OTL502 Teaching and Learning Professional Portfolio Teacher Education Website for Maryellen

Maryellen Elizabeth Hart (Mrs. Thomas Franklin
Nov 3, 2019
144 min read

OTL 502 Professional Website Maryellen Elizabeth Hart DRAFT

FALL 2019\

Twelve Touchstones of Good Teaching

Critical Thinking Lesson Plan

Maryellen Elizabeth Hart

OTL502 Teaching and Learning

Professor Kenneth Poppe

November 3, 2019

Introduction

This OTL502 Teaching and Learning Module 7 Critical Thinking Lesson Plan creatively illustrates implementation of Goodwin and Ross-Hubbell’s Principles Number One through Twelve from The Twelve (12) Touchstones of Good Teaching - A Checklist for Staying Focused Every Day (Goodwin & Hubbell, 2013) into a Secondary Life Science Lesson Plan. This essay reveals the addition of four Touchstones, Principles Numbers Nine (9), Ten (10), Eleven (11) and Twelve (12) individually listed in The Twelve Touchstones on Table Pages 17-18. The Twelve (12) Touchstones of Good Teaching are the core for the development of our Lesson Plan Best Practices. My plans are written for Secondary Science Education Grades 6-12, focusing on Student-Directed, Peer-Tutored, Active, Project-Based Learning for main-streamed students with income levels below poverty to upper-middle class applied to the Colorado Secondary Life Science Core Standards (Colorado Department of Education (CDE). 2019).

Previous Touchstones Numbers One (1) through Eight (8) of Good Teaching are incorporated into the Lesson Plan.

The Lesson Plan has listed and unpacked the Colorado State standards around an Essential Question according to Touchstones Number 1 and Number 2. Formative Assessments along with an Assignment Rubric are created based on Touchstone Number 3 “I provide rubrics for all important assignments” (Jonsson & Svingby, 2007) and Touchstone Number 4 “I use performance criteria to scaffold my student’s writing of their daily personal learning goals.”

The daily performance criteria is written within a clear “just right zone of challenge” or “Goldilocks Zone”. (Deci, Ryan & Koestner, 1999). The SWBAT (“Students Will Be Able To…”) method of communicating daily Learning Target(s) is incorporated as a system for students to clarify in their own words their daily goals as written in their Science Journals. Formative Assessments are used to more fully identify and practice the Learning Targets (LT). The Lesson questions are engaging the student’s attention, demanding analysis of concepts, and creating opportunities for application and are not too difficult and not too easy for student’s to accomplish. Class activity is re-engaged every ten (10-15) minutes and students have one opportunity to choose one important aspect of the lesson to develop. And the Lesson will include the culturally responsive strategy (students choose expression and topic of assignments in respect to their cultural capital). “All students will receive what they need to succeed academically.” (Kraanoff, B., 2016) (Parker, C., 2015). Touchstone Number 7 “I use feedback (specific and timely) to encourage effort (and check for progress.)” Formative assessments using student-directed, small-group, active-learning tools are applied to provide feedback for both the student and teacher. Evaluative feedback can be a great motivator as can non-evaluative feedback. Educators need to keep in mind the Pygmalion effect of all feedback (praise improves student performance.) Formative Assessments (feedback) which are fun, social, and reinforcing content are the best motivators and can instill a positive mindset ("I can do this", "on a roll") and motivate students to accomplish more. Touchstone Number 8 “I create an oasis of safety and respect in my classroom” by creating, discussing and posting Classroom Rules and Procedures for active learning (Goodwin & Hubbell, 2013.) Timely feedback will be provided to students on their progress that is non-evaluative. My classroom includes positive feedback and we apply Carol Dweck’s (Dweck, 2009) Fixed Mindset to a Growth Mindset philosophies. We praise each other’s progress. We build on each other’s answers. We give each other good ideas to improve with a loving spirit. We resolve conflicts with standard conflict resolution strategies of: thinking about the issues, researching solutions online, identifying feelings and writing about the issues and what we think a good resolution would be. “Students will check their progress toward mastery of the standards and skills related to the standard (e.g. use the provided rubric to check assignment progress).”

The core elements for a challenging Science program incorporate development of strong content-area Literacy skills. Literacy skills such as Reading, wRiting, and aRithmetic (3 Rs) are integral in the processes of the Scientific Method of Investigation and the Metric System of Measurement. The Scientific Method of Investigation and Metric System of Measurement are foundational components used in “Blended Learning”, hybrid learning activities which are project-based, student-directed, active-learning programs. Incorporating the keystones of content-area Science literacy, as described by the Colorado Science Standards 2020 (CDE, 2019), produces the highest outcomes of cognitive development for Science which are analysis, synthesis and evaluation realized in everyday applications (Bloom, 1956).

Touchstone Number 9 “I make the most of every minute.”Be Intentional.

I plan instructional time for “bell to bell” learning. I organize the lesson plan and manage the classroom (routine, seating, materials and methods) to maximize effective and real affective learning. I am intentional about classroom use of time. Activities are provided which focused on a variety of tasks which change every ten to fifteen minutes.

Touchstone Number 10 “I help students develop deep knowledge.” Be Intentional.

I incorporate the six (6) essential “C”s for learning. Curiosity, Connection, Coherence, Concentration, Coaching, and Context. Curiosity: is a tool of teaching where teachers lead students to the investigation of our biosphere (environment) which leads to acquiring deep knowledge and applying learning in personalized and meaningful ways. In a Socratic style, to raise curiosity, a teacher creates a heuristic question, describes a problem, or perspective where students connect their learning in individualized new ways. Connection: Lesson plans which state the Learning Target(s) and create an entrance activity such as writing a learning Entrance or Exit ticket to engage students and bridge or connect recall of previous knowledge and to shift thinking into new paradigms of application. Good rubrics, organizers, concept maps, and connecting questions are excellent for bridging existing knowledge. Coherence - Clarity. Communicating good clues and questions, providing concept mapping, Venn diagrams, and make sensory connections to bridge existing knowledge with new concepts. Concentration - Concentration is improved when teachers give students a moment to think about the question or problem and safely share their initial thoughts with peers. Concentration improves when teachers vary class routine, anticipate what individual students may think about or need for learning, correlate new concepts with previous knowledge KWL, ask leading open-ended questions, provide visual organization relating concepts, provide small group and paired sharing, provide variation in media, and provide mid-class check ups using mid-lesson concept maps as “Do-confirm” checklists-specific checkpoints of LT progress, using timely formative assessments for checking understanding, leading students to deeper knowledge. These provide stimulus for extending focus and concentration. Coaching - Guided practice is the personal one-on-one time a teacher spends with each student to assess their progress achieving benchmarks and allows time for the teacher to redirect the student’s efforts along more personal lines to increase their personal performance. Context - teachers create a safe, engaging environment, and lead students with meaningful and purposeful repetitive guided practice, real world application, personally solving heuristic problems using content area applications and tools.

Touchstone Number 11 “I coach students to mastery.” Be Intentional.

Mastery is achieved using intentional, deliberate, purposeful strategies and practices, incorporating opportunities for knowledge retrieval of deep learning using key assessments. I observe my students. I provide many forms of meaningful feedback in the form of qualitative formative assessments, praise, group activities, peer assessments, and planned, prepared for summative assessments. In class formative assessments and small group or paired sharing activities provide the opportunity for the teacher to coach students one-on-one. To be an effective teacher and classroom coach, a teacher needs to be in a coaching relationship with their own mentor teacher and cohort peers.

Touchstone Number 12 “I help students do something with their learning.” Be Intentional.

Educators lead students to making connections between their classroom learning and real world applications. Educators know the benefits of real world learning applications which are made viable with project-based learning. Eighty-one percent (81%) of all USA High school drop-outs state the one thing that would have motivated them toward persevering through their academics to graduation would have been “real-world learning” applications to extend the student’s learning into their everyday life application. (Let’s do it, educators, let’s build those bridges of real life application of everyday learning in our content areas if we can increase school retention and avoid dropouts by making real-world connections and life applications for our students.)

Educators have common tools which bridge classroom theories, and complex abstract concepts to extend learning. These formative assessments are: research and writing assignments, essays, summary narratives, designed around a framing concept or question. Heuristic problem solving or solutions to problems that do not have predefined solutions, rather, students’ own abilities, knowledge, and creative applications define the solution. For example, Science Fair projects which are unique Inquiries about Life, where research of what is already known leads a student to question formation, hypothesis, experimentation and analysis of gathered data. In Heuristic problem solving the inquiry and the solution reveal deep knowledge, creative application and extensions of true learning.

My Lesson Plan template: https://docs.google.com/document/d/16RVF97-ov-Pm3QCP98VSjT34LK6FevjQZoUXZziUQkc/edit?usp=sharing

The Principles From The Twelve Touchstones of Good Teaching

Principle Number

Description of the Principle from The Twelve Touchstones of Good Teaching

How I am going to apply the principle in my lesson plan.

Principle Number 1

I use standards to guide every learning opportunity. Be Demanding.

Research-supported resources, ideas, and examples for unpacking State Curriculum Guidelines and rigorous Standards, as well as using Standards as an approach for creative lesson planning and self-directed student learning are used to guide every learning opportunity. The State and Federal Common Core Guidelines provide high expectations, rigorous standards, high performance criteria for Formative and Summative assessments.

Colorado and California Secondary Life Science Core Curriculum

Guidelines (CDE 2019) are provided as general Core Outcomes of daily Learning Targets (LT). Writing daily LTs aligns students’ thinking with the intention and purpose of the class. LTs also prime students’ thinking in line with “what I already Know, Want to know and Learned” (KWL) about the subject.” Example: My Lesson Plan

Top of the Class, Fun, brief, Formative Assessments using online quiz apps in small group or paired sharing which review the homework reading assignment’s basic concepts are a safe, and fun way to “warm-up” for the day’s activities and bridge the KWL (what you Know, what you Want to know, and what you Learned) basics of beginning study of a new concept.

Principle Number 2

I ensure students set personal learning objectives for each lesson. Be Demanding.

Research-supported resources, ideas, and examples for helping students challenge themselves have a proven track record with results from “being Demanding”. “Warm Demanders” set ambitious long-term goals and short-term learning objectives so students are able to conceptualize what is to be accomplished and rise to the occasion producing results. Begin with the end in mind! (Franklin Covey, 1989), using learning objectives to guide the planning of lessons and units.

Students state positive summaries of Learning Targets for their daily lesson plans. Students write the daily Learning Target in their Science Notebook.

For example, students would write a LT which says “I know the parts of a cell, and I am able to explain how the parts of a cell allow living things to maintain life in a changing environment.“ (Goodwin & Hubbell, 2013)

The teacher clearly explains the scope, sequence, timeline and expectations for individual student achievement for every unit of study.

Principle Number 3

I peel back the curtain and make my performance expectations clear. Be Demanding.

I provide rubrics for all important assignments (Appendix 3). The purposeful focus of Scoring Rubrics, (Jonsson & Svingby, 2007), as cited in our textbook Twelve Touchstones, describe Rubrics as a type of scaffolding for assignments which, in their writing, can be interpreted well or poorly. The scaffolding or clarifying of expectations appears to encourage higher levels of student achievement. (Jonsson & Svingby, 2007). Rubrics Identify the proficiency level which is stratified using several levels of achievement, Level 4, 3, 2, 1. Rubrics focus on growth by leading students through concrete steps to achieve their desired proficiency. A few of the available Software programs which are sold to assist educators with writing Rubrics are: Tubistar, iRubric, Teacher Planet, and Jon Mueller’s Authentic Assessment Toolbox.

Appendix 3

My Rubric https://docs.google.com/document/d/13u8Cb5a2eGwb71ClnsIDBG8VHtfbzGuWN-fjAWLy0rs/edit?usp=sharing

My student’s Science Fair Project Checklist for Choosing a Science Fair Project Topic and Research Question. (Handout) - This Formative Assessment is used for Paired Sharing and Small Group Work as a Student Directed active learning tool.

Science Fair Project Checklist for Choosing a Science Fair Project Topic and Research Question. (Handout)

https://docs.google.com/document/d/1956d2suSTjGKam2JOZTStnQSmu96An9l-WSCTxOaYBA/edit?usp=sharing

Principle Number 4

I measure understanding against high expectations. Be Demanding.

I articulate high expectations and use performance criteria to help students find their “Goldilocks zone”, not too difficult and not too easy. I scaffold and inspire my student’s intrinsic motivation, which ideally stem from their own self-determination and competence. (Deci, Ryan & Koestner, 1999).

To establish a basis for expectations, I write a daily Learning Target, correlated with State Standards, for my students to copy which they write in their Science Notebook. I write specific grading Rubrics for my student’s reference and guided practice.

Example: My Rubric

https://docs.google.com/document/d/13u8Cb5a2eGwb71ClnsIDBG8VHtfbzGuWN-fjAWLy0rs/edit?usp=sharing

I incorporate Formative Assessments as a measure of students’ understanding.

Principle Number 5

I engage student interest with every lesson. Be Supportive.

I put Rigor, Relevance, and Relationship into my lesson plan, and performance criteria at the heart of my “teacher talk” in the classroom.

Every ten to fifteen minutes I re-engage student interest.

My active engaging strategies which help learning “stick” are: “Think-Pair-Share”, Learning Jig-Saw, Entrance and Exit Tickets, and Round Robin learning stations, Red, Yellow, Green cards, Thumbs-up, Thumbs-down polls impromptu student polls, mini white board quick answers, all in my daily lesson plans. (Goodwin & Hubbell, 2013)

Students have one opportunity to choose an element for their individual study for explicit real world relevance and to be coached individually. (Example: My Lesson Plan).

Principle Number 6.

I interact meaningfully with every student. Be Supportive.

I articulate performance criteria to help students link effort and results. In-Practice Example: Performance Criteria and Rubric.

Appendix 5:

https://docs.google.com/document/d/16RVF97-ov-Pm3QCP98VSjT34LK6FevjQZoUXZziUQkc/edit?usp=sharing

Clearly articulating performance criteria will influence my Teacher Talk (the role of teachers) in important and beneficial ways to engage and coach students in culturally responsible ways.

Cultural Responsiveness (understanding and valuing a student’s “Cultural Capital”) is extraordinarily important when interacting with every student in a meaningful way without stereotyping.

The key to providing students with one-on-one coaching and individual support is to arrive at the creative space where a fountain of intrinsic motivation is discovered and exemplified in the students confidence in mentoring their own and each other’s learning (paired and small group sharing.).

OTL502 Module 6 Critical Thinking Addendum By: Maryellen Elizabeth Hart October 2019

Explicit means clear, detailed with no room for doubt. The purpose of education is to prepare students for life and to equip students with skills so they become sustainable, successful citizens for life! To extend student learning, to make explicit connections to real work relevancy or career/workforce readiness, I would provide appropriate field experiences in the form of part-time internships, field trips, guest speakers and guest presentations from the local community all incorporated in hands-on project-based learning programs of Science Fair Project Development and career research about jobs and internships in science. I would develop small group classroom research assignments for students to scavenger hunt for solutions to real-world problems and in careers. http://resources4rethinking.ca/en/toolbox/real-world-connections In the Science classroom there is so very much opportunity for in-class and after school activity to extend student learning to make explicit connections to real-world relevancy or career/workforce readiness with every laboratory exercise and every research project. Science is about the real world, there is intrinsic opportunity for a great connection with every topic in Science using “Current Events” and communicating professional connection with the working world!

In addition, I am adding some thoughts about Culturally Responsive Teaching for your reply. I “tune in” (pay attention) to my students. I show them I care by providing learning choices. I create opportunities for my students to share their interests, talents and make personal connections in culturally responsive ways. Cultural Responsiveness is not stereotyping students or teachers trying to teach using colloquial linguistics not of their (teacher’s) own. Cultural Responsiveness is not posters on the wall or international food in the classroom. Cultural Responsiveness is the masterful personal coaching that professional teachers yield to their students to effect EQUAL OUTCOMES regardless of race, gender, gender-choice, political affiliation, disability, age, etc. And cultural responsiveness may include any inclusive measures for language choice, gender choice, religious choice, political choice, nation of origin choice, etc.

Master Teacher Zaretta Hammond best expresses the mystery of cultural responsiveness: Culturally Responsive Teaching “is about building the learning capacity of the individual student,” Hammond says. “There is a focus on leveraging the affective and the cognitive scaffolding that students bring with them.” The simplest way to judge whether your teaching is culturally responsive is whether your diverse students—students of color, English language learners, immigrant students—are learning. If they are not succeeding academically within your classroom norms, your approach might need to be more culturally responsive.” Cited from: https://www.cultofpedagogy.com/culturally-responsive-misconceptions/

Powerful considerations for the Inclusive Classroom. How cultural responsiveness for all students needs to create the opportunity for a safe oasis in the classroom for all cultures and heritages. A culturally responsive classroom fosters student-directed, project-based, personalized learning where students may learn to create, analyze, and apply (Bloom, 1956) their learning in the context of THEIR Culture and Heritage. Teachers moderate the safe classroom, student expression and student learning is individually accomplished incorporating individual cultures and heritage on a student by student, individually creative, basis. The teacher creates a safe oasis of opportunities for cultural diversity in learning outcomes and assignments and then encourages culturally responsive acquisition of knowledge and expression of Learning Outcomes according to individual student culture.

White Women Who Teach Black Boys Retrieved from: https://www.teachingchannel.org/tch/blog/understanding-first-step-white-women-teaching-black-boys

Culturally responsive teachers scaffold cognitive growth within each student honoring their diverse gifts and unique needs to effect achievement of equal Learning Outcomes in the context of their personal cultural expression.

Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta Hammond, 192 pages, Corwin, November 2014

Touchstone Number 7

I use feedback to encourage effort. Be Supportive.

I use feedback to encourage effort.

Forms of feedback can be personalized for each unique student to scaffold their engagement in a content area.

Feedback comes in MANY forms. Smile, grimace, raised eyebrow, scrunched nose, nod of the head, eye contact, groan, bowed head, silence, dropped eyes with silence, lights out, lights on, names on the board, names off the board, cough, praise, specific acknowledgement of specific performance (the MOST effective feedback along with praise), praising any effort at all, partial answers get praise and other students can add to the answer, in the form of “Lego Building Block answers” which are those answers from students that teachers build on using each others’ thoughts to arrive at a whole explanation or concept! Ungraded, fun spontaneous assessments (thumbs up, thumbs down, yellow, red or green cards, mini white board responses which are mostly confidential, Graded assessments (quantitative evaluations), summative assessments (quantitative or qualitative), small group peer reviews, paired sharing, board work, etc. are all forms of valid feedback.

I use feedback (specific and timely) to encourage effort (and check their progress.) Touchstone Number 7 “I use feedback (specific and timely) to encourage effort (and check student progress.)” Feedback is the heart of teaching along with delivery methods of new information “set the stage” of opportunity for deep learning, application, analysis, and evaluation.

Feedback which is formative provides an opportunity for Mastery. Evaluative and non-evaluative feedback are equal in guiding students toward Mastery, however, "Evaluative" feedback communicates percentage (or how much of the content was Mastered or was accomplished as well as indicates where the student stands in relationship with their peers in the class"rank".) Evaluative feedback can be a great motivator as can non-evaluative feedback. Educators need to keep in mind the Pygmalion effect of all feedback. (Praise improves performance. Negative feedback reinforces under performance.)

Feedback in regards to Cultural Responsiveness is important. In the 1960s a teacher in Iowa, Jane Elliot, turned USA upside down regarding how cultural responsiveness in a classroom can make or break a student's ability to learn. The teacher's experiment on her third-grade student's was called "Brown Eyes Blue Eyes" or "A Class Divided" and is a really important study for all teachers to be acquainted with so teachers understand the power of feedback and the power of cultural responsiveness within a classroom.

The Pygmalion effect describes the impact of feedback about a student's performance, and how powerful communicating that feedback impacts the student's future performance and the surrounding community's perception of the student. Feedback is powerful. Formative Assessments (feedback) which are fun, social, and reinforcing content are the best motivators and can instill a positive mindset ("I can do this", "on a roll") and motivate students to accomplish more.

Feedback will be provided to students on their progress that is non-evaluative. My classroom includes positive feedback and we apply Carol Dweck’s (Dweck, 2009) Fixed Mindset to a Growth Mindset philosophies. We praise each other’s progress. We build on each other’s answers. We give each other good ideas to improve with a loving spirit. We resolve conflicts with standard conflict resolution strategies of thinking about, researching solutions, identifying feelings and writing about the issues and what we think a good resolution would be.

Step 3 “Students will check their progress toward mastery of the standards and skills related to the standard (e.g. use rubric provided daily to check in on progress after in-class and homework practice opportunities).” Rubrics will be available from the beginning of the assignment, progress will be noted using online technologies.

Step 4 “Culturally responsive strategies incorporated this week include respect of students’ individual needs.” A Student’s Needs are: FIRST those listed in Maslow’s hierarchy

https://en.wikipedia.org/wiki/Maslow%27s_hierarchy_of_needshttps://en.wikipedia.org/wiki/Maslow%27s_hierarchy_of_needshttps://en.wikipedia.org/wiki/Maslow%27s_hierarchy_of_needs

(First: Attend to student’s “ambient” and Physiological needs, for the day that a teacher can influence such as temperature regulation, warmth, shelter, water, food availability, safety, clothing, love, belonging, and character needs: esteem, of self, esteem by others of us, long term academic goals, Individual Educational Plans, emotional intelligence (Howard Gardner's Theory of Multiple Intelligences), developmental stage, and learning style and culturally responsive feedback and praise to reinforce positive mindsets and achievements of self actualization.

Previous Touchstones of good teaching are incorporated into the Lesson Plan. The Lesson Plan has listed and unpacked the Colorado State Standards around an Essential Question according to Touchstones Number 1 & Number 2. Formative Pre-Assessments along with an Assignment Rubric based on Touchstone Number 3 “I provide rubrics for all important assignments” (Jonsson & Svingby, 2007) and Touchstone Number 4 “I use performance criteria to scaffold my student’s writing of their daily personal learning goals. The daily performance criteria is written within a clear just right zone of challenge or “Goldilocks Zone”. (Deci, Ryan & Koestner, 1999). The SWBAT (“Students Will Be Able To…”) method of communicating daily Learning Target(s) is incorporated as a system for students to clarify in their own words their daily goals as written in their Science Journals. Formative Assessments are used to more fully identify and practice the Learning Targets (LT). The Lesson questions are engaging the student’s attention, demanding analysis of concepts, and creating opportunities for application and are not too difficult and not too easy for student’s to accomplish. Class activity will be re-engaged every ten (10) minutes and students will have one opportunity to choose one important aspect of the lesson to develop. And the Lesson will include the culturally responsive strategy, “All students will receive what they need to succeed academically.” (Kraanoff, B., 2016) (Parker, C. , 2015).

Touchstone Number 8

I create an oasis of safety and respect in my classroom. Be Supportive.

I create an oasis of safety and respect in my classroom.) Touchstone for Good Teaching Number 8 states for the teacher to create an Oasis of Safety and Respect. Identify the rules (e.g. respect others’opinions) and procedures (e.g. student groups identified on the board when students walk in and desks pre-arranged into groups) that will be used during the learning opportunities for students to interact and engage with the teacher and each other. Students will have timely feedback and opportunities to express their needs.

I create an oasis of safety and respect in my classroom. (Classroom Rules are listed in the course syllabus, posted in the classroom, and Procedures for active learning.) Touchstone Number 8 “I create an oasis of safety and respect in my classroom.” (Using Classroom Rules and Procedures for active learning.) Students will create and then be given copies of the Classroom Rules written on the class Syllabus.

I communicate expectations and guide students with their communications of expectations. I praise students (often) to encourage safe sharing of ideas and I build on students responses, first acknowledging the portion of their answer that is on track.

In addition, Touchstone for Good Teaching Number 8 states for the teacher to create an Oasis of Safety and Respect. I create classroom safety using classroom expectations for behaviour (Rules) and role model positive interaction with my students. For the times when students are bringing into the classroom issues that are not easy to resolve, I am providing a designated AREA FOR Love Letter Writing (CONFLICT RESOLUTION) within my classroom. I will have a tiny table with two chairs set to the side of the classroom where students who engage in disruptive or aggressive communication may take a “timeout” to read about Conflict Resolution options, identify what they are feeling, and write about what they need to have happen to feel resolved. They will be provided with LOVE Letter stationery, stickers, marking pens, sparkle gel pens, glue and magazines where they can cut and paste photos and words to describe the situation and what they need to have happen to resolve their feelings. They mail their comment cards, notes and letters to me (or to another student) in a cardboard box which I check everyday. (Goodwin & Hubbell, 2013)

Included here are ideas I have to create an Oasis of Safety and Respect Step 2 -Timely feedback will be provided to students on their progress that is non-evaluative. My classroom includes positive feedback and we apply Carol Dweck’s (Dweck, 2009) Fixed Mindset to a Growth Mindset philosophies. We praise each other’s progress. We build on each other’s answers. We give each other good ideas to improve with a loving spirit. We resolve conflicts with standard conflict resolution strategies of thinking about, researching solutions, identifying feelings and writing about the issues and what we think a good resolution would be.

Step 4 “Culturally responsive strategies incorporated include respect of students’ individual needs.” Needs are Physiological (Maslow’s hierarchy) character, ambient needs (needs for the day, hunger, water, clothing, temperature regulation, blood sugar, etc.), long term academic goals, Individual Educational Plans, and consideration of each student’s emotional intelligence (Howard Gardner's Theory of Multiple Intelligences), developmental stage, and learning style and culturally responsive feedback and praise to reinforce positive mindsets and achievements.

Previous Touchstones of good teaching are incorporated into the Lesson Plan. The Lesson Plan has listed and unpacked the Colorado State standards around an Essential Question according to Touchstones Number 1 & Number 2. Formative Pre-Assessments along with an Assignment Rubric based on Touchstone Number 3 “I provide rubrics for all important assignments” (Jonsson & Svingby, 2007) and Touchstone Number 4 “I use performance criteria to scaffold my student’s writing of their daily personal learning goals.”

The daily performance criteria is written within a clear just right zone of challenge or “Goldilocks Zone”. (Deci, Ryan & Koestner, 1999). The SWBAT (“Students Will Be Able To…”) method of communicating daily Learning Target(s) is incorporated as a system for students to clarify in their own words their daily goals as written in their Science Journals. Formative Assessments are used to more fully identify and practice the Learning Targets (LT). The Lesson questions are engaging the student’s attention, demanding analysis of concepts, and creating opportunities for application and are not too difficult and not too easy for student’s to accomplish. Class activity will be re-engaged every ten (10) minutes and students will have one opportunity to choose one important aspect of the lesson to develop. And the Lesson will include the culturally responsive strategy, “All students will receive what they need to succeed academically.” (Kraanoff, B., 2016) (Parker, C. , 2015).

Touchstone Number 9

I make the most of every minute. Be Intentional.

Plan instructional time for “bell to bell” learning. Organize the lesson plan and manage the classroom (routine, seating, materials and methods) to maximize real affective learning. Be intentional about time.

Provide activities that are focused on different tasks, tasks which change every ten to fifteen minutes. (Goodwin & Hubbell, 2013) accomplishing and assessing mastery of Learning Targets.

Example:

My Lesson Plan: https://docs.google.com/document/d/16RVF97-ov-Pm3QCP98VSjT34LK6FevjQZoUXZziUQkc/edit?usp=sharing

Touchstone Number 10

I help students develop deep knowledge. Be Intentional.

I incorporate the six (6) essential “C”s for learning. Curiosity, Connection, Coherence, Concentration, Coaching, and Context.

Example: My Lesson Plan is attached.

Curiosity: is a tool of teaching where teachers lead students to the investigation of our biosphere (environment) which leads to acquiring deep knowledge and applying learning in personalized and meaningful ways. To raise curiosity, a teacher creates a heuristic question, describes a problem, or perspective where students connect their learning in individualized new ways.

Connection: Lesson plans which state their Learning Target(s) and create an entrance activity or writing of a learning ticket to engage students and where students thoughts are bridged or connected to recall previous knowledge and to shift thinking into new paradigms of application, using the tools of Good rubrics, organizers, concept maps, and connecting questions.

Coherence - Clarity. Clues and questions, concept mapping, venn diagrams, sensory connections to bridge existing knowledge with new concepts.

Concentration - Concentration is improved when teachers give students a moment to think about the question or problem and safely share their initial thoughts with peers. Concentration improves when teachers vary class routine, anticipate what individual students may think about or need for learning, correlations with previous knowledge (ask leading open-ended questions), visual organization, small group and paired sharing, variation in media, provide mid class check ups using “Do-confirm” checklists, specific checkpoints of LT progress, using timely formative assessments for checking understanding, lead students to deeper knowledge. These provide stimulus for extending focus and concentration.

Coaching- Guided practice is the personal one on one time a teacher spends with each student to assess their progress achieving benchmarks and redirects the student’s efforts along more personal lines to increase their personal performance.

Context - teachers create a safe, engaging environment, and lead students with meaningful and purposeful repetitive guided practice, real world application, personally solving heuristic problems using content area applications and tools.

(Goodwin & Hubbell, 2013 Text. pg. 142-144)

Touchstone Number 11

I coach students to mastery. Be Intentional.

Purposeful practice. Deliberate practice. Opportunities for knowledge retrieval of deep learning using key assessments. Observe students. Provide feedback.

In class formative assessments and small group or paired sharing activities provide the opportunity for teachers to coach students one on one. To be an effective teacher and classroom coach, a teacher needs to be in a coaching relationship with their own mentor teacher or peers. (Goodwin & Hubbell, 2013)

Example my Lesson Plan use of the online Formative Assessment.

Touchstone Number 12

I help students do something with their learning. Be Intentional.

Benefits of real world learning applications via project based learning. High school drop-outs (81%) state the one thing that would have motivated them toward persevering through their academics to graduation would have been “real-world learning” applications to extend the student’s learning into their everyday life application.

Educators have common tools which bridge classroom theories, and complex abstract concepts to extend learning. “Real World Learning” begins with Concept maps, Formative Assessments, research and writing and illustration presentation, drawing, poster making, essays, summary narratives, designed around a framing concept or question. Heuristic problem solving or solutions to problems that do not have predefined solutions, rather, students’ own abilities, knowledge, and creative applications define the solution.

For example, Science Fair projects which are unique Inquiries about Life, where research of what is already known leads a student to question formation, hypothesis, experimentation and analysis of gathered data. In Heuristic problem solving the inquiry and the solution reveal deep knowledge, creative application and extensions of true learning. (Goodwin & Hubbell, 2013)

Example: My Lesson Plans regularly include small-group exercises which gives me time to personally coach each of my students as they wrestle with new applications of concepts and “Real World Learning” applications.

Students will be using the highest levels of cognitive development as identified on Bloom's Taxonomy (Bloom, 1956) which are: application, analysis, synthesis, and evaluation. These high level acquisitions in Cognitive Development result from strong, rigorous teaching methods using Pattern Recognition, evaluation of Cause and Effect, synthesis of Energy Matter interactions, analysis of a stable versus a changing (dynamic) environment, structure and function of systems and system models, evaluation of scale, quantity and proportion. The role of humanity in Science will also be covered, along with science's connection to natural systems (CDE, 2019) with the development of a Science Fair Project.

Touchstones 5 and 6 emphasize the use of performance criteria to help students find their “Goldilocks zone” which is not too difficult and not too easy, where the student’s intrinsic motivation stems from self-determination and competence (Deci, Ryan & Koestner, 1999) and student’s push themselves beyond their comfort-zones to achieve and apply abstract concepts. Performance Criteria guides the classroom teacher’s “talk” to be focused on acquisition of specific objectives to be gained as appropriate grade-level learning “new knowledge, new applications of knowledge”, as guided by the Standards from Colorado Department of Education Secondary Science Education Life Science.

Unpacking the Standards from Colorado Department of Education Secondary Science Education Life Science Core Concepts to be Used in Lesson Planning

Unpacking the Standards (Goodwin & Hubbell, 2013) and key concepts from Colorado Department of Education Secondary Science Education Life Science Core Concepts (CDE, 2019 (Appendix 1) are listed here. This paper develops a Lesson Plan which teaches the PROCESS of Scientific Method of Investigation and use of the International System of Measurement (The Metric System) where students choose a topic from the core content which is researched and experimentally tested in their own Science Fair Project across the year.

The Unpacked Standards for the General Secondary Life Science concepts are: Specialized cells, DNA, genes, feedback mechanisms about mitosis, meiosis and cellular division, sexual reproduction, chromosomes, genotype, gene expression phenotypes, form and function of multicellular organisms, morphology, anatomy, physiology, Photosynthesis, sugar production, solar energy, cellular respiration, energy and matter in living systems, food web, carbon cycle, carrying capacity of ecosystems, ecosystem stability, changes in the environment, socialized behaviours of living creatures, adaptation, speciation, extinction, ecology impact of humanity on the natural world, factors that drive natural selection, environments and evolution. Because science is both the knowledge of the natural world and the processes that have established this knowledge, science education must address both of these aspects. The Colorado Core Standards for Secondary Science (Life Science - Biology) are clearly listed in Appendix 1.

Lesson Plan

An Essential Question

In Module 3 Both the Teacher and Students write an Essential Question as the point of focus for the Lesson.

“How Does the Scientific Method of Investigation and Use of the Metric System of Measurement Solve Real Problems in Life?”

Resource: https://www.sciencefaircentral.com/students/scientific-projects

Scaffolding Student Success

Throughout the development of a Science Fair Project, Students will be individually coached and individually scaffolded using Vygotsky’s Zone of Proximal Development where age and level appropriate cognitive development strategies are applied for each student. Cited in Goodwin & Hubbell, (2013) Twelve Touchstones of Good Teaching “Do-confirm” checklists will be integrated midway through daily lessons and the entire project. The Lesson Plans are “Demanding, Supportive, Intentional.” (Goodwin & Hubblee, 2013) “Supportive”, keeping students’ individual needs in mind with reference to Maslow’s Hierarchy of Needs (as cited in Goodwin & Hubbell, 2013) to understand where they are in the moment with their ability to learn. Be supportive, know how your students’ best efforts are assessed and revealed using Bloom's Taxonomy. (Bloom, 1958).

The Lesson Plan

First, greet students at the door and have an activity ready for them, these activities are often called SPONGE ACTIVITIES (such as an entrance ticket, formative assessment, crossword puzzle, or QUIZLET.com game questioning homework topics. Students begin as soon as they walk into the class. (Principles 9 & 11). Begin and end with a review of the lesson (“3, 2, 1**”) Entrance and Exit tickets work great. Use good questioning feedback techniques to keep students focused and directed. Encourage questions and feedback that probe for what is relevant, feedback from student to student and student-teacher. (**“3,2,1 Entrance and Exit ticket questions) Example: Write on a sheet of paper with your name: Three (3) main points that you learned from yesterday’s homework (reading, video or from today’s activities), Two (2) questions you have, or two things you did not understand, One (1) thing you would like to learn more about.

Stage 1 – Desired Results, Learning Targets (LT) - SWBAT: “Students Will Be Able To” describe a TOPIC they are passionate about in Science and Write a Question they would like to have answered by performing an experiment. (Module 3) and (Principles 9 & 11) `

This Lesson Learning Target Question: “How Does the Scientific Method of Investigation and Use of the Metric System of Measurement Solve Real Problems in Life?”

Content Standard:

Colorado Department of Education (CDE) Academic Standards for Science Adopted December 10, 2009 Page 2 of 36, paragraph 3 states:

Science is both a body of knowledge that represents the current understanding of natural systems, and the process whereby that body of knowledge has been established and is continually extended, refined, and revised. Because science is both the knowledge of the natural world and the processes that have established this knowledge, science education must address both of these aspects.

Grade Level Expectations for High School include the simultaneous and necessary standard of teaching the Process whereby the body of knowledge has been established, such as using The Scientific Method of Investigation and International System of Measurement (Metric System). (CDE, 2009) to problem solve. Creation of Science Fair Projects, which are long-term student directed, project-based learning activities, which teach and assess mastery of the Scientific Method of Investigation and mastery of use of the International System of Measurement (Metric System) and mastery of basic Qualitative and Quantitative Statistics.

“Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how living systems interact with biotic and abiotic environment.” (CDE, 2019) (Module 2)

Unpacked Standards

CDE Secondary Science Life CDE 2019 (See above.)

Essential Question

How Does the Scientific Method of Investigation and Use of the Metric System of Measurement Solve Real Problems in Life?

Performance Task(s) or Assignment Description(s) (Module 3)

Students will Create a Topic, and write a Good Testable Question to answer by performing an experiment. Students will write a plan to solve a problem using the Scientific Method of Investigation and the Metric System of Measurement.

Rubric: (Module 3)

Student Science Fair Project IntroductoryAssignment Rubric is attached to this link.

https://docs.google.com/document/d/1956d2suSTjGKam2JOZTStnQSmu96An9l-WSCTxOaYBA/edit?usp=sharing

Module 3 Formative Pre-Assessment: In teams of two to four people, students will scavenger hunt using Google to discover a topic in Science they are PASSIONATE about and note the website, or attach a copy of the article.

Students Will Be Able To (SWBAT): set their own personal goals mirroring the Learning Target (LT) for the day of writing their own

“Essential Question”, a question which is testable using the Scientific Methods of Investigation and described by the Metric System of Measurement.

For example:

“I am passionate about the Science Topic…”

“The question I would like to answer by experimentation is: ...”

“I use the Scientific Method of Investigation and Metric System of Measurement to solve real problems in life. The problem (in the form of a question that I would like to research and test is…..”)

Self or Peer Assessments: (Module 5)

Both Teacher Guided Self-Created Checklist will be used for Self Assessment along with a Rubric.

Small group sharing and class

presentation “peer review” of their project

at various stages will be implemented. https://docs.google.com/document/d/1956d2suSTjGKam2JOZTStnQSmu96An9l-WSCTxOaYBA/edit?usp=sharing

Formative Assessments, Summative Assessments, etc.: (Module 3)

A detailed rubric and grading of each

portion of the assignment

will be the modus operandi

of the formative, weekly periodic and Summative Assessments.

https://docs.google.com/document/d/13u8Cb5a2eGwb71ClnsIDBG8VHtfbzGuWN-fjAWLy0rs/edit?usp=sharing

Rules and Procedures: (Module 5)

Science Fair Project Guidebook will be the point of reference

for Rules and Procedures.

“Three to Get Ready, a Science Fair Handbook

for Students, Parents, Mentors/Teachers”

(Maryellen Elizabeth Hart, 1985)

Class Rules are listed on the course syllabus and students have an opportunity to write their own rules to be posted in the classroom.

Good Classroom Rules for High School Teacher’s Syllabus (Cited from Teachnology, Inc., 2019)

1. Arrive on time.

2. Raise your hand before speaking.

3. Listen to others and participate in class discussions.

4. Stay on task.

5. Do your assignments.

6. Bring materials and have them ready.

7. Listen to directions.

Examples of Students’ Write Their Own Class Rules (Cited from Teachnology, Inc., 2019)

1. Come to class prepared to learn. (Pencils sharpened, pen, paper, and notebooks)

2. Respect all property. (School property, personal property, and other's property)

3. Respect all ideas given in class and do not criticize anybody's ideas or thoughts.

4. Do your very best!

Stage 2 – Assessment Evidence Directly Aligned to Content Standard

DAY ONE

Developing a Science Fair Project

60 minute Lesson Plan

Assigned the night before Homework:

Pre-Assessment (including analysis of the pre-assessment results): (Module 3)

Online assessment activity.

Students Will Be Able To (SWBAT): set their own personal goals mirroring the Learning Target (LT) for the day of writing their own testable question for a Science Fair Research Project.

Steps for Developing a Science Fair Project EdPuzzle Formative Assessment. https://edpuzzle.com/join/momocul

Entrance Ticket: (5 minutes) Paired Share discuss then individually write a 3, 2, 1 Entrance Ticket about the EdPuzzle homework assignment “Formation of a Science Fair Project”.

Teacher Presentation: Describe the Process of Developing a Science Fair Project and steps using PowerPoint Presentation of the steps.

Teacher Guides students through the process of

Creating a Science Fair TOPIC and Formation of a Testable Question

Students will be given an in-class small group activity where a Guided Practice Scavenger Hunt is used to guide students in discovering a topic in Science they are passionate about!

(3-5 minutes) Individually students will write a list of three ideas they are curious about in Science and would like to know more about. They may scavenger hunt in their textbook, or in classroom reading materials or online with Google and research the topic to better define their topics.

(12-15 minutes) Students form a small group. Students try to form a question about their TOPIC according to Scientific practices for a testable question. Students may talk about their idea with their peers. Students write on a piece of paper, or in the Science Fair Project Worksheet and Rubric, a Good Testable Research Question that can be answered by forming an educated guess (hypothesis), conducting an experiment which will produce data, be able to be analyzed, results will be able to be illustrated and a conclusion (accepting or rejecting the hypothesis) based on the evidence.

(10-15 minutes) Students remain in their small group, to play a game of Jeopardy, just like the television show, where they describe their PASSION (Topic) in Science to their small group and each member of the small group has to think of one question related to the other student’s topic, and writes a question down on a piece of paper. Everyone gets a turn describing their own topic and having each other member in the group reveal their guess about each other’s scientific question. Students are now playing Jeopardy in their small group! To describe the process in more detail, my students will describe to each other their passion (topic) and describe what they would like to know more about, THEN the other students in the small group, one at a time, try to state a testable question about the speaker’s topic, so the guessing student’s question matches the speaking student’s question. Just like Jeopardy! If they guess right, they get a point for each right guess at another student’s question. The game is played for at least one round or until everyone feels they understand their topic and has a good scientific testable question that they have edited in response to their peers’ ideas! The person with the highest score of matching their question to the original writer’s ideas wins a small prize (Free homework points), and everyone has a good Science Fair Question to research and conduct a controlled experiment! Teacher takes time to coach each student individually. COACHING STUDENTS TO MASTERY.

(10 minutes) Guided Practice Research. (Do Confirm Checklist checkpoint - are we on task with our LT?) The class will individually research in their Science textbook, or classroom resources, or conduct an online Google scavenger hunt and read more about their topic. The teacher will personally coach each student in researching their topic and re-writing their question, hypothesis and try to imagine an experimental plan.

(3 minutes) Exit Ticket: Write a twenty word summary of one question you have from the activity today.

(1-minute announcement and students write down their assignment) Homework: Read online about Hypothesis writing.

DAY TWO

Developing a Science Fair Project

60 minute Lesson Plan

Students Will Be Able To (SWBAT): set their own personal goals mirroring the Learning Target (LT) for the day of writing their own Hypothesis and Null Hypothesis for their Science Fair Project.

(3-5 minutes) Entrance Ticket: Form a small group. Share ideas. Then write three 3 things you learned from the homework about writing a Hypothesis which responds by answering a testable question. Write two questions you have. Write one idea you would like to know more about.

(3-5 minutes) The teacher describes Hypothesis formation based on answering a testable question. The teacher plays the video “How to Form a Hypothesis”. And how to form a Null Hypothesis. https://www.youtube.com/watch?v=bp2fbzWZDmA (4 minutes)

(5-10 minutes. The small group shared activity,) Students write a HYPOTHESIS and Null Hypothesis and share with their small group their idea.

(4 minutes) Teacher will show a video on creating an experiment for a Science Fair Project. https://www.jpl.nasa.gov/edu/learn/activities/science-fair-project/

(15 minutes) In their small group, students will jig-saw walk around the classroom to six workstations. Each workstation will describe one element of a well designed Science Fair research project and will provide materials for students to draw a one-page poster illustrating the Science Fair Project process. 1. Discover a Topic (Idea), 2. Research what is already known, 3. Write a Testable question, 4. Design an Experiment testing one variable, list needed controls. 5. Results and Analysis 6. Accept or reject the hypothesis and form a Conclusion.

(15 minutes.) Students will describe a proposal for their experimental plan. The experiment will test their hypothesis and answer their questions. Students will share their Poster and describe their Question, Hypothesis and Experimental plan within their small group and coach each other in refining their ideas. Students will give each other a score for their focus and effort (1-5 points) the scores will be written on each students’ worksheet. Teacher takes time to coach each student individually. COACHING STUDENTS TO MASTERY.

See Worksheet /Rubric: https://docs.google.com/document/d/1956d2suSTjGKam2JOZTStnQSmu96An9l-WSCTxOaYBA/edit?usp=sharing

7. (3 minutes) Exit Ticket: 3, 2, 1. Homework Assignment: Bring your Academic Planning Calendar to class.for the school year. Watch any video about developing a Science Fair Project.

DAY THREE

Developing a Science Fair Project

60 minute Lesson Plan

Students Will Be Able To (SWBAT): set their own personal goals mirroring the Learning Target (LT) for the day of writing their own year long plan for developing a Science Fair Research Project.

1. (5 minutes) Entrance Ticket: Form a small group. Share ideas. Then write three (3) things you learned about developing a Science Fair Project from the video you watched for homework. Write two questions you have. Write one idea you would like to know more about.

2. (10 minutes) The teacher describes a BIG picture of the process of developing a Science Fair Project. The teacher plays the video “Best Science Fair Project” and “Science Fair Research”.

https://www.youtube.com/watch?v=TDNay0tvnLY#action=share (2 minutes)

3. (15 minutes.) The small group shared activity. Taking turns students discuss how their research and experiment will work with their academic planning calendars, and discuss the challenges, both positive and negatives of developing a Science Fair project. Students will write on their calendars the major Due Dates for their Science Fair Project.

4. (5 minutes) The teacher will guide students through an online website “Science Buddies” which contains many resources for Science Fair Project development. https://www.sciencebuddies.org/science-fair-projects/science-fair Research Plan.

5. (15 minutes) In their small group, students will jig-saw walk around the classroom to six workstations. Each workstation will describe one element of a well designed Science Fair research project and will provide materials for students to draw a one-page poster illustrating the Science Fair Project process. 1. Parts of a well Designed Experiment 2. Factors to Consider with every experiment (controls and variables). 3. Creative ideas for eliminating variables with every science fair project. 4. What will the experimental data look like? How will the experimental data be used in the Results and Analysis section of the report. 5. How will you know whether to Accept or Reject the null hypothesis and form a Conclusion? Students will give each other a score for their focus and effort (1-5 points) the scores will be written on each students’ worksheet. Teacher takes time to coach each student individually. COACHING STUDENTS TO MASTERY.

See Worksheet /Rubric: https://docs.google.com/document/d/1956d2suSTjGKam2JOZTStnQSmu96An9l-WSCTxOaYBA/edit?usp=sharing

(3 minutes) Exit Ticket: 3, 2, 1. Homework: Read twenty minutes about your Science Fair Project topic.

DAY FOUR

Developing a Science Fair Project

60 minute Lesson Plan

SWBAT: Students will write a plan to solve a problem using the Scientific Method of Investigation and the Metric System of Measurement.

1. (5 minutes) Entrance Ticket: Form a small group. Share ideas. Then write three (3) things you learned about developing a Science Fair Project from the homework readings. Write two questions you have. Write one idea you would like to know more about.

2. Day Four Lesson Plan is kept as a “catch up day”. The goal of this day is to “Help Students Do Something With Their Learning” which is writing a strong DRAFT for a project plan which incorporates the use of the Metric System of Measurement.The teacher will allow time to complete any of the steps from the previous three days. Teacher will individually coach students to mastery covering all the areas of Science Fair Project Development. The teacher will walk students into the school library and have students read and begin to take Cornell Notes about their topic. Cornell Notes https://en.wikipedia.org/wiki/Cornell_Notes Teacher takes time to coach each student individually. COACHING STUDENTS TO MASTERY.

Exit Ticket Assessment: Students will hand in their Cornell Notes as the beginning step of their DRAFT research plan for their project.

Stage 3 Learning Plan Directly Aligned to Content Standard & Assessments

Content Standard:

Colorado Department of Education (CDE) Academic Standards for Science

Adopted December 10, 2009

Page 2 of 36, paragraph 3 states: Science is both a body of knowledge that represents the

current understanding of natural systems and the process whereby that body of knowledge

has been established and is continually extended, refined, and revised.

Because science is both the knowledge

of the natural world and the processes that have established this

knowledge, science education must address both of these aspects.

Grade Level Expectations for High School include the simultaneous and necessary

standard of teaching the Process whereby the body of knowledge has been established,

such as using The Scientific Method of Investigation and

International System of Measurement (Metric System). (CDE, 2009) to problem solve.

“Students can use the full range of science and engineering practices

to make sense of natural phenomena and solve problems

that require understanding how living systems interact

with biotic and abiotic environment.” (CDE, 2019) (Module 2)

Learning Activities: (Module 4)

My active engaging strategies which help learning “stick” are:

“Think-Pair-Share”, Learning Jig-Saw, Entrance and Exit Tickets,

and Round Robin learning stations in my daily lesson plans. Students have the opportunity to choose an element for their individual study for explicit real-world relevance and to be coached individually.

I “tune in” (pay attention) to my students.

I show them I care by providing learning choices.

I create opportunities for my students to share their interests,

talents and make personal connections in culturally responsive ways.

See “Three to Get Ready, a Science Fair Handbook for Student,

Teacher and Parent/Mentor” (Hart, 1985)

“Do-confirm” checklists will be integrated midway.

Stage 4 – Feedback Strategies, including Timeliness (Module 5)

Student feedback will be regular, daily formative assessments, periodic step-by-step

assessment of progress with their checklist accomplishments, bi-monthly

(every two weeks) meetings between the student and one of the Science Project

Development team (Teacher, Parent, Project Mentor, and or Peers.)

The feedback will consist of completing a step listed on the

Science Fair Project Performance Checklist.

Progress on students' personalized goals will be monitored

regularly, every couple of weeks, by the Teacher and a community Science Fair Mentor…

Students will have seven opportunities to meet with their teacher and their community mentor throughout the development of their Science Project. “Begin with the end in mind” by giving students rubrics with three levels of proficiency. Use Bloom’s Taxonomy of Learning to design performance rubrics. (Module 5) 54 Formative Assessments to choose from

http://cmrweb.gfps.k12.mt.us/uploads/2/7/3/6/27366965/formative_assessment_ppt.pdf

Formative Assessments and Why we use them.

https://www.siprep.org/uploaded/ProfessionalDevelopment/Minutes/Using_Data_Formative_Assessment_St.Ignatius_MAHS_Oct2016.pdf

New Jersey Department of Education Formative Assessment and types of Analysis

https://www.state.nj.us/education/AchieveNJ/achievementcoaches/AssessmentData.pdf

CSU Global OTL 502 Teaching and Learning Reflection

Reflection is thoughtful and well detailed regarding how the touchstones were implemented; thoroughly addresses what worked well and what could be done differently to ensure effective implementation of all touchstones. (CSU Global OTL502 website. 2019)

https://docs.google.com/document/d/1SdxRSzoL0GYdidFpsmtb9qnsRXzQkifZj_CYpq8NwtM/edit?usp=sharing

References

Bandura (1977, 1986, 1997). “Self-efficacyTeaching Tip Sheet” Retrieved from https://www.apa.org › aids › resources › education › self-efficacy

Bloom, B. S. (1956). “Taxonomy of Educational Objectives, Handbook I: the Cognitive Domain.” New York: David McKay Co Inc. p. 200 Retrieved from https://tips.uark.edu/using-blooms-taxonomy/

Colorado Department of Education (CDE), Staff. (2019). Colorado Science Standards 2020 Secondary Science Retrieved from http://www.cde.state.co.us/coscience/2020cas-sc-p12 State Core Curriculum Guidelines retrieved from http://www.corestandards.org/in-the-states https://www.cde.state.co.us/standardsandinstruction/coloradostandards-academicstandards

Dweck, Carol, 2009. Fixed Mindset to Growth Mindset, The Adolescent Mind Retreived from http://learningandtheadolescentmind.org/people_01.html

Goodwin, B. & Ross-Hubbell, E. (2013). The 12 Touchstones of Good Teaching A Checklist for Staying Focused Every Day. McRel Mid-continent Research for Education and Learning. Denver, CO, USA Retrieved from www.mcrel.org UNPACK THE STANDARD Module Interactive video Retrieved from https://csuglobal.instructure.com/courses/13862/modules/items/661748

Goodwin, B. & Ross-Hubbell, E. (2013). “Lesson Plan Guidelines by 12 TOUCHSTONES” p.10-11,132-133. Retrieved from www.bie.org www.epals.com, and www.mcrel.org standards-benchmarks

Hart, ME (1985) “Three to Get Ready, a Science Fair Handbook for Student, Teacher and Parent/Mentor” Los Angeles County Schools Published for Los Angeles County Science Fair (1985)

Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067). The National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides/

Krasnoff, B. (2016, March). Culturally responsive teaching: A guide to evidence-based practices for teaching all students equitably. Region X Equity Assistance Center; Education Northwest. Retrieved from http://educationnorthwest.org/sites/default/files/resources/culturally-responsive-teaching.pdf

Leech, Andrea Dawn, ""What Does This Graph Mean?" Formative Assessment With Science Inquiry to Improve Data Analysis" (2014). Dissertations and Theses. Paper 1537 Retrieved from https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=2536&context=open_access_etds

McKevitt, C. T. (2016). Engaging students with self-assessment and tutor feedback to improve performance and support assessment capacity. Journal of University Teaching and Learning Practice, 13(1). Retrieved from http://files.eric.ed.gov/fulltext/EJ1097250.pdf

Maharaj-Sharma, R., & Sharma, A. (2016). What students say about homework—Views from a secondary school science classroom in Trinidad and Tobago. Australian Journal of Teacher Education, 41(7), 146-157. Retrieved from http://files.eric.ed.gov/fulltext/EJ1116406.pdf

Parker, C. (2015). Practicing conflict resolution and cultural responsiveness within interdisciplinary contexts: A study of community service practitioners. Conflict Resolution Quarterly, 32(3), 325-357. doi:10.1002/crq.21115

Franklin-Covey, 1980s. As cited in The 12 Touchstones of Good Teaching A Checklist for Staying Focused Every Day Bryan Goodwin, Elizabeth Ross Hubbell

Kleinfeld, J. 1975. The School Review Vol. 83, No. 2 (Feb., 1975), pp. 301-344

Published by: The University of Chicago Press Retrieved from https://www.jstor.org/stable/1084645

Staff, Wikipedia 2019. Social Class Retrieved from https://en.wikipedia.org/wiki/Social_class_in_the_United_StatesNumber Academic_models

Staff, Wikipedia 2019. Jane Elliot, A Class Divided. Retrieved from https://en.wikipedia.org/wiki/Jane_Elliott

Filename: https://docs.google.com/document/d/1Ji27Cdn7OIFrjEr_YVWp4N1MQfHgdIKbf8tKSZJfPyY/edit?usp=sharing

APPENDIX I

Colorado Core Standards for Secondary Science

Life Science (Biology) (CDE.edu 2019)

Colorado Department of Education (CDE) Academic Standards for Science Adopted December 10, 2009 Page 2 of 36, paragraph 3 states:

The following lists the Grade Level Expectations for High School. A tenth (10) Standard is needed to describe the simultaneous and necessary standard of teaching the Process whereby the body of knowledge has been established, such as The Scientific Method of Investigation and International System of Measurement (Metric System). (CDE, 2009).

In addition CDE 2009 states prepared Graduates must master to ensure their success in a postsecondary and workforce setting the following Graduate Competencies in the Life Science standard:

Analyze the relationship between structure and function,
Explain and illustrate how living systems interact with the biotic and abiotic environment.
Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment.
Explain how biological evolution accounts for the unity and diversity of living organisms.

1. Life Science

Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.

1. Matter tends to be cycled within an ecosystem, while energy is transformed and eventually exits an ecosystem

Concepts and skills students master:

2. The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem

Concepts and skills students master:

3. Cellular metabolic activities are carried out by biomolecules produced by organisms

Concepts and skills students master:

4. The energy for life primarily derives from the interrelated processes of photosynthesis and cellular respiration. Photosynthesis transforms the sun’s light energy into the chemical energy of molecular bonds. Cellular respiration allows cells to utilize chemical energy when these bonds are broken.

Concepts and skills students master:

5. Cells use passive and active transport of substances across membranes to maintain relatively stable intracellular environments

Concepts and skills students master:

6. Cells, tissues, organs, and organ systems maintain relatively stable internal environments, even in the face of changing external environments

Concepts and skills students master:

7. Physical and behavioral characteristics of an organism are influenced to varying degrees by heritable genes, many of which encode instructions for the production of proteins

Concepts and skills students master:

8. Multicellularity makes possible a division of labor at the cellular level through the expression of select genes, but not the entire genome.

Concepts and skills students master:

9. Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to their environment

A tenth (10) Standard is needed to describe the simultaneous and necessary standard of teaching the Process whereby the body of knowledge has been established, such as The Scientific Method of Investigation and International System of Measurement (Metric System).

Appendix 2

OTL502 Teaching and Learning Module 3 Grading Rubric

for Teacher to Apply to Student’s Science Fair Project Topic, Question & Title

By: Maryellen Elizabeth Hart

September 29, 2019

Category

Excellent

10 points

Good

8 points

Average

6 points

Poor

4 points

Clear Topic

You Are Passionate About

Current Event Article or WebsiteAddress

All information is correct, applied in an excellent way and demonstrates vast grasp of subject.

All information made is correct, relates to TOPIC applied in a good way and demonstrates students’ grasp of the subject.

Most information made is correct, relates to TOPIC and demonstrates basic understanding of knowledge.

Some information is correct, relates to Topic, applies and barely grasps subject matter

A Good Testable Question

Clear, concise, strong vocabulary

Clear, concise, vocabulary is weak

Not clear and too long lacking proper terminology

Vague, long,not Scientific

Design Experiment Plan

Rubric

(Homework)

Perfect following of the Parts of a Science Fair Project Guidelines for Experiment

Design for Experiment is missing one part or is vague

Design of the Experiment is missing two parts and is vague

Three Parts or more of a Science Fair Project are missing or vague

Application of Knowledge

All information is correct, applied in an excellent way and demonstrates vast grasp of subject.

All information made is correct, relates to TOPIC applied in a good way and demonstrates students’ grasp of the subject.

Most information made is correct, relates to TOPIC and demonstrates basic understanding of knowledge.

Some information is correct, relates to Topic, applies and barely grasps subject matter.

Attractiveness

The board is colorful, unique, neat, and has wonderful visual appeal.

The board is colorful, neat, and has visual appeal.

The board is colorful, neat, and a mediocre value.

The board is somewhat colorful, scattered design, and little to no appeal.

Creativity

A lot of thought and great strides into making the project interesting by creative objective.

Some thought and some effort into making the project interesting as shown by creative design and objective.

Interesting but some of the things that made it harder to understand/enjoy.

Little thought was put into making the project interesting.

Grammar, Punctuation, and Spelling

1-10 errors (or none) on board or paperwork.

10-20 errors on board or paperwork.

20-40 errors on board or paperwork.

More than 40 errors on the board or paperwork

Appendix 3

Science Fair Project Checklist (Handout)

This Rubric will be a Formative Assessment for Paired Sharing and Small GroupWork.

Student Science Fair Project Number :______ (Number is Assigned by the Teacher)

Name: ___________________________

Judge(s) - (List your Student Peers)

______________________________________________________________________

Topic Ideas: (Attach Current Event or Web address.)

What is a Good Testable Question for My Science Fair Project that can be answered by conducting and experiment?

Jeopardy Game and Science Fair Project Development Worksheet

https://docs.google.com/document/d/1956d2suSTjGKam2JOZTStnQSmu96An9l-WSCTxOaYBA/edit?usp=sharing

Section Examples Score

2. Project Title

Write a Title that is concise and clear.

0 1

3. Question

What are you passionate about in Science?

What do you want to find out?

What problem will you solve?

Write your Question.

0 1

4. Hypothesis

What do you think will happen?

Making an educated guess about the question. “I predict….because….”

0 1

5. Materials

What is needed to conduct the experiment? Write a List of Materials you need.

0 1

6. Procedures

Step by step directions are listed to complete the experiment.

You get to design your experiment with your teacher, your community mentor and your parents. Time, Money, Location, Equipment needed, Expertise are all considerations.

0 1 2

7. Variables / Controls

Control Variables: things that are kept the same. LIST THEM:

Independent Variables: things that were tested.

0 1 2

8. Data Results/ Graphics

What data will you collect?

At least one picture, chart, or graph will have data to be displayed. Imagine here, what you will draw, or what table you will include.

Data is explained or labeled

0 1 2 3

9.Scientific Method Vocabulary and Metric System of Measurement

Vocabulary is displayed:

Problem, Hypothesis,Procedure, Variables,Controls, Results, Conclusion, Metric System of Measurement, length, volume, mass, temperature, etc.

0 1 2 3

4 5 6

10. Conclusion

Was your hypothesis right or wrong? Did you reject your null hypothesis?

What was learned from experiment?

0 1

11. Report

A 3-12 page report is included in display.

0 1

12. Sources

At least 3 resources were cited

0 1 2 3

Interview Questions: You will be asked questions by your classmates, parents and judges, write the questions listed and make up three of your own for your judges to ask you.

Real Life Connections / Evaluation

What was something really cool about your project that you learned?

Why is your project important in real life?

0 1 2

Topic Selection

Why did you choose this topic?

Why were you interested in this project / subject?

0 1

Resources /References - Three (3)

Total Points (25 possible): _________

Created by: Jada Reeves (Copyright was purchase Order Number : Number 99404589 Order Date: 09/29/2019

Revised by Maryellen Elizabeth Hart 9/29/19 CSUGlobal OTL502 Teaching & Learning Module 3 Critical Thinking

Appendix 4

Discussions from OTL502 Teaching and Learning

Module 3 Discussions

By: Maryellen Elizabeth Hart

September 23, 2019

Assignment Instructions: Compile a list of formative assessment techniques that could be used to assess progress of students toward mastery of standards and learning objectives. What ideas do you have for communicating expectations to students and having students guide their own learning? Provide a research rationale for your ideas.

Formative Assessments - Clarification

Formative assessments are teaching and learning techniques which provide information to the teacher about the ambient (present moment and circumstance) status of a student's acquisition of learning targets (learning objectives and cognitive development) as demonstrated by their mastery of core curriculum (standards). Formative assessments allow a teacher to evaluate the student's cognitive ability (knowledge, comprehension, application, analysis, synthesis and evaluation). (Bloom, 1956). Formative assessments have the potential to fully engage true learning while providing assessment (evaluation) of the learners abilities. Formative assessments are creative, engaging, intentional and demanding.

The Teacher's Role in Formative Assessments

Good teachers know the different types of formative assessments and carry their favorite formative assessments in their internal "Teacher Toolbox". (Goodwin & Hubbell, 2013) Formative Assessments reveal the progress of students toward mastery of standards and learning objectives (the daily LT) requires intention (lesson plan), demands (challenging, rigorous learning targets correlated with State Core Curriculum guidelines) (CDE, 2019), Masterful formative assessments provide support (scaffolding) "guided practice" of student learning.

Science Offers a Playground for Formative Assessments

Secondary Science Education in Life Science employs a myriad of types of effective formative assessment techniques. There are many types and styles of Formative Assessments and the Sciences are natural "playgrounds" for application of formative assessment with the many hands-on, small group laboratory activities as well as long-range Science Fair Project Research. Experienced, strong, "good teaching" uses many formative assessments throughout a class period (From simple Socratic dialog, pop quizzes, worksheets, board work, round-robin poster collaborative summaries, entrance and exit ticket, drawing diagrams, building models, drawing pictures, writing thought provoking questions and researching answers, think, pair, share exploration and problem solving, to extensive long-range Science Fair or group projects. Writing the use of at least three or four of these Formative Assessments in every class will improve the effectiveness of instruction, make the classtime exciting and fun, lighten the demands of challenging content, and scaffold student learning.

Communicating Expectations (Intentional and Demanding)

1. Clarify and state daily objectives in writing (For example: "Students will analyze, apply, synthesize and evaluate biological systems of organizing living things" (Taxonomy of Living Things CDE Standard Secondary Life Science)).

2. Engage students in writing one, clear Learning Target for the day using an "I" message. LT example "I know the names of the nine levels of classifying Living Things and I am able to classify animals using the Linnaean System" Writing a Learning Target is a formative assessment.

Guided Practice Quick, fun Formative Assessment (Pre-assessments "Beginning with the End in Mind") (Module 3)

Some of the most engaging formative assessments are the Online quiz programs where a teacher can upload daily quizzes into the program, have the class play the game, and have the class cognitive level artistically and statistically displayed by showing colorful graphs of student's individual results (mean, median, mode), or "team" score. These effective programs (formative assessments) engage students and clarifying LTs. Teachers are able to instantly pre assess their student's understanding of the lesson for the day and refresh student's existing knowledge about the subject. Students have the "safety" of learning and sharing their ideas in a cooperative, active, small-group "peer tutored" learning process. If a teacher or school does not have the available technology (internet connected laptops for each student) the process can be accomplished by small group formation, and a brief paper quiz, or worksheet activity which acts as the focus for group discussion and "scavenger hunt" for answers in their textbook.

List of Teacher’s Toolbox of Formative Assessments

Good Teachers prepare themselves with intentional, demanding, classroom activities which support and engage students in ways which will draw students toward the highest levels of learning (application, analysis, synthesis, and evaluation). Here are a few of the more commonly recognized effective formative assessments.

Analyzing traditional modes of student homework, quizzes and tests.
Round Robin Charts
Strategic Questions
Three way Summaries
Think Pair Share
3-2-1 Countdown
Classroom Polls
Entrance and Exit Tickets
One Minute Papers
Student-Directed, Active Project-based Learning (Extension Projects)

(Goodwin & Hubbell, 2013) and (Wabisabi, 2019)

Performance Tasks - Having Students Guide Their Own Learning

By far one of the best summaries of research rationale for Performance Based Student Directed Learning can be found in the article Teacher's Guide to Performance-Based Learning and Assessment by K. M. Hibbard, L. VanWagenen, S. Lewbel, S. Waterbury-Wyatt, S. Shaw, K. Pelletier, B. Larkins, J. O'Donnell Dooling, E. Elia, S. Palma, J. Maier, D. Johnson, M. Honan, D. McKeon Nelson and J.A. Wislocki. (Hibbard, et. al. ASCD, 2019) This article summarizes, illustrates, and scaffolds teacher's application of Performance-Based Learning and Assessments. Examples of or Model Assessments which will be given to students during a unit, combined with Lists and Benchmarks (Touchstones) are key tools and motivators for students to write their own Performance Based Learning Standards and Learning Targets.

References

Hibbard, et. al. ASCD. (2019). Teacher's Guide to Performance-Based Learning and Assessment by K. M. Hibbard, L. VanWagenen, S. Lewbel, S. Waterbury-Wyatt, S. Shaw, K. Pelletier, B. Larkins, J. O'Donnell Dooling, E. Elia, S. Palma, J. Maier, D. Johnson, M. Honan, D. McKeon Nelson and J.A. Wislocki Retrieved from http://www.ascd.org/publications/books/196021/chapters/What_is_Performance-Based_Learning_and_Assessment,_and_Why_is_it_Important%C2%A2.aspx permissions@ascd.org

Bloom, B. S. (1956). “Taxonomy of Educational Objectives, Handbook I: the Cognitive Domain.” New York: David McKay Co Inc. p. 200 Retrieved from https://tips.uark.edu/using-blooms-taxonomy/

Teachnology, Inc.Staff, 2019. The Online Teacher Resource Retrieved from www.teach-nology.com.

Wabisabi Learning Staff, (2019). Ten (10) Innovative Formative Assessments Retrieved from https://www.wabisabilearning.com/blog/formative-assessment-examples

John, I want to be in your class. Your activities sound so motivating, and functional! Thank you for all you do to make Math fun and functional.

Your philosophy about Formative Assessments is perfectly described:

"Formative assessments of the students are critical to making sure they are keeping up with the material and will be prepared for the tests and quizzes... the key to an effective formative assessment is to make them part of the learning process. These are opportunities to help students learn rather than just reveal what they do not already know."

This is an excellent description of Formative assessments which are used as teaching tools, valued parts of the learning process, not so much for statistical measure of performance, but to actively engage students in the process of drawing upon what is already known, and using that to bridge new (1) knowledge, (2) comprehension, (3) application, (4) analysis, (5) synthesis, and (6) evaluation.

I LOVE your choices for Formative Assessments! Especially for Math.

Number 1-What Question Was Not Asked Today?

Number 2 -Fill in the Blanks

Number 3-Classroom Polls

Number 4-How Does this Apply?

1-What Question Was Not Asked Today? Albeit using the word "What" (i.e. "What" typically elicits a "knowledge" level response, (Blooms, 1958). This Formative Assessment question is actually a precipitator of HIGH level of Blooms (4) analysis, (5) synthesis, and (6) evaluation . To respond students have to know what the LT was, What was learned (memory compared to previously existing knowledge), and Blooms 4, 5 and 6 are implemented. YAY! John!

Number 2 -Fill in the Blanks- Albeit, disdained by Pedagogy as "busy work,'' Fill in the Blank Worksheets also tap into Blooms 4, 5 and 6 levels. I applaud well-designed use of worksheets for Standardizing Vocabulary development, Clarification of Purpose (LT), Structuring responses across the class, Accommodating Students (IEP/LL) with notes which clearly define LTs as a daily class outline. These Fill in the Blanks Worksheets may be used individually, in paired sharing, small group, or classroom POPCORN or Hot Potato Toss sharing.

Number 3-Classroom Polls - To maintain confidentiality if the teacher seeks not to embarrass students-who-do-not-hold-mainstream-responses-but-reply-with-honesty-and-with-a-desire-to-learn, then have students put their heads down and close their eyes before taking the poll. Red/Yellow/Green construction paper squares which students raise, accomplish a partially confidential response Green-YAY!, Yellow-Not certain, Red-Not in favor in a POLL like fashion. Confidentiality and NO penalty for answering in the contrary will elicit a proper representation and be a successful representation from your class.

Number 4-How Does this Apply Another precipitator of HIGH level of Blooms (4) analysis, (5) synthesis, and (6) evaluation Good question for paired sharing or small group discussion. I like this as an EXIT Ticket 10 word writing exercise. Insightful for a savvy teacher.

John, what teaching methods would you use to conduct your class when suddenly, without advanced planning, you have no electricity?

Cheers!

-Maryellen Elizabeth Hart

Dear Ian:

In addition to very carefully planned academic calendar, very carefully written and correlated to State Science Framework or Core Curriculum lesson plans, I carry my "Teachers Toolbox" of Formative Assessments to instantly use and apply into a lesson when needed. Many Formative Assessments are student-directed, active, peer-tutored, learning "devices" which accomplish deep levels of learning and high levels of application, so I vary use of my Formative Assessments, sometimes change the planned Formative Assessment from an inactive technology-based-visual-statistically-supported-answers-quiz to a kinetically (physical activity) formative ROUND ROBIN and JIG SAW with poster drawing and labeling student drawn diagrams then teams present their “expert reviews of the material”.

If I were to truly value a couple I would choose:

1) The interactive small group learning WORKSTATIONS (Jig Saw and Round Robins) where you have posters supplies or work stations prepared around the room and give students three to ten minutes at each station where the objective (LT) is posted for that station and student peer-tutor each other toward proficiency with Learning Outcomes (LT), then they rotate to the next station, until they accomplish the very complicated JIG SAW assimilation of LT and Outcomes posted via group activities, peer tutoring, which is still a student directed and meaningful. Each Group shares their individual EXPERT findings and analysis and the entire group benefits from each group presenting one portion of the whole. FUN CLASS! Great Formatives.

2) My second choice would be meaningful "Entrance and Exit Tickets" which challenge students, holding them accountable (without a letter grade) for mastery of homework reading assignment objectives on ENTRY To Class via a small group or Think-Pair-Share development of their answers for the ENTRANCE TICKET using specific questions: (3-2-1) 3 things you didn't know before homework 2 things that surprised you, 1 (or more) thing you don't understand and want to learn more about.

My EXIT tickets are equally meaningful. Using the identical process of small group or Think-Pair-Share and 3-2-1 OR One Minute paper using the 3-2-1 questions as a format. The small group or Paired Sharing is a key component for student's to become excellent peer tutors and self-directed learners. The term "Self-directed learning" is almost an oxymoron. Students learn best with 1) modeling philosophy, and LT outcomes 2) Teacher Directed Guided Practice (or carefully designed) small group peer-tutoring which reinforces SOCIAL drives in middle school and high school students and immediately via group praise of LT outcomes, reinforces learning. 3) Student self practice...again, I blend student individual solo mastery of LTs with 3-2-1 small group or paired sharing.

Now you know my secrets. GOSH!

By the way, I have taught at the high school, middle school and university level (my first classroom teaching experience). You asked if the strategy is different than for elementary (middle school). The answer is the best teaching and learning strategies are applicable across the ages and only need content-area, reading level, appropriate levels of Literacy development (reading, writing, language, math ) adjusted. The STRATEGIES are timeless, ageless, and socially, psychologically positive reinforcements.

Thank you for your great questions and interaction, Ian.

-Maryellen Elizabeth Hart

The process of learning that occurs from Formative Assessments such as Entrance and Exit tickets is what is of value. The performance assessment value of Entrance and Exit tickets is only a subjective qualification of learning.

Evaluations such as performance assessments strive for objectivity with Statistically valid forms of measuring both the learning which occurred (compared to LTs), as well as structuring the assessment fairly so students learning may be fairly compared to other student's performance in the class.

To be objectively qualified as an "performance assessment or summative assessment" Exit and Entrance tickets would need to be carefully designed more along the line of pre-assessment and post assessment quizzes. Exit and Entrance tickets are Formative reinforcements of prior learning and prepare a student with the tool of "recalling what is already known".

Galia: How would you structure your class if the power went out before class, but you had to teach the whole period anyway?

Cheers!

-Maryellen Elizabeth Hart

The assignment:

Identify a grade level and content area and then compile a list of formative assessment techniques that could be used to assess progress of students toward mastery of standards and learning objectives. What ideas do you have for communicating expectations to students and having students guide their own learning? Provide a research rationale for your ideas.

The classes responses:

CSU- Global OTL502 Teaching and Learning

Module 4 Discussion - Blended Learning Programs

Mayellen Elizabeth Hart

September 30, 2019

Module 4: Discussion Forum - How can blended learning be used to assist in making learning more relevant and creating additional opportunities for interaction with students? Provide a research rationale for your ideas.

Blended Learning is a traditional Face to Face learning with the supplement of On-line learning. Some educators refer to blended learning as "Hybrid", "Personal learning" or "Differentiated instruction". The results from using a hybrid mode of instruction are good, students are achieving more, test scores are higher than before the use of personalized instruction formats. Student engagement is elevated with the use of hybrid instructional programs. (Goodwin, B. & Hubbell, E., 2013) And correlation with State curriculum guidelines is improving with use of Blended Learning (Hybrid Learning) programs by teachers being able to quickly research standards and clearly articulating performance criteria being used in every Lesson, linking performance Learning Target with student active learning opportunities. Blended Learning is changing the role of teachers with student self-directed learning projects being more available and more easily accomplished with online technology and resources.

Students have choice within hybrid modes of instruction and are able to self-direct and repeat the instruction until they accomplish their personal learning goal and the Learning Target, LT. Hence the nick-name "personalized learning". The remarkable advantages of hybrid personalized learning are the increased amount of time students actively engage in their coursework and communication with each other and their teacher because the technology is available after school hours in their home, cell phone or library.

Blended learning can be used to make learning more relevant by online forum and discussion areas which provide more options for conversations, questions and answers, peer tutoring, multi-media presentations and creative problem solving using many online resources. "Path, Pace, Time and Place" a phrase coined by O'Byrne, I. & Pytash, K., 2015 accurately describes the four advantages of hybrid learning.

Hybrid learning programs create additional opportunities for interaction with students by hybrid learning providing a Path, to be taken at any rate of learning (Pace), any time of day, and any where there is technology. Opportunities for richer educational experiences and students achieving higher education open up. In my classroom I am planning to incorporate BLENDED LEARNING with the use of some of the many fun online software programs, video lectures to supplement reading, and use of a virtual laboratory to allow students to conduct an experiment several times, to save cost, and to protect project based active learning opportunities for students whose schools do not have the laboratory or equipment to conduct typical experimentation and testing of Scientific theories. (Unchana, K. & Wannachai, W., 2016).

References

Goodwin, B. & Hubbell, E. (2013). The 12 Touchstones of good teaching: A checklist of staying focused every day. Alexandria VA: Association for Supervision & Curriculum Development. Association for Supervision & Curriculum Development.

O'Byrne, I. & Pytash, K. (2015) Blended Learning: Modifying Pedagogy across Path, Pace, Time, and Place

Journal of Adolescent & Adult Literacy, Malden, MA Retrieved from http://www.wiley.com/WileyCDA

Unchana, K. & Wannachai, W. (2016) Development of blended learning model with virtual science laboratory for secondary students. Published by Elsevier Ltd. Peer-review under responsibility of Future Academy® * Retrieved from https://www.sciencedirect.com/science/article/pii/S1877042816001518

Dear Ian:

WOW! What a great post! I really appreciate your compassionate focus as portrayed in your post most of all because of your amazing perseverance in life...now seeking a Master's degree! Awesome!

Your observations of engaging students core interests using BLENDED LEARNING programming are perfect:

"The extrinsic factor for completing this project were the items we used. However, the students were intrinsically motivated to do the research because they found the topics to be interesting and they become excited to talk about what they learned. By pre-teaching how to use a computer appropriately, modeling the desired behavior and using a little bit of extrinsic motivation, I was able to effectively guide my 3-5 graders through a research project. "

What your students learn and keep long term in their heart experiences is really the achievement and learning we all hope for elementary age students. Your instilling a love for learning and teaching them basic skills in BLENDED LEARNING programs will build confidence and expertise for their future. You are teacher described in your quotes from our book:

The researchers concluded that for at-risk students, “having teachers who attend to their social and emotional needs may be as or more important to academic development than specific instructional practices.” 80

"The top two reasons they cite for being bored are that classroom material is uninteresting (82 percent) and that it is not personally relevant to them (41 percent) 78"

You astutely emphasized that "Researchers have long observed a link between intrinsic motivation and freedom of choice". And you provide your students with role modeling, guided practice, and extended learning opportunities based on Freedom of Choice.

I applaud your work as an excellent professional educator. Thank you, Ian, for your devotion combined with professionalism.

-Maryellen Elizabeth Hart

Dear Jessica:

Thank you for your well-written, technically supported post about "Blended learning."

Student engagement, relevance, more opportunities for interaction, are the advantage of technology and the world wide web. I also appreciate the globalized multicultural opportunities that are available online. Many schools (Charter, STEM, Magnet) are team-teaching using SKYPE and videos with another teacher in another country and time zone. For example Algebra teachers (USA and Japan) are combining their classes to interact in an IMMERSION language and Math program for the year. (The opportunity for new international friendships, compassionate support through rigorous academics makes the Blended Learning such fun!) As you pointed out: "Blended Learning...is used to make learning more relevant and create additional opportunities for interactions with students because it opens an additional forum for students to learn. Having a technological piece to the learning allows endless opportunities for student engagement, which means it can appeal to a greater variety of different learners.

The advantage of Blended Learning to be use for remediation is endemic in academics. "Furthermore, it can allow students to have more time to review material. Some students need more time and help to understand material than other students...They require multiple teaching sources to retain and truly understand the information. So in a way, before teachers even began to start "hybridizing" education with the blended learning, some students were already doing it themselves with various video sources outside of class."

Extending the educational opportunities that are provided using BLENDED LEARNING technology to "At Risk" students is a key factor for grant writers to justify Federal funding to provide various tools or technology. If schools can justify improving literacy rates, reducing truancy, suspensions and expulsions, they will be provided with more grant funds. Blended Learning offers engaging programs for student-directed, project-based, peer-tutored, active learning.

Current trends in education are proving (as you suggested) LESS IS MORE (as emphasized by the USA Federally funded Common Core Curriculum Standards). Technology allows a student to focus on a topic, but really get into the details of the subject.

Dear Joyce:

Our posts share many of the same themes or advantages of BLENDED LEARNING programs:

integrates online learning with the traditional, instructor-led classroom learning (Great Schools Partnership, 2013).

Technology is used to provide opportunities for different learning styles, enhancing both teacher and student engagement.

I appreciated your mention of your generation being intuitive with technology having been available your entire life and therefore using relevant BLENDED LEARNING programs which are readily available online is a natural fit for millennials.

Technology makes our planet smaller with its massive, ubiquitous, plethora of information. and teachers role in narrowing the field of study becomes the challenge in BLENDED LEARNING vs. the limited context of printed materials.

Using the many available programs to individualize learning and track student personal achievement of learning goals is a BIG advantage of BLENDED LEARNING. Kahn Academy is a good example of how a teacher can set up an account, enroll their students and offer supplemental activities or core development programs with diagnostic tools readily available, and there are other programs too (such as iReady and National Geographic, etc.). Your point is endemic across Academia that online learning BLENDED PROGRAMS give the teacher the opportunity for more "Face to Face" time with their students, while the technology remediates their instruction. Extending the conversation can happen with blended learning programs. The opportunity for students to CHAT or send emails to their teacher or classmates is readily available which extends the classroom time, makes homework more interactive, even peer-tutored, and provides a teacher/student continuum of personalization and conversation after school hours.

Thank you, Jessica, for your enjoyable, well-written, and concise post.

Dear John:

Thank you for your detailed Discussion post. I appreciate all the areas you use technology to create enhanced Lesson Plans that reach more students, and produce quantifiably better results in achieving Learning Objectives.

I love Blended Learning for Math. I cannot imagine taking an online program for Math. Face to Face instruction in Math is key. "I do." "You do with me guiding (board work)", "You do on your own" is a successful plan for Math. However, remedial instruction and video graphics available for online Math classes makes Blended Learning an optimal approach.

I am impressed with your use of Canvas for High School students. I am surprised your 'at risk" students aren't engaged and setting the pace for use of technology, with all the colorful, musical, operant conditioning Math programs that are available for remediation and self-study. Do you know what I would do? I would have my "at risk" students conduct small group Scavenger hunts of the different software programs available on the world wide web for MATH at their level. Then I would have students pick one (or two) and submit their track record of using the program for remedial support of your teaching. I would give them full credit as a homework assignment or test grade when they pass level tests. However, I would administer my own summative assessments to verify their progress. I find the prolific online Math programs engaging and efficacious.

Dear Ian:

WOW! What a great post! I really appreciate your compassionate focus as portrayed in your post most of all because of your amazing perseverance in life...now seeking a Master's degree! Awesome!

Your observations of engaging students core interests using BLENDED LEARNING programming are perfect:

What your students learn and keep long term in their heart experiences is really the achievement and learning we all hope for our elementary age students. You are instilling a love for learning and teaching them basic skills using the tool of BLENDED LEARNING programs, which will build confidence and expertise for their future. You described quotes from our book:

"The top two reasons they cite for being bored are that classroom material is uninteresting (82 percent) and that it is not personally relevant to them (41 percent) (Goodwin & Hubbell, 2013 pg.78)"

I applaud your work as an excellent professional educator. Thank you, Ian, for your devotion combined with professionalism.

-Maryellen Elizabeth Hart

Dear Ben:

I am writing my Critical Thinking assignment for the week, however, I am trying to keep an eye on our Discussion Forum. Your story is particularly remarkable and I seek every week to read your posts. Beginning with your opening statement, I was in agreement.

"Blended learning is face-to-face instruction blended with additional technological support for the instruction. Blended learning techniques are only going to become more useful and prevalent in classrooms because technology is not going to leave the classroom, and will in-fact, as research has shown, only become more and more prevalent in the classroom (Halverson et al., 2014). "

You are particularly astute with your focus on how to integrate the use of technology into your Lesson Plans.

"I believe there will only be more integration of technology into teaching, especially as the technology for supporting teaching advances. Therefore, it is extremely important to study different blended learning techniques and how they can affect the classroom (Halverson et al., 2014). I'm going to write my discussion post about how I integrate the use of technology into just one of my English lessons in my Grade 3 classroom."

Your example of Blended Learning for vocabulary lessons is "sage" with use of engaging games.

"I use a website called quizlet.com (Links to an external site.) with my class. Quizlet (Links to an external site.) is a very powerful vocabulary studying tool. One can create interactive flash cards that can be studied in school or at home. This makes the content relevant to my students by using a 'gamified' website." And "quizlet.com (Links to an external site.). I believe quizlet.com fully engages students in my vocabulary lessons as per Touchstone 5.

The best part of your post is your acknowledgement of the additional opportunities for teacher/student interactions that Blended Learning provides.

"I really like the link of seeing something represented digitally on the computer and copying it down by hand into a notebook. Quizlet.com can also be differentiated for the students...QuizletLive...provides an additional chance for student-teacher interaction as the teacher can control the teams and the type of cooperative game that is played. quizlet.com (Links to an external site.) At the end of the lesson the plenary activity is everybody working together to complete a common goal in a game (teacher-student interaction)...and creates many additional opportunities for interactions through the different games that quizlet.com (Links to an external site.)"

One additional timesaver you didn't mention is how Blended Learning programs allow online learning activities to be Formative (such as Quizlet, Kahn Academy, etc.) and useful in analyzing, tracking, and aligning student performance to State Core Curriculum Guidelines. I hope the online learning forums offer in the future the opportunity to automatically correlate the lesson/activity with the state guidelines or framework to save the teacher that step. All kinds of possibilities in the future! Have you read or viewed online any of the educational programs being developed using Artificial Intelligence and Holograms? They are amazing. The teacher is actually a HOLOGRAM driven by Artificial intelligence, and has the ability to interact with students to the level of Q&A. Socratic dialog style. The classroom is "monitored" by an academic assistant who checks students attendance, participation, behavior, hands-out and gathers materials, and runs interference when needed. I viewed this program in 2014. I was selected from a group of Education majors and my opinion was solicited. I was so surprised by the effectiveness of the Hologram and "Artificial Intelligence" programs standardizing presentations of topics from class to class, and being able to answer student questions. I felt happy and sad. I felt the program would become a reality in many places in Academia around the world, however, I felt sad because of the diminishing role of a LIVE Teacher. What would you think and what would you feel about this type of Blended Learning program?

Thank you, for your posts. I appreciate your perspective and insight. Your links are so very valuable and sharing your lesson plans with our class is treasured.

Cordially.

-Maryellen Elizabeth Hart

Dear Galia:

Nice post. Good definition and great statistics about Blended Learning in rural schools. Great teaching tool use of EdPuzzle. It is a technology I am interested in learning more about. Thank you for your description.

You have a good sense of humor! Thank you for sharing the anecdote about your birthday and your student's response.

Your link lead me to another link where I had to request permission to view your post? Is that what you anticipate? I haven't received permission to view your Physics classroom video.

Your Russian humor is fun, too. Thank you for your post.

Cordially Yours,

Maryellen Elizabeth Hart

Edited by Maryellen Hart on Oct 3 at 8:11am

Hello Sarah:

Thank you for your post. It is good to hear from you. I sometimes don't read Discussion area after Wednesday. I am glad I did.

I appreciate your additional quotes from our readings supporting Blended Learning. Blended Learning does have many advantages.

Thank you.

Cordially Yours,

Maryellen Elizabeth Hart

OTL502 Module 5 Discussion

Maryellen Elizabeth Hart

October 12, 2019

Question: What actions can you specifically take to change your mindset from fixed to growth (e.g., do not provide grades on homework and only provide homework that is challenging and relevant, flip/blend classroom to have more time to engage and interact with students, etc.)? What ideas do you have for providing students with specific feedback, especially since time is generally an issue (e.g., online quizzes, etc.)? Provide a research rationale for your ideas.

Answer: In a school setting, what actions can you specifically take to change your mindset from fixed to growth?

Akin to the author's recommendation to "not provide grades on homework, and engage students" (Goodwin & Hubbell 2013) 1. To change mindsets from fixed to growth abandon statistical percentage grade scales and give students only positive feedback, with specific explicit instructions (clear rubric) 2. Teach students to learn to love learning, problem solve and develop real-world skills using "current events" news and apply their classroom knowledge and skills to the current event in a way similar to building lessons around mysteries and puzzles. (Goodwin & Hubbell, p. 74, 2013). 3. In Hybrid Learning (A Flipped Classroom) use online research and discussion groups to accomplish the personal research, reading and discussion portion of learning. 4. To change from a fixed to a growth mindset, negative effects of grades could be omitted by rewarding only with PRAISING the individual student (Goodwin & Hubbell, 2013 p. 80). Could a teacher give specific feedback (“qualified feedback”) for a project or quizzes instead of quantified grades (such as “letter grades or percentage grades based on a Rubric?) The answer is "Yes" occasionally actions can be reinforced, and testing and grading could be reduced to reflect ancient systems of Mentor/Student education, coaching and feedback were all that was given in MENTOR/Internship programs. Students passed apprenticeship programs with hard work, "praising the process" perseverance and positive feedback from their master teacher or mentor.

Contrary to not giving a percentage or letter grades, and only praising, research shows that grading assignments with a quantified score and comparing the mean, median and mode of scores is valued by students as good feedback letting students know where their efforts are in relation to their peers. Achieving "Goal-grades" is a form of operant conditioning rewarding student efforts. Padding scores so the majority score with an A or B is encouraging and motivating.

Another way to shift from a negative mindset to a positive mindset and to achieve higher performance levels is with a similar qualitative reward the effort, strategy, and process! Keep high standards (Be Demanding), and make explicit, student-directed, active, project-based learning the main focus, use several learning strategies (Be Supportive) each period (a "flipped/bend classroom") (Be Intentional). Results will be you have more time to walk around the classroom and engage in one on one instruction with your students, receive more effort, more strategy, more good processing, persistence and significantly better performance on assessments and evaluations. (Dweck, 2013)

References

Scott, J. (2015) Retrieved from https://scottjeffrey.com › change-your-fixed-mindset

Dweck, C., et. al. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364–369. https://doi.org/10.1038/s41586-019-1466-y

The Second Portion of Our Discussion for Melba Poppe:

The Issues are:

Portable Cart and no classroom of her own. New to school.
Tone of Voice
Lesson Plan poorly paced

Let’s deal with the issues one at a time.

First, sounds like she is a new teacher on campus. She probably reports to an experienced Mentor Teacher or Department Chair. They should have addressed all the issues you mentioned in the JOB INTERVIEW, or at least within the first few days of her beginning teaching.

Second, to address the specifics: Using a Portable Cart to teach a subject is like hanging a sandwich board sign on your front and back which says: “I am new. I am being tested. There is not a place for me. I am unimportant. I may not be considered a permanent teacher.” Such a circumstance would stress a new teacher and certainly challenge them psychologically. Speaking to students using a tone of voice which sounds like you are talking down to students would certainly be a side-effect of being a temporary teacher. Your new teacher sounds very insecure. The teacher’s Mentor Teacher or Supervisor should have been sitting in on the first day (or within the first week) of classes and giving her specific feedback. The tone of a teacher’s voice is always addressed during a job interview or at least during her preparation days before school started. If she simply speaks in a feminine Southern style which sounds childlike and like she is speaking to elementary age students, how easy would it be for her supervisor to address the issue privately? If she is simply Southern feminine, southern kids usually like Southern Feminine voices and manor. Southern feminine women can still pack a powerful Alpha figure punch in a classroom, even with a soft feminine voice. The students could be told to accept her as she is and give her authority.

There is a bigger issue at hand that you didn’t address, and that is the role of the supervising staff not supporting the new teacher with recommendations and feedback. The fact that her lesson plan is viewed as “poorly paced” should never be an issue for a new teacher! The quality of the Lesson Plan and the Pace is purely the responsibility of the mentoring teacher and supervising staff in their preview of her Lesson Plan! I feel sad for the new teacher, she seems isolated and unsupported. How embarrassing for her. Her actual Lesson Plan, that you described, is typical for an Art Teacher. Her mentor teacher should have talked with her about how to segment her Lesson time into unequal quadrants.

Lesson Plan:

She could start by giving the instructions of "selecting a Masterpiece to draw". Students could make their selection during a five minute Small Group Sharing”. Each person in the group could talk about the picture they chose to draw.
In the small group each student (1. Describe, 2. Analyze, 3. Interpret, or 4) Judge). their photo The group would discuss how they would 1.) describe. 2.) analyze, 3.)interpret and 4.) judge the artwork. Students write their own paragraph, but the group shares ideas for each part. (Twelve (12) minutes). (About Twenty (20) minutes out of the 90 minutes used so far. Seventy minutes to go.)
In the small group, the students could begin drawing their pictures. The teacher would announce to her students she was going to direct them using timed drawings where they would focus on drawing the general shapes with a diminishing perspective and indicate (using shadowing) the angle of the direction of light in a: 1 minute sketch, 2 minutes sketch, 3 minutes sketch (using pencil), then draw a 4 minutes sketch, using two colors, draw a ten minute sketch using three colors, draw a twenty-minute sketch using four colors, and a thirty-minute sketch using any colors. (90 minutes).
The fourth quadrant would be a small group four-minute praise session. Each student shares their favorite pieces of art from the day and gets praised for 60 seconds by all other small group peers !!
Exit Ticket, the teacher would stamp the student's favorite pieces of art with a smiley face stamp as they exit the door.

The focus would be to scaffold students into succeeding. To teach the basics of drawing. Remove the fear of writing about a Masterpiece. And make the assignment FUN while meeting state Core Curriculum Guidelines for an Art Drawing class.

The third idea for Discussion was listed in our "Announcements" area, and actually the topics are what is needed for Professor Poppe's wife, Alba's Art teacher. Here they are:

Step 1: "Classroom Rules" - Teachers present their ideas in a Syllabus, but each class needs to discuss, agree and write their own list for the year.

Step 2: "Non-evaluative feedback" - Carol Dweck's positive mindset feedback, and the Twelve Touchstones for Good Teaching have great non-evaluative feedback ideas. Flipping the classroom is the best. Thoroughly prepare students for their assignments, with good content delivery, discussions, strong rubric, and guidance (small group or teacher's personal). Being proactive. Teachers being available to personally guide each student during a lesson.

Step 3: General rubric, and then add an additional "category" to encourage and reward student's personal course goal achievement which shows in extra credit or personal study in an area not covered by the syllabus.

Step 4: "Cultural responsiveness" is a huge topic and achieved in many ways. Zuretta Hammond describes Cultural Responsiveness as teaching techniques where students from various ethnicities, from all cultures, achieve the same outcomes and range of grades. Zuretta emphasizes inclusion to be everything multicultural pluralism seeks to be for all ethnicities, with the results for all ethnicities being equal as well. Students being free to be who they are and love their ethnicity is really important in education, while we learn about our multicultural pluralistic free republican democracy, and the surrounding world.

Dear Ian:

You make good points. The teacher is probably building rapport with the students. Nothing is really said about her not.

She is new. She needs a mentor teacher. My heart ached reading Dr. Poppe's scenario. A Mentor teacher can scaffold the new teacher's rapport with her students A LOT. There is a myriad of reasons for how people build rapport: Kindness, smiles, encouragement, a strong, fun, teaching plan which includes the 12 Touchstones of Good Teaching, strong mentors, and supportive parents.. The teacher would be wise to assign students specific jobs and roles to accomplish the lesson plan and to keep the classroom clean and organized. (There is SO much to do in an Art classroom). Student's investing themselves in the classroom and lesson plan management (like distributing materials), organizing work stations, and leading a small group activity, would keep the environment fun and the class moving forward. A Mentor teacher should be savvy about classroom management strategies and make recommendations according to the needs of the students, parents, and teacher.

The Mentor teacher, Principal and Parents are capable of communicating so the new teacher and students are 100% supported. Thank you, Ian.

This list by Laura Reynolds is really visually easy to assimilate and impactful. Enjoy.

20 Ways To Provide Effective Feedback For Learning

https://www.teachthought.com/pedagogy/20-ways-to-provide-effective-feedback-for-learning/

contributed by Laura Reynolds

"While assessment gets all the press, it is feedback for learning that can transform a student’s learning."

In addition, here are some additional thoughts about "Feedback" with regards to Cultural Responsiveness.

Feedback is the heart of teaching along with delivery methods of new information. Feedback which is formative provides an opportunity for Mastery. Evaluative and non-evaluative feedback are equal in guiding students toward Mastery, however, "Evaluative" feedback communicates percentage (or how much of the content was Mastered or was accomplished as well as indicates where the student stands in relationship with their peers in the class"rank".) Evaluative feedback can be a great motivator as can non-evaluative feedback. Educators need to keep in mind the Pygmalion effect of all feedback.

Our posts were encouraged to discuss Feedback in regards to Cultural Responsiveness (Touchstones Number 5 and Number 6). In the 1960s a teacher in Iowa turned USA upside down regarding how cultural responsiveness in a classroom can make or break a student's ability to learn. The teacher's experiment on her third-grade student's was called "Brown Eyes Blue Eyes" or "A Class Divided" and is a really important study for all teachers to be acquainted with so teachers understand the power of feedback and the power of cultural responsiveness within a classroom.

This list by Laura Reynolds is really visually easy to assimilate and impactful. Enjoy.

20 Ways To Provide Effective Feedback For Learning

https://www.teachthought.com/pedagogy/20-ways-to-provide-effective-feedback-for-learning/

contributed by Laura Reynolds

"While assessment gets all the press, it is feedback for learning that can transform a student’s learning."

In addition, here are some additional thoughts about "Feedback" with regards to Cultural Responsiveness.

Dear Benjamin:

Your ideas for student feedback are focused, clear and reasonable. Our textbook instructs us to Be DEMANDING, Be Intentional, Be Supportive (Goodwin & Hubbell, 2014). I love your color pens and the use of a yellow highlighter. If we are going to be shifting students to a positive mindset your, Red, Orange, Yellow color coding will do the trick for positively reinforcing writing.

Your three check system is brilliant. I have never heard of a more positive feedback system for behavior and I like it. Students have a positive goal of keeping all of their three checkmarks, however, if they lose a point they still have time to earn a point and contribute the classes total score.

The Class Dojo app sounds like a great system for recording performance and behavior in a daily log that parents can access. I look forward to looking into it. Thank you.

With your great skills with discipline, I imagine your classroom is so engaging, focused and intentional that you rarely have behavior problems. How much time every day do you have to interrupt your teaching to address a discipline issue? I am going to guess almost never. Great job using a positive mindset in your classroom.

Thank you.

Dear Benjamin:

Thank you for your compliment (above). I really appreciate your encouragement and teaching tips. You are so positive and a wise gifted teacher.

Your life story is remarkable. I hope you have the chance to write a book and make a movie about your life. I am going to implement ClassDojo when I get my own classroom in the future.

Thank you!

-Maryellen Elizabeth Hart

Dear Dr. Poppe:

Your ideas are stellar. You are really positive and motivating. Carol Dweck must love your positive mindset! You are gifted.

May I please ask if the Announcement area describes a third option to write about this week? To quote the Announcement area:

Option 1 has four distinct steps that might be approached this way if you fold in the emphasis on "discipline" that I have added.

Step 1: "Classroom Rules": My Secondary Science Students create the Classroom Rules on the first day of class. We post them in the classroom and everyone gets a copy. (The rules they write are always perfect for the year and closely match the rules I post in the Syllabus.)

Step 2: "Non-evaluative feedback"- Carol Dweck's ideas for communicating positive outcomes are the best. Nonevaluate feedback is great. In a Flipped Classroom, nonevaluative feedback comes first, in small group discussion, the teacher's rubric, teacher's supervision and teacher's supportive interaction while students create their assignment are the best types of non-evaluative feedback.

Step 3: "General rubric, additional "category" explaining student behavior, and how they might earn "points"" Is a really supportive and personal approach for assessing student achievement in a course. Allowing a margin of evaluation for a student's accomplishments, effort, and understanding supports the achievement of their personal intrinsic goals.

Step 4: "Cultural responsiveness" could be to imagine and explain the demographics of students with whom you anticipate working, and how to adjust your approaches and responses to be ethnically sensitive. (When my wife and I compare notes about her working with very affluent students and me with typical inner-city students, the approaches can at times be markedly different!)

Again, using a phrase from our textbook, this week is focusing on a classroom that is "safe and secure." Anything to that end will be valuable to include.

Ian,

I read your posts every week, and reply!

Thank you, for the link. http://www.thinkkids.org/

(Links to an external site.)

Cordially.

-Maryellen Elizabeth Hart

Dear Galia:

Did you see the link Ian provided? http://www.thinkkids.org/

(Links to an external site.)

Thank you for your post and heartfelt replies.

Cordially,

Maryellen Elizabeth Har

Dear Jessica:

I agree with you.

Feedback (small group work and peer tutoring works) and praise, keeping in mind the Pygmalion Effect, Carol Dweck's Positive Mindset, the 12 Touchstones for success (including the 30 minutes per week "check in time") and Student Directed Project based Active Learning.

We are on our way to becoming great Educators.

Maryellen Hart

Dear Dr. Poppe:

It is such a privilege learning from you! I love the privilege of hearing about your many fun classroom assignments and experiences.

Please write a Teacher's Toolbox book, or better yet, a for "fee" website where teachers can access your ideas similar to "Teachers Pay Teacher" website and resources!!! You would earn big dollars! Please keep our email addresses and send us an email when your book is available for purchase!

John, I really like your emphasis on using peer tutoring. Peer tutoring impacts students' effort, achievement and if the teacher insists that the peer tutoring or peer feedback is positive, then the student's mindset is positively formed and a student is simultaneously motivated to extend their effort to accomplish even more. Thank you. Nice post.

-Maryellen Elizabeth Hart

Dear John:

Your photo makes you look like a professor I had in one of my Education classes. I say this because your "figuring out" a way to adopt the myriad of strategies is the exact reason for this course!! The connection with my prior teacher in the School of Education was this: he was extraordinarily spontaneous and creative and knew his “Teacher Toolbox” and the curriculum so well that he could create an instant Lesson Plan using his "Teacher Toolbox" list of ideas! He held us accountable for the reading and researching, the Core curriculum, however in class, our teacher has us continually engaged in peer tutoring, small groups, paired sharing, jigsaw share, etc. where we discussed, analyzed, applied, created all we were reading and viewing online the night before.

Our class was engaged, self motivated, we accomplished so very much in the classroom with the fast-paced, changing the mode every fifteen minutes lesson plan. Time flew by in the ninety minute class. He role modeled expertise with the use of online hybrid learning programs, apps, research, teaching techniques and inspiring a positive creative multicultural mindset.

I know you will master all the teaching methods and keep them in your Teacher Toolbox of memory and become a spontaneous embellisher of lesson plans in response to your classes daily disposition, weather, news events, students midterm and end of term overwhelm, etc.

Many blessings.

-Maryellen Elizabeth Hart

Dear Jennifer:

Thank you for your post. I have already made my official posts for the week, however, I enjoyed your post so I am replying. In particular, your ideas to encourage students to give each other positive feedback, and your example of the teacher providing candy mints to support student's clarity and focus are great ideas.

Dear John:

Your photo makes you look like a professor I had in one of my Education classes. I say this because your "figuring out" a way to adopt the myriad of strategies is the exact reason for this course!!

The connection with my prior teacher in the School of Education was this: he was extraordinarily spontaneous and creative and knew his 'Teacher Toolbox, the curriculum so well that he could create an instant Lesson Plan using his "Teacher Toolbox" list of ideas! He held us accountable for the reading and researching , the Core curriculum, however in class, our teacher has us continually engaged in peer tutoring, small groups, paired sharing, etc. where we discussed, analyzed, applied, created all we were reading and viewing the night before online.

Our class was engaged, self motivated, we accomplished so very much in the classroom with the fast paced, changing the mode every fifteen minutes lesson plan. Time flew by in the ninety minute class. He role modeled expertise with the use of online hybrid learning programs, apps, research, teaching techniques and inspiring a positive creative multicultural mindset.

Many blessings.

-Maryellen Elizabeth Hart

Dear John:

Your photo makes you look like a professor I had in one of my Education classes. I say this because your "figuring out" a way to adopt the myriad of strategies is the exact reason for this course!!

Many blessings.

-Maryellen Elizabeth Hart

Dear Bethany:

Great summary of using feedback to instill a Growth Mindset (Dweck, 2014).

Here is a link for you, in case you haven't read anything about 'A Class Divided"

https://en.wikipedia.org/wiki/A_Class_Divided

Jane Elliot's third-grade class experiment in Iowa (1968) brought powerful evidence about the impact of feedback and feedback's effect on students and the surrounding community's perception of the value of a student. Thank you, for your great summary.

Maryellen Elizabeth Hart

Dear Ale:

Thank you for your "Praise in Public, Reprimand in Private". How would you apply this strategy to the classroom?

Maryellen

Dear Joyce:

I like your emphasis on Preventative and Supportive Discipline. I believe Education is all about Preventative and Supportive Discipline.

Anticipating needs, providing a role model and a path for good behavior, scaffolding and reinforcing the right behavior...equals true education.

Thank you for your posts.

Maryellen Elizabeth Hart

Dear Joyce:

I like your emphasis on Preventative and Supportive Discipline. I believe Education is all about Preventative and Supportive Discipline.

Anticipating needs, providing a role model and a path for good behavior, scaffolding and reinforcing the right behavior...equals true education.

Thank you for your posts.

Maryellen Elizabeth Hart

Filename:https://docs.google.com/document/d/1J1R_3zzH39wztpoVVRr6VZQHs9LVps2Okr2zQYC1rFM/edit?usp=sharing

Appendix Three

https://www.google.com/url?sa=i&source=images&cd=&ved=2ahUKEwis0fv26YjlAhWDuZ4KHS58C3YQjRx6BAgBEAQ&url=https%3A%2F%2Fblogs.edweek.org%2Fedweek%2Flearning_deeply%2F2018%2F03%2Fheres_whats_wrong_with_blooms_taxonomy_a_deeper_learning_perspective.html&psig=AOvVaw2Y7TGBSMLqzV4YnE-iAUBv&ust=1570492316747728

https://www.google.com/url?sa=i&source=images&cd=&ved=2ahUKEwjd9om56ojlAhWLtZ4KHWxDA2AQjRx6BAgBEAQ&url=https%3A%2F%2Fwww.simplypsychology.org%2Fmaslow.html&psig=AOvVaw1Q1Bni-miCWSObx6N6icFh&ust=1570492455634637

Intelligence Modalities[edit]

Musical-rhythmic and harmonic[edit]

Main article: Musicality

This area has to do with sensitivity to sounds, rhythms, tones, and music. People with a high musical intelligence normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre.[7][8]

Visual-spatial[edit]

Main article: Spatial intelligence (psychology)

This area deals with spatial judgment and the ability to visualize with the mind's eye. Spatial ability is one of the three factors beneath g in the hierarchical model of intelligence.[8]

Verbal-linguistic[edit]

Main article: Linguistic intelligence

People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates.[8] Verbal ability is one of the most g-loaded abilities.[9] This type of intelligence is measured with the Verbal IQ in WAIS-IV.

Logical-mathematical[edit]

Further information: Reason

This area has to do with logic, abstractions, reasoning, Number s and critical thinking.[8] This also has to do with having the capacity to understand the underlying principles of some kind of causal system.[7] Logical reasoning is closely linked to fluid intelligence and to general intelligence (g factor).[10]

Bodily-kinesthetic[edit]

Further information: Gross motor skill and Fine motor skill

The core elements of the bodily-kinesthetic intelligence are control of one's bodily motions and the capacity to handle objects skillfully.[8] Gardner elaborates to say that this also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses.

People who have high bodily-kinesthetic intelligence should be generally good at physical activities such as sports, dance, acting, and making things.

Gardner believes that careers that suit those with high bodily-kinesthetic intelligence include: athletes, dancers, musicians, actors, builders, police officers, and soldiers. Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence[11]

Interpersonal[edit]

Main article: Social skills

In theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to others' moods, feelings, temperaments, motivations, and their ability to cooperate in order to work as part of a group. According to Gardner in How Are Kids Smart: Multiple Intelligences in the Classroom, "Inter- and Intra- personal intelligence is often misunderstood with being extroverted or liking other people..."[12] Those with high interpersonal intelligence communicate effectively and empathize easily with others, and may be either leaders or followers. They often enjoy discussion and debate." Gardner has equated this with emotional intelligence of Goleman.[13]

Gardner believes that careers that suit those with high interpersonal intelligence include sales persons, politicians, managers, teachers, lecturers, counselors and social workers.[14]

Intrapersonal[edit]

Further information: Introspection

This area has to do with introspective and self-reflective capacities. This refers to having a deep understanding of the self; what one's strengths or weaknesses are, what makes one unique, being able to predict one's own reactions or emotions.

Naturalistic[edit]

Not part of Gardner's original seven, naturalistic intelligence was proposed by him in 1995. "If I were to rewrite Frames of Mind today, I would probably add an eighth intelligence – the intelligence of the naturalist. It seems to me that the individual who is readily able to recognize flora and fauna, to make other consequential distinctions in the natural world, and to use this ability productively (in hunting, in farming, in biological science) is exercising an important intelligence and one that is not adequately encompassed in the current list."[15] This area has to do with nurturing and relating information to one's natural surroundings[8] Examples include classifying natural forms such as animal and plant species and rocks and mountain types. This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef.[7]

This sort of ecological receptiveness is deeply rooted in a "sensitive, ethical, and holistic understanding" of the world and its complexities – including the role of humanity within the greater ecosphere.[16]

Existential[edit]

Main article: Spiritual intelligence

Gardner did not want to commit to a spiritual intelligence, but suggested that an "existential" intelligence may be a useful construct, also proposed after the original 7 in his 1999 book[17] The hypothesis of an existential intelligence has been further explored by educational researchers.[18]

Additional intelligences[edit]

On January 13, 2016, Gardner mentioned in an interview with BigThink that he is considering adding the teaching-pedagogical intelligence "which allows us to be able to teach successfully to other people".[19] In the same interview, he explicitly refused some other suggested intelligences like humour, cooking and sexual intelligence[19]

OTL502 Module 6 Discussion

Maryellen Elizabeth Hart

October 14 2019

What are ideas for making better use of time (if possible, do a time audit or walk-through to assess how time is being spent)?

This week we began a new section in our textbook The Twelve Touchstones for Good Teaching (Goodwin and Ross-Hubbell, 2013), the third key to successful teaching, BE INTENTIONAL! They make recommendations for teachers to evaluate ongoingly what they are doing and why they are doing what they are doing...including in the middle of a lesson plan.

In Chapters 9 & 10 we learn great ideas for time management, down to planning for every minute in class. Great time savers are recommended by our authors, such as Bowen, B., & Finch, J. (2014). There's an app for that. Science Teacher, 81(3), 41. Other websites include lists of great apps, such as Tools for Teachers that I include here, however, the Bowen and Finch is the best.

My classroom management ideas for making better use of time are:

1. Use of a time audit or walk-through to assess how time is being spent.

2. Use a good calendar to plan the academic year with lesson titles, holidays, vacations, and special school programs.

3. Use a very good lesson plan book to plan each week with detailed plans required by the district and state. I plan my classroom down to two or three minutes.

4. Arrange the classroom for the efficiency of motion and have it planned for goos flow during regular classroom active learning.

5. Use the textbook recommendations for how long a section should take. I try to use the recommended active learning options the publisher provides.

6. Practice the lesson plans, however, every class is different and one plan and timing may be entirely different for another period.

7. Always divide a class period into unequal quadrants of activity at the minimum, Be Intentional. Be engaging. Be demanding. Be creative.

In Be Intentional Chapter 10, "I Help Students Develop Deep Knowledge" (Goodwin & Hubbell, 2013) The elusive butterfly "Developing Understanding" as described in our textbook Ch. 10 is simplified with the identification of engaging practices of bridging prior knowledge with new knowledge by raising students' curiosity, increasing connection (prior: new), coherence (meaningful patterns of assembling new knowledge), concentration (using engaging strategies), coaching (personal one on one), and content (apply and practice).

The key of the chapter is to guide students to deep knowledge and application in interesting, and meaningful ways. Here are two great websites recommended in our Interactive Lecture.

Engagement strategies: http://www.jensenlearning.com/news/6-quick-brain-based-teaching-strategies/brain-based-teaching

Project-Based Active Learning Program Ideas: https://www.pblworks.org/

And the best of all hybrid learning is the “Flipped Classroom” where teachers deliver content both in person and online (either with videos of their own lecture or using another online video source to engage and deliver content.) https://www.inacol.org/resource/online-and-blended-learning-a-survey-of-policy-and-practice-from-k-12-schools-around-the-world/

Staff, 2019. Tools for Teachers. Retrieved from https://www.teachthought.com

Engagement strategies: http://www.jensenlearning.com/news/6-quick-brain-based-teaching-strategies/brain-based-teaching

Project-Based Active Learning Program Ideas: https://www.pblworks.org/

Staff, 2019. Tools for Teachers. Retrieved from https://www.teachthought.com

Dear Dr. Poppe:

You are right, you have shared enough great content just in this course to write a good book. It would sell copies, too. Your life and your profession, shared by your wife, Melba, is so interesting that others would LOVE your story. There have been many movies made about teachers, and schools, your story would fit right in. I hope to see it on the silver screen and say..."I knew Dr. Poppe way back when....."

You are such a great positive mindset person, Carol Dweck would love the way you teach. Thank you for sharing with your students your great passion, your interesting and noteworthy stories and strategies for teaching. I cherish this class and all I am learning. Thank you so very much.

Cordially yours,

Maryellen Elizabeth Hart

Dear Ian:

Excellent post, as usual. I echo your replies:

1) Most effective teachers have the best classroom management! I agree. You sound like you are at the top.

(I begin my school year the first of August. I clean and decorate my classroom. Takes a whole 40-60 hour week. I then write my lesson plans for the year, month and first week. All in pencil or online using a Lesson Planning app...which I still have to choose. I have to plan ordering all my Science supplies depending on headcount, and approved strand of focus. Next I plan field trips for each class, usually one per semester. I coordinate videos, subscribe to supportive online apps (as you mentioned, the many tools), and services, and prepare materials for my inclass work stations and "Time out" Love Letter Conflict Resolution station.)

2) My daily and weekly plans follow basic student directed project based active learning with four quadrants (15 minutes each) of different activities. Sometimes Laboratory takes 60 minutes of student hands on laboratory group work (with prep and follow-up the day before and after the Laboratory.

3) As teachers, it is possible to spend all of our free-time planning, prepping, designing, organizing, and bettering our classroom. - Ian Kaye

Your recommendation to look into Angela Watson's Teachers 40 hour work week sounds amazing! I will seek yours and her strategies to balance work and life.

You mentioned a recording device. What recording device do you use? How do you use your recordings?

Thanks Ian for your insights.

Cordially,

-Maryellen Elizabeth Hart

Dear Jessica:

Thank you for your excellent post. I appreciate your anecdote. I have never experienced anything from a teacher in the way you shared about your AP Literature teacher. I appreciate your reaction to the experience.

Did your AP Literature professor hand you a Syllabus? Did he explain why he did not review the details? Did anyone raise their hand to ask for review of the syllabus? Could he have thought at an AP level you didn't need to review the syllabus on class time? How did the rest of the semester go? Did the Professor give you a lot of growing room? Was the teacher's style a Project-based, student directed learning? Were the assessments mostly dialog and discussion about the Literature? Did you have group PowerPoint presentations as you Book Reports? All these questions, and your answers, would give me a better idea of where your instructor was coming from as a teacher. He may have been really Progressive or Eclectic in his Education Philosophy. He should have had Mentor reviews and student/parent reviews at Back-to-School and Parent Conference times. I am surprised his teaching style persisted if he has normal feedback from his Mentors, students and parents. Teaching styles vary, his style would work in a Charter school.

I am sorry your experience was negative, however what you brought forth from the experience was positive. I only wish for the sake of the teacher that he would have had strong Mentor teachers, who really do model and form a teacher their first year teaching, (as do the students and parents.) Your detailed summary of Module 6 Interactive Lecture and the Twelve Touchstones of Good Teaching is great. I really appreciate the details of your post. Your attention to the effort it takes for a teacher to coordinate the "housekeeping details" at the beginning of class and the details of ending a period are well described.

When judging a teacher, always seek to know their Philosophy of Education. The five main philosophies of education vary widely in their platforms: Perennialism (Western education), Essentialism (Common Core), Progressivism (Student Directed Learning Whole Person education), Reconstructionism/Critical Theory (Socialist, world-wide democracy), Eclecticism (potpouri or many styles mixed), Existentialism (Learners get to play first, acquire knowledge at their own pace, Montessori style.) And keep in mind, no teacher is an island in education, teachers have accountability teams, peer teachers, Mentor teachers, Assistant Principals, Principals, student feed-back and parent feedback. Every one works together to achieve a successful education program.

Cordially Yours,

Maryellen Elizabeth Hart

What are ideas for making better use of time (if possible, do a time audit or walk-through to assess how time is being spent)?

This week we begin a new section in our textbook The Twelve Touchstones for Good Teaching (Goodwin and Ross-Hubbell, 2013), the third key to successful teaching, BE INTENTIONAL! They make recommendations for teachers to evaluate ongoingly what they are doing and why they are doing what they are doing...including in the middle of a lesson plan.

My classroom management ideas for making better use of time are listed here, however, I am looking into some of the many online Hybrid Learning systems. Here is my list of favorite time management techniques.

1. Use of a time audit or walk-through to assess how time is being spent.

2. Use a good calendar to plan the academic year with lesson titles, holidays, vacations, and special school programs.

3. Use a very good lesson plan book to plan each week with detailed plans required by the district and state. I plan my classroom down to two or three minutes.

4. Arrange the classroom for the efficiency of motion and have it planned for good flow during regular classroom active learning. i prepare my classroom before school starts. I fill my classroom with hands-on activities to engage students beyond classroom instruction. These activity stations also provide an outlet for G&T or remedial "At Risk" IEP students to have an "oasis of safety" and a place for personal learning during normal classroom time, when they self-monitor and need to take time away from a group in a constructive way. These activity stations are filled with hands-on learning activities, comparative learning, creative applied learning, PBL learning,bean bag chair reading time in Science or Math, snuggle time with classroom rabbits, mice, guinea pigs, hamsters, turtles..puzzle solving activities, content area technology applications, etc.

5. Use the textbook recommendations for how long a section should take. I try to use the recommended active learning options the publisher provides.

6. Practice the lesson plans, however, every class is different and one plan and timing may be entirely different for another period.

7. Always divide a class period into unequal quadrants of activity at the minimum, Be Intentional. Be engaging. Be demanding. Be creative.Use active learning in three ways, every period.

8. Use three different forms of media: Blended Learning uses at least three (audio, visual, and sensorial sensory-motor practice activity). Hybrid instruction, Blended Learning programs utilization of technology are time-savers in the long run! invest in establishing your classroom as a blended learning environment. Great opportunities for developing DEEP KNOWLEDGE.

9. Always incorporate "Current Events" in your class as a regular portion of your weekly activities. Have students gather Current Events during the week and share and discuss their weekly selection at the end of the week in small groups, this could be a "time filler" activity when you run out of presentation ideas and materials.

10. There is no time like quiet time...if you run out of activity, how about teaching a short ten minute impromptu segment of "mindfulness"...which is silent introspection, meditation, or visualization of achievement of personal learning goals. Keep in mind, whatever content you master during the semester or year, it is the love of your content area, the love of you as a teacher, the proficiency your acknowledge within each student in your personal coaching, which will stay with your students for a lifetime. Filling every moment of class time is critically important, however, your Teacher Toolbox of what to do and when expands only with experience. Be confident. Enjoy the journey. Know your students will exude proficiency because you taught them confidence in whatever content area they mastered...they will continue to study the subject (or not) because of the instillation of LOVE and confidence you acknowledge in them in your subject area.

The key of the chapter is to guide students to deep knowledge and application in interesting, and meaningful ways. Here are two great websites recommended in our Interactive Lecture.

Engagement strategies: http://www.jensenlearning.com/news/6-quick-brain-based-teaching-strategies/brain-based-teaching

Project-Based Active Learning Program Ideas: https://www.pblworks.org/

The Six Essential "Cs" in Education:

Image Retrieved from: http://blog.awwapp.com/6-cs-of-education-classroom/

Staff, 2019. Tools for Teachers. Retrieved from https://www.teachthought.com

What are specific ideas and examples of ways to extend student learning to make explicit connections to real-world relevancy or career/workforce readiness, etc.? Provide a research rationale for your ideas.

To extend student learning, to make explicit connections to real work relevancy or career/workforce readiness, I would provide appropriate field experiences in the form of part-time internships, field trips, guest speakers and guest presentations from the local community all incorporated in hands-on project-based learning programs of Science Fair Project Development and career research about jobs and internships in science. (Project Based Learning, 2019).

I would develop small group classroom research assignments for students to scavenger hunt for solutions to real-world problems and in careers http://resources4rethinking.ca/en/toolbox/real-world-connections.

In the Science classroom there is so very much opportunity for in-class and after school activity to extend student learning to make explicit connections to real-world relevancy or career/workforce readiness with every laboratory exercise and every research project. Science is about the real world, there is intrinsic opportunity for a great connection with every topic in Science using weekly "Current Events" and communicating professional connection with the working world!

In addition, I am adding some thoughts about Culturally Responsive Teaching regarding "real world relevance" for your critical thinking and reply:

I “tune in” (pay attention) to my students. I show them I care by providing learning choices. I create opportunities for my students to share their interests, talents and make personal connections in culturally responsive ways. Cultural Responsiveness is not about stereotyping students, nor about, teachers trying to teach using colloquial linguistics ("slangs" not of their (teacher’s) own heritage). Cultural Responsiveness is not posters on the wall or international food in the classroom. Cultural Responsiveness is the masterful personal coaching that professional teachers yield to their students to effect EQUAL OUTCOMES regardless of race, gender, gender-choice, political affiliation, disability, age, etc. And cultural responsiveness may include any inclusive measures for language choice, gender choice, religious choice, political choice, nation of origin choice, etc. (Hammond, Z. 2014)

Master Teacher Zaretta Hammond best expresses the mystery of cultural responsiveness:

Culturally Responsive Teaching “is about building the learning capacity of the individual student,” Hammond says. “There is a focus on leveraging the affective and the cognitive scaffolding that students bring with them.” The simplest way to judge whether your teaching is culturally responsive is whether your diverse students—students of color, English language learners, immigrant students—are learning. If they are not succeeding academically within your classroom norms, your approach might need to be more culturally responsive.

Retrieved from: https://www.cultofpedagogy.com/culturally-responsive-misconceptions/

Powerful considerations for the Inclusive Classroom.

How cultural responsiveness for all students means the teacher needs to create the opportunity for a safe oasis in the classroom for all cultures and heritages. A culturally responsive classroom fosters student-directed, project-based, personalized learning where students may learn create, analyze, and apply (Bloom, 1956) their learning in the context of THEIR Culture and Heritage. Teachers moderate the safe classroom. Student expression and student learning is individually accomplished, incorporating individual cultures and heritage on a student-by-student, individually creative, basis. The teacher creates the safe oasis of opportunities for cultural diversity in learning outcomes and assignments, and then encourages culturally responsive acquisition of knowledge and expression of Learning Outcomes according to individual student culture. Culturally responsive teachers scaffold cognitive growth within each student honoring their diverse gifts and unique needs to effect achievement of equal Learning Outcomes in the context of their personal cultural expression ( Moore, Michael, Penick-Parks, 2018).

Resources:

Moore, Michael, Penick-Parks, 2018. White Women Who Teach Black Boys Retrieved from: https://www.teachingchannel.org/tch/blog/understanding-first-step-white-women-teaching-black-boys

Hammond, Z. 2014. Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Zaretta Hammond, 192 pages, Corwin, November 2014

Staff Project Based Learning 2019. Project Based Learning . Retrieved from: https://www.pblworks.org/what-is-pbl

Bloom, B. S. (1956). “Taxonomy of Educational Objectives, Handbook I: the Cognitive Domain.” New York: David McKay Co Inc. p. 200 Retrieved from https://tips.uark.edu/using-blooms-taxonomy/, https://en.wikipedia.org/wiki/Bloom%27s_taxonomy

Colorado Department of Education (CDE), Staff. (2019). Colorado Science Standards 2020 Secondary Science Retrieved from http://www.cde.state.co.us/coscience/2020cas-sc-p12

Assignment:

"If I ran my own school, how would I use the very best in Teachers?" (Reflect on the list at the bottom of factors in education that theories do not often specifically address, and in your initial post, react with some details to a couple/few that resonate with you. Then, in lieu of providing resources/citations for your own comments, I would like you to give a thoughtful reply to the posts of FOUR different classmates. Do that - on time - and it is a guaranteed 25 points. (-:)

Your 80%/20% rule makes me happy and sad. I have never encountered uninspired teachers. I have taught in great schools where the team worked together to produce better results than working alone. I have always experienced Principal and VP Mentoring as well as Master teacher or Peer mentoring, and teamwork as the core of the success of the schools. Students and their families came first in our hearts and service above self. No one fell short. The schools hired well ad the schools trained well. The student's succeeded! I am sorry you have experienced lethargy in your peers.

"If I ran my own school, how would I use the very best in Teachers?"

The Twelve Touchstones for Good Teaching (Goodwin and Ross-Hubbell, 2013), Be Demanding: Align teaching with HIGH EXPECTATIONS for learning. Learning Target, to initiation a focus and understanding of why students are doing what they are doing...include a middle of the lesson check of the Learning Target and harboring culturally responsive, DEEP LEARNING.

"If I ran my own school, how would I use the very best in Teachers?" To inspire students, their families and other teachers with their "Warm demander" Supportive, Intentional Explicit Teaching, scaffolding students to higher levels of thinking and enriched, applications of culturally responsive, deep student directed project based active learning.

1. Time management, down to planning for every minute. Great time savers are recommended by our authors, such as Bowen, B., & Finch, J. (2014). There's an app for that. Science Teacher, 81(3), 41. Other websites include lists of great time management and formative assessment games and apps, such as Tools for Teachers that I include here, however, the Bowen and Finch is the best, and here are some of the many online Hybrid Learning systems and favorite time management techniques. Use of a time audit or walk-through to assess how time is being spent. Use a good calendar to plan the academic year with lesson titles, holidays, vacations, and special school programs.

2. Use a very good lesson plan book to plan each week with detailed plans required by the district and state. I plan my classroom down to two or three minutes.

3. Classroom Management: Arrange the classroom for the efficiency of motion and have it planned for good flow during regular classroom active learning, prepared before school starts, filled with hands-on activities to engage students beyond classroom instruction. Activity stations also provide an outlet for G&T or remedial "At Risk" IEP students to have an "oasis of safety" and a place for personal learning during normal classroom time, when they self-monitor and need to take time away from a group in a constructive way. These activity stations are filled with hands-on learning activities, comparative learning, creative applied learning, PBL learning, beanbag chair reading time in Science or Math, snuggle time with classroom rabbits, mice, hamsters, turtles...puzzle solving activities, content area technology applications, etc. Students even in high school need to play. Not everyone is suited to international PISA competitions, yet, all need to discover the core scientist within. Play and project-based learning accomplish core development of curiosity, questioning, observation, interpretation, hypothesis formation, experimentation, data gathering using Metric System of measurement, analysis, and conclusion.

4. Teachers who use the textbook recommendations for how long a section should take. I try to use the recommended active learning options the publisher provides and practice the lesson plans.

5. Teachers who have their class period segmented into unequal quadrants of activity and focus on: Be Intentional. Be engaging. Be demanding. Be creative.Use active learning in three ways, every period! (Paired sharing, small group, individual formative assessment.)

6. Use at least three different forms of media: Blended Learning uses at least three (audio, visual, and sensorial sensory-motor practice activity). Hybrid instruction, Blended Learning programs utilization of technology are time-savers in the long run! invest in establishing your classroom as a blended learning environment. Great opportunities for developing DEEP KNOWLEDGE.

7. I always incorporate "Current Events" in my class as a regular portion of your weekly activities. Have students gather Current Events during the week and share and discuss their weekly selection at the end of the week in small groups, this could be a "time filler" activity when you run out of presentation ideas and materials. I keep current magazines for impromptu reading and encourage students to produce their Current Event topics based on their own heritage or cultural preferences.

8. There is no time like quiet time...if you run out of activity, how about teaching a short ten minute impromptu segment of "mindfulness"...which is silent introspection, meditation, or visualization of achievement of personal learning goals. Keep in mind, whatever content mastered during the semester or year, the love of your content area, the love of the teacher, the proficiency acknowledged within each student in personal coaching, will stay with your students for a lifetime. Filling every moment of classtime is critically important, however, Teacher Toolboxes of what to do and when to apply the method, expands only with experience. Be confident. Enjoy the journey. Students will exude proficiency because they are confident in whatever content area they mastered...they will continue to study the subject (or not) because of the instillation of LOVE and confidence their teacher acknowledged in them.

A good routine runs itself. Transitions are always appropriately and predictably random...student's interacting with each other and me...all the busy work of the beginning of class that I buffer with two or three minute "mad minute" timed memory testing of Science definitions in a crossword puzzle, Mad Minute Math facts, or Spelling word quizzes. Memorization increases speed of problem solving in Mental Math and Science applications. Also, I now (since taking OTL502) would add an "Entrance Ticket" paired share for students to write 100, 50 or 10 word summaries from the homework video and reading. Transitions are valuable. I enjoy the time and don't consider it a waste. After years of refining my Lesson Plans to incorporate more content from the state Guidelines, I developed a sense of trusting God with quantity of content. USA presses for Common Core standards where "Less is More". Of Higher value are the student directed, active Project Based learning experiences where Student's work reveal internalization and application at higher levels of Blooms Taxonomy (1) knowledge, (2) comprehension, (3) application, (4) analysis, (5) synthesis, and (6) evaluation or creation. In my classroom management practices, I always over-plan. I always have applicable worksheets with games, crosswords, fill in the blank summaries, coloring and labeling opportunities, magazines for students to grab and read to write a Current Event summary for twenty five extra points...big time points. I have work stations prepared for students to spontaneously get up and walk to a hands-on activity which will teach a related concept or apply their learning at higher levels without permission from me or their peers. It is a safe oasis of PLAYTIME. Students need to play. Synthesis and creation are revealed in play (Maria Montessori, 1909).

9. In Be Intentional Chapter 10, "I Help Students Develop Deep Knowledge" (Goodwin & Hubbell, 2013) The elusive butterfly "Developing Understanding" as described in our textbook Ch. 10 is simplified with the identification of engaging practices of bridging prior knowledge with new knowledge by raising students' curiosity, increasing connection (prior: new), coherence (meaningful patterns of assembling new knowledge), concentration (using engaging strategies), coaching (personal one on one), and content (apply and practice).

10. Guide students to deep knowledge and application in interesting, and meaningful ways. Here are two great websites recommended in our Interactive Lecture.

11. Engagement strategies: http://www.jensenlearning.com/news/6-quick-brain-based-teaching-strategies/brain-based-teaching, 2. Project-Based Active Learning Program Ideas: https://www.pblworks.org/ Transitions in, core content, Transition exit: Entrance Ticket, Homework turn-in, Attendance, Writing the Learning Target (LT), Morning Assessment (Group online quiz game or?), Small Group Interaction (Jig Saw or ?) and research with discussion of content, Small Group Presentations, Small Group or Paired Assessment of Class with Exit Ticket writing...run smoothly on cue (Teacher and clock).

12. And the best of all hybrid learning is the “Flipped Classroom” where teachers deliver content both in person and online (either with videos of their own lecture or using another online video source to engage and deliver content.) https://www.inacol.org/resource/online-and-blended-learning-a-survey-of-policy-and-practice-from-k-12-schools-around-the-world/

The Six Essential "Cs" in Education: Character, Citizenship, Communication, Critical Thinking, Collaboration, and Creativity.

Image Retrieved from: http://blog.awwapp.com/6-cs-of-education-classroom/

Cordially Yours,

-Maryellen Elizabeth Hart

Your excellent compassionate communication skills, sense of good timing, high energy, organized, purposeful, meaningful, prepared materials and classroom, your prepared explicit Lesson Plans, knowledge of your individual students and their needs, your focus on engaging students and your use of the Twelve Touchstones of Good Teaching, in relationship with Blended Learning (Hybrid Learning) presents a student directed, active project based learning environment where student successfully acquire skills, knowledge, and competencies at or above the State Curricular Guidelines. Remarkable role-modeling for your Graduate Education students. I really appreciated our textbook. I enjoyed reading each Principle. I appreciated the text introducing concepts of classroom management and increasing the Number s of hours of student engagement while simultaneously acquiring higher levels of achievement (application, analysis, evaluation, creation. Here is the whole Blooms list: (1) knowledge, (2) comprehension, (3) application, (4) analysis, (5) synthesis, and (6) evaluation ) resulting from incorporation of Blended Learning in our classrooms.

"If I ran my own school, how would I use the very best in Teachers?"

Staff, 2019. Tools for Teachers. Retrieved from https://www.teachthought.com

Here it is, Class. Read everything CAREFULLY as you are responsible for the contents.

If you add all the points in the Discussion Forums and the Critical Thinking assignments for the eight weeks of OTL502, they total 650 points. Add the 350 point Portfolio Project, and that makes an even 1000. Mathematically, that makes your project worth a little over a third of your final grade. With most of you maintaining a grade over 90%, this will determine whether you end this way. For those of you under 90%, I will leave it to you to determine what is possible and what is not. If you are ready, go to Module 8 and open up the Portfolio Project link.

The first section of the project is based on the chart you find. Your initial task is to individually revisit each of the 12 Touchstones or "Items" listed in our textbook, and provide your own original description of "What It Looks Like" - using your own wording lest you raise your Turnitin percentage. I'm going to caution you right now - throughout your project - to not use the "shotgun approach" of inundating me with a ton of "pelleted" information in hopes that some of it "hits the target." As you write, or "cut and paste," remember that each Touchstone is only worth 15 points. If you want a feel for the relative time and effort spent per Touchstone, by comparison each would require only about half the effort you would put into a single discussion.) The point is, since I intend to read every word, I expect you to be concise and clear on your content - providing me with the heart of the matter and not so much "fluff." In fact, all your narratives throughout must be written using your best professional composition skills to condense the wealth of content that passed by.

So here is your Checklist ...

______ One by one, you first distinctly define each of the 12 Touchstones in a narrative as to why it is included as part of proper educational theory. Then after a definition is rendered, you provide specific examples of how this particular Touchstone applies to an effective practice when creating a model for instruction. These examples can be in the form of adding more narrative, or by including charts, graphs, or whatever graphics you need to reinforce your explanation. Also provide at least one reference or citation to back your example. (Need ideas? Go back and review each Discussion Forum for cogent ideas and possible references. Many of what I think were my most useful comments I highlighted in yellow, and yes, you are allowed to use my input as "references.") Again, be brief. Make your best points, provide your best examples, then move on. 12 x 15 = 180 points

______ Next include your Completed Lesson Plan you have worked on during the previous six weeks to fully instruct a major concept in your grade level or content specialty. As to length, a lesson plan of one day is too short, and a lesson plan of five or more days is too long! Regardless which lesson plan format you chose - the one in our textbook, Madeline Hunter's "white sauce recipe," etc. - be sure you include all necessary components. This includes two additions some of you might forget - a breakdown of relative timing for each activity, and a rubric with points, and/or other methods to assess student performance so you can arrive at a fair percentage/grade. Also don't forget that one of the previous expectations was that you do a "field trial" with one of your lesson plan activities with a person or group - either for real or in simulation - and provide a graph of the results. I will be very interested in this final lesson plan to see if you can indeed draft effective instruction that puts theory into practice. 30 Points

______ Next include your 500 word minimum narrative "Personal Reflection" about what you are "walking away with" from OTL502. Again, you may want to go back and review some of the Discussion Forums for the most memorable points shared. I will be most interested in reading this as it will leave me with a strong impression of what you will retain from this course. 30 Points

______ Next at the very end, include a Resource Page with your best links. Remember, it is hoped that this portfolio will follow you in the coming years, so it is to your benefit to keep track of resources you hope to use in the future. Since the grading rubric says your cumulative resources are worth 15 points total, each one of you can list a minimum of your 15 favorites. 15 Points

______Finally, the remaining 95 points are a "Combination of the Following Factors" as they appear throughout your project. They include 10 points for "addressing all components," 15 points for "knowledge well chosen," 20 points for "clear organization," 20 points for "proper grammar, mechanics, and organization," and 30 points for using "proper APA style." Generally this class has been excellent at these "little foxes that can spoil the vineyard," and I expect it will be the same here. 95 points

TOTAL = 350 Points

Class, this is as clear as I can make it. However, you can always contact me if you have questions. Again, though you are not absolutely required to do so, I say the best format for you is to create your own website that will follow you in the years to come. It is not all that hard to do, and Ben, Maryellen, and Joyce have already assembled one that is a good start. In fact, Joyce ran by me a draft of a beauty where the first Touchstone is already finished, and she graciously allowed me to share it with you. (Thanks Joyce!) https://joycegiuhat.weebly.com/ Ben has also drafted a very nice site specifically for this course, and he will be a good contact as well.

(Links to an external site.)

I must stress one more time that the deadline for submitting this Portfolio Project - and all other past due work - is Sunday, November 3rd. After that, my grading program is "frozen" to new entries. This is so important that I am going to send a group email asking each of you to respond to me to affirm you received these instructions, and that you read them.

Thank you!

**NOTE: You are STRONGLY ENCOURAGED to create ONE PROFESSIONAL SITE that will be under construction until you graduate or hopefully for the rest of your professional career as an educator.

Touchstone of Good Teaching Professional Resource Website

There is only one Portfolio Project option. You will complete this project regardless of the Critical Thinking Assignment options you completed throughout this course.

Develop a professional website to compile resources (a minimum of 12 sources will be required—at least one source per touchstone) around the 12 touchstones of good teaching that you and/or your colleagues can use to effectively implement the 12 Touchstones EVERY day. You must explicitly address each of the 12 touchstones; use the Portfolio Project rubric to guide your work as well as the following chart taken directly from the Appendix of the textbook. You must support your ideas with research; when you do, cite them per the CSU-Global Guide to Writing and APA

(Links to an external site.)

. Include a reference page as well. Again, a minimum of 12 references is required, one for each touchstone.

Item

What It Looks Like

Use standards to guide every learning opportunity

Research-supported resources, ideas, and examples for unpacking standards and using them as an approach for creative lesson planning and self-directed student learning.

Ensure students set personal learning objectives for each lesson

Research-supported resources, ideas, and examples for helping students challenge themselves by setting ambitious long-term goals for learning and short-term learning objectives. Evident that you begin with the end in mind, using learning objectives to guide the planning of lessons and units.

Peel back the curtain and make my performance expectations clear

Research-supported resources, ideas, and examples for using performance rubrics and other methods to ensure students know how their performance will be judged.

Measure understanding against high expectations

Research-supported resources, ideas, and examples for ensuring that course grades reflect actual academic performance, including critical thinking and high expectations.

Engage students’ interests with every lesson

Research-supported resources, ideas, and examples for hooking student interest at the start of the lessons and using a variety of techniques to motivate learning throughout lessons and units, including providing choices and framing lessons around novelty.

Interact meaningfully with every student

Research-supported resources, ideas, and examples for interacting with students, getting to know them, and demonstrating interest in them as individuals and as learners.

Use feedback to encourage effort

Research-supported resources, ideas, and examples for providing students with frequent and timely feedback that links to learning objectives. The feedback is also actionable and tailored to individual student needs.

Create an oasis of safety and respect in my classroom

Research-supported resources, ideas, and examples for establishing clear rules for behavior and consequences for misconduct, ensuring that all students feel safe to learn and contribute to classroom discussions.

Make the most of every minute

Research-supported resources, ideas, and examples for planning lessons to ensure bell-to-bell learning for students.

Help students develop deep knowledge

Research-supported resources, ideas, and examples for introducing new knowledge by helping students connect it to prior knowledge. Includes helping students connect information into coherent patterns to deepen knowledge.

Coach students to mastery

Research-supported resources, ideas, and examples for using frequent checks for understanding to know which concepts or skills students are struggling to master and ideas for ways to reteach as needed to help all students develop mastery.

Help students do something with their learning

Research-supported resources, ideas, and examples for structuring classroom discussion and writing assignments to help students extend their learning through the use of project-based learning and problem solving by applying new knowledge in novel situations.

In addition to addressing the 12 touchstones of good teaching, you will also need to add the following to this professional site:

The final lesson/unit plan that you developed throughout this course and taught in Module 7 OR the incremental work you did on the touchstones in every Critical Thinking assignment, added to the site as product examples.
A 500-word professional reflection, supported with a visual representation of student data (i.e., graph, table), on at least one of the 12 touchstones that was implemented in Module 7 OR that you developed materials for throughout the course. What worked well, what would you do differently, and what else do you need to consider in order to ensure effective implement of the touchstone(s)?

Ensure your assignment is well written, organized, and adheres to CSU-Global Guide to Writing and APA

(Links to an external site.)

. Remember to add a properly formatted title page and Reference page (if sources are cited) to all of your Critical Thinking assignments.

To submit your site for review and grading, copy the URL to your site and paste it into a Word document. Submit that document to Module 8 folder. Your instructor will access your site through that link and will provide feedback via the grading rubric in the OTL502 course.

Appendix 5

Teacher Toolbox

By: Maryellen Elizabeth Hart

2018, 2019, 2020+

Teacher Toolbox Maryellen Elizabeth Hart 2018, 2019, 2020+

Tool

Website

Description

Angela Watson’s 40 Hour Teacher Work Week

https://thecornerstoneforteachers.com/

Aspire Academy

Expectations and routines for students while teachers do morning routines of check in.

Classdojo

Classdojo is an amazing tool for primary classrooms. It has parent communication tools, behavior management, student portfolios, and more.

The Cornerstone for Teachers

https://thecornerstoneforteachers.com/

Google Classroom

Engagement strategies:

Engagement strategies: http://www.jensenlearning.com/news/6-quick-brain-based-teaching-strategies/brain-based-teaching

EdPuzzle

The Flipped Classroom:

https://www.inacol.org/resource/online-and-blended-learning-a-survey-of-policy-and-practice-from-k-12-schools-around-the-world/

Formative

Project-Based Active Learning Program Ideas: https://www.pblworks.org/

Prodigy

ReadTheory

There's an app for that

(Links to an external site.)

. Science Teacher, 81(3), 41.

Bowen, B., & Finch, J. (2014). There's an app for that

(Links to an external site.)

. Science Teacher, 81(3), 41.

Tools for Teachers.

https://www.teachthought.com

Quizlet

YouTube Quizzes

Zoom

resources or cannot afford the training via http://www.thinkkids.org/

(Links to an external site.)

Here is a list of great books to read on Collaborative Problem Solving. All by Ross Green or Stuart Ablon

https://www.amazon.com/Treating-Explosive-Kids-Collaborative-Problem-Solving/dp/1593852037

(Links to an external site.)

https://www.amazon.com/Explosive-Child-Understanding-Frustrated-Chronically/dp/0062270451

(Links to an external site.)

https://www.amazon.com/Changeable-Collaborative-Problem-Solving-Changes/dp/0143129015

(Links to an external site.)

https://www.amazon.com/School-Discipline-Fix-Changing-Collaborative/dp/0393712303/ref=pd_sbs_14_img_0/143-4159719-0510560?_encoding=UTF8&pd_rd_i=0393712303&pd_rd_r=3e813d64-29d6-4ccd-8311-9f1bd219bd1e&pd_rd_w=I4hoJ&pd_rd_wg=0hCYU&pf_rd_p=5cfcfe89-300f-47d2-b1ad-a4e27203a02a&pf_rd_r=P07FZGBD4AM1K4XWDSEA&psc=1&refRID=P07FZGBD4AM1K4XWDSEA

(Links to an external site.)

resources or cannot afford the training via http://www.thinkkids.org/

(Links to an external site.)

Here is a list of great books to read on Collaborative Problem Solving. All by Ross Green or Stuart Ablon

https://www.amazon.com/Treating-Explosive-Kids-Collaborative-Problem-Solving/dp/1593852037

(Links to an external site.)

https://www.amazon.com/Explosive-Child-Understanding-Frustrated-Chronically/dp/0062270451

(Links to an external site.)

https://www.amazon.com/Changeable-Collaborative-Problem-Solving-Changes/dp/0143129015

(Links to an external site.)

resources or cannot afford the training via http://www.thinkkids.org/

(Links to an external site.)

Here is a list of great books to read on Collaborative Problem Solving. All by Ross Green or Stuart Ablon

https://www.amazon.com/Treating-Explosive-Kids-Collaborative-Problem-Solving/dp/1593852037

(Links to an external site.)

https://www.amazon.com/Explosive-Child-Understanding-Frustrated-Chronically/dp/0062270451

(Links to an external site.)

https://www.amazon.com/Changeable-Collaborative-Problem-Solving-Changes/dp/0143129015

(Links to an external site.)

Classdojo

Classdojo is an amazing tool for primary classrooms. It has parent communication tools, behavior management, student portfolios, and more.

resources or cannot afford the training via http://www.thinkkids.org/

(Links to an external site.)

Here is a list of great books to read on Collaborative Problem Solving. All by Ross Green or Stuart Ablon

https://www.amazon.com/Treating-Explosive-Kids-Collaborative-Problem-Solving/dp/1593852037

(Links to an external site.)

https://www.amazon.com/Explosive-Child-Understanding-Frustrated-Chronically/dp/0062270451

(Links to an external site.)

https://www.amazon.com/Changeable-Collaborative-Problem-Solving-Changes/dp/0143129015

(Links to an external site.)

resources or cannot afford the training via http://www.thinkkids.org/

(Links to an external site.)

Here is a list of great books to read on Collaborative Problem Solving. All by Ross Green or Stuart Ablon

https://www.amazon.com/Treating-Explosive-Kids-Collaborative-Problem-Solving/dp/1593852037

(Links to an external site.)

https://www.amazon.com/Explosive-Child-Understanding-Frustrated-Chronically/dp/0062270451

(Links to an external site.)

https://www.amazon.com/Changeable-Collaborative-Problem-Solving-Changes/dp/0143129015

(Links to an external site.)

resources or cannot afford the training via http://www.thinkkids.org/

(Links to an external site.)

Here is a list of great books to read on Collaborative Problem Solving. All by Ross Green or Stuart Ablon

https://www.amazon.com/Treating-Explosive-Kids-Collaborative-Problem-Solving/dp/1593852037

(Links to an external site.)

https://www.amazon.com/Explosive-Child-Understanding-Frustrated-Chronically/dp/0062270451

(Links to an external site.)

https://www.amazon.com/Changeable-Collaborative-Problem-Solving-Changes/dp/0143129015

(Links to an external site.)

resources or cannot afford the training via http://www.thinkkids.org/

(Links to an external site.)

Here is a list of great books to read on Collaborative Problem Solving. All by Ross Green or Stuart Ablon

https://www.amazon.com/Treating-Explosive-Kids-Collaborative-Problem-Solving/dp/1593852037

(Links to an external site.)

https://www.amazon.com/Explosive-Child-Understanding-Frustrated-Chronically/dp/0062270451

(Links to an external site.)

https://www.amazon.com/Changeable-Collaborative-Problem-Solving-Changes/dp/0143129015

(Links to an external site.)

resources or cannot afford the training via http://www.thinkkids.org/

(Links to an external site.)

Here is a list of great books to read on Collaborative Problem Solving. All by Ross Green or Stuart Ablon

https://www.amazon.com/Treating-Explosive-Kids-Collaborative-Problem-Solving/dp/1593852037

(Links to an external site.)

https://www.amazon.com/Explosive-Child-Understanding-Frustrated-Chronically/dp/0062270451

(Links to an external site.)

https://www.amazon.com/Changeable-Collaborative-Problem-Solving-Changes/dp/0143129015

(Links to an external site.)

resources or cannot afford the training via http://www.thinkkids.org/

(Links to an external site.)

Here is a list of great books to read on Collaborative Problem Solving. All by Ross Green or Stuart Ablon

https://www.amazon.com/Treating-Explosive-Kids-Collaborative-Problem-Solving/dp/1593852037

(Links to an external site.)

https://www.amazon.com/Explosive-Child-Understanding-Frustrated-Chronically/dp/0062270451

(Links to an external site.)

https://www.amazon.com/Changeable-Collaborative-Problem-Solving-Changes/dp/0143129015

(Links to an external site.)

My Learning World

https://myelearningworld.com/about/

https://myelearningworld.com/top-10-online-gradebooks-to-make-teachers-life-easier/

App review for gradebooks and quiz makers.

Lesson Planning Software

https://www.commoncurriculum.com.

From Kelly Caffee OTL502

Skyward Gradebook

https://images.app.goo.gl/TbrnVVYZ75HZ7kvL6

The classes responses:

Jeopardy-One of my favorite ones. Just like the TV show, students have to answer something (in Spanish) in question form. I usually split my students in pairs or groups of 3. That allows peer feedback and also instructor feedback about a particular question. Students are allowed to talk among their team to say the correct answer. Meanwhile, students in other teams are getting ready to “steal” that question.

Additionally, since it’s fun and typically very relaxing, students are not under pressure and they’re highly motivated during the game. I like this specific assessment for several reasons. It allows me to give students instant feedback about a particular unit and it guides my next lessons just in case I need to go over something before the summative assessment.

Here’s a link to an actual game that I used a couple weeks ago in my class.

https://jeopardylabs.com/play/jeopardy-de-espaol-iii

(Links to an external site.)

Kahoot- I’ve used this particular assessment while I taught at both the college and high school level. Students see a set of questions on the projector and they get to answer them directly on their phones or laptops. They are scored based on selecting the correct answer and also how quickly it was answered. I usually have them make up a username (so they don’t feel embarrassed about their scores). The question format could be multiple choice or true/false. www.kahoot.com

(Links to an external site.)

Google Docs-This is perfect for open ended questions. It allows me to see their progress in terms of writing proficiency. I usually assign a topic and they write an answer and share that document with me. I usually write them instant feedback while they’re working on it. This is probably the method that I use the most.

Board races-These board races are new to me, but students love them. Students are in front of my classroom board and I ask them something about a particular skill (i.e. present tense in Spanish). Once they write the correct answer, they sit down, and I check for accuracy.

Quizzes-Every Friday I give a 10-question quiz testing them on a particular skill. I grade them on the spot and each one is worth 1% of their final grade. I’ve had instances that I’ve let them retake some based on overall trends that indicate that a particular skill hasn’t been achieved.

Related search

Best education tools

View 3+ more

Khan Academy

Edmodo

Kahoot!

EDpuzzle

Schoology

Coursera

Socrative, Inc.

OTL502 The Twelve 12 Touchstones of Good Teaching A Checklist for Staying Focused Every Day

Bryan Goodwin, Elizabeth Ross Hubbell

Chapter 1 Notes:

(“The 12 Touchstones of Good Teaching,” n.d.)

1. I clearly communicate and remind students of their learning objectives.

Communicate clear Learning Objectives Targets. Keep students engaged, focused on the LT. Students need LT in plain view. And verbal reminders about the LT.

Parents can be recruited to interact with student LT.

2. I begin every lesson with the End In Mind. Learning Targets, Learning Objectives. And how students will demonstrate that learning. LT. Effective teachers have deliberate attention to learning intentions and success criteria. (Hubbell, pg. 35) Peel back the curtain and make the Performance Expectations clear.

4. I provide rubrics for all important assignments. As cited by our textbook (Jonsson & Svingby, 2007) Rubrics can be interpreted well or poorly. Clarifying expectations appears to encourage higher levels of student achievement. Rubrics: Identify the proficient level. Level 4, 3, 2, 1. Build the rest of the rubric around proficiency.

Focus on growth. Tools Tubistar, iRubric, Teacher Planet are good rubric writers.Jon Mueller’s Authentic Assessment Toolbox.

5. I use performance criteria to help students find their “Goldilocks zone”-not too difficult and not too easy. Intrinsic motivation stem from self-determination and competence (Deci, Ryan & Koestner, 1999)

6. I put performance criteria at the heart of my teacher talk in the classroom.

7. Another important benefit of clearly articulating performance criteria is that it can change the role of teachers in important and beneficial ways.

8. I use performance criteria to help students link effort and results. In-Practice Example: Performance Criteria and Rubric.

9. I measure understanding against high expectations.

10. I focus my grades on student learning. (Bursuck, et. al., 1996) as cited by our textbook

11. I manage behaviour outside of my grade book. I don’t give As for effort.

Have students track their own efforts. Use effort rubric.

Tools you can use 21 Century Homework Resources.

12. I use assessments that challenge students. Assess deeper concepts. Use open ended response questions to assess critical thinking. Use multiple choice questions appropriately.

SUMMARY:

1. RIGOROUS STANDARD TO GUIDE LEARNING.

2. STUDENT BUY-IN TO LEARNING OBJECTIVES.

3. HIGH PERFORMANCE CRITERIA.

4. EVALUATION ALIGNED WITH STANDARDS AND CRITERIA.

5. HIGH EXPECTATIONS.

Be Supportive:

Provide Nurturing Learning Environment
Traditionalists, Sophisticates, Sentimentalists, warm-demanders (Kleinfeld, 1972, p. 29)I engage student interest with every lesson. Raise the bar.
Extra effort can offset aptitude when it comes to performance.
I hook student interest as I launch my lessons. (Anticipatory set) Hunter 106 Ask a question. Critical thinking about controversy.Issue a challenge. Many activities. Offer learning choices to students. I build lessons around mysteries and puzzles.
I interact meaningfully with every student. The importance of teacher student interactions. Strong bonds can inspire students with higher achievement in subsequent grades. (Hamre & Pianta, 2001)
I interact with every student every day. Greet every student every day. Don’t forget nonverbal communications. Learn students names quickly.
Create opportunities for students to share their interest and talents.
Tune in. Listen. Invite feelings. Personalize student feedback. Converse.
I bring personality and enthusiasm for learning to the classroom.
Reveal some of yourself to your students.
Don’t be overly serious.
Model enthusiasm for learning.
I use feedback to encourage effort.
Creating a Powerful Effect on Learning. (Beesley, & Apthorp 2010)
I link feedback to learning objectives.
I keep feedback noncontrolling.
I make feedback growth oriented. Carol Dweck 2006. Non-controlling vs. controlling feedback.
I make guidance specific, actionable, and tailored to each student.
Growth Mindset vs. Fixed Mindset. Carol Dweck.

I keep feedback formative and non-evaluative.

I ensure an appropriate level of immediacy with my feedback.

I provide opportunities for students to self-assess and give peer feedback.

I create and oasis of safety and respect in my classroom and supportive school climate.

I establish rules of behavior and consequences for misconduct.

Frame rules in the positive.

Don’t get too complicated.

Involve students in defining expectations.

Know your consequences.

I catch students in the act of doing something right. Accentuate teh positive.

Offer public praise for exemplary behaviour.

I am WITH IT. Awareness of what is going on in the classroom. Be organized.

Turn misbehaviour into an Opportunity.

Don’t get personal. Don’t take misbehavior personally. I enlist student support.

Foster peer recognition. Recognize accomplishments.

Adopt a different point of view.

I encourage positive classroom discourse.

Encourage risk taking, questions, and wrong answers.

Establish ground rules for group work.

Have guidelines for formal cooperative activities.

Clearly establish expectations for time limits and cooperative learning activities

Students must feel safe to learn.

Intrinsic motivation develop rapport. Warm demanders of teaching . Balance intrinisic and extrinsic motivation

Be intentional Know what you are doing and why. Student success can be won or lost i n four minutes. Provide learning stations...allow students to study at a station and walk station to station.

Develop deep knowledge.

Connection, Coherence, Concentration, Coaching, Context,

I help students connect new knowledge to prior knowledge

Provide clues

Ask connecting questions

Provide advance organizers.

I help students connect new knowledge to prior knowledge

Provide clues

Ask connecting questions

Provide advance organizers.

Final Thoughts making learning meaningful. I coach students to mastery.

OTL502 Text Citations

JOURNAL ARTICLE

“Warm Demanders”

Effective Teachers of Eskimo and Indian Students

Judith Kleinfeld

The School Review

Vol. 83, No. 2 (Feb., 1975), pp. 301-344

Published by: The University of Chicago Press

https://www.jstor.org/stable/1084645

Page Count: 44

Our Textbook:

Goodwin, B and Hubbell, E.R., 2013 The 12 touchstones of good teaching; a checklist for staying focused every day. Copyright 2013 McREL, Denver, CO E.. Dale, Audiovisual Methods in Teaching, 1969, NY: Dryden Press.

OTL502 Module 6 Critical Thinking By Maryellen Elizabeth Hart October 24, 2019

Assignment:

In Module 2 you:

Listed the standard
Unpacked the standard
Wrote an essential question

In Module 3 you:

Identified a formative (pre-) assessment procedure
Graphed the results of the pre-assessment data
Created a rubric
Had students set personal learning goals

In Module 4 you:

Added ways to re-engage students
Added student choice
Added real-world relevancy
Added opportunities to interact and engage with students

In Module 5 you:

Identified rules and procedures for active learning
Identified ways to provide specific and timely feedback
Identified ways students can check their progress

In this assignment, you will be implementing components from Items 9 and 10 of The 12 Touchstones of Good Teaching to your Week 7 lesson. In an MS Word document, or some other format (e.g., your current lesson planning template, an Excel sheet, a newly created and reusable template that includes these essential elements that can be used in your future planning, etc.), explain the following:

Step 1: Add opportunities for students to process every 15 minutes.
Step 2: Use the Six Essential C's to assess everything in the lesson or unit to ensure that it has a purpose. You will do that by labeling each of your activities with one of these essentials for helping students develop deeper knowledge (i.e., curiosity, connection, coherence, concentration, coaching, and context).
Step 3: Add the amount of time devoted to every activity in the lesson or unit.
Step 4: Label each of your culturally responsive strategies throughout the lesson plan. NOTE: You started this in Module 4 and in this Module you will review the entire plan, labeling the culturally responsive strategies used throughout the plan.

Be sure to also support your implementation of the touchstone(s) with scholarly research, citing at least two sources. Ensure your assignment is well written, organized, and adheres to CSU-Global APA and writing guidelines. Remember to add a title page and Reference page formatted per the CSU-Global Guide to Writing and APA

(Links to an external site.)

Principle Nine (9) and Principle Ten (10) Twelve Touchstones of Good Teaching.

Principle Nine “I make the most of every minute.”

Principle Ten “I help students develop deep knowledge.”

Option 1 again contains four steps. Step 1 revisits a lively change of student activities in your developing lesson plan (this time every 15 minutes) to account for student attention span. Step 3 also revisits the specific timing of these activities, which some of you have not done adequately. It is up to you to decide if you have addressed these two factors sufficiently as they become a part of your lesson plan in your final Portfolio Project. Step 4 on "cultural responsiveness" has also been on the table before, and perhaps you have already addressed this. However, Step 2 on the "Six Essential C's" from our textbook (on pages 142 to 145) is a whole new concept. I suggest making the bulk of CT 6 a dissection of these six factors, and how they might add quality to any aspect of your final Portfolio Project.

Principle eleven “I coach students to mastery.”

Principle twelve “I help students do something with their learning.”

Discussion 7

(Dear Professor Poppe and Peers: Professor Poppe gave us a list to select a couple of topics and then added "Anything else" as a category. This post responds to the above posted question and to the "anything else" category of "One of Yours I Didn't Think of..." )

What is best for our students? To extend student learning, to make explicit connections to real work relevancy or career/workforce readiness, I would provide appropriate field experiences in the form of part-time internships, field trips, guest speakers and guest presentations from the local community all incorporated in hands-on project-based learning programs of Science Fair Project Development and career research about jobs and internships in science. (Project Based Learning, 2019). In addition I am planning on incorporating individual, personalized learning projects and group projects based on the tools presented in the Connectivism Lecture.

Our Interactive Lecture describes the wholesome advantages of Connectivism and Learning. Connectivism and Blended Learning, Hybrid Learning, Personalized Learning all share technology as their media for education. The possibilities created are cited in our textbook (Goodwin, B. & Ross-Hubbell, E., 2013).

Real-world relevance

Sustained investigation

Multiple sources and perspectives

Collaboration

Reflection

Interdisciplinary perspectives

Integrated assessment

Polished products

Multiple interpretations and outcomes.

Authentic learning practices include blended learning (online) opportunities such as:

Simulation-Based Learning

Student-Created Media

Inquiry-Based Learning

Peer-Based Evaluation

Working with Remote Instruments

Working with Research Data

Reflecting and Documenting Achievement.

Classroom discussion, writing assignments, projects, and problems can be easily modified using readily available online teaching tools and apps to help students extend their learning. (Goodwin, B. & Ross-Hubbell, E., 2013).

Hologram and Artificial Intelligence Learning Tools

and

Simulations and Games

In addition, I am adding some thoughts about Culturally Responsive Teaching regarding "real world relevance" for your critical thinking and reply:

Master Teacher Zaretta Hammond best expresses the mystery of cultural responsiveness:

Retrieved from: https://www.cultofpedagogy.com/culturally-responsive-misconceptions/

Powerful considerations for the Inclusive Classroom.

Resources:

Moore, Michael, Penick-Parks, 2018. White Women Who Teach Black Boys Retrieved from: https://www.teachingchannel.org/tch/blog/understanding-first-step-white-women-teaching-black-boys

Staff Project Based Learning 2019. Project Based Learning . Retrieved from: https://www.pblworks.org/what-is-pbl

Colorado Department of Education (CDE), Staff. (2019). Colorado Science Standards 2020 Secondary Science Retrieved from http://www.cde.state.co.us/coscience/2020cas-sc-p12

Assignment:

Your 80%/20% rule makes me happy and sad. I have never encountered uninspired teachers. I have taught in great schools where the team worked together to produce better results than working alone. I have always experienced Principal and VP Mentoring as well as Master teacher or Peer mentoring, and teamwork as the core of the success of the schools. "What is best for the students"... Students and their families came first in our hearts and service above self. No one fell short. The schools hired well ad the schools trained well. The student's succeeded! I am sorry you have experienced lethargy in your peers.

"If I ran my own school, how would I use the very best in Teachers?"

"If I ran my own school, how would I use the very best in Teachers?" To keep the attitude "What is BEST for students." To inspire students, their families and other teachers with their "Warm demander" Supportive, Intentional Explicit Teaching, scaffolding students to higher levels of thinking and enriched, applications of culturally responsive, deep student directed project based active learning.

2. Use a very good lesson plan book to plan each week with detailed plans required by the district and state. I plan my classroom down to two or three minutes.

4. Teachers who use the textbook recommendations for how long a section should take. I try to use the recommended active learning options the publisher provides and practice the lesson plans.

10. Guide students to deep knowledge and application in interesting, and meaningful ways. Here are two great websites recommended in our Interactive Lecture.

12. And the best of all hybrid learning is the “Flipped Classroom” Hybrid Learning, Personalized Learning and Collectivism, where teachers deliver content both in person and online (either with videos of their own lecture or using another online video source to engage and deliver content.) https://www.inacol.org/resource/online-and-blended-learning-a-survey-of-policy-and-practice-from-k-12-schools-around-the-world/

Real-world relevance

Sustained investigation

Multiple sources and perspectives

Collaboration

Reflection

Interdisciplinary perspectives

Integrated assessment

Polished products

Multiple interpretations and outcomes.

Authentic learning practices include blended learning (online) opportunities such as:

Simulation-Based Learning

Student-Created Media

Inquiry-Based Learning

Peer-Based Evaluation

Working with Remote Instruments

Working with Research Data

Reflecting and Documenting Achievement.

Hologram and Artificial Intelligence Learning Tools

and

Simulations and Games

In addition, I am adding some thoughts about Culturally Responsive Teaching regarding "real world relevance" for your critical thinking and reply:The Six Essential "Cs" in Education: Character, Citizenship, Communication, Critical Thinking, Collaboration, and Creativity.Image Retrieved from: http://blog.awwapp.com/6-cs-of-education-classroom/ Professor Poppe: You role model teaching excellently. Your compassionate communication skills, sense of good timing, high energy, organized, purposeful, meaningful, prepared materials (and classroom), your prepared explicit Lesson Plans, knowledge of your individual students and their needs, your focus on engaging students and your use of the Twelve Touchstones of Good Teaching, in relationship with Blended Learning (Hybrid Learning) presents a student directed, active project based learning environment where student successfully acquire skills, knowledge, and competencies at or above the State Curricular Guidelines. Remarkable role-modeling for your Graduate Education students. I really appreciated our textbook. I enjoyed reading each Principle. I appreciated the text introducing concepts of classroom management and increasing the Number s of hours of student engagement while simultaneously acquiring higher levels of achievement (application, analysis, evaluation, creation. Here is the whole Blooms list: (1) knowledge, (2) comprehension, (3) application, (4) analysis, (5) synthesis, and (6) evaluation ) resulting from incorporation of Blended Learning in our classrooms."If I ran my own school, how would I use the very best in Teachers?"Goodwin, B. & Hubbell, E. (2013). The 12 Touchstones of good teaching: A checklist of staying focused every day. Alexandria VA: Association for Supervision & Curriculum Development. Association for Supervision & Curriculum Development.

To improve our Content Area Literacy program, in a Catholic School where I taught, SSR was required. I am not sure how long the SSR was or how often. It may have only been five or ten minutes a couple times per week, however, I remember that It was valuable time. The students loved it. They all had paperback books they kept with them and were very happy to open the books and start reading. Thank you for your amazing, excellent correlations. I really appreciate your experience and encouragement! By the way, where did I mention Calcutta??? In your above post you said you read something from me mentioning Calcutta? Your words: "(Like to all the rest of those children you mentioned in Calcutta who could not take part in any special program.)" Poppe

Dear Ian:

Thank you for your video about Social Skills and bullying. Maybe you have seen these videos before, that I am including here, but if you have not, they are really worth the time. I wrote a report on Bullying in schools four years ago. These videos are from that report.

Thank you, profoundly for all you do to teach peaceful conflict resolution and coexistence. Blessings!

Maryellen Elizabeth Hart

Video Links

The Bully Society: What Causes Bullying? (Part 1 of 2)

The Bully Society: What Causes Bullying? (Part 1 of

The Most Beautiful Way To Stop A Bully

https://www.youtube.com/watch?v=gtkHsARkHbg

Football Players Protect Special Needs Girl From

BulliesFootball team protects bullied girl!

Dear Jessica:

The Bully Society: What Causes Bullying? Some of these facts are pretty bleak. I have kept many of the heart-wrenching facts to be presented in the video(s). Maybe you have seen these videos before, that I am including here, but if you have not, they are really worth the time. I wrote a report on Bullying in schools four years ago. These videos are from that report.

Thank you, profoundly for all you do to teach peaceful conflict resolution and coexistence. Blessings!

Maryellen Elizabeth Hart

Video Links

The Bully Society: What Causes Bullying? (Part 1 of 2)

The Bully Society: What Causes Bullying? (Part 1 of

The Most Beautiful Way To Stop A Bully

https://www.youtube.com/watch?v=gtkHsARkHbg

Football Players Protect Special Needs Girl From

BulliesFootball team protects bullied girl!

The Bully Society: What Causes Bullying? (Part 1 of 2)

http://vimeo.com/105186473

https://www.youtube.com/watch?v=eUy2ZWoStr0

Not all jocks or masculine men are bullies. Football Players Protect Special Needs Girl from Bullies https://www.youtube.com/watch?v=gtkHsARkHbg

Hegemonic masculinity refers to the form of masculinity most legitimate in a given society (a.k.a. “Patriarchal”); today, military heroes, successful businessmen, and powerful politicians tend to represent this type. Men who have this kind of power are likely to embody stereotypical masculine traits, such as being unemotional, tough, authoritative, and/or controlling. “Jocks” and “Preps” are often referred to as “hypermasculine” en.wikipedia.org/wiki/Hypermasculinity, however, not all jocks, not all preps, not all “patriarchs” or masculine men are bullies. Don’t stereotype.

Definition of Bullying

“Bullying” is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance that is repeated (for example: name calling, physical intimidation, stealing, or harming a person or their property). “Bullying” is defined as aggressive and includes: “An Imbalance of Power: Kids who bully use their power—such as physical strength, access to embarrassing information, or popularity—to control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people.” http://www.stopbullying.gov/what-is-bullying/definition/. Howe and Lisi Pg. 172 “One third (5.7 million Students) grades 6-10 public, private and parochial schools are bullied.

The Bully Society: What Causes Bullying?

All groups participate in competition bullying, (minorities are equally problematic in participating in bullying behaviors: gender minorities, minority races, minority political parties, and women). Finding a group with minimal bullying (schools and school districts) is a gift from God. Teaching anti-bullying communication and anti-bullying behavior is key. In our textbook, “Teachers, Schools and Society, A Brief Introduction to Education” Third Edition By: Sadker and Zittleman Pages:131 the author’s recommend for students, parents, and school staff to:

“Talk accurately about behavior. Bullying is a broad term. If it’s sexual harassment, call it sexual harassment; if it’s homophobia, call it homophobia. Calling behaviors what they are encourages more complex and meaningful solutions. Move beyond the individual. To understand why a child uses aggression toward others, it’s important to understand what impact race, ethnicity, social class, gender, religion, and ability has on his or her daily experiences in school. How do these realities affect the kinds of attention and resources a child receives, where he fits in, or whether she feels marginal or privileged in school? 1. Stop labeling students. 2. Bully Proofing Programs. Bully prevention programs typically put kids into three categories: bullies, victims, and bystanders. Labeling focuses on the child as the problem, downplaying the roles of parents, teachers, the school system, a powerful media culture, and societal injustices children experience every day. Labels also simplify the issue: We are all complex individuals with the capacity to do harm and to do good. Accentuate the positive. Instead of labeling kids, affirm their strengths and believe that they can do good, rave, remarkable things. The path to safer, less violent schools lies less in adults control over children than in appreciating their need to have more control in their lives, to feel important, be visible, and to have an effect on people and situations.” (Textbook resource: 98) Lyn Mikel Brown, “Ten Ways to Move Beyond Bullying Prevention (and Why We Should Do It), Education Spotlight on Bullying, 2010 pp. 10-11.)

“The Bully Society” was written by Jessie Klein, a Social Studies Teacher (for more than twenty years), also a Social Worker Supervisor, Guidance Administrator, Conflict Resolution Coordinator, Substance Abuse Prevention Counselor, College Advisor, Social Work and Assistant Professor of Sociology and Criminal Justice at Adelphi University. Jessie Klein was concerned about the hate crimes that were occurring in United States. “The Bully Society” cites and categorizes many stories (166 shooting between 1979 and 2009) of students facing “hell” on their school campuses and recounts their challenges to cope.

Jessie Klein’s book “The Bully Society” researched only a “small portion” (as recorded in: Howe and Lisi Pp 171-172) of all bullying and hate crimes between 1979 and 2011: (191 school shootings) and 10,000 reported incidents of all types of bullying (including school shootings) per year; yet the crimes she researched were particularly alarming and widely broadcasted and brought necessary urgent attention to the issue of violence on school campuses. In this book review we are going to hear and see distressing facts which report widespread school bullying and hate crimes. As we review these distressing facts, I present a note of encouragement (some light) for our audience to hold on to: Our textbook (Howe and Lisi) Pages 171-172 Figure 6.3 “FBI Uniform Crime Report: Hate Crime Statistics” Reports (10,700) as the Number of reported (bullying) hate crimes collected by police departments in 1996, in comparison to a reduced Number of reports in 2009 (6,604). The Number of annual reports illustrate a decreasing Number of hate crimes.

Jessie Klein conducted more than sixty interviews and reviewed mountains of press accounts in gathering her data for “The Bully Society”. “The Bully Society” prompted the making of the film “Bully” and launched Jessie Klein and her work as a household name. Jessie Klein inspired many national, state and district wide “Bully Proofing” programs. “She shares successful school based efforts, where teachers are working to bond with students and help them become leaders in creating a caring school environment; students then reach across ethnic, economic, social, cultural, and gender divides to create authentic connections among on another.” “While bullying is a perennial issue in schools, the recent release of the movie “Bully” has really brought discussion of the issue to the forefront of the conversation.” (New York University Press).

https://drive.google.com/file/d/0ByrMQFY_VVSnSUFWc1V3c3FjWmM/view?usp=sharing

Dear John and Kelly:

Fall 2018 I observed for a semester in a middle school science class. The teacher's policy was no homework except for online blended learning formative assessments. No material brought to or from school. All laboratory activities were conducted in class. The Science Notebook was kept in class and student's journal, with skill, every day. Students had entrance tickets to write about the previous nights reading or online formative assessment. Learning Targets were written in the journal for the day's activities. Lecture took maybe ten minutes. Students jumped into small group hybrid learning using school provided desk top research tools where students logged in through the schools online search tools which were monitored, screened and limited in scope of search, and effective. The student's were a mixed group ranging from G&T to ELL and IEP. All were engaged. The IEP, ELL had teaching assistants sit with them throughout the class, personally coaching them. All materials were provided and made available in organized containers in storage around the room. The class changed activities every ten to fifteen minutes. Engagement was high. Productivity was high. LT achievement was high. Students always closed writing a 3, 2 or 1 summary which varied along these line: "3 things your learned, 2 things you want to know more about, 1 thing you struggle with."

My response to your share is, please, do not have materials to or from class, stop student engagement or participation, or cause failure. Provide students with everything they need in the moment while they are in class. Use Blended Classroom Hybrid Learning theory for homework formative assessments, and give grace when they come to school the next morning...let them discuss the homework formative assessment in a small group to solidify what they engaged in for homework (or not) but the small group is a CYA...act of LOVE to prime their thoughts and conversations for the rest of the class. Throw out most of your graded activities, engage and teach student-directed, hands-on, active learning with all materials provided in the moment. Engage self-esteem. PRAISE, what they say...even if they only answer 1/4 of the answer right...BUILD on that 1/4 and call on three other students to each give one more of the four (hypothetical Number ) portions or the answer. Foster learning achievement and mastery of Learning Targets. Scaffold student success, every moment. Get students active in small group learning and walk around the room praising and coaching them individually to achieve the LT. Sound like a praise popcorn popper. Praise, Praise, Praise. Play popcorn with the Exit tickets...students wad up their exit tickets into a tight ball and throw their ticket balls around the room. Other students catch the ball, answer and respond to the anonymous Exit Ticket, then walk out of the class leaving the Ticket on the teacher's desk. TRY IT.

Cordially Yours,

Maryellen Elizabeth Hart

We can conquer this mountain together folks. We have the skills, wisdom, and heart. Let's do it.

Dear John:

Your Teacher Training that focuses on Honors Kids is similar to my posts (above) seeking for teacher's to be trained to think about "What is Best for students?"

What is BEST for students? Good teaching that transcends abilities and giftedness of students and presents to students personal learning strategies that will prepare them for life, prepare them for class assessments (to get good grades), prepare students for future employment and continued Life Long Learning.

What type of teaching can transcend abilities and giftedness of students? We are learning in OTL502...The Twelve Touchstones of Good Teaching. (REALLY! Beyond, IQ, beyond, giftedness, beyond previous experience...) The approaches for educators in the Twelve Touchstones of Good Teaching are timeless, and good for all students, regardless of heritage, race, age, intelligence, giftedness, economic resources, etc...The METHODS of student directed, project based (PBL) active learning explicitly engage students focus, direct their attention, reinforce their unique gifts (and unique heritage) students bring into the classroom (called the student's "Cultural Capital"), utilize formative assessments, more hands-on and technology based hybrid ("Blended learning"). Our textbook The Twelve Touchstones of Good Teaching emphasizes every successful teaching and learning strategy that popularly exists in the world today (with the exception of mention to the vastly successful Montessori Method of teaching) which provides student directed, handson, project based learning K-12 in all subjects at the students own pace, when the student is ready, allows students to create and play, AND arrives at statistically the SAME academic standards scores as measured by PISA and other standardized scores as the traditional USA Western Education methods.

What type of teaching can transcend abilities and giftedness of students? We are learning in OTL502...The Twelve Touchstones of Good Teaching. (REALLY! Beyond, IQ, beyond, giftedness, beyond previous experience...) And I am studying the Montessori Method for Secondary Education as an optional program (similar to the options given to USA education in Charter Schools, STEM schools, Magnet schools, etc.) City Montessori School in India is elevating students from "untouchable" poverty into academic excellence, sustainable employment, and high self-esteem.

I for one applaud our authors of The Twelve Touchstones for Good Teaching and the programs taught in OTL502 Teaching and Learning. This course is an excellent preparation for future teachers, equipping us with knowledge, teaching strategies, technology skills (hybrid learning, blended learning), and the beginning of a Professional Portfolio.

Thank you, John. Here are some ideas about Bully Prevention

Thank you, profoundly for all you do to teach peaceful conflict resolution and coexistence. Blessings!

Maryellen Elizabeth Hart

Video Links

The Bully Society: What Causes Bullying? (Part 1 of 2)

The Bully Society: What Causes Bullying? (Part 1 of

The Most Beautiful Way To Stop A Bully

https://www.youtube.com/watch?v=gtkHsARkHbg

Football Players Protect Special Needs Girl From

BulliesFootball team protects bullied girl!

The Bully Society: What Causes Bullying? (Part 1 of 2)

http://vimeo.com/105186473

https://www.youtube.com/watch?v=eUy2ZWoStr0

Not all jocks or masculine men are bullies. Football Players Protect Special Needs Girl from Bullies https://www.youtube.com/watch?v=gtkHsARkHbg

Definition of Bullying

The Bully Society: What Causes Bullying?

https://drive.google.com/file/d/0ByrMQFY_VVSnSUFWc1V3c3FjWmM/view?usp=sharing

Dear Galia:

Your posts are filled with expert content. It is so clear how experienced and passionate you are as an educator and mother. Thank you.

Dr. Poppe's Friday morning Announcement post sums up the Discussion area experience for me:

"I think the greatest "lasting content" in this class is what we absorb from each other, and what thoughts are then triggered in us."

Our discussions are so rich with opportunities for one on one coaching (which we do here) and for a valuable exchange of ideas. I wish CSUGlobal would emphasize the grade for Discussion and de-emphasize the weekly Critical Thinking and the final Portfolio Project grades. Most of our learning occurs here, in the Discussion area.

Galia, thank you for your expert share. My heart physically aches in response to your post. I simply am so grateful for your courage and perseverance as an educator and mother.

It has been a real gift hearing everyone's personal stories, struggles in the classroom and heartfelt perseverance toward implementing stronger blended (hybrid) classroom activities, PBL, student-directed active learning activities modeled from our Twelve Touchstones of Good Teaching into our classrooms...Thank you. Many blessings.

Discussion Board 8 - some posts

Q. In the future, when I am the new teacher on the team, how will I respect and value other teachers' opinions, but at the same time teach differently using ideas and research from the Twelve Touchstones of Good Teaching without being threatening?

A. I will show I value my new team and their existing protocols by being open-minded, friendly, and I will show a desire for teamwork by asking my team a lot of questions. I will show my appreciation for the school by being energetic and meeting their expectations, while I role model the use of the Twelve (12) Touchstones of Good Teaching Blended Learning programs. I will keep a Positive Mindset (Dweck, 1995) with my peers and with my students, and use strong praise to scaffold my student's energy, and increase their productivity during their guided practices and formative assessments. I would prepare my team for my lesson plans and approach by introducing the main ideas for the Twelve Touchstones for Good Teaching at my first Faculty Meeting (or staff meeting). I would discuss my Lesson Plans with my Mentor Teacher or Principal to gain their support. I believe the results of focused, explicit, demanding, supportive, intentional, well-managed and well-planned teaching will produce good fruit and noteworthy student achievement which should win the hearts of the faculty/staff, students, parents, and community.

I will focus on creatively implementing The Twelve Touchstones of Good Teaching into my daily lesson plans. My classroom will be filled bell to bell with student-directed, small group, peer tutored, active and blended (hybrid) learning programs. I will begin with the end in mind, focusing on the goals that the Science team establishes for the year and the State Standards and Federal Common Core Curriculum Guidelines.

According to The Twelve Touchstones of Good Teaching (Goodwin & Hubbell, 2013), I will "be demanding, explicit and supportive. My lesson plans (activities, questions, and guided practices) will be intentional. I will begin with the end in mind (Franklin & Covey, 1983) and I will guide my students to write a specific SWBAT Learning Target every day in their Science Notebooks. I will measure my expectations against the high expectations of state standards and Federal Common Core to guide the formation of the daily LTs so the lesson plan performance expectations are purposeful and clear. I will make my classroom a safe place and engage my student's personal cultural capital and personal interests with every lesson. I plan to interact meaningfully with every student every day while they work in small groups and I circle the classroom. I will use feedback from formative assessments, as well as, qualitative and quantitative summative assessments to guide and encourage my students in purposeful learning activities. I will scaffold explicit opportunities for success, and engage my students' natural curiosity about life on earth to motivate them to make connections of new knowledge with existing knowledge and organize their new knowledge into meaningful patterns.

I will create an oasis of safety and respect in my classroom for all students and I will value each of my student's unique cultural capital. I will teach bell to bell, making the most of my every minute in the classroom.

I create learning programs that bridge student's existing knowledge with new learning and apply the information into personal discovery and application of deeper knowledge. I will guide my students to do something with their learning by coaching them to mastery using the Scientific Method of Investigation and applying the use of the Metric System of Measurement to measure, gather and analyze data from their long-range research Science Fair projects.

My assessments will take many forms: fun games, crossword puzzles, quizzes, (online using the many quiz apps). I will develop meaningful, explicit laboratory activities, measure understanding against the high expectations of the state standards and federal common core. However, I will be merciful with my grading and give students opportunities for self-guided learning activities to contribute to their grade.

I will work using a positive mindset (Carol Dweck, 2015). When I am the new teacher at a school where protocols are not as innovative as The Twelve Touchstones of Good Teaching, I will maintain a positive attitude toward the staff and toward my students. I will be "Warm Demander" who is explicit in my teaching using The Twelve Touchstones of Good Teaching. I will be supportive, by scaffolding, supporting and engaging my student's curiosity, attention, and concentration, in laboratory activities, formative assessment, and in my personal interaction and coaching of each student.

(Dweck, (2015) Growth Mindset:

“In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.”

I also feel it is paramount that teachers keep in mind the various Philosophies of Education which dictate our Lesson Planning and our teaching style. When judging a teacher, always seek to know their Philosophy of Education. The five main philosophies of education vary widely in their platforms: Perennialism (Western education), Essentialism (Common Core), Progressivism (Student-Directed Learning Whole Person education), Reconstruction-ism/Critical Theory (Socialist, world-wide democracy), Eclecticism (potpourri or many styles mixed), Existentialism (Learners get to play first, acquire knowledge at their own pace, Montessori style.) Keep in mind, no teacher is an island in education, teachers have accountability teams, peer teachers, Mentor teachers, Assistant Principals, Principals, student feed-back and parent feedback. Everyone works together to achieve a successful education program! No teacher is an island, there should always be support for you and your students. The different Philosophies of Education work together to create more opportunities for diversity and inclusion.

This was a Great Semester! Thank you, my dear peers, in OTL502! I feel like I made some good friends. I hope we continue the conversations in future classes or network on LinkedIn! Many blessings to you in your career. If you ever need me to be an additional scaffold in your life, be in contact.

Image retrieved from https://images.thestar.com/6inApZO6nClpNSmZf6XcUvSM22s=/1086x724/smart/filters:cb(2700061000)/https://www.thestar.com/content/dam/thestar/life/health_wellness/2013/06/22/researchers_find_clapping_is_a_lot_like_the_clap/applause.jpg

LinkedIn: https://www.linkedin.com/in/maryellen-elizabeth-hart-290148a1/

Facebook:https://www.facebook.com/maryellenelizabeth.hart

Filename: https://docs.google.com/document/d/1Iiqyb6kH6psgRyNcFXDezupO177mYG_kZKlp5OXxGK8/edit?usp=sharing

I posted this before Dr. Poppe simplified the assignment. Thank you, to the entire class for a really great semester. I have really appreciated sharing ideas with you. You have been a blessing in my life. I hope we are in future classes together. Thank you.

Dear Professor Poppe:

You are the doyen of education in my life journal! Thank you, for your skilled expertise, virtuosity, goodness, excellence, prowess, technical knowledge, professionalism, forte, strength, adroitness, and successful accomplishment teaching OTL502 Teaching and Learning, on a moment's notice.

I am truly blessed by having had the privilege of knowing you and experiencing your dexterity juggling all the responsibilities of not only teaching our course but three other courses concurrently while maintaining your family life! Extraordinary! Thank you.

Your greatest accomplishment is your magical ubiquitous availability for your students, assessing our assignments, guiding our discussions, mentoring our growth, and attainment of our Learning Targets. You are a first-string player in the field of Education, a pundit and savant! I hope I am your student in future courses.

Thank you.

Cordially Yours,

Maryellen Elizabeth Hart

Dear Jennifer:

I am wondering how you loved the semester? Do you think teaching History or French is going to rival your fun career as an international flight attendant? Are you happy to be back in Kansas or ready to hike the Pacific Crest Trail or live in Germany again?

Thank you for your thought-provoking and supportive comments throughout the semester. I really felt like you shared from your heart and made very worthy contributions. Your questions were top-notch inquiries provoking a deep understanding of our content. For example:

Maryellen: Do you think the use of one particular checklist could also help maintain a trajectory of professional growth, instead of just helping to master a specific strategy? With your experience, what are your thoughts on the National Board for Professional Teaching Standards? It seems like their goal to use the Five Core Propositions to define accomplished learning could be an excellent framework for creating a self-growth checklist of your own (Petty, Good, & Handler, 2016). I wonder if the use of the 12 Touchstones checklist in companionship with a self-growth assessment drawn from the Core Propositions, when used regularly (once or twice a semester), could help to not only maintain good teaching practices but also to help improve each year and learn from experiences.

I look forward to hearing about your experiences over the 8 weeks of this course!!! Jennifer

Dear Jennifer:

YES! I use certain checklists indefinitely (www.successseriesllc.com lists all the checklists that I use in my personal life. ) Checklists such as The Twelve Touchstones of Good Teaching are perfect reminders for teachers to maintain a trajectory of personal growth. I will be using The Twelve Touchstones of Good Teaching indefinitely. I use checklists. My lesson plan is a checklist, when my supervising teacher allows my "shorthand" form of a lesson plan that fits into a 3x5 rectangle in my Lesson Planning Book. With time, my one page, seven components, lesson plans stayed in my Portfolio, and my Daily Checklist is what I worked with every day...I still utilized all the parts of a well written Lesson Plan but in the form of a Check-list.

Regarding my knowledge of the "National Board for Professional Teaching Standards", and their goal to use the Five Core Propositions to define accomplished learning " (Petty, Good, & Handler, 2016), I am new to those standards and have not read them. I have not been in a classroom since 2014 (Butterfly Pavilion, Westminster, CO), and 2006 (Denver Catholic Archdiocese) prior to that. Thank you, for bringing them to my attention. I do compare my Science Standards to State Core Standards. Thank you for the thought-provoking question. I really appreciate your thinking.

Petty, T. M., Good, A. J., & Handler, L. K. (2016). Impact on student learning: National Board Certified Teachers’ perspectives. Education Policy Analysis Archives, 24(49). http://dx.doi.org/10.14507/epaa.24.2227

I wish you the very best in your teaching career and I hope our paths cross again. Thank you for making a difference in my life.

Cordially Yours,

Maryellen Elizabeth Hart

Dear Jessica:

I appreciated your presence in our class from the first introductory post and Internet Cafe. Thank you, for sharing the fun photo of you and your sister standing next to a "Cam the Ram" statue.

I agree with the praise Professor Poppe gave you about your strength with common sense! I appreciated your discussion posts for their common sense. Your heartfelt shares about your hardships in high school with your AP Literature teacher were a real addition to our discussion area. The challenges of education need to be addressed in our Master's programs as well as the theory. What you experienced with your Literature Teacher never would have happened beyond the first incident. In schools where I have taught. Protocols of communication and guidelines for valuing both the students' and teachers' perspectives exist for problem-solving with positive resolve for everyone. I am surprised your Literature teacher neglected your perspective about his teaching. In theory, all teachers, especially first-year teachers, have stratified layers of authority and chains of commands. First-year teachers make it to the second year with good mentoring. The act of mentoring modifies the new teacher's classroom management: lesson plans, their persona with students, parents, and peers, etc.

Thank you, Jessica, for your shares and opinions. You impacted my life. I really appreciate you!

Cordially Yours,

Maryellen Elizabeth Hart

Dear Ale:

I have sung your praises a lot this semester in previous posts. I waited until the end of the week to read your posts and make a reply. It was always worth the wait.

Your discussion posts were always heartfelt. You have a genuine perspective about life and apply it well to the field of education.

I know you will continue to be an excellent educator. Many blessings.

Cordially Yours,

Maryellen Elizabeth Hart

Dear Ian:

Your professionalism and kindness are remarkable. I always sought to read your posts. You always concisely responded to the discussion with uncommon adroitness. Your insights aligned my thinking and made a difference in what I gained from OTL502.

Thank you, for your courage as an educator. Your keen insights and skilled application of course theory in your classroom will make a difference in the lives of not only your students but all the teachers you work with and their students. Education is a challenging field that requires extraordinary insight, inner strength, prowess, and technical knowledge. You are a first-string player!

I hope our paths cross in future courses. Again, thank you for working together as partners in our Portfolio Project. I appreciated your perspective and kindness. You make a difference, Sir. Thank you.

Cordially Yours,

Maryellen Elizabeth Hart

Dear Sarah:

Thank you, for your profound acknowledgment of Professor Poppe and his extensive experience and generous sharing of his wisdom. I, too, have many times, said a prayer of thanksgiving for Professor Poppe's role modeling of perseverance, kindness, optimism, Positive Mindset, along with excellent applications of the Twelve Touchstones of Good Teaching.

I have genuinely appreciated your passion and expertise, Sarah, even though you are new to Education, your personal insights and heartfelt shares were on-target academically, (always challenging me to higher levels of thinking), and simultaneously endearing me with your wide-eyed newness of perspective in the field of education.

Thank you for your authenticity and for making a difference in my life. I really appreciated a peer who saw themselves as worthy of furthering their education even though you humbly described yourself as: "I am what is euphemistically termed an “adult learner”." LOL! I laughed with your posts so many times. Thank you for always bringing a sense of humor to your posts!

Are you planning on remaining in education? Are you planning on teaching Social studies or History? You were originally hoping to teach in a remote area, did I entice you to teach on a Native American Indian reservation that is in dire need for stability of good teachers? If so, I might keep in touch and do the same. I am open-minded where I land after I finish my degree (Colorado, California, Texas, Native American Indian Reservation, OR anywhere USA.

I hope we share future courses together. It has been a joy! Thank you so very much.

Cordially Yours,

Maryellen Elizabeth Hart

Dear Benjamin:

Thank you for always adding professionally-valuable and encouraging comments to my Discussion posts. Your kindness was always heartfelt and I truly appreciated your insight and perspective regarding every topic we were assigned.

I really appreciate your life story!! I think you have a most remarkable life story!!! It is such a privilege to know you as a peer.! I hope there is some way to follow each other's journey, I am imagining you will continue to be an excellent teacher and transform the lives of many people as you travel the world, and bring back to your home town, uncommon prestige and accomplishment!! I will be praying for you.

Thank you for making a difference in my life. I have really appreciated sharing the journey with you and I really appreciate your like-minded posts being made from the other side of planet earth...WOW! This is a remarkable video Ben, it is still my favorite from our introductions! You made a difference in my life. Many Blessings!

Son Tra Peninsula, Da Nang, Vietnam UHD (Links to an external site.)

https://www.briantracy.com/blog/personal-success/26-motivational-quotes-for-success/

Cordially Yours,

Maryellen Elizabeth Hart

Dear Bridget:

I imagine you are going to be a great teacher, your shares are conscientious and you have a good-sized family, so you know how to juggle your time.

I think the following poster is really impressive and motivating, maybe you could post this as an inspiration in your classroom as I am hoping to do. These public figures have courageous personalities that never gave up, and became significant influences in society, impacting millions and billions of people's lives. This is very good for students to know so they keep persevering. I am.

Thank you for making a difference in my life.

Cordially Yours,

Maryellen Elizabeth Hart

Dear Joyce:

Thank you for your insightful, professional, on-target posts. I have really appreciated your post and comments from you about my posts! You say you are new to education, however, you must really be doing the reading, because your writing reveals authentic correlation of content area and class theory. Nice work. Your strength of character shines in your posts, it is a joy to bask in your authenticity with thought. Thank you.

I hope you remain in Math Education, your experience in affective psychology is a big asset as a Math teacher. K-12 students' self-esteem is so LOW in association with their belief (or unbelief) that they can achieve Learning Targets and Core Competencies in Math. To be a great Math teacher you HAVE to incorporate kind affective psychology in the form of positive reinforcement (without pause, without fail, without a doubt). Math requires positive reinforcement and operant conditioning more than any other subject (even more than reading!) (Math is a big portion of human Literacy) and Math is equally important to a human being's ability to function day to day, to grasp life around them, quantify all sensory stimulus, estimate solutions as part of normal responsiveness to our social ambient circumstances as Reading and wRiting (3 Rs of Literacy).

Thank you for beginning the journey. I hope you stick with it, you have a great personality for a Math teacher! Thank you for making a difference in my life with your positive posts. Your peer-to-peer like-minded posts reinforced in me an "I can do this" spirit! I hope we share future courses together. Many blessings.

Cordially Yours,

Maryellen Elizabeth Hart

Dear John:

Here we are! We made it to week eight! YAY! I wondered who the journey would carry to the end of the course. My heart remains with everyone from our opening Introductions and the many weeks of sharing this course together. I miss our peers who didn't make it to this post.

I am happy you are making a final post and have a bright future in front of you as an excellent Math teacher!!! I am happy you switched from Financial Management to Math education. Your real-world experience cannot be trumped-up by any textbook knowledge you will bring to your students. Your anecdotes, compassion, instant problem solving, wit, and real-life applications that come from the world of hard knocks glistens, along with all of the other badges of honor that you wear: Husband, Father, Friend, Peer, community member and now, Teacher!

Congratulations! I am proud to be taking this journey at the same time that you are. I hope we share future courses together. Thank you for your kind posts. They made a difference in my heart and will make a difference in my future. I cannot say thank you enough!

Cordially Yours,

Maryellen Elizabeth Hart

Your posts are filled with expert content. It is so clear how experienced and passionate you are as an educator and mother. Thank you.

Dr. Poppe's Friday morning Announcement post sums up the Discussion area experience for me:

"I think the greatest "lasting content" in this class is what we absorb from each other, and what thoughts are then triggered in us."

Galia, thank you for your expert share. My heart physically aches in response to your post. I simply am so grateful for your courage and perseverance as an educator and mother.

This Filename: https://docs.google.com/document/d/1DQnvtKJePl_SA_ejuS-ByFg5XPDpehstt21nKOOwgzc/edit?usp=sharing

OTL502 Teaching and Learning Professional Portfolio Teacher Education Website for Maryellen

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