The Secret to Student Engagement lies in the #1st5days

After careful study, lesson planning, professional development, and review, you have decided to take an inquiry based and student centered approach in your classroom this year. You have done your homework, You are prepared. So, things will go smoothly, right? Not so fast. Did you consider the students? Are they ready to take control of their learning? If not, instead of being intrinsically motivated by the autonomy you are presenting, they will be skeptical, anxious, and rebellious.

I learned this the hard way. Regardless of our pedagogy, all teachers seek engaged students, and will go through numerous hoops in an effort to motivate our charges. After reading Daniel Pink's Drive and watching his TED talk, I was convinced that the reward and punishment approach that was successful early in my career, would no longer be optimal for my millennial students. So, in the Fall of 2011 I plunged into problem based learning along with a flipped classroom. This transition made even more sense given that my department was developing a curriculum based upon essential questions. In addition, the Common Core Standards were being "unpacked" in preparation for implementation. It seemed like the perfect time to implement a major pedagogical shift.

I should have known that all would not go as planned when only a handful of students watched my first video homework assignment and those who did were not particularly excited by my efforts. Students also did not know how to behave in the new learning environment. They did a lot of talking and not nearly enough listening. Classmates would get frustrated with each other when their ideas were ignored by peers. Students pushed back when asked to read and research their own answers. They begged for me to "take control," but then bristled at my interventions. There were moments of success, typically when students got to make their own flipped class videos, but many more failed plans.

That first student-centered classroom resulted in a stressful year. I was criticized by administrators for not lecturing, for letting students use cell phones in class, and for attempting to give "those students" autonomy. Basically, that year was like the beginning of every inspirational teacher movie: teacher's heart is in the right place, students don't trust her methods, and the administration isn't supportive. So, how to follow up the next year to ensure the movie trope continues toward a happy ending? The answer to student-centered, inquiry based success lies in taking the #1st5days approach to the first five days of school.

The #1st5days concept was articulated by Alan November on his November Learning website, and at his Building Learning Communities conferences. The summer of 2012, as I was preparing for a second attempt at inquiry pedagogy, I started to see the hashtag #1st5days appear with #BLC12 on twitter. Cue the movie theme music. This was the missing piece to all of my planning and efforts of the year before. It became obvious to me what I needed to do, as well as what my students needed to do, before we began to study the curriculum. In the process of developing my own #1st5days routine, I established a framework that I believe can be replicated in any classroom that wishes to take a pedagogical approach using the trifecta of motivation according to Dan Pink's research: autonomy, mastery, and purpose.

Autonomy

One of the first things I tell my new students is "I am not a source." I let them know that I will help them find sources, and understand the meaning of sources, but that I will not provide any answers...ever. To illustrate this I give them an assignment to figure out who I am. Students are seated in groups and each is given a large envelope with my personal documents: photos, letters, newspaper clippings, event programs, invitations, ticket stubs, certificates, and postcards. From these documents, students must construct a timeline of significant events from my life. Some information is misleading as I am referenced by maiden name, or it relates to a family member and not myself personally. College acceptance letters from schools I chose not to attend also throw the students off a bit. When all is said and done, and the "truth" about Ms. Buell is revealed, students learn not to rely on any single source, in addition to not depending on the teacher. 

Mastery

Toward the end of that first disastrous year my school began testing students for reading comprehension. When I got the results back in May I was astounded to learn that my most reluctant learners were several grades below the norm. Here I was asking my students to read and take evidence from multiple primary and secondary sources, but because the texts were at grade level they were much too difficult for them. No wonder they rebelled! In hindsight it seems obvious, but in the days of copying notes off the PowerPoint presentation, or memorizing names, dates, and events from a study guide, poor reading comprehension wasn't a problem. It never even occurred to me that there were students in my high school who tested at or below 4th grade as readers! It made a huge difference at the end of the year when I rearranged learning groups and gave each student a reading partner.

Now that I have access to reading comprehension and other standardized test scores at the beginning of the year, I review this information before I begin teaching the curriculum. By the second five days of school, I have a pretty good idea of my students' strengths and weaknesses, and I am able to group them and provide them with reading materials appropriately. 

Another piece on the road to curriculum mastery is helping students understand the expectations of each content skill they will be assessed on during the year. In my subject, history, The Stanford History Education Group has excellent introductory lessons that teach the historical thinking skills they will be expected to master. We also take some time to practice lesson routines, like learning stations or carousel reading, and to introduce terms, like primary vs. secondary sources, by using familiar content before we hit up the challenging historical content.

Purpose

As we get closer to our first "real" lesson, toward the end of the first week, we address the purpose of taking the class. Typically, I connect the course content to a contemporary issue: Trayvon Martin, Obamacare, Boston Marathon bombing, Ferguson, Donald Trump's presidential campaign. I choose issues that students are familiar with, but also have questions about, so we can tie the topic not just to its historical relevance, but also the purpose of inquiry itself. 

Regardless of the subject content, the end of the week should introduce the curriculum content with an application relevant to the students' world. At this point my history students complete an autobiography lesson, where they use the skill set they've been introduced to as a means of explaining an historical event. When I teach psychology, a more science-like subject, students research the work of a contemporary scholar and a problem, like distracted driving, that is currently being researched. 

Setting the Tone

In between these primary lesson drivers, are opportunities for activities that will set the stage for a happy and productive year. If you "teach like a PIRATE" now is the time to try an outrageous hook. Complete some "ice breaker" activities to get to know your students. See if the data you have on them is accurate by giving some low pressure reading and writing tasks. Do things that are fun and memorable, but also work on classroom routines, like what to do if  your pen explodes, that have the potential to derail a content lesson. Practice the technology programs and apps that you plan on using in order to work out as many bugs as you can before they impact learning. 

It may be tempting given the curriculum demands to cut the #1st5days short by a day or two, but don't. If you take this approach, you will be saving time in the long run. I have found I need this many days to observe the students and how they react to and behave in different learning situations. Then, I can prepare the best classroom management strategies, for each of my classes. Also, by the time the week has passed your students will be ready to meet your curriculum demands. They will understand the expectations, they will have overcome any hesitations, and they will be feeling comfortable with both you and their classmates. Students will have internalized the value of your pedagogy, and if you have really done it well, they will be excited to come to your class each day.

 The #1st5days approach has been my secret to a successful and productive school year. I can't guarantee that 100% of the students will be engaged 100% of the time, but even on their "bad" days students will trust you and they will trust your methods. The odds of success will be greatly in your favor.

Summer Vacation: Education Interrupted or Not?

Picking the cursor up after ignoring this blog for many months is daunting. Trying to get school related work done while on summer vacation is another challenge. When school ended on June 30 I had so many good intentions. I was planning to formally write up the successful unit plans from the previous year, But then this happened:

My husband and I celebrated our 15th anniversary with a weekend in Martha's Vineyard, Don't all teachers get married in the summer?

I was hoping to read the stack of young adult books I collected at The Book Con. I did manage to read All the Bright Places, Everyday and half of the companion Another Day, I also read parts of Paper Towns, and am a few chapters into Saint Anything. The ability to read while relaxing at the beach helps get this summer task completed!

I wanted to read the stack of educational books I had downloaded to my Kindle, and am making some progress. I am leading a Voxer book club with school colleagues on the book 50 Things You Can Do With Google Classroom. I am doing most of the talking, which tells me that I am not the only teacher struggling to be productive during vacation.

I need to plan for the upcoming school year. I had ambitions to make folders for my students with all of the SHEG lessons I will be using with them. This involves downloading the 50 or so lessons from SHEG's Reading Like A Historian curriculum onto a flash drive, and then bringing to the print lab back at school. It's just a matter of sitting down and doing it, but then things like this happen:

 

Since I was a child I have spent the whole summer on Cape Cod. My childhood friends' children, including a friend from Honduras, are now friends with my children. My children, who put up with a lot all year having a busy school teacher mother, take center stage in the summer. Their scheduled and unscheduled activities and fun are the focus of July and August. 

Another goal is to refocus my attention on health and exercise. I participate in boot camp and cardio tennis, and my 10 year old yellow lab, Lucy, gets back in shape too by swimming.

 






I look for ways to "kill two birds with one stone" by hiking to the dog beach and reading after Lucy gets tired out playing fetch in the waves.

I packed The Secret Garden and Anne of Green Gables to read to my rising 4th grader, but then my rising 7th grader needed help with her assigned summer reading, so we put Mary Lennox and her garden on hold to tackle I Will Always Write Back: 

Our local book store 8 Cousins attracts some great authors to their events, and so we got to listen to Sarah Dessen and David Levithan, and my youngest has been once again searching for Waldo.

                      

So, while July hasn't been the most productive in the traditional sense of teacher professional development, in hindsight, it has been an mentally stimulating summer. August, the Sunday of the summer, is right around the corner. Once the calendar changes, the little ones will begin to work in earnest on their summer reading and math packets, and I will plan curriculum. But for now, our favorite lifeguard/big brother is waiting for a visit!

NCSS 2014

In my world today is Christmas morning! I am heading into Boston today for the National Council of Social Studies annual meeting. A national conference! Right here! And since my hometown is such a historical place, this conference has attracted an amazingly large crowd of "rock star" educators. I can't wait for the learning to begin!

Poor District Evaluation...Now What?

A team from the Massachusetts Department of Elementary and Secondary Education visited the school district where I work last January, and recently published the report of their review. The report was an incredibly accurate account of the state of education in my building. Like, my "Struggle is Real" post, in many ways I feel validated. When I have challenged our practices, or lack of appropriate practices, I have made to feel like chicken little at best, and was actually called out in a meeting for being "the most divisive person in our department" for suggesting a change in practices.

Some quotes that jump out at me:

The town of Weymouth is not providing necessary and required resources to meet the needs of 
students, schools, and facilities throughout the school district (page 22).

In observed classrooms, the use of technology to support and enhance instruction was limited. 
Students did not have frequent opportunities to access technology as a tool for their own 
learning...In 75 percent of observed classes at the high school level, students did not interact with 
technology in the classroom. Student use of technology was limited to using calculators and 
observing content displayed by an LCD projector...When technology is 
not used consistently to support and enhance classroom instruction, students are not benefiting from a critical 21st century tool that will be required for future success both at school and in the workplace (pages 16-17). It has long bothered me that teacher evaluations have praised teachers for using technology in instruction, when really they are only using calculators and PowerPoint.

The district does not have content specialists at the middle and high schools (page 20).

Teachers said that, while they had access to multiple forms of data, they were unsure of 
how to use it to improve their instruction...Some teachers said that they could access data results from MCAS, DORA and DOMA, but they reported they did not have sufficient time to meet and lacked a data support structure to help them effectively interpret and use the information they had...Teachers’ association officers [at the time I was the union president] cited “professional development in data analysis” as the first of three key issues they wanted to bring to the attention of the district review team (page 19).

After the 5 minutes of "I told you so" gloating has worn off. Now what? I have been advocating for years in personal conversations with 4 of 5 central office administrators, that they need to publicly communicate the problems before the town will understand why they need to pay more. The administrators ask for huge budget increases, but also continuously say everything is going great, and our poor graduation rates, college acceptance rates, and MCAS scores are simply the result of a bad economy. If you have fallen down, and someone asks you if you need help getting back up, and you say that you are fine...do you expect the person to help you anyway?

This document has the potential to be game changing for my district---or swept under the carpet like all bad news. What is the next step?

Teaching Like A Pirate

Based on the year I have had so far (see previous post), it was excellent timing to have read Dave Burgess' book Teach Like a Pirate this past summer. The book describes a philosophy and pedagogy that challenges educators to teach with the following elements: Passion, Immersion, Rapport, Ask and Answer, Transformation, Enthusiasm. Dave provides practical tips and tricks for creating engaging lessons including about 30 "hooks" to gain students' attention, and techniques to keep their attention once you have it.

Many of Dave's suggestions are similar to things I have done in the past. Although, I must confess, that even as a veteran teacher, who strove to be a PIRATE in the past without knowing it, I learned dozens of ways to improve upon the techniques I was already using. Nevertheless, there are a few ideas that seem really out there, especially "The Costume Hook." Dave writes, "I know that of all of these techniques, this is one I most often have people, especially men, say they wouldn't be able to pull off, but you won't know until you try it."

Even though I am not a guy, the thought of dressing up and teaching class in costume is far out of my comfort zone. I will occasionally dress up for Halloween to be a good sport, but am always very uncomfortable doing so. Nevertheless, I went for it yesterday, and the results were phenomenal!

1. The challenge: Teach the French Revolution to my 9th graders in 1 day! Somehow this topic appears nowhere in the history curriculum in my district. In the past I have included it anyway--but the curriculum demands are already extensive, and as my students were assessed last year as among the lowest 12% in the state, I shouldn't  be adding (too many) topics. There are common assessments my students will take, and while I do not overload them with trivia, and focus on just the most crucial skills and content, it is still usually more than my students can handle. 

2. The plan: Give the students a two page handout reading that summarizes the events leading up to the French Revolution and the Revolution itself, invite  "guest speaker" Marie Antoinette to class to answer students' questions about the French Revolution, spend last 20 minutes of class close reading primary sources on the Reign of Terror, for homework students write a short essay that either defends or condemns the Committee of Public Safety.

3. The execution: The lesson came in the midst of a unit on Europe in the 1800s. We have been examining SPRITE conditions, one factor at a time, and the French Revolution lesson came under the umbrella of politics. I began class by informing the students that every political event of the 1800s was inspired, influenced, or responded to as a result of the French Revolution. I explained that this topic was not really part of our curriculum, but that it will help them understand future political actions if they have some understanding of it. I told them that to help them today, I invited a special guest to come to class to answer their questions. I said I was going to leave them for a few minutes to get the guest, and while I am gone they are to read the handout summary, and each student was to write down one question. I then opened the door between my classroom, and a colleague's who kept an eye on the students while I was gone. About 4 minutes later this is who returned:

I am not exaggerating when I say that jaws dropped. I introduced myself to the "American students" and asked them if they had any questions. And they did! Some classes were more on the ball than others, and if questions lagged, I told them stories about "my" life. But basically, the students were pouring over the reading looking for things to ask me! AND, when I was speaking, they were riveted. In two of my classes a student asked why I looked like Mrs. Buell, to which I replied that I am Austrian, and Mrs. Buell has some Austrian relations so that must be why there is a resemblance. But, that was really the only off-topic question I was asked. I was able to "lecture" in the form of stories and Q+A for 10-15 minutes, and I had every student's undivided attention. Actually, out of the four 9th grade classes I teach there was 1 student who was not engaged--and that is a tell-tale sign of some bigger issues I will need to address with this student. As Marie Antoinette I was acting over-the-top, and the stories I was telling about the things I did and said, were meant to help explain the causes of the French Revolution, including telling the students they should be thanking me because they would never have been able to defeat the British in the American Revolution without our help. I could see the lightbulbs going off in their brains!

I did not stay too long. Once there were no more questions, and I was satisfied that the students had an understanding of the causes of the French Revolution, I again opened the door to my neighbor's classroom and I left--getting out of the wig and long skirt took only a minute (I pulled the long skirt over the short skirt I was wearing that day, and wore a sweater over the corset, so changing was pretty quick). The last half of class was the challenging work of reading primary sources and ultimately being able to make a claim about the events of the Reign of Terror. Amazingly, the students remained engaged. And, while I have not finished reading all of their homework essays, most students wrote a fairly extensive amount. I had given them a paper with the prompt, and expected them to complete one side of the page. Often I get barely a few sentences from them on assignments like this, but this time I got full pages, and many went onto the back side of the page as well!

4. Advice and Conclusions: Just do it! I came very close to backing out of it right up until the second I crossed the threshold of the first class....I had moments of anxiety before I walked into every class....but inspired by Dave Burgess, and the #sstlap crew, especially Matt Barry I gave it a try. Based on some of my earlier shtick (I chug a bottle of Sprite when I introduce SPRITE conditions, and we "travel" to an exotic beach in Spain where the students have to decide whether to visit the textile or non-textile side of the beach so they never forget what a textile is), my students know I will do whatever it takes to help them learn. Not only was this a terrific technique for student engagement, but it was a bonding moment between myself and my students, and the students with each other, We had an unforgettable experience as a class. The students know I am working hard, and going out of my comfort zone for them, how can they not return the favor?

The Struggle is Real

This past week the Massachusetts Department of Elementary and Secondary Education released the results of last spring's standardized test results, and for my current 9th grade students the news was dismal: 

Now, my first reaction was disappointment, since I know several of the middle school teachers and how hard they are working. I was happy to see that the high school earned the highest rating of level 1 for meeting most of the targets set by the state. However, these feelings were quickly replaced by a sense of validation. I have barely known my students a month, but the first impression they give is being very behind in their learning. Reading comprehension data indicates more than 1/3 of my students are several grades below level, and even among students with grade level comprehension, there are many who struggle with high school vocabulary. 

I am happier than ever that I decided to take the #1st5days approach, instead of hitting the curriculum right away. During those days I was able to gain the students' trust, establish effective work habits, and build their confidence. I am now working harder than ever to modify the curriculum, and create lessons that are not only engaging, but truly meet students at their levels. 

It has been a tough first month of school, and the workload has been overwhelming at times...but, as the MCAS results show, the struggle is real. I am the last person to take too much stock in a bubble test, however, my 9th grade students scored in the bottom 12% of all students who took the same test. This means I do need to work harder. Before this confirmation, I was second-guessing myself, thinking maybe I was imagining my students were so low. These dismal results have been invigorating, giving me a new sense of purpose and resolve.

#1st-5-Days ~ Setting the Stage for a Year of Historical Inquiry ~ Day 1

As the popularity of the #1st5Days twitter hashtag can attest, teachers know the first week of class is essential for laying the groundwork for a successful school year. As tempting as it is to dive right into heavy content while the students are fresh and enthusiastic from summer vacation, the first week of school is often better spent helping students acquire the skills, habits, and classroom routines that will promote effective classroom lessons in the months ahead.

Before planning the first week, it helps to review what is expected to be the biggest challenges. As a 9th grade teacher, my students are transitioning to a new building, as well as adjusting to new expectations, and the "high stakes" nature of high school. Research into previous assessment data reveals a high number who have performed several notches below grade level in reading and math comprehension, as well as a group who are consistent high performers. Experience tells me that both of these groups will be reluctant to adopt the inquiry-based pedagogy I have in store for them this year. The first five days are designed so that students understand what studying "history" means, with the following objectives (source=SHEG):

• We rely on evidence to construct our accounts of the past.
• We must question the reliability of each piece of evidence.
• Any single piece of evidence is insufficient.
• We must consult multiple pieces of evidence in order to build a plausible account.
• Accounts/narratives differ depending on one’s perspective. (This last objective not addressed until day 2.)

In addition, with the first week's lessons I am instilling classroom routines and behavior expectations while promoting a relationship of trust between teacher and student.

Day 1

Desks are arranged in groups, attendance sign in sheets and class letter (a syllabus of sorts, but written in "dear student" format) are on hutch. I am in the hallway directing lost students, and greeting those in my class. "Welcome. Please sign in, take a letter from the stack, and read it while you are waiting for the class to arrive." When all have arrived, students are told to put letter away, to be read and shared with parents as homework. Students are told that the details about the course expectations will be discussed tomorrow, but our goal for today is to 1) learn who is Ms. Buell and 2) learn the definition of history. "But before we begin our year together, there is one thing you all need to know. I will never tell you the answer. So, who is Ms. Buell? Your first task is to discover who I am." At this point I pass to each table group a large envelope with documents from my personal life: letters, photos, newspaper clippings, rosters, invitations, certificates, postcards. From these documents, students much construct a timeline of significant events from my life.

The beauty of this activity is that within the first 10 minutes of class students are working. I am not talking, they are working with each other, doing the work of historians: pouring over the minute details of a letter written in 1974, a postcard addressed to an out of state city, a funeral program, and a photograph of 100 sorority girls. Soon, they figure out that I am married, and therefore had a maiden name, and that I have children--but putting these events on a timeline requires pulling information from multiple sources. As students work, I move from group to group with the roster, introducing myself to each student and beginning the process of learning my class. After working for about 20 minutes, I ask the students to share with the class their findings. No one gets me 100% right. They mix up the names and birth dates of my children. They are thrown off by the college acceptance letters from schools I didn't attend, but for the most part they have each learned something personal about me, and they all know that I trust them with my personal artifacts, which is a great first step toward them trusting me!

Next, I show the class a PowerPoint that reviews the definition of history as "an account of the past" and shows the bullet points above, which hopefully make perfect sense given the work the students have just completed. The PowerPoint has 1 slide -- I use the overhead projector and slide presentations sparingly, so again, I am setting the tone for the year with this activity as well.

Finally, during the last 5 minutes of class, I ask the students to reflect on why today's class was a success. I explain my theory that they did well today because they came to class READY to learn. This is an acronym I use to explain my class rules. I point to a poster on the side board that describes the acronym in more detail with the rules be Respectful, be Encouraging, be Attentive, be Deliberate, be Yourself. 

More on the READY to learn rules, and the process of historical inquiry will be reviewed during days 2-5, but Day 1 is a success because every student is leaving class looking forward to the next time they see Ms. Buell!