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.
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