The Learning Curve

December 6, 2019December 8, 2019 vjmacgregor

Instructional Challenges in the Classroom: An Interview with Dr. Walker

I sat down with my administrator, Dr. Melita Walker for an evaluation, and while we were chatting I was fortunate that she consented to be interviewed for my blog! Dr. Walker is the principal of a large middle school with a diverse student population. Not only is she a fearless leader, but also has expertise in language arts and instruction. Therefore, my question to her was: What are the biggest challenges in language arts instruction today? What follows is a synopsis of her answer to this question.

Dr. Walker: “One of the biggest challenges in the English classroom today has to do with the delivery of instruction being too narrow. Our students are a diverse group of learners with different skills and backgrounds. In middle school, teachers are challenged to find different instructional strategies for struggling learners, students with developing executive functioning skills, and students that have not yet learned to advocate for themselves and their needs. Because of the changes in our society today, teachers need to change their teaching styles. What has worked in the past, old habits and old ways, will no longer work for our students. Society has changed and our practices need to change also. Teachers in the classroom need to focus on teaching 21st Century Skills, so that students can be successful in tomorrow’s world. Also, teachers should familiarize themselves with a variety of research-based instructional strategies, so that they can reach every student” (Dr. Melita Walker, personal communication, December 2nd, 2019).

Dr. Walker is concerned that all her staff engage the students in learning. Not only are 21st Century skills evidently important to her, but also that teachers are using many instructional strategies. After our conversation, I looked up some resources to remind myself of the research. Ofcourse, that led me to Marzano:

TEN Effective Research-Based Instructional Strategies

Robert J. Marzano

Robert J. Marzano (2000) identified ten research-based, effective

instructional strategies that cut across all content areas and all grade levels.

1. Vocabulary: Research indicates that student achievement will increase

by 12 percentile points when students are taught 10-12 words a week; 33

percentile points when vocabulary is focused on specific words important to

what students are learning. Requires specific approaches. (Effect size=0.95

or 32 percentile points)

2. Comparing, contrasting, classifying, analogies, and metaphors:

These processes are connected as each requires students to analyze two or

more elements in terms of their similarities and differences in one or more

characteristics. This strategy has the greatest effect size on student learning.

Techniques vary by age level. (Effect size=l .61 or 45 percentile points)

3. Summarizing and note-taking: To summarize is to fill in missing

information and translate information into a synthesized, brief form. Note-

taking is the process of students’ using notes as a work in progress and/or

teachers’ preparing notes to guide instruction. (Effect size=l .0 or 34

percentile points)

4. Reinforcing effort and giving praise: Simply teaching many students

that added effort will pay off in terms of achievement actually increases

student achievement more than techniques for time management and

comprehension of new material. Praise, when recognizing students for

legitimate achievements, is also effective. (Effect size=0.8 or 29 percentile

points)

5. Homework and practice: These provide students with opportunities to

deepen their understanding and skills relative to presented content.

Effectiveness depends on the quality and frequency of teacher feedback, among

other factors. (Effect size=O.77 or 28 percentile points)

6. Nonlinguistic representation: Knowledge is generally stored in two

forms—linguistic form and imagery. Simple yet powerful non-linguistic

instructional techniques such as graphic organizers, pictures and

pictographs, concrete representations, and creating mental images improve

learning. (Effect size=0.75 or 27 percentile points)

7. Cooperative learning: Effective when used right; ineffective when

overused. Students still need time to practice skills and processes

independently. (Effect size=0.74 or 27 percentile points)

8. Setting objectives and providing feedback: Goal setting is the process

of establishing direction and purpose. Providing frequent and specific

feedback related to learning objectives is one of the most effective strategies

to increase student achievement. (Effect size=0.61 or 23 percentile points)

9. Generating and testing hypotheses: Involves students directly in

applying knowledge to a specific situation. Deductive thinking (making a

prediction about a future action or event) is more effective than inductive

thinking (drawing conclusions based on information known or presented.)

Both are valuable. (Effect size=0.61 or 23 percentile points)

10. Cues, questions, and advanced organizers: These strategies help

students retrieve what they already know on a topic. Cues are straight-

forward ways of activating prior knowledge; questions help students to

identify missing information; advanced organizers are organizational

frameworks presented in advance of learning. (Effect size=0.59 or 22

percentile points)

Works Cited

Marzano, R. (2000). What Works in Classroom Instruction. Alexandria, VA. ASCD.

November 24, 2019 vjmacgregor

Online Reputation in a Digital World

You might not realize it, but today our reputation precedes us everywhere we go. Before a important meeting, interview, or introduction with you, many people do a quick Google search and learn more about you. If you haven’t examined your online presence recently, it might be time that you did a quick search to find out what the internet reveals about you. Unlike Joan Jett who didn’t “give a d— about her bad reputation,” as an educator and professional it’s important to review our digital profile and make sure that the reputation that precedes us is a good one!

In “9 Essential Online Reputation Management Tips for Educators,” Jennifer Bridges recommends several strategies to manage your online reputations. Bridges suggests you start by doing a Google search. Look to see which social media sites show up in the search. If you don’t want these accounts showing up, you need to go into the settings on each social media account and make sure they are not linked to google. http://eputationdefender.com/blog/professionals/9-essential-online-reputation-management-tips-for-educators

This is just the tip of the iceburg! You may find more uncomfortable information in the search. To remove this information, you may find you have to contact websites and google to have the information removed. Leslie Fantone has written an excellent article on how to clean up your online results aptly called, “How to clean up your Google Search Results.” If you see anything in your search results that makes you cringe, I encourage you to read this article and take the necessary measures to clean up your reputation. https://www.internetreputation.com/blog/clean-up-your-search-results-to-safeguard-your-reputation-privacy-online/

Jennifer Bridges also encourages the two-fold strategies of watching your posts and content and creating positive content. Bridges gives examples of teachers being fired for posting pictures of themselves with a glass of wine, and in a bikini! Yes! Your innocent vacation picture may prevent you from getting a new job, or cause you to lose the one you have. These examples should have teachers everywhere rushing to Facebook to check their privacy settings. More egregious, however, are the examples of teachers using Facebook to post complaints about their schools, jobs, or students. Just don’t do it. Not only is it unprofessional and reflects poorly on your character, it can (and some would argue should) get you fired!

Instead, Bridges says, create a positive and professional online presence that showcases your skills and creativity. You want these blogs, tweets and posts to show up first on any search. Bridges suggests that you post responses on educational forums and publish articles or offer to be interviewed for a blog or podcast. (Not making any hints here to my fellow educators about being interviewed for my blog. No. I wouldn’t do that!) These positve posts should start pushing up into the search results, creating a digital reputation that you can be proud of.

Think about your online reputation as a brand. Ben Johnson in “What’s Your Teacher Reputation,” states that your brand is “what you’re known for and how other people perceive you.” https://www.edutopia.org/article/whats-your-teacher-reputation You might want to consider creating an online brand. If you consider yourself a caring, empathic teacher, why not share an article on trauma informed education. If you are up on the latest digital tools, why not create a video that teaches other educators how to use it in the classroom? Make sure that your brand is how you present yourself in public and online. You might be the consumate professional in the classroom, but if your social media accounts are full of college party pictures, watch out! Your reputation may be preceding you!

November 15, 2019 vjmacgregor

My Path on the Learning Curve

I recently started a new journey in education, pursuing my Masters in Curriculum and Instruction at Northwest Missouri State University. My first course, Leading in the Digital Age has been challenging me to critically assess online resources for instruction and add new tools and apps to my classroom’s digital repertoire. What I have noticed, is that the class is challenging me to explore new apps and websites, and to venture out and take risks with my teaching.

I’ve chosen to call my blog “The Learning Curve,” because the curve is a powerful symbol of my journey in education. I visualize the curve in terms of my growth, as I gradually add to my tools and proficiency as an eduator. The curve is also a comforting reminder that when the curve is steep, I am actually learning a lot in a short amount of time. This has been especially important to remember in my digital technology class. Learning how to use new websites and apps in the classroom often replicates a steep learning curve, as we are acquiring and using new skills quickly as opposed to learning an instrument which has a slower curve over time. There have been times in my career as an educator where I have felt that my journey is on a plateau. A plateau can be a good pause, a comfortable place to rest for a short time, but it can also be a place of stagnation. I am happiest when I’m growing as a person and as a teacher. Even during my busiest weeks, think parent-teacher conferences, I have discovered more energy and vitality in my teaching while taking college courses. My initial fear that studying and teaching at the same time would be overwhelming have been quelled. It’s the opposite! My classes are bringing new energy and life to my outlook and teaching.

I’d like this blog to document my journey as I progress through my Masters degree. Not only in terms of what I am studying and how I am applying it to my classroom, but also in terms of my personal growth as an educator. Some of the posts may include apps and tools that I am learning to use in the classroom, while others may reflect more on the social, or even psychological aspects of teaching. While this is a very personal journey for me as an educator, my hope is that other teachers will be able to draw inspiration from my story and what I have to share.

I think my journey has been full of new beginnings lately. And I’ve chosen the image of mountains to place on my home page. They call my journey to mind, and also a song. In Tracy Chapman’s “At this Point in My Life,” she sings, “I’ve conquered hills, but I still have mountains to climb.” I’m remembering that mountain climbing is a metaphor for my life as a teacher. When the curve is the steepest, you are learning the most. The climb may be tiring at times, but right now, I am finding it exhilarating.

November 11, 2019 vjmacgregor

Why am I blogging?

The biggest reason to start a blog is to connect! I want to connect with other educators and share what I am doing in the classroom: lessons, strategies, and resources. In some ways, this will be an archive for me of the tools that I use and of my growth as a teacher. It can be a place where I reflect on my teaching, and a place where I share what I am learning with others. I have grown as a teacher from learning from others. From my first year teaching mentor to Youtube presenters to other teaching blogs, I have found inspiration and advice from my fellow educators that has helped me become a better teacher. As I continue on, my blog is a place where I can share my learning journey with you.