Archive for the ‘Engaging Students’ Category

Proof that Batman is Real

March 5, 2013

batman

 

So it seems Batman is real! My students could have told you that ages ago:

A man dressed as Batman walked into a police station in Bradford holding a wanted suspect by the scruff of the neck and telling officers ‘I’ve caught this one for you’ before vanishing into the night.

The caped crusader swooped into Trafalgar House police station in the West Yorkshire city with the tracksuit-wearing man last Monday and handed him over before doing a disappearing act in true Batman style.

The entire incident was caught on CCTV, with Batman – wearing full costume including mask and cape – shown waiting at the front counter with the suspect, who was wanted for handling stolen goods and fraud, before officers arrested him.

A 27-year-old man is now due at Bradford Magistrates’ court on March 8 charged with handling stolen goods.

A spokesman for West Yorskshire Police said today: ‘Last week we had a very strange occurrence at the police station when a male wanted for an offence in our area was ‘escorted’ up to our help desk at Trafalgar House by Batman.

‘Batman came up to the help desk, stated to the staff “I’ve caught this one for you” and then promptly vanished into the night.

‘The whole bizarre incident was captured on CCTV.

bat

Click on the link to read Could This be the Most Violent High School Test Question Ever?

Click on the link to read Six Valuable Steps to Making Positive Changes in Your Teaching

Click on the link to read 10 Art Related Games for the Classroom

Click on the link to read 5 Rules for Rewarding Students

Click on the link to read Tips for Engaging the Struggling Learner

Click on the link to read the Phonics debate.

Oscar Special: Teaching Film Literacy in the Classroom

February 25, 2013

oscar

 

I love film and take much pleasure in teaching my students a subject called Movie Comprehension.

Courtesy of edutopia.org, the following is a list of resources for teaching film literacy in the classroom:

 

  • Teaching for Visual Literacy: 50 Great Young Adult Films: Authors Alan B. Teasley and Ann Wilder share tips for using film as a classroom tool, and include an extensive list of films that are perfect for young adults, focusing on lesser-known flicks, classic films, and movies that students have not likely seen.

 

  • Oscar-Nominated Flicks for Families: Common Sense Media produced this list of reviews of 2013’s Oscar-nominated films for the whole family. Included are reviews for animated films, Brave and Frankenweenie, and films based on historial events, Lincoln and Argo.

 

 

  • 12 Basic Ways to Teach Media Literacy (PDF): This guide from Ithaca College is a great beginners resource for teaching media and film literacy. The tips included by authors Cyndy Scheibe and Faith Rogow are a great kickstarter for any media literacy unit, including suggestions for stimulating student interest in new topics and encouraging students to think about how media messages influence them.

 

 

And while we are on the Oscar theme, here is my all time favourite Oscar clip from my childhood. Enjoy!

 

Click on the link to read Could This be the Most Violent High School Test Question Ever?

Click on the link to read Six Valuable Steps to Making Positive Changes in Your Teaching

Click on the link to read 10 Art Related Games for the Classroom

Click on the link to read 5 Rules for Rewarding Students

Click on the link to read Tips for Engaging the Struggling Learner

Click on the link to read the Phonics debate.

The First Grader Who Won His Classmates a Day Off School (Video)

February 8, 2013

 

I’m sure his teacher is grateful too:

One straight-shooting first grader quickly became the big man on campus when he sank a free throw to earn his classmates a day off from school the Monday after Super Bowl XLVII.

According to description accompanying the video on YouTube, the proposition at Mater Dei School in Bethesda, Md. was simple: make the foul shot and spend Super Bowl Monday out of the classroom. After a few older students missed their 3-point attempts, Blake Harper was given the opportunity to earn a day off for the entire school from the free throw line.

Harper stayed poised under pressure and sank the shot to the delight of his classmates, who all rushed the youngster immediately after securing the three-day weekend.

 

Click on the link to read Could This be the Most Violent High School Test Question Ever?

Click on the link to read Six Valuable Steps to Making Positive Changes in Your Teaching

Click on the link to read 10 Art Related Games for the Classroom

Click on the link to read 5 Rules for Rewarding Students

Click on the link to read Tips for Engaging the Struggling Learner

Click on the link to read the Phonics debate.

Could This be the Most Violent High School Test Question Ever?

January 31, 2013

question

I realise that the teacher involved was more than likely aiming to engage his class with an edgy test question. Whilst I understand the motives and agree with the intentions behind the question, the question itself is totally crude and unacceptable:

The fate of Florida science teacher Dean Liptak is unclear as parents express concern over violent test questions that involve propelling students and driving over babies.

According to WTSP, the Fivay High School teacher in Hudson, Fla., assigned test questions like:

“A 50 kg student has a momentum of 500 kg m/s as the teacher launches him toward the wall, what is the velocity of the student heading toward the wall?”“A northbound car with a velocity of 100 m/s ran over a baby with a momentum of 800 kg m/s, what is the mass of the car?”

Parents tell WTSP that the test questions are “violent” and “inappropriate.” School officials have not disclosed the teacher’s status at the school.

Liptak has been teaching in Pasco County Schools for several years and recently moved to Fivay from Ridgewood High School. His students at Ridgewood had positive reviews of his teaching on RateMyTeachers.com. One student calls him the “best teacher in the world.”

 

Click on the link to read Six Valuable Steps to Making Positive Changes in Your Teaching

Click on the link to read 10 Art Related Games for the Classroom

Click on the link to read 5 Rules for Rewarding Students

Click on the link to read Tips for Engaging the Struggling Learner

Click on the link to read the Phonics debate.

Six Valuable Steps to Making Positive Changes in Your Teaching

January 27, 2013

change

Courtesy of facultyfocus.com:

1. Think about what needs to change before deciding on a change – I regularly lead workshops on campuses across the country and often worry that there are carts being placed before unseen horses. When I’m asked to present, I’m usually counseled that faculty attending will want techniques, new ideas, strategies that work, and pragmatic things they can do in the classroom. But that’s not where the change process should begin. It should start with a question, ‘What am I doing that isn’t promoting learning or very much learning?’ Or, ‘What am I doing that I’ve probably done the same way for too long?’ Once you see the horse, you can better pick out a cart to put behind it.

2. Lay the groundwork for the change – I regularly object to the “just do it” approach to instructional change, as if we all work in a Nike commercial. The motivation is admirable but every instructional situation is unique. Teachers are different, students are different and we don’t all teach the same content in the same kind of courses. Whatever a teacher does must be adapted so that it fits the peculiarities of the given instructional situation. Don’t just do it before having given careful thought to how the change will work with your content, your students, and when you use it.

3. Incorporate change systematically – Beyond adapting the change, teachers need to prepare for its implementation. This means considering when (or if) it fits with the content, what skills it requires and whether students have those skills. If they don’t, how could those skills be developed? It also means valuing the change process by giving it your full and focused attention so as to ensure the new approach has the best possible chance of succeeding.

4. Change a little before changing a lot – Too often faculty have “conversion experiences” about themselves as teachers. They go to a conference or read a book, get convinced that they could be doing so much better and decide to change all sorts of things at once. They envision a whole new course taught by an entirely different teacher. Unfortunately, that much change is often hard on students and equally difficult for teachers to sustain.

5. Determine in advance how you will know whether the change is a success – It’s too bad that assessment has come to carry so much negative baggage, because when it’s about a teacher trying something new and wanting to know if it works, assessment provides much needed of objectivity. If you determine beforehand what success is going to look like, then you are much less likely to be blinded by how much everybody liked it. In this giant review of the change literature I mentioned earlier, only 21% of the articles contained “strong evidence to support claims of success or failure.”

6. Have realistic expectations for success – No matter how innovative, creative and wonderful the new idea may be, it isn’t going to be perfect and it isn’t going to be the best learning experience possible for every student or the pinnacle of your teaching career. Everything we do in class has mixed results; any new approach will work really well for some students, in some classes, on some days. Know that going in, remind yourself regularly, and don’t let it discourage you from continuing to make positive changes.

Click on the link to read 10 Art Related Games for the Classroom

Click on the link to read 5 Rules for Rewarding Students

Click on the link to read Tips for Engaging the Struggling Learner

Click on the link to read the Phonics debate.

Teaching Children about the Solar Eclipse

November 14, 2012

 

Some great links for teachers and parents courtesy of exploratorium.edu:

NASA Eclipse Home Page
Includes detailed technical information on eclipses past and future.

Mr. Eclipse
An excellent resource for eclipse information, including primers for novices and plenty of eclipse photography.

Eclipse-Chaser/Bob Yen’s WAY OUT Photography
An extensive photo archive of solar eclipses.

Eclipse Chaser
A substantial solar eclipse Web site, including guides to planning a successful eclipse expedition, eclipse photography tips, an “Eclipse Chaser’s Journal,” and a photo gallery.

Total Eclipses of the Sun.
Reminisences of many eclipses, with lots of additional information and links.

Eclipse in a Different Light
Eclipse stories from Mongolia, Turkey, West Africa, and Egypt are told by a professional storyteller in a series of videos. Transcripts of the videos are also provided.

The Eclipse in History
This article from the European Space Agency briefly discusses eclipse legends as well as historical events.

Stanford Solar Center Eclipse Site
An excellent educational resource with classroom activities. Covers general eclipse topics.

kidseclipse.com
A special eclipse site which may be of particular interest to pupils and teachers.

From Core to Corona: Layers of the Sun and The Solar Wind
A pair of sites with lots of intriguing pictures and diagrams explaining fusion and the energy processes in, and relating to, the sun. Greatfor middle- to high-school kids, or the most eager elementary students.

Stanford Solar Center
This site presents a collection of fun educational activities based on Solar Oscillations Investigation (SOI)and Solar and Heliospheric Observatory (SOHO) data.

Astronomy in Motion: The Sun
A brief story of the sun as a star, plus fun solar activities; best for elementary school use.

Tracking a Solar Storm
How do we know when the next solar storm will affect Earth? Learn the answer to this question and more.

SOHO: The Solar and Heliospheric Observatory
This site for the spacecraft observatory SOHO features live data, mission information, a photo gallery, and classroom resources. One of the instruments aboard SOHO is the LASCO, which blocks the light from the solar disk—creating an artificial eclipse—in order to see the sun’s corona.

Space Weather Prediction Center
This site provides real-time monitoring and forecasting of solar and geophysical events, including current space weather, solar images, and auroral activity.

Helioseismology Tours
Pages from the Stanford SOLAR Center pointing to educational resources relating to helioseismology.

Solar Data Analysis Center
Massive resource from the NASA Goddard Space Flight Center. Includes current solar images and latest events.

Click on the link to read 10 Art Related Games for the Classroom

Click on the link to read 5 Rules for Rewarding Students

Click on the link to read Tips for Engaging the Struggling Learner

Click on the link to read the Phonics debate.

10 Art Related Games for the Classroom

October 8, 2012

 

Courtesy of Becca Swanson. Perfect for substitute teachers who haven’t been provided with work for the class:

1.) The Creativity Design Game – This art game, originally inspired from the book “Design Synectics” by Nicholas Rourkes, takes problem-solving to a new level. Students are asked to take two very different objects and create a drawing, combining these separate objects into one completely new invention.

In my classroom, I call this the “Creativity Game” and I made this activity more game-like by typing out hundreds of random nouns on slips of paper, and placing them in a bag. Two students then blindly reach in the bag and pull out a ‘mystery word’. The students are given one to two minutes to come up with an idea, sketch it out and name it. As they work, I observe their drawings and ask the most creative thinkers to share their ideas with the class when time is up.

2.) The Artwork Memory / Matching Game – Artwork memory games – inspired by the child’s matching game “Concentration” – can be perfect free-time activities for elementary art students. The “Art Memo” game comes with 72 artwork images and can be purchased for around $20 here at Amazon. However, if you have a color printer you can easily make your own Art Memory game by photographing student artwork or finding art online, printing out 2 of each image, then laminating the cards (or glue onto note cards).

3.) Art Jeopardy! – A great way to review art terms, art history information, processes or artists before a test – or simply as lesson closure – a teacher can plan an Art Jeopardy game by coming up with five or more categories, and five questions to go in each category. Depending on the art teacher’s time, A Jeopardy board can be drawn onto the chalkboard, made in PowerPoint, or can be assembled with fabric and ‘pockets’ for questions on note cards.

4.) Art Room “Win, Lose or Draw” – A great classroom reward, last-day activity or holiday treat, your classes can play the classic art game “Win, Lose or Draw” (or “Pictionary”). Simply put students in two teams, give the player a word to draw and have them try to draw it in a given amount of time with their teammates guessing correctly.

5.) Clay Wars” Game – When introducing students to ceramics — or as a way to practice recently learned skills — have students play a clay-based art game. All students will have an equal amount of clay, and compete to sculpt items, such as: the tallest structure without falling over, the most perfect sphere, the longest single rope coil, the best cube, the most realistic animal, the funniest face, etc. Students can be split into teams, or compete individually.

6.) Educational Art Novelties – When students have additional activity time in art class, they can play solo art games and puzzles by looking at hidden-picture art books (such as “Can You Find It Inside?” by the Metropolitan Museum of Art), using mosaic tiles to create pictures, working on art-based jigsaw puzzles, working on origami, and studying optical illusions. Students can easily create their own artwork novelties and games by designing tangrams (a Chinese puzzle, easily made with paper) or creating thaumatropes (a toy popular in the Victorian era).

7.) Paint Wars” Game – Similar to “Clay Wars”, this paint-based art game is also a way to practice recently-learned processes and theory. Students can compete as teams or individuals, and will try to do the following: best match their skin tone using only primaries and neutrals, most closely match the color of a flower, paint the most realistic piece of food, the scariest monster, and other ideas.

8.) Art Book / Internet Scavenger Hunts– This fun art game is going to be more effective with older students, and requires either a large assortment of art books or the internet in your library or classroom. You can either compile a list of items that students will need to search for, perhaps with a worksheet to write them down on, or give one item at a time for students to search for as a timed competition. Your scavenger hunts can be customized to whatever your students have been learning about lately (find an Impressionist painting with a dog in it, find a sculpture made in France, etc.).

9.) Art Vocabulary Word Searches / Puzzles – Word searches, crosswords and other puzzles can be an effective and fun way to review art class vocabulary. Try making your own customized art puzzles here at Discovery Education Puzzlemaker.

10.) Online Art Games – There are thousands of online art games and activities that are safe for students to play in school (some more so than others, so be sure to check them out beforehand). These can be a great educational activity for students who finish their work early. Check out the Incredible Art Department’s list of Online Art Activities for Kids for a huge list of online art games and resources.

 

Click on the link to read Do Kids Need A Classroom Pet (The Four-Legged Variety)?

Click on the link to read 5 Rules for Rewarding Students

Click on the link to read Tips for Engaging the Struggling Learner

Click on the link to read the Phonics debate.

5 Rules for Rewarding Students

September 20, 2012

One must be careful how and when teachers reward their students. Chartered Psychologist and teacher, Marc Smith, gives his 5 golden rules for rewarding students:

• Reward schemes based on the accumulation of points that can be exchanged for prizes are costly, unsustainable and ineffective in the long term. Those schools that do choose this kinds of schemes will probably face much bigger problems when the scheme is withdrawn.

• Rewards of any kind given immediately after a task is completed motivate pupils better than those given later (and remember that rewards can be in the form of praise).

• Rewards must be justifiable and based on effort as well as achievement (this will encourage a growth mindset in your students).

• Words can help to ‘nudge’ pupils in the right direction and can have the opposite effect if used negatively.

• Rewards must be fair and not just given to the ‘perfect’ pupils (children have an uncanny sense of what is fair and unfair and they’ll see right through any form of bias).

 

Click on the link to read Do Kids Need A Classroom Pet (The Four-Legged Variety)?

Click on the link to read Why Spelling is Important

Click on the link to read Tips for Engaging the Struggling Learner

Click on the link to read the Phonics debate.

Do Kids Need A Classroom Pet (The Four-Legged Variety)?

September 19, 2012

 

Courtesy of doctor-pets.com:

It is a tragic reality that many (most?) children sitting in the classrooms today have not had an opportunity to enjoy and look after a household pet. This is sad because owning a pet brings many benefits to a child – from enjoying the companionship of another living creature (many kids these days don’t have siblings either) to fostering organisation and responsibility.

Some schools have stepped into the breach by replacing the home pet with a classroom pet – most schools opt for a low maintenance species, such as guinea pigs or fish. However this raises a number of questions: Who feeds the pet, cleans the cage, takes it to the Vet? Today’s teachers are busy enough as it is to take on another ‘dependent’ in the classroom.

One solution may be to have dedicated budget and staff time for looking after the pet but most schools are already strapped for money and time. I feel strongly that given the wealth of benefits pets impart to people and especially children, the need for a pet in the classroom should be viewed the same way as a need for textbooks. And pets are more fun, too.

Click on the link to read Strategies for Improving Classroom Interactions

Click on the link to read Why Spelling is Important

Click on the link to read Tips for Engaging the Struggling Learner

Click on the link to read the Phonics debate.

Strategies for Improving Classroom Interactions

September 16, 2012

 

Courtesy of facultyfocus.com:

Make the class interactive: Do everything possible to transform the students from passive observers to active learners. Get the students out of their seats frequently to work in twos or threes on analyzing an issue. Students learn more and retain more when they are actively involved. Working in pairs at the start of every class gets everyone engaged, not just the people who raise their hands. Plus, then students share their thoughts with each other first, the class discussion will be of a higher quality.

Call on students constantly to answer questions: Make a habit of calling on individual students by name to answer questions without first asking for volunteers. This keeps the whole class awake and alert. Never go for more than three or four minutes without getting one of the students to speak. You want your students to be on their toes, knowing that you might call on them at any time to answer a question.

Reassure students you will come back to them: If two or more students raise their hands at the same time, reassure those not selected that you won’t forget to come back to them for their questions in a moment.

Find a student’s strength: If one student is particularly adept at a particular skill set, point it out and have an expectation for the student to be the “expert.” This raises the student in the esteem of classmates and encourages the student to stay abreast of the topic. Try to find a dozen students like this in your class for a variety of topics by being specific in your praise. Don’t just say, “That was a well-written paper,” but indicate exactly what about the ideas, or wording, or structure of the paper you felt made it stand out.

Encourage shy students to speak:Protect the soft-spoken and encourage shy students to speak. Don’t allow long-winded or loud students to dominate the classroom discussion. Call on those who don’t speak much so everyone is heard from. I had one student who was shy and hated to come to the front of the class to talk. At the same time, she was an excellent student and wanted to overcome her fear of public speaking. I worked out a plan with her to allow her, for the first few times, to present from her seat instead of coming to the front of the class. This helped and she made great progress talking in class. Another idea is to pose a question and give the students a few moments — this allows students to formulate their thoughts before the discussion begins [McKeachie 34].

Listen actively to students during discussions: During discussions, maintain strong eye contact with the student speaking so he/she has your complete attention. Students want to be heard. By nodding, smiling or otherwise acknowledging the student, you show that you are totally committed to listening and understanding what each student has to say. Give critical feedback, but look for ways to compliment the student for the observations so the student feels encouraged. Guide class discussions so they don’t wander too far off-mission.

Incorporate peer review: When students make presentations, which they should do frequently, encourage peer review. Get students to teach each other and to learn from each other. It engages them more than the professor doing a solo act.

Do a networking exercise: In some of the early classes in the semester, give students a three-minute “networking” exercise. Before it starts, stress the importance of networking (making contacts and meeting key people) to their careers. Then tell them to stand up, move around the room and find a student they don’t know or know very little. Give them an exercise (such as a question relevant to the class or finding out something unique about the person) and then have them report back to the whole class on what they learned from each other.

Ask early for feedback from students: One month into the class (about the 4th or 5th class) ask for feedback. Three possible questions to ask are: What is helping you learn in this class? What is getting in the way of your learning? What are your suggestions for the rest of the semester? Give them a leisurely ten minutes of silence to write their answers. Tell them they are welcome to hand the answers anonymously if they’d prefer. Repeat this exercise about two months into the class. It will give you valuable information about what is and is not working, allowing you to change, modify or tweak what you are doing.

Always report back to the class on what you learned from the feedback and the changes you intend to make as a result. Make it clear that you welcome candid and constructive feedback from students and make sure you implement the changes you promise to make. This exercise will empower your students and send the message that you care about how they are doing in the course, and that you are open to making changes for their benefit.

Click on the link to read The Ultimate Classroom Resource for Teaching About Comics

Click on the link to read Why Spelling is Important

Click on the link to read Tips for Engaging the Struggling Learner

Click on the link to read the Phonics debate.