How this can be used in the classroom: This method of grouping is ideal for group projects require students to work collaboratively on a topic of their choice. This is a semi-anonymous grouping strategy to ensure that students are all working on a topic they enjoy with classmates that are also interested in the topic instead of always working in the same groups. Method:
Explore other fun uses of sticky notes in the classroom on Pintrest.
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Objective: In 10 minutes, build the tallest newspaper structure possible using the materials given.
Materials Needed: 1. Two sheets of newspaper 2. One metre of masking tape 3. Scissors How this can be used in the classroom: For activities like this one, some teachers will argue that there is no time to engage students in these types of activities because there is often no explicit link to curriculum content. Of course, others are more creative and can find ways to use team building exercises such as this one as analogies for concepts to be learned in class. I argue that there is inherent value to these exercise themselves. When teachers teach only subject matter, we fall into what Paulo Freire calls "the banking model of education," in which we treat student minds as empty containers which to deposit information. However, when teachers shift their focus to teaching students, we acknowledge them as individuals that need to be taught essential skills such as teamwork, cooperation, communication, and problem solving. The ICE model of learning is broken down into Ideas, Connections, and Extensions. This is a classification on the levels of thinking similar to Bloom's Taxonomy. Students who can demonstrate knowledge at the ideas level are able to recall basic facts, definitions, vocabulary, steps...etc. Students can make connections by linking their knowledge to themselves (create personal meaning), or to other ideas in the course. Extensions is the highest level of thinking; it refers to the use of ideas in a new or novel way that can be far removed from its original context - an "AHA" or "SO WHAT?" moment, so to speak. My first exposure to the ICE model was in a second year drama course I took called "Theatre in the Age of Film and Television" - a phenomenal course with an incredibly challenging, relevant, and valuable assessment method. Our course grade was based on how we did on a series of what my instructor called "ICE Assignments." Though short in length (1-2 pages), these assignments not only required students to understand basic ideas talked about in lecture, but asked them to think and reflect on these ideas critically and connect them to the world in meaningful ways. Sounds simple, but a well-written and well-thought out ideas, connections, and extensions paper involves a great deal of rigor. What is especially appealing about this method of assessment is that it is incredibly adaptable (i.e. "cross-disciplinary" in teacher jargon), and it allowed our instructor to offer us choice in the topics we chose to write about after each unit. Not only did we spend an entire lecture discussing the ICE assignments and grading, we were also given exemplars of level 1, 2, 3 and 4 work after every assignment had been graded. Moreover, the instructor offered a clear, consistent, qualitative rubric that described exactly how to move from one level to the next (e.g. from connections to extensions). Needless to say, the ICE assignments really engaged me with the course content, and offered me a chance to reflect on my learning in ways that made complete sense, and yet left me wondering why I hadn't started using ICE to think about my learning earlier! My second exposure to the ICE methodology was, of course, in one of my education courses. Instead of using it as a summative assessment tool (assessment of learning), my instructor choose to use it as a formative tool (assessment as and of learning. She briefly explained to us what each category in the ICE model represented (posed in a series of guiding questions) and after each class, we would be asked to write down 2-3 ideas, connections, and extensions we learned that day in the class:
Use of the ICE model in the classroom can take a variety of forms (summative v. formative), and can also range in complexity. If you're interested in learning more about the effective use of the ICE model in classroom assessment I recommend this paper by Sue Fostaty Young. She also writes about developing rubric criteria with students. It's a very interesting read. Have you used the ICE model of learning in your classroom? If so, I'd love to hear about your experience in the comments below! Reference Young, Sue Fostaty. 2005. Teaching, learning, and assessment in higher education: Using ICE to improve student learning. Proceedings of the Improving Student Learning Symposium 13: 105-115. In both my curriculum studies classes (one for biology and one for mathematics), we have been asked to document our own learning through "Bio Blogs" or journaling. The idea is simple- give students a small notebook and at the end of each lesson, and ask them to reflect on something they have learned that day. Teachers can read through their students' entries each day and begin a dialogue with them; commenting on their thoughts, offering suggestions, and answering their questions. It's also a good way to keep students in their seats during the last five minutes of each lesson, and allows them time to consolidate their learning.
Both my instructors use this journaling method differently with their students. Here, I will explain both and include my thoughts and comments about them. BIO BLOGS After watching a video, or participating in an activity, we are sometimes asked to write down our thoughts about the activity, something we learned, or what the "take away" points are. We are usually given the last five minutes of class to write down an ICE (Information, Connections, Extensions) entry about a teaching technique or strategy we learned that day. The ICE method works well because it is an open ended question so it allows students to pick any part of the lesson they want to write about. ICE also provides a neat scaffold for students organize their thoughts. MATH JOURNALING In math class, we are usually given a question of the day to write about and this must be handed in at the end of each period. It's a good way to keep students in their seats (and not packing up their bags) at the end of class and allows them time to consolidate their knowledge. Asking more directed questions are good for students who need more help coming up with a topic to write about because they may not be able to hone in on a topic of choice. By giving students a specific question, you can be strategic about the types of questions you ask in order to get them thinking about the overall course or unit expectations as it relates to the work they were doing that day. Asking students something like, "Create a mnemonic to help you remember the steps to graphing a trig function" would be an example of a directed question, can have a different impact than asking a more open-ended question such as, "Write about three things you learned in class today, and explain why you picked each one." You can also use journals as a way to collect information from students, such as what topic they would like to choose for their next assignment, which group members they would like to work with, what materials they might need for a project...etc. EXPERIENCE IN PRACTICUM I decided to test out the idea of journaling out during my placement and I'm happy to report that it was a successful endeavor! I implemented journals at the beginning of the chemistry unit in both the grade 9 academic and applied classes I was student teaching in. For the applied class, I gave students the option of choosing a handmade notebook with either lined paper, or blank paper (I hole punched the pages, stapled them together, and used coloured paper as the title page). Students who have trouble with writing may need a more organized space to write their thoughts (hence, the lined paper), whereas students who were more creative thinkers like having an open space to create mind-maps, draw pictures and diagrams (blank paper). Since the academic class was significantly larger, my associate teacher and I decided to purchase pre-made notebooks for them instead. I was surprised at the range of ways students chose to use their notebooks. In the applied class, I told the students that they would have the option to refer to their notebook during the unit test. I immediately saw greater rigor in note-taking, and I quickly learned which students were being lazy with their notes and which ones genuinely did not have the skills to do so. In the academic class, the journaling was mainly used as a way to gauge how much of the lesson students were able to understand. Sometimes I would ask application questions related to the content I was teaching, other times I chose to use it as an opportunity to review what was learned the previous day. Each night, I would spend about an hour and a half reading through these journals and providing students with comments and feedback. They were also a way to see what aspects of a lesson I needed to work on. Students loved reading through the comments and seeing the stickers they would get, and I got several positive reactions with this. One student, who tended not to talk much in class, used the journals to ask me questions about chemistry, and from there we began a paper conversation that continued for the rest of the unit. Not only did the journals gave me insight into what students were and were not thinking about when it came to chemistry, they also gave me ideas as to how I can build on my teaching. In one entry, I asked students to explain to me why an aluminium pop can "crushed" itself when moved rapidly from boiling water to cold water. A couple students decided to draw diagrams as a part of their answer. I thought this was an excellent way to supplement written information, so I took pictures of the students' work, not just the exemplary ones, but ones from every level. I complied these into a Powerpoint and used it as a way to give students feedback about their entries the next day. If I had more time with the students, I could have built on this method of formative assessment by providing them the opportunity to assess themselves and their peers as well (assessment as learning). Of course, I would have to carefully scaffold this so that students understood how to give constructive feedback (e.g. criticize the work, not the person). Ideally, by the time the summative assessment rolls around, students would have the tools to reflect critically on their own learning, and knowledge to understand how to improve their own work. As one can see, there are a variety of methods that the journaling/blogging technique can be adopted in the everyday classroom. Let me know in the comments below what ideas or suggestions you have for journaling in the classroom! Diagnostic Assessment"Walkabouts" are a fun way to get all students to move around, interact and engage in a dialogue with others in the classroom. This strategy is especially effective for more introverted personality types because it does not put anyone on the spot.
Here's an example of how we used walkabouts in my curriculum class today:
Once the papers with the most stickers (ones which most students are interested in) are collected, the teacher has several options of what to do with them:
Can you think of others ways this strategy can be implemented in the classroom? Let me know in the comments below! Place mats are a quick and easy tool to get small groups of students brainstorming about a topic, and they are super easy to produce. All you need is a large sheet of paper and a marker. Instructions: 1. On a large sheet of paper, draw a circle in the centre. This will be the area where students write down commonalities or a summary of what they discussed. 2. Draw spokes running from the edge of the circle to the edge of the page, and use these spokes to divide the page into equal sections. In this example, the spokes divide the page into four sections, so students will need to be in groups of four: How to Use Place Mats: This method works best in small groups of 3-4. After giving your students a prompt or guiding question, have them brainstorm a list of words, phrases, or pictures that relate to your prompt. Each student is given their own section on the place mat. Have them record their name somewhere on the page for accountability. Tell the students to put their writing utensils down on their desk as a signal to other group members that they are ready to begin discussion. When every student has placed their pen or pencil down on their desk, then it is time for the group to share their answers with each other. A designated scribe will then record a summary of their main discussion points into the box in the middle of the page. Groups can be asked to share their answers at the end, or the teacher can collect the place mats to use as a formative assessment. "When students copy notes, they are reproducing a record of YOUR learning, not THEIRS." How do we create a learning experience that is meaningful?
Traditional classrooms often present students with the information they are expected to know, and students are expected to regurgitate that information on a test or final paper. Who is really doing the learning here? Psychotactics.com suggests that people can retain 90% of what they learn when they teach someone else or put the information to use immediately. What does this mean for our students? How much are they really learning from copying down notes from a blackboard? The way Catherine Christie from Queen's University puts it, "When students copy notes, they are reproducing a record of YOUR learning, not THEIRS." Explore First, Explain Later is a teaching method that first immerses students in a shared experience, like doing a lab, participating in a simulation, going out on a field study...etc., and the debriefing and/or note-taking part occurs after. Traditionally, students are given information on a topic and then asked to apply the skills they learned later. I'm not advocating for any one particular teaching method because I believe there is a time and place for everything (yes, even lectures). However, let me point out some of the benefits to the Explore First, Explain Later model. 1) Allow students the vocation of failure. Yes, tell them to take changes, make mistakes and get messy(!), because let's be real - we probably learned more from Magic School Bus than from a majority of our classroom lectures. 2) Create meaning. Authentic tasks and discovery-based learning allow students to tailor their learning experiences to their personal learning style. Students are likely to remember more from a concept where they create their own connections rather than from notes-based or lecture-based classes. 3) Sense of ownership over their own learning. Teachers exist to help learners learn, so why do we feel the need to be at the center of attention all the time? In this model of teaching and learning, teachers are seen as facilitators, and students play a central role in the learning process. Explain Later Once the Explore portion has been completed, the class gathers as a whole to explain and debrief the phenomenon they observed. In the beginning, the teacher is likely to take on a bigger role as guide; perhaps asking more questions or providing more support to the students. Instead of preparing a note for students to copy beforehand, the students' observations will dictate what notes they end up recording. Once the students have seen this type of learning modeled, they can direct the creation of their own notes while the teacher continues to monitor their progress. Mistakes I Vow Never to Repeat #1 - Going Overtime There's two minutes of class left, and Mrs. M is still going on and on about the bullet points on her lecture slides. I turn to my left and see that my classmate is equally unimpressed. She frowns at me and points at her wrist as if to indicate the time. Students are getting restless and begin to pack their bags. One guy has his head down on the table and appears fast asleep.
"And one last thing before you go, I just wanted to point out the importance of goal setting..." Mrs. M drones on. She flips to the next slide. "And one MORE thing, which I think is important to mention..." I groan internally and wonder how many "last things" she still has to point out - there were a total of three. By the time she finally ended we were ten minutes overtime and she still wasn't finished. There were three handouts she wanted us to pick up on our way out, and by that point I had already stopped caring. A good teacher should be respectful of students' time. When students know a class is about to end, their bags are usually packed five minutes ahead of time. As a teacher, there are strategies (link to be added later) for keeping your students busy near the end of a period, but lecturing is NOT the way to do it. What could Mrs. M have done better? For one, I would have appreciated if she recognized that the last ten minutes of class is probably the worst time to introduce new material. As with the handouts, she could have laid those out on a table prior to class and have students pick them up on the way in. That way, students don't feel like they've been giving extra "work" at the end of class. I'm currently taking a two hour elective course that runs from 3:50 pm-5:50 pm, and for me, it's a BIG struggle to stay awake during those times, especially if someone is lecturing at me. The incident I described above is real (it happened today), and the worst part of that is that my instructor has consistently been going overtime. No matter how pressured you as a teacher may feel to finish your lesson when there's only two minutes of class time left - I urge you not to. First off, it's more likely than not that we're all just staring at the clock anyway. Secondly, getting your points through to your students will not be effective when they are all probably thinking about how hungry they are, or how they have other commitments to get to (e.g. another class). You begin to walk yourself into hostile territory when you run classes overtime because students will quickly lose interest in the class and their respect for you. When I stepped into my first CURR 303 (Intro to Teaching Biology Class) at Queen's, I noticed that tables were arranged into groups of four and each desk had a sticky note with a name written on it. For simplicity's sake, our instructor simply made seating our assignments follow alphabetical order.
At each table, there were four coloured pieces of paper, markers, crayons and stickers. The instructions on the board prompted students to use the material in front of them to design their own name tags - an easy, relatively quiet activity to do while the teacher is still getting things sorted out for the rest of the day. I found this to be an effective strategy because it forces students to socialize with others whom they may not have been in contact with before. Personally, it took a lot of the pressure off me to find my own seat in the class - a very real fear I might add. Having to find your seat in the classroom is sort of like those awkward moments when you're at the cafeteria and desperately scanning the room to see if there's anyone you know so you can sit with them. Then, once you DO find a seat, you're usually there for the rest of the year, which can be good or bad depending on the content. If this has happened to you before, you'll know what I mean. I have also never sat with the same four people since classes started, and I'm enjoying it so far. Aside from getting to meet other students in the class, it is also useful to exchange ideas with different people and adds an element of surprise to my day. As with everything, there is a balance to be met of course. How often should I ask students to change their seating? Should I allow students to sit with friends? The answers to those questions will depend on the class and the results you want to achieve. If you have assigned a group project, and you want students to work in pre-assigned groups, then assigned seating will be the way to go. Some days, you may let the students pick their own seats, and they may find the class more enjoyable that way because they get to sit next to their friends. If students are getting too distracted by their friends, you could offer them a choice, "What would work better for you? To sit next to each other and restrain yourselves? ... Or to change seats so you won't be tempted?" (Faber and Mazlish 90-91) Works Cited Faber, Adele, and Elaine Mazlish. How to Talk So Kids Can Learn. Toronto: Scribner, 1995. Print I'm currently taking an "Intro to Teaching Biology" class at the Faculty of Education at Queen's University and already I'm picking up lots of useful tips and hints for teaching in the classroom. My favourite tidbit this week is the meditation bowl as a way to signal to the class that you are ready to begin. It's a quick and effective strategy that doesn't involve any yelling or awkward hand gestures, just you and the bowl. As an added bonus, it makes a very soothing and relaxing sound when it is struck.
This strategy has worked very well in our classroom of 30 so far, and my teacher (Cathy) said that the reason she began to use the meditation bowl was because she was able to witness it's effectiveness at a conference of 300! Our class is able to engage in more frequent small group discussions and breaks because of how effectively we can all be called back to attention as a result of this bowl. If you know any other strategies for calling a class to attention, please share them in the comments below. |
A Note from the Author
This blog documents some of the things I learned while I was in teacher's college at Queen's University in Kingston, Ontario back in 2015. Many of the ideas presented here are taken from my classes, professors, and fellow students. I do not take personal credit for the work presented here. Categories
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