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Ten Activities for Establishing Classroom Rules

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Ten Activities for Establishing Classroom Rules

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Ten Activities for Establishing Classroom Rules | Lesson Plan

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Surprisingly, student-created rules are often much the same as rules a teacher might create.

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Sarah McKibben

What if instead of going head-to-head with your most challenging student, you created an ally in him? During the 2013 ASCD Conference on Educational Leadership, presenter Grace Dearborn shared a strategy for making that happen: the "Two-by-Ten."

Dearborn explained that by spending two minutes a day for 10 consecutive days getting to know a disruptive student, teachers can begin establishing an initial connection. Historically referred to as the "two-minute intervention" by researcher Raymond Wlodkowski, the Two-by-Ten strategy is a way to not only break the ice but also form the foundation for a sustainable relationship-and better classroom behavior.

"It's a motivator, it's a management strategy, and it's a formally researched way [to turn a student from a negative to a positive influence]," says Rick Smith, founder of Conscious Teaching, who often presents the method with Dearborn. Smith says Two-by-Ten gives a disruptive student what he is seeking in the first place: a positive connection with an adult.

"Safety is a fundamental human need and if kids don't feel it, they're going to ask for it," he says. "Oddly, the way they sometimes ask for it is to act out." Although it may seem like they are trying to sabotage your classroom, a student is more likely communicating the message "Would you connect with me, so I can let down my guard?"

Targeted Attention

Lisa Kitzmann, a 3rd grade teacher at Eldridge Elementary School in Hayward, Calif., used Two-by-Ten to address the outbursts that were occurring frequently in her classroom. When Eldridge gained a mix of new students because of local school closures, behavior issues in the Title I school escalated.

Although Kitzmann, who refers to herself as a "teddy bear teacher," already connects with students daily, she says the strategy "really helped me target the kids I was struggling with and give them more structured attention."

Curiosity motivated Kitzmann to study the efficacy of Two-by-Ten for her master's thesis. Over the course of a year, she used the strategy on four students (three separate times) and teamed up with a teacher's aide to collect data based on daily observation checklists (which tracked disruptions such as talking with peers, interrupting the teacher, and not following directions) and the number of "red alerts" or behavior referrals sent home to parents.

Kitzmann ultimately found that the students she worked with were "less disruptive, changed their attitudes, and had a stronger drive to succeed in school" after exposure to the Two-by Ten strategy. In addition, the class as a whole was "running more smoothly."

Still, it was a learning process for everyone, Kitzmann explains. Some of the students were more receptive to the conversations than others, but most tended to warm up to the attention by the second week.

A Deeper Connection

Keeping the content of the conversations PG-rated and centered on the student's personal interests is essential to making the strategy work, Smith asserts. Teachers can use an interest inventory to ask questions or just "focus on whatever the kid is talking about to his friends or what he's wearing-his sneakers, backpack, anything at all," says Smith. "If he has a Packers jersey on, that's a sure clue."

The discussions, however, should extend beyond the typical "how are you today, nice to see you," says Kitzmann. Even talking about what the student shared in class or wrote about in an exercise does not have the same effect as when teachers probe more deeply. "The focus of Two-by-Ten is just getting to know the child outside of school," she says. "Find out what his favorite food is, what his favorite hobby is, how did his baseball game go, etc. If [your approach is] authentic, the child will know it."

When a student is especially "resistant and shutdown," Smith recommends striking up a conversation with one of the student's friends within earshot and eventually drawing that student in, even if it takes several days.

Stealth Planning

Two-by-Ten is "one of the most powerful relationship-changing strategies I know," writes Allen Mendler in When Teaching Gets Tough (ASCD, 2012). Mendler suggests that, at least for the first few days, teachers build the time into their lesson plans when other students "are engaged in an assignment or project that requires less ... direct teaching."

Kitzmann initiated her conversations outside of class when she could more subtly approach a student. "I would do it walking out to recess, walking beside the student to music or PE, checking in on them at lunch, or walking out with them at the end of the day."

Smith advises, especially at the secondary level, that teachers learn the student's schedule and "position yourself in the hall [during passing periods] so [that] you happen to run into him 'by mistake.'" The planning may take a lot of foresight, he says, "but if that kid turns himself around in your class, it will have been worth it."

Allotting time for shorter conversations can also be beneficial as long as they occur every day (not counting weekends) because consistency is what "allows the walls to come down," Smith continues. Thus "half a minute a day for 10 days is better than one 20-minute conversation because [the student] needs that ongoing connection to relax."

Where the Magic Happens

"Does Two-by-Ten solve everything? No," Kitzmann is the first to admit. Although the strategy is not a remedy for disruptive behavior, "in 10 days, you establish enough of an understanding that helps you relate to a child or get a relationship going."

By taking the time to ask the right questions, you learn a lot about the student and often begin to "see the child in a different light," Kitzmann elaborates. "In every experience, I have been surprised by what a student shared, or what they taught me, or how they inspired me."

"Once you make that extra step to connect with a kid, you get results," Kitzmann affirms. "And after the 10 days, the tendency is to keep the momentum going. It just continues; it's natural."

Adds Smith, "You have to remember that the teacher is often pretty guarded as well, initially, because the kid has been acting out. And then as you connect heart-to-heart, that's where the magic happens."

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Sarah McKibben What if instead of going head-to-head with your most challenging student, you created an ally in him? During the 2013 ASCD Conference on Educational Leadership, presenter Grace Dearborn shared a strategy for making that happen: the "Two-by-Ten."

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Using Content and Language Objectives to Help ALL Students in their Learning

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Using Content and Language Objectives to Help ALL Students in their Learning

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Newcomers Learning Desk Arragements (Desk Olympics)

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High expectations and discussions on code-switching

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High expectations and discussions on code-switching

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Finding a literal and metaphorical language for reaching students does not mean lowering standards. A culturally responsive teacher must maintain and communicate high expectations for students’ behavior and performance.

Using students’ cultural lingo in class discussions might mean some meta-discussions on code-switching and the importance of academic language in an academic setting. Students whose own cultures have been recognized and respected will be more likely to adopt, even temporarily, the code-switching necessary in the classroom. Students who engage in this practice will have learned far more than the content of the original discussion; their learning will translate to out-of-class applications.

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The Necessity of Having High Expectations

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The Necessity of Having High Expectations

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The Necessity of Having High Expectations

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Conveying compassion for students while holding them to high standards can help improve equity in education.

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CORD's REACT strategy is based on contextual learning methods. Curricula and instruction based on contextual learning should be structured to encourage five essential student engagement strategies: Relating, Experiencing, Applying, Cooperating, and Transferring.
Characteristics of learner engagement with the REACT strategy:
Relating - Learning in the context of one's life experiences or pre-existing knowledge.
Experiencing - Learning by doing, through exploration, discovery, and invention.
Applying - Learning by putting skills to use.
Cooperating - Learning through sharing, responding, and interacting with others.
Transferring - Using knowledge in a new context or novel situation.

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An Asset-Based Approach to Education: What It Is and Why It Matters

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An Asset-Based Approach to Education: What It Is and Why It Matters

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NYU Steinhardt Teacher Residency Program

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An asset-based approach to education is key in achieving equity in classrooms across the country. In recent years, while equity and access efforts shined a light on marginalized and underrepresented communities, some efforts treated schools and communities like they needed to be "saved." With an asset-based approach, every community is valuable; every community has strengths and potential.
What exactly does it mean to have an "asset-based approach" to education?
In the simplest terms, an asset-based approach focuses on strengths. It views diversity in thought, culture, and traits as positive assets. Teachers and students alike are valued for what they bring to the classroom rather than being characterized by what they may need to work on or lack.

"Asset-based teaching seeks to unlock students' potential by focusing on their talents. Also known as strengths-based teaching, this approach contrasts with the more common deficit-based style of teaching which highlights students' inadequacies." ( Association of College & Research Libraries, 2018 )

It's also essential that teachers practice asset-based approaches with their peers and school leaders. New teachers must be supported in their hard work to demonstrate efficacy, which includes coaching that is centered on their strengths to build a foundation for gaining new skills. This runs counter to the damaging burden put on teachers to meet unrealistic growth expectations and the punitive structures that blame teachers for all that may be wrong in schools.
Why does an asset-based approach in education matter?
Schools are increasingly diverse, yet the teacher force still lacks considerable diversity and does not represent today's student demographics. in the from 2018 highlighted the statistics: 80 percent of the public and private elementary and high school teaching force is white. Conversely, the most recent demographics of the 50.7 million public school students as reported by New York Times the National Center for Education Statistics (NCIS) are as follows:

23.7 million White students

13.9 million Hispanic students

7.7 million Black students

2.7 million Asian students

2.1 million students of two or more races

0.5 million American Indian/Alaska Native students

0.2 million Pacific Islander students

Teacher preparation programs must wrestle with this stark reality. That's why one of the core values of the NYU Steinhardt Teacher Residency is an asset-based approach to education. It seeks to eliminate deficit thinking and harmful biases that hold back students, especially those with disabilities, English language learners and emergent bilinguals, and students of color. Teacher residents are taught to look at diversity and differences as attributes to be celebrated rather than things to overcome.

"We know that the best and most organic learning builds on what students already know," said Diana Turk, Director of Teacher Education at NYU Steinhardt and one of the faculty who developed the Teacher Residency. "In order to reach students, we have to know what they know - not just what they don't know. We need to see them - and have them see themselves - as capable learners who can learn and do anything."

Take student discipline as an example: student discipline either reflects the asset-based approach or the deficit model. An asset-based approach focuses on building relationships with and an understanding of students rather than punishing them with detentions, suspensions, and expulsions. Jacqueline Richards, a psychotherapist for children and teens, writes about this in a recent Edutopia article : " While traditional rules-and-consequences discipline is sometimes effective in stopping detrimental behaviors, it may have negative effects on the long-term resilience and connection within the community."

"Imagine being a student who is seen only through the lens of his or her deficits: as the student who can't sit still in class or disrupts class with outbursts," continued Professor Turk. "Now, imagine how it would feel to be that same student, yet instead you're seen as the child who has more energy than anyone else and therefore can get much more done, or as the child who smiles at everyone and is always in a good mood. This is how asset-based approaches change perspectives in the classroom."

Great teachers embrace differences in the classroom and make deep connections with their local communities. This is why teacher residencies across the country work to recruit more people from diverse backgrounds. New statistics from the National Center for Teacher Residencies note that more than 50 percent of residents identified as people of color in 2017.

As new, diverse individuals enter the teaching profession, an asset-based approach is central to achieve equity and to give all students the education they deserve. It helps all teachers - no matter their race, ethnicity, or background - learn to build practices that are culturally responsive and respectful of students and their communities.

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An Asset-Based Approach to Education: What It Is and Why It Matters

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An asset-based approach to education is key in achieving equity in classrooms across the country. In recent years, while equity and access efforts shined a light on marginalized and underrepresented communities, some efforts treated schools and communities like they needed to be "saved." With an

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By Sally Raskoff

Have you ever thought about how your social relationships at school (and elsewhere) might help you in the future?

Social capital, conceptualized by sociologist Pierre Bourdieu, includes economic resources that one gains from being part of a network of social relationships, including group membership.

Cultural capital, also from Bourdieu, includes non-economic resources that enable social mobility. Examples of cultural capital would include knowledge, skills, and education. Both concepts remind us that social networks and culture have value. Bourdieu discussed other forms of capital, including economic and symbolic. Economic capital refers to monetary resources or those with exchange value, i.e., money.

Going to school, whether it is kindergarten through high school or college, generates a potential to build both social capital and cultural capital. How do we build social capital? We belong to groups and networks, some of which we may not even be aware.

What groups or networks might you be part of? Each class you enroll and participate in has both the teaching professional(s) and other students. Each student club that you may join consists of a faculty sponsor and other students. Your major and minor academic emphasis may have its own network or group. The college as a whole offers multiple points of access to social capital. If you use campus resources such as learning or tutoring centers, programs for students with disabilities, or those that serve under-represented students, such as the writing center, or financial aid office.

So, how does being part of all these groups translate into building social capital?

The more immersed you are in that group, the more social capital you can potentially build. If one only goes into an office once, that is not really group membership. But note how classes sometimes take on a personality or group identity. Just being a member of a certain college confers group membership. This is readily apparent at sports competitions with other colleges. After you graduate, the alumni office will be calling with offers for social engagement and requests for donations.

When you are part of these groups, you meet the people who are also members. Each office and person you come into contact with could be a part of your current or future job hunt process. I have had students who became student workers on campus because they were part of a group on campus, even if it was just visiting our Writing Center regularly to get help with their written assignments or the Tutoring Center to get help with class materials.

Being alumna of the University of Southern California, I was a part of quite a few groups when I was there for graduate school. I was part of the Sociology department, taking classes and working as a Teaching Assistant. I also worked for the Joint Educational Project, a service-learning program that had its own house on campus and identity. I made my faculty committee to oversee my research and that also became a group. All of these entities built social capital for me as most alerted me to jobs or research grants both during my time at USC and later.

How do we build cultural capital? We engage in activities that generate our knowledge, skills, and education.

When you are a college student, what you learn in class, in your major and minor academic degree program, and overall, are all building cultural capital. How much you engage with the class materials might determine how much cultural capital you generate.

What if you're not just taking the class for a grade but want to learn what it offers? You would then be building cultural capital since you would immerse yourself in the class materials, do the work with deep thought and preparation, interact with the faculty to understand how you can do better, seek out additional resources to deepen your understanding of the topic (like the Everyday Sociology Blog!), and you could access that information for years after, even perhaps for the rest of your lifetime. Gaining knowledge, building skills, and getting a true education will change the way you think, the choices you might make, and what you have learned will become part of you.

My own example would show how my cultural capital came from accumulating knowledge and skills through the many classes I took in my college career, how my major and degrees (BA, MA, PhD), and my education overall, helped me move into positions that had higher and higher social rank. Due to the experience I gained in the military, I was working as a computer consultant a small non-profit organization when I graduated with my BA in sociology and social work. I continued on to work on an MA in sociology and worked as a research consultant in marketing research and other projects. When I moved to graduate school, I became a teaching assistant - a status that is temporary and not necessarily higher than that of my previous jobs - but then into teaching my own classes. I moved into the status of professor through building my knowledge and gaining more skill in doing and teaching sociology.

Of course, cultural capital can be built outside formal education. When you read or learn new information that can also be considered building cultural capital.

Using your experience or that of your colleagues, what other campus groups and networks can you identify? Using your experience or that of your colleagues, how else might cultural capital be generated?

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Everyday Sociology Blog: Social and Cultural Capital at School

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By Sally Raskoff Have you ever thought about how your social relationships at school (and elsewhere) might help you in the future? Social capital, conceptualized by sociologist Pierre Bourdieu, includes economic resources that one gains from being part of a...

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Simulations allow students the opportunity to build and use both cultural (knowledge, skills, and experience) capital in the classroom.

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Washington State Council for the Social Studies

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Simulations - Washington State Council for the Social Studies

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Mock Trials - The law firm of Anderson Kill & Olick, P.C. does a mock trial related to the sinking of the Titanic for sons and daughters of their employees. They provide a complete set of information and hold a simulated trial so that sons and daughters can see the legal process at work in an interesting manner.

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by Becton Loveless

It just sort of sounds good as it rolls off the tongue, student-centered classroom. We've all heard the phrase coined before, yet most educators would agree that developing a student centered classroom is becoming more of a necessity and norm these days than a luxury or innovative new approach to teaching. The traditional classroom where students sit quietly and attentively in their seats, while the teacher pours vast amounts of wisdom and knowledge into their sponge like brains is over (assuming it ever existed.) This is especially true for middle school and high school classes where "teaching" can be a constant battle.

So what exactly is a student-centered classroom? In short, a student-centered classroom, or student-centered learning environment, is one where the focus of instruction is shifted from the teacher to the student, with the end goal of developing students who are autonomous and independent, by placing the responsibility of learning in the hands of the students. Many proponents of student-centered learning would argue that it's one of the most effective ways to help students develop the skills required for independent problem-solving and lifelong learning.

In the more traditional "teacher-centered learning" environment, the teacher is the center of the learning experience and takes the "active" role of teaching, while the students assume a more "passive" or receptive role. In contrast, in the student-centered learning environment, the interests of the students' take center stage and the teacher gives students choice and voice, finding ways to provide learning experiences that focus on what students value. In the student-centered classroom, students take a more "active" role in the education experience.

It doesn't matter if you're a kindergarten teacher, high school instructor or college professor, developing a student-centered learning environment will help your students become independent learners who will ultimately take charge of their own education-students who are curious, eager to learn, and willing to do whatever it takes to be successful.

Unfortunately, developing a student-centered learning environment isn't always easy, especially if your experience frames learning in a more traditional way. For many, implementing a student-centered learning environment sounds great in theory, but putting it into practice is a different story. Below we'll explore some strategies, principles and offer some proven tips that can make the student-centered learning environment a reality, and success, in your classroom.

Turn your classroom into a community

In a traditional classroom, the teacher speaks, the students listen. In a student-centered classroom, the students speak, the teacher listens, interjects and facilitates conversation when needed, and then thanks the students for their participation. By involving students directly in the education process, and by enabling them to interact with one another, students begin to feel a sense of community. More importantly they are shown that what they feel, what they value, and what they think are what matter most. In the student-centered classroom, the teacher acts not only as educator, but as both facilitator and activator.

Develop trust and communication

A student-centered classroom or learning environment can not exist without trust and open communication. Trust and open communication are achieved by always being fair with students, listening to them, and allowing them speak. Seems like a tall order? Well, it is. And it may not happen overnight. However, it's much easier to develop a student-centered classroom if you get started right away at the beginning of the year. Getting started at the beginning of the year sets the tone and lets students know what's expected of them the rest of the year.

At the beginning of each new school year, ask your students to discuss how they'd like their classroom experience to be. How should it sound, feel and function during the year? Are there any rules that should be put in place to ensure the classroom experience meets their expectations? Give the students 15 minutes to discuss among themselves and then write their suggestions on the whiteboard. You'll be surprised how many rules students will come up with. As you fill up your white board with their ideas and suggestions, you'll find some common themes start to appear-your students want to be heard, seen, valued, and respected.

This exercise, and similar exercises that can be performed throughout the year, communicate to students that what they say matters, and that you trust and value their input.

Find ways to integrate technology

Developing a student-center classroom is all about engagement. The better you're able to engage students in any activity or project the more involved they'll become in the learning process. In today's world, technology is one of the most effective tools for engaging students. Technology is not the future, it's the present. Everything kids do these days revolves around technology-specifically mobile technology. Allow and invite students to use free web tools to present, curate, and share information. When students are given the opportunity to integrate existing web tools and technology into the learning process, they become eager, anxious participants in just about any learning activity.

Create an environment where mutual respect and a quest for knowledge guide behavior-not rules

A classroom without rules? Seems a little far fetched, doesn't it? Well, it may be if you plan on having a teacher-centered classroom where students spend half their time learning, and the other half trying to keep from being bored out of their skulls. So what's the key to the "no rules" approach? Engagement! If you keep activities engaging, behavior will rarely be an issue. Having an engaging classroom environment, with engaging projects, engaging activities and engaging discussions will foster mutual respect and encourage a pursuit of learning that leaves little time for disruptions.

Replace homework with engaging project-based learning activities

The jury is still out on the effectiveness of homework as it relates to improved grades and test scores. Some studies indicate there is a positive correlation between homework and improved grades and test scores, while other studies suggest little correlation. However, the entire premise for these studies is based on the assumption that grades and test scores are an accurate barometer for academic achievement and learning. In the teacher-centered classroom, in class learning and student productivity is lower, making homework more necessary and regular testing essential for measuring learning and performance. In the student-centered classroom, where activities and projects are engaging, students become much more eager to learn, and in class productivity is much higher. Where students complete school work outside of the classroom in a student-centered learning environment, it's typically because they want to complete projects they're working on inside the classroom.

Many teachers are now using engaging project-based learning (PBL) to teach math standards, sciences, technology and other core subjects to their students and increase student productivity and effectiveness of learning in the classroom. So what exactly is project-based learning? In short, it's learning through identifying real-world programs and developing real-world solutions. Not only is project-based learning extremely engaging when implemented correctly, but students learn as they journey through the entire project. Project-based learning also relies heavily on technology, where projects are driven by interactive web tools and solutions are presented using a multimedia approach.

When implemented effectively, project-based learning can replace the need for out-of-class homework and in class learning becomes more productive.

Learn more about Project-based learning.

Develop ongoing projects

One of the keys to developing a student-centered classroom and learning environment is to create ongoing projects for students. Ongoing projects promotes mastery of subject matter being taught and learned. Learning objectives and standards, for just about any subject matter, can be met through well-designed projects and activities. And providing students with various project choices allows them to demonstrate what they're learning.

Allow students to share in decision making

Creating a student-centered classroom requires collaboration. It requires placing students at the center of their own learning environment by allowing them to be involved in deciding why, what, and how their learning experience will take shape.

Before students will be willing to invest the mental, emotional and physical effort real learning requires, they need to know why what they're learning is relevant to their lives, wants and needs. Explaining to students that they need to study a subject "because it's required for they're grade level," or "they need to know it to get into college" does not establish why in terms of relevance from students' perspective. Such explanations result in lackluster performance, low motivation and poor learning.

Students should determine, or guide, the selection of content matter used to teach skills and concepts. What is taught and learned in a student-centered classroom becomes a function of students' interests and involves students' input and teacher-student collaboration. For example, when learning about American history, students might decide a class play, where each student acts the role of a key historical figure, would be preferable to writing a traditional report or bibliography. In this example, not only do students take ownership of the learning process, all students benefit from the decisions of other students.

The how in a student-centered learning environment is just as important as the why and the what. Students process information, understand and learn in different ways. Offering students the option of how they'll learn will allow each student to adopt the method of learning that will be most comfortable and effective for them. It also allows students to feel more invested in the learning process. Teachers should consider offering students various performance based learning options that meet academic requirements.

Give students the opportunity to lead

Providing students the opportunity to lead in the classroom is a great way to develop a student-centered learning environment that fosters engagement, growth and empowers students to take ownership of the learning experience. Each day consider allowing a few students to each take charge of an individual activity, even if the activity requires content skills beyond the level of the students. Then rote students between leadership roles so each student gets the opportunity to lead an activity. You may even consider introducing the leadership role, or activity they'll be leading, to each student the day before so they'll have time to prepare and really take ownership of their activity.

Get students involved in their performance evaluation

In a traditional classroom, performance evaluation and learning assessment are reduced to a series of numbers, percentages, and letter grades presented periodically on report cards, through activities and via standardized testing. These measures say little about what a student is learning and provide little in the way of useful feedback to the student so he or she can improve their performance and achieve mastery. The student-centered learning environment is based on a form of narrative feedback that encourages students to continue learning until they demonstrate they've achieved mastery of a subject. This form of learning, feedback and evaluation encourages students to resubmit assignments and work on projects until mastery is achieved.

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Explore strategies, principles and tips for developing a student-centered classroom and learning environment.

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In many countries, social studies teachers are under increased pressure to meet challenging objectives set by state or provincial curriculum standards.

This article will outline promising ways to manage learning opportunities of this kind.

By employing such learning strategies within a real world context, students sharpen their abilities while gaining an appetite for the work at hand. Because they are rooted in the here and now, young ones find the challenges invigorating and intriguing. Caring about the tasks, they invest to a greater degree and emerge with a firmer and deeper grasp of the key concepts. If properly staged, historical simulations can also deliver passionate connections to provoke deep learning.

Such is the promise of Fred Newmann's concept of "authentic teaching" that involves students in "authentic intellectual work" - often outside of school. Instead of busy work - repetitive tasks that require little thought and involve mere scooping, smushing, memorizing and regurgitating - Newmann's approach immerses students in challenges that demand imagination, resourcefulness, persistence and stamina.1

Even though some of these activities may be staged or simulated, they still pass the test of authenticity because they meet the following criteria:

They are rooted in issues, challenges or decisions that people face in the world.
In short, authentic intellectual work passes the test of "so what?" It is meaningful, worthy and generative - in the sense of provoking ongoing growth and development.
Teachers are promoting learning that increases student productivity, motivation and engagement. Stultifying routines are replaced by activities that spark curiosity while combating adolescent detachment or apathy. The teacher is rewarded with smiles, a forward lean and the satisfaction of witnessing learning infused with energy and enthusiasm.

The social science teacher provides a menu like the one above for students to explore as if they were working for an agency or organization charged with addressing (not just studying) those issues. The stress on action is a crucial aspect of what Newmann calls "authentic work products." Students must move beyond understanding issues to the development and presentation of plans intended to make good change.

As much as possible, the teacher will organize workplace visits so that students can interview adults working in the agencies mentioned above and discover how they approach their work. Such visits set the scene for students to understand their roles as researchers and problem-solvers. In some cases, the agency may welcome student work products such as videos or Web pages that might serve a genuine purpose for that agency. In other cases, the agency may welcome student interns to work alongside the adults who are wrestling with difficult issues.

Students consult sources such as The Project Gutenberg EBook of The French Revolution, by R. M. Johnston at http://www.gutenberg.org/files/19421/19421-8.txt.

But popular resentment, the bitter cry of the starving, applied the same name to all of
them:

. . . from Louis XV to the inconspicuous monk they were all accapareurs de blé, cornerers of wheat. And their profits rose as did hunger and starvation. The computation has been put forward that in the year 1789 one-half of the population of France had known from experience the meaning of the word hunger; can it be wondered if the curse of a whole people was attached to any man of whom it might be said that he was an accapareur de blé?

To be historically accurate, students might create documents as if they were advisors writing to the King in that century. Alternatively, even though it might seem a bit modern, students could create a Web site, a blog or a podcast helping the populace to understand new policies meant to alleviate the hunger and curtail the speculation driving up the price of wheat. Desperate times call for drastic measures as well as great communication skills and technologies! They could apply modern technologies and 21 st century skills to the trials and tribulations of 18 th century France.

The class of 30 students divided into seven teams, each of which picks a different issue
to explore:

"Tax reverted properties often contribute to urban decay by discouraging residential or commercial ownership, depressing property values, attracting criminal activity, and creating public health hazards."

The team researches to see what other states and cities have done about this problem. They find
a legislative package in Michigan that seems appropriate for their own state.

"Governor Granholm Signs Bills to Aid Urban Revitalization"

http://www.michigan.gov/gov/0,1607,7-168-29544_29546_29555-83790--,00.html

For these simulations to pass the test of authenticity, they must meet the criteria earlier in this article.

Tom Snyder Productions produces excellent simulations that take advantage of new technologies to stage the decision-making. Decisions/Decisions is a series designed for students in Grades 5-10. Details are available at http://www.tomsnyder.com/.

When students are engaged in producing persuasive documents or media presentations, they are demonstrating the capacity to apply what many consider to be 21 st century skills to the solution of thorny issues and problems. They are acquiring abilities that will serve them well as adults, and they are doing so in a way that is highly motivating. In some cases, their work will make the world a better place for us all.

1. Five Standards of Authentic Instruction - Fred M. Newmann and Gary G.Wehlage http://www.learner.org/channel/workshops/socialstudies/
pdf/session6/6.AuthenticInstruction.pdf

Social Studies School Service at http://www.socialstudies.com/ is an excellent source of simulations.

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In many countries, social studies teachers are under increased pressure to meet challenging objectives set by state or provincial curriculum standards. This article will outline promising ways to manage learning opportunities of this kind. By employing such learning strategies within a real world context, students sharpen their abilities while gaining an appetite for the work at hand.

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Have students respond to a prompt about an issue/event from two differing perspectives.

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Janus, the Roman god of doors and gateways, is an appropriate figure to invoke on New Year's Eve. (The month January gets it's name from him.) Janus is traditionally shown with two faces: one looking back into the past, and the other looking forward into the future. These two New York City dudes on the E train felt very Janus-like to me. The guy on the left looks out, reflecting on 2016, and the dude on the right is meditating, listening to music with his eyes semi-closed, preparing for the year to come.

Here in Studio 1482 we are going to start the year by doing all of the exercises from our book One Drawing A Day: A 6-Week Course Exploring Creativity With Illustration and Mixed Media. But we'll be doing the exercises that don't feature our own work, so we can experience something new in 2017, and re-commit ourselves to doing one drawing every day. We'd love if you all joined us - you don't have to be a trained artist, just someone who likes to draw. You can post your daily efforts on our Facebook group page, we'll be posting there too.

Or (and) you could sign up for my new Sketchbook Skool kourse, A Drawing A Day. Lots to do in January...:)

Wishing all of you good things for 2017. Happy New Year!

posted by Veronica

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Janus, the Roman god of doors and gateways, is an appropriate figure to invoke on New Year's Eve. (The month January gets it's name from him.) Janus is traditionally shown with two faces: one looking back into the past, and the other looking forward into the future.

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Why You Should Create a Collaborative Classroom This Year

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Why You Should Create a Collaborative Classroom This Year

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As a classroom teacher, I started my career with an overhead projector. Before I left the classroom to host professional development for educators, my students were one-to-one on tablets and my thoughts on collaboration had shifted drastically. With digital tools in the hands of teachers and students, the strategies you use to create collaborative classrooms can shift to leverage the features of technology.

There are steps you can take and tools you can use to promote collaboration in the classroom. Whether you are entering a new school year or semester, or ready to energize your current unit of study, collaborative classrooms help students prepare for the skills they need today and in the future.

Create a Collaborative Classroom

The National Education Association's guide on the 4C's, Preparing 21st Century Students for a Global Society, describes the importance of collaboration in the classroom. "Not only does a collaborative effort create more holistic results than individual efforts, but it also creates knowledge for a greater number of people. As a result of students working collaboratively, the group can generate more knowledge, making collaboration a key ingredient to student success in today's global society."

As you prepare to create a more collaborative classroom this school year, reflect on past activities. You might ask yourself questions like: How have students worked together to accomplish a goal? Was time allocated for students to collaborate on a task? Did students have access to digital tools to foster collaboration?

Teachers can introduce collaborative learning experiences into their classroom through a variety of strategies. Whole-class and small-group discussions can help students synthesize information from a variety of sources. Peer feedback in the classroom can help build a sense of community among your students. Students can see their learning in action and speak to the content they explore in the classroom. Within these activities, students can share their thinking with their peers.

Promote Discussion

In a classroom with access to digital tools, discussions can take place both online and offline. Students might prepare for an in-class discussion by reviewing materials hosted in an online space or learning management system. For example, students might access a video to watch or a passage to read in Google Classroom or Schoology. Then they can come to class ready for a discussion. Providing prompts or guiding questions can support this activity.

When students are in the midst of an activity, you might pause the whole class to share examples. This provides an opportunity for students to think-pair-share with a partner, or participate in a whole-class discussion led by the teacher or classmates. In her book, The Best Class You Never Taught: How Spider Web Discussion Can Turn Students into Learning Leaders, Alexis Wiggins shares a strategy for hosting discussions that promote collaborative learning.

Establish a Feedback Loop

When thinking back to my own experience as a classroom teacher, I know I have been guilty of giving students a chance to share and provide feedback after a fellow student's project was complete. If you establish a feedback loop in your classroom, students can give feedback to their peers on a regular basis. Providing feedback and soliciting feedback are important components of a collaborative classroom.

Make Learning Visible

When students can see the work of their peers as well as their own work featured on the big screen of your classroom, they can discuss their thought process. By reflecting on the steps they took to solve a problem, or the reason behind a text annotation, students can make their learning visible. In a collaborative classroom, students can see the thinking of their peers as well as their own thought process. This can spark discussions in both small groups and whole-class learning environments.

Designing Collaborative Tasks

In my book, Tasks Before Apps: Designing Rigorous Learning in a Tech-Rich Classroom, I discuss the importance of designing activities for students that promote collaboration. Here's an excerpt highlighting this point:

"When students collaborate, they learn to think critically, compromise, and develop a skill set essential for success both inside and outside of school... Students need to understand how to collaborate using digital tools- to problem-solve and exchange feedback with partners as they consume, create, and interact with content. Collaboration is an essential component of effective teaching and learning that translates to everyday experiences and innovations."

Using screen-sharing technology (options range from Google Hangouts on the simple side to something like Airtame on the more robust side) is one good way to help students participate in real-time discussions, view each other's work, and provide feedback in any subject area. These transferable skills are about more than the technology. In the classroom, you are providing opportunities for students to practice skills they can apply in multiple contexts.

At any time of the school year, you can make collaboration a priority. As you take stock of the ways collaborative learning currently shines, pinpoint your next steps and get started today!
For more, see:
Dr. Monica Burns is an EdTech and Curriculum consultant, author and former New York City public school teacher. Monica's website ClassTechTips.com helps educators place tasks before apps by promoting deeper learning with technology.
Stay in-the-know with all things edtech and innovations in learning by signing up to receive our weekly newsletter, Smart Update

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Why You Should Create a Collaborative Classroom This Year

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As a classroom teacher, I started my career with an overhead projector. Before I left the classroom to host professional development for educators, my students were one-to-one on tablets and my thoughts on collaboration had shifted drastically. With digital tools in the hands of teachers and students, the strategies you use to create collaborative classrooms can shift to leverage the features of technology.

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Six Signs of a Student-Centered Classroom

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Six Signs of a Student-Centered Classroom

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Understanding how school discipline policies can contribute to the school-to-prison pipeline is essential for educators and families. Harsh punishments, automatic out-of-class time and police involvement for discipline can push young people out of classrooms and into the criminal legal system. But educators, parents and caregivers can help to change this harmful system by advocating for and implementing practices that prioritize mental health and well-being.

We offer this new resource page that highlights LFJ articles and content to open dialogue, shift practices and foster change to benefit all young people.

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Learning for Justice | Education Resources

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Learning for Justice provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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Why Hip-Hop Belongs in Today's Classrooms

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Why Hip-Hop Belongs in Today's Classrooms

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Hip-hop officially became the most popular music genre in 2018 and continued its reign in 2019, according to Nielsen Music. Lev Radin/Shutterstock.com

When Cassie Crim, a high school math teacher in Joliet, Illinois, introduced herself to her advanced algebra students in 2017, she did it through a rap video.

Using a rendition of Cardi B's "Bodack Yellow," renamed " Codack Yellow," Crim referenced math terms and laid down classroom expecations:
"These exponents, these is ratios, these is power rules Algebra and a lil' trig, I don't wanna choose And I'm quick to take a couple (points) off so don't get comfortable"
With rap music continuing to rule as America's most popular music genre for a second straight year in 2019, according to Nielsen Music's annual report, it makes sense for educators to use rap music to reach students who might otherwise not find a subject relevant. And Crim is by no means the only teacher who is doing just that.

In Pasadena, California, Manuel Rustin, a social studies teacher at John Muir High School, uses rap songs to get students to make meaning of current events and history through a course entitled " Urban Culture and Society."

At Detroit's Frederick Douglass Academy, Quan Neloms has students search the lyrics of their favorite rap songs for "college-level vocabulary and references to key events and concepts from American history."

Collectively, the three teachers represent part of a new generation of educators who embrace a form of teaching known as Hip Hop Pedagogy. It's a form of teaching that takes the most popular genre of music in the U.S. and uses it to foster success in the classroom.

But is it paying off?

As one who has taught Hip Hop Pedagogy courses to K-12 teachers and instructors in higher ed for the last 10 years, I believe hip-hop has the potential to connect students to important subjects they might otherwise dismiss. But it all depends how it is done.

In my Hip Hop Pedagogy courses, K-12 teachers and college instructors learn how to tap into the richness of hip-hop culture to engage students in topics that range from Shakespeare to neuroscience. But I also stress the need to be authentic - in other words, don't lie about where you are from - and steer clear of gimmicky hip-hop instructional strategies, such as parroting hip-hop lingo out of context, or showing a random rap video that has nothing to do with the course subject.

Hip-hop through the years

Hip-hop in America's classrooms is not new. For the past decade or two, scholars such as Marc Lamont Hill, Chris Emdin and Jeff Duncan-Andrade have explored the impact and effectiveness of hip-hop in educational settings.

Collectively, their research has found that hip-hop can be used to teach critical thinking skills, critical literacy, media literacy skills, STEM skills, critical consciousness and more.

Hip-hop has made significant inroads into higher education as well.

Hip-hop in higher ed

Hip-hop academic scholarship goes back at least as far as Tricia Rose's groundbreaking 1994 book, " Black Noise: Rap Music and Black Culture in Contemporary America." Since then, numerous hip-hop education books have been written. More than 300 colleges and universities have offered courses on hip-hop. The University of Arizona offers a minor in Hip Hop Studies, and McNally Smith College in Saint Paul, Minnesota, offers a hip-hop diploma, which includes 45 credits and three semesters of hip-hop music production, language and history courses.

These developments are no light feat. In order for hip-hop to reach the level of prevalence that it enjoys on today's educational landscape - at least 150 educators at the K-12 level were using hip-hop in their class in 2011, the last time a hip-hop education "census" took place - it had to overcome the skepticism of critics who questioned its validity in educational spaces. How would hip-hop explain its controversial history of glorifying violence, consumption and misogyny? Is hip-hop music appropriate for classrooms?

But hip-hop, despite what some may view as its flaws, is a mirror of the complexity of society. Hip-hop did not invent violence, excessive consumerism and mistreatment of women. What it does is provide a platform to talk about these issues.

Breaking it down

That's what Rustin, the social studies teacher in Pasadena, did when he used rapper Childish Gambino's provocative video "This is America" to get students to critically analyze the state of affairs in American society. As one student stated in an article about watching the video in class, "It relies on the shock value of violence and capitalizes on our society's growing numbness to seeing black bodies being brutalized - it's exploitative."

Drawing conclusions from hip-hop lyrics requires a certain level of critical analysis, one of the course expectations. Thus, in line with state education standards, Rustin's course requires college-level writing, reading and critical thinking. Alums of Rustin's class have indicated that discussions in the class not only increased their critical thinking skills but prepared them for college courses.

Other teachers who use hip-hop in the classroom have achieved similar results. For instance, Crim, the Joliet math teacher, said she noticed improved student engagement after her video, as well as "an increase in performance from one unit test to the next."

Neloms, the Detroit educator who had his student search rap songs for college level vocabulary, did so after only 33 percent of his students passed a vocabulary exam. After he introduced his class to Rhymes with Reason, an "interactive online series that teaches college-level vocabulary and U.S. history concepts using hip-hop lyrics" rooted in African American speech, Neloms documented a "dramatic increase" in his students' test scores.

I think similar results could be achieved by more teachers if they tap into the richness of hip-hop culture to reach today's students. Many students are already forming their views of society and the world based on the lyrics of their favorite rap artists. It only makes sense to infuse what they're already listening to into the class so that - at the very least - there's a common point of reference.

[ You're smart and curious about the world. So are The Conversation's authors and editors. You can get our highlights each weekend. ]

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Why hip-hop belongs in today's classrooms

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For the second year in a row, hip-hop music is the most popular form of music in the US. So why isn't it in more of America's classrooms? A hip-hop scholar weighs in.

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The Zinn Education Project is my compass in a sea of corporate textbooks, packaged common core curriculum and standardized testing. My entire curriculum is based on lessons that can be found on the Zinn Education Project.

High School Social Studies Teacher, Portland, Ore.

Your support is needed to help more students learn people's history. 100% of Zinn Education Project funding comes from individuals like you. Donate today.

By Ursula Wolfe-Rocca

From voter ID laws to voter-roll purges, gerrymandering to poll closures to the deadly in-person voting conditions during a pandemic, the right to vote is under attack and the stakes are high. It is critical that students learn about the fight for voting rights, past and present.

Nov. 30, 1924: Shirley Chisholm Born...

Teaching About the Violence in Palestine and Israel...

I can UNDERSTAND pessimism, but I don't BELIEVE in it. It's not simply a matter of faith, but of historical EVIDENCE. Not overwhelming evidence, just enough to give HOPE, because for hope we don't need certainty, only POSSIBILITY.

-Howard Zinn

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Zinn Education Project: Teaching People's History

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The Zinn Education Project promotes and supports the teaching of people's history in middle and high school classrooms across the country. Based on the lens of history highlighted in Howard Zinn's best-selling book A People's History of the United States, the website offers free, downloadable lessons and articles organized by theme, time period, and reading level.

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Our searchable library of short texts offers a diverse mix of stories and perspectives. This multigenre, multimedia collection aligns with the Common Core's recommendations for text complexity and the Learning for Justice Social Justice Standards. Choose from informational and literary nonfiction texts, literature, photographs, political cartoons, interviews, infographics and more.

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Find compelling classroom resources, learn new teaching methods, meet standards, and make a difference in the lives of your students.

We are grateful to The Hammer Family Foundation for supporting the development of our on-demand learning and teaching resources.

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Find compelling classroom resources, learn new teaching methods, meet standards, and make a difference in the lives of your students. We are grateful to The Hammer Family Foundation for supporting the development of our on-demand learning and teaching resources.

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Allow students to bring in home artifacts to tell about connections to turning points or concepts

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A long time ago, I read an article by President Boyd K. Packer in which he described how he and his wife started their family history.

He said they got a box.

I figured that if a mother and father of ten children who have incredibly full lives could start that way, it might work for me!

So I got each of my children a box. And then a small drawer. Then the drawers became too small, and soon were overflowing with scrapbook entries. And then I just kept one pile in a box and at the end of those years, moved a pile to another drawer. Now I have lots of piles in the office to go through!

So now that everyone is older, I am going back to individual boxes.

Before Nate left on his mission, I needed to gather documents again. I went to the several places: rooms, boxes, files where documents had been stored and began to gather them again to one central spot. I got him a new box.

I also got boxes from Costco for each child. (They came in packs of 2). They were about $4 a box, I think, and can support hanging files. I wanted the durability and protection of plastic over cardboard, although we started with cardboard originally.

Then I typed up a list of documents and taped it to the inside top of the box.

Here is the list: Personal History Box and Important Documents Binder

Once I have the box, I begin to gather the documents and other stuff I have saved.

Once that is done, I can begin to sort them. I put the most important documents into plastic page protectors in a 1/2″ binder (thank you, Costco). The rest I can stick into files.

I have 5 files: Infancy (0-2 years), Junior Primary (3-7), Senior Primary (8-11), Young Men/Young Women (12-18), and Young Adult (18 and older). I have found that developmentally, these are significantly different times, and so they seemed like natural divisions for me to organize things.

I can keep sticking papers into the box periodically without organizing them. And then, where I take a moment, the child or I or both can go through and toss or keep what they think is most important and organize them into the binder or the files, depending on where each item goes.

I like the idea of having only one box, because space is always at a premium. And going through piles and piles of stuff after 18 years of a child's life can take a very long time. It's a lot easier to do it every couple of years, or whenever there is an opportunity that I choose to take.

We're starting to go through the piles in the office to put stuff into the binder and files in each child's box.

It is very helpful, the older children get, to have everything in one place for the various applications and documentation that they need.

One step at a time!

Happy Documenting History,

Liz 🙂

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A long time ago, I read an article by President Boyd K. Packer in which he described how he and his wife started their family history. He said they got a box. I figured that if a mother and father of ten children who have incredibly full lives could start that way, it might work for me!

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How Parents Can Build an Asset-Based Mindset at Home.

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How Parents Can Build an Asset-Based Mindset at Home.

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Research shows that parents can have a powerful impact on their childrens' mindsets. The language you use and the actions you take show your children about what you expect. Giving process praise, talking about the brain, accepting mistakes as learning opportunities, and understanding the role of emotions in learning are all practices you can begin today.

Say This, Not That

The way we praise our children can have a profound impact on their mindset. Research on praise and mindsets shows that when we praise children for being smart, it promotes a fixed mindset. It sends a message that their accomplishments are trait-based, and tied to something innate. In contrast, praising kids for working hard promotes a growth mindset. It sends a message that the child's effort is what led them to success. Want more tips on what to say, and what not to say, when praising your kids? Say This, Not That!

Talk About the Brain

The brain is far more malleable than we once thought. Teaching our kids that they actually have control over growing their brains through the actions they take is empowering! Tell your children that when they work hard, that's the feeling of their neurons connecting. The dendrites are reaching out to other dendrites, trying to connect to make a stronger brain. What strengthens those connections is practice, asking questions, and actively participating in learning. When children learn that their brains physically change with effort, it leads to increased motivation and achievement. Show your kids this Brain Animation video to explain!

Accept Mistakes as Learning Opportunities

One of the best ways you can model a growth mindset is to speak candidly about the mistakes you've made, and what you've learned from them. Speak positively about your mistakes and struggles, and this will show your children that taking risks and making mistakes are a natural part of the learning process. Explain to your children that trying hard things is what helps us grow, and you can't be perfect when you try something hard!

Understand the Role of Emotions in Learning

When we get angry, scared, or feel threatened, our fight or flight response is activated. This can happen anytime, whether we're scared of a spider or scared of math! Our brains are wired to protect us when we feel threatened, and stress symptoms such as sweating, stomach cramps, and your mind going blank are completely normal. There are strategies we can use when the fight or flight response tries to take over, to help us learn. One of those strategies is called Square Breathing and it helps to break down the adrenaline that is flooding the bloodstream and preventing learning from occurring.

Want to Learn More?

Additional Reading:

Videos from the Greater Good Science Center:

You can find other videos and resources from the Greater Good Science Center at their Half Full Blog.

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Growth Mindset For Parents | Growth Mindset Parenting

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Research shows that parents can have a powerful impact on their childrens' mindsets. The language you use and the actions you take show your children about what you expect. Giving process praise, talking about the brain, accepting mistakes as learning opportunities, and understanding the role of emotions in learning are all practices you can begin today.

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228 examples of how to incorporate student centered learning in your classroom

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All About Accountability / The Lowdown on Learning Progressions

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If you attend just about any education conference these days—whether it centers on curriculum, instruction, or assessment—you’ll most likely encounter one or more presenters who tout the virtues of learning progressions. More and more education authorities are now identifying learning progressions as a potent way to help teachers plan and monitor their instruction and, as a result, enhance their students’ learning.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Inquiry Based Lessons

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Bonnie Lewis / September 15, 2021

Elementary classes have a lot of curricula competing for airtime. Reading, math, writing, and many other vital and worthy topics fill the day. During a packed day, how can social studies inquiry fit into the schedule? Moreover, students get worn down and weighed down with everything they are expected to learn from the disciplines. Sometimes [...]

Bonnie Lewis / December 13, 2020

We began this COVID season with a group of teachers generating a set of compelling questions. What is the balance between freedom and security? Will a virus heal the partisan divide? How will disease change the world? When this list of questions was first published, no one knew if we could answer them but, like [...]

Jill Beccaris-Pescatore /

Who would think helicopters flying over your house would lead to an inquiry about slavery, the cotton industry and the Panic of 1837? Then again, it is 2020. I live in Philadelphia, Pennsylvania near the iconic Philadelphia Museum of Art. The "Art Museum" is a gathering place for celebrations, running up the "Rocky" steps and [...]

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The Inquiry Design Model The Inquiry Design Model (IDM) is a distinctive approach to creating curriculum and instructional materials that honors teachers' knowledge and expertise, avoids overprescription, and focuses on the main elements of the instructional design process as envisioned in the Inquiry Arc of the College, Career, and Civic Life (C3) Framework for State [...]

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Student-Centered Learning: It Starts With the Teacher

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Student-Centered Learning: It Starts With the Teacher

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Student-Centered Learning: It Starts With the Teacher

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Teachers encourage student-centered learning by allowing students to share in decisions, believing in their capacity to lead, and remembering how it feels to learn.

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If we want to empower students to own the assessment process, we need to incorporate meaningful self-assessment and peer assessment into our lessons. However, students still need guidance from their teachers. This is why I love five-minute conferences. Unlike a deep dive tutoring session or a longer conversation, these 5-minute conversations provide a quick opportunity to guide reflection, provide feedback, discuss the mastery of standards, or simply do a pulse check. In this article, I share strategies for implementing a five-minute student conferencing system.

Listen to the Podcast

If you enjoy this blog but you'd like to listen to it on the go, just click on the audio below or subscribe via iTunes/Apple Podcasts (ideal for iOS users) or Google Play and Stitcher (ideal for Android users).

https://spencerauthor.com/wp-content/uploads/2022/10/Conferencing.mp3

The Five-Minute Conference

When I teach our lesson planning and assessment courses, I make it a goal to have two 5-minute conferences with each student over a period of six classes. Note that it's easier when the classes are in person but it still works well via Zoom. We just have to get a little more creative with the process. While ten minutes of one-on-one conferencing might not seem like a big deal, it's often the very thing that students mention in course evaluations. In other words, it matters to my students.

I actually began this conferencing process about fifteen or sixteen years ago and it's one of my favorite ways to engage in meaningful feedback.

During these conferences, students are empowered to ask questions about their work and to reflect on both the product and the process. They are able to navigate how they are doing and what they need to do to improve. This can help build metacognition.

My goal is for students to know the following:

What they know

What they don't know

What they need to know

What next steps they need to take

Where they can get help (including help from me)

When teachers use these short conferences, assessment moves from a teacher-directed monologue into a back-and-forth dialogue. As this occurs, teachers get the chance to know the students on a more personal level. This allows for a better approach to differentiated instruction. But it also increases engagement. Research has demonstrate that the teacher-student relationship plays a vital role in student engagement. Students feel known on a deeper level, which then increases trust. This, in turn, leads to a higher level of student self-efficacy and helps prevent discipline issues. But it's more than that. In my own experience as a middle school teacher, it was a chance to get to know quieter students. I experienced this firsthand. Before doing one-on-one conferencing, I accidentally ignored some of the quiet kids who were doing just fine in class. The five-minute conferences helped guarantee that I met with each student every week. It was a safety net for a student who might slip through the cracks.

Meanwhile, this saved me time. Every conference was essentially a chance for ongoing formative assessment. As a result, I spent less time grading (especially leaving feedback on student work). Meanwhile, it allowed me to thrive as an introverted teacher. I need this time one-on-one with students because the large crowd can feel exhausting. As an introvert, I could recharge while meeting one-on-one with students.

The Four Types of Conferences

The following are the four types of conferences I use with students:

Advice Conference: This conference is all about learning specific skills that students are missing. Each student must ask the teacher a series of questions based upon an area where he or she is struggling. This is a chance for targeted one-on-one attention and explicit help with a strategy. Students guide the process, tapping into the teacher's expertise. This has the added bonus of encouraging students to embrace the idea that mistakes as a part of the learning process. It sets up a classroom culture where every student must be humble enough to admit that they are still struggling in some area of reading.

Reflection Conferences: Instead of telling students what to do, the goal is to draw out student reflection. The teacher uses a series of reflective questions to lead students through the process of metacognition and into the setting and monitoring of goals. As the year progresses, the teacher asks fewer follow-up questions and the students begin sharing how they are doing without the aid of pre-chosen questions.

Mastery Conference: Unlike the reflection conference, the focus here is less about reflecting on the process and more about students judging their own mastery of the content. We use the Standards-Based Assessment Grid as a way to figure out the level of mastery on particular standards.

Pulse check: This is an informal conference in which the teacher simply checks in to see how a student is doing. This is the most open-ended of the conferences and does not require a particular protocol. These are ideal when a student is suddenly missing work or seeming to struggle. However, they can also be helpful in general just to see how students are doing. Students might talk about how they feel about the class and the subject or their group members. Often, a teacher guides students on reflecting around SEL components, like empathy, awareness, communication, etc.

The Logistics: When and How to Run These

The following are some of the questions you might have about running a conferencing system:
Do you meet with every student?
When I taught middle school departmentalized (one subject), I had a goal of meeting with each student every other week. When I taught self-contained (all subjects), I met with every student every week. I often scheduled 1-3 conferences per day with students who needed additional support. Ultimately, you know your students the best and you can devise a system that works for you.
When do you run these conferences?
Find the best moments where kids can be talking to each other while working independently. This allows for the class to work at a buzzing, not-too-loud noise level while I talk to students individually. It might be during a warm-up, during independent practice, or during extended project times. You might excuse a student from the exit slip at the end of a class period and do a quick pulse check meeting. As you start running conferences, you'll start noticing those little moments when conferencing makes sense.
How do you find the time for this?
If you want to meet with each student each week, you'll need to plan out five or six mini-conferences per class period each class period. Each conference lasts about 5 minutes. If you teach self-contained (all day), you might aim for one short conference each hour. In a class of twenty-five, that would be a meeting with each student each week. Here's a snapshot of one week. Note that I taught students in a 75-minute block, so 25 minutes still allowed for plenty of time devoted to direct instruction, small workshops, helping groups, etc.

While that's ideal, you might teach larger classes or you might have shorter class periods (around 45-60 minutes). In this case, you might aim for three conferences per class period and meet with each student every other week.

It helps to give students specific days when they know they will have a conference. This allows students to feel prepared ahead of time. Over time, it becomes a habit. A student knows that Wednesday is her day. Still, you might put a schedule up on your board or in the area where you hold your conferences. If you're really on top of it, you could schedule reminder emails to your students. Confession: I was never that organized or proactive. I kept a schedule on the wall but then called students over by saying their name aloud.
What's the best location?
Every teacher is different. Some love to pull students over to the kidney-shaped table and lean in while they talk. This allows the teacher to still see the entire class. Others might walk over and sit next to a student at their desk or table. When I taught middle school, I had a spot in front of the board that worked as a standing center. I could look out at the class and stand directly next to the student in the conference. We shared a laptop computer screen and we were side by side chatting. It comes down to whatever allows you to feel comfortable while still monitoring the rest of the class.
What do you prepare ahead of time?
Students don't like to feel caught off guard and sometimes the phrase, "Can I see you up front?" leads to a panic. This is why it helps to explain the conferencing purpose and process. Students should know that it's not disciplinary and it won't be graded. They should also know ahead of time when they will meet with the teacher. You might provide optional handouts for students to use. These can function as a blueprint for the process. The pulse check option doesn't require a handout but you might use an emoji chart answering "How am I feeling?" or you might give a student a survey ahead of time. This gives you something to discuss when you meet together.

Get the System for Free

It's funny how much can be accomplished with a simple five-minute conversation. It can be a chance to guide students in self-reflection, help provide needed advice, or work provide a chance to review mastery of standards. This is why I tend to schedule short, five-minute conferences with students in each class period. If you're interested in the Five-Minute Conferencing System, you can download it by filling out this form below:

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If we want to empower students to own the assessment process, we need to incorporate meaningful self-assessment and peer assessment into our lessons. However, students still need guidance from their teachers. This is why I

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Conduct Virtual Community Circles in Breakout Rooms

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Conduct Virtual Community Circles in Breakout Rooms

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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33 Ways to Build Relationships with Students in a Virtual Environment

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33 Ways to Build Relationships with Students in a Virtual Environment

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Relationships matter. We know this. We've always known this.

In fact, it's the exact reason many of us chose education as a profession. We believe in the power of connection in learning and in life. And collectively, we're very, very good at cultivating strong bonds with students.

Since COVID-19 struck, though, it's become a topic that has left many of us scratching our heads. It was hard enough to maintain relationships during emergency virtual learning plans last March. But now, we'll have to build relationships from behind a screen with a brand new crop of kids we've never met face-to-face.

Here's the good news, though. The key components of what makes a good relationship such as respect, trust, and support haven't changed. And, we can still show genuine interest in their interests virtually. We don't have to start from scratch either. Many of the relationship-building strategies we've grown accustomed to implementing face-to-face are transferable (with a little ingenuity).

Will it look the same? No.

Will it feel the same? Maybe not.

Will it be more challenging? Of course.

Relationships likely won't form as organically, so we'll have to be strategic. But, it can be done and done well! Also, because of the limited social interaction our students have had these past six months, many will be craving a connection. In fact, they need it. So, let's capitalize!

Here are 33 adaptable strategies for fostering strong teacher-student relationships in a K-12 virtual environment:

1. Screencastify Your Welcome Message: Pre-record a warm "welcome to class" message as well as a class overview using Screencastify. This tool allows you to record your screen, face, voice, and more. It's a great way to show them how to navigate your virtual classroom.

2. Establish a "Netiquette" Together: Using Padlet, ask students to share ideas of virtual class rules/norms they think are needed to build a successful online community. Group the ideas. Then, facilitate a conversation to guide the formation of your class netiquette. Their voice matters most in this!

3. Morning Meetings: Conduct Responsive Classroom morning meetings for elementary or advisory meetings for secondary to cultivate community while reinforcing social-emotional skills. This article explains how one teacher transitioned his morning meetings to the online environment. All students, regardless of age level, need to feel safe and connected, especially amid a pandemic.

4. Teacher Trait Wish List: What makes a remarkable teacher? Have students use a word cloud generator such as Mentimeter to share one or more traits they hope to discover about you this school year. Use their responses to deepen the dialogue. For example, you might say, "I see many of you wrote respectful. What are some ways I can show you respect?"

5. Student Interest Inventory: Have students (or parents depending on age level) complete a short survey to gather insights about student interests. Google forms work great and will store their responses so you can easily revisit the data as needed throughout the year.

6. Parent Expertise Inventory: Send out a short survey to parents asking them about their interests/areas of expertise. Find ways throughout the year to utilize their talents to support instruction. For example, if you have a parent who's a writer, perhaps they could join a synchronous session or make an asynchronous video to discuss their writing process. This authenticates learning and creates rapport with parents.

7. Virtual Q&A: At the start of the year, host a virtual meeting outside of regular school hours should students/parents have questions that need answering. Record and post it for later review if possible.

8. Mental Health Check-Ins: We want to give students permission to feel and can do this by creating a safe, caring virtual environment. Prompt discussions about the ups and downs of daily life. Be sure to share yours. Students can share their roses/thorns, peaks/pits, highs/lows, etc. Help them name their feelings and expect varied levels of vulnerability. Students will gradually open up over time.

9. EdCamp(ish) Breakout Rooms: Based upon the data you collected on student interests, create several general discussion topics (such as sports or music) and give students 5-10 minutes to share about their interests in small-group breakout rooms using Zoom.

10. Refrigerator Decor: Create and snail mail a card (standard business or postcard size) including a welcome message along with contact information and a headshot for students/parents to easily reference on their fridge. This will be a daily reminder that you are a real person who can be easily contacted.

11. Say Their Name: During synchronous sessions, greet each student every time. We can't stand at the door, but we can acknowledge their presence. A quick, "____ (insert name), I'm glad you're here" ensures every child feels seen.

12. Tell Me Something Good: Start sessions simply by saying, "Tell me something good." Students can say it or type it in the chat box depending on preference. This activity usually gets people smiling and will help you gather insights into their lives.

13. 2×10 Strategy: Struggling with a student? The 2×10 strategy suggests spending two minutes a day for 10 days in a row connecting with them about their interests/life in some way. While engaging for two minutes may not always work in the virtual world, find quick ways to connect such as sending a private message during live video conferencing or writing a personal message along with feedback on a piece of their work. This can be a game changer!

14. Meaningful Mementos: Using Seesaw or Flipgrid, have students show and tell about a personal artifact from their life. This is an eye-opening way for you to learn about students and for them to learn about each other. It also sends the message that you care about their lives and experiences outside of the classroom which supports culturally responsive teaching.

15. Share YOU: Students will let you into their lives if you let them into yours. Share your quirks and imperfections! They want/need to know you're human, and it'll help them feel more comfortable in their own skin while engaging in the virtual world which can be intimidating.

16. Music Playlist: Have students send you their favorite songs (with clean lyrics) and find ways to embed them into synchronous/asynchronous instruction. Think of incorporating them as a soft start/end to class or when transitioning between activities. We may not be able to decorate the walls, but we can use little touches like this to instill a sense of ownership of their classroom.

17. EduBlogging: If you teach reading/writing, have students create their own personal blogs in place of composition writer's notebooks. Let them write about interests and topics of choice often. Edublogs can be easily shared with peers which motivates and builds community, but privacy settings can be adjusted when preferred, too.

18. Pic of the Day: During the first two weeks of school, share a daily picture of yourself taken at a special event, with your family, while on vacation, etc. After students get a read on who you are as a person, start featuring one student pic per the day.

19. Emoji Temperature Check: To gauge the mood of the "room", ask students to quickly draw/hold up or private message you an emoji. Reaction tools can also help you assess the climate of the classroom.

20. Connect Before Correct: Carve out time to call/email parents just to say something positive about their kid. This opens up the line of communication and means so much to students and parents.

21. Virtual Lockers: Have students design a virtual locker to reflect their interests. Make a copy of this template from Inside Education, Outside the Box.

22. The Art of the Handwritten Letter: Send a handwritten letter to a student. This is a lost art (and a time-consuming one), but there's nothing quite like receiving one. Plus, it'll make students feel like you're real.

23. Lunch Bunch: Schedule virtual lunch bunches either "just because" or as an incentive as your schedule allows. Many divisions are prohibiting one-on-one video sessions (and secondary students may not want to do this), so doing them in partnerships or small groups might be more enticing. If you have young children you're juggling, let them join! You can learn a lot about students and vice versa through normal, everyday chit-chat!

24. Class Mascot of the Week: Celebrate pets! Spotlight one per week.

25. Digital Photo Collage: Rather than posting pictures to a "Family Wall" bulletin board, create a digital collage of family/friends. Have each student send you a pic of a loved one and drop them into your Google photos. Then, go to https://photos.google.com/foryou and choose the collage option. Keep it some place that's visible to the students from time to time.

26. Open Mic: Once you've created a sense of community, provide a time/virtual space for students to share special talents. This is a great way to send students off after a synchronous session. Keep in mind, though, not everyone will want a stage, so make it optional.

27. Celebrate Birthdays Their Way: Give students a few options for how they'd like you to celebrate their birthdays. Some may not want to be in the spotlight. Do they want the class to sing "Happy Birthday" to them? Would they prefer an eCard? Could they use a homework pass? Would they like to receive video messages from classmates in FlipGrid? Let them decide!

28. Virtual Spirit Days: Think about special days to host such as Team Tuesday (to celebrate sports). Have students snap pics of their participation and post something about it in a discussion board thread.

29. Brain Breaks: Integrate fun brain breaks into instruction to re-energize and refocus students. GoNoodle offers a variety of movement, yoga, and mindfulness activities for younger students. Secondary students could take a snack break or walk around their block. Let your hair down and join in brain breaks with students, too!

30. Say Hey Emails: Send a quick email/video to each student from time to time just to say hi. Keep it casual and personal (not strictly academic).

31. Gamification: Introduce game-based learning platforms to your students such as Gimkit, Kahoot, or Quizizz using "just for fun" topics such as pop culture trivia. Embed the game within a synchronous session so students can interact while playing. Personalities emerge during a little friendly competition!

32. The Johari Window: Building relationships requires self-awareness. How open are you? This is a good thing to reflect upon especially as we enter this brand new learning space. We also benefit from seeking feedback about ourselves from students to minimize our blind spots. Check out this video on The Johari Window which explains four quadrants to better understand ourselves.

33. Promote Equity: Last but perhaps most critical, cultivate a classroom environment that is inclusive and culturally responsive. Many of our students, especially those who are BIPOC, have been impacted to the core by the recent racial acts of violence. Keep listening, learning, and leaning into tough topics for growth. We can't build relationships with every student unless every student knows we're an ally.

And remember, the most important relationship to nurture is the one you have with yourself. The next several months will be hard (which is the understatement of the century). Make sure you're being good to you!

As a former colleague used to always remind me, "You can't pour from an empty cup."

I hope these ideas help. You've got this! We've got this.
*For more resources about optimizing online learning, see my posts Virtual Learning: 20 Structures for Small-Group Instruction, Virtual Learning: 25 Social-Emotional Learning Activities, Virtual Learning: Maybe We ARE Prepared For This, Virtual Learning: 13 Tips for Zoom Breakout Rooms, and Virtual Learning: 10 Best Practices for Parents.

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Virtual Learning: 33 Ways to Build Relationships - teachtrainlove.com

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"No significant learning occurs without a significant relationship." ~Dr. James Comer Relationships matter. We know this. We've always known this. In fact, it's the exact reason many of us chose education as a profession. We believe in the power of connection in learning and in life.

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7 Smart, Fast Ways to Do Formative Assessment

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7 Smart, Fast Ways to Do Formative Assessment

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Formative assessment-discovering what students know while they're still in the process of learning it-can be tricky. Designing just the right assessment can feel high stakes-for teachers, not students-because we're using it to figure out what comes next. Are we ready to move on? Do our students need a different path into the concepts? Or, more likely, which students are ready to move on and which need a different path?

When it comes to figuring out what our students really know, we have to look at more than one kind of information. A single data point-no matter how well designed the quiz, presentation, or problem behind it-isn't enough information to help us plan the next step in our instruction.

Add to that the fact that different learning tasks are best measured in different ways, and we can see why we need a variety of formative assessment tools we can deploy quickly, seamlessly, and in a low-stakes way-all while not creating an unmanageable workload. That's why it's important to keep it simple: Formative assessments generally just need to be checked, not graded, as the point is to get a basic read on the progress of individuals, or the class as a whole.

7 Approaches to Formative Assessment

1. Entry and exit slips: Those marginal minutes at the beginning and end of class can provide some great opportunities to find out what kids remember. Start the class off with a quick question about the previous day's work while students are getting settled-you can ask differentiated questions written out on chart paper or projected on the board, for example.

A quick way to see the big picture if you use paper exit tickets is to sort the papers into three piles: Students got the point; they sort of got it; and they didn't get it. The size of the stacks is your clue about what to do next.

No matter the tool, the key to keeping students engaged in the process of just-walked-in or almost-out-the-door formative assessment is the questions. Ask students to write for one minute on the most meaningful thing they learned. You can try prompts like:

What are three things you learned, two things you're still curious about, and one thing you don't understand?

How would you have done things differently today, if you had the choice?

What I found interesting about this work was...

Right now I'm feeling...

Today was hard because...

Or skip the words completely and have students draw or circle emojis to represent their assessment of their understanding.

2. Low-stakes quizzes and polls: If you want to find out whether your students really know as much as you think they know, polls and quizzes created with Socrative or Quizlet or in-class games and tools like Quizalize, Kahoot, FlipQuiz, Gimkit, Plickers, and Flippity can help you get a better sense of how much they really understand. (Grading quizzes but assigning low point values is a great way to make sure students really try: The quizzes matter, but an individual low score can't kill a student's grade.) Kids in many classes are always logged in to these tools, so formative assessments can be done very quickly. Teachers can see each kid's response, and determine both individually and in aggregate how students are doing.

Because you can design the questions yourself, you determine the level of complexity. Ask questions at the bottom of Bloom's taxonomy and you'll get insight into what facts, vocabulary terms, or processes kids remember. Ask more complicated questions ("What advice do you think Katniss Everdeen would offer Scout Finch if the two of them were talking at the end of chapter 3?"), and you'll get more sophisticated insights.

3. Dipsticks: So-called alternative formative assessments are meant to be as easy and quick as checking the oil in your car, so they're sometimes referred to as dipsticks. These can be things like asking students to:

write a letter explaining a key idea to a friend,

draw a sketch to visually represent new knowledge, or

do a think, pair, share exercise with a partner.

Your own observations of students at work in class can provide valuable data as well, but they can be tricky to keep track of. Taking quick notes on a tablet or smartphone, or using a copy of your roster, is one approach. A focused observation form is more formal and can help you narrow your note-taking focus as you watch students work.

4. Interview assessments: If you want to dig a little deeper into students' understanding of content, try discussion-based assessment methods. Casual chats with students in the classroom can help them feel at ease even as you get a sense of what they know, and you may find that five-minute interview assessments work really well. Five minutes per student would take quite a bit of time, but you don't have to talk to every student about every project or lesson.

You can also shift some of this work to students using a peer-feedback process called TAG feedback (Tell your peer something they did well, Ask a thoughtful question, Give a positive suggestion). When you have students share the feedback they have for a peer, you gain insight into both students' learning.

For more introverted students-or for more private assessments-use Flipgrid, Explain Everything, or Seesaw to have students record their answers to prompts and demonstrate what they can do.

5. Methods that incorporate art: Consider using visual art or photography or videography as an assessment tool. Whether students draw, create a collage, or sculpt, you may find that the assessment helps them synthesize their learning. Or think beyond the visual and have kids act out their understanding of the content. They can create a dance to model cell mitosis or act out stories like Ernest Hemingway's "Hills Like White Elephants" to explore the subtext.

6. Misconceptions and errors: Sometimes it's helpful to see if students understand why something is incorrect or why a concept is hard. Ask students to explain the " muddiest point" in the lesson-the place where things got confusing or particularly difficult or where they still lack clarity. Or do a misconception check: Present students with a common misunderstanding and ask them to apply previous knowledge to correct the mistake, or ask them to decide if a statement contains any mistakes at all, and then discuss their answers.

You can use sticky notes to get a quick insight into what areas your kids think they need to work on. Ask them to pick their own trouble spot from three or four areas where you think the class as a whole needs work, and write those areas in separate columns on a whiteboard. Have you students answer on a sticky note and then put the note in the correct column-you can see the results at a glance.

Several self-assessments let the teacher see what every kid thinks very quickly. For example, you can use colored stacking cups that allow kids to flag that they're all set (green cup), working through some confusion (yellow), or really confused and in need of help (red).

Similar strategies involve using participation cards for discussions (each student has three cards-"I agree," "I disagree," and "I don't know how to respond") and thumbs-up responses (instead of raising a hand, students hold a fist at their belly and put their thumb up when they're ready to contribute). Students can instead use six hand gestures to silently signal that they agree, disagree, have something to add, and more. All of these strategies give teachers an unobtrusive way to see what students are thinking.

No matter which tools you select, make time to do your own reflection to ensure that you're only assessing the content and not getting lost in the assessment fog. If a tool is too complicated, is not reliable or accessible, or takes up a disproportionate amount of time, it's OK to put it aside and try something different.

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7 Smart, Fast Ways to Do Formative Assessment

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Within these methods you'll find close to 40 tools and tricks for finding out what your students know while they're still learning.

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SEL Exit Tickets

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The SEL Exit Ticket slides support teachers and students throughout the school year.

Social-emotional learning is vital for students of all ages. As a teacher, you have the unique opportunity to support students' in developing social-emotional skills by engaging them in conversations that build emotional literacy.

Friendzy SEL Exit Tickets are easy to use in virtual and in-person classrooms. This formative assessment tool is designed to support students' growth and help you, as a teacher, get to know your students and support their social-emotional awareness in a meaningful way.

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Social-emotional learning is vital for students of all ages. As a teacher, you have the unique opportunity to support students' in developing social-emotional skills by engaging them in conversations that build emotional literacy.

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Choice Boards: Benefits, Design Tips & Differentiation

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Choice Boards: Benefits, Design Tips & Differentiation

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contributed by Laura Reynolds

While assessment gets all the press, we often misunderstand effective feedback for learning.

When feedback is predominately negative, studies have shown that it can discourage student effort and achievement (Hattie & Timperley, 2007, Dinham). In my experience, the only thing I knew is that I hated public speaking and I would do anything possible to get out of it. As a teacher, most of the time it is easy to give encouraging, positive feedback.

However, it is in the other times that we have to dig deep to find an appropriate feedback response that will not discourage a student's learning. This is where the good teachers, the ones students remember forever in a positive light, separate themselves from the others.

A teacher has the distinct responsibility to nurture a student's learning and to provide feedback in such a manner that the student does not leave the classroom feeling defeated. Here you will find 20 ideas and techniques on how to give effective learning feedback that will leave your students with the feeling they can conquer the world.

20 Ways to Provide Effective Feedback

1. Feedback should be educative in nature.

Providing feedback means giving students an explanation of what they are doing correctly and incorrectly. However, the focus of the feedback should be based essentially on what the students is doing right. It is most productive to a student's learning when they are provided with an explanation and example as to what is accurate and inaccurate about their work.

Consider using the concept of a 'feedback sandwich' to guide your feedback: Compliment, Correct, Compliment.

2. Feedback should be given in a timely manner.

When feedback is given immediately after showing proof of learning, the student responds positively and remembers the experience about what is being learned in a confident manner. If we wait too long to give feedback, the moment is lost and the student might not connect the feedback with the action.

3. Be sensitive to the individual needs of the student.

It is vital that we take into consideration each student individually when giving feedback. Our classrooms are full of diverse learners. Some students need to be nudged to achieve at a higher level and others need to be handled very gently so as not to discourage learning and damage self-esteem. A balance between not wanting to hurt a student's feelings and providing proper encouragement is essential.

4. Ask the 4 questions.

Studies of effective teaching and learning (Dinham, 2002, 2007a; 2007b) have shown that learners want to know where they stand in regards to their work. Providing answers to the following four questions on a regular basis will help provide quality feedback. These four questions are also helpful when providing feedback to parents:

What can the student do?

What can't the student do?

How does the student's work compare with that of others?

How can the student do better?

5. Feedback should reference a skill or specific knowledge.

This is when rubrics become a useful tool (single-point rubrics, for example). A rubric is an instrument to communicate expectations for an assignment and a useful way to provide effective feedback for learning. Effective rubrics provide students with very specific information about their performance, compared to an established range of standards. For younger students, try highlighting rubric items that the student is meeting or try using a sticker chart.

6. Give feedback to keep students 'on target' for achievement.

Regular 'check-ins' with students let them know where they stand in the classroom and with you. Utilize the '4 questions' to guide your feedback.

7. Host a one-on-one conference.

Providing a one-on-one meeting with a student is one of the most effective means of providing feedback. The student will look forward to having the attention and allows the opportunity to ask necessary questions. A one-on-one conference should be generally optimistic, as this will encourage the student to look forward to the next meeting.

As with all aspects of teaching, this strategy requires good time management. Try meeting with a student while the other students are working independently. Time the meetings so that they last no longer than 10 minutes.

8. Feedback can be given verbally, non-verbally, or in written form.

Be sure to keep your frowns in check. It is imperative that we examine our non-verbal cues. Facial expressions and gestures are also means of delivering feedback. This means that when you hand back that English paper, it is best not to scowl.

9. Concentrate on one ability or skill.

It makes a far greater impact on the student when only one skill is critiqued versus the entire paper being the focus of everything that is wrong.

For example, when I taught Writer's Workshop at the elementary level, I would let students know that for that day I was going to be checking on the indentation of paragraphs within their writing. When I conferenced with a student, that was my focus instead of all the other aspects of their writing. The next day would feature a new focus.

Utilize this strategy when grading papers or tests to provide effective feedback for learning. This strategy allows you the necessary time to provide quality, written feedback. This can also include using a rotation chart for students to conference with at a deeper more meaningful level. Students will also know when it is their turn to meet with you and are more likely to bring questions of their own to the conference.

11. Educate students on how to give feedback to each other.

Model for students what appropriate feedback looks like and sounds like. As an elementary teacher, we call this 'peer conferencing.' Train students to give each other constructive feedback in a way that is positive and helpful. Encourage students to use post-it notes to record the given feedback.

12. Ask another adult to give feedback.

The principal at the school I taught at would often volunteer to grade history tests or read student's writing pieces. You can imagine how the student's quality of work increased tenfold! If the principal is too busy (and most are), invite a 'guest' teacher or student teacher to critique work.

13. Have the student take notes.

During a conference over a test, paper, or a general 'check-in,' have the student do the writing while you do the talking. The student can use a notebook to jot down notes as you provide verbal feedback.

14. Use a notebook to keep track of student progress.

Keep a section of a notebook for each student. Write daily or weekly, dated comments about each student as necessary. Keep track of good questions the student asks, behavior issues, areas for improvement, test scores, etc. Of course, this requires a lot of essential time management but when it is time to conference with a student or parent, you are ready to go.

Returning papers and tests at the beginning of class, rather than at the end, allows students to ask necessary questions and to hold a relevant discussion.

16. Use Post-It notes.

Sometimes seeing a comment written out is more effective than just hearing it aloud. During independent work time, try writing feedback comments on a post-it note. Place the note on the student's desk the feedback is meant for. One of my former students had a difficult time staying on task but he would get frustrated and embarrassed when I called him out on his inattentive behaviors in front of the class.

He would then shut down and refused to do any work because he was mad that I humiliated him. I resorted to using post-it notes to point out when he was on task or not. Although it was not the most effective use of my time, it really worked for him as a way to provide effective feedback for learning.

17. Give genuine praise.

Students are quick to figure out which teachers use meaningless praise to win approval. If you are constantly telling your students 'Good Job' or 'Nice Work' then, over time, these words become meaningless. Make a big deal out of a student's A+ on that vocabulary test. If you are thrilled with a student's recent on-task behaviors, go above and beyond with the encouragement and praise.

Make a phone call home to let mom or dad know how thrilled you are with the student's behavior. Comments and suggestions within genuine feedback should also be 'focused, practical, and based on an assessment of what the student can do and is capable of achieving' (Dinham).

18. "I noticed...."

Make an effort to notice a student's behavior or effort at a task. For example; "I noticed when you regrouped correctly in the hundreds column, you got the problem right." "I noticed you arrived on time to class this entire week." Acknowledging a student and the efforts they are making goes a long way to positively influence academic performance.

19. Provide a model or example.

Communicate with your students the purpose of an assessment and/or feedback. Demonstrate to students what you are looking for by giving them an example of what an A+ paper looks like. Provide a contrast of what a C- paper looks like. This is especially important at the upper learning levels.

20. Invite students to give you feedback.

Remember when you finished a class in college and you were given the chance to 'grade' the professor? How nice was it to finally tell the professor that the reading material was so incredibly boring without worrying about it affecting your grade? Why not let students give you feedback on how you are doing as a teacher?

Make it so that they can do it anonymously. What did they like about your class? What didn't they like? If they were teaching the class, what would they do differently? What did they learn the most from you as a teacher? If we are open to it, we will quickly learn a few things about ourselves as educators.

Remember that feedback goes both ways and as teachers, it is wise to never stop improving and honing our skills as teachers.
20 Ways To Provide Effective Feedback For Learning; A version of this post first appeared on opencolleges.edu.au;

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20 Ways To Provide Effective Feedback For Learning

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One way to provide effective feedback for learning is a 'feedback sandwich' to structure your feedback: Compliment, Correct, Compliment.

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SHEG: Stanford Historical Education Group

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SHEG: Stanford Historical Education Group

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We're committed to providing educators accessible, high-quality teaching tools. That's why all our lessons and assessments are free. Please consider donating to SHEG to support our creation of new materials. All gifts are made through Stanford University and are tax-deductible.

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Learn more about powerful teaching strategies based on cognitive science, including classroom activities, research, and resources.

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Have an effective structure to engage in discussions about topics that are important or have deeply impacted your team is a pertinent skill to develop. Discussion Circles online are designed to create a safe and courageous space for students or staff to talk about important topics, acknowledge each other, share personal experiences, or talk about professional wisdom with one another. In this training you will learn and practice the art of creating discussion questions that rest at the core of this practice and how to build a circle experience around them that is focused, meaningful and functional online. You will receive advice on how to handle challenging issues that may arise and how to problem solve common issues that may show up during the planning and guiding parts of this practice. This training will provide you examples of discussion circles and resources to design a wide variety of them to meet your classroom or workplace needs.

Challenges facilitating an engaging Discussion circle online without the use of a talking piece

Being limited by time and focus

Uncertainty around how to develop discussion questions that will prompt participants to open up about their experiences and opinions related to the theme of the circle

1. Experience online Discussion Building

Learn how to facilitate a Discussion Circle Online by experiencing one that has been expertly designed and facilitated by one of our Restorative Practitioners using Zoom, CircleUp Educations Online Discussion Circle Framework, and virtual facilitation best practices

2. Online Discussion Circle Framework

Receive an easy to follow framework for planning engaging Online Discussion Circles with structured Discussion Questions that take into consideration time, the number of participants, and openness among participants

3. Design Your Own Online Circle

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Discussion Circles Online | circleup-education

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Have an effective structure to engage in discussions about topics that are important or have deeply impacted your team is a pertinent skill to develop. Discussion Circles online are designed to create a safe and courageous space for students or staff to talk about important topics, acknowledge each other, share personal experiences, or talk about professional wisdom with one another.

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No matter the age -- kindergarten to high school senior -- students are pretty familiar with social media. In fact, many of them can think in terms of tweets, snaps, pins and videos. They know what they have to say, and they have an idea of how to say it with a certain kind of post.

If they can think in terms of social media posts, can we let them demonstrate their learning in that way, too?

In many cases, the answer is yes!

And, thankfully, they don't need the app to create the experience! In each of the examples below, students can do an activity that feels like posting on social media without actually signing up for or using the app.

This concept is a big part of the social media chapter in my book, Tech Like a PIRAT E, which is all about making learning memorable with technology. In this post, each of these social media experiences is recreated with a tool that so many students DO have access to -- Google Slides.

How to assign these templates to students

1. Click the "Get the template" button for the template you want. Here, you'll make a copy of the template into your own Google Drive.

2. Create an assignment for your students in Google Classroom or your learning management system (LMS) like Canvas or Schoology.

3. If Google Classroom: attach the copy you made of the social media template and choose "Make a copy for each student" in the three dots menu button for the attachment.
If you can't do this in your LMS: Click the "Share" button in the top right of Google Slides. Under "Get link", click "Change to anyone with the link". Make the link "Anyone with the link" is a viewer. Copy the link. Paste the link in your assignment instructions. In the link, delete the word "edit" and everything else after it at the end of the link. Type the word "copy" right at the end of the link.

4. Students get their own copies of the template and get to work!

14 FREE social media-inspired Google Slides templates

N E W T E M P L A T E !

Get the book on this subject!

Tech Like a PIRATE shares seven key ways to make learning with tech UNFORGETTABLE! You'll get practical ideas, downloadable templates, step-by-step tutorials and more. Your students will be engaged and begging for more!

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14 social media-inspired Google Slides templates

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Students use social media all the time. Let's put those skills to use! In these social media-inspired Google Slides templates, they can show what they