I got so much out of the #hackingQs Twitter chat tonight. I want to secure some of the great ideas that were shared. I hope that's okay!
It's helpful to point out when students persevere on their own. "See - you did it all on your own." Sometimes they don't notice their own successes. It's great to point them out. @conniehamilton
About wait time Connie wrote:
EVERYONE struggles with this. Here are some ideas: 1. TELL kids you want to give at least X seconds. Then have someone hold you to it. 2. Cover your mouth. (I know-silly, but I do it all the time) 3. Mentally respond to your Q 3X before you speak. #BookCampPD #HackingQs
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
As soon as I read the hack title, I was intrigued. Here are my take aways from this hack: (But I REALLY recommend you go and read it for yourself!)
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 am inspired from my summer learnings about visible learning and the science of learning. Shout outs to Pooja K. Argarwal, Patrice M. Bain, John Hattie, and Jennifer Gonzales/Cult of Pedagogy.
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.
2. After each day's lesson, my students will fill in another Google Form and take a post-test that is the same as the pre-test.
3. THEN, (here comes the fun part), I will measure the pre-test against the post test and find out the impact the learning activities and instruction had on my students. I have some brushing up to do on my math and need to figure out the best way to calculate (I'm thinking Google Sheets, not in my LMS...) this in a doable way.
Big thanks to Craig Parkinson for sending me this video to help me figure things out.
This is a HUGIGANTIC leap for me. I am not data-calculation inclined. I am probably biting off more than I can chew, but Girl's gotta dream big. If you read this and are trying something similar or have some advice, please leave a comment or find me on Twitter @messy_tech Thanks!
I'm towards the end of John Hattie's book, Visible Learning for Teachers, and my head is FULL! I've loaded it to its gills. Now, as per retrieval practice, I am going to see what I can PULL out of my brain! Here goes:
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:
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:
One take away I get from Hattie again and again is the importance of the intentionality of our mindset towards students and the words we choose to use. It's a lot to process and can feel overwhelming. But if I can just change one tiny thing and keep doing that, I believe it WILL make a difference in my students' learning, confidence, and success.
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?)
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.
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.
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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).
There are so many ways to learn about what your students are reading and for them to share their favorite texts with others. Here are two ways to add to my tool box.
Accelerating reading comprehension and writing skills has never been easier... or more authentic.
We as teachers are given a Grand Canyon we must work within. Many things are set in stone for us. Mandates. Data. Curriculum maps. Standards. Scores. It can feel downright confining and suffocating. But what if we see our confines as a Grand Canyon?
Because the Grand Canyon is, well, HUGE. There is so much beauty and space there. There are trails upon trails upon trails. You can hike, ride a donkey, or take a helicopter to the floor of the Grand Canyon. Once there you can ride a kayak down the river.
We are restricted, yet so free. The question I ask myself pretty much daily, is, "How can I do what I must to meet administrative and state requirements and still find joy in the classroom? How can we integrate my teaching style, kids abilities/likes/dislikes/personalities into the mandates to make them our own?
I fuss that we are told to do this and do that and Big Brother is watching you. But it is really not that bad. No one is coming to my room with a checklist to make sure I am doing what I am told. (Sorry if that is your situation.) "Mandates" given to us are sometimes optional, but as teachers we want to please the higher ups. "Look at me! I am doing what you told me to do." And the safe part of that is this: If you do exactly what you are told and your scores are low, well, you aren't the one to blame.
This post is a peptalk to myself. Taking risks is scary by nature. (or it wouldn't be a risk). But I love the way Matt Miller reframed it in a post he wrote. (Go read it!)
It's scary to take risks, to be sure. But as Matt Miller says, "What we need are mavericks."
It's a big beautiful Learning Canyon we are in. Go places that excite you. Take adventures that your students will remember. And see what the vastness holds for you.
I strongly believe that "rigorous texts" doesn't mean "harder texts". Rigorous texts support deeper level thinking. Pulling from a variety of sources helps that happen.
Here are 5 sites that I found where there are an abundance of resources by an abundant amount of authors. Happy reading!
2. Wonderopolis FREE
3. Reading Vine FREE
4. CommonLit FREE
Tons of texts: high quality and leveled
5. Scribd $8.99/month
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.