We spend hours of our academic lives attempting to analyze and interpret the literary works of others. We strive define what an author’s text says, then determine what the writing means. While critical thinkers recognize the benefits of these literary discussions and classroom activities, occasionally we have to ask, “What does this matter?” Why dedicate so much time studying the words of authors whom will never share the truth? If we could simply ask Shakespeare if he intended to communicate what was recently Shmooped…
The process is frustrating at times. It assigns students the role of the confused reader and authors as the untouchable expert. Learners in my high school English courses should consider themselves writers as well as readers. The most effective strategy I’ve used is to study our own work as literature. Here’s how. Continue reading
Back to School
Stores taunt shoppers with Back-to-School savings in early July. By mid-August, denial transforms into anticipation. Hallways are waxed. New classroom designs are configured. Bulletin boards become thematic works of art. Pencils are sharpened. School is ready for students.
Educators focus their vision on the master plan for student learning. What worked last year? What adjustments need to be made? And why? Always know the WHY to move forward with purpose. After addressing the WHY, it is time to figure out HOW to set the plan into action. Every day, students should ask and be able to answer: What am I learning today? Why am I learning this? and How will I know I have learned it?
We know from the research of experts and from personal experience—in its simplest form—learning must be visible to maximize educational effectiveness. John Hattie reminds us, “Know thy impact.” So, we proceed thoughtfully…
Course curricular units. Planned.
Department standards. Identified.
Visible learning targets. Posted.
Student-friendly language? Yep.
If we can get to this point, we are in great shape; but a new conflict emerges. How do we know students are learning according to expectations? Is there a transparent means of assessing and organizing evidence of learning? This becomes a gap in what well-intended educators want to do versus what takes place in the classroom. Here is a simple plan to align standards, learning targets, and assessment. Continue reading
…one of my great fears is that ultimately my life will be a waste, that I’ll never do anything worthwhile, and it seems that sometimes I can already feel myself slipping…
Active learning environments. Student-centered classrooms. Ownership of education. Project based learning. Authentic outcomes. Innovative educators strive to attain the perfect balance–ideal in theory, but a challenge to actualize. Here is a glimpse of the impact and results of shifting to a personalized learning model during third quarter of the school year with my eleventh grade Visions in World Literature and Composition classes.
Third quarter of the course (structured in stages of Joseph Campbell’s hero’s journey) focuses on our transformation after facing trials, adventures, and challenges when separated from our known world. The transformation throughout the inward journey helps us emerge from darkness and isolation with new knowledge to utilize upon returning to our known world. The essential question is valuable for all to contemplate: Continue reading
Time to get personal
I’m an educator. Teaching is my passion. Student learning is my purpose. I’m always thinking about the next lesson. Planning. How can I make the curriculum relevant and engaging? These are my classes. This is my classroom. These are my students. But this is not my education.
I began teaching at the end of the 20th century. Even then, I recognized that students should own their learning. Early stages of teaching focused on cooperative learning strategies. When the 21st century arrived, the classroom became more student-centered. Many learning opportunities were project based. My Master’s thesis focused on the impact of autonomy on student learning. I have since improved my understanding of the learning process and the value of assessment for learning. Differentiation became–and continues to be–a necessary emphasis of my professional development. Last year, students produced brilliant outcomes when introduced to Genius Hour. So why limit the energy, passion, and curiosity of learning to twenty percent of our time in class?
That brings me to the present year. Now that I am confident (but never satisfied) with my craft, and have a secure understanding of course content, standards, and learning targets, the next logical, but challenging, step is to personalize learning. All of this sounds like educational jargon, but it’s really a cultural philosophy if I truly believe in my educational motto: learn with a purpose. Read on for 10 observations… Continue reading
The body count has begun–Mercutio and Tybalt slain. “Fortune’s Fool,” a newlywed, is on his way to banishment. Yes, Act III, Scene 1 of Romeo and Juliet presents more twists than Tybalt’s blade. The scene contains enough action and controversy to promote engaging dialogue. I traditionally use the scene as our first Socratic circle discussion of the year and it never fails to provide engaging material. On the following day, we review the scene and put closure on the discussed topics. We also take the opportunity to dramatically reenact the fight scene.
After witnessing the classroom joy of having several students showcase their cheesy acting skills and reading voices, I shared a new mission for the remainder of the act. Groups of students would have the following day to prepare for a brief performance to be presented a day later. The expectations read: Continue reading
The scene was set–a classroom in complete disarray. Tables overturned. Chairs stacked against the wall. Butcher block paper and markers at each station. The puzzled looks of students walking by and colleagues stopping to chat before school were priceless. What happened in here?
Fun was only one bell away. After learning the background details of The Iliad and the events leading to the Trojan War, my juniors were about to embark on an epic journey. Bell. Cue the music.
Come with me now… Continue reading
Over the last fifteen years, reading Oedipus the King in-class essays has made me want to gouge out my eyes with a red pen. Students traditionally analyze the play’s themes, symbolism, irony, or character flaws. This year, while maintaining the integrity of the original prompts, I added a twist–I changed the purpose and audience. After reading the play, my juniors sent Oedipus to court to determine if he is guilty and deserving of his outcome, or not guilty–a victim of fate’s injustice. They came to court prepared to write from the perspective of the defense or prosecution. But in typical fashion of Greek drama, fate determined which side of the case they would present…after entering the courtroom. Continue reading