October 2011 – Educational Aspirations

Transforming Professional Development for Teachers

I recently was looking for some space in my closet and found a book from my graduate school days. The book Transformational Leadership & Decision Making in Schools by Brower and Balch fell out of my closet.

After flipping through the some tabbed pages, a few memories emerged. One of the chapter topics explained how ed. leaders often understand and create effective professional development opportunities for their staff. Understanding what is considered “effective” is key. So I ask, what is needed for effective staff development?

Three (non-exhaustive) Ideas for Staff Development:

1.) Eliminate fear – As discussed in David’s post, teachers shouldn’t feel as though someone will steal or reject their innovative ideas. Competition, although beneficial in some scenarios, may instill in teachers a sense of fear and distrust. Administrators that advocate for their staff members by creating an atmosphere of trust and collaboration often improve student learning over time. The idea that all of the students in a school are everyone’s responsibility should be prevalent and community building activities indicating that concept should be evident.

2.) Research Based PD – Often, staff development may meet the current needs of the staff, but not necessarily be research based. Many PD sessions are more “training” focused, rather than “best practice” focused. This point is explained in more detail in Neil’s post. Teachers need to be able to understand that the PD sessions, when implemented appropriately will result in an improved organization.

3.) Follow up – Ask any educator … it’s fulfilling to participate in an effective PD session. The question that many people have after the session is … Now What? Allowing time for teachers to collaborate and discuss methods to implement ideas will benefit all stakeholders. Also, it may be important to receive feedback from the audience (teachers) in order to measure the effectiveness of the PD and set goals for planning additional sessions.

Disclaimer (unfortunate but necessary) : The thoughts and opinions expressed in these pages are my own, and not necessarily the opinions of my employers.

The Real Number Line – In Practice

Image by: Samana

A little while back I wrote a blog post about how the typical math number line needs an upgrade. You can find that post here. I thought and still think that the general math number line that is introduced at the elementary level needs to be enhanced.

I believe that students should encounter all types of numbers on a number line. Students should find whole numbers, decimals, square roots, fractions, percentages, mixed numbers, etc. Of course, the concept needs to be age appropriate . So, in my last post I wrote about how students should understand the real math number line. In theory it sounded like an idea that could be put into practice. I decided to find out how the theory looked in practice. I asked students to create a math number line with multiple components. This activity fit in well with the decimal and fraction unit that I’m currently teaching. I gave each student learning group a sheet like the one below and a specific number range (like numbers 3 – 6).

Every student worked on this project in a cooperative group. Through this experience, I believe the students had a unique opportunity to learn about the many different ways that numbers can be represented. See below for examples.

Overall, students were engaged and thoroughly enjoyed the activity. At the end of the project, I facilitated an informal plus/delta chart and the feedback was generally positive. While students were in their cooperative groups I overheard them debate the differences and similarities of fractions, square roots, decimals, improper fractions, and mixed numbers on the number line. It was a great learning experience and definitely a project I’ll put in the plan book for next year.

Disclaimer (unfortunate but necessary) : The thoughts and opinions expressed in these pages are my own, and not necessarily the opinions of my employers.

Equitable Opportunities

Image by: Salvatore

I believe educators want the best for their students. Teachers need to be able to utilize effective strategies to meet the needs of all students. Differentiated instruction, along with active student participation contribute to overall learning that occurs in an elementary classroom. Most elementary teachers have around 25 + students in each classroom, ranging from below grade level achievement to gifted. The strategy that I’m talking about in this post isn’t only for elementary classrooms. I’ve seen it utilized effectively at the middle and even high school levels.

It doesn’t take much time for teachers to find that some students are more willing to answer questions than others. Teachers are generally able to identify these students quickly. These specific students are more likely to enthusiastically throw their hand in the air to answer a question that a teacher may pose. Experienced teachers understand that some students tend limit their own participation for a variety of reasons. As an educator, I believe it’s important to allow all students an opportunity to contribute to the classroom. I’ve found that utilizing equity sticks has improved student participation and learning in my classroom. The sticks can also be used to group students for cooperative learning opportunities. I have even used them for a math class, to teach probability concepts. For example: the likelihood that a particular student’s name will randomly be picked out of a jar.

One way to create and then utilize this strategy:

1.) Grab your classroom roster and a package of large popsicle sticks.

2.) Write/print out names on each stick.

3.) Put all of the sticks into some type of jar

4.) Pose a question and pick out a name. The “winner” gets to answer the question.

Education and Flow Charts

Image by: Sujin

Students often thrive when given responsibility. Sometimes students even ask for responsibility in the classroom. At every grade level student responsibility can be utilized to improve and contribute to the overall efficiency of a classroom. Student jobs are often found in the elementary classroom. The idea of assigning student jobs can be termed as assigning responsibility. I prefer using the activity, My Job Your Job Our Job, but jobs in themselves are an interesting way to teach and encourage responsibility. Unless explicitly told, students are often unaware of the quality of work that is acceptable during their student job activity. Modeling and setting classroom expectations for all jobs is necessary to gradually release responsibility to the student. Accountability and follow through are also necessary components. Expectations are vital when gradually releasing responsibility to the student. Students need to understand what is expected as soon as they enter a classroom. Including students in the creation of these expectations via a flow chart may encourage accountability on the students behalf. I found this template to be useful in having a conversation about flow charts with my students.

For the past few years I’ve used a process flow chart to help guide my students in taking responsibility for their actions. As soon as the students enter the room they are asked to follow an arrival flow chart. Likewise, when students are asked to leave the classroom, they follow the dismissal flow chart. The flow chart clearly explains what is expected as students arrive and leave the classroom.

When students understand these expectations, they are more willing to become accountable for their own actions relating to their arrival/dismissal from my classroom. I believe having an arrival and dismissal flow chart may improve classroom efficiency and productivity. As a result of implementing the flow chart, I’m spending more time teaching for learning in the classroom rather than losing the first five minutes of class to social hour. In any activity, modeling is vital, this is no exception. During the first week of school my students actually self-assess their performance following the arrival/dismissal flow chart. I’ve even used a plus/delta chart to help during this process. After the “trial” period has ended, the students become comfortable with their new environment and proceed efficiently when an arrival/dismissal flow chart is utilized regularly. Visual learners may appreciate how the flow chart is displayed in the classroom. Using a flow chart might also be a way to introduce graphic organizers to the class. Students can even create their own flow charts using graphic organizer templates.

I’ve had experiences working in a variety of teaching capacities. Teachers have an enormous responsibility to improve student learning in the classroom. When the teacher and students understand the expectations of each other, both parties benefit. This could also be said about the community and teacher. I’ve found flow charts to be useful in other academic content areas, such as in math when explaining the problem solving process. Process charts can also be used to clarify behavior expectations. Utilizing process charts may enable students to become more responsible for their own actions in the classroom.