Guest Author post from Thinkwonderteach.com - Thank you, Misty!

Dear Misty,

I am honored to send my tips of the trade to you! You are an inspiration to us all in education. I appreciate your deep sense of passion and love for teaching and learning. I have been in education for a long time and still have so much to learn. I am encouraged every time I read your words of wisdom!

Blessings to you and all your readers!

Margie Pearse

(Lead Author of Learning that Never Ends  and Teaching Numercy)

 Five Insider Tips of the Trade!

1. Why NOT reinvent the wheel!

The one advice I would tell new teachers not to listen to is “why reinvent the wheel.” It’s almost funny when you think of it; what if all professions lived by this credo? Progress takes a visionary and teaching is no different. It is important to stay current.

 

Here’s just a few ways I try to keep my finger on the pulse of what is new in education:

· Every summer, even after 25 years of teaching, I challenge myself to read eight highly rated, current books on teaching. I ask my fellow colleagues what their reading, look on Rowman & Littlefield Education, Stenhouse, and ASCD for titles that interest me, or find my last year’s favorites and find similar books on Amazon. Now, I know that eight books is a crazy amount, but even one new book per summer would have definitely given me enough ideas for reinventing.

· I let my students in on what I am trying. I tell them that I would like to try a few new ideas and would love to know what they think. We reflect together, I write their advice on a post-it and attach it to whatever we tried, and I adapt it to better meet their needs the next time. Your students will appreciate your transparency and willingness to put in the extra effort for them.

· At the end of the day, I sit quietly for just a few moments and reflect over the learning that day. I have my lessons in front of me and I imagine what I might do differently next time to push my students’ thinking. I start to free-write on a large post-it and stick it right on the lesson so I remember next time. That really helps!

2. Teach your students HOW to think, not just WHAT to think!

The nuns used to call this “spray and pray.” When I started teaching in 1983, it was common practice to stand in front of the class, “spray” out all your knowledge and pray that someone got it. Unfortunately, it didn’t work. Learning is not passive.

We need to provide opportunities for students to make meaning for themselves. That takes setting the stage for it to happen. Yes, they will come across things they don’t know, but what would they do if they did know? Model how you wrestle through the difficult. It is a relief for students to know that you don’t know everything. Sharing how you push through the struggle is a powerful moment for your students to witness.

Let’s take standardized test for instance. Will they know everything on the test – certainly not! But what would they do if they did know? Let me share a recent example of what I mean:

My pre-service teachers are in the midst of taking certification tests. One of the questions asks something like this, “In Singapore Math, the idea of compensation is very important, blablabla…” Several of my students immediately shut down saying, “I can’t do this one. I don’t know WHAT to think.” My challenge to them was, “What would you do if you did know? What about this question can you think through?” I modeled HOW to think. We tore apart the word compensation and they decided it would mean “making up for, doing something to make things easier.” They nailed it! This is thinking!

It is funny, I am still tempted at times to just tell my student what to think and begin my “spraying” all over again. I have to stop and remember the responsibility to learn is on the learner. Otherwise, I am just fooling myself and my students.

3. Instill a love for learning!

Yes, I can get frustrated by the clock watchers and dozers in my class. How do I get through?

 

Here are just a few easy tips:

1. Get excited every day! Whether you feel the excitement or not. You may need to fake it once in a while, but the excitement will come back.
2. Notice your students’ efforts and successes!
3. Instill a growth mindset – our intelligence is not fixed. We are all a work in progress and effort trumps genetics every time! We can actually become smarter!
4. Promote a classroom that is open to feedback. Provide feedback that is timely and meaningful in the learning, not always just after the learning. I use the idea of “stars and stairs.” I always share the positive and also always offer what I might do next to make something even better.
5. I try not to offer points or prizes for work. We are all working for the sake of accomplishment and self-worth.
6. Be passionate about your subject! Again, that may mean faking it at times. It is hard to get excited about graphing systems, but it is pretty cool to push through to completion and understanding.
7. Make learning fun and active!
8. Get outrageous! Dress in costume! Sing! Dance! Play the role of mysterious classroom guest. Throwing your students off is fun.
9. Eat! Students never forget the day we eat our fractions with Hershey bars.
10. Provide choice. It ramps up the motivation to learn every time!

4. Build tenacity in your students!

Tenacity, grit, and gumption – whatever you want to call it – students need to have it to succeed in life! And guess what, it can be taught! Here are two ideas for teaching tenacity in your students:

· Shrink the change! One way to promote tenacity is to make students feel closer to the finish line than they might have thought.

According to research, people find it more motivating to be partly finished with a longer journey than to be at the starting gate of a shorter one. Shrinking the change is a significant approach to help students make an initial commitment.

1.  

HOW TO SHRINK THE CHANGE

1. Pre-teach a challenging lesson with a study group
2. Frontload concepts & vocabulary – there are so many ways to frontload concepts. (Quotation mingle, greet and go, give one – get many, etc. - see book for more examples).
3. Hold an impromptu study session during class immediately before a test.
4. Chunk projects into doable parts and provide growth feedback so each student can succeed before moving on
5. Give one or two questions from a test to do in a small group, then give out the rest to do independently

· Accountability/Coaching Partners – Coaching partners are a way to encourage accountability. They are long-term partnerships. You form the partners by matching students who are compatible, but range in ability. They can be utilized at any given point during the lesson and may meet to simply touch base or can meet longer on a weekly basis. It depends upon your purpose.
For younger students, coaching partners can be used in the following ways:
· Retelling, summarizing, making connections
· Brainstorming
· Echo reading – or reading in two voices
· Generating and answering questions
· Using manipulatives in discovery moments
· Problem-solving
· Experimenting
· Working in stations
· Discovering nature
· Partner reading
· Listening to books on tape
· Listening to each other

For the older student, a coaching partner can be an excellent resource when a specific project is being assigned. Here are just a few:
· Discussing ways to meet a deadline.
· Reviewing and summarizing learning
· Creating working goals
· Problem-solving
· Generating a formula
· Designing a working plan
· Reflecting on the progress of working goals
· Clarifying evaluation criteria on a rubric
· Reviewing each other’s progress on a project
· Answering questions about a project
· Revising
· Doing peer reviews
· Brainstorming ideas
· Coming to a consensus
· Providing emotional support
· Prioritizing plans to complete something
· Listening
· Celebrating each other’s successes

5. Cultivate self-efficacy in your students!

Self-efficacy is an optimistic evaluation of one’s capacity to cope with a given situation. It is a sense of personal power. People with high self-efficacy believe they have control of their own lives; that their own actions and decisions have an effect on what they do and who they become. They are more willing to participate in life’s experiences because they feel they have some influence on the outcome. On the other hand, people with low self-efficacy see their lives as out of their hands. They avoid challenging tasks altogether for fear of failure.

As teachers, we can foster self-efficacy in our students by utilizing any of the following ideas:

· “Really, what’s the worst that could happen?” This one question challenges students to realize the potential in taking academic risks. Perhaps a student wants to write the President about an issue he/she is passionate about. Really, what’s the worst that could happen? He doesn’t write back? Wow! That’s nothing compared to the benefits in knowing he/she had the courage to write and send that letter. Don’t we live by that motto every time we send a resume or ask someone out on a date?

· Transformative Thinking – Students need to know from day one what matters most is that they give their strongest effort consistently. The ball is in their court. The road to success begins with a personal decision to invest. There are no shortcuts. We cannot pretend we don’t know that people without diplomas end up in low paying jobs. We all must gain the skills of engaging in self-directed learning if we want to succeed in life. We are playing for keeps – taking school seriously from day one opens doors. The ramifications of ignorance pertain to everyone. Let students in on this. Be transparent about the connection between valuing education, effort, and the payoff from it.

· Find inspiration in other self-efficacious thinkers – Study the lives of great achievers you admire. You will discover they were possibility thinkers. How about John F. Kennedy for example? He gave a passionate testimonial in seeing life’s possibilities when he shared, “Some men see things as they are and ask, why? I dream of things that never were and ask, why not?”

Drum Roll Please...the LONG wait is over!

Last week, winners of the prestigious MacArthur Foundation were announced.  Among the names of this “genius grant” totaling $625,000, is a University of Pennsylvania researcher, Angela Lee Duckworth.  Her focus has been education and specifically, the role of grit in a wide variety of fields.

Dr. Duckworth continues to reach out to teachers and corporate partners to provide insight into how tenacity and perseverance plays a more key role than raw talent across many venues.

To the countless educators who are searching for resources to develop and nurture these traits in their students at the same time that they must instruct and assess the basic academic skills, the wait is over!   Here is a special gift: Learning That Never Ends..Qualities of a Lifelong Learner.    Our gift to you, presented through Learning That Never Ends, is a way for all students to acquire what they need to navigate successfully for life.

 

                                                    

 

                 http://www.amazon.com/Learning-That-Never-Ends-              Qualities/dp/1475805314/ref=sr_1_1?s=books&ie=UTF8&qid=1369506757&sr=1-1

 

 

Here’s a quick peek at just one of the qualities of a lifelong learner….

 

 

Lifelong Learners are Tenacious

“Life is a grindstone. Whether it grinds us down or polishes us up depends on us.”                        - - L. Thomas Holdcroft -

Being tenacious means having the capacity to survive, to progress through difficulty, to bounce back, to move on positively again and again in life (Gibbs 2006, 41). Tenacity means knowing that failing is a just a cue to try something else. Tenacious people are self-driven. They give a little extra because they know it will help get them where they want to go.

Why is tenacity important to becoming a lifelong learner?

            Tenacious people do not give up easily. They stick to an activity until the end, having resolve and a strong work ethic. They accept that stress is a healthy part of everyday life and do not let life’s problems take them down.

Stuff happens. Tenacious people recognize that no one is immune; pressure is simply a by-product of life. What counts then, is not the amount or the kind of pressure we face – but the ways we come to deal with it. How you handle pressure can determine nothing less than how rewarding a life you’ll lead (Garofalo 2008, 163). Lifelong learners summon the courage to try. They don’t give up without a fight.

 It is not the circumstances; it is what we choose to do in response to the situation that determines who we are and whom we will become. Tenacity matters. Tenacious people look at mistakes and failures as a rough draft.  They see the struggle as temporary and necessary to accomplish their goals. It is something to go through, not get around. Heart, soul, guts…these are the vital building blocks of tenacity.

“Nothing in this world can take the place of tenacity. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not, the world is full of educated derelicts. Persistence and determination alone are omnipotent. The slogan “Press On” has solved and always will solve the problems of the human race” Calvin Coolidge, thirtieth president of the United States (1872-1933).

 

                              

                                               

 

 

 

The Power of Relationship

    School’s in session and the race is on.   That is, the urgent rush to deliver and master the three R’s:  reading, (w) riting, and (a) rithmetic.  But, wait, step back for a moment and consider the fundamental R for everyone…Relationships!

    How do we get students to care about their learning? This is the one question that has plagued teachers for years.   In Learning That Never Ends, we share the findings of multiple researchers on just that question.  The answer: teaching children to first care for themselves, their fellow students, their environment, and then they are more capable of being concerned about academics.

     Where do we begin? By realizing that in order for students to thrive academically, they first need to feel cared for, accepted, and appreciated as valued members of the classroom community.

     The time spent on learning to care is not wasted time. It builds the foundation necessary for learning to flourish. Rarely can we, as humans, grow in an environment where we don’t feel cared for, appreciated, or accepted.

      The time it takes to model what it looks like and sounds like to care for something or someone is worth it.

       Teaching students to care is a worthwhile investment. Students who feel a sense of respect and responsibility tackle their school work with more conviction, whereby both teachers and students experience more success.

       Paula Denton and Roxann Kriete recommend a slow and deliberate start to the academic curriculum. They assert that beginning the school year with a strong emphasis on teaching and modeling respect and responsibility, as well as creating a sense of community will:

 

1. BUILD a solid foundation of trust and warmth between the teachers and children and among the children.

2. GIVE children many opportunities to model role play and practice expected behaviors in order to be successful.
3. CREATE an environment where it is safe to take risks, make mistakes and work to fix mistakes.
4. NURTURE and extend each child’s sense of belonging to a group, of being an important contributor to the group, and of needing the group.
5. NURTURE each child’s ability to exercise independence and responsibility in work, care for materials and care for others.
6. EXCITE and motivate children to the potentials of learning in their classroom environment.

 

Shrinking the Change!

Welcome Back to School!

 

Doesn't the thought of an entire school year seem daunting and somewhat intimidating at times? And I'm thinking about teaching; just imagine how overwhelming our students feel!

 

Mary and I, in our soon-to-be-released book, Learning That Never Ends, provide some answers to succeeding in tasks that seem just too big to tackle.

 

Shrink the change! One way to motivate action is to make students feel closer to the finish line than they might have thought.

 

According to research, people find it more motivating to be partly finished with a longer journey than to be at the starting gate of a shorter one. Shrinking the change is a significant approach to help students make an initial commitment.

HOW TO SHRINK THE CHANGE

1. Pre-teach a challenging lesson with a study group
2. Frontload concepts & vocabulary - there are so many ways to frontload concepts. (quotation mingle, greet and go, give one - get many, etc. - see book for more examples).
3. Hold an impromptu study session during class immediately before a test.
4. Chunk projects into doable parts and provide growth feedback so each student can succeed before moving on
5. Give one or two questions from a test to do in a small group, then give out the rest to do independently

Reflections on the playground:

                                                     

 

 
As we trade sand and lakes for backpacks and routines, children are universally excited about the prospect of a new school year.  Their enthusiasm and anxiousness about beginning anew really challenges us to ensure that there will be support, safety nets and always, second chances to become better at learning, better at developing lifelong habits that breed success.

 

It seems that students bring a genuine love of learning to school each September wrapped inside of their many-layered personalities.  Our schools have been diligent about providing visuals that support good behavior, rewarding students for their kindness and concern for each other.  But, we may be a bit shy on strong visuals and tools that support those other character traits that will solidify them as lifelong learners…..resilience, grit, curiosity,  that make learning valuable to them.

          Scientists have discovered that intelligence is not fixed. In reality, most of what we were taught about IQ just isn’t true. We can become smarter with effort. Lifelong learners realize this and are driven to stay in the game in order to reap the benefits that self-directed learning provides.

           Success depends on sound strong habits and anyone of any ability can develop them. Every activity in school may not have a great impact in life, but the habits students use to approach these tasks will. When students see learning as valuable, it makes all the difference. The real message is that students are not in school for their parents or teachers, or for anyone else for that matter. They are there to reach their own full potential.
Lifelong learners make that happen.

 

Well, Mom-Mom, I might get something wrong!

I can feel it – children, parents, and teachers everywhere are both anxious and hopeful about the new school year.

My grandson, Ayden, is going into first grade. We were “playing” chess on Friday, when I found the perfect opportunity to ask him about the coming school year.

 

The conversation went something like this:

Me: “So, buddy, how are you feeling about first grade?”

Ayden: “Well, Mom-Mom, I’m over it.”

Me: “Oh, tell me about it.”

Ayden: LONG silence

Me: LONG silence

Ayden: “Well…I might get something wrong.”

Me: “Oh, honey; that is a definite. And you know what; your teacher and all your friends will make mistakes too. I get things wrong every day. That’s how I learn to make it right.” (I purposely move my queen in an open spot to get captured).

Ayden: “Mom-Mom, you shouldn’t move your queen there, I can get it.”

Me: “Oh, my mistake. Thanks for teaching me. Now I know.

Ayden: BIG smile!

 

 

Teaching idea for today: Model a teachable spirit

 

Forget about the image of being the “all-knowing teacher.” Students see right through that & it is way too much pressure to uphold. Let your students know you are learning right along with them. Facilitate their learning instead of trying to be the great dispenser of knowledge. It doesn’t work. Students will respect you so much more for your transparency & willingness to learn. Modeling a teachable spirit empowers your students to see learning as continuous & worthwhile.

Ask questions when you are confused. Say you don’t know, & then model how you search for the answer. Take notice when students are teaching you something & thank them for it. Model what it looks like & sounds like to humbly admit when you are wrong.

 Ask students how you can improve as a teacher & use their advice. Share how you took their advice & improved the next project, assignment, or assessment to best represent their needs. Your humility during these moments will speak volumes.

You cannot assume all students have good role models at home to show them the benefits of learning. When you take the time to model how to see learning as valuable, you are providing a gift that lasts a lifetime.

 

 

 

 

 

 

 

 

 

What’s new for back-to-school gear?

 

Just turn on TV for a minute or two and you’ll be reminded of the back-to-school frenzy we all face.  For families, it’s the latest ipad or tablet that will help their child enjoy great success.  Of course, that’s coupled with the very latest style of jeans to ensure correct attire for all of the junior fashionistas!

 

So, who else is busily preparing to launch the 2013-2014 academic year?  Teachers, administrators, school staff…they are planning the journey they will plot to reach the learning goals for their students.   We have innovative approaches to guide us to these ends and they have differed through the years.  Today, our schools are gearing up for full implementation of the Common Core Standards. Common Core is a nationwide effort — led by governors and top state education officials — to step up standards for kindergarten through 12th grade, particularly in core competencies such as math and language arts.

 

According to Paula A. Calabrese and Stefan Biancaniello, the cofounders of Onhand Schools, in Pittsburgh, which provides software and training programs to school districts, in an editorial to the Philadelphia Inquirer on August 6, 2013, “Common Core wasn’t just created to give young Americans a chance to compete in the workforce??  The larger goal of these standards is to prepare students to successfully navigate the world around them by equipping them with the ability to solve problems and think critically. “

 

These educational mentors go on to say:

“What the Common Core standards don’t do, however, is dictate to local teachers, administrators, and leaders how to reach these new goals.

Educators, in particular, are expected to draw on their own experience and training when determining the best way to challenge their students and motivate them to excel.”

 

 

In Learning That Never Ends, we meet these challenges straight on with topics and ideas that can enrich the pathway that our teachers are plotting.  One key area is creating divergent thinkers, which are thinkers who may follow many lines of thought and tends to generate new and original solutions to problems. Divergent thinking is the capacity to act and think flexibly and creatively with what one knows.

 

Two of our favorite ideas for empowering students to use questioning to promote divergent thinking:

 Change the style of questions asked: 

Questions that promote divergent thinking are open-ended, engaging, and thought provoking. They cannot be answered in one or two words. If our desire is for students to think divergently, then good questioning strategies should be at the forefront of our instruction.

Asking and answering questions plays a significant role in developing creativity and divergent thinking. That sense of childhood wonder can be recaptured if students remain curious about learning, and good questioning allow that to happen.

·         Preplan questions that will promote divergent thinking: Copy the following prompts and keep them on hand when you are teaching. Decide in advance which ones you will include in your lesson to promote deeper, more critical thinking

o       What makes you say that?

o       How do you know you’re right?

o       What’s another way of thinking about…?

o       What qualities of a lifelong learner do you see evident here? How do you know?

o       What qualities of a lifelong learner are missing here? How would the result be different if they were present?

 

Creative ideas that foster metaphorical thinking:

·         Creating cartoons, comic strips, or superheroes to illustrate a key concept: Have students design original cartoons, comic strips, or superheroes to illustrate a key concept taught. For example, students could design a comic book where main character is Square, a superhero with all the strengths and powers specific to his nature.

·         Construct a character homepage or avatar:

·         Designing advertisements:  Students create an advertisement slogan that describes an important concept, famous historical or scientific person or event, or character. Be creative and thoughtful when writing the advertisement slogan. Proof of research and supporting details must be evident in the slogan. Students can either present it as a TV commercial or create an illustration for a magazine or news journal.

·         Creating “wanted posters”: Students create “wanted posters” that describe an important concept, famous historical or scientific person or event, or character from a story. Wanted posters should include a “mug shot”, description of the “criminal” with connections to the learning included, what they are “wanted for”, any “warnings”, their “aliases”, who they “associate with”, the “DOB”, “last known address”, and any “identifying marks.” Challenge students to use research to defend their choices.

·          Design an Experiment: Design an experiment around a topic of study. Students will need to write up the experiment in detail, have enough materials for the class to do it, and be able to explain the research behind the experiment. Partner experiments are also useful.

·         Create a Song/Rap/Jingle:  Create a song, rap, or jingle representing a topic of study. It must have a main theme in both melody and lyrics. The lyrics should convey accurate content information and should be creative and the details should support the main theme. A live performance is required and must be rehearsed well in advance. If you choose, both lyrics and music can be required.