Sunday, September 25, 2011

Establishing Effective Student Groups

Productive Group Ideas


In a YouTube video Randy Nelson of Pixar University discusses how they use collaboration to create their hit films. Wiki's and backchat rooms discuss how their online tools can encourage collaboration. And education talks about the need to teach students the 21st Century skill of collaboration. But what does collaboration really mean? What must exist for a group to truly collaborate? How can a teacher help support a heterogeneous group of students become collaborators? If I can suggest that the goal of collaboration is to produce a better product then I believe there are four suggestions that can be implemented.

Group Contracts and Daily Planning Meetings -
It is imperative that the group of students create a contract at the beginning of each project. These contracts should include contact information, group goals and responsibilities, as well as consequences and steps to "firing" if such a need arises. The first group contract will likely be weak and not effective. Using this as a teachable moment and allowing for group processing at the end of each project will time to lead towards improved contracts.

After the contract has been developed it needs to be revisited each day during a daily group meeting. The first group meeting may last 5-10 minutes but additional meetings should take no longer then 3 minutes. These meeting should start with each group member opening a copy of the contract, a designated individual then will ask if anyone has any concerns. Next, a second group member will ask each teammate to view the daily responsibility sheet. At this point the group reviews whats needs to be done that day, who is to do what, and how will results be shared with the rest of the group.

Daily Reflection/Self Assessment
At the end of each day students need to take two minutes to reflect on their own performance. Did they follow the group contract? Did they fulfill their responsibilities and complete the task they had agreed to do? Did they demonstrate proficiency in regards to the school wide learning outcome (SWLO) or the 21st century skills (communication, collaboration, self-directed work ethic). This reflection can be shared in a debriefing session with the group, as an exit slip question with the instructor, or completed in a Google form. This reflection is perhaps one of the most important steps because it creates accountability; self accountability!

Creating Experts
In the "real world" productive teams do not succeed by having each individual perform the same task but rather each member fulfills a role to move the organization forward. Teachers should have students do the same, working in a parallel fashion, sharing ideas, and improving the group project. By not doing this an instructor is inadvertently destroying group interdependence.

To create positive interdependence (Fisher - Productive Group Work) an instructor can offer expert courses or workshops in which only one group member may come to. This makes that student valuable to the group while allowing the group to continue progressing in other areas of the project. Examples of workshops that could be offered include; how to use movie making software, using proper citations, or tips to creating an persuasive presentation.

Check-Ins
A twist to the expert groups is to call for check-in meetings. This process is to serve as a formative assessment of each groups progress. In this setting, one representative from each group will meet with the instructor, allowing for a chance to voice concerns and share celebrations. This will also provide a great opportunity for the instructor to share new information, remind the groups of expectations, and to form a list of necessary workshops.

Productive Groups
Working with others in a productive and effective way is a skill. Like all skills it is something that can be taught, learned, and improved upon. When an instructor is intentional about the development of these skills then the results are students who can create great products.

Establishing Effective Student Groups


In a YouTube video Randy Nelson of Pixar University discusses how they use collaboration to create their hit films. Wiki's and backchat rooms discuss how their online tools can encourage collaboration. And education talks about the need to teach students the 21st Century skill of collaboration. But what does collaboration really mean? What must exist for a group to truly collaborate? How can a teacher help support a heterogeneous group of students become collaborators? If I can suggest that the goal of collaboration is to produce a better product then I believe there are four suggestions that can be implemented.

Group Contracts and Daily Planning Meetings -
It is imperative that the group of students create a contract at the beginning of each project. These contracts should include contact information, group goals and responsibilities, as well as consequences and steps to "firing" if such a need arises. The first group contract will likely be weak and not effective. Using this as a teachable moment and allowing for group processing at the end of each project will time to lead towards improved contracts.

After the contract has been developed it needs to be revisited each day during a daily group meeting. The first group meeting may last 5-10 minutes but additional meetings should take no longer then 3 minutes. These meeting should start with each group member opening a copy of the contract, a designated individual then will ask if anyone has any concerns. Next, a second group member will ask each teammate to view the daily responsibility sheet. At this point the group reviews whats needs to be done that day, who is to do what, and how will results be shared with the rest of the group.

Daily Reflection/Self Assessment
At the end of each day students need to take two minutes to reflect on their own performance. Did they follow the group contract? Did they fulfill their responsibilities and complete the task they had agreed to do? Did they demonstrate proficiency in regards to the school wide learning outcome (SWLO) or the 21st century skills (communication, collaboration, self-directed work ethic). This reflection can be shared in a debriefing session with the group, as an exit slip question with the instructor, or completed in a google form. This reflection is perhaps one of the most important steps because it creates accountability; self accountability!

Creating Experts
In the "real world" productive teams do not succeed by having each individual perform the same task but rather each member fulfills a role to move the organization forward. Teachers should have students do the same, working in a parallel fashion, sharing ideas, and improving the group project. By not doing this an instructor is inadvertently destroying group interdependence.

To create positive interdependence (Fisher - Productive Group Work) an instructor can offer expert courses or workshops in which only one group member may come to. This makes that student valuable to the group while allowing the group to continue progressing in other areas of the project. Examples of workshops that could be offered include; how to use movie making software, using proper citations, or tips to creating an persuasive presentation.

Check-Ins
A twist to the expert groups is to call for check-in meetings. This process is to serve as a formative assessment of each groups progress. In this setting, one representative from each group will meet with the instructor, allowing for a chance to voice concerns and share celebrations. This will also provide a great opportunity for the instructor to share new information, remind the groups of expectations, and to form a list of necessary workshops.

Productive Groups
Working with others in a productive and effective way is a skill. Like all skills it is something that can be taught, learned, and improved upon. When an instructor is intentional about the development of these skills then the results are students who can create great products.

Wednesday, June 8, 2011

Reflections

As I begin preparing to leave Sparta Schools I would like to take the time to share my hopes and aspirations for Englishville Alternative High School. Below is a document that I began to put together earlier this school year.


Englishville

A True Alternative School

How do we become a true alternative school rather than a small traditional high school? How do we go beyond are strength of building relationships to developing young adults who are resourceful; demonstrating the ability to gather& comprehend, perform critical consumption (discernment), communicate, and act upon (do something) information.

Englishville should set a goal to produce students who;

· Are prepared for post secondary studies and demonstrate these 21st Century skills;

· Reading for comprehension

· Writing for comprehension/communication

· Understanding of how to create a niche

· Work Collaboratively

· Critically think

· Are prepared to enter a sustainable job and demonstrate these 21st Century skills;

· Create a niche for themselves

· Stay informed and critically think

· Problem Solve

· Demonstrate a elf directed work ethic

· Work Collaboratively – communication verbally and written

· Use technology effectively

· Are ready to participate within their community and demonstrate these 21st Century skills;

· How to market yourself – build a niche

· Desire to serve/understanding of the importance to serve

· Knowledge of Community Activities, Government, Resources

· Work Collaboratively

The following is a proposal to address the needs mentioned above with support for the reasoning. In short, Englishville Alternative High School can become a true alternative by focusing on integrating reading and writing across the content areas, using strategies that purposely develop leadership and team skills, and creating a culture of caring and service to others.


Reading and Writing

The ability to read recreational and content technical material must be a focus of Englishville Alternative High School. Studies show that individuals who read are more likely to be successful in college.

· “What differentiates students who are ready for college from the rest, the research shows, is an ability to comprehend sophisticated texts that may have several layers of meaning.” - http://www.msnbc.msn.com/id/11608629/

Furthermore:

· “That held true regardless of a student’s gender, race, ethnicity or family income. The ACT has spelled out the elements of complex tests in hopes states will start adopting them.” - http://www.msnbc.msn.com/id/11608629/

As part of Sparta School District, Englishville is poised to take the next step to produce students who will be classified as those that are ready for college. This is because of the work that has been and is continuing to be done in the areas of Common Strategies for Reading to Learn. Englishville’s population is largely characterized as free or reduced lunch. Thisstatistic would suggest that the students , as a whole, may also be coming from an environment in which reading is below average. If the ability to read at a high level will increase the students’ opportunities then it should be a targeted building wide goal.

Gathering and comprehension is only one piece of the puzzle. The students also need to be able to discern the material and communicate it. Sparta’s implementation of common strategies for Writing to Learn and its use of Collaborative Groups provides the tools to build these skills. The growth of a students’ reading skills and writing skills are interdependent :

· Reading and writing are interdependent processes that are essential to each other and mutually beneficial (Holt & Vacca, 1984). As writing improves through daily communicative use, reading is enhanced (Goodman & Goodman, 1983). - http://www.bridgew.us/Library/CAGS_Projects/LTHOMSON/web%20page/r-w%20connection.htm

· Reading Next (2004) and Writing Next (2007) have documented the importance of the reading-writing connection. Both reports affirm that students’ reading and writing abilities are complimentary and growth in one skill inevitably leads to growth in the other (i.e., students become better readers by strengthening their writing

skills and vice-versa). - http://www.lexile.com/m/uploads/positionpapers/ReadingWritingConnection.pdf

The Writing to Learn Strategies provide all content area teachers the tools necessary to create opportunities for the student to work on their writing skills while at the same time allowing for meta cognition, analysis of the material, and a chance to communicate. All of these aspects can be emphasized even further with the use of a structured collaborative activity.

Better readers and writers are not only more prepared for college but they also have better skills to find a sustainable job and to invest into the community in which they live.

Collaborative Group Work

Employers want individuals who can work with others to complete a common task in a timely manner. Individuals must have the ability to plan and organize, to identify roles and to delegate, the know how to complete the task, and the understanding of the importance of self and group reflection.

GRR is a framework that allows for modeling, guidance, and practice time for all of these skills to be developed. If Englishville implements this practice building wide on a daily basis, then it will provide for up to 1080 hours of practice a year. This would set Englishville apart from other alternative programs and give graduates the background necessary to become leaders in post secondary education, the work force, and the community.

The GRR will provide the opportunity for Englishville students to learn, practice, and demonstrate the skills mentioned above. Collaborative group instruction has also been shown to increase learning and retention (Fisher and Frey, 2008,, based upon studies; of Beckman 1990; McInnerney & Roberts 2005; Slavin 1980, 1983; Totten, Sills, Disgby & Russ, 1991) and improve students’ attitude towards school (Fisher and Frey, 2008; Johnson & Johnson, 1999; Summers, 2006).

It is the collaborative group work process where students can demonstrate the understanding of not only content but also the communication process, the discernment of ideas, and the ability to plan and delegate with the intent of accomplishing a task. Teachers can build into their lessons objectives (purposes) and assessments that intentionally strengthen individuals abilities to work in a team and to take a leadership role.

Through reciprocal teaching, a collaborative activity, students learn language that assists them in communicating with one another. By having this dialogue students begin to build the capacity and confidence to challenge one another, to challenge ideas and concepts presented by experts, and to develop further questions. This is the foundation of discerning information and acting upon it, as well as growing the individual skills necessary to becoming a integral part of a successful team.

Creating an Environment of Caring and Service

Capturing Kids Hearts provides a framework that can intertwine with the GRR Framework and the content being taught. When done correctly, it should it not be another thing a teacher must do but instead it will support and add to the curriculum. CKH, like reciprocal teaching, provides language that is important to individuals when they are dealing with others. It also provides tools that students can use to confront others that are acting inappropriately. The engagement and exploration stages build the desire to reach out and listen, a skill that is important when becoming involved in the community.

Attacking Attendance

There is a strong correlation between attendance and success in the classroom. Currently Englishville is suffering from a lack of consistent attendance. That is, there are a large number of students who do not see the benefit or are not inspired by the education that we are offering. We must ask ourselves how can we create emotion and meaning to a level that will attract the students.

I would like to offer several possibilities:

Option 1: Continue doing what we are with an increase focus and effort to improve instruction and delivery based upon the pedagogy practices supported by the district.

Option 2: Improve our instruction and delivery and add relevance to our classes with the use of a building wide essential question.

Option 3: Same as Option Two but add several building wide thematic units that last from one day to a week in length.

Option 4: Same as Option Two but add thematic year long courses.

If students are finding the classes interesting (emotion), if students are understanding the content (meaning), if there is relevance to the content (emotion and meaning) then they are more likely to want to be at school. If the students are at school then we have a better chance to impact their knowledge, the way they think, and the way they interact.

Where Do We Go From Here

Complete a needs analysis, gather info from staff, admin, and students

Set individual smart goals based upon the needs analysis and using district supported initiatives as means to accomplishing the goals.

Gradual release a multi-year plan that includes specific student outcomes, staff outcomes, and building vision.


Sunday, March 20, 2011

Thursday, March 10, 2011

Learning Differentiation Through Yoga

"If this is working for you, great, and stay right here. If you wish to take it to the next step then follow me. Great! Now for those of you who are ready lets take it up one more notch. Remember this class is for you and about you, go to the point where you are at." For anyone who has been to a good yoga instructor this is familiar direction of instruction. It always amazes me that one instructor can take 50+ individuals (self directed and motivated, I get it that does make a difference) with all different skill levels and teach a 60 minute class that ends with everyone feeling stronger, more flexible, and less stressed then when they came in.

A few weeks ago when I was in Warrior One, or was it Three, I heard the instructor say, "The ultimate goal is to be able to get your thigh parallel to the floor, but that is the ultimate goal, tonight take it as far a you can." This comment clicked with me and I began to wonder; has Yoga, over the centuries, mastered the art of differentiation. What can teacher's learn from yoga instructors? How can schools approach differentiation differently?

There is no doubt that NCLB throws a bucket of wrenches into what I am about to say, because after all, the ultimate goal that the yoga instructor has given an individual a lifetime to achieve now has a very real deadline (ACT, end of marking periods, graduation, etc). But maybe we can simplify the situation by suggesting in the end we simply want students to learn. Whether the student is under, average, or overachieving we want students who are engaged, trying, and showing growth.

Can you imagine a classroom that sounded like this; "Students, the ultimate goal is for you to be able to present the dynamics that drive evolution to an auditorium of people , but remember this is the ultimate goal. Some of you may get there this year, whiles others may start with a classroom presentation, and still some may choose to produce a video recording of themselves to share."

"We are going to start with Darwin and his trip to the Galapagos Island, we need to be able to understand what he saw there. If this is your limit, great! For those who are ready we are then going to take a look at how Darwin applied his concepts elsewhere. For some of you this will be your comfort spot and that is great! For anyone who is ready to take the next step you will follow me in a discussion of the dynamics that drive evolution of mankind."


If you have the opportunity to attend a yoga class listen for the number of celebrations or affirmations; "Great! Do the best you can! Notice how one side is a little tighter then the other." These and other comments are a key component to making differentiation work in the yoga studio and are just as important in the classroom. Students feel appreciated and understood rather then put down or singled out.

I am attempting to implement the "yoga differentiation attitude" into my Biology classrooms this trimester. Continuing to practice Capturing Kids Hearts principles will guide my efforts to remain open, understanding, and supportive. To differentiate the content I will use a sliding grade systems which allows students to skip a section entirely in order to spend more time on a particular topic/project. Students will also have the option of completing inquiry based projects as a way to earn points rather then completing a test. The use of E2020 and collaboration will allow students to move together in small groups at a pace that is right for them. As the yoga instructor moves around the studio, I will move around the room and facilitate the learning for each group/individual.

An essential trimester question will serve as the ultimate goal. This question can be answered by any student who has participated in the class; of course there will be the average, those who go beyond the average, and still some who are on their way. But in the end all students should be able to demonstrate through this final assignment that there has been growth. So what is the essential question or ultimate goal:

Identify several key ideas or topics of Biology and discuss how each has impacted your life or how each could impact your life in the future.

Wednesday, March 9, 2011

Principal Leadership - March 2011

This video demonstrates a great activity to introduce students to productive group work. It is simple, but their are some essential steps that a teacher needs to take to make it work. The video highlights these steps; teacher modeling, engaging activity, and processing the groups behaviors. Give it a try! Let us know how it goes.

Monday, March 7, 2011

Monday, February 28, 2011

Chimamanda Adichie: The danger of a single story | Video on TED.com

Watch this video:
Chimamanda Adichie: The danger of a single story | Video on TED.com

And as you do so, make connections to the dangers of telling yourself or peers a single story about a student, a teacher, or administrator. Then post your thoughts. Post Away!

Saturday, February 26, 2011

Project Based Learning

I can't begin to tell you how many times I have heard "hands-on learning works best" from a student, parent of a student, or an individual who is showing empathy towards me when they discover I work with alternative student. I agree that most of these students are not learning in the traditional classroom, but that doesn't necessarily mean they will learn hands-on project based learning either. That is, at least, not until they have been given the skills that one needs to start and complete an assignment. Project based learning in the alternative setting faces several obstacles; collaboration, basic understanding, and attendance.

Students need to understand the expectations and language of collaborative learning. Teaching students the concepts of reciprocal teaching, along with providing question cards that they can use when their stumped is a good starting point. There is also a YouTube video that describes collaboration in the real-world of Pixar, which adds another layer for discussion. The end result needs to be students who can ask questions, identify problems, collaborate with peers, create plans, and complete and share a final product.

Although project based learning is centered on the principle of inquiry, the students involved still need to have a foundation or basic understanding of the core subject. Proper grouping and differentiation can provide a group of students a starting point from which to build upon. Before grouping students a pre-test or assignment that can be used to ensure that each student is moving on to a project with the basic understanding. Using this method a teacher needs to be careful not to fall into the trap of forming homogeneous groups. Having multiple projects and multiple outcomes can also address this issue but one needs to make sure that all students show growth over time.

In the alternative setting, attendance is one barrier that as a teacher we have very little control over. Yes, we can provide an engaging education but even so we are still at the mercy of the family and friend dynamics. There is several ways to approach this. First group according to attendance patterns. Ideally the groups should be heterogeneous and supported by independent accountability measure. However, if the class is new and not strong enough to do this it may be better to build a culture of success first. This can be done by first splitting the students based upon attendance, then forming heterogeneous groups based upon performance. If the latter is chosen it is the responsibility of the teacher to grow the capacity of success with the students who do have attendance issues.

As a teacher I gravitate towards the project based learning but I also find it frustrating when it goes bad. What I have learned in regards to making "hands on learning" the best way to learn is to split the instruction between content to be learned and behaviors that promote success. Showing, not just telling, the students how to act as individuals, how to communicate with their partners, and how to share the information with others is the key to having real learning take place.

Monday, February 7, 2011

The Breakfast Club

For the students of Englishville the phrase “Breakfast Club” has more meaning to it then an 80’s hit movie. While the theater portrayed 5 high school students serving detention on a Saturday morning, Englishville’s Breakfast Club is recognizing students who are demonstrating positive growth. The Breakfast Club meets six times in a school year; at the midpoint and end of each trimester. Any student passing all of their classes or demonstrating exemplary attendance will be invited to breakfast, cooked by one of the Englishville staff. So far this year, the students have enjoyed pancakes, eggs, sausages, and homemade biscuits and gravy. The students have responded with many thank-yous, which is a bit ironic since we are thanking them.

The Breakfast Club does not exist only to recognize those who have met the requirements but it also serves as a tool to build and sustain a culture of success. As a teacher I have found peer recognition of effort and accomplishments as a very powerful self-motivator. It is my hope that the breakfast club will be the recognition that continues to fuel the students towards achievement. Many students come to Englishville with a history of not being successful at school which can easily transform into a dislike for learning. If, as a small learning community, we can make learning rewarding, then we may be able to instill in each student the desire and motivation to succeed.

If recognition can lead students towards achievement then learning takes place, credit towards graduation is earned, and teachers can challenge the students with lessons that dive deeper into the content. It is a win win scenario! And the breakfast is delicious as well!