Post-Its---Great Tools to Involve Students Who Hate Writing:)

How can teachers motivate students to stay on task and enjoy the learning process along the way?  POST-IT NOTES! 

For students to process new information, they must take notes along the way of what they want to remember, what they don’t fully understand, what connections to prior learning, what they may wish to share with partners or small learning groups, etc. 

Binder paper is bulky to work with.  Further, students with limited English skills in both reading and writing (English language learners especially) may feel a bit intimidated by a sheet of paper.  So what is a realistic alternative that every student will warmly welcome?  POST-ITS!

How might teachers incorporate their use in the classroom?  Here are some approaches:

1.     Teachers give a pre-reading activity where students are expected to explore unfamiliar material (as a pre-curser to the lesson) in small groups.  As they analyze the text in teams, they note their reactions, questions, and thoughts to share with their partners on the post-it.  Such a small slip of paper is not intimidating since they can note anything from a complete sentence to a powerful vocabulary word.  Students are also free to draw images that tie into what they understood as well.  For some students a picture can be worth a thousand words.  Once the small groups have gathered their notes and reached a consensus on their take on the reading, they can defend their interpretation citing their notes.

2.     How about using post-its as EXIT TICKETS throughout the lesson?  Instead of a raise of hands (not often very effective since students who don’t understand are not likely to admit it in front of the entire class), teachers can assign 3 numbers with each indicating a level of understanding (no names):  3-I understand everything and be able to explain it to a classmate without help, and 3-I really don’t understand most of it.  The results would be posted on 1 wall.  Since there is no grade, students would not be afraid to be truthful.  The teacher could do a quick glance over and adjust delivery as needed.

3.     What about using post-its as quick notes of recognition for hard work?  These notes would not have grades.  Instead, they would be attempts to recognize hard work and staying on task.  This type of respect for student work boosts self-esteem and that leads to increased engagement in the lesson.

Edutopia video on using POST-ITS.

TEACHING CHANNEL ON USING POST-ITS

POST-IT IDEAS FROM POST-IT

There are also POST-IT apps that might be used if students have cell phones.  Sharing could be done with ease and students would enjoy it.  Here are 13 ways to bring in virtual post-its into a classroom and they are free!

POST-IT APPS

Enjoy the links and have fun with your students using post-itsJ

Denise, Marnie, and Cheryl

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Fabulous February--A History Bonanza:)

 It was our intention to have information on Quizlets a wonderful site that helps you form “flashcards” for your learners which can be used both for teaching and review.  There are a number of games on the site that give variety to studying.  However, the time to develop a quality newsletter about the site passed too quickly and so, we will cover it in a later edition.

Since I have been unable to meet that assignment, I spent time looking for interesting resources for Presidents’ Day for all grade levels.  I was thinking that having M.L. King Jr Day as background, the exploration of the social justice aspects of Lincoln’s & Washington’s presidencies would be a great continuation.  However, there was little I could find that compared the three men so I decided to go with information on each of the presidents separately, and in comparison where I could.

All Three:

The Freedom Three:  Song about Washington, Lincoln & King

http://www.songsforteaching.com/curriculumrocks/freedomthree.htm

Contributions of People who Defended American Principles

http://civics.pwnet.org/3/3.3.html

Both Presidents:

Lincoln & Washington, 2^nd grade lesson plan

http://rampages.us/abigailcwilliams/wp-content/uploads/sites/2962/2014/12/Whole-Unit-Plan.pdf

Comparing Lincoln & Washington personalities more than politics

http://www.newsmax.com/Newsfront/abrahamlincoln-georgewashington-presidentsday/2010/02/12/id/349760/

President’s Day Activities, K-6

http://www.nea.org/tools/lessons/presidents-day-grades-k-5.html

President’s Day Activities, 6-8

http://www.nea.org/tools/lessons/presidents-day-grades-6-8.html

Internet for Classrooms: Presidents’ Day links

http://www.internet4classrooms.com/links_grades_kindergarten_12/presidents_day.htm

George Washington:

Washington Quotes:

http://www.brainyquote.com/quotes/authors/g/george_washington.html

Washington Theme Lessons:

http://www.atozteacherstuff.com/Themes/George_Washington/

Elementary Lessons:

http://www.ducksters.com/biography/uspresidents/georgewashington.php

Secondary Resource:

http://www.biography.com/people/george-washington-9524786

Abraham Lincoln

Elementary:  

http://www.ducksters.com/biography/uspresidents/abrahamlincoln.php

Bulleted general Information

Short reading passages about his life and career

Lincoln theme Lessons

http://themes.atozteacherstuff.com/511/abraham-lincoln-president-lesson-plans-printables-units-teaching-ideas/

Lincoln Quotes:

http://www.imdb.com/title/tt0443272/quotes

Secondary Resource:

http://www.biography.com/people/abraham-lincoln-9382540

Video

Bulleted general information

We hope you find resources among these sites to help you plan lessons for February.

Marnie marnie@ellteacherpros.com

Denise denise@ellteacherpros.com

Cheryl cheryl@ellteacherpros.com

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School Is Fast Approaching-Here Are Some Ideas To Ease the Transition:)

We hope you are enjoying your last few weeks of vacation:).   This school year, all the content areas will be fully engaged in delivering common core lessons with rich ELD components woven throughout.  In effect, every teacher, regardless of subject matter taught, will also be a language teacher.  Though this may seem on the service to be extra work, it really isn't.  In fact, this "switching of the gears" so to speak will be the focus of this newsletter.  We will provide you with some quality websites to ease the transition and assist you in building academic language within content areas for your students.

English-New York Times THE LEARNING NETWORK BLOG    Not only does the NY Times offer a wide range of informational text in all content areas, but also provides lessons which deliver common core material, vocabulary development, literacy development, and language development for ELLs.  It is also FREE. All content areas are addressed here.

Science and Mathematics-CK12 offers free, standards-aligned STEM teaching resources, free online textbooks, simulations, flashcards, and much more.  All items are standards aligned and support in 80 languages!

Social Studies-New York University offers some excellent resources for teaching social studies/history to ELLs.  Building content and language are addressed.

Mathematics-In addition to the link in SCIENCE and MATHEMATICS above, try this teaching support from NYC public schools.  The site contains contributions from MIT, stock market, NCTM, and more.  Everything is free.

Additional supports for ELLs that are easy to implement are posting common academic vocabulary in highly prominent places in their classrooms.  These lists would contain words such as COMPARE, ANALYZE, SYNTHESIZE, DEMONSTRATE, CLARIFY, etc.  Models of what you expect them to write should also be provided for them to reference as needed.  Visuals of finished products placed around the room (or if you use technology, in classroom websites or teacher blogs). 

Last of all is to check for understanding regularly.  Engage them in activities that require them to use the new language in as many ways as possible so that their literacy skills will grow.

Enjoy your new school year!

Denise, Marnie, and Cheryl

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Common Core and Technology--a Powerful Duo!

For teachers, summer vacation is here--time to recharge their batteries:).  Some of them will be reading, others traveling, while others working.  Yet, over this short break, teachers might want to explore some new approaches to building lessons with technology woven throughout.  For such an approach to be successful, the teacher must first become an expert in using these tech tools.  To achieve this, time must be spent exploring the program or playing with it.  The teacher must become proficient in its use if the lesson is to proceed smoothly with minimal to no classroom behavior issues.

Active engagement is a key to academic success for students.  They must be involved throughout is activities that stimulate academic discussion, thinking, discovery, etc.  To assist students in this exciting journey of self-discovery, technology should be built into activities whenever possible.  If they are to become life-long learners, they must be allowed to stumble along the way, learn from their mistakes, make the needed corrections, and then move on with new confidence to handle similar situations on their own.

So how does technology fit in the picture here?  Think about those powerful mini-computers all the students carry in their backpacks everyday--cell phones!  Since most students from every socioeconomic group carries them, teachers might wish to consider bringing them into classroom instruction. 

How can they be used with little to no classroom instruction?  Establish clear rules for their use and even clearer consequences for breaking them (ex. third offense-take phone and hold til end of day OR call parents from confiscated phone about the infraction, etc.).  Once the class fully understands what IS and IS NOT acceptable use of cell phones, teachers can now proceed with educational apps which stimulate learning.

Here are apps that teachers enjoy using.  They can be used to administer quick assessments, take polls, chart class growth as well as individual student growth, inform parents of their child's progress, provide approved content related internet resources for students to work with in class or at home, provide students with subject related games to reinforce instruction, and more.

1.  SOCRATIVE--For a quick overview, teachers should view the quick video.  This tool is one where quick quizzes on subject material just learned can be presented to students as a quiz which they can solve on their own or with partners.  The results can be tabulated on the teacher's phone and then presented to the class as a graph with each of the columns representing one of the 4 choices (for example).  If the majority of the students have the right answer, the teacher can proceed to the next level of the lesson.  If not, the teacher knows which material has to be retaught.  Since this might be an exit ticket, there is no grade so students are less anxious.  Quick quizzes build student self-confidence for the REAL exam:)

2.  EDMODO--An app that over 35 million students and teachers are using all over the world.  Some of its features are similar to SOCRATIVE, but there are some additional components that teachers will be impressed with.  After a teacher joins, s/he can join educational communities around the world in any subject area.  Within theses groups, teachers can ask for help in a given subject area OR assist someone asking for support.  Also, any quiz given is saved.  This comes in handy when students were absent.  Quizzes/tests can also be timed.  Adults have time limits in completing their job assignments so why shouldn't students? :)  Another teacher plus is that assignments can be differentiated with ease.  This allows a teacher to stay on the lesson's theme while allowing every student to complete assigned tasks on a level that they can handle. One awesome new feature is that common core standards based quickie quizzes for ELA and Math have been added.  Impressive!

3.  POLL EVERYWHERE--If a teacher would like immediate feedback on a concept taught, s/he would have students pull out their phones, and text their feedback to a number provided by the teacher.  Students could also have fellow students provide feedback on their presentations right after they have finished (no grade--just feedback).  This type of active involvement stimulates instruction and motivates students to want to learn (as well as demonstrate what they understand and how well).

Note:  With students all using cell phones, teachers may need to buy some power strips so students can keep their phones charged.  Small price to pay to maintain student excitement:)

Denise
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I will be addressing ways to keep a paperless classroom over the next 7 days:)

California Association of Bilingual Educators--My Presentation on Social Media in the Classroom:)

Edmodo, Twitter, Pinterest

The Common Core will demand building higher literacy skills for English language learners if they are to academically survive in school and beyond.    For this to be realized, teachers should become familiar with the technology that students are already well versed in:  Facebook, Twitter, and Pinterest (to name only 3).  Imagine how more engaged students could be if the "known" became part of class routines.

This workshop will demonstrate how EDMODO (FACEBOOK for classrooms), TWITTER, and PINTEREST (academic themes here) enhance instruction for all students.  We will explore options each offers in building literacy, conducting academic research, delivering academic arguments, and writing with conviction--goals of common core as well.

I.  Introduction: 

Social media is very popular with many students.  With such popularity, I decided to start making it work for me in the classroom--students (with strict rules) are allowed to use their cell phones in the classroom!

For TWITTER, I use it with my university students.  It provides a lively feed on what students wish to share on concepts taught in class.  Such feeds may help students who struggle or offer crucial information to me on what to reteach.  Also responses are no more than 140 characters which prevents wordiness on anyone's part (including me).

II.  Pinterest -- it is not just cooking and fashions:).  Think of this site as one of VIRTUAL bookmarks.  You find pictures (which lead you to links) tied to subject areas you created with your boards.

I have 32 boards covering social studies, science/space, English literature, mathematics, diversity, Spanish, French, etc.  To date, I have over 1,250 and climbing.

How do these boards help?  I use selected pictures to provide background information on topics that may be new for students.  Remember that a picture is still worth 1,000 words.

If teachers want students to have access to boards (just to see them), teachers can create private boards that only their students can see.

PINTEREST (English Language Learners' Support)

III. Twitter -- I use this link to stay on top on what fellow educators are doing in teaching ELLs, working with the latest technology, keeping up with science, etc.  It is very useful in my university classes.

Go to my favorites to explore anything and everything on teaching.  

To date, I have 2,225 followers (@ell_teacherpros).   To see my awesome retweets and favorites, you will need to create an account and then look for @ell_teacherpros:) 

I look for links to teaching resources or to colleagues around the world dealing with the same issues I am trying to address with my students.

Though I have tried TWITTER with high school students, I found EDMODO more effective since I have total control on what gets posted:)

IV. Edmodo -- think of this as an awesome virtual classroom which students can access from anywhere with an internet connection.  Since the cell phone is popular, I have students actively use their phones in class when we are not in the computer room (if in the computer room, we are using computers to access EDMODO).  You will need a school email address to access it.  Further, your students' parents can access the site to see what their children are doing.  They can only observe though.

What can teachers do with EDMODO?  Almost anything!

1.  Set up differentiated classrooms within the same class.

2.  Allow students to TWITTER (all safely within EDMODO only) in a safe environment.

3.  Set up assignments with lock out dates.

4.  Create quizzes (multiple choice, true/false, short answer, matching) that can be timed no less.

5.  Take in class polls (great exit ticket).

6.  Keep parents informed on what their child is doing (students must give parents an access code first).

7.  Network with teachers around the world on Edmodo.  International collaboration is possible with this tool.

Try out anyone of these tools and be prepared to be amazed:)

Denise

http://www.ellteacherpros.com

http://www.teachingsuccesseswithells.blogspot.com

How to Build a Student's Self-Confidence and the Importance of Doing So

As the year moves into the last 3 months, students who struggle academically might be stressing out over what the last few months hold for them. These are the students who consistently come close to passing, but never quite achieve that goal of at least a C.  These are the students who many times end up with the pity grade of D-.  These are the students who have a difficult time schema building so permanent mental connections are rarely made.  Many of these students want to succeed, but are close to giving up.  So, what can teachers do to restore self confidence for these students?

Build in time within the class to have one-to-one conferences with each student.  The successful students won't take much time, but the weak ones, those who need that one-to-one the most, will greatly benefit from that quiet time with the teacher to discuss progress on assignments.  This precious time is time where the student has the teacher's undivided attention.  Students really enjoy this activity (I do it regularly--great way to also keep a "finger on the pulse" of effectiveness of classroom instruction).

When teachers walk around the room looking at students as they work, they should look for evidence of struggling students making progress.  When the evidence is presented that they have mastered a concept, teachers need to praise the effort, point it out to the student, and elaborate on what exactly they did that was good and why.  A simple "good job" does not tell the student what he/she should repeat with future assignments.  Also, this simple action boosts self-esteem greatly.

Differentiate assignments where ever possible.  EDMODO allows this with ease.  If technology is not available, teachers should try to create a bank of alternative assignments where the content is the same, but the measurement of mastery is slightly altered.  So if it is an ELL, the assessment may use less complex language thereby making the assessment less confusing.

Building student self-confidence can be done. Once weak students start to believe that they can succeed, they will:)

Denise

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Supporting Academic Struggling Students Does Not Equal Watering Down the Course Content

Common Core is here and, with it, more academically challenging learning for all students.   English language learners may find the new demands of core content reading a bit overwhelming.  Further, those found in mainstream classes might feel very overwhelmed as they try to process new vocabulary, very difficult text, highly sophisticated written language in the reading assignments, and more complex writing assignments than in their former English language development classes.

So what are teachers to do to lower anxiety levels for those students while delivering more demanding lessons without diluting the message?  Here are some suggestions.  More likely than not, most will be quite familiar to teachers with few exceptions. 

It is necessary for teachers to carefully review material to be taught before the class meeting.  This way, teachers will have adequate time to predict areas of the material that ELLs may have problems with and plan accordingly to address those weak areas.  With such planning, the ELL will be able to not only get the "big picture," but also grasp many of the details.  How might a teacher build in such support?  Visuals, short videos, jigsaw activities, graphic organizers, lots of cooperative learning activities with mixed ability groups, etc.

As teachers deliver the lesson with the tools in the paragraph above, they must also be on the look out for those clues which tell a teacher who understands and who doesn't.  As with any effective facilitator, teachers must circulate room and interact with students as needed.  This can be most effectively done by sitting within small groups (less intimidating for many) and asking those probing questions to determine how well a concept is understood or not.  Yes or no questions should only be used as a lead-in to deeper questions containing words such as EXPLAIN, CLARIFY, DESCRIBE, HOW, etc.  In small groups, ELLs can easily gather assistance from peers in his/her group to help him/her answer such questions.

Using such techniques will avoid the destructive cycle for ELLs.  That is the cycle where the student has given up and basically accepts failure.  Instead a positive approach builds student self-confidence and with that comes a decent grade:)

Denise

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Make English Language Learners Full Partners in Learning Process With Their Peers

In this day and age of education, our first and foremost goal as educators is to motivate students to be innovative in their approach to problem solving.  Students must take on more responsibility for their own learning if they are to be fully prepared to enter the rapidly emerging global workforce.  For this major leap to occur, our roles as teachers will shift more to one of instructional coaches or facilitators where we inspire students to discover within the power to solve real world problems with limited feedback from us. 

Where will the major instructional shift occur?  It will move from projects to Project Based Learning.  It will shift from group activities to team ones.  There will be little in the way of random groupings of students anymore.  Instead, student teams will incorporate students of varying academic and language abilities and their sole purpose will be to pool their skills to think-outside-the-box to solve real world problems in any of their subjects-mathematics, science, English, etc.  Every team member will be involved in solving the problem.

So, how will this transformation in learning appear in a classroom?  Below are some possibilities, but by no means are the only approaches.  We teachers are very creative individuals so feel free to weave in personal classroom success stories.

1.  Teach concepts and not memorization-if students don't fully understand the "big idea", they can't apply it to studies.  The inability to make those vital connections will limit their career options in life.

2.  Apply equal importance to acquisition of key skills and to knowledge building. Teach big ideas and how to apply outside the classroom.  Common core focuses heavily in this area as well.  Teaching ideas and not test items is not longer the focus.

3.  Make reflection part of any lesson.  Learning logs or journals here are especially helpful to English language learners.  With detailed notes written in ways they understand, they will continue to build not only a deeper understanding of content, but a richer knowledge of English.

4.  Find approaches you have used in class that accomplished the same.  Continue to fine-tune them.  Improve on them every time you use them.  Share with colleagues and collect feedback.

Build student self-confidence through out-of-the-box approaches:)

Denise

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Treasure Trove of Scaffolding Tools for Building Writing Skills for ALL Students (especially ELLs)

After a very demanding summer and start of the school year, I am back pursuing my passion in blogging:) 

With common core and English language learners in every mainstream classroom, teachers shall have an increasingly diverse student body to deal with.  Adjusting instructional delivery will be required throughout the lesson if all students are to do well.

One of the most difficult language skills to develop for many students is writing.  Though there are many techniques to boost student skill in this area, one of the most effective ones is scaffolding using tools such as those in this post. 

With writing scaffolding tools,  teachers will find everything from sentence starters through 5 paragraph essays.  Each graphic organizer is student friendly and therefore easy to use.  I have used some of the tools with my own ELLs and found them very effective in building writing skills of high beginners.

Denise
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Using Multiple Intelligence Surveys to Really Get to Know Your Students

As the new year unfolds and thousands of students enter the classrooms, teachers everywhere wonder how they will once again motivate every student to fully benefit from the lessons teachers have prepared for them.  With the common core, engagement will be crucial in building literacy and the academic success which accompanies such student involvement.  
 

One of the most successful approaches I have had with my students is helping students discover their many talents through taking a simple multiple intelligence assessment.  Not only does this knowledge assist teachers in developing more engaging lessons based on student interests and talents, but also builds student self-esteem as s/he discovers that s/he does have incredible talents.

Take a few minutes to view Gardner as he explains the many benefits for educators in knowing this information on their students.  Further, with this knowledge of personal gifts and strengths, students can tap these skills to interact with each other, complete class projects using these skills, etc.

Teachers may wish to see where their strengths lie as well.  The link which follows will allow teachers to see what their intelligences are.  Find your own learning style with this quick test.  It only takes a couple of minutes to complete and may shed some insights on personal teaching styles.  If a teacher finds that most lessons are based on having students listen, the teacher favors auditory deliveries.  However, not many students are auditory so such information should give teachers reason to pause and possibly begin to include other learning style deliveries so that all students can benefit from the instruction.

How do students discover their many talents?  Use the multiple intelligences survey for students.  I use it every year and enjoy seeing  my students see that they do have amazing talents which I will keep in mind in lesson planning:)

Have a great school year and enjoy Labor Day!

Denise

Marnie

Cheryl

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