Scaffold Communication

How do we communicate effectively, and how do we teach children to communicate effectively?  This will be a focus of our upcoming endangered species presentations.

I will teach students about scaffolding communication.

For school assembly, students will present "teasers" - one minute video commercials about their research and service learning project that create interest, empathy, and result.

For parent presentations students will compose:

• A Google presentation with essential questions, key information, matching images, diagrams, and animation that supports their oral presentation.
• An oral presentation that is collaborative, entertaining, and educational.
• A "virtual reality" classroom display that allows our visitors to know what it's like to live and work in the animal reservation the students are studying.

The service learning project will include:

• Signage that educates and entices students in school to visit the sale, purchase items, learn about endangered species, and desire to save endangered species.
• Service learning items for sale that are attractive and desirable to the school community and that remind the school community of the important information related to conservation of endangered species.

We don't want to overwhelm, yet we do want to inform.

We don't want to tell people what to do, but we want to create empathy and action for the cause.

We don't want to tell every detail, but we do want to tell the most important details, the details that matter to our audience and the purpose of our work: saving endangered animals.

This increased focus on effective communication will impact my own communication as well.  Let me know if you have further ideas for this work.  I'm curious. 

TEAM Research: Endangered Species

As you may know from reading my blog, I decided to focus this year's endangered species project on the following learning areas:

• guided research using multiple resources including a research website.
• writing informational text
• collaborative learning
• presentation and speaking skills
• service learning

We have already done a number of introductory activities, and now we're ready to immerse ourselves into the TEAM Research aspect of the project. What will that look like?

I decided to use a couple of past posts and research to guide the effort.  First we'll lay the foundation of the project with the the new MBAE study, The New Opportunity to Lead, A Vision for Education in Massachusetts in the Next 20 Years, in the following ways:

The study supports the development of students who can:

• solve problems: 
• The problem at hand is how to educate others about the efforts to save endangered animals. 
• employ critical thinking and judgement skills: 
• Student will have to think critically and make judgements about the best information, the meaning of the information, and presentation decisions. 
• collaborate: 
• Together students will have to pool their strengths and knowledge to collaborate well. 
• think academically and deliberate: 
• There will be a lot of academic discussion about the research, information, presentation, and service learning project.
• create and think creatively: 
• Students will have to employ creativity as they capture the interest of others in a short one-minute project commercial film, a 10 minute presentation, and a service learning display, project, and sale. 
• employ optimistic, can-do attitudes: 
• This will be a challenging project for students, and they will only get it done if they use a positive, proactive attitude. Plus their audience will learn more and they'll raise more money if they present the material with truth and positivity
• demonstrate mastery: 
• Students will have to make the time to become experts of the information

The study also points to Michael Fullen’s 6 C’s:

• character: 
• We will build character towards using optimal collaborative skill, serving others by raising money for an important cause, and educating others. 
• citizenship: 
• The project promotes citizenry by showing students how they can use their research and study to make positive change in our world. 
• communication: 
• The key aspect of this project is effective communication through video, presentation, education, and community service 
• critical thinking and problem solving: 
• Students will have to critically think and problem solve around the information and task in order to choose optimal information, understand and apply the information, and complete all aspects of the the task carefully. 
• collaboration and teamwork:  
• This task is based on teamwork and collaboration.
• creativity and imagination: 
• Using creativity and imagination will be the catalyst for engaged learning and effective outreach to others. 

The report also notes the following shifts:

• "For both teachers and students, the experience of the school day was no longer a treadmill."
• This is not treadmill teaching, this is exciting collaborative research, design, and presentation.

• ". . .students worked collaboratively on challenging problems that they had played a part in selecting. 
• Students chose their animal reserve and will choose the information they present, the way they present the information, and their service learning project.

• ". . .globally benchmarked standards in math and ELA were built into the students’ learning experience. ."
• Multiple standards are included in this project including standards related to reading and writing informational text, speaking and listening, presenting with technology tools, and understanding and presenting statistics.

• "Once home, students were able to keep learning, perhaps collaborating online on this week’s problem-solving exercise; and always be in touch with their virtual global network, which ensured each student had a friendship group that included at least three other students on two other continents."
• Since the main project vehicle is Google, students are using a collaborative Google presentation document to organize and collect their information. I hope they can also use a collaborative film tool. We hope to reach out to the animal reserves on other continents to help us with this project, and perhaps through Google's Connected Classrooms we'll reach out to students in other places too if time permits.

In one section, survey results were shared that summarized the Employer's view:

• “Standards based accountability has worked over the last 20 years. Now we need to focus on building student-centered education, with more technology to enable personalization and more experiences to consolidate learning and ‘make it relevant’ to kids.”
• “We must figure out how to address the achievement gap for our urban students who are being failed by the public education system in large numbers.”
• “The focus on testing this past decade has threatened the focus on creating lifelong learners and in some instances has dumbed down the curriculum. Differentiated instruction that challenges all students to stretch themselves academically is needed to compete with the rest of the world.”
• “Public schools aren’t spending enough time teaching kids to problem-solve, think, and work with others collaboratively. They spend too much time having kids memorize facts and figures – and they are too focused on checking off the boxes they have delivered to the curriculum.”

The project meets the comments expressed by employers in the report.

I noted the report's emphasis on a systematic approach, and the acknowledgement that these shifts will require "major cultural change throughout the education system" as well as commitment to the task.

We will use a systematic approach to this project.

Further emphasis on ". . .capturing and sharing the most promising new practices, especially in relation to closing the achievement and opportunity gaps," and the promotion of new models of student-centered education with "demonstration models" at school and district levels provided information we can act on readily as we move forward in the days ahead.

This TEAM research will provide a model for future student work. 

Attention was given to the needs of gifted and talented students. It would be interesting to create a committee 
of students, parents, teachers, leaders, and community members to study this area of school life as it is an area of school that can profit from the view points and experiences of many with regard to program change and innovation, and in keeping with the report's support for a range of learning pathways, and a variety of assessments.

This project has endless extension and fine attention to detail which would challenge a thinker and learner at any level.

Project Outline

1. Introduction to content and vocabulary (completed)
2. Selection of animal reserves (completed)
3. Creation of Teams (completed)
4. Team Building: Team Presentation Space, Team Roles, Team Plans, Team Research
5. Guided Research and Writing
6. Google Hangout with Experts (hopefully)
7. Google Presentation Creation
8. Presentation Script Writing: 9 minute collaborative presentation
9. Costumes and Props
10. One-Minute Video Introduction Creation
11. Presentation Practice and Critique
12. Service Learning Project Plans and Creation
13. Museum Exhibit Creation
14. School Meeting Presentations (June 2)
15. Service Learning Project Sale Day (Week o June 2)
16. Presentation to families, friends, classmates, and other grades (May 28)

Project Assessment

• Were you a good collaborative team member? (We will define that explicitly)
• Did you stay focused throughout the project?
• Did you persevere as you read and researched using multiple resources?
• The completed Google presentation includes all criteria listed on the template.
• The information is written with attention to detail, craft, voice, and audience.
• The Google presentation includes images that help "readers/viewers" understand the information well.
• The one minute commercial creates interest, empathy, and investment in your topic?
• The 10-minute presentation is entertaining, educational, efficient, and well rehearsed.
• The Museum exhibit creates a virtual reality experience of your animal reserve and animal studies.
• The service learning signage is entertaining, inviting, and educational.
• The service learning project connects in some way to the project's overall mission which is to save endangered animals.
• The self reflection and final assessment is honest noting areas of strength and areas for future learning.
• The Google Hangout meeting with experts was well planned with thoughtful questions.

Related Post: MBAE Study: "Unleash Greatness"

TEAM Research Follow-Up Events

Related Posts

• TEAM Research Project Scope and Sequence
• Set the Stage: Room Revision #1
• Research Template #2
• Substance #3
• Just Right Challenge #4
• First Edit #5
• Revision #6
• Coaching #7
• WeVideo Introduction #8
• Messiness #9
• Writing Scripts #10
• Serve the Students #11
• Joy #12
• Workshop and Share #13
• WeVideo #14
• School Assembly #15
• More is Less #16
• Service Learning Sale #17
• Rehearsal #19
• Presentation #20
• Reflection #21

Content Curation Systems and Process

Not too long ago it was a novelty to employ a tech program during the teaching day.  Our main emphasis then was to navigate the integration. 

Now that tech programs are abundant, our focus is on curation which means choosing the best possible tools for student learning.  When I curate content, I look for one or more of the following criteria:

• Is the program engaging for students? 
• Can students access the program 24-7?
• Does the program offer helpful student/teacher/parent feedback?
• Does the program continue to readjust offering a child new challenges as he/she learns?
• Does the program meet our current school standards and/or good learning in general?
• Does the program offer a collaborative learning or creation platform as we know collaborative learning is advantageous for students' academic development?
• Does the program meet the school systems' LARK protocols?
• Does the program benefit personalization and differentiation in the classroom with regard to teaching every child well?

I often try a program out with children to assess the benefits from a child's point of view.

I'm not the only one thinking about content curation?  Parents, curriculum leaders, specialists, and tech integration specialists are thinking about content curation too.

When we think about content curation, we have to think about learning, and the ways we determine what is best for student learning. Content curation needs to take on an efficient, regular, responsive system of research, assessment, and revision. This has implications for multiple systems in a school system--systems including purchasing, budgets, curriculum creation and delivery and more. 

I suggest that content curation systems have the following elements:

• Curation based on an inclusive list of protocols--protocols built from researched criteria that supports optimal student learning.
• Testing pilots that allow students and teachers to try-out, share, and even "hack" tech for best effect. This builds innovation, growth, and development into a system.
• Multiple voices in the process, not just one department, individual, but instead representing all voices in the learning community.
• Conversation, discussion, and share--not static processes, but instead vibrant learning processes resulting in best content and process.
• Efficient systems leaving most time for direct student services--when there are too many people spending lots of time on inefficient systems, it's the students that suffer.  The aim of most systems should be to make more time for student service with best tools. 

How do you curate content for your students and organizations?  I look forward to your ideas?

Classroom Choreography Based on Explicit Goals

For many of us, the classroom has transformed in the last few years. Technology has led us to blended classrooms in many schools, and technology has also given us a much greater ability to personalize, differentiate, and communicate for best effect. These changes as well as the ready reach of educational share and discussions online and offline have served to create more dynamic, student-centered classrooms for many educators and students. While these changes have not always been an easy path of growth and development, the changes have resulted in more vigorous and engaging classroom work and learning.

Now, with multiple end-of-year evaluations, assessments, and data trends readily available, I find myself focused on classroom choreography that goes deeper than engagement, curriculum coverage, and standard learning.  Instead, I am focused on the explicit system goals--goals that I've culled from recent data discussions and efforts, and goals that are readily and boldly shared on test results and public data reports. Not unlike days of old, the primary goals of fourth grade continue to include the following:

• A solid foundation of reading fluency, skill, and comprehension.
• A solid foundation of writing fluency, skill, genre, voice, and craft.
• A solid foundation of math concept, skill, and knowledge.
• The readiness skills, attitudes, and effort that result in effective learning.
• Apt social skills and responsibility.
• A solid knowledge base in science and social studies. 

What has changed is our ability to teach in deeper, more meaningful, and interdisciplinary ways. We can design differentiated, personalized, and collaborative learning paths that develop essential learning goals in effective, engaging, and empowering ways. We can use new platforms and processes to boost essential skills.  For example, we can teach coding as one way to boost mathematical thinking and problem solving. 

This year my goal was to see if I could both get good scores and teach in invigorating ways. I would say I'm on my way, but there's still more work to do with regard to the details--the essential pieces that truly help every child to learn with the best possible success. So as I refine units in the weeks and months to come, I'll be looking at ways to tweak the units to reflect the essential elements with even greater depth.  Are you ever there?  I think not, but you can continue to get closer and closer as you grow and learn your craft--a craft that matters when it comes to teaching children well. 

Developing a Blended Math Program

In the past few years I have written a lot about developing a blended math program.  At this point, potential tools and materials are abundant, and the pressing questions lie in the areas of strengthening the program so we are using the best materials, tools, routines, activities, and projects to effect engaging, empowering math learning.

As a classroom teacher, how do I blend all of these components into a solid, effective program?

Curation
First, I have to think about curation.  There's been a lot of talk and debate about what math materials are the best and how we identify effective math tools and practice? Currently, my best answer to this is that I look for tools that have many of the following criteria. Note I am using the word "tool" in the broadest sense to mean any material (online or off) that supports students' math learning.

• Engages Students: children want to use the tool, and are motivated to use often.
• Provides Meaning: the tool brings meaning to students' mathematical work.
• Accurate and Precise: the tool uses accurate mathematical language and information.
• Fosters Differentiation and Personalization: tool provides multiple paths to math learning.
• Just Right Challenge: the tool is not dull, but instead challenging 
• Blends models, equations/expressions, and words: to build meaning
• Collaborative: the tool works to foster and contribute to apt student collaboration.
• Provides Effective Feedback: feedback that inspires, motivates, targets, and teaches.
• 24-7: Tools which can be used in and out of the classroom.
• Efficient: Tools that are quick, and easy to access. 
• Results in Effective Learning
• Promotes Systematic Thinking and Problem Solving: : the tool engages children in mathematical thought and problem solving.

I want to reach out even more to colleagues to learn about the great tools they're using to effect math success in their classrooms. The more we share our best tools and practices, the better service we'll be able to offer to all students. 

Expectations

Next, I have to think about expectations. What are the system, state, and national expectations for math education. What are student and family expectations for math learning? What do I expect? The expectations as I understand them include the following:

• the development of a comprehensive foundation of math skill, concept, and knowledge for every student 
• engaging activities that include substantial teacher guidance and feedback.
• teach all standards with depth
• provide personalization and differentiation so that every child is coached to his/her best potential and math development during the year 
• know and understand the standards, content, and process well
• create a math classroom with multiple, well organized, accessible tools and spaces for math learning

Teacher Preparation

After that, there's the preparation including a complete understanding of the standards which includes:

• review all math standards with Khan Academy and related books and conferences.  
• regular review of current math information via blogs, threads, math periodicals, and researched articles. 
• review all information related to the common core standards, the PARCC testing requirements, and other state standards. 

Program Assessment and Scope and Sequence

• review current scope and sequence related to math.  
• review students' final assessments, and determine next steps. 
• determine more ways to provide students with the independent support and targeted learning opportunities they need via multiple learning paths including paper/pencil, games, explicit teaching, problem solving, online work, and more.

Classroom and Student Preparation

• rework my class math resource area by organizing and labeling all math tools
• create an environment that has multiple go-to reference posters to inspire and inform
• review and update all online math resources such as the class math resource website, math learning lists, passwords and more. 
• create summer math study cards for students that include online passwords for math practice games and sites, and offline math learning suggestions.

Program Components

Create a math learning routine and schedule with collaborating teachers that includes the following:

Math Dispositions and Learning to Learn

Start the year with a "learning to learn" unit where students learn that they truly have the capacity to learn any topic or subject they desire to learn, and all it takes is an "I can do it" attitude, advocacy, practice, thought, and perseverance. Also dispel the untruths related to math learning that pervade our environment--attitudes such as "you're either math smart or you're not," "math is boring and dull," "I can't learn math," or "my family doesn't do well with math."

Response to Intervention

As much as possible advocate for a five-day a week, 30-45 minute numeracy pull-out program with skilled teachers to support our most at-risk, tier three math students, students who fall one to two grades below the expectations of the grade level.  Also seek to build in apt interventions for students at tier two, core, and enrichment students during the same 30-45 minute numeracy time. I'd like to build in more formative assessment in this regard so that the interventions continually meet the objectives set.

30 Minutes Numeracy Block

This year we typically gave math about 90 minutes a day.  I think this was perfect for fourth grade, and would like to continue the effort.  The numeracy time included lots of games and personalized, differentiated, grow-at-your-own rate numeracy practice, projects, and activities. 

Core Program Components

The core program is a sixty-minute a day program that follows a sequence of learning events for each math unit. A math unit roll-out usually includes the following components:

• Unit introduction, vocabulary building.
• Use of manipulatives, model making.
• Multiple teaching voices: videos, peers, visiting teachers. . .
• Explicit teaching: focus lessons
• Paper/pencil practice.
• Problem solving with a focus on the Standards of Mathematical Practice.
• Online/offline games and activities.
• Formative and summative assessments.
• Small group, partner, independent work.
• Lots of teacher coaching and feedback.
• Grow-at-your-own rate, quick feedback online learning programs such as Xtra Math, Symphony Math, and Khan Academy.
• Review of past concepts and skills. 

Home Study

As much as possible math homework allows students to follow an online menu of mostly quick-feeback math activities including Khan Academy, That Quiz, and Xtra Math.  Students also watch videos to prepare for upcoming lessons, review concepts, and study vocabulary.  Hands-on activities and projects are sometimes assigned too.  I'd like to grow the differentiated, personalized aspect of home study more, and I'll think about that over the summer.

Math Tutors and Boost Programs

Several students benefitted from Boost programs this year.  Next year I'd like to ask for a regular update from the Boost program so I can incorporate that information into my coaching and feedback related to specific children. I'm also wondering if a mid-year re-look at the Boost program participants and progress would be helpful as sometimes you notice dramatic learning shifts with regard to specific students during the year. I also want to know upfront which of my students receive help from math tutors and special programs so I can think about how I can use that information to better serve the students.

The Friday Test
With the knowledge of the fact that effective feedback is one of the top ten elements when it comes to teaching students well, I want to give a test each week to help students' build their attention to detail, independent work, and thinking skills.  I will correct the test each week and provide targeted feedback. I always say I am going to do this, and then when other parts of the curriculum dominate, I don't follow through.  Next year I hope to follow through with this as it is very important to students' success with math. 

Preparing for, delivering, assessing, revising, and developing strong math programs is a big job for all members of the learning community.  I'm wondering if I'm missing any components as I create this list--components which will help me to serve my students better. If you think of any, please let me know.