Here is a text I received from a parent of one if my students after our student-parent-teacher conference. Hard to not be encouraged. Maybe I will do as she suggested and finish the book I began awhile ago. "As parents we need to empower our teachers...as they empower our children. I love that you are innovative in how you are teaching. The skills you are teaching go beyond the classroom and affect how a child will make choices in their lives. As their confidence in their ability to challenge things and think outside the box, increases they begin to define their values and whats important to them. You are teaching them to be accountable. Bravo I say...you get it! we feel very fortunate that our child gets to spend some time with you. I told him on the way home to try to take advantage of the fact that he can feel more comfortable to ask questions and maybe try new things because you will help support him. Thanks again and let us know if there is something we can be doing to assist you. Its a real pleasure to see your passion today! Thanks again and enjoy your day."
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While it is hard to know how the year will go after only 2+ hours, but I think it will be great. The students listened, participated, laughed, and generally looked "at home" already. I'm excited and look forward to getting to know each one in the days and months ahead. Pumped! School has begun and the classroom is full of learners. It's been a great start to the year and the students in my class are very nice. Some challenges exist - like listening and following directions but we will put routines in place to help with that. It's exciting to see the students loving Genius Hour and their desire to learn new things. Now to find the best ways to direct their learning and energy to enhance effective learning across the curriculum.
We did another learning styles inventory today. We will do a few more just to compare and then we will use the data to make a graph or chart. It's neat to have the students begin to understand themselves as learners and what strengths and challenges they have at this time of their learning journey. I read this on Twitter today. Ever since I was a young teacher I've believed this was the best way to build learners (Autonomous Learner program was key to my professional journey).
"“@alfiekohn: Who wdn’t benefit from type of tchg offered in gifted classes? Let’s found Natl Assn for Treating All Kids as Though They Were Gifted" Key is for kids to believe that their interests and passions have value and that developing them will prepare them for the best kind of success in the present and the future. Thoughts? Read this today:
"Researchers say creativity should be taken out of the art room and put into homeroom. The argument that we can’t teach creativity because kids already have too much to learn is a false trade-off. Creativity isn’t about freedom from concrete facts. Rather, fact-finding and deep research are vital stages in the creative process. Scholars argue that current curriculum standards can still be met, if taught in a different way." via thedailybeast.com Courtesy of http://gcouros.com/the-creativity-crisis The bced plan says it will simplify the outcomes/curriculum which will make this more possible - right now, it seems difficult because creative connections often take longer (very valuable molding of knowledge & understanding but time consuming) than covering the content in a more traditional fashion. I look forward to when I don't have to feel guilty letting my students learn in a more personal & creative fashion - whatever that may look like for each learner! Here are some quick thoughts on classroom key words to post conspicuously.
Question Think critically (critical thinking) Collaborate Create Reflect - explain - reimagine - share - present I also want to post key elements of using Bloom's Taxonomy for both the development of our questions and the design of our reflections. http://larryferlazzo.edublogs.org/2012/08/03/different-ways-to-illustrate-blooms-taxonomy/ http://www.peterpappas.com/2010/01/reflective-student-taxonomy-reflection-.html More to come. (I am a bit frustrated that the classroom is so small that creating spaces for creative activities is impossible without the constant moving of desks and tables - will work through this challenge creatively ...) I have enjoyed about five months of diligently learning with and from Twitter. There are so many people posting such amazing thoughts and success stories. Some of these stories I could have written myself and some I wish we're true for me. There seems like so much optimism for positive change and I like to be a glass half full kind of guy. The problem is the nagging reminder that I've "heard it all before" - with so little observed change systemically in our schools. I remember in 1990 (I think) going to a great workshop on learning styles. I went to grade six in an open area school. I have seen and use technology as a tool (CMS or drill and practice) and as an integrated part of project based and individualized instruction. Yet through it all, I still see irrational expectations (standards or outcomes) pushed into students as an attempt to keep them learning "the way and the content it's always been done). I don't want to help perpetuate this philosophically and pedagogically restrictive system but the pressure is always on. I don't want to be just a teacher - I want to provide something extraordinary for those I work with. "I want to thrive, not just survive." To that end I will push forward! http://www.youtube.com/embed/Z9wdYxx04fM Read a great article. I plan to teach these as guides for student reflection on their learning (using Skitch & blogs). Check it out: http://bit.ly/q7jZWt
See below for the list - quoted: 2. The Reflective Student Each level of reflection is structured to parallel Bloom's taxonomy. (See installment 1 for more on the model). Assume that a student looked back on a project or assignment they had completed. What sample questions might they ask themselves as they move from lower to higher order reflection? (Note: I'm not suggesting that all questions are asked after every project - feel free to pick a few that work for you.) Remember that each level can be used to support mastery of the new Common Core standards. taxonomy of reflection Bloom's Remembering: What did I do? Student Reflection: What was the assignment? When was it due? Did I get it turned in on time? Bloom's Understanding: What was important about what I did? Did I meet my goals? Student Reflection: Do I understand the parts of the assignment and how they connect? Did my response completely cover all parts of the assignment? Do I see where this fits in with what we are studying? Bloom's Application: When did I do this before? Where could I use this again? Student Reflection: How was this assignment similar to other assignments? (in this course or others). Do I see connections in either content, product or process? Are there ways to adapt it to other assignments? Where could I use this (content, product or process) my life? Bloom's Analysis: Do I see any patterns or relationships in what I did? Student Reflection: Were the strategies, skills and procedures I used effective for this assignment? Do I see any patterns in how I approached my work - such as following an outline, keeping to deadlines? What were the results of the approach I used - was it efficient, or could I have eliminated or reorganized steps? Bloom's Evaluation: How well did I do? What worked? What do I need to improve? Student Reflection: What are we learning and is it important? Did I do an effective job of communicating my learning to others? What have I learned about my strengths and my areas in need of improvement? How am I progressing as a learner? Bloom's Creation: What should I do next? What's my plan / design? Student Reflection: How can I best use my strengths to improve? What steps should I take or resources should I use to meet my challenges? What suggestions do I have for my teacher or my peers to improve our learning environment? How can I adapt this content or skill to make a difference in my life? |
CategoriesJames KlassenI am a teacher. I have held various teaching positions, mostly in Abbotsford, BC, Canada, since 1987. I believe that teachers have the opportunity to inspire deep and meaningful learning and that all learners create their knowledge in ways that are connected to their interests and within their social context. I have observed many waves of educational "reform" come and go and remain hopeful that schools will be transformed into places where all learners desire to be creators and consumers of knowledge and that, together, each member of this community will become prepared to face their world in both skills and attitudes. |