Issue 98: Aug 02, 2010 Connections Newsletter

An Interview with a LEARNING-FOCUSED Teacher

Denise Burson
Aug 02, 2010

How does LEARNING-FOCUSED impact the classroom teacher?

William Penn High School is a Title I school located in New Castle, Delaware. Debbie Pfotzer, an English teacher shares how the LEARNING-FOCUSED Model has impacted her class.

What impact has LEARNING-FOCUSED had on you since receiving your initial training?

"I really love LEARNING-FOCUSED.

Since the implementation of LEARNING-FOCUSED at William Penn, I have adapted new teaching strategies and teaching methods that I believe have enhanced my teaching. Here are some of the ideas I have incorporated:

I created a word splash on Romantic Literature; and instead of giving the traditional selection test at the end of the unit, I asked the students to use all the words in the word splash and create a story about Romantic Literature. They just couldn't say, the hero went on a quest and displayed chivalry. They had to use all of the words and show meaning. My students worked up to the end of the period and some even asked to complete the assignment at home. When the students brought the assignment in the next day, they presented me with 4 page stories that were so incredible it took my breath away. One student connected to his own culture by moving the setting to Africa. He had all the elements of Romance Literature but with an African twist. He was so excited about his story he asked to read it to the class. These students actually were able to show evidence of learning in the truest form. I will definitely continue to use Word Splash in the future.

Also, when my students come into my classroom each day, they see on the blackboard an adapted "K-U-D" and the "Lesson Essential Question." I started using the K-U-D Organizers for each day's planning because it keeps me focused on what I need to cover in the lesson and it also lets the students know what they are expected to know, understand and do. The Lesson Essential Question keeps the learning organized. It becomes a place to begin and end.

Also, as a high school teacher, I felt that "word walls" were only found in elementary schools. I use the word wall to help students learn new words in the current unit. In addition, I was having a hard time trying to figure out how to keep the words visible that are not being used for a particular lesson/unit. I have a "don't forget about me" word wall where the former words are placed and can be easily referred to during the year.

Likewise, "tickets out the door" top my list of favorites. This really does identify students who have learned the material, and it is a great place to begin the lesson for the next day if students haven't showed evidence of learning.

Let's face it; LEARNING-FOCUSED strategies work. I didn't fully appreciate the magnitude of what could happen in the classroom until I wrapped my arms around the researched-based methods. I will continue to use the spiral binders and flipcharts to plan for the upcoming school year."

 

How Do I Motivate My Students?

Jennifer Partrick
Aug 02, 2010

So often, teachers lament about how difficult teaching is because their students do not care, and they do not want to learn. However, our job as teachers is to teach our students. So what can we do to reach all of our students, even the most disgruntled ones?

Students who have failed numerous times give up. That is human nature. Common sense dictates that if you keep trying to do something and always fail, you stop trying. How much sense does it make to keep putting out effort when failure is the status quo? Many of our students fit this profile. Many students stop trying and give up. Then, on their 16th birthday, they drop out of school. How can we turn that around? What can we do to support those students who have ‘checked out?' The first thing that we have to do is create situations where those students succeed. It does not matter how small the success, they must feel success. The brain loves success. When we succeed we want to go back to that place where we met success. One of the easiest ways to support students so that they feel success is with Acceleration (Thompson, Thompson, & Thompson, 2003). Teachers take a few minutes to preview upcoming lessons with those students who often fail before the whole class begins the lesson. During this preview, the teacher shares key vocabulary, any graphic organizer that will be used in the lesson, and the Student Learning Map. Doing this ahead of time gives these students the opportunity to build some background knowledge before the remainder of the class is exposed to the information. Thus, when the teacher begins the new lesson, these failing students have some prior knowledge and have information to share with others in the class. These students can begin the lesson with some information about the topic. Because they can share information, they feel like they are part of the class. They are contributing to the class.

Another strategy to consider is the assignments you create. As you develop assignments, create tasks that are not too difficult or too easy for failing students. Think about the assignments while creating the unit. Begin to think about differentiating the tasks to include all students in the learning process. Create opportunities where students can be successful. Once students begin to feel success they will begin to put out some effort. The more effort they put out the more success they will feel.

The key to helping turn failing students around is for them to feel success because they have most likely not been successful in a very long time.

Click on the link to learn more about Catching Kids Up with Acceleration.

References:
Thompson, M., Thompson, J., & Thompson, S. (2003). Catching Kids Up. Boone, NC: LEARNING-FOCUSED Solutions, Inc.

 

Questioning Techniques - Look Back Questions

Carol Brewer
Aug 02, 2010

How do I use the "Look Back" Questioning Technique to make the connection from instruction to assessments?

The Questioning Technique is the way in which teachers plan for and use questions. 'Look back' questions require students to go back in the text to find the answers. These types of questions are often missed because students often do not take the time or energy to actually reread to find the correct answers. It is important for students to recognize and practice these questions at an early age. For example, kindergarten students can look back at pictures to find important or favorite details. They can also look in newspapers to find words that start with the same letter as their first of last name. They might also look back at the big books their teacher is reading to find words that rhyme or words that have the same meaning or opposite meanings. Once this Questioning Technique is understood and trusted by students, it is a valuable strategy for any type of assessment.

Many times students have a question that identifies a paragraph or section to look back for needed information. For example, "In paragraph 2, what is the reason for the character to start laughing?" With this question students should look back at paragraph 2 for the answer instead of guessing or thinking they know the answer. Students should also use this "look back" technique to confirm their answer. Another example for this technique is when questions begin with, "According to the text," or "Based on this text". This requires students to use what is read instead of using their prior knowledge to answer the question.

A suggested structure for Questioning Techniques is for schools to have a monthly focus for their questions. Just like the Comprehension Strategy of the Month, teachers model and apply one type of question throughout the month to ensure that students can understand and use them independently. Additional types of questions can be used throughout the month, but this is the focus type question for the month.

Additional information for the Questioning Techniques can be found with the Connecting Learning to Assessments training, book and flipchart.