First chunk to distill into an action plan: Visible Learning.
Visible Learning 👀
1. Teach Growth Mindset and Mistakes.
2. Remember: Where am I going? How am I going to get there? Where to next? CLEAR standards and PUNCTUATE the lesson.
3. Discussion Notes for "Who do you want to be? What do you want to do?" p. 69 VL for Literacy. LOVE this. Make copies.
4. Teach strategies for learning that students can access and draw from when they are struggling. Connie Hamilton to thank for this list.
5. Cornell Notes p. 60 VL for Literacy AND sketch-noting.
6. Less teacher talk. I am going to record myself and/or invite others in to observe me and give me feedback.
7. Objective must be obvious and criteria must be posted.
8. Google form to reflect every night. Small quiz every night.
9. Rehearsal, rehearsal, rehearsal.
10. Use data sheet found on Twitter to keep track of learning.
It's time. Time to sift down my learning and decide what action steps I want to implement this year.
Visible Learning 👀
Oh, wow. Sometimes things come to you as a gift from the universe that you didn't even know you were looking for. I just started Connie Hamilton's book, Hacking Questions and my mind is already blown. It's funny how sometimes you don't realize how bothered you are by something and then someone names it and you're like--------------------------------------
I've always been subtly bothered by the hands-up system I use in my classroom. Like a good little Teach Like a Champion teacher, I've use cold call on a regular basis. I have called on students I know are not paying attention to wake them up. My big solution has been to use index cards with names on them to make sure I am calling on students equally. But the hands up system has never quite sat right with me.
Hack #1 Assume All Hands are Up
- Label different forms of interaction: Teach the students protocols and then tell them which one you are using in your lesson. Be transparent. What I'm thinking is that my students have been raising their hands for 4 years and it will take great intentionality to retrain them. The power in this to me all is the goal of having ALL students engaged.
- Blurt time (all students share ideas like a round of popcorn sharing)
- Take volunteers (this is for when you want a student to explain and example or model something for his/her classmates)
- All hands up "Communicate to students that you assume they always have their hands up." When you are using this concept, use a random name caller. But more importantly (in my mind) is truly giving students a time to talk, write, or think before calling on anyone.
Next Hack: Kick the IDK Bucket Keep the cognitive baton in students’ hands
Gotta go! I have more reading to do!
I find these seemingly simple but powerful ideas so invigorating and exciting. Small changes matter. (Although getting my students not to raise their hands will be no small task.)
Hamilton, Connie (2019-04-14). Hacking Questions: 11 Answers That Create a Culture of Inquiry in Your Classroom (Hack Learning Series Book 23) (Kindle Locations 388-389). Times 10 Publications. Kindle Edition.
I want to do two things this year with my kiddos.
1. Give my students a vehicle for reflecting on their learning.
2. Measure my impact on student learning.
And here's how I am going to do it. (Obviously, this is a work in progress! ✍️
1. Every evening my students will complete a Google Form called Tomorrow's Goal Self-Assessment and take a pretest in our LMS, Powerschool. The questions on the form are mostly taken from John Hattie's book, Visible Learning for Teachers.
Big thanks to Craig Parkinson for sending me this video to help me figure things out.
1. There is a difference between praise and feedback. Do not mix the two. General praise in the classroom to build a warm climate and community is fine. But feedback is about 4 different things:
- Content (Nope): Task and product level
- Process level
- Self-efficacy (nope but close) Self-regulation or conditional level
- (Had to look this up) Self level
- Task and product has to do with correcting answers, giving more information, building more task knowledge. This feedback is the foundation for the others.
- Process level is "aimed at improving the strategies and processes". I think this goes back to what he was saying about teaching students learning strategies to empower them (mneumonic devices, highlighting, etc.) "Can you try a different strategy?"
- Self-regulation or conditional level has to do with students understanding and having awareness of where they are in their learning. This feedback is 'usually in the form of reflective or probing questions - can guied the learner on 'when', 'where', and 'why' in selecting or employing task and process-level knowledge and strategies." p. 135
- Self level is also known as praise and is not the same thing as feedback. "...providing feedback with no praise compared to feedback with praise has a greater effect on achievement." p. 135
Perhaps the most deleterious effect of praise is that it supports learned helplessness: students come to depend on the presence of praise to be involved in their schoolwork. p. 136
On page 136 Hattie writes that we want students to move from "What do I know?" and "What can I do?" OR "What do I NOT know?" and "What can I NOT do?" to:
I am going to try retrieval practice out for myself and retrieve what I learned from Cult of Pedagogy with Jennifer Gonzales' blogpost and podcast with Pooja Agarwal, Ph.D. :Retrieval Practice: The Most Powerful Learning Strategy You’re Not Using (Great title, right?)
Ways to use more retrieval practice in your classroom:
1. Think Pair Share
2. Small low-stakes quizzes (exit tickets, etc.)
(Went back to the article to check...)
3. Brain Dumps: This reminds me of the K in a KWL chart.
But can I remember some of their POINTS? Here goes...
1. Students need to be trained to use flashcards. I'm thinking of Quizlet being a good resource here. Sometime students "cheat themselves" and are like, "Yah, I know that," and flip the card over when they haven't really mastered the idea or vocabulary word. Students need to say it outloud to make sure they are securing it in their minds.
2. Just the plain and simple idea of having them PULL from their brains instead of trying to PUSH more things into their brains. I think one good way to do this would to have them draw. Thinking of good tech tools for retrieval, I think of Padlet. They mention Plickers, etc. as a tool that can be useful, too.
3. With writing they talked about how students can "pull" information out by deciding what an exemplar sentence is and explaining why. Also, discussions like mood and tone and what sets that, how did the author do that.
4. Kids who have regular low stakes tests/quizzes have lower anxiety on the test.
I mean, really. It's kind of crazy that we have 4 week units and then at the end we have a 5 POINT test. Is anyone else uncomfortable with that? It just niggles at me (is that even a word). This strategy helps me think of more ways to intentionally use formative assessment along the way.
I already have a form created for before and after lessons. I got that idea from John Hattie's book, "Visible Learning for Teachers" (see earlier post). I think it will most definitely be one of my big 5 for the year. I think that will keep me accountable. My hope is that it becomes "routine" for my students. I think it will be powerful for my students to learn about this strategy and help them on their learning journey.
I love hearing other peoples' wisdom, contributions, and encouragement. Thanks, COP and Dr. Agarwal! Check out Dr. Agarwal's site, retrievalpractice.org
I've spent a lot of time in these past few days trying to figure out how to best 3D myself. It's harder than I thought it would be! The reason I went on this fools journey was because I was trying to think of ways to spice up my videos and presentations.
I finally figured out three ways to do this, although they are not simple. The big YAY came when I was taking the Screencastify by Matt Miller and I learned I could crop a video.
The way to get these to where you want them was a little complicated. (I am sure there are simpler ways that I will discover eventually.) It included saving, sending, bending, cropping, screencasting, and editing. It's not climing-Mt.-Everest difficult, just took me some digging and trying. If you want more info, send me an IM on Twitter.
Option #1: Genies
Above you will see my Genie. It is like a Bitmoji, but it moves and you'll have a really big head. I created my Genie and then turned on my Genie keyboard. I texted myself some of my favorite Genie GIFS, saved them, and sent them to my computer. Voila!
Option #2: Snapchat
I get sucked into Snapchat every now and again and start playing with their filters. It's dangerous territory. On Snapchat you have an option to 3D your Bitmojis. Frankly, I find it to be amazing. On my account, the Bitmojis you can 3D changes. So I've been screencasting and then cropping as need be in Screencastify video editor.
I can't wait to test this different places, like at a park or coffee shop.
I call this my walk and turn.
Heck, yah, I do!
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Option #3: Zepeto
Option #4 JIBJAB
Maybe you are familiar with this concept. Put your head into fun scenes and, well I think it is hilarious. I even got a subscription. But there's plenty that is free, too. Here are some examples.
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Whew. That took some finagling, as my mom would say. I plan on putting my effort into practice when I jump back into the classroom adventure called school.
- Teachers are evaluators and activators. It is we who get balls rolling and we who need to evaluate the effect we are having on our students.
- A classroom should be assessment-rich. I didn't even cringe when I read this because it was in context. Checking what they know before we teach and then after we teach is how we find out the effect we are having. I am thinking about having the kids do the "pre" test the night before for HW.
- Teach students learning strategies like mnemonics, note taking, etc. so that they can 'back themselves' as learners. I love that so much. Also, knowing strategies give the learner confidence because she knows what to do when she doesn't know what to do. TEACH STRATEGIES.
- Teachers need to talk less. I know that "direct instruction" has a high effect size, (.60) but I still need to talk. less.
Another summary to document: (a la p. 105)
1. Learners need cognitive conflict
2. Learners need to metacognate
3. Learners need to social construction
I want to integrate this into my kiddos' days. I'm thinking of using the pre-lesson questions as "HW" the night before. Somehow I have to make it doable in the time allotted me (which is never too much).
Jill A. Hostetler
I absolutely love technology integration in the classroom. I know how very messy it can be. I am here to acknowledge the mess of it all and walk with others as we find our way. I have a growing interest in the science of learning and visible learning. I am a creative and spunky innovator, educator, learner, and collaborator. I love learning from others and gathering strength together.