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Final Project: Student engagement in writing.

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Final Project: Student engagement in writing.

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Final Project with Kris-anne Dooley, Stacie Dunleavy and Lisa Oliver

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Final Project with Kris-anne Dooley, Stacie Dunleavy and Lisa Oliver

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https://drive.google.com/file/d/0B5DdaiqKc413dUNRRmpZWGtkLVU/view?usp=sharing

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Final Project: Here's slink to my final project

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Final Project: Here's slink to my final project

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https://docs.google.com/document/d/14oSY7kqfc4iww406dM1MTJp7HpZPK1Kt47_fzbTxsv4

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The prezi of my final project.
http://prezi.com/wubnzn4lx3tw/?utm_campaign=share&utm_medium=copy&rc=ex0share

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Final Project: Growth & Engagement powerpoint

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Final Project: Growth & Engagement powerpoint

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Here is my final project.

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Final Project: When the going gets tough, please keep going! 

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Final Project: When the going gets tough, please keep going! 

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Here is a link to my final project: https://docs.google.com/document/d/1fUp0sG-J4KfkZTrmWLIRhl00p4NNEh-MNTBbsmQhaiA/edit?usp=sharing

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Final Project: Case study utilizing Google Read and Write

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Final Project: Case study utilizing Google Read and Write

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Final Project: Integrating a Math Workshop

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Final Project: Integrating a Math Workshop

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Below is a link to my Google Slides on my Problem of Practice
https://docs.google.com/presentation/d/1s_HPjTTbnY_gy_2ZFj9uYk5y1aGSy-wtMHRJwyVgSkQ/edit?usp=sharing

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Realization Through Regulation
I have attached my final project in PowerPoint format.

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MAdams-Final Project: Social Emotional Learning and the Affective Network

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MAdams-Final Project: Social Emotional Learning and the Affective Network

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I tried to link the development of social emotional learning skills to the affective network in order to consider how we support teachers in meeting the needs of students with challenging behavior.

See: http://tinyurl.com/SELUDL for Google Slides.

See: https://goo.gl/qQzSR7

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I plan to create a "Celebrating Our Strengths" bulletin board to help students recognize and appreciate their strengths and identify areas they'd like to develop.

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Grit acronym
http://1.bp.blogspot.com/-k6N4b2yX9II/VpFNtblVK6I/AAAAAAAAAaQ/MD8uEFDEy_s/s1600/Grit%2B.jpg

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Video I just found that a 5th grade teacher does with her students. Having them go on a walk to perserverance.

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Grit Curriculum Lesson: The Perseverance Walk

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This scholastic article goes fabulously with the UDL resources!
https://www.scholastic.com/teachers/articles/teaching-content/true-grit-0/

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I saw this video recently, and think that it exemplifies grit in a way that my students can really relate to.

http://www.clickorlando.com/news/paraplegic-takes-part-in-disney-marathon-weekend

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I found this article with a list of children's picture books that help to inspire and teach grit.  I look forward to using several in my classroom!

https://www.noodle.com/articles/10-picture-books-that-teach-grit

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I have spent time with my students studying "famous failures." They each made an iMovie trailer about someone that was ultimately very successful, but that struggled early on and worked harder instead of giving up (Michael Jordan, Steven King, JK Rowling, etc.). We also talk about famous people with disabilities.

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Having students revise their work helps them to learn about grit. It is not about being right, but learning from your mistakes (which we all make). I give students a "math flap" (a post-it!) to "revise" their math work instead of just marking it wrong. To help students revise their work, I highlight the spot where they went wrong.  I think this shows kids to learn from their mistakes and focuses on process not product.

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I found another Ted Talk by Angela Duckworth that concisely defined/described grit and mentioned growth mindset to be the "best idea" about how to teach grit.
https://www.ted.com/talks/angela_lee_duckworth_grit_the_power_of_passion_and_perseverance

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This is a great article with lots of resources on research and practical strategies about grit and persistence in the classroom!

https://www.edutopia.org/article/grit-resources

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Here is a webpage -Connections Academy that discusses these benefits of allowing students to struggle with a task:

Intellectual growth and development

Independence

Confidence

Grit

Problem-solving skills

Emotional strength and perseverance

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When you don't give up, you cannot fail!

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When you don't give up, you cannot fail!

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Derek Redmond, Dad Help Son to finish the race

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Uploaded by St Austell Light and Life on 2014-02-13.

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Grit- I found this video of a teacher discussing how she is working with her students to develop grit.

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Grit- I found this video of a teacher discussing how she is working with her students to develop grit.

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Teaching Grit Cultivates Resilience and Perseverance

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Grit-I found this video of a teacher discussing how she is working on building grit in her students.

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Grit-I found this video of a teacher discussing how she is working on building grit in her students.

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https://youtu.be/F0qrtsYg6kI

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I came across this video of a 5th grade class singing a song called "I Got Grit". The song includes a great message about working hard, increased learning, and inspiring others! Enjoy :)
http://www.teachertube.com/video/i-got-grit-213064

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The above website is awesome! It actually has some strategies for teaching grit. Although I have not tried these strategies personally I am excited to try them out!

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Instilling Grit in Students: This would be a great resource to have up year round. It is a bulletin board about changing how we thinkg-especially some of the common phrases we hear in a classroom.https://www.teacherspayteachers.com/Product/Instilling-Growth-Mindset-for-Readers-and-Writers-Yet-Bulletin-Board-2717475

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Instilling Grit in Students: This would be a great resource to have up year round. It is a bulletin board about changing how we thinkg-especially some of the common phrases we hear in a classroom.https://www.teacherspayteachers.com/Product/Instilling-Growth-Mindset-for-Readers-and-Writers-Yet-Bulletin-Board-2717475

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https://www.superduperinc.com/products/view.aspx?pid=otsc8609&view=HowToVideo&autoplay=1#.WHLlXcMrKVM

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https://ww2.kqed.org/mindshift/

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I allow students to choose their seat each day. "Choose a seat that is good for your learning" is the message that greets my students each day. By allowing students to choose their seat, they are able to sit with their peers with whom they work well with and feel comfortable with and that allows them to have reduced stress especially when facing a challenge. In this manner, my classroom feels more like a workshop!
(UDL 8.3-Foster Collaboration and Community.)

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Many teachers in our building use a scale such a this one to help students take ownership of their stress/anxiety

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Self Regulation scale - especially helpful for children with a diagnosis on the Autism Spectrum

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Oneof my students has a "sensory Toolbox" on his desk. It contains fidgits, and calming items to help him when he becomes, angry, sad or agitated.We have changed out the items in his box to try and keep it filled with meaningful tools. We actually have several students who have used this technique at various times, with items being updated and swapped out as needed.

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In our district we use a calming technique, smell the flower, blow out the candle. It teaches children how to deep breathe and relax. Works for adults too!

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In our district we use a calming technique, smell the flower, blow out the candle. It teaches children how to deep breathe and relax. Works for adults too!

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One of the strategies that I use in my classroom to mitigate stress is to provide predictability in my class through routines.  Every day, my students enter the classroom and pick up a "warm up".  They work on the day's warm-up for 5-10 minutes while I go around checking their homework and answering questions.  Students are allowed to discuss the warm-up with others in their group after they have worked on the warm-up independently for a few minutes.
Below is a link to an interesting article about how stress in the classroom is contagious not only between students but also between the teacher and students.
http://neatoday.org/2016/07/25/is-stress-in-the-classroom-contagious/

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This year, my district is focusing on implementing PBIS. Many of the teachers in my school use these visual supports as a means to reduce stress and increase independence among students.

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Another calming support for my students are visuals:

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One of my class's favorites is we hold out our hands like we are holding a slice of pizza. Taking deep breaths we say, "smell your pizza, cool off your pizza." We repeat until students are calm

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In order to help students navigate social interactions and solve "kid sized problems"  I teach them the Wheel of Choice. This visual gives them multiple means to engage with peers.
http://www.sesd.org/cms/lib8/CA01902799/Centricity/Domain/310/wheel%20of%20choice.png

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I have created a calming box in my classroom where children can go when they need to take a break.
I have attached a video about it from the book "Behavior Code".

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"Calming Box": A Strategy for Supporting Challenging Students

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The zones of regulation are taught in my classroom to help students not only identify how they are feeling, but help them identify strategies they can use to help themselves when in a zone other than green.

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https://app.gonoodle.com/channels/maximo

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Press play on movement and mindfulness. Hundreds of videos that activate kids' bodies and brains.

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Graphic organizer for persuasive writing.  Many students struggle with getting started with a writing piece.  I always start with a graphic organizer, so that they can get their thoughts organized before having to start writing paragraphs.  I think this helps relieve some of the stress students might feel when it comes to writing their paragraphs.

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Graphic organizer for persuasive writing.  Many students struggle with getting started with a writing piece.  I always start with a graphic organizer, so that they can get their thoughts organized before having to start writing paragraphs.  I think this helps relieve some of the stress students might feel when it comes to writing their paragraphs.

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(II Provide Multiple Means of Action & Expression - 6.2 Support Planning and Strategy Development)

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Reciting Positive Affirmations to Decrease Negative Self-Talk

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Reciting Positive Affirmations to Decrease Negative Self-Talk

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Just this morning , I had a student under duress. This student has Downs and a massive crush on another student who does not share the same feelings. We have set up social stories to process this information. We also have some relaxation techniques like clenching her fists as if she is squeezing lemons. She enjoys this with some 1:1 time

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Just this morning , I had a student under duress. This student has Downs and a massive crush on another student who does not share the same feelings. We have set up social stories to process this information. We also have some relaxation techniques like clenching her fists as if she is squeezing lemons. She enjoys this with some 1:1 time

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http://scholarworks.sjsu.edu/cgi/viewcontent.cgi?article=4340&context=etd_theses

I wanted to share the above link because I found it to be very interesting. I was just goggling stress factors in the classroom and I stumbled upon this study. It is a bit lengthy but totally worth the read. The part that talks about co-workers and stress is really interesting  and something that we can all relate to. If you can't read the entire article at least read the findings and the co-worker part. This article isn't solely about teachers it focuses on employees and customers perceptions. However, when I was reading it, I put myself in the role of the employee and my students were the customers and it was really eye opening! This article applies to every UDL guideline at some point in the article but it really hones in on personal coping skill and strategies. It provides a lot of insight into that as well as that feeling of being "burned out", which is something I know I have felt more than once and it looks at the different strategies people use and what works and what doesn't

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I try to minimize stress by creating an environment that is safe and supportive. I teach the students strategies to manage stress in our social skills group. Students know they can take a break, use breathing techniques, talk to an adult or use an object in the break area that will help them feel less stress.
Below is a picture of some of the items students have used to help them regulate their emotions.

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Learn To Bring Down Stress | Guided Meditiation For Kids | Breathing Exercises | GoNoodle

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Stress Relief: Provide Multiple means of Action & Expression

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Stress Relief: Provide Multiple means of Action & Expression

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* Options that facilitate managing information and resources
* Options in the means of navigation
Provide students with the understanding of strategies to cope with stress (or preload situations so that it doesn't happen in the first place!)

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We encourage students to ask for help or breaks when stress is interfering. We also problem solve when they are stressed and brainstorm best and worst case scenarios. Usually the worst case isn't that bad once they spell it out and if it is that bad, we seek out the appropriate assistance to change whatever we can so that it isn't anymore.

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See these two great sources for working with students exhibiting anxiety.

Anxiety and Depression in the Classroom: A TEACHER'S GUIDE TO FOSTERING SELF-REGULATION IN YOUNG STUDENTS

The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students

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To mitigate student stress I use multiple means of movement breaks, representation, explanation, and more. I allow students multiple opportunities to feel successful and supported. We use technology to support our learning and multiple means of representation. We review and practice topics over and over again so that they become comfortable with the material. We use youtube videos a lot during math to reinforce skills, that also double as a movement break. I find my students being more successful in math when they have a song and dance to go along with the skill. 

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To mitigate student stress I use multiple means of movement breaks, representation, explanation, and more. I allow students multiple opportunities to feel successful and supported. We use technology to support our learning and multiple means of representation. We review and practice topics over and over again so that they become comfortable with the material. We use youtube videos a lot during math to reinforce skills, that also double as a movement break. I find my students being more successful in math when they have a song and dance to go along with the skill. 

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To minimize stress for my students with the UDL Engagement guidelines in mind, I provide multiple means of representation, expression, and engagement.  I try to keep my classroom climate stress free by providing movement breaks for squirmy five-year-olds.  My students are English language learners and this can be very stressful for new students who arrive with little or no English.  To help students feel more at ease and to reduce what can be a very stressful experience I try to buddy students up who speak the same native language.  This gives them more of a sense of security.  

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To minimize stress for my students with the UDL Engagement guidelines in mind, I provide multiple means of representation, expression, and engagement.  I try to keep my classroom climate stress free by providing movement breaks for squirmy five-year-olds.  My students are English language learners and this can be very stressful for new students who arrive with little or no English.  To help students feel more at ease and to reduce what can be a very stressful experience I try to buddy students up who speak the same native language.  This gives them more of a sense of security.  

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Examples of Sentence Frames to Support Students Competence and Relatedness

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Examples of Sentence Frames to Support Students Competence and Relatedness

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My team and I use sentence frames to support students in many different activities across curriculum areas. Sentence frames help students feel confident in communicating their ideas effectively, and aid in students having meaningful conversations, and positive interactions with their peers.

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What is Genius Hour? - Introduction to Genius Hour in the Classroom

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I use number talks weekly in my classroom. It allows for learner variability and students can engage in the activity at any level.
http://2.bp.blogspot.com/-NuwgyyMz55A/Viep-XPcU1I/AAAAAAAAAT8/B1ALAANVM3c/s1600/Number%2BTalks%2Bhand%2Bsignals.png

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Another great clip from "The Innovator's Mindset" by Yong Zhao

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Another great clip from "The Innovator's Mindset" by Yong Zhao

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From "The Innovator's Mindset" by Yong Zhao

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From "The Innovator's Mindset" by Yong Zhao

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As a teacher who pushes in to various classrooms, incorporating technology can be tricky. A chromebook allows me to show videos or have access to visuals when presenting new vocabulary/concepts in my small groups. I've noticed an increase in engagement and motivation when technology is involved!

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Ellen DeGeneres' "Heads Up- Build Your Own Deck"

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Ellen DeGeneres' "Heads Up- Build Your Own Deck"

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This app can be used across all content areas!

http://appadvice.com/appnn/2013/12/heads-up-ellen-degeneres-hit-ios-guessing-game-now-lets-you-build-your-own-decks

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In my district we are fortunate to have the reading online program Lexia. Students have an opportunity to use this web-based program daily (at home and school). There are ways students can measure their progress and see how much required time they need to. It is very motivating for them. Often, when they arrive in the morning it's the first thing they want to go and do.

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Count by 10s and move!
https://www.youtube.com/watch?v=Rd5DBkP9avw

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Students had the opportunity to choose an culmniating project in from their Unit on Winn Dixie providing options for expression.

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Technology to develop reading skills.  Students use the iPods to work on phonics skills and sentence structure.  

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Technology to develop reading skills.  Students use the iPods to work on phonics skills and sentence structure.  

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Resources on engagement. I recently found this app and am going to introduce it to my class as an option for a project on social skills and making conversation at work. They will have the option of making a video, writing a script, or making a cartoon using this Toontastic app. Toontastic by Launchpad Toyshttps://appsto.re/us/IeYhy.i

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Resources on engagement. I recently found this app and am going to introduce it to my class as an option for a project on social skills and making conversation at work. They will have the option of making a video, writing a script, or making a cartoon using this Toontastic app. Toontastic by Launchpad Toyshttps://appsto.re/us/IeYhy.i

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I found a few interesting articles on engagement in mathematics.  They were all written by Catherine Attard.  She is an associate professor in primary mathematics education at Western Sydney University in Australia and her PhD research was focused on engagement with mathematics.
Below are links to some of her articles and to her website (Engaging Maths). Enjoy!
https://engagingmaths.co/
http://files.eric.ed.gov/fulltext/EJ978128.pdf
https://sydneylmlearning.wikispaces.com/file/view/framework+for+engagement.pdf
http://cpl.asn.au/journal/semester-2-2015/engagement-and-mathematics-what-does-it-look-like-in-your-classroom

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In our co-taught class this year, we have gotten rid of desks and are using round tables in their place. We start each day off by asking students to "choose a seat that is good for your learning." (Students actually choose their own seat each day and it works!) This has set up an entirely different community/workshop feel to our classroom. Students are more engaged, collaborate more, and, enjoy learning! Try it!

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Students from our school talking about Growth Mindset in our local newspaper. Submitted by Amy Fennelly, Stacie Dunleavy, Kris-anne Dooley and Lisa Oliver

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The above link will bring you to a journal written by Ellen skinner. It is a great read and really shows the importance of a student - teacher relationship!
Another great resource that I found last summer was https://www.marzanoresearch.com/resources/tips/hec_tips_archive. It has a wealth of tips and tricks to motivate students,  and I really like the layout of the wbsite.

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Phases of Self-regulation for Engagement 

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Phases of Self-regulation for Engagement 

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This cycle of self-regulation is clearly stated for students to take responsibility for their learning. You could even turn it into a checklist for students to have at their desks to create a positive environment and self-guiding success.

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Technology such as GreenScreen, Chatterpix, and Show Me are engaging tools (apps) for kids that allow them to be creative in demonstrating their ideas and understanding.
This year, many teachers are incorporating SeeSaw ( an online portfolio app) and students can't wait to use their I-pads to upload their work.

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http://www.pearsoned.com/education-blog/encouraging-positive-student-engagement-and-motivation-tips-for-teachers/
I enjoyed reading the above article and felt it summarizes the keys to student engagement very well. The most important point made in my opinion is the role that teacher's joy and confidence adds to being able to encourage student interests and engagement. Taking care of your own mental and physical health is important for your ability to effectively relate and cultivate student interests. I have learned that student/teacher relationships make a huge difference in the how well student's develop intrinsic motivation.

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- technology as a tool for writing or responding to texts
- private signal (thumb on chest) to show you know an answer or have an idea
- stand up if.../sit down if...
- turn and talk
- choosing ready for success spot
- flexible seating
- movement breaks/gonoodle.com
- teaching growth mindset

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The above website has some really good ideas for engagement strategies. The reason I love this site is because it mimics the way I run my classes. So for each step of my lesson it provides different strategies to try out.

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I encourage a lot of sharing in my classroom.
- Turn and Talk
-- Partner work
- Class discussions
- table share
I also encourage questions and sharing of different ways/methods to solve problems. I make sure my students know that I value questions and different methods so they are not afraid to ask and are interested in sharing "their" way.

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I use turn and talk a lot to have students share their thinking with a partner before sharing with whole group. This works really well with the children who tend to be quiet, shy or more anxious to share.

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Here are some of my students using Ipads to work on ST Math and/or Tenmarks during math centers

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Sharing ideas from reading and math centers ~ here the children are solving word problems and writing them on a wipe off sheet.  They then take an ipad and take a picture of it to include in their Seesaw account.  They love it!

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We do a lot of presentation/review of material through a kid theatre format. This means that it is done by the kids without pre-planning and/or props. For example, we would turn our weekend news into a a quick play, The students enjoy seeing their ideas acted out by their peers and the challenge of creating things needed in the presentation such as tree or a boat with their bodies. Another example is acting out our phonics lessons such as "glued sounds" (kids stuck together) doubled letters such as f,l,s ( 2 friends together) etc.

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While working, Zach encounters issues, problem solving is an issue, as is perseverating on a problem. In order to keep him engaged in work and on task we created a flow chart, where he could choose the outcome, or foreshadow possible outcomes.

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I like the ideas and use a lot of the strategies posted. Trying to think of something different that I use...one thing I am using this year is "team points" students work together to earn "points" in their reading and math groups. Groups can earn points in so many ways--and very different than your typical points for high achievements or completing work, etc. Groups earn points by doing things like, helping one another, completing work quietly, trying something new, doing a great job cleaning up, having a positive attitude during working time etc. It is often my groups who would typically be labeled "the struggling learners" who earn the most points- they love the motivation and the chance to earn something and feel like they have accomplished something. I have the team points posted on my white board. The first team to earn 5 tally marks, each member of that group earns an APPLES ticket (a positive reinforcement tool at our school).

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I took the research from the GRE study referenced in the UDL reading and applied it to PARCC! I asked my 3rd grade students last spring if they were feeling nervous (of course they were!) and then told them that those feelings in their stomachs and hearts will actually HELP their brains do better on the test. It normalized the nervousness and hopefully worked as well as the GRE study!

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Sorry!  The anonymous post is me!  I use the Zones of Regulation as a check in for students daily.  We discuss how our bodies are feeling, both inside and out.  If a student is in a particular zone and is having a difficult time regulating we talk privately to discuss how we can change our mood/ emotion, and move to a better zone.  I have also shifted my thinking about how to run my behavior chart system.  I have geared it to match the zones.  If I see a child who is expressing a need for a check in on their zone, I will check with them.  Some students have started to use the chart on their own, and check in on it by themselves in the morning.  I use the phrase:  If we are in the green zone, we are in the go zone.  Ready to learn, ready to get along and focused. 

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Sorry!  The anonymous post is me!  I use the Zones of Regulation as a check in for students daily.  We discuss how our bodies are feeling, both inside and out.  If a student is in a particular zone and is having a difficult time regulating we talk privately to discuss how we can change our mood/ emotion, and move to a better zone.  I have also shifted my thinking about how to run my behavior chart system.  I have geared it to match the zones.  If I see a child who is expressing a need for a check in on their zone, I will check with them.  Some students have started to use the chart on their own, and check in on it by themselves in the morning.  I use the phrase:  If we are in the green zone, we are in the go zone.  Ready to learn, ready to get along and focused. 

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So, I tried the community whiteboard idea at the start of the school year when we were waiting for iPads to be distributed and our computer system was being uncooperative, but my class loved it, so even though those problems are resolved, we start every day with a prompt on the whiteboard for students to respond to, and they come in and instantly go to add their answers. They are not graded and they don't have to sign their names. Some days we have a long discussion about them and others we look over them and move on, but I think they have made the students feel more connected to each other and to the class as a whole, and they are becoming more comfortable and willing to take risks with one another in class. My first period class is our language arts class, and this also gets them all thinking and writing at whatever their level is everyday.

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One of my favorite activities comes from the Responsive Classroom "Closing Circles" resource.

I use "Maître d’" as an activity to share ideas between students. I pretend to be a "Maître d’" at a fancy restaurant ready to call for tables of 2, 3 or 4 "to be seated". They stroll about the room waiting for me to snap my fingers and call out a table number.  Once they hear me snap, all the students quickly locate students to fill their table of 2, 3 or 4.  At this point they may share a fact or two they gathered from research, a response in reading or even an idea for a project.  The possibilities are endless.

Check out the Responsive Classroom link above.

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I use several ways to check understanding:
*thumbs-up, down, sideways
*Write me a note on your work
*Turn and talk
*Remind.com

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I often use hand signals as a  form of self assessment for students. They are a quick nonverbal check in for students to express how they feel about a task or to agree or disagree.

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I hold students accountable during turn and talk with the following talk frames. It helps them to focus on the question.

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I have students use these paddle whiteboards to record answers to questions posed during lessons.  Students are able to show they understand material without the pressure of sharing in front of the whole group.  They enjoy using the white boards and stay focused on the lesson.

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I have students use these paddle whiteboards to record answers to questions posed during lessons.  Students are able to show they understand material without the pressure of sharing in front of the whole group.  They enjoy using the white boards and stay focused on the lesson.

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This year, we have implemented a flip chart system where a student flips to the # that matches their comfort level with the task.  It helps students to gauge themselves as learners and allows us as teachers to provide support to those who need it.  Students # will vary from problem to problem, activity to activity.

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Examples of Addressing Learner Variability

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Examples of Addressing Learner Variability

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Here is a handout/Pdf that was included in one of the "Dive Deeper" resources from the National Center on UDL. The examples are organized nicely.