Issue 19: Sep 22, 2008 Connections Newsletter
Implementing Learning-Focused
Jim Riedl
Sep 22, 2008
Every once in a while, you walk into a school where the implementation of Learning-Focused is so vivid you cannot wait to know more about everything they are doing. This was the case when I had the opportunity to visit the Southside Elementary School in the Central Dauphin District in Pennsylvania.
I was there to work with administrators and supervisors from the Capital Area IU. We were involved in the development of their awareness and skills in Monitoring for Achievement. After a morning session spent together exploring the basic skills and procedures needed to be successful all participants were able to visit multiple classrooms. They observed the implementation of the Learning-Focused Model in a wide range of classrooms at different grade levels.
As the teams came back together many were talking about a strategy for summarizing they were seeing at several grade levels. The strategy was referred to as "Exit Journals".
While several grades were using the strategy, the third grade teachers seemed to catch everyone's attention. All the grades were asking students to summarize at the end of lessons by writing in their "Exit Journals". Summarizing is one of the top five strategies identified as having a significant impact on student achievement. The fact that it was being used by all teachers at multiple grade levels is an indication of how important this strategy is to the teachers and principal of this school.
The third grade team decided to take this strategy to the next level by having students take the "Exit Journal" home each night to show to their parents and have it signed before using it again the next day. This is a perfect example of adapting their implementation to meet an additional need, communication with parents. This opportunity to connect these two strategies provides the learners, teachers and parents with more than they could have achieved alone.
When I talked with teachers they commented they are now much more comfortable with the fact that parents are not only aware of what is happening in the classroom but they are also having meaningful conversations with their children about learning. They are also very pleased that what they have been learning in their Learning-Focused workshops can be implemented and have such a positive impact.
Motivating Students through The R.A.P. Club
Debbie Willingham
Sep 22, 2008
It is difficult for students to be motivated to make good grades when it seems such an uphill, sometimes impossible battle. Even the best teachers struggle to motivate some students to want to learn, often because those students have rarely found success or been rewarded for academic achievement. The R.A.P. (Realistic Achievement Proven) Club is a motivational way of encouraging students to improve their grade point average in small steps that reward improvement as well as achievement-something the traditional Honor Roll does not do.
The steps in setting up and maintaining this "club" that rewards students at all academic levels for improvement are simple for teachers to implement. At the midpoint of the first grading period, teachers explain to students that they will have an opportunity to join a unique club at the end of the grading period. Teachers give students their average in the course at that point (i.e. when progress reports for the grading period are generated) and tell them that if they can bring up their average by just four points (or more) by the end of the grading period, they will become members of the R.A.P. Club. Privileges of being a member of the club may include special treats, breaks to the front of the line, homework passes, pencils with the R.A.P. Club logo, coupons from local restaurants, etc.
At the end of the first grading period, students who have increased their averages by at least four points and those who have an A average are now members of the R.A.P. Club. Their names go on a bulletin board arranged by period, which means that there may be "A" students on the same list with students who have a 58 average because they have all experienced success in the past several weeks. During the first half of the next grading period those students receive treats at different times (cookies, cupcakes, and ice cream passes at lunch are big winners), pencils imprinted with "Official Member of the R.A.P. Club," certificates, special passes, and coupons. Everyone is encouraged during this time to continue to try and improve their averages in the class.
At the mid-point in the second grading period, the teacher averages grades, and once again those students who have improved their average since the first report card by at least four points and all students with an A average are now members of the RAP Club. The list on the bulletin board changes now at the midpoint and end of each grading period, with rewards for improvement given to students who are currently members. Students may move in or out of the club based on continued improvement or a decrease in their averages.
The impact on all students can be seen immediately. "A" students get a specific reward in an individual class rather than just being on the school honor roll. All students are motivated to try just a little harder. After all, it is just four points and not an impossible dream to improve a little at a time. Students who are traditionally unmotivated and make poor grades can see a realistic way to find success. Over the course of a school year, a student on a quarterly grading system could raise his average by 28 points by improving just four points each 4 ½ week period (i.e. from 50 to 78 or 60 to 88) - realistic achievement proven!
This Takes Too Much Time!
Laurian Phillips
Sep 22, 2008
This takes too much time! This is probably the most often heard comment by participants in our trainings. Why do teachers feel this way? There may be a number of reasons, one of which is that effective planning does take a lot of time. However, if you are not planning effectively, then why plan at all? We do know that the planning and lesson writing process gets much easier and goes much faster the more you do it. The Learning-Focused Strategies Model training forces us to learn a new process and in doing so, we become the learner. Adults are sometimes reluctant to learn new things, because we have found that "comfort zone" that we tend to operate in most often. Learning new things is difficult and does not come easy. We, like our students, must practice in order to get better and faster.
Madeline Hunter said, "If you want to feel secure, do what you already know how to do. If you want to be a true professional and continue to grow...go to the cutting edge of your competence, which means a temporary loss of security. So, whenever you don't quite know what you're doing, know that you are growing." It is okay to feel a temporary loss of security, knowing that when you implement the Learning-Focused Model, you have a goal of Exemplary Instruction in mind. The Amazing Book of Connections for Learning states the 9.5 Outcomes of Exemplary Instruction:
1. Connects prior knowledge and experiences to make new learning meaningful
2. Creates new meaning
3. Organizes information
4. Stores information
5. Deepens understanding
6. Builds connections
7. Develops higher level thinking
8. Uses thinking in meaningful ways
9. Focuses performance
Generates Student Success!
To learn more Exemplary Instruction, see our new product, The Amazing Book of Connections for Learning. Especially helpful might be the section on Teaching for Learning on pages 120-121.
