# data[].attributes.body
Hi everyone,

Due to the holiday, this week's Global Educator's Resource Bank meeting will be asynchronous. We are so thrilled that Dr. Ramsey Musallam, an educator and TedTalk presenter, has created custom content for the Global Educator's Resource Bank on how to spark creativity in virtual and hybrid classes. You can access the video here. We encourage you to collaborate with our group via the private Facebook page and your Padlet portfolio. Feel free to answer the questions posted on Facebook, write your reaction, or pose your own questions for our group.

Here are some questions to get you started:

1. Who are three educators who have inspired your teaching style the most?

2. What do Yoda, Mr. Miyagi (Karate Kid), and Sean Maguire (Good Will Hunting) have in common?

3. Ramsey compares the BSCS 5E Learning Cycle to the stages of the mythical Hero's Journey. What stage of the learning cycle do you spend too much time on during virtual and hybrid learning?

4. What stage do you spend too little time on during virtual and hybrid learning?

Link to video class: https://drive.google.com/file/d/1RrEKAZEzbkj_KhoLv6vsLUIgqR8_3i5A/view?usp=sharing

附件區域

# data[].attributes.body
We are so excited to embark on this collaborative experience with you. First, here are few quick points about the program:

Here is the link you will use to access all of our meetings:

https://us02web.zoom.us/j/8461419933?pwd=OXBGVkx6aU5rMm9oTVdpa2s2b0NaZz09

Meeting ID: 846 141 9933

Passcode: Education

To accommodate different time zones, we meet on Sundays at 8 am New York time and Tuesdays at 7 pm New York time every week. Meetings will be for 1 hour and a half.

Our first live meeting for Module 1 will be on March 28th and March 30th. You do not need to join both of those sessions; choose the best time for you. Use this link to understand the time for your region.

You will earn a certificate for attending at least five of the eight weeks. Your certificate will specify 35 participation/professional development hours.

The objectives of this project are to share information, collaborate, and develop creative lessons with language teachers from around the world.

To collaborate and develop, the project administrators are designing weekly lesson plans based on each module to be shared via Padlet and the Facebook group.

We encourage participants to create their own Teacher's portfolio and journal in Padlet. We will show you how to do this. Make sure you sign up for Padlet before our class (link here).

Meet some of your classmates via Flip Grid (link here).

Join our private Facebook group for weekly updates throughout the course (link here).

If you miss a meeting, you can always watch the recorded version on our closed Facebook group.

Structure of each module:

Each module will meet on both Sunday and Tuesday. You may choose the best day for you.

Each session will have time for a guest speaker, break rooms for networking and collaboration, and time for reflection.

Sincerely,

Armen Kassabian & Louise Goodman

Fulbright Alumni, Brazil, 2014

http://bit.ly/GlobalEduSite

https://www.facebook.com/groups/gloabaleducatorscommunity

# data[].attributes.attachment_link.description
Log into Facebook to start sharing and connecting with your friends, family, and people you know.

# data[].attributes.attachment_link.readable_text
Share the Strategy and Source RQI Our materials are available under a Creative Commons Sharealike license. To comply with this license, you must include the following language on all materials you use, share, adapt, or create: "Source: The Question Formulation Technique (QFT) was created by the Right Question Institute (rightquestion.org)." As long as you include this source language, you are welcome to use, adapt, and share our strategies and materials for noncommercial use. You may also create new materials that reference the Question Formulation Technique (QFT) and/or other Right Question Institute strategies as long as you include the source language above. If you are interested in sharing RQI's resources for commercial purposes you must contact us by selecting the "Permission for Use" option on the contact form.

# data[].attributes.attachment_link.description
Share the Strategy and Source RQI Our materials are available under a Creative Commons Sharealike license. To comply with this license, you must include the following language on all materials you use, share, adapt, or create: "Source: The Question Formulation Technique (QFT) was created by the Right Question Institute (rightquestion.org)."

# data[].attributes.body
My contact e-mail address(es) are jfreeman@bostonpublicschools.org OR freemanjud@gmail.com

# data[].attributes.attachment_link.readable_text
Listen to my interview with Marisa Thompson (transcript):
Sponsored by Peergrade and 3Doodler

Check out information about Marisa Thompson's Ultimate TQE Course at the bottom of this page!

So much of the learning we do comes from texts: articles, textbooks, novels, and all kinds of online publications. Sometimes, those texts come in less traditional forms; in fact, our use of the word "text" has broadened over time to include things like films, images, and even diagrams. Regardless of what form they come in, texts make up the bulk of how our students experience learning.

But too often, when we assign texts to students, we find that they don't experience them with much depth. One reason for that may be that we don't set them up to do that. In many text-based classes (English, history, science), the learning cycle often consists of (1) consuming a section of the text, (2) answering teacher-created questions about the text, (3) taking a test after several sections have been completed.

For years, high school English teacher Marisa Thompson followed this same programming, and got typical results: Some students did the required work, but never seemed particularly invested in the books themselves. Others completed the questions unevenly, sometimes not answering them all, other times copying work from their peers. And when students didn't do the work, they got calls home and office referrals.

As this pattern repeated itself year after year, Thompson became more frustrated: The texts themselves were wonderful, but students weren't experiencing them the way they were meant to be experienced. Instead, they had shallow interactions with them, doing whatever surface work had to be done to get a grade.

Finally, she started experimenting with a different approach, and the way she teaches texts now is completely different from the way she used to. Her current approach, which she calls TQE, is similar to Socratic Seminar, where students lead a discussion on a given text, but with a few twists. Since implementing this new approach, Thompson has seen her students reading much more than they used to, and with much more depth than ever before. They are having college-level conversations about books in class, and for the first time, they seem excited about the books they're reading.

On top of that, Thompson's prepping and grading work for these class sessions is down to almost nothing.

What I love about this method, and why I'm sharing it here, is that I think it could be applied in a lot of different areas, not just with the study of novels. In any class where students need to read a text in order to learn, something along these lines could be implemented, and I think you'll find that the learning in your classroom gets much richer as a result. So as you read about TQE, think about how you might be able to apply it in your content area.

The Problem

As an English teacher, Thompson found that her students were experiencing books in a very shallow, grade-focused way.

"(I would) send students home, maybe get them started on Chapter 1, and then, Hey guys, go home and read Chapter 2. Come on back and we'll talk about it, and here's your list of questions; you're going to have a reading quiz. I realized I wasn't really assessing their reading with homework and quizzes. I was assessing whether or not they did their homework questions."

This method not only diminished the value of the books students were reading, it also led to other problems. "It made reading seem like a hassle," Thomspon says. "I started getting a bunch of cheating. One year I had 10 kids copy off each other. It turned this amazing story-this beautiful novel that everybody should read and enjoy and love-into a discipline problem."

Early Changes

Knowing something had to change, Thompson decided to try grading students only on whether their participation in class indicated that they had read the book.

"I said, 'Look. We're going to read this book, and we're just going to read it and talk about it. You're not going to have study questions. You're not going to have any reading quizzes. But I'm going to know if you read or not. I'm going to know.'"

These early discussions were similar to Socratic Seminar, where students came with questions and Thompson mostly observed. When a student participated in a way that demonstrated that he or she had read the book, their names would be crossed off of a chart. "And that was it," Thompson says. "The standard says, Be able to read and analyze at grade level. And if they're doing that, I mean, yeah, cross their name off. Move on."

For students who scored low on the discussion or who weren't initially comfortable with active participation, Thompson offered alternative means of assessment. "I said, hey, if I'm wrong with your score, then we need to come up with some sort of alternative: They were used to taking annotations, taking notes on their thoughts while they read-you can show me those. You can sit down and have a conversation just one-on-one, or you can take a test. So if you got an eight out of 10, and you're like, 'No, I want the 10 out of 10,' I have a multiple-choice test on the book."

Most of the time, Thompson's initial score on the discussion turned out to be accurate. "I did have a lot of students who had a B for their assessment, and they're like, No, I want the A. Great. And they took the test and then it was cute, because they were like Yeah, I didn't really read all of it. So my assessment was, on average, about 3 or 4 percent higher than what they were normally getting on their tests."

Right away, Thompson started to see changes in how her students were reading. "I had students who started reading more than they were assigned, and they were finishing the book early," she says. Some were even reading ahead.

Over time, Thompson refined her approach, adding small-group time before the large-group discussions, offering scaffolding to help students develop better questions, and structuring student contributions so that the richest questions got the most discussion time.

These changes have so elevated the level of discourse that Thompson sometimes feels like she's teaching college class. "And that's exactly what I tell them: 'What we just did, that was a collegiate literature course. That was amazing. You could walk into a college course and have this discussion.' And you can see that they're enjoying it."

The TQE Method

Here is the approach Thompson uses now, step by step:

1. Students Complete Assigned Reading at Home

Usually, this will be a segment of a longer text, like a few chapters in a novel. Students who show up having not completed the reading are invited to finish up in the hall during small group discussion (step 2) to catch up. They are welcome to return to class for the discussion when they finish.

2. Small Group Discussions (15 minutes)

When they arrive in class, students get into small groups, where they have 15 minutes to share thoughts, lingering questions, and epiphanies (TQEs) they have about the reading. Early in the year, Thompson provides stems to help students generate these (see below), encouraging them to move from the more simplistic ideas on the left to the more complex ones on the right.

3. TQEs on the Board

By the time the 15 minutes is up, each group needs to choose their top 2 TQEs from the group and write them on the board. Although these are meant to serve as the basis for the group discussion, they are not necessarily used as is.

"If they put something on there that is not at the quality or as thought-provoking as we need it to be for the class to discuss, we'll edit it together, the 40 of us," Thompson explains. "So it becomes a writing lesson."

Thompson also insists that when discussing a text, students use the author's name. When discussing Of Mice and Men, for example, she started by having students repeat the name "Steinbeck" five times. "I love Lenny and George. I love Lenny," she told them. "but he's totally fictional. So when you start asking questions like, 'Why did George do that?' George doesn't exist."

Instead, she has students practice asking questions like, "Why did hat theme is Steinbeck have George do that?" "W Steinbeck trying to convey to the rest of us by having his character do that?"

"It's not about the character," she explains. "It's not about the character's motivation, it's the author's purpose in providing that motivation for the character."

4. Class Discussion of TQEs

Thompson then moderates a whole-class discussion of the reading, using the TQEs that have been written on the board. This takes about 40 minutes of class time-she teaches on a block schedule, so there's plenty of time to dig in. When the class is actively studying a novel, they will have these conversations in every class meeting.

As for grading, Thompson simply records when students participate, and that's it. "I have a chart with their little pictures," she explains, "and I cross them off as I go. So I'm not necessarily grading them every single day. My student Sally might have participated a ton one day, and skipped the next day. But my standard-based grading says she is reading and analyzing at at least grade level. I don't need to score each of my 40 kids every single day."

"And the amount of planning is nil," Thompson adds. " I'm not creating, I'm not copying, I'm not collecting, I don't need to waste my time. My prep is reading before bed every night."

What Student-Centered Learning Looks Like

"We have all these really great aphorisms, these quotes about, 'Students should own their learning,' and 'Empower students,'" Thompson observes. "And it's like, well that's great, but how in the heck do we do that?"

Since starting the TQE process, Thompson has seen true student-centered learning in action: Students are in charge of the content of the discussions, and the ability to participate fully has become its own motivator for completing the homework.

"The peer pressure of Everyone's discussing this book- that becomes cool. To have an idea, to have an opinion. So the student comes in, and all of a sudden it's, "Wait, I read that part, and I think this," you know? And you want to talk about empowering a student? You just turned that student into a part of the classroom community." ♦

If you are a fan of the TQE method and you want to take it further, check out Marisa's Ultimate TQE Course. This course will revolutionize your reading and writing instruction and assessment through student-led inquiry, intentional teacher guidance, feedback that is immediately useful to students while eliminating the need for at-home grading, even for essays, and a personable approach to teaching and learning that leaves everyone in the room energized and engaged.

Cult of Pedagogy receives a portion of the Ultimate TQE Course sales that come through the link on this page.

Come back for more.
Join my mailing list and get weekly tips, tools, and inspiration that will make your teaching more effective and fun. You'll get access to our members-only library of free downloads, including 20 Ways to Cut Your Grading Time in Half, the e-booklet that has helped thousands of teachers save time on grading. Over 50,000 teachers have already joined-come on in.

# data[].attributes.attachment_link.title
Deeper Class Discussions with the TQE Method

# data[].attributes.attachment_link.description
Want your students to have rich, complex conversations about the texts they read? This method leads to the kinds of classroom discussions you thought only happened in college.

# data[].attributes.attachment_link.description
“Ask not what your country can do for you but what you can do for your country.” --United States president John F. Kennedy, inaugural address, 1961 ​ “Ask not what your countries can do for you but what you can do for the global common good.” --Our collective question, 2021

# data[].attributes.body
We are so excited about an amazing session this week with Frank Fanelli Jr. Frank is a graphic artist, comic book creator, and educator. We will learn how to develop a class on comic book design to promote language learning. You can learn more about Frank at his Website. Frank will be live with us for both sessions on April 18 at 8am EST (New York time) and April 20 at 7pm EST (New York time).

Remember: you can watch the event live streamed on our Facebook group (note: the Global Educator's Resource Bank group on Facebook is private so you need to request access).

Here is the link you will use to access all of our meetings:

https://us02web.zoom.us/j/8461419933?pwd=OXBGVkx6aU5rMm9oTVdpa2s2b0NaZz09

Meeting ID: 846 141 9933

See you soon!

# data[].attributes.attachment_link.title
American English | For English Language Teachers Around the World

# data[].attributes.attachment_link.description
American English is a website for teachers and learners of English as a foreign language abroad.

# data[].attributes.body
Module 3: Using Comics in Teaching English with Frank Fanelli Jr.

Sign-in

http://bit.ly/WeeklyAttendance2021

Comics & English Teaching Resources:

https://wke.lt/w/s/i6On40

Feedback Form:

https://forms.gle/G7YzpZX3ukuMEooM7

Sign up for a Pixton Education Account:

https://forms.gle/UKHeByEPWZLCghVp6

# data[].attributes.body
Hi everyone!

Do not forget that our next session begins in 24 hours (8am EST -New York time). We are very excited to host Yogi Y? Guyadin for a presentation on using collaborative sounds to spark speaking and learning in the virtual language classroom. Feel free to attend our session on April 25th at 8am EST or April 27th at 7pm EST (or both); you only need to attend one session per week in order to earn credit for that module.

Remember: you can watch the event live streamed on our Facebook group (note: the Global Educator's Resource Bank group on Facebook is private so you need to request access).

Here is the link you will use to access all of our meetings:

https://us02web.zoom.us/j/8461419933?pwd=OXBGVkx6aU5rMm9oTVdpa2s2b0NaZz09

Meeting ID: 846 141 9933

Passcode: Education

Y? is a community Artivist (Artist+Educator), founder of "Creative Expressions" and educator from NYC. He believes art is a tool for change and everyone is a creative who should live their greatest ambitions.
The goal of this workshop is to empower this community of educators with tools to use creativity in both virtual and in person class settings. We will also have participants align their skillset with purpose to increase engagement and empower the youth they are working with.
Y? Also offer a course called the "Artivist Training" both virtually and in person to help creatives build community and change through the creation of intellectual property. Info on this is on his website. He also has a PDF of my 5 unit 25 Lesson Plan "BEAT Rhymers" curriculum PDF any one can purchase from me by contacting him on social media or email.

See you soon!

# data[].attributes.body
Hi everyone!

Do not forget that our next session begins tomorrow, May 2nd at 8am EST (New York time) and May 4 at 7pm EST. We are very excited to host Ambrose Wilson-Brown and Priya Mayur of Sky Schools to discuss wellness and courageous conversations in distance learning.

Remember: you can watch the event live streamed on our Facebook group (note: the Global Educator's Resource Bank group on Facebook is private so you need to request access).

Here is the link you will use to access all of our meetings:

https://us02web.zoom.us/j/8461419933?pwd=OXBGVkx6aU5rMm9oTVdpa2s2b0NaZz09

Meeting ID: 846 141 9933

Passcode: Education

See you soon!

# data[].attributes.body
Our next session is starting in 24 hours on Sunday, May 9th at 8am EST (New York time). We are so excited to welcome Professor Christell Scharff, PhD to discuss future trends in edtech and their lasting impact.

Remember: You can watch the event live streamed version on our Facebook page. If you cannot attend Sunday's session, you can join us on Tuesday, May 11th at 7pm EST (New York time). Use this link to reference the difference for your region (link).

Here is the link you will use to access all of our meetings:

https://us02web.zoom.us/j/8461419933?pwd=OXBGVkx6aU5rMm9oTVdpa2s2b0NaZz09

Meeting ID: 846 141 9933

Passcode: Education

# data[].attributes.body
Hi everyone,

Please join us for our next session, "Driving data through learning and technology", with Amreen Poonawala on Sunday, May 16 at 8am New York time.  Amreen is a recent graduate of Harvard's Graduate School of Education with a focus on Technology, Innovation, and Education. She is also the founder of the edtech platform ChalkEd.

As a reminder, you can watch the livestream of our event on our Facebook page. You can also join our Tuesday session on May 18 at 7pm New York time.

Here is the link you will use to access all of our meetings:

https://us02web.zoom.us/j/8461419933?pwd=OXBGVkx6aU5rMm9oTVdpa2s2b0NaZz09

Meeting ID: 846 141 9933

Passcode: Education

# data[].attributes.body
We are so excited about our next event starting 24 hours at 8am EST (New York time). We are excited to host Narrative 4 to discuss how to promote speaking and learning through story exchange. Please read more about Narrative 4 below.

Here is the link you will use to access all of our meetings:https://us02web.zoom.us/j/8461419933......

Meeting ID: 846 141 9933Passcode: Education

As we mentioned at our last meeting, the Global Educator's Resource Bank is putting together an e-Book for our participants made up of all of your innovative lesson plans and stories about teaching. Please fill out the form below.

https://docs.google.com/....../1FAIpQLS....../viewform......

# data[].attributes.body
This week, at our normal times on Sunday morning at 8:00 a.m. New York time and Tuesday at 7:00 p.m. New York time, we will be hosting lesson planning workshops for all those interested in collaborating on our ebook to share lesson plans with our larger Global Educator community.

We welcome you all to join us for this collaborative experience.

Here is the link you will use to access all of our meetings:

https://us02web.zoom.us/j/8461419933?pwd=OXBGVkx6aU5rMm9oTVdpa2s2b0NaZz09

Meeting ID: 846 141 9933

Passcode: Education

If you will not be collaborating on the ebook, that is fine as well. We will issue the certificates of participation after next week, but we would like to give special recognition on the certificates for ebook collaborators.

Thank you,

Louise

# data[].attributes.attachment_link.title
Google Forms - create and analyze surveys, for free.

# data[].attributes.attachment_link.description
Create a new survey on your own or with others at the same time. Choose from a variety of survey types and analyze results in Google Forms. Free from Google.

# data[].attributes.body
Promote Environment and animal care for students by unleashing their creativity and agency by creative tools - comic | Ming Yao , Hsiung | https://join.pixton.com/cpynd | https://join.pixton.com/4akct

# data[].attributes.body
https://app.pixton.com/

# data[].attributes.body
https://padlet.com/MIngyao/nhm0g801htiij9v4