At the end of a project-based learning (PBL) experience, students typically share what they have learned or discovered with an audience. Depending on the project, students might publish their work onl
Mary Perfitt-Nelson's insight:
" Connecting students with an authentic audience is key, he says, to driving engagement and helping students relate what they are learning to the real world. "My top two goals are to help students find great opportunities [for real-world problem solving], and then cheerlead them to a great audience."
Here are three questions to consider as you plan culminating events:
What do you want students to gain from the audience interaction?If it's technical feedback, think about inviting experts for a pitch session or judging panelIf it's response or action, think about having students make presentations to a community group or decision-making body (such as a school board, city council, or neighborhood association)If it's a celebration, think about inviting community members whose talents or contributions are being honored or recognized in student projectsWho's the audience for the "real-world" version?If students are producing documentaries, plan a red carpet screening eventIf students are making sense of history, set up a museum-style exhibitionIf students are producing literature, plan a book release party, author chat, or poetry slamHow can technology connect students with larger audiences?
Extend your reach to audiences beyond your immediate community by taking advantage of digital publishing sites like YouTube, social media tools like Twitter, or services like #comments4kids to solicit comments for students' blogs.
The thirteen youth-adult partnerships in this study demonstrated the potential ways in which students collaborate with adults to examine issues of equity and injustice that they experience in their lives, in their schools, in their communities, and in broader society. The data from this study suggest that social justice conversations tend to begin at either the organizational level or individual level as a stepping stone toward broader discussions at the systemic level. Student voice initiatives therefore could serve an important role in facilitating this progression of thinking about social justice issues in school settings. The cases further indicate that when youth share in leading efforts to discuss and address social justice issues, they can bring a renewed passion and attention to the process that adults alone rarely do. Youth also bring attention to the need for working on specific projects to address these problems, such as intolerance, bullying, and the inclusion of voices in decision making. While administrators and teachers undoubtedly share in these concerns, the pressing focus on student outcomes, accountability and other important school tasks can tend to relegate such discussions of social justice to the back burner in many schools. This study therefore has important implications for research on distributed leadership (Elmore, 2000; Lashway, 2003) since it points to the specific value of students’ contributions to a focus on these matters. Through future connections between educational leadership and student voice/youth-adult partnership research, scholars can strengthen our understanding of the potential for addressing social justice issues by broadening of distributed educational leadership to include youth at the table
“ The famed psychologist explains why one is not the other though they are often confused.” 1. Individualize your teaching as much as possible. Instead of “one size fits all,” learn as much as you can about each student, and teach each person in ways that they find comfortable and learn effectively. Of course this is easier to accomplish with smaller classes. But ‘apps’ make it possible to individualize for everyone. Read more, a MUST!!! ...
1. Individualize your teaching as much as possible. Instead of “one size fits all,” learn as much as you can about each student, and teach each person in ways that they find comfortable and learn effectively. Of course this is easier to accomplish with smaller classes. But ‘apps’ make it possible to individualize for everyone.
2. Pluralize your teaching. Teach important materials in several ways, not just one (e.g. through stories, works of art, diagrams, role play). In this way you can reach students who learn in different ways. Also, by presenting materials in various ways, you convey what it means to understand something well. If you can only teach in one way, your own understanding is likely to be thin.
3. Drop the term “styles.” It will confuse others and it won’t help either you or your students."
IQ , as we KNEW it, is largely dependent upon context. It is not a unitary trait, nor is it static.
Moving beyond the 5 myths of rigor to incorporate true instructional rigor in the classroom is critical to meet the Common Core, says expert Barbara Blackburn
Mary Perfitt-Nelson's insight:
True instructional rigor is “creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels (Blackburn, 2012).”
The Special Education Department at Oakland Schools is happy to announce: Title: Engaged Teaching and Learning (2 Day Event) Date(s): March 5 & 19, 2014Time(s): 8:30 AM - 3:00 PM Location: Oakland Schools, 2111 Pontiac Lake Rd., Waterford 48328 Cost: $20.00 Presenter(s): Mary Perfitt-Nelson, Bryan Dean
This professional learning experience is part of a comprehensive effort to address Student Engagement. Participants will explore what it means to be an engaged teacher and learner; what it takes to make this happen. Additional content will be discussed around basic principles of behavior and tips regarding how staff can identify and positively effect conflict cycles with students. We will also unpack Robyn Jackson's book entitled: "How to Motivate Reluctant Learners"; participants will problem solve around their own reluctant student.
Be ready to think deeply and converse around this important topic! Fee includes handouts, book and lunch.
The Special Education Department of Oakland Schools is happy to offer a comprehensive set of professional learning experiences for individuals, buildings and districts. Implementation support is available for our core learnings.
Empowering students is not the same as abdicating control of your classroom. The ASCD’s journal Educational Leadership defines student empowerment as “student ownership of learning.” That is a good way to look at it – helping students take control of their own education. But how do you do that?
Most teachers want to engage students. But is it enough? Are we asking our students to “rent” their education from us as educators, rather than “own” it themselves? What does it mean to have an “engaged” student? What does it look like? How do you grade engagement? Is it linked to knowledge? Are we actually just looking for compliance? Next, how is an engaged student different from an “empowered” student? How do we foster ownership (empowerment) of learning and how do we grade such learning
!Most classrooms follow a prescribed formula. Teachers plan and lay out what is going to be learned. Students come into class and have the responsibility of switching themselves into “ready” mode, waiting for the teacher to instruct and guide them in the day’s tasks. Surely there are parts of the learning process where the control could be shifted to the students – where teachers can hand them responsibility and freedom and give them a voice in what they would learn.
Mary Perfitt-Nelson's insight:
The shift from engagement to empowerment is an important one!
This post is updated from an article we published in April. At the end of the day, teaching is about learning, and learning is about understanding. And as technology evolves to empower more diverse and...