[HeatherL]

in reply to: Discussion Post Topic: Visions and Actions #9995

I approach the first few days of school in a similar fashion, dmgrater. I take the time to learn my students’ names and host activities that build culture and community. When students feel comfortable and accepted, the walls go down and they are more receptive to learning. While the syllabus and academic expectations are important, I always opt for building the classroom culture the first few days and the other ‘business’ happens soon thereafter.

[HeatherL]

in reply to: Discussion Post Topic: Visions and Actions #9994

I am a huge fan of review troublesome assessment questions with my students! Not only does it enlighten me to the errors within their thought process, but it also gives students the opportunity to hear how their peers tackled the question (either successfully or unsuccessfully). This practice helps students learn from one another and creates community as they participate in this active struggle together.

[HeatherL]

in reply to: Discussion Post Topic: Visions and Actions #9993

How will you prioritize relationship building?

I will continue building relationships within my classroom by starting each class period with our “What’s Good?” conversation. This activity provides an opportunity for students to get to know each other and is wonderful for building classroom community. I will also implement the TAG feedback strategy as a means of prioritizing relationships in my classroom. While this strategy provides helpful academic feedback to the kids, it also affords them an opportunity to provide notes of praise to one another. Small steps such as this build respect and trust, two qualities that enrich the learning environment.

How will you establish a positive learning community?

I will establish a positive learning community by extending respect and fairness to all students. I will consistently model these behaviors for my students and will share with them my expectations that they demonstrate these qualities as well. I will also emphasize the growth mindset within my classroom. Students need to understand the value in making mistakes and learning from them. I want them to understand that learning does NOT have an end game, but it something that is never ending. In doing so, pressure and anxiety is decreased, making room for a more positive learning experience.

How will you bring your curriculum to life for your students?

I will personalize learning for the students by offering them choices and ensuring there are opportunities to connect the content they are learning to their own lives. One way I can do this is by allowing them to select their own novels. In doing so, they can apply the literature skills we are learning to a text they relate to and understand. I also love the idea of students choosing how they want to demonstrate their learning. Each child is unique and possesses different learning styles, so it is important to acknowledge those and allow students to showcase their learning in a personalized way. Having students track their data and create plans for success are additional ways I can bring the curriculum to life for my students. When they are active participants in their learning, students are more invested and ultimately ‘own’ their academic progress.

How do your assessment and grading practices align with your vision for learner engagement?

As stated above, I try to offer students choice in how they demonstrate their understanding of material. I also provide reteaching/relearning opportunities and allow my students to refine their assignments and assessments to show their growth and improvement. I believe this practice reinforces the growth mindset and promotes student engagement as well.

[HeatherL]

in reply to: Feedback and Student Agency #9990

I agree that students often receive feedback from their peers more readily than they do from the teacher. It reminds me of a parent/child relationship. The parent can incessantly impart wisdom and the child dismisses it. When offers the same advice, the child hops on it like it’s gospel! LOL!

[HeatherL]

in reply to: Feedback and Student Agency #9989

I also appreciate the benefits of peer editing and the opportunity it provides students to see how others approach the writing assignment. At the conclusion of a peer editing session, I often ask students to consider one stylistic device they observed in their peer’s writing they would like to emulate in their own piece. I then provide them an opportunity to refine their writing using the style they observed in the peer’s piece. I have found this is a nice way to prompt students to experiment with new writing techniques.

[HeatherL]

in reply to: Feedback and Student Agency #9988

How might utilizing a peer feedback routine increase student engagement?

Implementing a student feedback routine that includes peer feedback provides many opportunities for increased engagement. While receiving meaningful feedback from the teacher is necessary, the benefits of peer feedback are numerous as well. Using peer feedback can enhance student engagement because it encourages students to work with each other and learn from one another. Through this collaboration, students will have conversation that help them examine what they are learning through various lenses. Hearing perspectives offered by their peers can prompt students to reconsider their thinking and potentially clarify or deepen their understanding of a concept.

I can recall instances when I have given students feedback and they do not apply anything I shared to their learning. But, when a peer offered the same constructive feedback, they willingly listened and applied the suggestions. There is something very powerful about creating an environment where kids feel comfortable assisting and learning from one another. That peer connection holds power that adult/student dynamics sometimes do not!

What is the connection between feedback and student agency in learning?

Empowering students and fostering student agency in learning is directly connected to feedback. When students receive timely, constructive feedback on their work, they gain valuable insights into both their strengths and areas needing refinement. This realization enables kids to take ownership of their learning and academic progress. When students intentionally consider the feedback provided by both their teacher and peers, they can use the information to set goals and create a plan for their learning. This sense of agency motivates kids to give their best. It also places upon them a sense of responsibility for their learning – both the successes and failures. Undoubtedly, this is a skill/process that will be valuable for students in both their academic and professional lives.

[HeatherL]

in reply to: Establishing Relationships #9986

One thing I do each day at the beginning of the class is to ask my students ‘what’s good?’. My goal is to help students recognize that no matter how difficult life may be in the moment, there is ALWAYS something to be thankful for. Whether something monumental is going on in their lives such as scoring the winning goal in last night’s soccer game or something as simple as not oversleeping, it is important for students to reflect upon the positives in their lives. Through this quick morning chat, I learn a great deal about my students’ lives. In turn, they learn about one another, and our conversation begin to form connections within our classroom community.

[HeatherL]

in reply to: Expanding Your Tech Toolbox #9985

RMliechty, I love the idea of having students use Flip to share their creation with their peers. This moves kids beyond the creation of the diagram or model and takes then to the next level of explaining the thought process that is behind their creation. I agree with you and also appreciate the ‘safe space’ Flip offers students who are not comfortable speaking in front of the class.

Reading through the thread prompted me to reconsider some of the activities I use when teaching my novels. Instead of having my students analyze a symbol within a piece of literature, I think it would be fun to have them collaborate with their peers to create a video that identifies a symbol from the novel, explains its significance, and highlights evidence from the text to support their thinking. The video could be viewed by their classmates to teach them about the symbol.

[HeatherL]

in reply to: Expanding Your Tech Toolbox #9984

I love the idea of using Flip as a platform for students to create videos about real world scenarios, such as the workplace example mentioned above. Not only can students view the skit to see how others addressed the workplace scenario, but they can also provide feedback to one another. Activities like this heighten student engagement and make a lasting impact on the kids!

[HeatherL]

in reply to: Expanding Your Tech Toolbox #9983

Pick a tech tool and explore it in depth by searching for it on the web.

I love the idea of using Flip to access students’ prior knowledge. My students love expressing themselves through videos on TikTok and other platforms, so capitalizing on this trend within the classroom makes perfect sense. As I researched Flip, I found that teachers use it in a variety of ways to assess their students’ understanding of a concept. It can be used as a pre-assessment tool, as well as a platform for both formative and summative assessments. Below are some examples of how teachers are using Flip in their classrooms:

– Create a video explaining how to solve a math equation.
– Create a video of a science experiment you are conducting.
– Create a video explaining the consequences of the Civil War.

I think the possibilities for using Flip in my English classroom are endless! One way I would like to use it as a pre-assessment tool is to provide students with a topic that asks them to share what they know about argumentative writing. I would ask them to discuss the elements of an argumentative essay, as well as explain why they believe argumentative writing is important. I would encourage them to draw upon what they have learned in earlier classes, as well as from their personal experience.

After students submit their videos, I would review them and track their responses using a rubric containing the criteria below.
– Purpose for writing an argumentative piece ((4 – Exceeds, 3, Meets, 2, Approaches and 1 Far Below)
– Explanation of the elements of an argumentative essay (4 – Exceeds, 3, Meets, 2, Approaches and 1 Far Below)
– Explanation of why argumentative writing is important (4 – Exceeds, 3, Meets, 2, Approaches and 1 Far Below)

Along with tracking students’ responses, I would also offer feedback within the Flip platform. I love that I can offer a video response to each child and my comments will ONLY be seen by the individual student. When using a platform such as Flip that requires students to be vulnerable, privacy is HUGE!

Some other ways I would like to use Flip in my classroom include:
– Video Book Talks
– Video Quote Analysis
– Peer Feedback

[HeatherL]

in reply to: Learning Communities and Engagement #9974

I completely agree with your sentiments regarding the parallels between student choice/voice and increased engagement. At the end of the day, if we are teaching the standards, it does not matter what vehicle is chosen to explore and master them. As teachers we can relinquish some of our control and allow kids to select the text, project, etc. they would like to use to practice and demonstrate their understanding of the standards we are teaching.

[HeatherL]

in reply to: Learning Communities and Engagement #9973

How might you create new opportunities so that each student begins to actively drive their own learning?

One way I have encouraged students to become active participants in their learning is by giving them a voice in how they will tackle the concepts I am teaching. For example, if I am covering literature standards that focus on inferencing and theme, I allow students to apply the concepts and demonstrate their understanding through a novel they select rather than one I pick for them. When students are reading a text they enjoy, their engagement increases and their investment in learning is improved as well. Another way I have students take an active role in their learning is through personal data tracking and analysis. As students track their progress, reflect upon their areas of strength and weakness, and develop personalized plans to improve their understanding of concepts, they take ownership of their learning, and it becomes something they are invested in.
 
What connections do you see between John Hattie’s advocacy for teacher learning communities and Amy Berry’s Engagement Continuum?

I noticed that both Hattie and Berry focus on the importance of having strong PLCs. Both emphasize the importance of having data-focused conversations within PLCs to better understand students’ needs so teachers can develop lessons that address those areas. As teachers collaborate and improve their craft of teaching through data-driven instruction, student engagement can improve.

What is the connection between collective teacher expertise and empowering active student engagement?

When teachers refine their craft through thoughtful PLC discussions and collaboration, their “toolboxes” grow and the ability to engage students increases. Teachers can uncover ways to shift their instruction from teacher-focused to student-focused. In doing so, more opportunities for differentiation may be discovered, unique projects or activities may be developed, etc., in turn prompting students to become more engaged in the classroom content.

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