- What information do you feel you can and will apply in your teaching?
- What stood out and why?
- Was there anything that seemed to contradict what you were presented in methods? Any overlap with methods?
You are also expected to comment on a classmates post.
If Jaf, Randy or a classmate respond to your post, especially if they ask a question, please reply.
I really enjoyed Dr. Fritz’ talk and I feel that a lot of what he said is relevant to teaching math to high school students. I did find some of his suggestions useful but I still have questions and concerns.
ReplyDeleteI do agree that the job of a teacher is 1/3 head, 1/3 heart and 1/3 ham. I have found that the best times we have had in religious education class is when I mix it up and do something different - or when I let the kids do something different other than just discuss the topic for the day. I do have some concerns about the idea of telling jokes or riddles or showing cartoon strips in class. I felt that some of his jokes as well as a few other YouTube items were a bit borderline on what I felt was appropriate. I also see that adding a joke or riddle or cartoon to every lesson in every class would be very time consuming - not only in finding appropriate material but also in memorizing the jokes! I did have a professor in college who liked to show us cartoons based on engineering or math. I do remember that his classes were the most enjoyable because we started off having a laugh at whatever cartoon he brought in.
I think these ideas can be easily incorporated in classes like English literature, social studies and the sciences but I think it may be more difficult to incorporate it into math especially if you are looking for math related material. The only idea that I had for math was trying to incorporate the Lego YouTube videos - which there are 100s of them - into my curriculum when I teach the subject of speed and acceleration etc.
In the past, I had asked where I can find some hooks to engage the students. I can see that with more experience and more interaction with my students, I will get more material for hooks. I am just hoping that every class does not need to have a hook because I feel that coming up with a hook for every class will be very difficult the first year of teaching.
I also thought that the idea of getting feedback from the class and then using the feedback to change lessons can be very useful but may be hard for someone to take. People don’t like criticism. I intend to ask the kids in my religion class this week what they like and dislike about religion class to see where I can improve.
Culture also seemed a main theme to the session. I did see when I was shadowing the math teachers in the high school that the classrooms that were brightly decorated with interesting posters were more exciting to visit and sit in on. The classrooms that were not decorated at all were very boring and uninteresting. I know that I will incorporate a well decorated classroom as a major part of my teaching. I just couldn't teach all day long in a utilitarian, dreary classroom!
Saturday Morning:
ReplyDeleteSeeing Mr. Fritz teach a lesson was very informative. I saw that he touched on many of the key points that he was trying to stress in the core session on Friday night. I saw that he did not walk around a lot but he did repeat answers and key phrases when he was lecturing. These key phrases and answers were things that he thought was important so that could be a clue for the kids on what to write down for notes for his tests.
He also interacted with the class for 95% of the class time. I think his sense of humor was very engaging as well as his presentation slides. The background pictures of the slides made you want to find out immediately what was in the picture, why he picked that particular background picture for his slide and if the picture was in any way related to Mr. Fritz. I bet the background pictures on the slides start many questions going in class!
I loved Mr. Fritz’ QB System for the class and I hope to incorporate a similar system into my classroom in the future. I really loved the idea of handing out the rules and regulations at the beginning of the school year and making the parents sign the paper. Many times over the last 6 years, I have found myself wondering how my daughter was graded in her class. I know last year that I would have really appreciated a document like this to refer to especially when report cards came out. A document like this will not only help the kids to understand what is expected of them but it will also help with disciplinary issues since this is the first step. As a parent, I really like this idea since I will not be surprised at my child’s grade since I already know how the grade will be calculated.
I wanted to applaud Mr. Fritz’ recommendation of not saying ‘excellent’ or other such words too much but instead reinforce the student’s answers by restating their answers. As a mother of a 1st grader and a 5th grader, I see teachers do this so much and I do not see a positive response from the children unless you include the kindergarteners in this group. At one point, I was trying to use these types of phrases as a positive reinforcement for my children when they were younger but I found that I sounded insincere. I have stopped using these types of phrases but instead tell my children why I thought they did a good thing while we discuss their day during dinner. This seems to work better for me.
Rich Fritz discussed a lot of great instructional practices derived from his extensive experience as a science teacher. He talked about the power of digression and the opportunities for incidental learning that can be derived from discussions related to but not totally focused on the topic at hand. He spoke of Situation/Options/Consequences (SOC) exercises, the use of Syllogisms, the power of You Tube videos, the utility of debates and the simple application of cartoon captioning as effective instructional (and assessment) methods in his classroom. I have no doubt that these can be very effective in a social studies, science or even English/literature class, but at this point in my limited “experience”, I’m having a hard time picturing their applications in a Math class. Although Rich stressed the universal applicability of these practices in all sorts of subject areas, I just don’t see it yet for math.
ReplyDeleteI did resonate a lot with Rich’s more general discussions on effective teaching. His “Culture, Culture, Culture” concept of being sure to make the classroom an exciting place to be is clearly important. I saw this in action in my day of observation and I’ve always wanted to be that kind of teacher as well. Rich’s 3-H rule for the key to being a good teacher (1/3 Head … got to know your subject, 1/3 Heart … got to like kids, and 1/3 Ham … put on a show to engage them) has a basic truth to it that I am fully on board with. Of course the “1/3 Ham” part can come in lots of different degrees depending on the teacher and I’ve got to believe a teacher needs to be genuine and can’t force things that aren’t there within them. But even for a Math teacher who may not have the “inner ham” within him/her, this aspect of being a good teacher could, I suppose, be as simple as sharing the love we have for math with an up-beat attitude and in a supportive/enthusiastic “coaching” manner. I also think that really making an effort to emphasize RRLAs (Relevant Real Life Applications) from our methods class can be part of “putting on the show” for the students, along with orchestrating the student involvement via board work and other opportunities for class participation.
Another topic that got my attention was the discussion on Marzano’s Effective Teaching Strategies. I was really off base in a few of my guesses about the effectiveness of certain strategies. While I had “setting objectives and providing feedback” as most effective, it turns out it is 7th (out of 9) according to Marzano. While I had “summarizing and note taking” as least effective, Marzano has it ranked as 2nd most effective. I suppose my mistake on the objectives topic could have been clouded by the emphasis we’ve been making in our Methods class related to properly identifying objectives as part of good lesson planning and instruction. It was also interesting to see Marzano’s relatively high ranking of “homework and practice” (4th) jives nicely with our emphasis on practice in the math methods class. Math really lends itself to the practice concept. Finally, the strategy of “identifying similarities and differences” was ranked by Marzano as the most effective teaching strategy. That sure seemed to reflect nicely the learning theory concepts we heard later as part of Rich’s “Six Laws of Learning” as well as Randy’s methods discussion on the Cognitivism view of learning theory. Making connections to the familiar, whether as similar or different, is clearly a strong factor in aiding the learning of a new topic. I must remember to constantly make those connections as part of lesson planning and instructions in my math classes.
ReplyDeleteFinally, I really enjoyed Rich’s lesson on the various waves/rays and the wavelength, frequency and energy characteristics of the spectrum from Gamma rays to radio/tv. I learned a great deal from the lesson and it was in no small part to his effective use of stories from his own experience, examples from our common every day experience or even interesting urban legends that was able to make the material come to life and have added meaning. He really practiced what he preached in terms of putting on a show with his visuals, applying his humor and the using descriptive stories/examples to make the lesson engaging. He was also constantly applying various effective teaching strategies including emphasizing the similarities and differences between the various parts of the spectrum, using visual aids and practicing various questioning and (more importantly) response techniques. To the observer it seemed so effortless, but clearly it was the result of careful planning and extensive practice and experience.
Anne, you make some important points about the human element, specifically about the jokes and the feedback.
ReplyDeleteIn addressing humour I have one piece of advice, be yourself. You don't have to roll out a WOW hook every day. Use them judiciously and when they effectively lead into the topic.
The cartoons we can use don't have to be explicitly mathematical. They can be related to the RRLA. For example, an ARC I person this summer started class by discussing a skateboarder on a giant hill. The topic was slope.
In regards to feedback, it must be sincere but it can also be positive (in my view). I tell the kids all the time "great job" and give them a fist bump but I MEAN IT!
Chris, by "culture" he means environment, which is in our CCCT Overview handout I gave you.
ReplyDeleteAn ARC person from a year ago used Youtube to show a funny video of a teen on the sidewalk talking to the camera. Behind him in the distance is his friend throwing a football. You see the arc of the ball as it flies towards the boy on the camera and eventually hits him on the head. HYSTERICAL. The kids loved it and it lead into the topice, quadratics and parabola.
FANTASTIC reference and connection to constructivism and Marzano . Compare and contrast is Bloom's analyze level. You can use a Venn Diagram to faciliate (scaffold) this. We'll get into Marzano in the spring.
Great start, thanks Anne and Chris.
ReplyDeleteRemember everyone, KISS on your posts (but be substantive).
Randy:
ReplyDeleteIt makes sense that "culture, culture, culture" is so important given that the CCCT domain of "environment" is a foundational domain that, along with professionalism, helps to serve all the other CCCT domains.
Also thanks for the observation about the funny Youtube video. You're right. We'd probably rarely find a good one directly related to a math topic. But there are likely hundreds available that could provide even the slightest hook to a math topic and that is probably all it takes to get the students' interest. Thanks for helping me think outside the box I put myself in.
Not hard to find math videos.
ReplyDeleteHere's a well done video on Pi
http://www.youtube.com/watch?v=NBqVvAU-gdg&feature=related
Velocity of car in a wreck using quadratic formula (using NSpire): http://www.youtube.com/watch?v=v-Z2-jxCqVw
look at the suggest videos off to the side to see more
Randy, for the pi video, if you read the comments there's one that said "I memorized all the numbers in Pi...I just don't know what order they're in." I think jokes like that might be a good idea to maybe put up in a classroom. I know I want to incorporate that in mine and have the students look for funny stuff that has to do with mathematics. I figure, most of the jokes you need to understand mathematical concepts and it would be great to have a joke up that the students don't get in the beginning of the year, but by the end it would make them laugh.
ReplyDeleteFrom my personal experience, I found Mr. Fitz’s presentation a little off. I was very captivated by what he was saying, I just found myself getting confused because it didn’t seem to follow the title of his presentation; Introduction to Learning Theory and Effective Instructional Practices. I felt that he gave amazing advice but I don’t feel that he fully addressed the topic.
ReplyDeleteDespite my opinion I felt some of his advice was very useful and could be applied in my future classroom. His biggest rule, “CULTURE CULTURE CULTURE!” had an impact of me. Students in a classroom should feel welcomed when they are there. The teacher should encourage participation and not make the students scared or embarrassed when they’re getting involved in the classroom.
Dr. Fitz addressed the issue of responding to a student’s incorrect response to a question. He believes that you shouldn’t make fun of them but at least acknowledge the effort the student is making. It went with what we talk about in methods. Randy stresses that as teachers, we need to encourage the students and not do things that would stir them away. When I was in grad school for early childhood this was also one of the things that the professors stressed about teaching. For example if the student is trying to write an R but can’t; the teacher should point out with the student is doing right and guide them through the correct way of doing something. This is an amazing quality that a teacher should possess in their classroom. I didn’t say technique because I believe that this is a form of patience and that it’s not really something you can learn.
What stood out to me the most was Dr. Fitz’s saying that you cannot be a good teacher your first year. At first I was like, no way I’m going to be an amazing teacher my first year because I’m such a perfectionist. As he continued with his presentation I realized how right he was. There is so much involved in teacher that it’s impossible for somebody to perfect the art of teaching the first year. It takes time and dedication just like everything else. What I found funny was the 3H’s. Head, Heart, & Ham. When he first said it I though he was saying Hand instead of Ham; an honest mistake. However the more I thought of it, my wording made more sense to me. Like Jaf mentioned in methods, you can’t make a teacher be funny. Either they are or they aren’t. To put that type of pressure on a first year teacher could stress them out more then usual. If you use ‘Hand’ instead, then you can use the concept of being a hands on teacher. Going around helping the students. Or what we talked about in methods, having the students do the work and walking around assessing them. I think my 3H’s would help a first year teacher more and put less pressure on them.
What I didn’t agree with was Marzono’s Effective Teaching Strategies. I was shocked when I found out note taking was ranked number 2 on the list. I have nothing again note taking; I think it’s a great studying tool, but definitely not a Number 2 strategy. I just feel note taking is just memorization. In a previous core session, Mr. Moore referred to as the lowest form of learning. I think students need to understand a concept in order to really learn it. Knowing what it looks like on paper is not going to help them. Another idea that was brought up was incidental learning, which is a great way to learn. In fact it’s the best way I learn things. However, I was thinking about ways one could apply it to math. How can you get the students to learn the formula for a tangent line incidentally? Coincidentally in methods, we talked about relating the students to the problem. Having the students connect to the problem might not exactly be incidental learning, but it’s a great way to get them involved in a problem and realize that math is actually everywhere.
Without reiterating the 3 H, 6 R’s as Chris and Anne have already discussed I want to say that Dr Fritz’ presentation added another dimension to impressions I had held about the methods employed by teachers in the classroom. Though he definitely had his own style (infusion of cartoons, poetry, photography, debate, syllogism etc) of doing things he observed the CCI attributes. From his particular manner of engaging students it was definitely clear why a new teacher is at best only likely to be potentially good. I can honestly say that discovery was not what I wanted to make. I wanted to hear that you could be smoking hot with your lesson plans, engagement gimmicks and that you could make all students love math if you worked really hard at it. I realized from his years of experience that sometimes the students are capable of greatness even with their limited knowledge in your subject and that it is essential to stimulate them to use this greatness in learning. It takes great skill and practice to tap into it and so when doing my lesson plan I started to get a bit overwhelmed. I started reviewing my plan and realized that I couldn’t find that ‘little thing” that would add the desire for students to do more than enter my class do the worksheet-learn something and then nothing. I could come
ReplyDeleteup with absolutely nothing….So it seems that to meet them where they are at as a teacher I’d
need to think outside the box as Randy says but learn what they like to do, where they like to
go etc. Engagement is harder than it looks but if careful attention is paid to those masters who have successfully engaged students it will help us in being better in the classroom. It calls for us being alert to what is happening
around us and not just our being "catalogues of math knowledge". Randy's and Dr Fritz' presentation did not contradict in entirety but there were varying degrees of emphasis and I think that's that Randy tries to get across
in our Methods class.We have some musts but there's a flexibility due to our varying
personality styles and experiences.Just as in our Methods class, Dr. Fritz advocated closure not as a summary but a final testing of understanding He introduced the idea of using syllogism which is applicable in mathematics,
(particularly geometry) where for instance, a
false major premise can be uttered and students can discuss/dispute. Another interesting tool that could be used in either intiation, closure or transitioning is providing
students a statement with unfamiliar information even new concept which
students should read before answering questions that rely on their interpretation of the presented information. You may all remember his presentation of the description of how AC and DC current is created using the magnetic field.
These past weeks have challenged my thought processes as they have shed light on my limitations and weaknesses and I see there's a far way to go. I guess I better start.
In response to Cassie's blog, I want to believe that Marzono's order is not an absolute. I do
believe in some subjects note-taking may be a significant part of applying effective teaching
strategies but I too agree that note-taking is not necessarily up there in mathematics.What I gather from Dr. Fritz though, was that he
wants us to use our entire arsenal.Keep the students guessing what Dr. Fritz is
coming with today...So if one topic or concept lends itself to incidental learning do it
otherwise do something else.Just keep the students on their toes so that they can't be bored with the predictability of our approach.When they enter the classroom they enter with an expectation of a learning experience...
Hey Cassie. I like your connection with Marzano's notetaking and Moore's point. I think this may be a little bit of apples and oranges though. I think Marzano is focused on the organization of notes as a learning activity in of itself. Moore may be focused on lecture.
ReplyDeleteYou could have notes given from the debriefing of an activity. The critical thinking part of notes could arise from analyzing and evaluating the information. Marzano provides some structure for this.
Regarding the jokes and what you put on the wall, that is largely driven by your personality. I'll say one thing about the wall. What I post on my wall has a purpose. I don't simply put up a bunch of math posters. I try to avoid clutter and coordinate the space using colors. We'll talk more about this in the spring.
Hey Sharon, I like your contrast between how closure is addressed. This is not as clearly established as the initiation. But, there is a little more overlap between Rich and I than it appears. On the lesson plan template notice that the prompts for closure go beyond summary. I also like to connect the lesson to a future lesson. For example, on the day I covered Pythagorean Theorem, I ended the class with a summary and then a sneak preview of the 45-45-90 triangle. Rich seems to use his closure as a means to get students to use the lesson topic but in a higher Bloom's level.
ReplyDeleteRegarding engagement, it IS much harder than it appears because what we think is engaging may not be for them. There's probably a 100% chance of NOT engaging them by talking at them for a long period of time which new teachers tend to do. You'll try things and it will blow up in your face. Don't sweat it when it does, simply live and learn.
Dr. Fritz's 4 R's - Relevance, Relation, Rigor and lastly Reflection stood out for me. Each of these R's can and should be applied in teaching. Relevance is critical, and this concept certainly overlaps with our recent training in Methods - relevant real life examples. I interpret Relation in multiple ways. Firstly, relating what you are teaching (the content) to something in the student's lives to make the content meaningful. I believe this concept was also discussed in TLAC by Lemov. I also see Relation as being able to relate to the students on an interpersonal level. Rigor is also twofold. Firstly, holding students to very high expectations. You must also set an example as their teacher and help create the best environment for students to reach their fullest potential. You want students to become critical thinkers and apply what they learn in your class to other subjects and areas of life. The mission statement that Dr. Fritz provided definitely relates to rigor - "To empower the student". The last R - Reflection is sure to be a useful tool to monitor and adjust from day to day as we learn what works and what doesn't.
ReplyDeleteAnother point which stands out is closure. Also something we spent a lot of time discussing in methods. Fritz's comment that teachers who get unacceptable ratings do not do closure properly rings home the importance of this part of each lesson. Closure is testing for understanding, and if they don't understand you need to re teach differently since you did not achieve your goal.
With regard to Learning Theory I found the Six Law of Learning very interesting, particularly the Law of Effect. This law essentially states that kids need to like your class to learn effectively. The Active Listening is something I hope to use in practice - differnt questioning techniques, restatement, and reflection. I imagine we'll be discussing some of these different techniques in Methods as well.
...also wanted to add that I agree with Ann's comments regarding the QB system as well as the detailed Rules and Regs document. I really liked the attention to detail in the R&R doc, but wonder if something like that could be too confusing or simply too much information for some students/parents. It seems the example he gave was geared to an AP class, and I think would need to be modified according to the class.
ReplyDeleteBruce makes a VERY important point about differentiating between types of classes. What may work in an AP class may not work in other classes. I've given some of you feedback along these lines. Many if not most AP students will be motivated by grades. Students in lower level classes often are not hence the use of other types of reinforcers.
ReplyDeleteRegarding closure and assessment, keep this in mind. You should not wait until closure at the end of class to determine how well they've met the objective. Consider this, what happens if you use closure to assess and find out most students don't have a clue about the objective, IT'S TOO LATE to do anything about it!
I'm easily distracted by details. So what stood out most for me was cosmic rays, in terms of the Electromagnetic spectrum. It seems that cosmic rays aren't rays, but rather high energy particles.
ReplyDeleteAnd in regards to teaching and what combinations of content and entertainment are most successful, my guess is that there's quite a range. Tom' style was one that conveyed real interest in his students. That's a good thing. I don't think my style will be the same, but seeing him go through a full lesson was very useful. He had good reasons for many of actions.
Just to follow up on few notes covered in earlier posts for this session ... This idea of one way teaching being less than ideal may not always be true. The example I offer is a storyteller. A very, very good storyteller is mesmerizing. History might say that whole cultures handed down through story telling before the advent of the Internet. It isn't always the best way to teach, but it has its place, just like many other techniques.
For example, did I ever tell you the story of how my partner sold one of our earliest European accounts by giving a live presentation while sitting on a toilet ... but that's another story.
Provide new information to students in a manner that makes it easy for them to digest. This idea was the core of Dr. Fritz’s presentation and it is interesting how he used this idea in his own presentation. I was going to start this paper with his first words to our group, “Culture, culture, culture." His meaning was to create a classroom atmosphere that grabs the students’ attention, teaches new information and a sense that the students want to be present in the classroom.
ReplyDeleteI did not grab the significance of his opening and his comparison to real estate values until I started this paper. Adults are keenly aware of real estate value and he took advantage of that fact to relate the importance of how material is best presented and how we should approach young students. I did appreciate his use of ancillary information during the lecture. It is like adding a little spice to food, enriching the flavor. Breaking up the presentation makes it more interesting and a bit more enjoyable.
During the lecture Dr. Fritz told several corny jokes that I am sure students enjoy. But a couple of comments or jokes seemed a bit mature for high school students. I was not offended but thought perhaps some parents might object. By chance, I was seated next to one of his former students in the room and asked her to explain why students thought he was so great. It took her a few moments to express her feelings to me, but it boiled down to; “He treated us as if we were adults.” But I believe it was more than just talking to them as adults. He taught them from their vantage point. He leads them to new ideas while relating this information to their “known” reference points. I think that if students believe that a teacher can view the world through their eyes then that teacher can better understand and appreciate them for who they are and what they know and understand.
It is interesting now to reflect upon how Dr. Fritz structured his presentations. He used hands on methods and related new material to real the life experiences of the adults he was addressing. He was teaching us how to teach by using effective teaching methods in his lecture. It gives me a appreciation of how much effort is needed to create an effective lesson plan.
There are a couple of main points that I got from Dr. Fritz's presentations...
ReplyDeleteFirst, make the classroom a great place to be, where vivid learning can take place. One of the classrooms I observed in was dull and yellowed, with old pictures on the walls, a faded handwritten number line strung across the front of the room and no real math relevancy. Everything looked the same, faded & yellow. This is his "culture", as well as the classroom environment from the CCI.
Secondly, I don't really agree yet with his style of 60/40 actual content/related digressions and the 1/3 heart, 1/3 head, 1/3 ham. While we all have a wealth of professional experience upon which to draw, I think it will take a lot more teaching experience to be able to confidently use that many related digressions as a learning opportunity. It takes a great deal of skill to be able to go off topic and bring the classroom back on topic, and I'm pretty confident that I'm not there yet. And in regards to being 1/3 ham, I'm more inclined to be myself than to be disingenuous in trying to be something I'm not. Tom Moore's comments about being yourself and finding your own voice in teaching resonated with me more than Dr Fritz.
I, like many of us, was also really surprised at Marzano's rankings of effective teaching strategies. In methods we keep hearing about how the students aren't listening to us, how we have to tell them to write something down, take notes, etc, so I ranked "summarizing & note taking" near the bottom of the list. Much to my surprise, it's #2 on the list. I read in Randy's replys that we will learn more about this in the spring, and I look forward to that.
Also near the top of Marzano's list, and reinforced by Dr Fritz, was recognition. I like Dr Fritz's approach of repeating the question & the correct answer, not just automatically saying "excellent" or "awesome". If you say everything is excellent all the time, then does excellent become the new normal, the new standard of okay? Since this presentation, I've become much more aware of my automatic use of excellent and awesome in everyday conversation with my coworkers and my children, so much that I'm starting to think it's too much.
Everyone has such great thoughts on Dr Fritz's presentaions, I'm really glad to have blog like this to share our reflections and lead each other's thoughts in different directions.
ReplyDeleteI want to agree with Cassie, I didn't think Dr. Fritz fully covered his topic, or really even touched on learning theories, it was mostly instructional theory and practice. I would have liked more on learning theory, although I know it is a methods topic as well.
I do really like Cassie's interpretation of the 3 H's being head, heart and hand. I don't fancy myself as a stand up comic, but being hands on is much more up my alley, so thanks for that.
I also want to comment on memorization as the lowest form of learning. I don't necessarily disagree with that statement, but there is a certain amount of memorization that needs to be done in math, especially early on (like math facts). When the students get to higher math classes (or science or music) and are still struggling with basic computations, it will get in the way of understanding the concepts and taking learning to a higher level.
Dave, you are right about story tellers. Some teachers can blow away a class with a story BUT this is the exception and not the norm. There are points to consider.
ReplyDelete1. In lower level classes the students simply will not be engaged consistently. In higher level courses the students are inherently more involved because they are more motivated by grades and therefore the classes.
2. The story teller has to have a knack for telling stories and the topic has to be interesting.
3. Students who are not auditory learners are more likely to have trouble - especially students with special needs.
4. There is still a need to have students complete work on their own and to assess their abilities.
Jim, you cite some foundational teaching points Rich covered in his presentation: "reference points" and life experiences = prior knowledge, real life (relevant), hands on = engaging.
ReplyDeleteAll of us want to know the purpose for what we are learning. Ironically teachers are notorious for this when they have professional development but then turn around and don't provide the rationale for their students.
Hey Jen, "excellent" can be over used. Good point. My approach is to affirm effort, point out the good steps they have taken and to use excellent when they are dead on or when their effort warrants it. Consider this, if a student has math anxiety and is afraid to contribute but then contributes and gets an "excellent" response that is meaningful, that one affirmation can be a BIG DEAL for him or her.
ReplyDeleteRegarding memorization, consider the Dual Storage Memorization model I presented in which there is a difference between maintenance rehearsal and elaborate reshearsal. A common trap is to believe the building a foundation of facts necessitates rote memorization.
I'll offer two examples to address this. First, I believe we learn the quadratic formula by using it in a meaningful way and not simply repeating the formula over and over. Second, we blame students for not remembering rote facts like formula for area of a triangle or adding integers but we teach them the facts in a manner that is void of meaning.
Hello all,
ReplyDeleteI had some take aways from the core lectures: Don't underestimate your students; correct papers/exams and return them quickly; read the teachers' handbook; use internet videos to gain kids attention and the QB.
Rich was a good speaker, but I thought he stayed to the front of the room too much. It seemed he wanted to impress us with his teaching skills by showing off his students' worm videos. While the students work was impressive, I found them way too long and drawn out. Having us watch 30 minutes of worm movies just didn't work for me.
The 1/3 head, heart and ham I also found odd. I do not believe that you need to ham it up to succeed as a teacher. While I do feel it is important for the students to like their teacher they must also respect their teacher. Not everyone is good at jokes and being so will not make you a successful teacher.
I didn't feel his topics were covered nor did I even remember what the topics should have been when it came time to fill out the evaluation.
BKW---I love how you mentioned the 4R's in your reflection. I'm behind you 100% with all of them being applied in the classroom. As a teacher, I would put most of my emphasis on Relation and Relevance. Relation is important because, as you said, you need to relate to the students and build a good rapport with them. When I was in high school, I remember the teachers that had good rapport with their students; and I specifically remember wanting to do well in the class so I wouldn't disappoint them. Relevance is also important because the students need to know why they're learning the content. As a teacher, if you can't give them an answer why, then what motivation do they have to learn it?
ReplyDeleteSandy:
ReplyDeleteI can understand and relate to your perspective about the 1/3 Ham part of Rich's 3-H's if you take the "Ham" literally (as an actor or entertainer). I took it a little more generally to refer to finding our own ways of promoting enthusiasm and interest in the subject matter we are teaching. Clearly we can't force an act that is not in us, but we can try to just find ways to share our love/excitement of our subject. I just simply equated it with "engagement" influenced by our own style. Does that make sense?
Chris
Dave - one day at lunch or before class, you will have to tell me the story of your partner - not that I ever want to use that learning!
ReplyDeleteI too agree with Fritz's culture, culture culture. Making the culture engaging and exciting for the students is hard work; he says be the creative force. Fritz obviously has a talent in many aspects of teaching, which has taken years to master. I left after hearing Tom speak last week and then Rich speak this week that West hartford has lost 2 great teachers; something that we don't have enough of. The only hope is that they are actively engaging with teachers to help show what good looks like. "Don't underestimate your students"I always need to remember that.
ReplyDeleteLike most others, the 3 H's stand out for me in and I agree that ham may not work for me. That is okay. But I still need to figure out what will engage the students. I am not a joke teller so that would not be my style. Surprisingly, I thought his jokes were bordering on inapporpriate. He says that the Guiness book of records is a great book to stimulate activity. His videos were too long but the concept is another great way to engage students with shorter more fun clips.
I like that he suggests feedback from the students. In my old job, that was standard practice from my employees and helped me to be more successful at my job.
His lesson was very dynamic and I was very engaged. He used the real life examples throughout his lectures and solidified our methods discussions regarding Real relevant learning activites to the students. We could see examples of his use of the Marzano effective teaching stratgies in action but you would never know it. I was off on this like Jen stated and this should be another tool that I use when doing a check on my lessons/ or as a guide in my lesson planning. As Randy has demonstrated in his lessons numberous times, identifing sililarites and differences is the #1 effective strategy. Putting that into a lesson plan will definitely help the students understand the concepts.
Fritz mentioned the "art and science" of teaching. I could not agree more, especially in math. Creating a lesson will take a lot time, creativity and planning to make it special. Even though people have said that it is easier to come up with applications in other subjects, we can find, if we think and/or look hard enough to create a meaning plan. Talking about a "math" youtube video may not be there but that is the art of teaching-finding similarities (as Marzano) states is the challenge of what I will need to do to be a successful and engaging teacher. Lots and lots of planning.
He mentioned closure many times throughout the discussion. The need to test for understanding before the class ends is critical.
Fritz shared hte 6 laws of lessons that he stated could be used for all subjects. Use this as another tool to plan and check your lesson plan. There are so many tips and tricks that putting it all together will definitely be an art. Active listening was one that we used in my previous job and I hope to incorporate into teaching.
Both Tom and Rich come from a school system where neither stated there were any behavioral issues. In my observation day, in an inner city school, I cannot help wondering if a teacher could have used the QB method? I am sure that behavior has a lot to do with how the teacher sets up the expectation in the beginning but what are other options when behavior becomes a disruption to a teacher in their daily work?
I see many people commented on the "ham" portion of the 3 H's. I too am not a joke teller - I can never remember the punch line! But I view the "Ham" as the need for the teacher to always be "on" and not let my bad day influence the class. Also, just as a play is orchestrated, we too must orchestrate our class by planning (script) and delivery of instruction (performance) and assessment (reviews).
ReplyDeleteI am interested in puzzles and rather than tell jokes, I think I could incorporate a puzzle or riddle instead.
I can see how his vast experience has created a multitude of examples for him to draw upon. I am resigned to the fact that the first year will be extremely difficult and that we will spend a huge amount of time planning and revising - both outside and inside the classroom.
The incidental learning also stuck with me. My son's second grade teacher felt that if a child wasn't paying attention to her then they may learn something by what was in the room. I think we need to be careful that what is in the room has meaning and is relevant not just clutter and outdated. In my observation, one classroom was void of materials on the wall and it felt uninviting and as if the teacher couldn't be bothered. Classes with relevant or funny math items on the wall made me smile or think.
The 60/40 split interested me. In teaching my religious ed classes, the most interesting and engaging disucssions come when we digress from the topic, usually because of a student question or comment. I can see them sit up in their chairs and become more engaged in the discussion. There is definitely a place for digression.
It is great to see everyone's take on the presentations.
To those who commented on the overuse of the word excellent,
ReplyDeleteIn the right context it works. For instance, if you are teaching younger children who need the confidence or kids who need to feel as if someone believes in them, then I believe the use of 'excellent' works. If you are teaching AP classes in West Hartford, it is unnecessary.
Chris - yes the engagement concept works better for me (as I will never be in front of the classroom telling jokes...or anywhere else for that matter.)
ReplyDeleteIt was yet another weekend of an amazing presentation. Friday night with Dr. Fritz was not only educational but also entertaining. His idea of “60-40”, 60% content and 40% digression certainly works for him. It was very clear; all the years of experience were present in every situation we were discussing. His main focus was on developing and establishing a classroom “culture”. He stressed the importance of reflecting on your lessons and looking for improvement always. Just like in methods we talked about having an interesting introduction to a lesson to catch students’ attention, possibly using You Tube videos, making the lesson meaningful, therefore easier to understand, remember it. Kids need feedback how are they doing so it is very important to correct papers ASAP. “Constructive feedback is a lifeblood of Improvement” according to Dr. Fritz. One other statement that made an impression on me was,” Students’ motivation is directly proportional to the quality of the lesson plans” I thought that was a very strong statement but it truly makes sense. If you make your lessons interesting the students will be much more engaged and vested in the subject. Dr. Fritz also stressed the importance of using questions as a successful teaching tool and of course we discussed closure. To him closure was nothing else but testing for understanding! I have to quote one more statement that really stayed with me. “Even though what you teach is important; it is how you teach them that really count”. As far as classroom management Dr. Fritz pointed that it is very important to read the handbook to be familiar with the process if and when difficult situations arrive.
ReplyDeleteI really enjoyed the lesson that Dr. Fritz modeled for us on Saturday. It was well organized, informative and at the same time very entertaining. I guess he just applied his 60-40 model, which he told us about earlier. Personally, I don’t think I would be willing to try this teaching style, at least not for a while. It certainly worked for Dr, Fritz but I realized that the reason for it is not just his personality but also all the years of experience that he has As far as the Laws of Learning we are beginning to hear some of the same important key points just like in methods, such as to always be prepared, to communicate well with parents and students, to test fir understanding as often as necessary, return corrected students work ASAP- they need feedback, teach correct information the first time, it is very difficult to “unlearn” bad habits. It was also surprising how far off we were on the Marzano scale. What we thought was important was ranked way at the end of his scale. Well, I guess we have a lot to learn. Overall, very interesting presentation.
I agree with Sandy about the overuse of the word excellent or great. I believe that kids and even adults need to be told if they are doing a "great" job. I believe that a little praise can go a long way if it is sincere.
ReplyDeleteThere are many AP students who will need some affirmation. There are many AP kids who are not naturals and have to work hard to learn the material. Some may be over their head or barely have their chin above water.
ReplyDeleteIf every student comment receives the same affirmation they will become desensitized. My rule of thumb is to use it when it is appropriate - sincere. Sometimes the students will say something and ask for a gotcha ticket and I'll explain that not everything is worthy of the Gotcha. Sometimes I'll use the Gotcha ticket but won't use my exuberant "excellent." When I use it I mean it and I think the kids get that.
Regarding the 60-40, I want to offer a qualifier. I think the main point is that you don't focus solely on content and beat them down. Consider a presentation or speaker you've watched that incorporated some humour or seemed to go off topic. The break from the hardcore content is refreshing and allows us to take a break.
ReplyDeleteI do this in my class. My approach is to ask for their undivided attention for short bursts of information then I get them involved with hands on activities. This is a break from having to listen to me for too long at one time.
Hello All,
ReplyDeleteDr. Fritz’s presentation was a very positive one; he had a lot of good energy in it although it was probably the thousandth time he did it, which take me to the point that Dr. Fritz is an experienced educator that accumulated all this confidence to be a teacher/actor. Randy said you have to be the right person in order to be a teacher/actor, but I believe that being an experienced teacher will get you confident enough to be this type of teacher.
This positive environment falls into his 3 C’s of culture which I truly believe that it is one of the main keys for great classroom environment. I also liked how he presented the way to become a great teacher, 3 H’s the head, heart and ham, which pretty much, summarized the job. We have to be prepared all the time, we have to have some heart in order to care about the kids and connect with them, lastly we have to put on some show for the kids in order to make it interesting for them and for us. After all we are on stage in front of them and they are expecting for a fun and exciting show, or class like the grownups say.
The thing that stood out the most and Dr. Fritz was really proud of, were the six laws of learning. “Laws and principles of learning are attempts to define the fundamental conditions of the learning process. In general, we have six almost universally accepted laws of learning. Each of these laws has common sense applications based on lessons people have learned over the years. Your mastery of these applications will greatly enhance your ability to influence your students to learn and perform at a high level”.
One thing that seemed to contradict what I learned so far was, in Robert Marzano Instructional methods that work, there were setting objectives and feedback was in seventh place out of nine options. I thought that it was the most important thing but he proved that similarities & differences, summarizing & note taking etc. are more important.
A few points that Dr. Fritz mentioned that I am certainly planning on applying it myself are:
• Make your classroom fun and excited place; it is part of your culture. I believe that culture is what we are and by clarifying my own culture and my classroom culture right away, it will help my students adjust to it and feel like they belong so we can have a great experience in my Math classroom.
• Correct the exam/papers as fast as you can, he did it on the same day. This will give the kids a strong feeling that I care about them, and this is part of my culture, care about my students.
• If you make it interesting it can go from boring to most exciting.
• The first three weeks are the most important---> WOW them.
• Student motivation is directly proportional to the quality of the lesson plan.
Frankly, I was extremely impressed with Dr. Fritz's presentations. When I looked back on my notes to review teaching points from the presentations, I was surprised to see how much information he supplied. Further, when I thought back to the presentations, I can remember clearly where in the presentation he brought up the idea of bringing in a positive culture to the classroom, or how important it is to actually read the Teacher's Handbook. The fact that he is an entertaining presenter did not take away from the effectiveness of the points he tried to make.
ReplyDeleteWhile I was listening to his presentation and trying to be an active listener to his points, I was also judging him as a presenter and as a teacher. Here is a person who embodies very clearly the attributes he espouses. He stressed initiation and closure; every point he made had a initiation (usually a story), the relevant point or concept, and a closure (another story, a slide/video with a graphic illustration, some questions, an activity). His stories, sometimes too risque but always memorable, had a relevant point. His example with port-a-potty/men's bathroom accoutrements showcased how important it was to include your students in an interactive manner. You can learn from your students as much as they can from you. And there will always be a student who knows more than you on a particular subject--the ability to embrace this is hard to learn but rewarding.
He championed the idea of including diversion and tangential thoughts into the lesson and the classroom: he included slides with background graphics/photos of general but not relevant interest.
The most interesting point I heard him make, and that has been a solid foundation of ARC assignments, is the idea of constant reflection. I've heard this concept from almost every speaker, but this was the first time that it really made an impact. I've always understood logically the importance of reflection, but I actually saw it in his presentation, actively done during his stories and his review of Laws of Learning, and to see an embodiment of this concept made it very real to me.
I could also feel how important student motivation is to the learning process. A lot of the assignments for ARC is new to me, and requires a lot of thought missteps for me to get things right. It can be discouraging. The right presenter, however, keeps focus on the positive, the end goal, and the benefits of the effort. I think that was the most inspirational part of his presentation.
I can't wait for the his next trip to the podium in CORE.
I also agree with one of Ofer's last comments:
ReplyDeleteThe first three weeks are the most important. What I took this to mean is that we as teachers should not be looking at the initial days as an ease-in process, but to start the year running. These weeks should not be just to set expectations for students, but to give them expectations and promises of what you will do for them. That was really a great point he made.