That digital program your school bought will never transform learning

It seems like most teachers and students have access to a paid-for digital learning program. You know the kind – RAZ kids, IXL, Spelling City, any one of those listed in the featured image of this article – and they all promise to raise achievement while making learning “fun”. These CAI (computer assisted instruction) programs can be traced back to  when Skinner first created his “teaching machine”, the original solution for replacing the teacher, pictured below.

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Skinner’s Teaching Machine

The thing is, these “learning” programs have not been proven to be as effective as the edtech industry overlords would like us to believe. In fact, the meta-analysis of John Hattie, which was shared with me at AEC 2017 by Dr. Sonny Magana (@sonnymagana), clearly shows that telling a kid to “go do Mathletics” will not make a sizable difference in the learning of our students.

Let me explain the research:

The Bad News: When technology is used to replace a teacher, it has a very small positive effect size on student achievement. Hattie’s research includes studies on the use of CAI programs across curriculum and contexts, as well as other approaches that mistake the transmission of information for authentic knowledge generation (Powerpoint use by teachers, for example). The graph below indicates with a black arrow the average of all of Hattie’s researched initiatives, programs, and strategies in education to be a 0.4 effect size. When we look at the effect size for how technology has been implemented over the last 50 years, including using computers for passive absorption of information transmitted by a CAI teaching robot, it falls below the average at 0.34. In short, Skinner’s Teaching Machine wasn’t particularly effective and neither is your school’s CAI program.

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“Despite the extraordinary developments in computer technology since the Kennedy Administration, not to mention the vast sums of taxpayer money spent on digitizing classrooms since the 1960s, the average effect of computer technology in education has been stuck well below the zone of desired effects. This is hardly cause for celebration.” Dr. Sonny Magana at #AEC2017

The Good News: When technology is used to enhance proven teaching and learning methods, the positive effect size is off the charts. When you compare the status quo, which is a below-average 0.34 effect size on student achievement, and the 1.6 effect size of a framework like the T3 (see below to learn more about this), it is clear that we need to change the way we facilitate learning with technology.

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Edtech models for transformation of learning

Poke around this blog a bit, and you will see several articles we have written on best practice technology integration. I hope that the theme that all of these articles have touched on is that technology should only be used as a tool to transform and maximize learning. Replacing traditional teaching with a computer is not going to ensure achievement for our learners. The use of a CAI like Mathletics or Spelling City to replace teacher and student-led instruction only gives them automated, rote practice. While this is not a bad thing, we need to refocus our planning so that students are spending more time developing their higher-order thinking skills through producing, inquiring and contributing with technology.

Here are some models that can guide the 21st century teacher away from edtech as a direct substitute to edtech as a tool for transformation:

#1 Early Years Blended Learning Development Guide (Zach Groshell et al)

The first model I’ d like to share is a guide that I created last year, in collaboration with Brad Arnold and elementary teachers at my school, which was subsequently implemented in early years classrooms. It uses 5 common and observable student actions (seen on the left column) and the SAMR scale to measure the level of edtech use. When teachers observe student learning that falls under the examples of modification and redefinition of the learning task, we know that instruction is likely going to have a positive effect size on student achievement.

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Click here to see the whole thing

#2 Blended Learning Development Guide (Brad Arnold et al)

This is another blended learning design model that I helped to develop with Brad Arnold (@leybradly), and it is slightly different from the rubric above as it is less focused on observable student actions and more on the traits of the learning environment. The 7 traits of a learning environment are the observable traits of any learning environment, shown in the left column below, and the top row of the rubric includes the SAMR scale to measure the level of edtech use. This guide is best used to facilitate teacher self-reflection on the effect of educational technology on the learning environment.

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Click here to see the whole thing

#3 T3 Framework for Educational Technology Use (Dr. Sonny Magana)

The third and final model I’d like to share for edtech instructional design is the T3 Framework (see video below). Based off of the body of research and implementation by Dr. Sonny Magana, the T3 Framework is designed to disrupt the current narrative about educational technology by contextualizing its use into 3 stages: Translational, Transformational, and Transcendent. Grounded in sound research and theory, the T3 Framework is designed to support how educational systems measure the ways classroom technologies are used to unleash student learning potential. Teachers seeking to base their instruction on the most effective strategies for student achievement should be looking up at the T2 and T3 stages, and pushing themselves to transform education by having students produce and contribute, and to “transcend” by using technology tools to facilitate inquiry and solve world problems that matter.

 


While the edtech companies may not agree that their expensive math and reading programs have limited effect sizes on student achievement, we should be looking closer at the last 50 years of research on this topic and seeking a better way forward when it comes to edtech use in the classroom.

We need to stop:

  • Using CAI technology to replace teacher and student-led instruction
  • Using technology to fill time
  • Calling the use of CAI programs “blended learning”
  • Thinking that a game or a program can teach just as well as a teacher

And start:

  • Looking at student actions through the lens of transformational and transcendent learning.
  • Considering the traits of an effective learning environment and how we know students learn best
  • Seeking to increase moments of “redefined” or “transcendent” learning  in our own practice

 

What do you think? Could this help to improve your teaching? Comment below with your thoughts on blended learning and keep coming back to EducationRickshaw.com.

– Zach Groshell, @mrzachg

Ways to Enhance Reading and Writing Workshop with Technology

Our school recently made the switch to Columbia University’s Teachers College Reading and Writing Project. Although Stephanie and I received some surface level training on the project in our previous school, this has been the first time that we have been asked to follow the program with a high level of fidelity.

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Like with any program, there are ways to improve outcomes by looking at how best to use technology to maximize learning. We’re all about looking at traditional teaching practices and seeing how they can be improved. The following are some of the things that we have tried in our classrooms to facilitate 21st century learning experiences within the Reading and Writing Workshop model.

Use online forums and chat rooms for class discussions, teacher and peer feedback, and ratings

Class discussions can happen in many ways. When the program asks for reading and writing partners to turn and talk about their thoughts, students can also do so in an online forum. The tool that you use doesn’t matter: This could be on Seesaw, Flipgrid, EasyBlog, Edmodo. . . whatever! I use Moodle for forums, because I find it to be very customizable, but you can have kids discussing on almost any platform. Again, it’s not about the tool, it’s about the learning.

There are inherent benefits to having discussions online. Instead of always communicating in informal language, as is the case with “turn and talk” in class, students are forced to use formalized language. There is a record of what they have said, and teachers can see it, give feedback on which terms they are using correctly, and can have students go back and edit their ideas for clarity. Students can continue the conversation at home, alone or with their parents, and you can always go back to the conversations during your conferencing, which is much harder to do with traditional “turn and talk”.

Use online multimedia journals with links, videos, photos, audio, drawings, table of contents, dictionary and thesaurus

I am a fan of both paper/pencil journals as well as multimedia online journals. While the benefits of the paper/pencil journal are well known, it is sometimes effective to give students the chance to write or write about their reading in an online journal.

In my students’ wiki journals, they are able to create new pages whenever, wherever they feel like. This creates great situations where they can [[link]] to a new page (for example, a character page), and then fill in their ideas there. If they need inspiration for character development, setting, or anything visual, they can pull up images from online and stick them in their journal. If they need to create a quick sketch, they just insert a drawing into their journal, and can move it around as they wish without feeling that they are getting in the way of their writing. When I provide them with materials from the program, they can link to these materials, refer to them, and annotate the parts that they feel they need to work on. By just clicking on a word, they can look up new words in online dictionaries and thesauruses and build their vocabulary . . the multimedia journal creates learning experiences that wouldn’t otherwise be possible with a 100% paper/pencil workshop.

Give assessments with feedback, rubrics, checklists, infographics, memes, pictures, video, inline editing

I find the assessments in the Reading and Writing Project to be easily convertible into online resources. For the beginning of the year reading assessment, I put all of the questions into an online assignment, and had kids take the test.

After the kids took the assessment, the data came back to me organized by student and question type. I was then able to give students feedback to enhance their learning. I did this in the form of inline editing, inserting the rubrics right into their answers, and providing checklists, infographics, memes, and links to previous discussions and journal entries that they had made. After I helped one student with a certain problem – using pictures, videos, or whatever – I was able to use that same teacher-created resource to help the next student that had the very same problems.

The point is, with technology you can link up all of the resources that you and your students have created – assessments, discussions, journals, rubrics, glossaries, etc –  at any time, so that students are not only making digital connections, but connections in their craniums as well.

Make the Heinemann resources accessible to students online

Instead of printing everything that I’m provided in the Reading and Writing Project from the Heinemann online resources – the sticky notes, the reading logs, the anchor charts, the exemplars, etc – I put them on my class website and into student hands. It saves a tree, and it helps students engage with the materials by actually using them in various ways.

Why not just project the resources? I find that projecting these resources without putting them up on my online courseroom makes it so that I become the “keeper of all resources”. I believe in a student-driven classroom, where information is accessible to all, parents included. By putting the resources up onto our Moodle page, students can not only access them anytime they want, but they can manipulate the content, insert it where they want, and ask questions and post comments about it.

Go nuts combining apps, web tools, social media and productivity tools!

There is so much out there that can help kids think and remove potential barriers for learning the content required in the Reading and Writing Project. I’ve written before about some of my favorite tech tools for getting kids writing, but I really recommend that you go sit on your couch with your device in hand, and explore the unlimited possibilities that exist out there.

Even if the Reading and Writing Project doesn’t explicitly say that you should or could use technology, that doesn’t make it wrong to take advantage of the best tools at your disposal. For me, technology is ubiquitous in the learning process, and learning is non-linear.

So, have kids record podcasts and watch their speaking and listening skills grow as they engage with the Reading and Writing workshop. Put up a green screen in your classroom, and explore the possibilities this has for student learning and engagement. I also believe that learning should be shared and public, and with technology this is possible. Have kids share out their reading and writing on blogs, social media, and e-mail. Get parents engaging with the Reading and Writing Project from their phone.

There are so many ways to make this program more dynamic and better for the learner. So if you’re like me and new to the Columbia University’s Teachers College Reading and Writing Project, keep at it. I know I will!


Thanks for coming back again and again to educationrickshaw.com, a website by Stephanie and Zach Groshell. Feel free to comment below!

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What Does a 21st Century Classroom Look, Sound, and Feel Like?

Part of a technology coach’s role these days is to convince teachers that their job description has changed. The industrial model of education is well past its expiration date, and the generation of students born today are going to graduate into a world that will look completely different than our own. In order to train 20th century teachers to reach the conceptual understandings required for 21st century education, school leaders and tech coaches need to focus on describing what this could be.

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This article tries to describe how I imagine the 21C classroom and I will try to integrate theory on 21C pedagogy throughout. Edutopia’s 10 signs of a 21st century classroom is a good read, as well this tech4learning’s article. To describe the 21st century here, I’ll divide it up into three categories: What can it potentially look like, sound like, and feel like?

What does the 21st Century-Ready Classroom Look Like?

Imagine what the workplace looks like at one of the more hip startups near you. Is it rows of desks and dividing walls? Is everyone sitting in silence? I was surprised to not see Seattle – the city of my university – in the top five on this Fortune list for startup activity in 2016:

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What I picture is couches, colors, and bright lighting that facilitate the collaboration between professionals. I see devices, headsets, and outlets. Take a look at some of the Google campuses that I googled below:

Clearly these two photos have a very contemporary look, but what’s more important is that the space signals to the professionals at work that their knowledge and skills are better harnessed when shared spontaneously and collaboratively. Every part of the space is purpose-built, and there are fewer barriers between inside spaces and outside spaces than what you’d find in a traditional workspace.

In my classroom (above), the setup has changed many times to fit the purpose of the unit, the activity, or the dynamic of the students in my class. We’ve had weeks of free inquiry where students worked without walls, and once we just needed to read and learn in a fort:

What does the 21st Century-Ready Classroom Sound Like?

I’ve talked before about how noisy classrooms are overrated in my article on growing up the child of a Deaf mom and teacher.  My Twitter Feed is always full of teachers and administrators professing a “new” messy and noisy style of learning. Now, while my classroom will become extremely loud when they put on a cardboard arcade with coded games, or a in the heat of a good debate, you can also find my entire class sitting around with headphones while diligently completing a project.

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From CBC slideshow on 21st Century Jobs

Take a look at the photo above. These “custom implant organ designers”, one of the newest jobs popping up in the world our children are graduating into, are all working mostly in silence. However, there are multiple points of contact for face-to-face interaction; They are not limited in their ability to turn and interact with one another. The point is that sometimes students need quiet time to think, and other times, they just need to dump ice on each other and figure out how things freeze (see below). There are many ways to learn, and it is a teacher’s job to figure out the pedagogy that best matches the circumstance.

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My students making a mess at our class Science Fair

Is my class loud? Sometimes. When they are quiet, is it because I have demanded compliance and they are passively listening to me? Not usually. Perhaps they are fully concentrating as they practice something, or are preparing in silence to teach others. It might be because they are writing, or communicating with others on social media or in our online courseroom, and the language-use is intense, but not loud.

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In general, I try to use what we know about retention, such as the pyramid above, to plan and evaluate how my classroom looks and sounds. Now, onto the touchy-feely stuff.

What does the 21st Century-Ready Classroom Feel Like?

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Via http://www.hrreview.co.uk/

It’s time to face the facts that many of the jobs of today will be gone tomorrow (See: 15 jobs that will be gone in 10 years) – this is just the way of the world. According to some, 47 percent of jobs will disappear over the next 25 years. Computers will simply be able to do things more cheaply and effectively than humans.

The students of today will be designing those computers. This is why, in the classroom of the 21st century, technology should feel ubiquitous; It is just as much a part of learning as pencil and paper and it is omnipresent. I constantly work to hone my technology skills (on my couch while watching T.V.), and I fully embrace the technology that I have available at my school.

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One setup I’ve had in my class – students partnered elbow-to-elbow, teacher is “guide on the side”, students can connect to Apple TV for sharing what’s on their screens

The 21st century-ready classroom feels democratic, and behaves much like a democracy. 21st century skills (see below) cannot be developed in an entirely top-down, authoritarian environment. I don’t imagine that the workplace of the future will behave that way either – remember which jobs are disappearing, and which are being created.

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Companies today want our kids to graduate having mastered the 4Cs of critical thinking, collaboration, communication, and creativity. A child should feel like their ideas matter in their classroom, much like a professional should feel valued for their ideas in the workplace of the future. It is important to give your class back to your students so that they gain the necessary confidence and perseverance to pursue and communicate their ideas when they enter their future careers. If it were up to me, I’d make it a school-wide rule that every child should have access to snacks, drinks, and bathrooms and should be able to choose their clothes. But alas, that sounds like a whole ‘nother article.


 

I hope you enjoyed my thoughts and links that try to describe the 21st century classroom. Be sure to follow me on Twitter, check out more about us, and keep coming back to educationrickshaw.com for more teaching ideas in motion.

Do Teachers Have to Be Readers?

Warning: This post is going to be about reading, and it is going to encourage you to read. You may need to go grab your spectacles. 

While mindlessly scrolling through my Twitter feed, I recently saw this infographic by @grantdraws:

It not only had a great Quentin Blake-like look and style (compare it to the amazing “The Rights of the Reader” poster below), but it made me think about the important role that we have as teachers in fostering a reading culture in our classrooms and developing in our young ones a lifelong love of reading.

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This is so good. . .

Most reading programs I’ve worked with are in agreement with the principle that kids have to love reading to want to do it often – although I did take a class in my teaching program that preached otherwise. The more kids read, the better they tend to achieve. The below infographic, which I found shared on usd343.net, is quite convincing for teachers, parents, and students alike:

 

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As I am an elementary school classroom teacher that prescribes to a transdisciplinary approach to teaching and learning, I am charged with delivering instruction in all of the disciplines. The PYP model itself gives me the responsibility of teaching language, math, science, and social studies at a minimum, and it is very clear that all teachers in a PYP school are considered language teachers.

Back to the “Stages of the Reader” . . .

I personally have gone through all of the stages of this infographic, but I have stopped hoarding books due to the transient nature of international teaching. It comes down to the simple but sad fact that the more books I bring along, the more my shipping costs will be to schlep them all to my next country. Otherwise, I see myself and my reading journey in most of the other 8 stages, and I feel like I have a strong identity as a reader. I really hope that my love of reading and writing rubs off on my students – and if it doesn’t for some, usually offering the chance for them to build a reading fort if they read enough does the trick! 😜

Do teachers have to be readers? 

Who am I to say who should be a teacher and who shouldn’t, but it might not be so controversial to say that you might not be made for teaching – especially if you are a reading teacher – if you don’t have a strong identity as a reader. This crosses over into the other disciplines as well. Should one be responsible for the future of our young mathematicians if one abhors math? Is it appropriate for a teacher to dive into a writer’s workshop with kids if he/she has never felt the urge to put pen to paper?

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your vs. you’re

This post doesn’t mean to be provocative, but I would like your feedback. If a teacher is not a reader, can they truly succeed as a reading teacher by just faking it? Are there certain age levels that can “survive” a non-reading teacher, or certain disciplines where a strong reader’s identity is not necessary?

Let us know in the comments below, and keep on coming back to educationrickshaw.com for posts about teaching and education today, including a recent series called Why would anyone want to become a teacher? 

And remember, it is never too late to start at Stage 1 of @grantdraws’s “Stages of the Reader”!

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Podcasts are Great Way to Develop Speaking and Listening

If you’ve ever checked out our Friends of Educationrickshaw.com page, you may have seen mention of my best friend Jim Stewart Allen’s ongoing podcast project, Historiography!. While the content is geared towards adults, we were able to collaborate on an episode that made it into my classroom:

 

 

In the episode, Jim makes a call out to all of my kids in Sudan, which immediately blew their minds when I showed it to them in class. He then goes into his typical dissection of a media piece, this time being the Phases of Matter episode of Bill Nye the Science Guy, which my students had just watched in preparation for this surprise event. The listen not only led to a lot of laughs and conversation about the science, but it intrigued my Year 5’s  to the point that they wanted to record their own podcasts!

Recording the Podcasts

Like a piece of writing, there are both linear and non-linear ways of arriving at a published podcast. For brainstorming, the kids and I love Inspiration, and I made sure to have students practice with partners or small audiences before they launched into the publishing stage. For the actual recording, I had students create a cover photo and then record their voice over it using Seesaw.

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Thanks @MrsGadtke for the poster!

See Also: 5 Ways to Get the Most Out of Seesaw, which has been retweeted a few times by Seesaw themselves

Learning Potential

Almost all of the students felt that they needed a few shots to actually get it right, and it was wonderful to watch students struggle to produce the exact words they needed to convey meaning. One of the biggest hurdles that some students had to jump was filling airtime with entertaining banter and commentary. Many at first experienced a sort of podcast stage fright that forced them to scrap their recording and start over again. In one outlying case, a student had to switch over to recording in iMovie so that they could edit out the long pauses that kept making it into his final recording.

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The more that I think about the potential learning that can occur from planning and recording podcasts, the more I want to get going on another unit that includes them as a learning engagement. As you can see from the below photo, most of my kids’ podcasts would be considered “segments”, but I am sure there is room for the other two methods  as well. Interviews especially sound cool.

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Photo: https://coschedule.com/blog/how-to-start-a-podcast/

As we connected our Seesaw blogs to a class outside of Sudan, the students also can learn how to promote their podcasts to reach a larger audience, how to provoke and stimulate thinking from others, and how to keep the conversation going in the comments. The parents in my classes have been very engaged with all of our online tools, so their podcasts could be the source of discussion at the dinner table, thereby extending the learning into the home. If you’re looking for ways to meet speaking and listening standards, podcasts might be the way to go.


What do you think? We at educationrickshaw.com appreciate the feedback that you leave in the comments area below, and we always respond.

Thanks for visiting!

 

3 Old School Elementary Events That Still Have Value (but Need to Change)

In a never-ending quest to innovate in the classroom, it can be easy to shun the traditional elements of Western education in favor of those that feel more trendy. Try posting a photo of a Science Fair on Twitter and you’ll get far fewer likes than if you post about students coding video games for a cardboard arcade (👈🏻 as I did). While I totally agree that there are some practices that are as dusty as an old chalkboard, this article is about three old school elementary events that may not be fashionable, but should still be a part of the curriculum.

#1 Science Fair

One of the downsides to putting on a traditional science fair is that it largely can come down to a competition between parents, rather than a good learning experience for the kids. In order to avoid this common problem, I had students bring in materials from home, but complete the experiments and boards in class. It may have taken more class time, but it gave me plenty of information to use to develop lessons that catered to the unique needs of this particular group.

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Another common problem with traditional science fairs is that the whole shebang is kicked off with little to no instructions or parameters, i.e. Prepare a science experiment, make a board and show it. 

This type of setup inevitably leads to very little understanding of the scientific method, or of basic scientific skills and concepts. Typically students end up creating cool projects like a potato clock or a volcano, but understand nothing about the science behind it. In my class’s science fair, we focused entirely on our UOI’s central idea, which was on the three states of matter. This way, students shared and built knowledge on the same topics. Students were only allowed to choose experiments that contributed to their collective understanding of the central idea, and we spent a lot of time reading texts, watching videos, and compiling information into online resources (Check out how to use Moodle in an elementary classroom).

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Finally, this science fair was not a competition trying to pit parents and students against their community members. It was a Year 5-only event that brought parents and students together to talk about the understandings that we had gained over the course of a six week unit. Did some students succeed more than others? Yes. Did anyone lose? Of course not!

#2 Spelling Bee

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Now that I just knocked turning elementary science fairs into competitions, let’s talk about the most notorious of all of the elementary academic competitions: The Spelling Bee. Let me be clear: I don’t have a problem with competitions that promote learning. I have a problem with competitions that only exist for competition’s sake (aka for the benefit of parents and teachers). When teachers set up a spelling bee in a way that promotes the learning of year-level spelling patterns, commonly misspelled year-level words, and develops a love of language, I am all for it.

My class’s spelling bee was a culmination of all of the work that we had put into spelling that year, and only included words that students had been tested on in weeks prior. There was home study time built into their homework schedules, but I structured it so that students would not exceed the required 15 minutes that they’d had all year anyway. I made sure to communicate my concerns to parents about turning this friendly competition into something that stressed students out to the point of disliking spelling, and they seemed to be on board. In the end, we were all proud of what the students had achieved, and they consequently did very well on the spelling portion of our end-of-year standardized assessments.

#3 End of Year Awards

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Much debate has surrounded how awarding students for every little achievement is turning the next generation (my generation?) into one that is thanklessly entitled and overprivileged. And if we’re giving students awards for something that they don’t earn, I guess I have to agree. At my school, we reward students for achievement in a variety of ways, but only those that deserve an award get one at the end of the year Prize Giving ceremony. We show a particular emphasis on progress, growth and development so that those students that deserve recognition for effort are recognized alongside students that are academically inclined. It may be old school, but it it an indispensable part of setting goals and achieving them in an academic setting.


 

What do you think? Would you scrap all of these in favor for alternative events? Am I wrong, and all of these need to go the way of the dinosaur? Comment below and keep coming back to educationrickshaw.com and check out our Teachers Pay Teachers.

 

 

Kids should read a book and build a freaking fort

Motivating kids to become lifelong readers is every teacher’s goal, but I’ll be the first to admit to having to resort to crummy prizes and rewards, including candy and toys, to get kids to read a book. In this short post, I want to offer a fun alternative: The blanket fort.


Set a goal with your readers to read a certain amount, and if they do, they can build a freaking fort.

The blanket fort is an incentive that links closely to reading (when they build it, they will read in it), and it costs you no money. Just send home a letter and collect blankets and sheets for a week. Once they design it and build it, have them read in it.

If your maintenance team is cool, have them string up some wires or ropes or something to hang the blankets and sheets. Push the desks together and make tunnels. During breaks, invite other classes in for a tour and read them a story. Who cares? It’s a fort!

At the end of the day, what students need from their teacher is someone that models their love of reading. Don’t take reading so seriously in elementary that you disenfranchise your base. Inject a shot of adrenaline into your reading program and let kids build a freaking fort.

The CODA Perspective on Teaching and Learning

I am the child of a Deaf mother, emphasis on the capital D. CODA has been a term used by some to refer to a “Child Of a Deaf Adult”, aka me. American Sign Language is one of my two home languages – and the one that I spend restless night practicing to the ceiling.

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My mom’s classroom of Deaf and hard-of-hearing preschoolers

It wasn’t until recently that I started to see my mother’s identity as a Deaf woman and a teacher of the Deaf as having a profound influence on my teaching practice. Let me explain.

For us CODAs. . .

Differentiation Comes More Naturally

My mom has to live in a world where many people prefer to communicate by speaking and hearing. While it’s easy to assume that most people have the decency to write their words on a piece of paper to explain something to my mom at a Jiffy Lube, I grew up seeing example after example of poor communication and a lack of differentiation from hearing people of all walks of life.

Maybe that’s why it always seemed like a no-brainer to me that teachers provide a variety of visual and audio cues for students, and to provide opportunities for students to produce work in the formats that suit them. Sometimes a whole class discussion can be intimidating; Use an online forum once in awhile. Some kids like to read by themselves; Create a balanced reading program in your classroom so that kids have the opportunity to read in multiple ways. There are many, many ways to get that “snapshot of learning”, and they don’t all have to be teacher directed or written by hand on a piece of paper.

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Check out this wikihow on How to Communicate with Deaf People

Which brings us to. . .

Technology is Ubiquitous

If you just started reading here, my mom is Deaf, meaning that she cannot hear out of both ears and uses American Sign Language and English to communicate with people. The technology that I grew up watching my mother use has improved dramatically. I have to admit that I am a bit nostalgic right now thinking back at the old days of the TTY and the phone operators, and how that has now been replaced by the iPhone in my mom’s pocket.

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Things have changed so fast, but let’s be clear: We were using that 1980’s device (TTY) throughout the nineties and well into the 2000’s.

While my mom would be first to admit that she is not the most tech-savvy teacher, I wonder if somewhere between the vibrating mattress alarm clock and the flashing doorbell did I start to conceptualize technology differently than if I had been brought up in a hearing household.

In my view, technology should be completely ubiquitous during the learning process. Why some teachers still see technology as a completely separate entity and subject that has no connection to learning is beyond me. In a 21st Century-minded classroom, a student’s device is as ubiquitous as a wall clock, and a teacher plans for ways to maximize learning without focusing on any one tool or device.

Noisy is Overrated

There’s definitely been a trend in recent years to focus on aesthetics more than on evidence of student learning. My Twitter Feed is always full of teachers and administrators professing a “new” messy and noisy style of learning. Now, while my classroom can get that way when the task fits the learning, you can also find my entire class sitting around with headphones while diligently completing a project.

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They’re not flopping under tables with exercise balls and wearing beanbag hats, so they must not be learning!!

My mom’s classroom (which was also my classroom when I was in preschool) is an entirely silent place, but with a lot of language going on. Students are signing, sharing, playing and fighting in the quietest preschool you’ve ever seen. Whether or not you’re a control freak or a laissez-faire style teacher, a classroom shouldn’t always be noisy, and it should definitely never be deafening. Take a page out of a Deaf teacher’s classroom and have a silent day or hour to celebrate the inaudible sounds of learning.

Respect for Home Language and Language Minorities

Raised during a time when sign language has become increasingly threatened by the hearing folks that prefer an implant-only approach for their Deaf children, rather than learning a bit of sign language, I see home language as an important part of my students’ identities.

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Loss of home language is especially an important issue in the international teaching circuit, where many students’ school language is interfering with the students’ retention of their home language. When a child loses their home language to the point that they are no longer comfortable speaking or signing it, it’s nearly impossible to see the transfer of home language to the next generation. It gets even worse for language minorities without a sizable population or community in a child’s host country that can help support home language acquisition.

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Deafness is such a part of my life that it may have even found its way into my teaching. I hope you enjoyed this and other articles you have read at educationrickshaw.com, and I promise that I will keep on signing all of my ideas for blog posts to the ceiling on restless nights.

First, Second, Third, Fourth, Fifth, Sixth - TeachersPayTeachers.com