Sunday, May 14, 2017

Reader Response Notebooks

By Katie Head

If you are anything like me, organization, fonts, and neon paper make your teacher world go round! I love my Reader Response Notebooks and hope you do too! See the Freebie below to print out your own tabs.

First, I organize my notebooks into four categories: Reading Log, Reader Response, Anchor Charts, and Shopping List.  *For the K-2 teacher, I modified the Shopping List section to a Word Wall.

Set up: When I introduce my journals, I precut my tabs (on neon paper, of course!). I use clear tape to reinforce the tabs after they are glued down. My co-worker laminated them first and it worked just as well. I have students (roughly) count out a different number of pages for each tab; this is based
on a 100-page notebook.

Reading Log: about 15 pages

I teach them how to highlight lines and use quotation marks for repeated titles.

Reader Response: about 40 pages

This is where we do most of our responses and activities after our minilessons. This might include a post-it progression, context clues vocabulary chart, or written responses.

Anchor Chart: about 35 pages

This is pretty self-explanatory… students create their own anchor charts as we review the charts that are up in our classroom. I always let them use colored pencils, markers, etc. and they LOVE it! It is great to encourage these as a reference throughout the year.

Shopping List (and Book Shopping!): about 10 pages

The Shopping List is a place for students to write their “shopping” list for books they would like to read. They make a chart for book titles and author names. My wonderful coworker and I introduce new titles during our Book Shopping Day. (This of course includes shopping bags, sunglasses, and
Madonna’s Material Girl playing in the background. ;) We preview a few texts and the students write the titles down in their Shopping List. Here’s a look at the Google Slides presentation we have up in the background.


Thanks for spending some time learning about my Reader Response Journals. Happy teaching!
Reading Journal Tabs
Reading Journal Tabs 1


Katie Head is a 3rd grade teacher at Barringer Academic Center in Charlotte, NC. Katie has been teaching at 3rd grade at BAC for 3 years.  Prior to that, Katie lived in Chicago. There she taught 1st and 4th grades at Marion Jordan Elementary in Palatine, IL for 8 years. She received her Master’s in Reading through Concordia University in Chicago. Katie iscurrently working on her AIG certification through Queens University

Sunday, April 30, 2017

#30secondbooktalk

By Katie Pasvankas

As a 4th grade ELA & Social Studies teacher, teaching these subjects at a STEM school was a at first a daunting task. Incorporating technology and PBL in a meaningful way is not always as easy as incorporating through the disciplines of math and science.  Our ELA team has been able to refocus lessons, using many of the ideas and activities we were currently implementing in order to align with STEM. I’d love to share our latest one with you: #30secondbooktalk.


The idea actually came from our awesome county STEM Coach, Brenda Eason. Brenda shared it with the teachers in our school and the idea took off! First, teachers were divided into brackets: 4-5 Fiction Fanatics, 2-3 Thrillers, K-1 Wonders, Special Edition, Team Book-Heart (after our principal) and The Mystery Team.  Each teacher (4 in each bracket) created a 30 second book talk video. We used Photo Booth and even our phones to record the videos. The final product was made with iMovie.  It was simple to do, fun and the kids LOVED it!

Teachers chose a book they felt would get kids fired up about reading. Everyone had a different style which made the videos so cool to watch. Some teachers chose to dress up as a character in their book or add music while others videos featured students.  I channeled my inner Grand High Witch into my first video for The Witches by Roald Dahl and several characters, Kissin Kate, Stanley and Madame Zeroni from HOLES by Louis Sachar.  These choices were easy for me as I’ve enjoyed reading these books for years and have had plenty of practice emulating voices of the characters!

After the videos were released, a voting frenzy began. Mrs. Eason posted the videos on her YouTube channel and created a Google form to make voting simple and easy to tally. We had thousands of votes and suggestions for future book talks! We posted the links for videos and voting on social media so parents, students, and the public could vote.

Then, the winners of each bracket went on to create another #30secondbooktalk and the new videos were shared with the students.  We had some 4th and 5th grade students introduce the first round of book talks.  Our SciGirls, a club at our school, introduced the second round of books and announced the winner of the final round.



In the end, Mrs. Spencer, our AIG teacher, pulled out the win!  Of course, the other victory was that the students were super excited about the books featured on our #30secondbooktalk videos! Soon after my second video, I started reading HOLES to my classes and they have been hanging on my every word, and that’s a huge win in my book!

Check out all of our #30secondbooktalk videos at this link.


Katie Pasvankas has been a 4th grade teacher at Patriots since it opened in 2010. Prior to that, she taught at R. Brown McAllister, also in Cabarrus County,  and in New York. For the last few years, she has been happily teaching ELA and Social Studies so she’s able to focus on bringing her two favorite subjects together and bringing history and characters to life with her animated teaching style. You can follow her lifestyle blog at colorfullykatie.com.

Sunday, April 23, 2017

Working With ELLs - Part 2

By Rosalie Pereda


This is the conclusion of last week’s blog post “Working with ELLs” where we will continue the discussion on how to best help our English Language Learner students to learn and meet with success.

Now, armed with all of this information and data on your ELLs language proficiency levels, how do you make it work?  Well, their scores on the WIDA assessments let you know what your ELLs are capable of doing in each language domain, so I would use that information to group my students either homogeneously based on their needs or heterogeneously to allow my ELLs to interact with and learn from their peers.  Also, I would adjust my questioning to challenge my students accordingly based on their language levels and how they are able to answer my questions.  For example, if I have an English Language Learner who can understand my math lesson and get the right answer but does not have enough English language vocabulary to explain how he got his answer, then I would not require that student to explain his answer to me as he would be incapable of doing so at this time based on his language level.  I would however, work with him to develop the necessary language skills to be able to do so at a later time.  I would also use the multiple intelligences and various other differentiated instruction techniques to allow my English Language Learners to answer questions, provide feedback, and demonstrate understanding using a variety of activities so that they will feel comfortable and meet with success.  


“If a child can't learn the way we teach,
maybe we should teach the way they learn.” 
― Ignacio Estrada

ELLs do best when you use these particular techniques:

  • Build Background Knowledge
  • Modeling (Writing, Think Alouds, Reading, Group Work, etc.)
  • Increase Wait Time
  • Verbal and Written Directions
  • Checking for Understanding
  • Graphic Organizers
  • TPR (Total Physical Response) to interact with vocabulary
  • Read Alouds
  • Sentence Frames
  • Visual Cues/Visual Support (Pictures with Vocabulary Words, Word Walls, etc.)
  • Anchor Charts
  • Use of technology and hands on centers
  • Encourage use of native language at home (Ex. Reading in L1 at home to transfer skills to L2)
  • Do not forbid use of L1 at school but do encourage use of English


Also, don’t forget to differentiate instruction by:

  • Incorporating the four language domains (Listening, Speaking, Reading, and Writing) in your lessons
  • Using the Can Do Descriptors to modify the lessons and expectations based on the student’s English language proficiency level
  • Offering activities such as Cooperative Learning Activities; Think, Pair, Share; and Reading Pairs (Pair up with a fluent reader)
  • Offering appropriate assessments and/or modifications to assessments for ELLs based on their language proficiency levels
  • Visual Thinking Strategies
  • Incorporating Music (Songs/Chants for specific skills, techniques, etc.)
  • Establishing purpose for reading
  • Pre-reading the text
  • Taking a picture walk
  • Choosing one specific comprehension strategy for students to learn and use at a time
  • Pre-teaching vocabulary; select tier 1, tier 2, and tier 3 words from target content; use different strategies to teach them

Please keep in mind that there are many differentiated instruction techniques that one could use.  Not all of them could be listed in this blog post.  These differentiated instruction techniques and strategies are best practices for all of our students, not just for our English Language Learners.  As we differentiate instruction, our students are better prepared to access the information and ascertain knowledge.  Our students' self-esteem and confidence will build as they feel more comfortable taking risks and ownership of their own learning.  Motivation for learning will increase, which in turn will give our students the enthusiasm and excitement needed to become lifelong learners.  

I leave you with this very powerful and moving video that has been shared many times in the ELL circuit.  Please watch it in its entirety and think about how you would help the student in the video and what were his difficulties in meeting with success in his class.  






With the help of all of the stakeholders in our ELLs education, they will persevere and learn the language.  They will meet with success as long as they are given the proper tools and time to do so.  We can still set high expectations for our English Language Learners as long as they are pedagogically sound and appropriate.  Together we should be advocates and the voice of our students to give them the best education possible.

I hope that this blog post helps you to have much needed discussions in your schools about how to best meet the needs of our English Language Learners.


Mrs. Rosalie Pereda is currently a First Grade Bilingual and ESL Teacher.  She has taught grades K-8 in various capacities over the years in both urban and suburban districts.  She received her B.A. in Elementary Education and Spanish from Rider University.   She holds certifications in Elementary Education, Spanish, Bilingual Education, and ESL.  She is in her 18th year of teaching, all of which have been in New Jersey.  Rosalie believes in being an advocate for her students and in doing so, helps to prepare teachers to meet the needs of English Language Learners through professional development opportunities.  As a professional development presenter, she has presented several workshops on English Language Learners and differentiated instruction at conferences, including the NCAEE Conference and district in-service trainings.  

Sunday, April 16, 2017

Working with ELLs - Part 1

By Rosalie Pereda

This is a two-part blog post appearing April 16th and April 23rd.

“Learning another language is not only learning different words for the same things, 
but learning another way to think about things.”
-Flora Lewis

Imagine walking into a classroom and not understanding what is being said.  What feels like a million eyes are on you, watching your every move.  You may hear some sneers or giggles as you struggle to figure out what to do and where to sit.  You have no idea how to ask for help, let alone understand what instruction is taking place.  You feel lost, hopeless, and alone. You just want to go home.

Every day, thousands of students feel this way across the country.  Even though each English Language Learners experiences may be different, many feel the way I’ve described above.  Many have just arrived and often feel as lost in our classrooms and schools, as we do in how to help them.  The numbers of English Language Learners in our country are growing rapidly with no sign of slowing down.  Now more than ever, classroom teachers need to be well versed in their teacher preparation programs on how to teach and differentiate instruction for ELLs (English Language Learners).  Teachers in the classroom need to keep abreast of ever changing laws, best practices, and the needs of their students.

Although many teachers have been trained in SIOP (Sheltered Instruction Observation Protocol), many teachers I’ve found lack the basic knowledge about second language acquisition to truly understand what ELLs go through.  Also, many teachers struggle with how to help the ELL students in their classroom to meet with success.  It can seem like a very daunting task that I hope to shed some light on in this blog post.  My objectives in this two-part blog post, will be to discuss some main points to provide some background knowledge about English as a Second Language and ELLs, as well as to provide some helpful hints and tools to assist teachers in differentiating instruction for ELLs in their classroom.




First, it is important to remember that we are all vital to the process of English language learning.  The Classroom Teacher, Special Area Teachers, classmates, etc. are just as important as the ESL Teachers in the language process.  From the cafeteria workers, bus drivers, classmates, and Special Area Teachers, the ELLs will develop their BICS (Basic Interpersonal Communicative Skills).  BICS is basically our social language that we use in conversations to communicate with others.  When one is learning a language, this is the type of vocabulary that develops first.  Many people are fooled into thinking that a student is proficient in English based on their BICS.  This is a common misconception.  From their Classroom Teachers and ESL Teachers, ELLs develop their CALPS (Cognitive Academic Language Proficiency Skills), which is essentially their academic language.  Subject matter vocabulary comes into play with CALPS.  For example, one doesn’t usually use words such as metamorphosis at home in conversation.  That would be an example of CALPS or academic language.

It takes students 4-10 years to achieve cognitive academic language proficiency in a second language.  However, if a child has had no prior schooling or has no support in native language development, it may take seven to ten years for ELLs to catch up to their peers. (Thomas & Collier, 1995) We must remember that each English Language Learner is different.  Some students may not have been able to attend school at all or may have had interrupted schooling, while other students will come to school well prepared with foundational skills firmly developed in their first language.  The varying degrees of English language proficiency makes it imperative to know the language levels of your students and their needs.

In that respect, it is important to know how one learns a language.  There are four language domains which will be listed in the order that they develop; listening, speaking, reading, and writing.  Writing is the last domain and it is the most difficult as it is not easy for one to express him/herself in writing.  Each year, students are assessed using assessments from WIDA (ACCESS and W-APT) which determine a child’s eligibility for English language services and gauges their English language proficiency levels and growth in English language development.  WIDA is a consortium made up of 36 states with standards for English language development and English language assessments.  North Carolina is a member of WIDA.  Teachers in North Carolina with ELLs will receive a report listing the scores of their students in each of the four language domains from their assessment.  This information is crucial in planning and differentiating instruction for optimal success.



WIDA has what are called Can Do Descriptors which will detail what a student can accomplish at each proficiency level and for each language domain.    You can download or order these Can Do Descriptors which are available by grade cluster.  Once you have your students’ scores, you can easily look up what they can do at that level and for that particular language domain.  Don’t be surprised when you see relatively higher scores for the listening and speaking domains compared to the reading and writing domains.  Remember, listening and speaking are the first language domains that are developed when learning a language; they are our BICS (Basic Interpersonal Communicative Skills).

Click here for more information about the WIDA Can Do Descriptors.

Click here for more information about WIDA, including professional development opportunities can be found here

Laura Castro from http://mrscastrospanglishstyle.blogspot.com/ has created a wonderful form that can be edited in Word to fit all of your students’ English language proficiency levels on one page to simplify it for you.  Her form can be a quick and easy reference guide when lesson planning and to serve as documentation when being observed to demonstrate knowledge of students in your class.  I like to put the student’s scores next to their name under each language level and domain so I know exactly how my students scored.

Laura’s Classroom Can-Do Template is great for grouping students and for differentiated instruction based on the needs of the ELLs in your class.  Once you have your students’ scores from the WIDA assessment (ACCESS), simply plug them into this form.  You’ll easily be able to tell what types of centers and activities you’ll need to develop or implement to gain understanding of the subject matter.  Please don’t forget that it is also important to take note of what your students will be able to accomplish at the next proficiency level as it should always be our goal and mission to help our students progress and move on to the next level.  Here is a sample of Laura’s Classroom Can-Do Template:


Please click here for a copy of Laura’s free Classroom Can-Do Template on Teachers Pay Teachers.

In next week’s conclusion of the blog post “Working with ELLs” we will continue the discussion on how to best help our English Language Learner students to learn and meet with success.


Mrs. Rosalie Pereda is currently a First Grade Bilingual and ESL Teacher.  She has taught grades K-8 in various capacities over the years in both urban and suburban districts.  She received her B.A. in Elementary Education and Spanish from Rider University.   She holds certifications in Elementary Education, Spanish, Bilingual Education, and ESL.  She is in her 18th year of teaching, all of which have been in New Jersey.  Rosalie believes in being an advocate for her students and in doing so, helps to prepare teachers to meet the needs of English Language Learners through professional development opportunities.  As a professional development presenter, she has presented several workshops on English Language Learners and differentiated instruction at conferences, including the NCAEE Conference and district in-service trainings.

Sunday, April 2, 2017

If I Knew Then...

By Megan Mehta

I have shared the story of the journey my 4th grade daughter on my blog and I have been on since she began elementary school and how it has led me to advocating not only for her, but for all the kids in North Carolina. She was identified as dyslexic and ADD at the beginning of second grade, and I was suddenly dealing with a very real, very common learning disability that I knew little about. As a parent, it was upsetting because I was suddenly in a situation where I didn’t know how to help my child. As a veteran teacher, this was disconcerting to say the least because how many students had I taught that were struggling with the same or similar issues? It was an awful feeling as an educator, so this post will be what I needed over two years ago in the hopes that others will find it helpful.

First some statistics:

(these were compiled by Susan C. Lowell and Dr. Rebecca Felton, coauthors of Basic Facts About Assessment of Dyslexia. I had the privilege of working with Susan in Raleigh recently and she is nothing short of amazing.)

About 37% of 4th graders are considered below basic level in reading on the National Assessment of Educational Progress.
This same test finds reading failure in about 67% of minority populations such as African-Americans, Hispanic Americans, Limited English Proficient Americans, and impoverished Americans.
Specific Learning Disabilities (SLD) make up roughly half of all special education students. Of this group, 80% experience reading difficulties.
Reading research scientists find reading failure in about 20% of the general school-age population. These same scientists predict that all but 2-5% of these students can be taught to read accurately and fluently with appropriate instruction.
I don’t know about you but to me these are sobering figures– especially the last one. All but 2-5% can be taught to read accurately and fluently with appropriate instruction. This shouldn’t all be falling on the shoulders of the teachers of Exceptional Children, and our kids shouldn’t need an IEP to rival a Tolstoy novel in order to access appropriate instruction.

Signs of Dyslexia:

I want to include the typical signs to watch out for, but I also want to point out there are characteristics that should have been giant, flaming red flags to me in hindsight had I known to pay attention to them. Generally, a child with dyslexia will have difficulty with the following (from the International Dyslexia Association Website– link below):

Writing letters and numbers backwards and reading backwards. No! All kids do this at some point– it is not something only people in Club Dyslexia do.
Learning to speak
Learning letters and their sounds
Organizing written and spoken language
Memorizing number facts
Reading quickly enough to comprehend
Persisting with and comprehending longer reading assignments
Spelling
Learning a foreign language
Correctly doing math operations
There are subtleties, too. People with dyslexia often have difficulty rhyming words or pronouncing multi-syllable words. L still calls ambulances “amalances” and though her rhyming skills have improved, she will still occasionally ask if words like “dog” and “done” rhyme. Another thing to look out for is substitution of words that may be in the same category or may have the same beginning or ending sound– this can happen in speaking or reading. An example given from the Yale Center for Dyslexia and Creativity cites using “volcano” instead of “tornado”. When this happens with L, she can verbalize that she knows it’s the wrong word and that the correct one is stashed in her head somewhere, but out it comes anyway.

So this is a VERY brief overview– there are organizations that have more exhaustive and detailed lists and I have noted them below. I cannot stress enough how important it is that if teachers are seeing these behaviors, it’s not because the child is lazy or defiant or immature or whatever. It’s also not personal. They. Cannot. Help. It. The more we educate ourselves about this, the better we can meet the needs of our kids and hopefully mitigate any more self-esteem nosedives.



Resources:

These are just to get you started and the tip of the iceberg. In other words, my thoughts on what I recommend you click on if you find yourself googling “dyslexia resources” (which now you don’t have to do because I just did it for you!).

Decoding Dyslexia NC: great place to find North Carolina-specific info, as well as advocates to accompany you to IEP meetings at your child’s school, tutors, etc. I met one of the advocates, Jeanette Meachem, this week when we went to Raleigh and I wish I had known her two years ago. She is fabulous.

Understood.org: This link is to their page on characteristics of dyslexia, but this amazing site has info on the whole dys- family and their cousins: dyslexia, dysgraphia, dyscalculia, dyspraxia, sensory processing disorder, ADD, ADHD and more. I print their math graphic organizers weekly to help L with her homework and they have worked wonders.

International Dyslexia Association: Lots of great info, as well as a self-assessment for adults. I highly recommend checking it out if you had difficulty reading as a child or had troubles with foreign languages.

Yale Center for Dyslexia and Creativity: I love that they have resources that speak directly to kids here. One thing L says to me frequently is “Dyslexia is my deepest, darkest secret” and it breaks my heart into a million tiny pieces every time I hear it. I am trying hard to chip away at this and some of the things on this site are helping. I’m hoping that the more I show her that there are so many others who face the same challenges and have the same type of incredible brain that she has, the more comfortable she will feel about it. Of course, as her mom I know exactly nothing about anything, so I’m relying on the hope that at least some of it is registering subconsciously…

I find myself thinking of more and more resources as I type this, but I’m going to stop here. This is a beginning– whether you suspect dyslexia in you or your child or student, know someone newly diagnosed, or have been at this a while and are looking for something else that might help, I hope I am able to point you down a path that has some answers. If you have other resources to help families, please share in the comments. I will address places to find things to help in the classroom in a later post– there are a lot of great things out there, but really no website or app will replace a good teacher.


Megan Mehta is the STEM Coordinator at Ballantyne Elementary in Charlotte, NC. She began her career as an educator in December of 2000 and spent most of those years as a 3rd grade teacher. For the 2016-2017 school year, with her principal’s support, she created her current position of STEM Coordinator at her school and has been working hard to define her role ever since. She blogs at AdventuresinNCEducation.wordpress.com.

Sunday, March 19, 2017

Using Jacob's Ladder with Song Lyrics

By Todd Nasife

As a music major, I try to incorporate various aspects of music into the class. One idea I had from a PD session at school was creating our own Jacob’s Ladder to song lyrics.

I started using the ladders this year with song lyrics as a way to help students with theme. Determining the theme of a story, poem, song, etc. is a concept that students struggle with when studying larger novels, short stories, and especially poetry.  I thought  with a shorter 3 or 4 minute song it might make it easier before moving on to harder text.

The biggest problem I had with this was that my taste in music is usually different than my 10 year old students. So far this year, I have only used songs that I selected, but I might open this up next year to having students choose some songs and develop ladders around them.

This idea first came to me last year when we did The Wednesday Wars by Gary D. Schmidt. The story is set in a middle school in Long Island during the 1967-68  school year. Topics such as the Cold War and the Vietnam War come up throughout the story and I was looking for ways to teach about these topics and show the emotional impact they had then and now. I was a big Billy Joel fan growing up (still am) and was in high school when his Storm Front album was released. The song Leningrad immediately came to mind and I played it for the class and we discussed the lyrics.  This year I decided to create a ladder based on the lyrics. The other song I played at the end of the novel was Goodnight, Saigon.  I was a little hesitant about this because of some of the lyrics (Playboy and hash pipe), but this really did not come up at all in our discussion. I made a ladder for this to go along with the novel and give us more focus in our discussion.

The Storm Front ladder is something I use as a way to introduce the music and lyrics of Billy Joel to the class.  I also use it as a way to discuss theme. I remember when I first heard this song I took it in the literal sense and thought it was strange that he would be writing about going out fishing.  It wasn’t until I heard an interview when he explained the metaphor behind it. The urge to shrug off stability and ride off into a storm despite the dangers. I realize my students might not get this concept, but at least it gets them thinking on a higher level.



Todd Nasife is a 5th grade teacher at Barringer Academic Center in Charlotte, NC. This is his second year at this school and his eighth in the Charlotte Mecklenburg School District. Along with his work in Charlotte, he also has international experience working as a 6th grade teacher in Astana, Kazakhstan and an English teacher in Taiwan. He loves the elementary classroom and the variety of subjects. Along with the standard curriculum, he enjoys working with all things technology and integrating it in the classroom. @MrNasife

Sunday, March 5, 2017

Passionate about EdCamps: My Experience at EdCamp Foothills

By Dr. Nancy Betler
It is EdCamp season in North Carolina and on Saturday September 10, 2016, I attended EdCamp Foothills (@EdcampFoothills) in beautiful Valdese, North Carolina.  Valedese is approximately two hours from Charlotte and is located near the mountains of Asheville, North Carolina.

EdCamps are an amazing trend in professional development where the participants guide the training.  As it says on the EdCamp Foothills website, “The learning at EdCamps is driven by the PEOPLE who choose to get up early on a Saturday and come out to learn.”  The participants not only choose the sessions that will be offered that day but also decide which of those sessions best meet their individual professional needs.

So on that beautiful morning my friend Peggy (@Peggyhrs3) and I got up super early and headed to EdCamp.  When we arrived we were greeted by the friendly EdCamp planners.  They were just as excited as we were and were even more excited when they found out we had come all the way from Charlotte.  We were happy to be there.  It was especially nice to enjoy a fantastic breakfast that had been sponsored by Squirrels (@Squirrels) after the long drive.

There were many take aways that day but the first thing that I personally took away from this experience was not only as an educator but as a co-organizer of EdCamp Queen City (@EdCampQC) was using Dot Storming (dotstorming.com) to choose sessions.  The organizers had us login to their account and decide on the sessions for the day.  Dot Storming (@dotstorming) was not a format that I have used before.  Not only will we be trying it out at EdCamp Queen City, but this is a great tool to use with students in the classroom, also.

Peggy and I were eager to get started.  We started our day learning about how to better connect Makerspaces, Literacy and STEAM.  There are natural opportunities to connect these areas, and the participants had ideas to share.  The teachers in this group talked about available resources as well as ways to better incorporate new ideas into their MakerSpace.  One resource, Reflector (@ReflectorApp), was shared as an excellent way to share resources with your students.  This is a resource that I have used in the past during math instruction but loved the natural way it connected to MakerSpace.  This was a chance for me to take something I was already familiar with and use it in a new way.  Teachers in this group shared Twitter names and e-mail addresses in the hopes of continuing collaboration after the event.

The second session that we attended was about using Breakout EDU (@BreakoutEDU) with students.  This was something that I had been curious about for a while so I was excited when I saw this session as an option.  It had looked interesting, but I needed to see it in action to actually wrap my mind around it.  As I listened to different people share their experiences in regards to using Breakout EDU, I became smitten.  This was a way to engage my gifted students in higher level thinking and problem solving.  It is also great because you don’t have to buy the kit (although I plan to as soon as possible) to use this idea.  I felt like this was something that I had needed to see in action before using it in order to make it concrete, and EdCamp Foothills gave me that opportunity.  It left me empowered to confidently use it with my students.

Our third session choice was on using Canvas (@nccanvas) with your students.  It ended up being a discussion geared towards the district needs so Peggy and I used the “rule of two feet” and decided to collaborate with the individuals that had gathered in the Media Center.  We both enjoyed this time to talk with other teachers, grow our Professional Learning Community and see what they felt was and was not working in their classrooms.

At the end of the day we had the chance to win wonderful door prizes from some of the sponsors of EdCamp Foothills.  It is fantastic that so many different education companies understand the value of EdCamps.  Unfortunately I didn’t win but maybe next time.

As Peggy and I drove back to Charlotte we discussed our day and the overall benefits of EdCamps.  We both had the opportunity to learn with fellow educators on our own terms.  EdCamps are definitely “created by educators for educators” and that is what I think makes the difference in their success.  The people who run them are passionate about them as well as the people who attend.  This passion is what makes us all come back.

Dr. Nancy Betler is a Talent Development Teacher at Eastover Elementary and primarily works with gifted and high-ability students in grades K-5.  As a National Board Certified Teacher, she fully embraces life-long learning and has recently earned her doctorate degree.  Nancy is also heavily involved with the North Carolina Association of Elementary Educators (NCAEE) and serves as a Board Member. She looks forward to connecting with you on Twitter @nbetler and being a part of your PLN!

Sunday, February 19, 2017

The Gift of Giftedness: Effectively Teaching Gifted Students

I despised my elementary classes. I had to do additional work on topics I had no interest in.  I preferred reading a text of my choice, working on a project related to my interests, or researching something I enjoy.  These academic-related activities still would've developed me as a student, but the program didn't provide me with the freedom to make my own choices.

 Instead, I learned the content required for all students in my grade.  Then, once my teacher had covered the material, the other students practiced the new concept or skill.  In the meantime, a group of us, the AIG students, left the classroom to expand on what we had just learned.  We had to complete the same homework as the other students, but had additional homework from the separate lesson.  My teachers realized we, the AIG students, mastered new content more rapidly than other students, so they 'rewarded' us with more work.

My experience in elementary school didn't make me want to go to class.  I learned under the accelerated or AIG student program at my school, but the program didn't provide me with a desirable experience.  I spent most of my time in a normal classroom, but there were periods of additional lessons in a separate classroom.  Another teacher would take us in a separate room to learn different content.  These lessons were extremely structured, built around rigid content requirements.

I didn't enjoy my classes as much because I felt punished for my abilities.  Slowly, assignments changed from opportunities to explore and discover into tedious, unwanted work.  AIG students have certain characteristics leading them to be AIG.  These characteristics set them apart from their peers.

All students should enjoy the content they learn, but AIG students enjoy seeking out new knowledge in topics that interest them.  As a child, I enjoyed writing stories about sporting events, reading science fiction and sports books, and working with numbers as they related to sports statistics.  No one asked me or told me to do these activities; I took part because I wanted to.

A better understanding of AIG students and their approach to learning will help teachers better serve these students.  Each student deserves an enjoyable, adapted education experience and teachers can help provide their AIG students with this positive experience by getting to know more about AIG students and following the best practices for teaching AIG students.

AIG is an acronym for 'academically and/or intellectually gifted' and labels students who excel in one or more subject areas more than just being a good student.  These students shouldn't be defined by this broad, scientific definition.  The characteristics of AIG students set them apart from their peers, leading them to require differentiation.  Teachers with AIG students need to better understand this group of students so they can better adapt their instruction to their students.  There are instructional strategies better fitting AIG students, which, when implemented, significantly influence growth and achievement.

The major educational differences between AIG students and regular students can be divided into two categories, their interests and their learning approach.  First, AIG students are more likely to enjoy learning and the activities leading to learning.  According to a study conducted by Lu, Li, Stevens and Ye (2015), AIG students find greater joy in reading, read more often and read a greater variety of texts than their peers.  Perhaps, this greater enjoyment of learning stems from having stronger teacher-student relationships than their peers.  Second, AIG students tend to use higher level thinking strategies than normal students.  AIG students find analyzing through discussion and creating summaries as more effective strategies than other memorization strategies including reading the easy part and repeatedly reading.  Additionally, when learning new materials, AIG students prefer to make connections and develop understanding instead of just memorizing the new material.  These differences between students should direct teachers' instruction.  Understanding that AIG students enjoy reading and learning eliminates the necessity for mandated reading time.  The desire to understand and connect to new information means beginning at a simpler depth, like memorization, isn't functional (Lu et al., 2015).

Educators acknowledge AIG students have different educational needs than students labelled 'normal' or 'struggling' or 'learning disabled'.  However, there are differing approaches to addressing these needs.  Research supports simple changes to much more drastic changes (i.e. changing instruction styles) and addresses some common misconceptions regarding AIG students.

One often debated option for AIG students is pull-out programs or separate classrooms for AIG students.  In the spirit of inclusive classrooms, AIG students more commonly find themselves in a classroom with other students of different ability levels.  According to Scott Willis (1995), AIG students can be divided into subcategories.  Students with IQs above 145 require separate learning environments because their learning so too accelerated for a normal classroom.  In other cases, AIG students can be educated in a normal classroom.  When in a traditional classroom setting, the growth and learning of AIG students falls on the teachers in the class.

Teachers of AIG students have several strategies they can employ to challenge their AIG students and continue the growth of these students.  The main concept all teachers need to implement in their classrooms for AIG students is differentiation.  Despite the need for differentiation, the majority of teachers don't know proven differentiation strategies and techniques.  A few possible differentiation ideas are:
flexible grouping: different grouping for different assignments to enhance the learning experience
tiered assignments: upper level students do upper level thinking on an assignment while other students have other questions to respond to
ability-based reading groups: grouping students by reading level
ability-based discussion groups: grouping students by comprehension skills
learning centers: having different projects/questions for different students to complete
student contracts: working independently on a project created through student-teacher collaboration
research projects: independently, or in a small group, researching an academic topic
mentorship programs: a specialized education program for AIG students (Willis, 1995)


A study performed by Yuen et al. (2016), in Hong Kong illustrated the lack of knowledge related to differentiation and differentiation techniques.  Teachers in Hong Kong primary schools underwent training on differentiating instruction in their classrooms.  Following the training, the majority of teachers in the study reported an increased understanding of differentiation.  Additionally, these teachers felt more well-equipped to teach students with the unique academic needs of AIG students.

Another, more drastic, option for meeting the learning needs of AIG students is a learning model called REAPS.  REAPS stands for "Real Engagement in Active Problem Solving" and is an "evidence-based teaching-learning model ... designed to serve gifted and talented learners" (Maker, Zimmerman, Alhusaini, & Pease, 2015, p. 2).  This learning model combines three learning models, Problem Based Learning, Thinking Actively in a Social Context, and Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses, to create a newer, more dynamic model (Maker et al., 2015).

Problem Based Learning, PBL, uses complex, real-world problems to educate students on academic topics.  Teachers choose problems with multiple factors and multiple stakeholders.  From there, students must analyze the problem from multiple perspectives and create multiple realistic solutions to the problem.

Thinking Actively in a Social Context, TASC, gives students a process for solving real-world problems.  The process isn't linear.  Instead, students learn the process as a wheel with eight steps: "Gather and Organize, Identify the Task, Generate, Decide, Implement, Evaluate, Communicate, and Learn from Experience" (Maker et al., 2015, p. 3) The students learn through solving problems using these eight steps.

Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses, DISCOVER, focuses on diversity and development of well-rounded students.  The DISCOVER learning model uses a problem-solving continuum to develop multiple abilities.  Through this learning, students identify their strengths, develop multiple skills/abilities, solve a variety of problems, work hands-on, and integrate culture and community while learning the required standards and themes (Maker et al., 2015).

All three of these learning models have flaws and weaknesses, but each model offers something new to REAPS, strengthening the REAPS model.  AIG students require a strong learning model that provides freedom, allows for creativity and discovery, and builds upper level thinking skills.  Students have the freedom in REAPS because the students have a voice in identifying the problems, designing the solutions, pacing of the project and the method of presentation.  The REAPS model creates variety and upper level thinking because they are real-world problems.  Real problems have multiple aspects, factors, and possible solutions allowing for creative minds to flourish and grow.  Lastly, the DISCOVER model focuses on discovery in its name, demonstrating the importance of discovery in REAPS.  The other models also promote discovery because students gather information or conduct research related to a problem, discovering new knowledge.

Research does support REAPS and each component of REAPS as valid, effective approaches to teaching AIG students.  Additionally, any of these learning models can be differentiated to meet the learning needs and goals of different students in a classroom of mixed abilities.  Each problem created for students can be developed to different levels of complexity and expectations set at different levels of achievement.  A teacher following any of these models would push AIG students and other high-achieving students to dig deeper and explore upper levels of thinking.  Students following a normal curriculum are still encouraged to dig deeper, but the expectations aren't for them to reach the same depth or complexity as the AIG students.  This differentiation allows for all students to gain the same base knowledge through the same problem, but gives AIG students the freedom to explore the complexities of real-world problems and develop high level solutions through their thinking (Maker et al., 2015).

In conclusion, AIG students can be a challenge for teachers in mixed ability classrooms.  When these students find themselves in mixed-ability classrooms, teachers need to understand their students' needs.  AIG students find joy in learning and exploring new information.  When teaching AIG students, teachers must differentiate their instruction to fit the AIG students in their classrooms.  One of the options for differentiating instruction in a classroom is the REAPS learning model.  This model is supported by research and contains all the components AIG students desire from their education experience.

Noah Diebel is a junior at High Point University in High Point, N.C.   He is studying Elementary Education, and he is originally from Buffalo, New York. Following undergraduate graduation, Noah plans to continue at High Point University in the Master's degree program for STEM Education. His long-term plans are to pursue teaching either abroad or in the southern United States.


References:
Holloway, J. (2003). Research Link / Grouping Gifted Students. Educational Leadership, 61(8). Retrieved from http://www.ascd.org/publications/educational-leadership/oct03/vol61/num02/-Grouping-Gifted-Students.aspx.

Lu, J., Li, D., Stevens, C., & Ye, R. (2015). Comparisons and analyses of gifted students’ characteristics and learning methods. Gifted Education International, 0261429414565160.

Maker, J., Zimmerman, R., Alhusaini, A., Pease, R. (2015). Real Engagement in Active Problem Solving (REAPS): An evidence based model that meets content, process, product, and learning environment principles recommended for gifted students. APEX: The New Zealand Journal of Gifted Education, 19(1). Retrieved from www.giftedchildren.org.nz/apex.

Willis, S. (1995). Mainstreaming the Gifted. Educational Leadership, 37(2). Retrieved from http://www.ascd.org/publications/newsletters/education-update/feb95/vol37/num02/Mainstreaming-the-Gifted.aspx.

Yuen, M., Chan, S., Chan, C., Fung, D. C., Cheung, W. M., Kwan, T., & Leung, F. K. (2016). Differentiation in key learning areas for gifted students in regular classes A project for primary school teachers in Hong Kong. Gifted Education International, 0261429416649047.

Sunday, February 5, 2017

The 4 C’s for Becoming a Successful Student Teacher

Obviously there is no simple template for becoming a student teacher. Even though I have aspired to be an elementary teacher for most of my life, it’s actually quite terrifying to stand in front of a class of students for the first time. Student teaching allows future teachers to get past that challenging first class and become much more comfortable with leading students to the next level.

As an education major at High Point University, I have had the good fortune to be challenged by my professors and my classmates to be prepared for the classroom and ready to try new techniques and methods for my students. In particular, I have come to appreciate what has come to be known as the “4 C’s for Teachers” and how important it is to embrace these skills.

Confidence—As student teachers, we are expected to enter into an established classroom and quickly position ourselves as the leader. This abrupt transition from quietly interacting with students individually to gaining full control of the class can be daunting, but especially exciting! It is critical to approach this new scenario with quiet but direct confidence. We have been thoroughly prepared for this aspect of our educational journey through the support of our professors and rich experiences in diverse classroom settings. This sense of poise allows us to take risks with instructional strategies and truly instill a passion for learning within students. In fact, our confident demeanor directly correlates with student academic achievement—if you know you are the boss, then the students will know that as well and they will set high expectations for themselves.

Control—Behavior management, behavior management, behavior management! If I had a dollar for every time my professors mentioned the vitality of an effective behavior management plan, I would be able to buy an iPad for every single student in my classroom. However, as I approach student teaching, I have finally realized the momentous value of my professors’ repeated efforts to prepare us. Teaching cannot occur until control has been established and recognized by the students in the classroom.

At the beginning of my Student Teaching Internship, I entered into my cooperating teacher’s classroom on their first day of school and was completely astonished by the respect that was immediately imparted by the teacher on the students. The students inherently knew what was expected of them and assisted their peers with the new procedures. As they filed into the classroom with the jitters of the first day of second grade, they immediately sat down and began to work quietly on their own. The maturity of the students was unlike anything I had ever witnessed before. From that day forward, I referred to my cooperating teacher as a sorcerer. She claimed, “the success of my students relies directly on how I control my classroom, therefore I must gain that control before anything else occurs.” My cooperating teacher was able to immediately establish control and expect accountability. The students were being held to expectations that would challenge them, but they were absolutely obtainable. For student teachers, this sense of control will emphasize success during the time in the classroom.

Consistency— This is what I like to call “Showcasing Best Practices.” In direct correlation with control, consistency assists in the maintenance of a coherent classroom. As student teachers educated in conjunction with 21st century skills, we are rich with engaging and interactive proficiencies that provide a new classroom experience for many students. This innovation is highly marketable and, moreover, beneficial for the performance of our students. However, we must remain consistent with our instructional strategies out of respect for our students’ needs. This consistency means that as an educator we should engage our students in innovative manners, but align these interactive activities with the academic proficiency of our students. It is important to use our position as student teachers to incorporate highly effective instructional techniques, while ensuring each student is learning and gaining a holistic understanding. Consistency comes from much practice and determination.

Collaboration—This is a word that is thrown around all too lightly in many educational settings. However, this word carries the most crucial outcome for any educator, specifically student teachers. As a student teacher, we are unsure of many procedures and ideas we have at our disposal. We rely heavily on the contributions and suggestions of our cooperating teacher and resourceful faculty. This collaborative effort should never be identified as a weakness, but rather applauded for its ultimate benefit for the students. As we enter into student teaching, we must use every resource available and work with those that share similar goals.

Although these four practices will help us develop into success as a student teacher, it will never fully capture the overwhelming joy and rewarding challenges that come from being a teacher. So as we prepare for student teaching, we must be confident, have control, remain consistent, and develop a collaborative approach—but most of all we must enter each day with optimism with our students at the forefront of our mind and with their futures in our hands.


Claudia Beard is a Senior at High Point University. She is originally from Chicago, IL but plans to stay in the area after she graduates this May. Claudia will graduate with a B.A. in Elementary Education and a minor in Spanish which she hopes to use as she travels abroad to teach. She plans to continue her education at HPU through the 5th Year Educational Leadership program. As her educational journey takes her through Student Teaching this Spring, Claudia is reminded of the importance of collaboration, confidence, consistency and control in providing a positive educational learning environment. Her passion for teaching is what inspired her to share these techniques with like-minded student teachers.

Sunday, January 22, 2017

Make it Memorable

The field of education is slowly becoming mechanical.  Teachers are expected to complete more paperwork and prove that their students understand the concept using a variety of data points.  School days are micromanaged to the minute of what students are expected to be doing, where they go, and how they complete certain activities.  With our endless checklists and constant hustle to get from one activity to the next, we often forget to engage students to the point where we make learning memorable.

What are your students going to remember about your class next year? What will they remember when they their 30s?  Our students deserve to have fond memories of their elementary years. It is our duty to create safe places for our students to learn in a more memorable way.  Open your mind and think outside of the box.  What Problem Based Learning (PBL) ideas can you use?  Can you base your entire unit around one concept or idea?

This year in my third grade class we based our entire Forces and Motion, Heat Transfer, and Matter units on real-life events.  Through teaching in this manner I noticed that my students more engaged than with our normal science experiments and PBLs.

During these units we used the World Series to study forces at work in baseball.  We connected with what students were learning about in reading by experimenting with the Titanic.  We then completed a school-wide PBL on the Miracle on the Hudson, with each grade level connecting this event to their standards.  Every grade level visited Carolinas Aviation Museum in Charlotte to view the actual Miracle on the Hudson airplane. The museum staff adapted their centers to tie into each grade level’s PBL.

We brought in a passenger from the Miracle on the Hudson to speak to the students about her experience on this flight.  The next day students arrived to see our classroom transformed into an airplane.  I portrayed a flight attendant, checking tickets for every student that boarded Flight 1549.  The tickets were created with real passenger names and seats.  We watched the safety video, then followed the audio from the cockpit as the plane descended into the Hudson River.  Students had to brace for impact and escape once the plane crash landed.
 


We had a discussion about the science behind the crash, then wrote stories from the point of view of the passengers on board.  We designed and weighed down paper airplanes with paperclips, then performed water landings using these airplanes.



We then paired with fifth grade and researched aviation throughout history.  Each class built a large model airplane of their assigned era.  Classes were split into six groups.  Five of these groups built one part of the airplane.  Group six was responsible for identifying problems during the building process and for putting the entire plane together.  Each group had to perfect their communication skills to make sure their airplane was symmetrical, that the sections fit together and that each piece was proportional.



As a culminating activity, our school partnered with Carolinas Aviation Museum for a Night at the Museum with stations set up for each grade level to showcase their products.  All of our families were able to attend for free.

The whole school PBL idea involved all of our students and made learning the curriculum memorable. These types of lessons and events are what make school more engaging and unforgettable.  I want to challenge you to make your teaching memorable.  Find more ways to bring excitement into your day.


About the Author:
Megan Charlton is a third grade STEM Teacher at Patriots STEM Elementary School in Concord, NC.  She has taught Kindergarten, Fifth Grade and Third Grade.  She is in her 12th year of teaching, all of which have been in North Carolina.  She graduated from Kentucky Christian University with a B.S. In Elementary Education and Bible.  Mrs. Charlton serves on the NCAEE Board as Teacher At Large.  She blogs at www.CharltoninCharge.com.