A Notes Based Classroom

Last week I described a current, inquiry based math classroom that puts emphasis on student involvement and discussion. Today I am going to talk about a class that isn't quite on that level, one that has little student involvement and mainly consists of taking bland notes.

This class is built upon notes, which take up at least half the class. The notes are based directly off the SOLs (Virginia's version of The Common Core). Before notes, there is either a discussion of homework from the night before or a quiz using an outline of sorts. The homework discussions are very thought provoking, usually occurring in our small groups before being opened up to the whole class. The discussions can clear up confusion and can involve the whole class into a debate. The quizzes on the other hand, are simply a preview of the material for that day and to me, doesn't serve much value. The quizzes being graded also forces students to often spend way more time than necessary on outlining and making it far too long, thus preventing the skill of outlining from being effectively conveyed. Simply having the outline as homework and checking the outline without the quiz allows the teacher to give constructive feedback and the students can stress less about the quiz and focus more on a short yet detailed outline.

This class has the same everyday structure, which isn't necessarily a bad thing. Organization is critical to any human endeavor, but there should be some variation each day to make each day feel new and exciting, not the exact same. The class has this everyday structure, yet never strays far away from it, making each class feel like a repeat of last. This organizational pattern is written on the board each day, therefore accomplishing the "Frame the Lesson" aspect from fundamental five.

On most days, only three of the fundamental five are used in this class. Those three are frame the lesson, recognize and reinforce, and write critically. The two fundamentals missing are working in the power zone and frequent, purposeful, small group discussion.

Small Group Discussion:
This critical fundamental can help break up the class and refresh student attention. Trying to concentrate to lecture/notes for 60+ minutes in a row is near impossible. These small group discussions not only can refresh students but also provide a quick period where students can reinforce what they just learned by discussing it and thus, building a in depth understanding. The lack of these discussions have resulted in more memorization in the class that is immediately lost after the test. In this class, simply discussing what we just learned in the notes for 1-2 minutes can not only help students retain attention, but also retain information and provide understanding, not just memorization.

Power Zone:
The power zone refers to the area immediately surrounding the teacher. Working the power zone refers to the movement of the teacher across the room to impact and include all the students in the power zone. Moving around like this has several advantages over teaching from a stationary position. The constant movement makes students feel a true constant presence of a teacher and will pay attention knowing that they aren't "safe" in the back of the class. The constant walking also makes the class room higher energy. This, coupled with frequent, small group discussion, leads to a class with high energy and one where attention span isn't a problem. In this classroom, where the teacher doesn't work the power zone, the students don't feel the presence of the teacher. This results in both lack of attention and the feeling that the teacher isn't there to help. It seems like a silly thing, but just moving around the class can bring a sense of energy and enthusiasm to the class.

On a final note, this class to me, is directed toward the average student. The class doesn't do well accounting for the students who are not average.  In the words of Linda Rief, "Workbooks don’t address the unique learning styles, the extraordinary ideas, the honest thinking or the prior knowledge each child brings to the classroom"(Seeking Diversity, 1992). There is nothing in the class that allows students to chart they own path (under teacher guidance). We haven't had one project or anything that lets us chart our own course. Just having some choice is far better than having no choice.

Nothing in human existence is perfect, and can never be. Yet, all of us should work to make our lives and the lives of people around us better regardless of who we are. As a student, I work and push myself not only to do well in school, but also in running and to be a hardworking member of the Bowtie Boys. No classroom will ever be perfect, but it should be the job of teachers to make a classroom as great as possible.


Cain, Sean, and Mike Laird. The Fundamental 5: The Formula for Quality Instruction. Place of Publication Not Identified: Publisher Not Identified, 2011. Print.

Rief, Linda. Seeking Diversity: Language Arts with Adolescents. Portsmouth, NH: Heinemann Educational, 1992. Print.

An Inquiry Based Classroom

My math classroom is unique to say the least. While most math classrooms are dominated by repetitive problems on worksheets and guided notes, my current math classroom is run by student based inquiry with the teacher intervening at critical points in order to either clarify a problem or to ask a critical question that can hint to a future development. We as students are always linking current learning to past learning and are taught to “act like predators, not prey” and to anticipate future learning. There are several things that go into making this classroom successful. These are some of the several key aspects/qualities and the roles they play in this classroom.

The Teacher:

Facilitator is the better word in this classroom. The teacher is simply a bystander who carefully guides the students down a path that such they continually recognize relationships with past knowledge. The teacher will strategically intervene at certain points to make something clear or to try and spark the idea for a relationship. The teacher though is still extremely knowledgeable at math so that he/she has the knowledge and understanding to answer any and all questions thrown their way.

The Homework:

The homework for this math class is for the most part done out of a set of three workbooks. Usually two assignments from this workbook are assigned each night for homework. Each assignment consists of 8-12 multistep questions that rarely repeat format more than 3 questions in a row, reducing repetition. The questions in the homework aren’t typical math questions and the work book as a whole teaches wholesome understanding not how to plug numbers into a formula. The questions also will require using knowledge learned earlier in the year to keep the old concepts fresh. Almost all new learning is linked to and built upon previous understanding so that in order to learn the new concepts, the students have to remember the old ones. This ensures that students don’t forget old concepts and constantly build upon what they have learned. However, due to the unique nature of the learning style, some state mandated standards aren’t taught directly through the workbook. They are taught in two ways. One is teaching skills and knowledge that can be directly translated to the standard or brief standards review worksheets, consisting of 6 questions that cover standards not talked about in class. Although many standards aren’t directly addressed, the skills conveyed address a multitude of standards.

The grading for homework is also different from standard homework grading. In my class, homework and other formative assignments account for 10% of the grade. Each homework assignment is worth 10 points, 2 points for participation in the classroom discussions and 8 points for completing the homework. This means that one has to participate in the class discussions and presentation of answers in order to get full credit on homework. The first week my teacher was lenient of the participation part as all of the students haven’t been in that sort of environment. By the end of the first week though, all of us had grasped the concept and since participation in the class hasn’t felt like a bullet point to cross off but something that furthers our learning.

The Learning Format:

Almost the entirety of class is spent on going over homework in depth. The homework usually consists of two assignments out of a workbook. The following class, each 2 person pair in the class becomes an expert on 2-4 problems and presents their problems, the solution, and how that solution was achieved. The pair then opens up questions to the class and after clearing up any confusion and discussing the answers and process thoroughly, the teacher will then sometimes ask a question. This question will usually question the authenticity of the answer and the student(s) will have to defend their answer and thoroughly explain. The other common question usually asks the students to link what they are learning now and either how it will develop future learning or how the current learning was developed from past learning. Often as a result of these questions, an open class discussion can occur which can result in the class working cooperatively to figure out why something works or can result in a debate on a problem, theory, etc. These discussions will be cut out by the teacher if time is of a concern.

Tests:

In my math class there are neither units nor big unit tests. There are simply weekly quizzes that cover around 6 homework assignments. The way the tests are scheduled however, the class is usually two assignments ahead of what is covered on the quiz. This means that the material on the quiz has already been understood in order to act like a foundation for the next assignments/topics. These quizzes also consist mainly of 3-5 multistep questions.

This pedagogy is relatable to Solomon Khan’s concept of a flipped classroom. The material is made for the students to learn at home and in class, the teacher ensures the students understand the material and clarifies any questions and misconceptions. The set up also tries to teach understanding of skills and concepts, not memorization of formulas. In the rare case we use a formula, we undergo extensive learning in order to prove that formula and show that it works. As a result of proving everything we use, it gives us as the students a better understanding of the topic and facilitates the learning of related topics.

The constant need for participation within the classroom also drives all of the students to think outside the box and to never take anything for granted. During discussions, students have to use their knowledge and combine it with their creative thinking in order to provide a valid solution or case. This constant creative thinking encourages the students to create a more whole understanding of the topic as they are explaining the “how” behind everything they say. While presenting on their assigned homework problems, the students have to explain not only the answer, but also how they got the answer. This vocal repetition will help not only the presenters but also the audience understand and remember how to do something. Also having to explain the process helps the students know how to do the process better and understand it more.

The format of my math classroom almost creates a completely student run operation. This is so apparent that when my teacher is absent, the kids will teach and facilitate the class. My teacher will just pick two kids to lead the class that day and the sub will be the bystander that makes sure the students are on task and if carrying background knowledge on the subject, can contribute to the many discussions that occur. The two kids leading the class will assign problems to present on and ask thought provoking questions. This give the students an opportunity to be empowered and take on a leadership position. The combined effects of this student leadership, creativity provoking discussions, and teaching of skills not standards contribute to an all-around nurturing learning environment.

World Relating Projects

In recent years, there has been a push for students to incorporate learning into the outside world and administrators have pushed teachers to use these projects in the classroom. But in many situations, these projects have become another hurdle to jump through, another bullet on the list of things to do. These projects are usually intended to engage and interest students to the outside world, but end up being used as simply another project that actually has little to do with the outside world, compared with a major connection.

Many of these projects from my experience have simply related to the outside world, not developed a thorough, in depth connection. For example, in eighth grade science, which covered physics and chemistry, the world regarding project for that class was to brainstorm and research three ideas to improve the fuel efficiency of cars in the future and create a brochure on the three ideas. The class split into 4-5 groups and started brainstorming about their ideas. Many rather conventional methods were put forth as well as more extreme and futuristic ideas on how to improve fuel efficiency in cars. Although this project related directly to a real world problem or crisis, the project didn’t take the extra step to actually doing something about the problem, instead, merely mentioning it. The project was also graded on a rubric, which is rarely used in the workplace. The project could have taken a simple extra step to send out a newsletter on how to conserve fuel for the future, as a low level extra step. Yes, a problem of actual significance and relevance was addressed in this project but what was done about it? Nothing. The unique factor of this project was essentially non-existent. The idea was there, the execution wasn’t.

These projects are sometimes overlooked because of incidences such as these, yet, they still break up the standard curriculum which is Susan Ohanian described by saying, “I don’t know many adults who could sit quietly through even one day of the dusty confines of a typical school curriculum”. (Caught in the Middle, 2001)

However, these projects have great potential because they can teach real world skills and can directly connect students to the world. School is the predecessor to a job, and certain jobs can require some specific skills in order to carry out. Some jobs in the future might not exist today, creating the need for adaptability and the readiness for the unknown. These projects that connect students to the world are vital to the development of the future of unpredictability and the need for resilience.

There are limitless very cool examples of these projects but here are some examples that I really like:

1.      Have students create a mock website of their dream future job/company with valid research and descriptions that paint a picture of that dream using free website creators such as Weebly that can be used in future interviews as a piece of authentic writing regarding why they want that job/company (credit Ryan Beaver)

2.      Have students work together in groups or alone to produce a short film about a topic/controversy they feel passionate about to share with the community to advocate for that topic

3.      Work collaboratively in small groups to design a cheap system that can benefit those who are less fortunate i.e. designing a water filter straw that can be given to those in areas with low quality water

4.      Students work to create a poster or computer graphic that shows their lives all in one place including their accomplishments to show colleges and potential companies that the students plan to work for

One problem with carrying out these projects is the aspect of student choice. Some students want free reign on how they deliver the final product, while some students want a clear cut choice of what to do. Some ways the balance of both sides have been done is with three options, one of which is a student chosen, teacher approved product. Students also have varying degrees of abilities and responsibilities, which makes this option fit students in that regard. Letting students create allows them to think outside the box and in the words of Linda Rief “Creating is the highest form of intellectual development.” (Seeking Diversity, 1992) Letting students show true creativity is letting them develop themselves intellectually.

The other problem regarding these projects is finding relative topics to use. Look no further than current issues for those topics. There are so many controversies that almost everyone can choose a side on and that everyone has a voice for. Writing a thorough letter to senators, publishing a blog, website, or even newsletters are ways to connect to a real world issue, and actually advocating for that issue directly, bridging the gap between students and the world around them.

A student enters a classroom, three minutes to the bell. They immediately go and retrieve a laptop to start working. As other members of their group come in, they gather around the computer and they start working together. The group talks and types all class, intrigued in their work. Some of the students aren’t directly interacting with their computer, but instead are doing research on their own devices. The other small groups in the class are following this example, continuously collaborating and discussing their work. The last 15 minutes of class, all students huddle up in their small groups and combine what they did that class onto the main computer as a group. As the dismissal bell rings, the groups pack with haste, and are anxious to return to work next class. This may seem like an unheard of occurrence in schools but this can definitely be achieved with a well thought out project that connects students to the world in a meaningful way.

 

Works Cited:

Ohanian, Susan. Caught in the Middle: Nonstandard Kids and a Killing Curriculum. Portsmouth, NH: Heinemann, 2001. Print.

Rief, Linda. Seeking Diversity: Language Arts with Adolescents. Portsmouth, NH: Heinemann Educational, 1992. Print.

Explaining a New Project

A week ago at school I heard about a new project in which several classes had partaken. The project was huge, accounting for almost 10% of the quarter grade. I wasn't in any of the classes that participated so I only heard the story through other students. Apparently, the project instructions were confusing and very poorly explained. The project format and concept were very new, yet some of the teachers explained the new project like it was similar to all the other projects the class had done previously. The poor explanation resulted in many students being confused and at first, they sought help from one another, but after that didn't go anywhere, they sought help from the teachers. However, some of the teachers gave minimal help and many students ended up not doing well on the project.

My friend James had to do this project. During lunch, he came over to my table and starting talking to me about the project. He described the project as, "completely different from anything we have done before, and really confusing". James also said, "I really didn't understand the instructions so once everyone went off to get started, I went up to my teacher and asked for clarification. They responded by saying that I should go ask my peers first, then come back, which I did. Even after getting no answers from everyone else in the class, my teacher still didn't re-explain the project." I felt bad for James, because I have been in a similar situation. I told him that he should try to go in during either study hall or in the morning. James replied "My teacher was probably just not in a good mood today. I think the project will make more sense if I go in for extra time. Thanks for the advice." As we parted at the end of lunch, I wished James good luck and reassured him that his teacher would probably clarify the situation. The next day, James went into school early to talk to his teacher. I was on the bus ride to school when he texted me, "I sent my teacher an email last night and she didn't respond, and when I went in this morning, she wasn't there, what should I do?" I replied by texting, "James, you can still go into study hall, it isn't the end of the world."

As I got off the bus and walked into school, I met up with James in the 10 minutes before class started. I could tell that James was in a bad mood. James immediately started talking about how stressed he was about this project, and how he was disappointed that his teacher wasn't there in the morning. He went on and on about the project, saying that even after thinking about it all night, he still was confused. As the warning bell rang, James told me that he was scared he was going to fail the project and that it would bring down his grade. I told him he shouldn't worry, that his teacher would probably thoroughly explain the project to him during study hall. We went to our classes and decided to meet up during lunch, which is right after James's study hall. As lunch approached, I was anxious to hear back from James. As I entered the cafeteria, I saw James waiting for me at the lunch table we usually sat at. The second I sat down he started talking to me about study hall. James went in to his teacher's room but his teacher was already teaching. When James walked in, his teacher told him to go to the back of the room and wait for a break in the material. James sat in the back of the room for almost an hour. Finally, when James's teacher came back to talk to him, they explained the project in a similar manner. James again told the teacher that he still didn't get it, so his teacher finally just told James the instructions in a slightly different way and James understood slightly more than before. Immediately following, the bell rang and James was dismissed from the classroom.

I told James to settle down and try getting help from students in other classes. Even after trying to ask a variety of students, James still didn't understand and ended up winging the project. The result, his grade dropped by 7% and he was very mad.

The main problem with this situation was the lack of explanation from James's teacher about the project. James's teacher not only explained the project in little detail, but when James went in to ask for some extra help, she explained the project in an identical way. If the explanation didn't make sense the first time, odds are that it didn't make sense a second time. That is a major problem I see everywhere. When an explanation doesn't make sense, try to explain it a different way or from a different point of view. Sometimes explaining the directions differently will clarify the situation.

The final problem with this project was the grading that went into it. The grade was based on a rubric with no room for student choice. The rubric essentially told the students exactly what parts they needed in their project. This had no room for creativity and didn't allow the students to bring in or use any unique skills. These sorts of projects "Don't address the unique learning styles, the extraordinary ideas, the honest thinking, or the unique learning styles." (Seeking Diversity, 1992) When limited on creativity, most students lose passion and enthusiasm. On projects especially, there are several ways to integrate student preferences and passions, even in different subjects. In science, students can present on a new, interesting scientific achievement related to the current unit and explain the science behind the achievement and the impact it will have on the future. In history, have students pick and explain one aspect of history that is of interest i.e. government, architecture, social life, technology etc. In every field, there are ways to incorporate student interest into projects and other classroom work. The other great thing about having students pick sort of sub topics is that students that are interested in being an architect, can show their passion about being an architect. An student who is into art and drama will have more passion explaining the art and drama of ancient Rome than explaining the military structure of ancient Rome. If access to the internet is available, that is also a great tool to use. Joel Spring even wrote, "Naturally, the idea of e-learning is tied to the educational requirements of the global economy. " (American Education, 2006) When students are given an option to incorporate their interest into schooling, the students will put more effort into the project and take care in completing it more. All students have an interest, waiting to be used in school. Many students are frustrated that they can't incorporate their interests in their learning. By letting students incorporate their specialization into learning, the students have a passionate view and they learn just as much, if not more, compared to being forced to work on something they don't take interest in. All kids "can learn, if they want to learn." (Seeking Diversity 1992) Giving students some choice can give them the "want" to learn. As Joel Spring describes in chapter 8 of American Education, students were originally taught under the assumption that they would be factory workers and have other laborious jobs. Projects like these separate the students learning from being tedious and repetitive, into something where everyday, something is different, new, and exciting.

I hope all the teacher's reading this can incorporate ideas from here into their classrooms, which I am sure are already a fun, happy place where students get to work together, have a great, personal relationship with the teacher, are taught beneficial skills and concepts, and are allowed some choice and specialization in their learning.

Works Cited:

Rief, Linda. Seeking Diversity: Language Arts with Adolescents. Portsmouth, NH: Heinemann Educational, 1992. Print.

Spring, Joel H. American Education. Boston, MA: McGraw-Hill, 2006.