Tagged With: pedagogy
When that didn’t happen and I read about it a thousand more times, I dug into it. Inspired by the teachings of John Holt (1923–1985), this free range branch of homeschooling promotes learning through nonstructured, child-led exploration. There’s no set curriculum or schedule; students learn what interests them with guidance from involved adults. There are no worksheets, tests, or structure to provide evidence of learning or templates for teaching. The children pick what to learn, when, at what pace. The result — according to unschoolers, is a love of learning, tenacity to a task, and independent thought that prepares them for college and career better than traditional methods. In fact, if you look at the list of traits valued in popular education programs such as Habits of Mind and Depth of Knowledge, the reasons why parents unschool their children mirror the traits included in these lists.
What is it
According to Dr. Peter Gray of Freedom to Learn:
“Unschooling parents do not … do at home the kinds of things that are done at school. More specifically, they do not establish a curriculum for their children, do not require their children to do particular assignments for the purpose of education, and do not test their children to measure progress. Instead, they allow their children freedom to pursue their own interests and to learn, in their own ways, what they need to know to follow those interests. They may, in various ways, provide an environmental context and environmental support for the child’s learning. In general, unschoolers see life and learning as one.”
Over the years, I’ve struggled to teach in ways my students would understand. Standing at the front of the classroom stopped working so I researched (and tried in some cases) Whole Brain Teaching (WBT), Socratic Method, Understanding by Design, Mindfulness, and a lot more options that colleagues mentioned as helpful with their differentiated student groups. They all worked for a while and then, maybe when the novelty wore off, I was back to the same Bell curve of successes, failures, and those in between.
The same could be said of Standards and curricula adopted in my varied teaching gigs. That includes everything from Common Core to the IB philosophy, from Depth of Knowledge to Project-based Learning. I confess, I found it frustrating. Everything worked for a while and nothing worked in the long term.
That’s when I heard about John Hattie at an education conference I attended and his concept of Visible Learning. John Hattie is a teacher but more significantly, he’s an education researcher. His life’s goal is to determine what education strategies work best for the largest number of students. He engaged in a fifteen-year evaluation of over 50,000 research articles and something like 240 million students — making it the biggest evidence-based education research project ever — and discovered something no one expected and few believed: Almost any approach will work if delivered well. The one foundational element required for success is passionate, involved, committed, flexible teachers:
“The remarkable feature of the evidence is that the greatest effects on student learning occur when teachers become learners of their own teaching, and when students become their own teachers.”
How can that be? According to John Hattie, what he came to call “visible learning” happens when we teachers look at what we’re doing:
“Visible teaching and learning occur when there is deliberate practice aimed at attaining mastery of the goal, when there is feedback given and sought, and when there are active, passionate, and engaging people (teacher, students, peers) participating in the act of learning.
If you have challenging students in your classes, there’s a good chance someone has suggested that you look into Whole Brain Teaching (WBT). Whole Brain Teaching is an active teaching method designed to maximize student engagement in lessons, positive interactions with classmates, and educational fun. Instruction includes vocal directions mixed with hand gestures, inflections, full body movement, head motions, and chants. Studies show that this multi-sensory approach is how the brain is intended to learn and will result in a much greater probability of reaching teaching goals.
Where it might have originally been intended for challenging classes — much like Orton-Gillingham started as a multi-sensory learning system for dyslexics — WBT has matured into a strategy that works for lots of learners, even the quiet ones. It uses “model and repeat” as ways to join the right and left sides of the brain (such as the hippocampus, the prefrontal cortex, and the motor cortex) in student learning with the idea that if the entire brain is engaged in learning, there is nothing left over for misbehavior or distraction. For many K-12 teachers, WBT has become their primary teaching strategy.
WBT is based on four core components (called Core Four — part of a longer list of techniques):
Many of the existential guides for teaching (such as Habits of Mind, the Socrative Method, and Mindfulness) promote a student-driven growth mindset as fundamental to successful learning. This means students take an active part in achieving education and personal goals. The problem is how to persuade students to voluntarily reflect on their progress, rethink goals, and make the required adjustments to achieve success? There’s also the problem of assessing this sort of non-metric thinking. Students and teachers are accustomed to checklists and grading scales. Few have the background to include subjective traits.
I found a solution: Sown To Grow. It is an online student-driven performance tracker that uses the metrics of goal-setting and reflection to assess progress. The expectation is that students learn how to learn by assessing their own educational experiences as a way to determine their best strategies to become lifelong learners. Students set their goals, track their progress, and ultimately see what worked and what didn’t. Because this is entirely student-driven, students care more about their work and doing their best. For example, if notetaking worked well as a method of achieving goals in one instance, they can transfer that successful experience to other academic endeavors.
Orton-Gillingham started over seventy years ago as an instructional approach intended for those with difficulty reading, spelling, and writing, like what children experience in dyslexia. Sometimes, teachers recognized the special needs of a reading-challenged student, but just as often, it was blamed on disinterest or lack of effort, leaving the child to conclude s/he “just wasn’t good at reading.” When those same children were taught to read using the Orton-Gillingham (O-G) approach, many felt like that child who puts glasses on for the first time and his/her entire world comes into focus.
Since then, the Orton-Gillingham Method has enabled thousands of children to access worlds opened to them by reading, something they never thought would happen. In fact, it has been so successful, O-G is being mainstreamed into the general education classroom, as a way to unlock the power of reading for more students.
Have you ever walked into a classroom where students were engaged in serious on-topic discussion, debating ideas and challenging each other to provide evidence of their statements? And when you looked around for the teacher, s/he was calmly sitting in the back, observing, taking it all in but not participating?
Chances are, you entered a classroom using a discussion method known as Socratic Debate, aka Socratic Method, Socratic Circle, or Socratic Inquiry. Many teachers try this approach when they realize lecturing doesn’t engage students anymore. Sure, class members can memorize facts but too often the critical thinking required to analyze cause and effect — say, how a specific river encouraged ancient trade — eludes them unless the teacher spells it out, telling them the “right” answer.
In a traditional classroom, asking and answering questions is stressful to many students who are afraid their answer will be wrong. This is where the student-directed, no-right-wrong-answer Socratic Method shines.
What is it
It all started with this (supposed) quote from the iconic Greek thinker, Socrates:
“Let us examine the question together, my friend, and if you can contradict anything I say, do so and I will be persuaded.”
In a perfect world, vocabulary is learned in context: The phrases and sentences around the unknown word define the meaning. If that isn’t sufficient, students use affixes — prefixes, suffixes, and roots — to decode meaning. But because the world isn’t always that pristine, Dorothy Frayer and her colleagues at the University of West Virginia came up with a vocabulary teaching tool that has come to be known as “the Frayer Model”. Now used by thousands of educators, this approach to word study relies on analyzing words rather than memorizing definitions. Somewhat like Concept Circles, the Frayer Model uses a graphical organizer that asks students to describe words by much more than a memorized definition. They must:
- define the term
- describe essential characteristics
- provide examples
- provide non-examples
Because the Frayer Model digs deeply into understanding the word, it promotes critical thinking and a granular familiarity with unfamiliar vocabulary. It draws on a student’s prior knowledge to build connections among new concepts and creates a visual reference by which students learn to compare attributes and examples.
Created by Grant Wiggins and Jay McTighe, Understanding by Design (UbD) is a lesson planning approach that visualizes the end result (what students should understand) to better select learning activities (the path that will get students there). Tens of thousands of educators use it for unit and course planning; hundreds of districts and schools use it as the basis for their curricula. Look at who has adopted UbD:
- the College Board, to guide the revision of its Advanced Placement (AP) subject matter courses and for the development of its courses AP Seminar and AP Research
- the framework for the national curriculum in the Philippines and Puerto Rico
- the state of Massachusetts, for its Race to the Top federal grant program to create more than one hundred exemplary units and associated classroom videos
- the Next Generation Arts Standards
Additionally, the two largest textbook publishers, Pearson and McGraw-Hill, use the UbD framework in many of their textbooks and programs, similar to this example from Pearson’s biology curriculum.
Students learn best when they are relaxed, happy, and feeling loved. It is challenging to include those characteristics in classes when you are concurrently trying to achieve school goals, comply with curriculum timelines, juggle parent concerns, and blend your lessons with those of colleagues.
This is where mindfulness becomes important. It reminds teachers that the fulcrum for learning is the student’s emotional well-being.
Let’s back up a moment: What is mindfulness? Buddha once said:
“Do not dwell in the past, do not dream of the future, concentrate the mind on the present moment.”
If that’s the plan, mindfulness is the path. It teaches students how to quiet themselves — get to a place where their mind is settled sufficiently to pay full attention to the task at hand. Experts offer many suggestions for incorporating mindfulness into your classroom experience. Consider:
- pause and take a deep breath before beginning an activity or in the middle of performing it
- reflect on an activity as a group
- reflect on the student’s own experiences and background and how that relates to the topic
Delving into these rudimentary steps isn’t the goal of this article (find more about that in Janelle Cox’s TeachHUB article). Today, I want to show you how to take the incorporation of mindfulness into your classes to the next level. Here are five ideas:
In these 169 tech-centric situations, you get an overview of pedagogy—the tech topics most important to your teaching—as well as practical strategies to address most classroom tech situations, how to scaffold these to learning, and where they provide the subtext to daily tech-infused education.
Today’s tip: #126: 7 Tips to Differentiate with Tech
Sub-category: Teaching, Pedagogy
Here are seven ways to differentiate instruction every day:
- While some students take their time to carefully finish a project as suits their learning style, others slam through the steps, looking for ‘what’s next’. Both are fine. Have a lot of authentic activities going on in your classroom so students are encouraged to work at their own pace. Let them self-manage their education. Be clear about your expectations, and then trust them to find their way. Have links on the class internet start page for organic learning like keyboarding practice and sponge websites that tie into subject area inquiry.
- Let students communicate ideas with not only text, but layout, color, and images. These can be graphic organizers like Venn Diagrams or pyramids, or an infographic made in ly. Let students
- Show students how to add pictures, borders, and fonts. Some students will tolerate the words to get to the decorating.
- Use online tools like Discovery Education’s Puzzle Maker to review concepts. Move away from rubrics and study guides. Anything that gamifies learning will go down easier with students. They are digital natives so let them learn in a more natural way.
- In fact, gamify anything possible. There are an amazing number of high-quality simulations that teach through games–Minecraft,iCivics, Mission US, Lemonade Stand. Here’s a long list. There’s probably one for every subject. Take advantage of them.
- If students aren’t excited by the tools and widgets you offer, let them suggest their own. If they can make the argument for it, let them use it.
- Always offer do-overs. I call them ‘Mulligans’. In a differentiated classroom, let students redo an assignment. What if they didn’t understand? Or were sick? How does trying harder defeat education’s goal of learning? With technology, all students do is open their project and continue work based on your feedback. That’s cool. Rest assured: When you offer this in your classroom, most students won’t take you up on it. It’s too outside-the-box. You won’t be deluged with double the work. But, be happy if you are.