers really care about helping their students become successful, productive citizens of this great nation. If students lose interest and become dropouts, their chances of success are pretty nil. According to the research, a lack of student engagement is a predictor for dropping out of school even after controlling for student background and academic achievement (Rumberger 2004). High motivation and engagement in learning have consistently been linked to reduced dropout rates and increased levels of student success (Blank, 1997; Dev, 1997; Kushman, 2000; Woods, 1995).
It is evident that keeping students interested in school and motivating them to succeed are continuing challenges year after year even for the most seasoned teachers. In fact, numerous studies have shown that student engagement in school drops considerably as students get older (Anderman & Midgley, 1998). By the time students reach middle school, lack of interest in schoolwork becomes increasingly apparent in more and more students, and by high school, as dropout rates attest, far too many students are not sufficiently motivated to succeed or even to remain in school (Lumsden, 1994).
What about students that choose to remain in school? Is it really necessary to change the way we conduct our business in the classroom in order to prepare students to meet the challenges of business in the “real world?” As educators, we should all strive for a kind of classroom discourse that promotes active engagement with ideas that can lead students to make knowledge their own. Mere regurgitation of facts and figures, without a deep rooting in the reasoning behind such information, is not sufficient for in-depth understanding. Not only teachers, but also current businesses and industries require students learn how to pose questions, construct their own interpretations and ideas, and clarify and elaborate upon the ideas of others. Such skills give students the ability to acquire a level of understanding that provides them with the flexibility to respond to new situations and serves as the foundation for a lifetime of further learning and success in whatever future endeavor the student chooses. Educational reformers believe that teaching for active engagement in learning provides students with many of these skills and dispositions that prepare them to competently meet the challenges and changes occurring in the work place.
Research has shown that teachers can influence student motivation; that certain practices do work to increase time spent on task; and that there are ways to make assigned work more engaging and more effective for students at all levels. (Anderman & Midgley, 1998; Dev, 1997; Skinner & Belmont, 1991). The most evident example of this is the simple truth that students will rise to meet our expectations. "To a very large degree, students expect to learn if their teachers expect them to learn, " notes Stipek (as cited in Lumsden, 1994, p. 2).
How are we doing at keeping students engaged in the learning? According to recent student surveys, fifty percent of students reported being bored in at least one high school class every day. Seventy-five percent of students stated they were bored because the material was not interesting (Yazzie-Mintz 2006). In another recent student survey, the perception that school is boring was cited as one of the reasons kids drop out of school (Bridgeland, Dilulio, Morison 2006).
The good news is, there is something we can do about it. One of the many exciting aspects of teaching is the empowerment we have to become active designers of the lesson and facilitators of learning. The teacher serves as a coach or guide for student learning. As a facilitator, the teacher challenges, questions, and stimulates the students in their thinking, problem solving and self-directed study. Here are just a few positive results of fostering student engagement in our classrooms.
Observed Outcomes
1-Students are more confident in themselves and in their learning, because they are allowed to take risks.
2-Students are not bored with everyday learning because of the emphasis on creativity, relevancy, and a hands-on approach.
3-Students retain more information on a long-term basis.
4-Students have fun while learning, enjoy school, and are successful.
5-Parents are happy when their children look forward to each day with excitement.
6-Students learn at high levels and have a profound grasp of what they learn.
7-Students can transfer what they learn to new contexts.
The link between engagement and achievement may seem obvious, however, this issue frequently slips through the cracks in discussions about school reform and improvement. As schools focus on helping all students achieve high standards, reaching out to disengaged and discouraged learners becomes increasingly important. Clearly, students who are not motivated to engage in learning are unlikely to succeed.
Educators can and do affect the student’s level of engagement in learning. Simply recognizing this power is a critical step in motivating students. By further recognizing how a healthy self-esteem is the foundation for success, which in turn fosters motivation and engagement in school, teachers can see the connections between their practice and student outcomes.
“You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.” ~Clay P. Bedford
Look for specific strategies to foster student engagement in my posting this weekend.
Let’s begin with a reminder of what we mean by student engagement in learning.
Real student engagement involves authentic opportunities, which put academic concepts into action and skills into practice. A student “engaged” in the learning would be one who is energized by the learning and actively participating in it. The student’s joy of learning leads to a lifelong passion for solving problems, understanding, and taking the next step in their thinking. So what? Why should this be so important to me as a teacher?
Most teachers really care about helping their students become successful, productive citizens of this great nation. If students lose interest and become dropouts, their chances of success are pretty nil. According to the research, a lack of student engagement is a predictor for dropping out of school even after controlling for student background and academic achievement (Rumberger 2004). High motivation and engagement in learning have consistently been linked to reduced dropout rates and increased levels of student success (Blank, 1997; Dev, 1997; Kushman, 2000; Woods, 1995).
It is evident that keeping students interested in school and motivating them to succeed are continuing challenges year after year even for the most seasoned teachers. In fact, numerous studies have shown that student engagement in school drops considerably as students get older (Anderman & Midgley, 1998). By the time students reach middle school, lack of interest in schoolwork becomes increasingly apparent in more and more students, and by high school, as dropout rates attest, far too many students are not sufficiently motivated to succeed or even to remain in school (Lumsden, 1994).
What about students that choose to remain in school? Is it really necessary to change the way we conduct our business in the classroom in order to prepare students to meet the challenges of business in the “real world?” As educators, we should all strive for a kind of classroom discourse that promotes active engagement with ideas that can lead students to make knowledge their own. Mere regurgitation of facts and figures, without a deep rooting in the reasoning behind such information, is not sufficient for in-depth understanding. Not only teachers, but also current businesses and industries require students learn how to pose questions, construct their own interpretations and ideas, and clarify and elaborate upon the ideas of others. Such skills give students the ability to acquire a level of understanding that provides them with the flexibility to respond to new situations and serves as the foundation for a lifetime of further learning and success in whatever future endeavor the student chooses. Educational reformers believe that teaching for active engagement in learning provides students with many of these skills and dispositions that prepare them to competently meet the challenges and changes occurring in the work place.
Research has shown that teachers can influence student motivation; that certain practices do work to increase time spent on task; and that there are ways to make assigned work more engaging and more effective for students at all levels. (Anderman & Midgley, 1998; Dev, 1997; Skinner & Belmont, 1991). The most evident example of this is the simple truth that students will rise to meet our expectations. "To a very large degree, students expect to learn if their teachers expect them to learn, " notes Stipek (as cited in Lumsden, 1994, p. 2).
How are we doing at keeping students engaged in the learning? According to recent student surveys, fifty percent of students reported being bored in at least one high school class every day. Seventy-five percent of students stated they were bored because the material was not interesting (Yazzie-Mintz 2006). In another recent student survey, the perception that school is boring was cited as one of the reasons kids drop out of school (Bridgeland, Dilulio, Morison 2006).
The good news is, there is something we can do about it. One of the many exciting aspects of teaching is the empowerment we have to become active designers of the lesson and facilitators of learning. The teacher serves as a coach or guide for student learning. As a facilitator, the teacher challenges, questions, and stimulates the students in their thinking, problem solving and self-directed study. Here are just a few positive results of fostering student engagement in our classrooms.
Observed Outcomes
1-Students are more confident in themselves and in their learning, because they are allowed to take risks.
2-Students are not bored with everyday learning because of the emphasis on creativity, relevancy, and a hands-on approach.
3-Students retain more information on a long-term basis.
4-Students have fun while learning, enjoy school, and are successful.
5-Parents are happy when their children look forward to each day with excitement.
6-Students learn at high levels and have a profound grasp of what they learn.
7-Students can transfer what they learn to new contexts.
The link between engagement and achievement may seem obvious, however, this issue frequently slips through the cracks in discussions about school reform and improvement. As schools focus on helping all students achieve high standards, reaching out to disengaged and discouraged learners becomes increasingly important. Clearly, students who are not motivated to engage in learning are unlikely to succeed.
Educators can and do affect the student’s level of engagement in learning. Simply recognizing this power is a critical step in motivating students. By further recognizing how a healthy self-esteem is the foundation for success, which in turn fosters motivation and engagement in school, teachers can see the connections between their practice and student outcomes.
“You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.” ~Clay P. Bedford
Look for specific strategies to foster student engagement in my posting this weekend.
Saturday, May 9, 2009
How to Engage Students in Learning: Using Music
Dr. Wendy Ghiora – Posting #9
How do I teach thee? Let me count the ways. Our specific query today is: How can we best engage our students in learning? First of all, what do we mean by “engaging” students in the learning? Understandably, this in itself is a broad topic. I have culled the following definition from numerous academic resources: Real student engagement involves authentic opportunities, which put academic concepts into action and skills into practice. A student “engaged” in the learning would be one who is energized by the learning and actively participating in it. The student’s joy of learning leads to a lifelong passion for solving problems, understanding, and taking the next step in their thinking.
As a contrast, let's briefly examine some methodologies we know don't engage student interest; we can learn what not to do. Worksheets, and similar activities are not engaging. Do they keep students busy? Yes. Are they motivating? No. Reading the textbook aloud and then answering questions at the end of the section is a fairly common classroom practice. Does it take up the whole class period? Yes. Is it motivating and exciting to students? No. While these activities deceptively look like they keep students involved and engaged, in reality they do not. However, you can meet the same goals and objectives with alternative activities that are engaging.
What strategies can we use to foster student engagement in learning? There are as many “proven” teaching strategies as there are “experts” in each one. Rather than obfuscating this vital topic, allow me to present a few methods and activities I have personally found that really work to gain student interest and enthusiasm. We will examine one idea each week.
Students that are excited about learning, are motivated to pay attention in class, and nothing motivates them more than your excitement. Someone once said, "Enthusiasm is contagious." As a bonus, you will have few, if any behavior problems in your class when the students are truly engaged in the learning. Many times student misbehavior in the classroom happens because of boredom. When students are excited about their learning, they are motivated to pay attention in class. You get excited because your students are actually paying attention. The students sense your excitement and get even more motivated to participate in your class. What is one strategy to elicit student engagement?
One of the best ways to see students become excited and actually have fun learning is through the use of music. We intuitively understand how the "ABC Song" demonstrates the effectiveness of music. The use of music in the classroom is consistent with theories of multi-sensory learning. Research has confirmed what educators have known for years-- that we have a variety of different, but mutually enhancing, avenues to learning. Music is one such avenue. Recent cognitive research also indicates that a wide range of music experiences has a powerful effect on influencing language development, as well as increasing concentration, memory, visual and listening skills, spatial orientation and physical coordination.
What better way to gain knowledge and confidence in oral language than through music? The successful acquisition of reading and writing in early childhood depends on a solid background in oral language skills. Oral language is an interactive and social process, and music is a natural way for children to experience rich language in a pleasurable way. A myriad of similarities exist between literacy acquisition and musical development. Therefore, combining music with language arts instruction is a natural. (Davies, 2000). Virtually every concept in all subject areas can be learned through music. Here are a few examples.
Several of my math teachers were frustrated their students (in middle school) still didn’t know the multiplication tables. This was slowing their progress in pre-Algebra immensely. I suggested they try using some of the math rap songs available.
Most children love the rhythm of rap, so this is a great avenue for them to learn multiplication tables. On the DVD my teachers selected, the hip hop beat keeps kids rapping as multiplication gradually becomes easy and accurate. Each fact is repeated twice. The second time through, the answer is delayed, giving the student time to answer before the answer is given. The students could be heard reciting the rap at lunch and in the hallways. They thought it was “cool.” They learned their times tables quickly, and the learning process was fun. This is one website offering raps for teaching multiplication as well as other subject areas: A. There are many more sites like this available on the Internet.
My social studies teachers used a rap when teaching the states and their capitols. The students turned the rap into a performance for their parents. It was a delightful presentation, and the kids were proud of their accomplishment! Here is a link to the video of the State Capitols rap: http://www.youtube.com/watch?v=sNUDDaEOvuY
Another example using music as an instrument to get students engaged in the learning, is a teacher in The Bronx who turned a lesson about the scientific process of photosynthesis into a hip-hop song. Enjoy viewing this one here: http://abclocal.go.com/wabc/story?section=news/education&id=6795426
Even adults prefer learning to music. A Southwestern Airlines Flight Attendant got fed up with no one paying attention when he read the safety regulations during take-off (must have been the teacher in him). So, he created a rap, and successfully got full audience (the passengers) participation and attention. You can watch this great example of teaching through music here: http://www.youtube.com/watch?v=ivjybzdXVmI
How can I take this concept to the next level in my teaching? Good question. Once the students are hooked on learning through music, it’s their turn to really shine. They will literally jump at the opportunity to work with a partner or in a small group to compose a rap or song on any skill or concept you would like them to learn. Talk about a dream, like creating your own teaching team! Next time, instead of a dull worksheet, try a song or a rap. No need to invent one, there are plenty of existing resources, not to mention your own very inventive students. Watch your kids light up and learn with exuberance, through the magic of music.
“It occurred to me by intuition, and music was the driving force behind that intuition. My discovery was the result of musical perception.” (When asked about his Theory of Relativity)-Albert Einstein
Before giving more examples of strategies to get students fully engaged, next week’s posting will discuss: Why teaching for active engagement in learning is so important?
How do I teach thee? Let me count the ways. Our specific query today is: How can we best engage our students in learning? First of all, what do we mean by “engaging” students in the learning? Understandably, this in itself is a broad topic. I have culled the following definition from numerous academic resources: Real student engagement involves authentic opportunities, which put academic concepts into action and skills into practice. A student “engaged” in the learning would be one who is energized by the learning and actively participating in it. The student’s joy of learning leads to a lifelong passion for solving problems, understanding, and taking the next step in their thinking.
As a contrast, let's briefly examine some methodologies we know don't engage student interest; we can learn what not to do. Worksheets, and similar activities are not engaging. Do they keep students busy? Yes. Are they motivating? No. Reading the textbook aloud and then answering questions at the end of the section is a fairly common classroom practice. Does it take up the whole class period? Yes. Is it motivating and exciting to students? No. While these activities deceptively look like they keep students involved and engaged, in reality they do not. However, you can meet the same goals and objectives with alternative activities that are engaging.
What strategies can we use to foster student engagement in learning? There are as many “proven” teaching strategies as there are “experts” in each one. Rather than obfuscating this vital topic, allow me to present a few methods and activities I have personally found that really work to gain student interest and enthusiasm. We will examine one idea each week.
Students that are excited about learning, are motivated to pay attention in class, and nothing motivates them more than your excitement. Someone once said, "Enthusiasm is contagious." As a bonus, you will have few, if any behavior problems in your class when the students are truly engaged in the learning. Many times student misbehavior in the classroom happens because of boredom. When students are excited about their learning, they are motivated to pay attention in class. You get excited because your students are actually paying attention. The students sense your excitement and get even more motivated to participate in your class. What is one strategy to elicit student engagement?
One of the best ways to see students become excited and actually have fun learning is through the use of music. We intuitively understand how the "ABC Song" demonstrates the effectiveness of music. The use of music in the classroom is consistent with theories of multi-sensory learning. Research has confirmed what educators have known for years-- that we have a variety of different, but mutually enhancing, avenues to learning. Music is one such avenue. Recent cognitive research also indicates that a wide range of music experiences has a powerful effect on influencing language development, as well as increasing concentration, memory, visual and listening skills, spatial orientation and physical coordination.
What better way to gain knowledge and confidence in oral language than through music? The successful acquisition of reading and writing in early childhood depends on a solid background in oral language skills. Oral language is an interactive and social process, and music is a natural way for children to experience rich language in a pleasurable way. A myriad of similarities exist between literacy acquisition and musical development. Therefore, combining music with language arts instruction is a natural. (Davies, 2000). Virtually every concept in all subject areas can be learned through music. Here are a few examples.
Several of my math teachers were frustrated their students (in middle school) still didn’t know the multiplication tables. This was slowing their progress in pre-Algebra immensely. I suggested they try using some of the math rap songs available.
Most children love the rhythm of rap, so this is a great avenue for them to learn multiplication tables. On the DVD my teachers selected, the hip hop beat keeps kids rapping as multiplication gradually becomes easy and accurate. Each fact is repeated twice. The second time through, the answer is delayed, giving the student time to answer before the answer is given. The students could be heard reciting the rap at lunch and in the hallways. They thought it was “cool.” They learned their times tables quickly, and the learning process was fun. This is one website offering raps for teaching multiplication as well as other subject areas: A. There are many more sites like this available on the Internet.
My social studies teachers used a rap when teaching the states and their capitols. The students turned the rap into a performance for their parents. It was a delightful presentation, and the kids were proud of their accomplishment! Here is a link to the video of the State Capitols rap: http://www.youtube.com/watch?v=sNUDDaEOvuY
Another example using music as an instrument to get students engaged in the learning, is a teacher in The Bronx who turned a lesson about the scientific process of photosynthesis into a hip-hop song. Enjoy viewing this one here: http://abclocal.go.com/wabc/story?section=news/education&id=6795426
Even adults prefer learning to music. A Southwestern Airlines Flight Attendant got fed up with no one paying attention when he read the safety regulations during take-off (must have been the teacher in him). So, he created a rap, and successfully got full audience (the passengers) participation and attention. You can watch this great example of teaching through music here: http://www.youtube.com/watch?v=ivjybzdXVmI
How can I take this concept to the next level in my teaching? Good question. Once the students are hooked on learning through music, it’s their turn to really shine. They will literally jump at the opportunity to work with a partner or in a small group to compose a rap or song on any skill or concept you would like them to learn. Talk about a dream, like creating your own teaching team! Next time, instead of a dull worksheet, try a song or a rap. No need to invent one, there are plenty of existing resources, not to mention your own very inventive students. Watch your kids light up and learn with exuberance, through the magic of music.
“It occurred to me by intuition, and music was the driving force behind that intuition. My discovery was the result of musical perception.” (When asked about his Theory of Relativity)-Albert Einstein
Before giving more examples of strategies to get students fully engaged, next week’s posting will discuss: Why teaching for active engagement in learning is so important?
Sunday, May 3, 2009
Self-Efficacy for the Struggling Student
Posting #8 - Dr. Wendy Ghiora
Self-efficacy, the belief in one’s capabilities to achieve a goal, is common in good students, but sorely lacking in struggling students. In my last blog posting, methods for building self-efficacy among average students were presented. Is it possible to foster and promote self-efficacy in struggling students? Let’s consider what we know works in building that self-confidence.
Take a moment, and think about yourself. When you are confident, you feel better equipped to tackle the task at hand. We know when students feel good about themselves, they are much more likely to become better achievers in the classroom. Building students’ confidence by demonstrating an ongoing “can do” attitude and by providing positive feedback along with frequent praise are excellent tools for both teachers and parents. When children feel worthy and good about themselves, it is much easier to inspire them to become academically proficient. So, with the struggling student in mind, what’s the next step in accomplishing this desirable goal?
Our primary concern is the way we provide feedback. Using performance-based or goal-oriented feedback as opposed to person-oriented praise is more effective and more meaningful to the struggling child. In other words, avoid using statements like: ‘I’m proud of you; ‘Wow, you worked hard.’ Instead, use precise statements praising the task or process used. For example, ‘I notice you selected the base cubes to solve that problem, that’s a great strategy.’ ‘I notice that you didn’t make any computational errors this time in the division problem.’ ‘I see you used the dictionary to check your spelling and have no spelling errors today in your essay!’ When using this type of feedback, you’ve addressed self-efficacy and you’ve supported the child’s motivational level for academic goals. The student also perceives it as a more genuine compliment.
Self-efficacy and self-esteem go hand-in-hand. With struggling students especially, these qualities should be priorities in and out of the classroom. As teachers and parents we can support both by practicing as many of the following as possible:
1- Always stress the positive. Have you ever noticed; children suffering from low self-esteem tend to focus on the negative? Ask children to tell you 10 things they like about themselves. Ask what things they can do well; what things they feel good about. Surprisingly, many children with low self-esteem have difficulty with this task. You’ll need to provide prompts. (This is also a great beginning of the year activity.)
2- Avoid criticism. Those suffering with low self-efficacy struggle the most when criticized. Be sensitive to this. Understand that as parents and teachers, you play one of the biggest roles in how good or bad children feel about themselves. Don’t abuse it.
3- Capitalize on students’ interests. Tie the lesson to student interests such as sports, pop culture, current events, music, movies or technology.
4- Expectations must always be realistic. Differentiated instruction (when a teacher proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they can express what they have learned in order to increase the likelihood that each student will learn as much as he or she can as efficiently as possible.) is key and goes a long way to make certain teachers know their students and ensures expectations match the child’s strengths and ability levels.
5- Remind students that everyone makes mistakes. It’s how those mistakes are handled that makes the difference. We need struggling children to see mistakes as learning opportunities. Powerful learning can often be the result of a mistake made.
Self-efficacy is an important component to almost everything children do. Not only will it help with the academic performance of struggling students, it supports social skills, which makes it easier for children to have and keep friends. Relationships with peers and teachers are usually more positive when backed up with a large dose of self-esteem. Please remember our awesome responsibility as teachers and parents. We have an important role to play that can enhance or damage a struggling child’s self-esteem. Let’s make sure our influence is always elevating and strengthening.
"Confidence is the companion of success." Anonymous
Next Sunday, I will begin a series of postings on best ways to engage students in the learning process.
Self-efficacy, the belief in one’s capabilities to achieve a goal, is common in good students, but sorely lacking in struggling students. In my last blog posting, methods for building self-efficacy among average students were presented. Is it possible to foster and promote self-efficacy in struggling students? Let’s consider what we know works in building that self-confidence.
Take a moment, and think about yourself. When you are confident, you feel better equipped to tackle the task at hand. We know when students feel good about themselves, they are much more likely to become better achievers in the classroom. Building students’ confidence by demonstrating an ongoing “can do” attitude and by providing positive feedback along with frequent praise are excellent tools for both teachers and parents. When children feel worthy and good about themselves, it is much easier to inspire them to become academically proficient. So, with the struggling student in mind, what’s the next step in accomplishing this desirable goal?
Our primary concern is the way we provide feedback. Using performance-based or goal-oriented feedback as opposed to person-oriented praise is more effective and more meaningful to the struggling child. In other words, avoid using statements like: ‘I’m proud of you; ‘Wow, you worked hard.’ Instead, use precise statements praising the task or process used. For example, ‘I notice you selected the base cubes to solve that problem, that’s a great strategy.’ ‘I notice that you didn’t make any computational errors this time in the division problem.’ ‘I see you used the dictionary to check your spelling and have no spelling errors today in your essay!’ When using this type of feedback, you’ve addressed self-efficacy and you’ve supported the child’s motivational level for academic goals. The student also perceives it as a more genuine compliment.
Self-efficacy and self-esteem go hand-in-hand. With struggling students especially, these qualities should be priorities in and out of the classroom. As teachers and parents we can support both by practicing as many of the following as possible:
1- Always stress the positive. Have you ever noticed; children suffering from low self-esteem tend to focus on the negative? Ask children to tell you 10 things they like about themselves. Ask what things they can do well; what things they feel good about. Surprisingly, many children with low self-esteem have difficulty with this task. You’ll need to provide prompts. (This is also a great beginning of the year activity.)
2- Avoid criticism. Those suffering with low self-efficacy struggle the most when criticized. Be sensitive to this. Understand that as parents and teachers, you play one of the biggest roles in how good or bad children feel about themselves. Don’t abuse it.
3- Capitalize on students’ interests. Tie the lesson to student interests such as sports, pop culture, current events, music, movies or technology.
4- Expectations must always be realistic. Differentiated instruction (when a teacher proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they can express what they have learned in order to increase the likelihood that each student will learn as much as he or she can as efficiently as possible.) is key and goes a long way to make certain teachers know their students and ensures expectations match the child’s strengths and ability levels.
5- Remind students that everyone makes mistakes. It’s how those mistakes are handled that makes the difference. We need struggling children to see mistakes as learning opportunities. Powerful learning can often be the result of a mistake made.
Self-efficacy is an important component to almost everything children do. Not only will it help with the academic performance of struggling students, it supports social skills, which makes it easier for children to have and keep friends. Relationships with peers and teachers are usually more positive when backed up with a large dose of self-esteem. Please remember our awesome responsibility as teachers and parents. We have an important role to play that can enhance or damage a struggling child’s self-esteem. Let’s make sure our influence is always elevating and strengthening.
"Confidence is the companion of success." Anonymous
Next Sunday, I will begin a series of postings on best ways to engage students in the learning process.
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