Strategies for a Student-Centered Classroom Part 2 (223)

 The most visual aspect of inquiry science- is students doing science. OR, students researching and applying their knowledge in creative ways. Inquiry requires teachers to be able to excite the students' interest in a topic and then provide them with opportunities to undertake the investigation either by themselves or preferably in collaboration with others. This curiosity and motivation can be integrated into all subject areas, not just science. 

In my class, CER, PBL, and ADI have worked well with all my students. All three are inquiry based, collaborative strategies to get students familiar with evidence based argumentation. Each take a different duration of time but all three get students used to looking at data and forming opinions based on interpretation of data either collected or given to them.

All three strategies are ideal for my heterogeneous classes, they are great strategies, to organize students with mixed abilities, so collaboratively they can solve problems successfully. 

CER, ADI and PBL lend themselves to an interdisciplinary orientation, since answering a problem frequently requires information from several academic areas. By allowing my students to direct their own activities and by giving my students greater responsibilities, I show them how to challenge themselves and learn on their own. That is the basis for my student-driven, student-centered classroom.

CER- Claim, Evidence, Reasoning

CER are quick warm-ups or ticket-out-the door activities. They generally take a 2-5 minutes to complete. I use these a lot for this purpose.

For example- I put up a picture of a food chain with a statement as follows: students then have to follow the steps above to complete the CER.

ADI-Argument-Driven Inquiry

ADI are generally completed within a class period. However, I have had the debate portion, often the following day, to provide enough time to peruse the graphs and charts and discuss as a team. Where CER are quick 2-5 minute activities. ADI take a more time and the information is more complex and detailed. A CER will generally have one photo or diagram whereas the ADI will have 6-8 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 share your information you will create a white board as follows:

To share your argument with others, we will be using a round-robin format. This means that one member of your group will stay at your lab station to share your group’s argument while the other members of your group go to the other lab stations one at a time to listen to and critique the arguments developed by your classmates.

Once the argumentation session is complete, you will have a chance to meet with your group and revise your original argument. Your group might need to gather more data or design a way to test one or more alternative claims as part of this process. Remember, your goal at this stage of the investigation is to develop the most valid or acceptable answer to the research question!

Finally each group will argue- using data collected- their answer. You must use data to defend your answer.

Problem-Based Learning

CER are quick, ADI class periods, while PBL generally progress over a week-six weeks depending on the problem. Problem-based learning or Project-Based learning must follow the four basic principles of PBL

1.         Students work with their peers to solve problems.

2.         Students research and gather information on their topic.

3.         Students use technology with purpose, to design and create a culminating project.

4.         Students need to see themselves as the ultimate resource. (independence)

This year, my students worked together for several PBL assessments, but this was my favorite. They were given five class periods to research, write their speech and create their presentation. Each group presented their findings to the class in a 7-10 minute presentation. Using primary sources, current events and science resources, they collaboratively solved the problem- they designed a persuasive presentation to convince a political leader (me) that environmental change is necessary.

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. They 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. These three inquiry strategies, CER, ADI, and PBL are three great ways to make sure that students are in charge of their own learning.  

Strategies for Inquiry in A Student-Centered Classroom -Part 1 (222)

 The National Science Education Standards (NSES p. 23) defines scientific inquiry as "the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. ... Scientific inquiry is a powerful way of understanding science content.

They Gathered Evidence- Now What Do Students Do?

CER (Claim Evidence Reasoning), PBL (Problem-Based Learning), and ADI (Argument-Driven Inquiry) - these acronyms might sound very isolated, but in fact, they all are based around one concept- Inquiry: a seeking or request for truth, information, or knowledge 

ADI- is explained in detail at the official site https://www.argumentdriveninquiry.com/ -the website offers a plethora of information and lesson ideas, a must visit. 

Also NSTA has amazing books on ADI one for each content area. Although PBL and CER are more well-known, ADI is my favorite for many reasons.

Three Strategies, CER, PBL and ADI

There are many strategies available to help our students become more thoughtful and focused thinkers. The foundation of education is not to just provide information to students- but to get them to analyze and interpret data, in order to, form their own conclusions. 

Our students need to be taught strategies that will help them sift through the barrage of information out there. To weed out the erroneous data and get to the truth. Whether you use ADI, CER or PBL, inquiry will be embedded into the learning, if you make sure these five features are the basis of the activity.

The 5 features of science inquiry (NSES)

• Learner Engages in Scientifically Oriented Questions.
• Learner Gives Priority to Evidence in Responding to Questions.
• Learner Formulates Explanations from Evidence.
• Learner Connects Explanations to Scientific Knowledge.
• Learner Communicates and Justifies Explanation

What do CER, PBL, and ADI Look Like in a Classroom?

The most visual aspect of inquiry science- is students doing science. OR, students researching and applying their knowledge in creative ways. Inquiry requires teachers to be able to excite the students' interest in a topic and then provide them with opportunities to undertake the investigation either by themselves or preferably in collaboration with others. This curiosity and motivation can be integrated into all subject areas, not just science. 

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. They 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.

In my next blog post- I will share a lesson I used this year for each PBL, CER and ADI. Each slightly different but all achieving the same goal: engaging students in higher-order thinking, providing opportunities for problem-solving, evidence gathering and analysis, and cooperation and collaboration. 

What the Great British Baking Show Taught Me About Teaching (219)

 This post is inspired by and mirrored around, the Great British Baking Show- a culinary masterpiece- from the UK and on BBC and PBS- the show is both mindful and constructive- like every classroom should be.

Preheating the Oven

It begins with a baker's dozen- 13 people from all walks of life, all areas of the UK. Each with a different approach and skill level to baking. All amateur, but some masters of cakes, other mavericks with pastries. Some prefer a butter cream frosting, while some love a nice royal icing. While, even others appreciate no glaze at all. These dedicated and brave contestants have the love of baking and the knowledge of alchemy, to help guide them on the nine weeks of culinary challenges. Every weekend a different ‘unit’, every week a different theme. Sound familiar? When the bell rings, what is your classroom dynamic?

This style of competition brings to the ‘tent’, the arena of confection and dessert creation, a wonderful mix of talents, interests and strategies. The challenges are the same for all, no matter their expertise. The playing field is leveled and the competitors nervous and excited, enter the tournament eager to impress. The process of the assignment might be similar, the final product shape the same: a doughnut or loaf of bread, but the approach, flavor and artistry of the eatery perfections, varies greatly. Guided by choice, making sure that the skill is measurable, and creativity is bountiful. While the technical is specific, the signature and showcase are more personal and freeform. This is learning and growth at their best.

Mixing Bowl and Recipes

The brief, as they call the individual challenges, or stages of the competition, come in three events: the first is the signature challenge, where bakers have practiced at home. Each week measuring a different skill set such as bread, batter and cakes. Each contestant brings to the 'gingham' table a unique recipe they have mastered. This is when the bakers bring in their favorite recipes, prior knowledge, and incorporate some new techniques. They must have the perfect consistency, or their custards will be flat, or their dough will not rise. Even with practice at home, in the comfort of their own kitchen, when they enter the tent, nerves rise, and mistakes can be made. This is trial and error, risk and reward, or risk and failure, pushing the bakers forward to try again with another challenge.

The second brief is the technical challenge, where they are literally left in the dark, including vague recipes that leave a lot of room for interpretation. This tests the baker’s wits. Can they put their culinary instincts to good use and overcome any hurdles that lie in front of them? Such as: How long to bake, do they need to prove the dough, and what the heck is a Bethmännchen? But more importantly, can they make something they have never seen or heard of before? It takes patience, confidence and perseverance. They do tend to get close though, they have the basic skill set of baking and they can reason things through.

Ultimately, they may be off on the size or consistency, but they usually get the recipe accurate. They can read recipes very thoroughly and successfully but without all the directions they are left to their own instincts to complete the task. This comes down to skill and baking prowess. Trusting in themselves. Each baker has had years of baking experience in their own kitchens, now they must take that knowledge and use it to excel at new recipes and techniques. This is problem-solving, critical-thinking and fortitude all crucial in baking and learning from our mistakes and being able to alter and change our plans according to the situation.

Finally, the third and final baking challenge of each week, is the showstopper, a grand and usually quite ornate display of baking mastery, where each baker has had time to perfect and practice their multi-skilled patisseries, cakes or puddings, over the last week. Whether they did or not is another story. Whatever the task, it tends to include multiple doughs, flavors and techniques. It requires multi-tasking, creativity and timing. Every task has a time-limit, but this event tends to come down to the wire because of its intricate nature. Forcing the bakers to keep the pace and stay meticulous. Some bakers shine in this round, while others just don't rise to the challenge. This is the weekly event that has the greatest impact on who is eliminated from the competition each week.

Tasty Confections

A gathering of learners, amateur bakers, with different skill sets. Creating a framework on which to measure craft, style and know-how. Provided with tools and ingredients and a venue. A process allowing for some personal elements and additives, bakers ultimately display their creative confectionaries for judging. They are given guidelines, but are also allowed to incorporate their strengths, preference of flavor and stay at their level of contentment. Each task or lesson pushing them a little bit out of their comfort zone. If they play it too safe, they will not stand out. If they take too big of a risk, they may present an under-cooked or unbalanced treat.

Taking a new approach, mixing new flavors, and constructing amazing center-pieces, may wow the judges and prove to themselves that risk is good. Risk is why we have the vast bakery of sweets we have in the world. Each country, culture and even individual family, have their own personal recipes, that make dessert so inviting. Concocting new recipes, trying new spices and different yeasts and diving in to new baking styles creates excitement and stirs new ingenuity. This is the Great British Baking Show, this is every classroom that challenges and welcomes adventure and failure. This is the luscious, sweetened, delicious result of learning and growth. Let's get baking educators.

As we bake our confections lets remember to preheat our oven, proof our dough and get creative with our flavors and spices. Each of our students are bakers in their own right, the more we step bake and let them experiment with their recipes and culinary masterpieces the stronger bakers they will become. Baking needs accurate measuring and defined ingredients- let students choose their own methods and their own flavor profiles- this prepares them for the real world- their own personal ovens. These ovens are where creativity, ingenuity and persistence rises and sets and with each baking challenge comes growth and a tasty adventure.  

imovie is a Wondrous App (218)

I like to make quick video clips. montages. I like to create mini-vid's of classroom directions or lab requirements too. But those are simple to do in Canvas or on my phone. Just click record. But, I wanted to make a trailer. A fun way to introduce 7th grade science. Seeing as we are starting virtually, I though some fun would be nice to launch us with. 

I played with different free apps- they were complicated. I have an iphone but a PC. So I tried all the PC apps. They were not what I was looking for. Then I remembered imovie. I do not generally create movies on my phone. Small screen etc. But after trying and not liking so many apps, I went for it. There is a template called trailer and low and behold, just snip videos off you tube and then slice them in. So easy.

I plan on using it every week to just have a little more fun with the quick 3-5 minute catch ups in my class and the introduction to the week clips. I got frustrated, it took time to find the clips I wanted, to clip each segment so it flowed. All in all it took an hour. But it was worth it.

Here is the link to my first ever imovie

https://drive.google.com/file/d/1XH6eJg1qOl5if3r-QdQHRXSJt26w0Ezd/view?usp=sharing

Finding a H.U.G. behind a Mask (217)

I know we can't hug. We are sending virtual hugs. We are smiling behind masks. We 'air' fist bump. The connection we have with one another is dwindling. I am a personal space person- I protect my personal space. But, not having the chance to hug students that want a hug. Not really being able to understand the muffled dialogue behind a mask. The visual sensation of a dimple or beautiful smile. Something is missing.

The world seems now like some kind of dystopia movie. The ones where everyone is dressed in gray. Children play ball in the driveway without emotion, or sound (except the bouncing of the ball). It feels like an angry place, where those who choose not to follow the social norms have to be loud and destructive to be heard. That Big Brother, is struggling to keep the joy suppressed. We all feel a bit under the foot of constraints.

Try finding a hug. Try finding a white-teethed smile. Try finding a handshake or fist bump for that matter. Generally, non-professionally its been the hug. Except in school where hugs are commonplace. Now there is 6 foot distance, masked emotions that need to create a sense of community. No lockers to gather around. Only two in the bathroom at the same time. Staggered class changes. The community is being replaced with the gray dystopian feel of suppression.

Now there is good reason for this. I understand the why, the how, the when. It just feels sad to me. We need to make sure in schools that community building is still at the forefront of our minds. We will be looking at them through computer screens, some of us meeting our students for the first time on computer screens. So lets make that first impression count. Colorful backgrounds, animated personalities.

The hugs may never come. The smiles may be hidden, so we need to over-exaggerate our emotions a bit. It's going to feel weird but we need to find the H.U.G. The Human Universal Gestures. The new facial expressions that can show through from behind the mask. We will need to use our loud, clear voices to overcome the muffle. We will need to use our eyes more now. Grins are only loud when we use our eyes. 

So find your H.U.G and perfect it. Look in the mirror and practice. Animate on Zoom, let them see your smile a lot. Let them hear your voice, loud and clear. Remember when we meet them face to face those same expressions will need to come through. It is going to be a challenge- merging the virtual facial cues and the in person masked facial clues. That l is going to make all the difference. Cue to clues and we will do this with love, listening and language.

Will They Like Me, Will They Give Me a Second Thought: The Fears of a Loner Teacher (215)

This may sound like a pity party. It is not. In fact it is not a sad story. It is just a tale of becoming whole. I am quiet, a lot. I am introverted with flare. 

I have been to a few pity parties throughout my life. But, no. This is I hope, a story of seeing the rough edges and accepting that they sometimes leave scars. I believe in people- I believe in myself and I know I have a purpose.

But scars are starting points. 

They are tangible reminders of where we have come from. I do not hate my past. It has made me who I am. 

I know myself well and I have tried to be one of 'them' and you know what- the cost is high. I prefer to be alone, pure and simple. Sometimes I get lonely. But I am comfortable with it. I am comfortable with myself. 

This is a story about why teaching is my salvation. I am awkward because sometimes my filters over correct or falter. But, this is not something I am sad about. It's just a fact.

Things

There are things I look back on from my childhood that still haunt me a bit. Like the heavy chains of Jacob Marley, I hear them drag across the concrete constantly. Things like being bullied, being ignored, being misunderstood. There are other things, that to some might seem like a life-long struggle, but to me are actually gifts. They made me who I am. Things like Dyslexia, ADHD and yes, being bullied, being ignored, being misunderstood.

Someone asks me every year at a conference or PD- “How can you teach junior high, aren’t they just exhausting?” The answer I always give, “They are the freeze-frame of my life where everything came together for me. Where my heavy chains became less of a burden and more of a gift. I understand this age.” 

I recognize the look of utter terror as they enter the classroom, I can hear their inner dialogue, “Will this be the year they accept me? Will this be the class I meet a friend in?” They are my inner dialogue too.

I empathize with their fashion choices. I never did find my glamorous attire. I feel their shivering as people choose not to sit near them, anywhere but beside them. An all to familiar feeling, even today. There are students who elude confidence, they are energetic and ooze popularity, infecting everyone around them. Everyone wants to be in their orbit. That is not me, it was never me.

I became a teacher because I wanted to be someone students like me, students who ooze popularity and every student in between, could relate to. I wanted to not be the popular teacher, but the authentic teacher. The one that showed emotion, got frustrated and worked through it with the class, the one that shared her fears and doubts. The one whose heart was exposed.

I swore to always be honest and share my stories. This is the bridge to our community construction- openness and acceptance. This is me.

Stuff

I over nineteen years of teaching, have found my flow. Not every student likes me. Not every lesson goes as planned. Sometimes I push them too hard. Sometimes I do not challenge them enough. 

I make mistakes. But I always own up to them. In front of my class, I apologize, I ask for help, I collaborate with my students. This is what I never received as a student. My voice was shushed and ignored. When all I wanted was to be heard.

These things, these childhood chalk marks have followed me. I dust them off my shirt all the time. 

Not because of these experiences, but in spite of them, I am a loner teacher. Strong and confident. Flexible and forgiving. Mindful and steady. But, within my own world- a topsy-turvy, whimsical arena many prefer to steer clear of.

No one comes to visit me just to say hi. If my door opens, its official business. The only ones who stay after to chat are my students. When there is a luncheon or faculty meeting, I go back to that place of terror. The place where I feel I have no one to sit with. The visceral place where I will have to wander in the hopes, someone will include me in their conversation. I fear these gatherings.

I have a team, but they really do not get me. They just like my own teachers of the past had to do, tolerate me. They are kind and friendly. They smile, they are cordial. They are nothing but nice to me. But they do not actively seek me out to bounce ideas off of. They do not invite me to lunch. I do not begrudge them their space- I am a lot to take in. I get it. 

My mind is a constant tornado of intake- I talk fast, I ask lots of questions, I push the boundaries a bit. I exhaust people. During a hectic school day, we seek refuge and calm, not the rattlings and high energy of a tornado.

Most people do not stay near me long. 

New teachers join the staff and I think maybe, maybe this is the year I find a friend. But they gravitate towards those that ooze the vibe. That vibe I have never had. 

I have always related to my students more than my colleagues.  I cannot seem to get the proper stance, the comfortable pace, the eye contact (my ADHD hindrance) and the expected default setting of adulthood down. I tried. I really did.

Piles of It

Constant energy, It is me. Static electricity, magnetic force- just waiting to explode. It is often palpable.The changing lessons plans at the last moment. The ferocious reading and writing. The indelible need to try new things and take risks. I cannot seem to get a handle on my ‘fitting in” gene. 

It always takes me back to the same place.  My classroom, eating lunch alone, waiting for my next class to start. For a long time, I thought there was something wrong with me. Why don’t people like me? I had many sleepless nights as a child and as an adult. Sometimes I still do. When I get shunned at work, it stings. Adults are not always good at hiding their dislike. It oozes too. I know, I can see the stains on my clothes.

Make Your Mark

So, the school year is beginning and if you are anything like me, you have at least a few worries. The pandemic, the schedule, the first day you meet your students. I hope that is all. I hope you are not a loner teacher. Get out there and mingle. Join in conversations. Network. You might ooze popularity, or you might need a little confidence. But you have it in you to find your tribe. Your community.

I know I will never truly fit in. How do I know? Nineteen years of teaching. Nearly 51 years of perspective and reflection. I mingle. I follow my team into luncheons and faculty meetings sometimes, desperately hoping they will include me in their conversation. I try to sit still and be still.

But, some days, most days- I am exhausted. Trying to behave as others expect, slowing my mind and energy so others feel more comfortable, and yes, seeking recognition and acceptance is too much. I choose to not have to.

I am alright with this. I have thick skin now. I no longer drag the chains behind me. Sometimes they rattle. But I choose to funnel my energy to where it belongs, in my classroom, interacting with my students. I choose to be excited about the possibility of a conversation- yet accepting that most days these will be with my students. I love those the best.

The Mingle Before the Solitude

I am a loner teacher, my personality and all of these ‘things’ have paved that path. I grab a bus with my colleagues every now and then, I call an Uber when its necessary- but I know molding myself to what others expect never ends well. I will stay true to myself, I will listen to my spirit. It has never steered me wrong. I will sit beside like-minded people, have brief conversations, try to be comfortable in their world. It is a fun place to visit.

Then I will be still. Let the energy of my students guide me. I will use my gifts of observation, listening and problem-solving to enhance learning. I will smile every day for the joy that surrounds me. 

I became a teacher to change outlooks and mindsets. To lure the quiet, lonely students out of the shadows. To build relationships that shape and inspire. To be a teacher they see themselves in. To be a teacher they respond to and trust.

This is the life of this teacher. 

This is not a tragedy, this is a story of adversity and acceptance. This is a story of focus and reflection. This is my story and my quest. My fears that push forth- this time of year. But alas it is my journey, my adventure and all the things that make me, me. And that my friends, is my greatest gift. 

I just feel there are many people, many educators, many students who feel this way. I wanted to share my story so hopefully, you will share yours. This my friends is not a pity party but a roaring, energetic, celebratory hootenanny- what will be your legacy?

It's Not About This, It's About That (214)

Angles are a benefit. Splitting hairs allows us to see the minute details, it helps us learn the stuff. The data that will enhance our actions. We need to continue to turn the object, spin the problem so we can look at it from every direction. So we can unravel the confusion. Learning is personal. This pandemic is personal. Each of us inner reacting in very emotional and unique ways.

Not everyone needs to pull focus. Right now focus is enlarging, pinpointing and turn, turn, turning so frequently its difficult to see the situation clearly. We are correcting issues and as we do so- most corrections tend to be over-correction. We are going to extremes. We are biased towards the negative things. We have to force ourselves to focus on the good things.

There is always a barrier to entry. Loud voices. Loud opinions. 

There is always a hindrance to the 'adult table." Those who have the answers, the decision makers.

Most of us are at the 'kiddie table," and we do not like it. We are fighting to have the good china and fancy silverware. But at this point, its not about that- it's about this. We can not selectively attend to things we see as important. We have to pinpoint our focus. We have to transcend the negative and truly submerge ourselves in the this, the here, the now.

Our classrooms are profound spaces, representations, of ourselves. Each a beautiful cornucopia of our spirits. We need to focus on that. Not on promotion, on devotion. Sharing ideas is our nature, we share, we are educators- keep listening and sharing.

This is a whirlwind, a journey many veteran teachers never saw coming. This is an adventure a new teacher will be exposed to education within. They will be starting in this tornado. They will need the advice of those who have experienced the then. Now will be a collaborative.

Classrooms are being designed and unfolding. Lesson plans are being adjusted and honed. Personal choice comes within this process. This is what it is about. Being still. Finding your focus. Knowing yourself. Feeling comfortable in your own skin. Relentlessly believing in your process.

It's not about this, its about that. It's not about anything but a personal journey. You creating a comfortable space for you and your students. You listening to your instincts, your inner voice. Listen to the din of voices, tune in to their stories, they are enlightening. 

But, listen to yourself first. It is a hard hitting experiences these days. Never feel like you have to try this or you are not a good teacher. Or attend this conference or you will feel FOMO. Ignore your exterior FOMO muscle memory and stretch. Extend your tendons and ligaments and say UNCLE. Own your fear, own your individuality and focus on that.

It's about this, not about that.