Universal strategies are sought after. I cant count the
posts, tweets and books that are out about this subject. There is a cornucopia
of knowledge out there about, student-centered design, distance learning,
motivation and engagement, technology tools, mindfulness, SEL, STEM- the list
is endless.
The sheer multitude of points of view, expertise per se, is
overwhelming. What works for one classroom might not work for another. Some
students need strategy A, while others B, and yet, even others, C, D, or E.
There are not universal strategies. Because, there are
not universal mindsets, outlooks, learning styles or personalities.
As the saying goes- to each their own. With education that
has never been more obvious than at this moment in time. Where most students
are left to their own devices, literally, to self-guide through the learning
process.
Some students have mastered this path, some are doing okay,
they are completing work, but with little absorption or depth, while others are
shutting down, at the sight of all of this.
We all have students in these different stages. We all
are doing our best to reach every student.
We all are continuing to innovate and lead with the best of
intentions. We are all screaming inside, while we smile on the outside. We are
all juggling private and professional, emotional, and spiritual, physical, and
mental. We are all human.
Location is Irrelevant
Distance learning aside, there are some strategies that can
be tweaked and prodded to be what you need them to be- in any classroom setting.
These are what I am going to share today. I am a teacher. I am a writer. I am
realistic. I am optimistic. Hopefully one or more of these will spark something
in you as they have for me.
What's Missing- show students a list of
content vocabulary, set of pictures, diagram, or a series of steps related to
the course content, but omit a piece of information. Challenge students to
predict what is missing from the list or picture.
This works perfectly for distance learning.
ELA- Retrieval practice of vocabulary, looking for
literary devices or elements in a text. The "what's missing" will
encourage them to look deeper.
SCIENCE- Marine animal anatomy, leave steps out of
processes such as generating electricity from a fuel source, formation of acid
rain, etc.
MATH- steps of a problem, Math problem, scientific
diagram, flow chart. Up challenge and opportunity as appropriate: students
create these challenges for each other or have them ‘fill-in’
unexpected/provocative steps. Simple e.g. instead of 2+blank=6 being 4, its 3 +
1.
SOCIAL STUDIES- capitals and major landforms, a See,
Think, Wonder VT routine. Looking at a picture and only show a small par, to
get them looking at details and then enlarge what the part they can see and
have them explain the process.
Brainstorm Challenge-If you want students to
brainstorm a list of ideas or possible solutions, challenge them to generate
more ideas by using an online randomizer (dice rolling).
then you can encourage them to analyze, sort, or prioritize
their lists based on a set of criteria. Then adding the pressure of a
ten-minute time clock adds pressure and engagement. Have them respond in a live
chat format of your choosing.
ELA-Having a closed time deadline fires them up to
generate ideas quickly love the idea of random number of ideas required, Love
debating. My students are currently studying Social Issues and Argumentative
Essay Writing, so we have been doing ‘Speed Debating’ in class...
SCIENCE-This would be a great approach to making
predictions before a science experiment, video, or classroom activity, use this
when kids are gearing up for their coral bleaching essays. This would be really
helpful for them to generate useful search terms.
MATH- That would help them decide which path to take
when the calculations come around. If they can list all the possible
"happenings" during each step, they will likely pick up on which will
happen and how they can minimize measurement error.
SOCIAL STUDIES- This would be fun for students to
plan a group project. Or, once they have chosen a project, deciding what needs
to be done and in what order.
ADI-Argument-Driven Inquiry
ADI are generally completed within a class period. However,
I have had the debate portion, in an online live chat, after time has been
provided to peruse the graphs and charts. ADI will generally have 6-8 photos,
or you can simplify it down for distance learning, depending on the complexity
of the question.
Student Task : In this activity, you will
utilize actual data sets collected from maps of the United States to determine
ecosystem impact by tornadoes in the US. Data sets were collected by amateur
storm chasers and USTornadoes.com. More information can be found at http://www.ustornadoes.com/about/
Guiding Question: Tornadoes will have the
greatest impact on which ecosystem?
Getting Started: To answer the guiding
question, you will need to examine the data set of tornado occurrences to
explore the relationship between tornado incidents and ecosystem location.
To determine how you will analyze your data, think about the
following questions:
- · What data is relevant?
- · What type of calculations will you need to make?
- · How will you organize and represent your data?
- · What type of graph could you create to help make sense of your data?
To have students share their information they will complete
a document as follows:
To have them share their argument with others, use an
on-line chat format. A group discussion format or even just send them to you
directly.
Problem-Based Learning
PBL generally progress over a single week-2 weeks depending
on the problem. Problem-based learning or Project-Based learning must follow
the four basic principles of PBL
· Students work
with their peers to solve problems. (on-line chats and discussions)
· Students
research and gather information on their topic.
· Students use
technology with purpose, to design and create a culminating project.
· Students need
to see themselves as the ultimate resource. (independence)
Using primary sources, current events, and science
resources, they collaboratively solve the problem- they design a persuasive
presentation (power-point or podcast) to convince a political leader (me) that
something needs to happen. For example:
Title: Human
Impact on the Environment
Challenge (Driving Question): How can political
leaders be persuaded to implement changes in policy regarding environmental
damage?
Summary: Students will research how humans are
negatively impacting various ecosystems.
They will write a persuasive speech and video presentation including the
effects of human actions and ways to repair or end the damage.
Students will: Receive a randomly assigned ecosystem,
create questions, research, revise questions (add or revise), synthesize
findings, write persuasive essay utilizing documentation and quotes, create
plausible solution to ecosystem rehabilitation, and present findings in a speech/video
to classmates and ultimately, politicians (calling for reform)
Student-centered teachers carefully guide students as they
begin to explore or investigate their topic, being careful not to dominate the
conversation. They allow the conversation to be led by students and for the
discussion, to take twists and turns, based on the evidence and interest of the
students. This can be done as a WebQuest, you set up in a module or on a
website.
Then you give students plenty of time to develop responses
or think about the issue more carefully, giving students the time to reflect
and think more carefully about the issue, is key. Distance learning allows for
this aspect of PBL.
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