In chapter 8 Zull discusses how enlisting the senses can help students learn and retain information. We often use the senses of sight and hearing in our lessons, and sometimes touch, but infrequently incorporate taste or smell. When reading the section on using smell to help students learn, my initial reaction was to think no thanks. I pictured a classroom of first graders in chaos, reacting to a smell that was unfamiliar, or that they did not like. But then I thought, if smell could get a reaction that strong, then surely it would create lasting memories for students.
I decided to incorporate the sense of smell into a first grade writing lesson. In my last post I described the frustration teachers were having when student writing was not progressing, and one thing we've been working on is adding adjectives to writing. For the mini lesson, I brought in three plastic yogurt containers (washed) with paper towels that had been soaked in different liquids: lemon juice, white vinegar, and coconut oil. Originally I was going to use coffee, but wanted to choose items that had a similar enough color so students weren't distracted by sight, even though I asked them not to look.
I directed students to smell each container, labeled A, B, and C, and describe what they smelled using adjectives. I gave directions that students were not supposed to say what they thought each container had inside, but just to use descriptive words. (I had to remind them of this request a few times.) Students came up with a great list of adjectives, which we recorded on a three column chart (one column for each container).
Then students were directed to go back to their own narratives, and find places where they could insert adjectives. I had students re-read their work, close their eyes, and try to remember any smells or tastes. Overall, it was a really fun lesson and students definitely got the idea of adjectives. I will definitely keep the sense of smell in mind when planning future lessons.
Tuesday, May 5, 2015
Making Connections (Week 13)
In chapters 6-7 Zull discusses neuronal networks, the importance of finding out what students already know, and then building upon their pre-existing knowledge. One part that stood out to me is that we have to build upon students' knowledge even when their pre-existing knowledge is incorrect or inaccurate.
After reading these chapters, I was working with a group of first grade teachers who were frustrated with their students' writing. They felt like student writing had not progressed as much as they would like. When observing in their classrooms, I noticed that teachers were typically conferencing with students on the same topic, even when students were at different levels or when they were working on different skills.
One problem was that teachers had already planned what they wanted to conference about, instead of seeking more information from students before diving in with guidance. Based on these chapters from Zull's book, I wanted to see what would happen if students had more influence on teacher guidance. Instead of beginning with pre-planned coaching, I tried conferencing with students by starting with a few questions - What are you working to get better at? How are you trying to do that?
I was surprised that even in first grade, students were able to tell me what they were working on and how. Their responses provided information on what they understood about writing, even when it was wrong. For example, one student said he was working on adding more periods, by putting them at the end of the line. I asked him how he decided to put them at the end of the line, and he showed me one of his reader's workshop books that had simple sentences, all which fit on one line (so the period was at the end). So, he was doing exactly what he thought was right based on his experiences.
Although this conferencing style is not a quick fix for developing writers, the teachers at this school are now starting each conference with questions instead of answers.
After reading these chapters, I was working with a group of first grade teachers who were frustrated with their students' writing. They felt like student writing had not progressed as much as they would like. When observing in their classrooms, I noticed that teachers were typically conferencing with students on the same topic, even when students were at different levels or when they were working on different skills.
One problem was that teachers had already planned what they wanted to conference about, instead of seeking more information from students before diving in with guidance. Based on these chapters from Zull's book, I wanted to see what would happen if students had more influence on teacher guidance. Instead of beginning with pre-planned coaching, I tried conferencing with students by starting with a few questions - What are you working to get better at? How are you trying to do that?
I was surprised that even in first grade, students were able to tell me what they were working on and how. Their responses provided information on what they understood about writing, even when it was wrong. For example, one student said he was working on adding more periods, by putting them at the end of the line. I asked him how he decided to put them at the end of the line, and he showed me one of his reader's workshop books that had simple sentences, all which fit on one line (so the period was at the end). So, he was doing exactly what he thought was right based on his experiences.
Although this conferencing style is not a quick fix for developing writers, the teachers at this school are now starting each conference with questions instead of answers.
Feelings and Memory (Week 11)
In chapter 5, Zull returns to a few topics we previously discussed, and describes the way in which feelings impact memory. This connection can be a bit confusing, because feelings have the ability to both help with memory and help with forgetting. For example, extreme stress can permanently damage memories, but short-term stress hormones can improve long-term memory.
This chapter reminded me of a Maya Angelou quote I like to use in professional development related to classroom culture. She said: “I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” As teachers, we have an important responsibility to create an environment where students feel valued, safe, and comfortable.
As to how I'm applying this to my work, in the past I've considered classroom culture to be an area that warrants focus and attention at the start of the year, but once it's reached a certain level, I tend to focus on other areas with teachers (like planning, data analysis, etc.) Based on our readings I've reconsidered this, and even in classrooms where transitions are smooth and students are generally on-task, I've think it's important to keep considering class culture as a key lever for improvement. In Zadina's workbook she suggests that teachers create as state of relaxed attentiveness, by playing background music with 60-80 beats per minute (Zadina, 2008). This is a strategy I used in my class project, and also a quick suggestion I've given to teachers in order to improve classroom environment, and also learning. Although it's hard to know immediately what the effects of music are on learning, it does seem to create a calm environment where students are focused. It also helps to regulate volume in the classroom, which I think further contributes to improved attention.
This chapter reminded me of a Maya Angelou quote I like to use in professional development related to classroom culture. She said: “I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” As teachers, we have an important responsibility to create an environment where students feel valued, safe, and comfortable.
As to how I'm applying this to my work, in the past I've considered classroom culture to be an area that warrants focus and attention at the start of the year, but once it's reached a certain level, I tend to focus on other areas with teachers (like planning, data analysis, etc.) Based on our readings I've reconsidered this, and even in classrooms where transitions are smooth and students are generally on-task, I've think it's important to keep considering class culture as a key lever for improvement. In Zadina's workbook she suggests that teachers create as state of relaxed attentiveness, by playing background music with 60-80 beats per minute (Zadina, 2008). This is a strategy I used in my class project, and also a quick suggestion I've given to teachers in order to improve classroom environment, and also learning. Although it's hard to know immediately what the effects of music are on learning, it does seem to create a calm environment where students are focused. It also helps to regulate volume in the classroom, which I think further contributes to improved attention.
Connections and Motivation (Week 10)
In chapter 4 of The Art of Changing the Brain (Zull, 2002), James Zull describes the links between evolution and motivation. Our brain first evolved to strive for two goals: safety and happiness. Later we developed cognitive thinking, which further allows survival by thinking, planning and surviving. As educators, based on the evolution of our brains, learning and emotion are inextricably linked.
One part of this chapter that particularly resonated with me was Zull's discussion of extrinsic rewards. I often hear only one side of the debate, which is that extrinsic rewards provide short-term at best, and can even be potentially damaging. Zull provides a good point that extrinsic rewards can be beneficial in two instances: to start a new task and to persist through challenges.
I was working with a kindergarten teacher who had a lot of behavior challenges going on in her classroom. She had devised a group points system that she seemed to be over-relying on, and she would give tally marks throughout her lessons to tables that were on task. From my observations, it seemed like students were almost acting out so that when they stopped they would get a point. At first I was going to suggest to this teacher that she should stop using this system altogether, but after reading this chapter we came up with a different plan. She would keep the group points system, but it was now a system to keep track of transitions from the carpet to tables. When students went from the carpet to the table she set the timer for one minute. At the end of the minute, groups had one opportunity to earn one point, if they had gotten started on their task.
It's only been about a week, but so far the change is working. Students know that their goal is to get started on their task, and if they do they earn a reward. Once they have started, the teacher is now using different strategies, such as nonverbal reminders and individual conferencing, to redirect behavior.
One part of this chapter that particularly resonated with me was Zull's discussion of extrinsic rewards. I often hear only one side of the debate, which is that extrinsic rewards provide short-term at best, and can even be potentially damaging. Zull provides a good point that extrinsic rewards can be beneficial in two instances: to start a new task and to persist through challenges.
I was working with a kindergarten teacher who had a lot of behavior challenges going on in her classroom. She had devised a group points system that she seemed to be over-relying on, and she would give tally marks throughout her lessons to tables that were on task. From my observations, it seemed like students were almost acting out so that when they stopped they would get a point. At first I was going to suggest to this teacher that she should stop using this system altogether, but after reading this chapter we came up with a different plan. She would keep the group points system, but it was now a system to keep track of transitions from the carpet to tables. When students went from the carpet to the table she set the timer for one minute. At the end of the minute, groups had one opportunity to earn one point, if they had gotten started on their task.
It's only been about a week, but so far the change is working. Students know that their goal is to get started on their task, and if they do they earn a reward. Once they have started, the teacher is now using different strategies, such as nonverbal reminders and individual conferencing, to redirect behavior.
Friday, April 17, 2015
The Big Picture (Week 9)
One part of this summary chapter that stood out to me was Zadina's notes on assessment practices. This has been on my mind a lot lately because our students just took i/Leap in grades 3-8 and our K-2 students will take their end-of-year assessment, the MAP test, at the end of April.
Zadina says that students should see questions in a similar testing format before they take the final test. This is not teaching to the test, but instead teachers are ensuring that the test format is familiar for students. I agree with this point, but also feel like it's a hard balance for teachers and schools to find. How often should students practice test formatted questions? When should teachers assess in a manner that provides different information, for example through performance based items or project-based rubrics?
Based on Zadina's recommendations for assessment format practice, I created a plan to support our students over the month of April. The MAP assessment has shorter, skills-aligned, online checklists that are different from the end-of-year tests. Like the culminating assessment, the skills checklists are taken on a computer and contain technology-enhanced items. For example, students need to listen on headphones, use features such as drag and drop, and click on the blue "next" button to go on to the next question. For the month of April, we planned to have students log in to the MAP testing platform once per week and take one skills checklist, which lasts about 15 minutes. The classroom teachers chose checklists aligned to content they were covering, but the act of taking the assessment has allowed students to become familiar with features of the test.
So far I think it's been a good balance, as it requires less than a half hour over the course of the week. I will definitely continue with this model, but perhaps next year we will space these out, maybe once per month, instead of completing the checklists weekly in April.
Zadina says that students should see questions in a similar testing format before they take the final test. This is not teaching to the test, but instead teachers are ensuring that the test format is familiar for students. I agree with this point, but also feel like it's a hard balance for teachers and schools to find. How often should students practice test formatted questions? When should teachers assess in a manner that provides different information, for example through performance based items or project-based rubrics?
Based on Zadina's recommendations for assessment format practice, I created a plan to support our students over the month of April. The MAP assessment has shorter, skills-aligned, online checklists that are different from the end-of-year tests. Like the culminating assessment, the skills checklists are taken on a computer and contain technology-enhanced items. For example, students need to listen on headphones, use features such as drag and drop, and click on the blue "next" button to go on to the next question. For the month of April, we planned to have students log in to the MAP testing platform once per week and take one skills checklist, which lasts about 15 minutes. The classroom teachers chose checklists aligned to content they were covering, but the act of taking the assessment has allowed students to become familiar with features of the test.
So far I think it's been a good balance, as it requires less than a half hour over the course of the week. I will definitely continue with this model, but perhaps next year we will space these out, maybe once per month, instead of completing the checklists weekly in April.
The Social Pathway (Week 8)
In this chapter we read about how our social nature impacts learning, and what social factors can either support or hinder learning. One topic that particularly stood out to me was the concept of group work. Zadina speaks to both the advantages and disadvantages of group work. While group work can be helpful for students to learn from one another and synthesize ideas, it is not the ideal strategy in all situations with all students. Group work shouldn't be assigned for the sake of collaboration or conversation, but instead must be planned strategically with a high level of specificity. Additionally, individuals differ in the amount of interaction they crave, and although some will get energy from working with each other, others need independence in order to feel rejuvenated.
In my current job there are times when I provide professional development for K-2 teachers in our network. Usually this takes place in a large group, and in a large cafeteria. I try to structure my sessions so that teachers are working together, being interactive and engaging with one another throughout the session. However, after reading this chapter I started to think how I could restructure my session.
During our last PD day, teachers were planning units based on their student data. Before the session I asked each school leader to assign what subject (or multiple subjects) that each teacher needed to plan for. I created a google doc with the assignments and shared this with all session participants, and instead of asking them to work together I gave them the option of either working together or working independently.
I think this model worked well and I received positive feedback from teachers at the end of the session. Part of the success was that each teacher had a clear end goal, or product, that they needed to complete, but they could choose their own path of how to get there. I do think there are times when group discussion is needed in a PD session, but after my recent experience I will definitely continue to integrate the choice of working collaboratively or independently when possible.
In my current job there are times when I provide professional development for K-2 teachers in our network. Usually this takes place in a large group, and in a large cafeteria. I try to structure my sessions so that teachers are working together, being interactive and engaging with one another throughout the session. However, after reading this chapter I started to think how I could restructure my session.
During our last PD day, teachers were planning units based on their student data. Before the session I asked each school leader to assign what subject (or multiple subjects) that each teacher needed to plan for. I created a google doc with the assignments and shared this with all session participants, and instead of asking them to work together I gave them the option of either working together or working independently.
I think this model worked well and I received positive feedback from teachers at the end of the session. Part of the success was that each teacher had a clear end goal, or product, that they needed to complete, but they could choose their own path of how to get there. I do think there are times when group discussion is needed in a PD session, but after my recent experience I will definitely continue to integrate the choice of working collaboratively or independently when possible.
Tuesday, April 14, 2015
The Frontal Lobe and Executive Function Pathway (Week 7)
In this chapter there were a number of topics of particular interest to me. One of the programs I work with is a daycare center for 0-4 year olds, and we have a high percentage of students with special needs - about a third of the students in our center have IEPs or IFSPs. This chapter talked about early intervention and early education, and how early exposure to strategically designed activities can improve executive function.
These topics made me think of a Washington Post article about a newly released study: Lively Minds. The author of the study argues that play-based learning focused on intellectual skills will foster the best brain development in young children, as opposed to concentrating on academic skills. Personally I think there can be a combination of what the author describes as intellectual skills (questioning, problem-solving) and academic skills (mastery of discrete topics) within the same play-based center. I would be curious to know what others think about this topic based on our course readings!
In another section of the chapter, Zadina talks about the importance of metacognition at all grade levels. She defines metacognition as the act of thinking about thinking! A child's ability to be metacognitive will help him or her take ownership of learning.
I think this idea of metacognition applies well to a guided reading format, and I tried it out with a group of four 1st graders. I told the students that in the story they would come to words that they did not know, and asked them which word attack strategies they would use to solve an unknown word. Then, when I noticed a student solving a word, I would ask him or her to tell me which strategy they used to figure it out. In this way they were becoming metacognitive of the skills they were applying in the moment. I think it definitely helped students feel confident when they approached another word they did not know, because they knew they could access multiple strategies to solve it.
These topics made me think of a Washington Post article about a newly released study: Lively Minds. The author of the study argues that play-based learning focused on intellectual skills will foster the best brain development in young children, as opposed to concentrating on academic skills. Personally I think there can be a combination of what the author describes as intellectual skills (questioning, problem-solving) and academic skills (mastery of discrete topics) within the same play-based center. I would be curious to know what others think about this topic based on our course readings!
In another section of the chapter, Zadina talks about the importance of metacognition at all grade levels. She defines metacognition as the act of thinking about thinking! A child's ability to be metacognitive will help him or her take ownership of learning.
I think this idea of metacognition applies well to a guided reading format, and I tried it out with a group of four 1st graders. I told the students that in the story they would come to words that they did not know, and asked them which word attack strategies they would use to solve an unknown word. Then, when I noticed a student solving a word, I would ask him or her to tell me which strategy they used to figure it out. In this way they were becoming metacognitive of the skills they were applying in the moment. I think it definitely helped students feel confident when they approached another word they did not know, because they knew they could access multiple strategies to solve it.
Sunday, March 8, 2015
Language and Math Pathways (week 6)
When a student shows a deficit in math, there are a number of cognitive deficits that could be contributing to the student's struggles: numerosity, estimation, and/or difficulty remembering verbal information, trouble with working memory in general (Zadina, 2014). Instead of giving more practice on the math problems that students are struggling with, Zadina suggests specific strategies to address the underlying problem.
Many of the Zadina's suggestions lend themselves particularly well to calendar math and math centers. At the schools where I work, students have 15 minutes per day of calendar math (students review math concepts in a whole-class, spiraled review format), and approximately 30 minutes of math centers (students work independently or in collaborative groups as the teacher circulates). I added two strategies into plans for these times of the day. The specific strategies were as follows:
Estimation Jar (3 min during calendar math)
Fill a jar with a set of the same size items, for example jelly beans. Have students guess how many jelly beans are in the jar. Throughout the week use different strategies and allow students to revise their guesses. For example, take out a handful of jelly beans and count those, then put them back in the jar. Or show a different sized jar with the same type of items, and tell students how many are in that jar. At the end of the week dump out the contents of the estimation jar, put them into groups of 10, and have student help you count the total.
Concentration (10-15 minutes during math centers)
Create a set of cards with simple addition and subtraction equations. Create a matching set of cards with the sums for each equation. They should all be the same size and same color. Shuffle the deck and turn them upside down. Have students work in pairs to turn over a card and try to find its match. If the cards don't match, put both face down in their original spots. If the cards match then the student gets to keep both cards. The student with the most cards at the end of the game wins.
So far students have enjoyed both of these activities. Zadina even refers to similar activities as games. Math games can be a great way to increase working memory, as well as math skills. They also have a high level of engagement, which we know is important for learning from previous chapters!
Many of the Zadina's suggestions lend themselves particularly well to calendar math and math centers. At the schools where I work, students have 15 minutes per day of calendar math (students review math concepts in a whole-class, spiraled review format), and approximately 30 minutes of math centers (students work independently or in collaborative groups as the teacher circulates). I added two strategies into plans for these times of the day. The specific strategies were as follows:
Estimation Jar (3 min during calendar math)
Fill a jar with a set of the same size items, for example jelly beans. Have students guess how many jelly beans are in the jar. Throughout the week use different strategies and allow students to revise their guesses. For example, take out a handful of jelly beans and count those, then put them back in the jar. Or show a different sized jar with the same type of items, and tell students how many are in that jar. At the end of the week dump out the contents of the estimation jar, put them into groups of 10, and have student help you count the total.
Concentration (10-15 minutes during math centers)
Create a set of cards with simple addition and subtraction equations. Create a matching set of cards with the sums for each equation. They should all be the same size and same color. Shuffle the deck and turn them upside down. Have students work in pairs to turn over a card and try to find its match. If the cards don't match, put both face down in their original spots. If the cards match then the student gets to keep both cards. The student with the most cards at the end of the game wins.
So far students have enjoyed both of these activities. Zadina even refers to similar activities as games. Math games can be a great way to increase working memory, as well as math skills. They also have a high level of engagement, which we know is important for learning from previous chapters!
Attention and Memory (week 5)
In Multiple Pathways to the Student Brain, Zadina discusses different practices that have been scientifically shown to improve attention. These practices include music training, meditation, yoga, and sports.
In the Bay Area, in CA (which is where I grew up) there are a number of schools that have implemented instruction in mindfulness in recent years. Here's a summary of research if anyone is interested: Mindfulness in Schools. When I first heard about this practice I thought it was interesting, but I hadn't thought much about it until I read Zadina's chapter on attention. In the linked article, students who participated in mindfulness training showed improvements in behavior and ability to pay attention.
I decided to try out a few of Zadina's suggested techniques for focused attention and mindfulness (full explanations on p. 118). To practice focused attention, students looked at a small blue chair as they sat at their desks, and their goal was to not think of any thoughts. When they think of something, their goal is to notice that they thought of it, and then bring their attention back to the chair. To practice mindfulness, we practiced 30 seconds of silence, and students were directed to pay attention to their senses. After each activity students discussed their experience with a shoulder partner, then shared out to the group. Discussion questions included: What did you think about? Did your mind wander? Was it easy or hard?
Although some students said it was easy, I could tell it was hard! Zadina suggests starting in increments of 10 seconds, and gradually increasing the time. I will definitely keep using these practices in the classroom. There's always a tension of not having enough time in the day, but since this is scientifically proven to increase attention, I'd say it falls into the category of... It takes time to make time!
In the Bay Area, in CA (which is where I grew up) there are a number of schools that have implemented instruction in mindfulness in recent years. Here's a summary of research if anyone is interested: Mindfulness in Schools. When I first heard about this practice I thought it was interesting, but I hadn't thought much about it until I read Zadina's chapter on attention. In the linked article, students who participated in mindfulness training showed improvements in behavior and ability to pay attention.
I decided to try out a few of Zadina's suggested techniques for focused attention and mindfulness (full explanations on p. 118). To practice focused attention, students looked at a small blue chair as they sat at their desks, and their goal was to not think of any thoughts. When they think of something, their goal is to notice that they thought of it, and then bring their attention back to the chair. To practice mindfulness, we practiced 30 seconds of silence, and students were directed to pay attention to their senses. After each activity students discussed their experience with a shoulder partner, then shared out to the group. Discussion questions included: What did you think about? Did your mind wander? Was it easy or hard?
Although some students said it was easy, I could tell it was hard! Zadina suggests starting in increments of 10 seconds, and gradually increasing the time. I will definitely keep using these practices in the classroom. There's always a tension of not having enough time in the day, but since this is scientifically proven to increase attention, I'd say it falls into the category of... It takes time to make time!
Saturday, February 21, 2015
The Reward Pathway (week 4)
This week we read about the reward pathway, which includes the emotions of pleasure, happiness, motivation, and engagement (Zadina, 2014). In my current job I work across five school sites, and I find myself and my colleagues constantly problem-solving around how we can get our students more engaged. I think the idea of engagement has changed a bit over time, at least in my experience and understanding. For example, discussions around student engagement have moved away from the idea of students being on-task (doing any work) to students interacting with content in an important and meaningful way.
One trend I'd like to explore more as a lever for increased student engagement is the idea of a flipped classroom model. In a flipped classroom model, lecture-type content is delivered to students through videos, and time in class is reserved for collaborative work, project-based learning, experiments, etc. A quick search on Amazon turns up several books on the topic, all published within the past three years, so it is a pretty recent topic. Also, here's a quick link to a NYT posting in case anyone is interested to read more.
The brain research presented by Zadina in Chapter 4 suggests that a flipped classroom model may also have benefits for motivation. For example, project-based learning is shown to increase long-term memory (Zadina, 2014). Additionally, the reward pathway is activated when people feel a sense of progress, like if a student can see his or her progress in a specific course.
I should also mention that I work preschool through 2nd grade curriculum, students, and teachers who work with this age group. Many of the flipped classroom examples I've heard about are from classrooms of older students - middle school, etc. I'm interested to explore this topic further and perhaps use it for my final project, for example to create a "flipped" unit and study the impact on student engagement and motivation.
One trend I'd like to explore more as a lever for increased student engagement is the idea of a flipped classroom model. In a flipped classroom model, lecture-type content is delivered to students through videos, and time in class is reserved for collaborative work, project-based learning, experiments, etc. A quick search on Amazon turns up several books on the topic, all published within the past three years, so it is a pretty recent topic. Also, here's a quick link to a NYT posting in case anyone is interested to read more.
The brain research presented by Zadina in Chapter 4 suggests that a flipped classroom model may also have benefits for motivation. For example, project-based learning is shown to increase long-term memory (Zadina, 2014). Additionally, the reward pathway is activated when people feel a sense of progress, like if a student can see his or her progress in a specific course.
I should also mention that I work preschool through 2nd grade curriculum, students, and teachers who work with this age group. Many of the flipped classroom examples I've heard about are from classrooms of older students - middle school, etc. I'm interested to explore this topic further and perhaps use it for my final project, for example to create a "flipped" unit and study the impact on student engagement and motivation.
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