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Tom McHale

How to Teach Writing Remotely - The Atlantic - 0 views

www.theatlantic.com/...609448

online learning onlinelearning

shared by Tom McHale on 08 Apr 20 - No Cached
  • Tom McHale on 08 Apr 20
     
    "Pace yourself. You don't have to cover everything. If they don't read that play by Shakespeare, they will still live to be fine old people. Don't put too much pressure on yourself. Don't put too much pressure on your students. It's not just a matter of taking what I do offline online. I've shortened my units because of the coronavirus. I have a lot of working parents; now they have kids at home. I can't ask them to do a 25-page paper on pronouns in Shakespeare. Figure out what's really essential for learning, and what can be let go in the next three months. For my composition students, for example, my primary focus is always helping them express ideas clearly and coherently. I'm less concerned about the genre of writing or how long it is. I can do that a paragraph at a time. For my more advanced students, they need to learn research skills: how to locate, evaluate, and use information. Online learning offers great opportunities for that, including with what's going on in the news right now. For my literature students, my emphasis is helping them understand stories that come from cultures other than theirs. Are they able to see the humanity and connections across the stories? That's essential. Whether they remember all of the characters and the authors-that's not essential. This is a great time to individualize instruction and have students work at different paces. You don't want 100-120 papers coming at you all at one time. Spread it out, and it will keep you from getting short-tempered with your students. I've got some students who won't turn on a camera in their house. They don't want you to see inside their house for various reasons. Be aware of it; be very sensitive and careful with human beings. Be prepared to let your students teach you. Students can be great help to us. Be each other's tech support."
Tom McHale

Students Learn Best from Inquiry, Not Interrogation - 0 views

www.middleweb.com/...from-inquiry-not-interrogation

inquiry questioning

shared by Tom McHale on 10 Feb 17 - No Cached
  • Tom McHale on 10 Feb 17
     
    "Inquiry or interrogation? What if you asked your students which of these best describes their experience with classroom questioning? How do you think they would respond? My colleague Beth Sattes and I have posed this question to a wide range of students. The majority choose "questioning as interrogation" as the best fit for their experience. What makes them feel this way? Many believe that teachers ask questions to surface "right" answers, which students fear they don't know. Others think teachers ask questions mostly to find out who is paying attention - or not! Almost all students view follow-up questions as attempts to keep them on the "hot seat" and embarrass them for not knowing. And most perceive classroom questioning to be a competition that pits students against one another - Whose hand goes up first? Who answers most frequently? Very few students understand questioning as a process for collaborative exploration of ideas and a means by which teachers and students alike are able to find out where they are in their learning and decide on next steps. This is one of the primary themes running through our work."
Tom McHale

Nurturing Intrinsic Motivation and Growth Mindset in Writing | Edutopia - 0 views

www.edutopia.org/...wth-mindset-writing-amy-conley

writing growth mindset motivation

shared by Tom McHale on 03 Mar 15 - No Cached
  • Tom McHale on 03 Mar 15
     
    " I'd been teaching writing all wrong! I'd dangled the carrots of prizes and threatened with the sticks of docked points for misplaced modifiers. But sometimes, I also got it right. Before, I'd let students choose prompts and readings as much as possible, providing autonomy. After reading Pink, I learned to unbend myself, make deadlines more flexible, and shape the writing process more to fit the student. Now, my students feel more control over their process. Before, I'd encouraged my students to write for real audiences as summative assessments. Now, I encourage students to write to real people for real purposes throughout the school year -- their own blogs, each other, me, their principal, their Congressional representatives, and the world. Before, I'd embedded grammar instruction in writing process and had students keep their work to casually notice their progress once a year. Now, I conference four times a year with students about portfolios of their work -- an ongoing conversation about writing goals of their choosing. I explicitly teach metacognition, or how to talk and write about their writing."
Tom McHale

Grading Students During the Coronavirus Crisis: What's the Right Call? - Education Week - 0 views

www.edweek.org/...-coronavirus-crisis-whats.html

shared by Tom McHale on 09 Apr 20 - Cached
  • Tom McHale on 09 Apr 20
     
    "Given those disparities, the district plans to recommend that, as long as students participate, teachers should revert to their previous progress grades. Students could potentially improve those scores, but they wouldn't be penalized. "I don't want to give everyone an A because we're just trying to be nice," said Patrick Keeley, the principal of the district's single high school. "But we don't want to ruin people's chances in the future, either," especially when it's due to factors outside of their control. Contrast Mountain Empire's context with that of the Salem City district in Virginia, near Roanoke. The district serves a small, fairly compact city. Every student in grades 3 through 12 has a Chromebook through its one-to-one program. Salem has about 200 "hot spots" for WiFi connectivity, and a cable company has agreed to provide free internet access for students qualifying for free and reduced-price lunches. So when its spring break ends on April 13, the district plans to make a legitimate go at covering the most essential of its remaining state standards via online learning-and to continue issuing letter grades for students' work. "We realize that if we tell kids today, 'Hey, your grade can't be any lower than it is now,' or if we tell them we're not going to grade them for the rest of the year, we're going to have a big chunk of kids check out," said Curtis Hicks, the district's assistant superintendent. "And that's not healthy for them for the short run, and it's not healthy for the long term, if students are underprepared for what comes next.""
Tom McHale

How do we spend the limited time we are given to teach our writers? | write.share.connect - 0 views

pawlpblog.org/...are-given-to-teach-our-writers

writing

shared by Tom McHale on 24 Jul 17 - No Cached
  • Tom McHale on 24 Jul 17
     
    "When we ask teachers what is their biggest obstacle in teaching writing, they often say "Time!"  Indeed, the time to fit everything in and do a good job with writing workshop is our greatest challenge.  There is no way to remove this obstacle from our daily challenges, so we must, as Rudyard Kipling tells us in his poem "If",  fill the "unforgiving minutes with sixty second worth of distance run…"  Perhaps the best way to do this is to begin with a set of questions we can ask ourselves as teachers of writers: How are we currently spending the limited time we are given? How can we revise the way we spend our time in workshop to be more effective/productive? Is this the right lesson for these students right now (a question we can ask ourselves daily)? Is this learning experience worthy of the time it will take us to do it right? Is there another way - a better way - to approach this concept/learning? What is essential here? Important to know? Necessary to learn as a stepping stone to the next concept/skill? How can we give students more opportunities to write? To have choice? What do our students need from us right now?"
Tom McHale

Vt. High School Takes Student Voice to Heart - Education Week - 0 views

www.edweek.org/...ol-takes-student-voice-to.html

reform

shared by Tom McHale on 03 Jun 16 - No Cached
  • Tom McHale on 03 Jun 16
     
    "Unlike most American high schools, student leadership at Harwood Union High School isn't limited to campaigns for cleaner bathrooms or better cafeteria food. Here, teenagers are deeply involved in shaping the pillars of school life, from the daily class schedule to the styles of teaching and learning that work best for them. Aided by community groups that have trained them in leadership techniques, young people and adults at Harwood have forged an unusually strong and equal partnership over the past eight years. They developed decisionmaking processes that put students at the heart of the biggest school decisions. When new teachers are hired, report cards are redesigned, or honors classes are revamped, students are at the table, debating, sharing research, listening, and voting. That work has made this unassuming school in Vermont's Green Mountains a national model for educators who believe students deserve the right to play a central role in creating their school experience."
Tom McHale

The Precious First Few Minutes Of Class - 0 views

www.teachthought.com/...ous-first-few-minutes-of-class

shared by Tom McHale on 31 Dec 15 - No Cached
  • Tom McHale on 31 Dec 15
     
    "Rather than begin class with a passive warm-up, success starters have the power to get every student motivated about the lesson and successful right from the bell.  Starting off on the right academic foot in the opening minutes can pay dividends throughout the lesson by sparking intellectual curiosity about today's concept. Students get the message early that, "Hey, I think I can do this!" We've shared 12 Interesting Ways To Start Class Tomorrow before. Here are a few more strategies that get students involved in new learning right away."
Brendan McIsaac

Teacher Evaluation Systems Not Fully Supported In Many States: Center For American Prog... - 0 views

www.huffingtonpost.com/...hlights-challen_n_2124293.html

EE4NJ

shared by Brendan McIsaac on 29 Nov 12 - No Cached
  • Most state reform statues have established hasty timetables for the implementation of new teacher-evaluation systems — timetables all states are struggling to meet. HPAds.adSonar(1523709,2259768,300,250); adsonar_placementId=1523709;adsonar_pid=2259768;adsonar_ps=-1;adsonar_zw=300;adsonar_zh=250;adsonar_jv="ads.tw.adsonar.com";Still, arguably the biggest challenge posed by these mandated evaluation reforms is that the majority of teachers do not teach in tested subjects or grades, and as a result standardized student achievement data is not available to be used in their ratings.
  • Furthermore, states must concentrate on providing what districts cannot, and education agencies should adjust their implementation timelines to align with the needs and resources of their particular state. Lastly, states must think long term about how to provide administrators with the training, technical expertise and field experience needed to address the current human-capital challenges affiliated with teacher evaluation reform. Loading Slideshow School Supplies<strong>91 percent</strong> of teachers buy basic school supplies for their students.Food<strong>2 in 3</strong> teachers <strong>(67%)</strong> purchase food or snacks to satisfy the basic nutritional needs of their students -- even ones who are already enrolled in their schools' free or reduced-price meal program. Clothing<strong>1 in 3</strong> teachers purchase clothing for children, including jackets, hats and gloves <strong>(30%)</strong> or shoes and shoe laces <strong>(15%)</strong>.Toothbrushes<strong>18 percent</strong> of teachers purchase personal care items, such as toothbrushes and sanitary products.Hygiene ProductsNearly <strong>1 in 3</strong> teachers <strong>(29%)</strong> purchase items such as toilet paper and soap that their school cannot provide enough of due to budget cuts. Field Trips<strong>More than half</strong> of all teachers have paid the costs of field trips for students who couldn't afford to participate otherwise.Alarm Clocks<strong>Several teachers</strong> reported purchasing alarm clocks for students. Due to work schedules or family circumstances, guardians were unable to wake their children for school, which led to absences and academic underperformance. Teacher Spending On Students1 of 8 Hide ThumbnailsAlamyNext Share TweetFullscreen1 of 8Play AllSchool Supplies91 percent of teachers buy basic school supplies for their students. Like Dislike8 Points10 likes, 2 dislikesAdvertisement× #hp-slideshow-wrapper-246322 .hp-slideshow-wrapper-loading-div{ font-family:Arial
  • Brendan McIsaac on 29 Nov 12
     
    This is the struggle I was outlining the other day
Tom McHale

Ten Steps to Better Student Engagement | Edutopia - 0 views

www.edutopia.org/t-learning-teaching-strategies

studentengagement

shared by Tom McHale on 01 Sep 09 - Cached
  • Create an Emotionally Safe Classroom
  • Create an Intellectually Safe Classroom
  • Begin every activity with a task that 95 percent of the class can do without your help.
  • ...9 more annotations...
  • Cultivate Your Engagement Meter
  • Master teachers create an active-learning environment in which students are on task in their thinking and speaking or are collaboratively working close to 100 percent of the time.
  • Every day, include some questions you require every student to answer. Find a question you know everyone can answer simply, and have the class respond all at once.
  • Practice Journal or Blog Writing to Communicate with Students
  • Create a Culture of Explanation Instead of a Culture of the Right Answer
  • Use Questioning Strategies That Make All Students Think and Answer
  • Japanese teachers highly value the last five minutes of class as a time for summarizing, sharing, and reflecting.
  • You can ask students to put a finger up when they're ready to answer, and once they all do, ask them to whisper the answer at the count of three
  • Great projects incorporate authentic tasks that will help students in their lives, jobs, or relationships. Engage students by developing an inventory of big ideas to help you make the connections between your assignments and important life skills, expertise, high-quality work, and craftsmanship. The Partnership for 21st Century Skills provides a good starter list.
Tom McHale

Watch What You Tweet: Schools, Censorship, and Social Media - 0 views

ncac.org/ls-censorship-and-social-media

studentrights student rights

shared by Tom McHale on 27 Mar 17 - No Cached
  • Tom McHale on 27 Mar 17
     
    "How lawmakers and school officials police social media can have serious implications for youth free expression. We have seen students punished for online speech that was discovered by faculty, reported by other students or with the aid of surveillance companies like SnapTrends, CompuGuardian, Gaggle, and Social Sentinel Inc. Punishment for speech often comes under the veneer of keeping schools "safe," whether from physical violence or emotional distress. But how far can that authority legally extend? When do schools go too far in policing student speech online? As we'll explain, the lines are not as clear as one might think."
Tom McHale

Lesson: Moral Growth: A Framework for Character Analysis | Facing History - 0 views

www.facinghistory.org/...ing-southern-culture-framework

reading analysis

shared by Tom McHale on 05 Mar 17 - No Cached
  • Tom McHale on 05 Mar 17
     
    "Teaching Mockingbird suggests a central question around which a class's study of Harper Lee's novel can be organized: What factors influence our moral growth? What kinds of experiences help us learn how to judge right from wrong?  As students read and reflect on the novel, they return to this question and can begin to make deeper and broader connections between the novel and their own moral and ethical lives. They begin by considering the pivotal moments in their lives that shape who they are and their senses of right and wrong.  Then they analyze how the characters in To Kill A Mockingbird change over the course of the story, identifying pivotal moments in the story that influence how the characters think about morality and justice.  The complete Teaching Mockingbird guide also introduces models of moral development that have emerged from the field of developmental psychology, which students can use as the basis for even deeper character analysis."
Tom McHale

Common Core Practice | Presidential Campaigns, College Rankings and Food Journeys - NYT... - 0 views

learning.blogs.nytimes.com/...ege-rankings-and-food-journeys

argumentative writing

shared by Tom McHale on 23 Jun 14 - No Cached
  • Tom McHale on 23 Jun 14
     
    "The Times's Room for Debate hosts six knowledgeable outside contributors who debate whether the college rankings are useful for students or too simplistic. Your Task: Do you think the college ranking system is a useful guide for students looking to find the right college, or do you think the rankings are too simplistic or misleading? Use the six Room for Debate opinion pieces to learn more about the issue and gather evidence on both sides, perhaps keeping track of what you find with this pro-con T-chart organizer (PDF). Then, write your own opinion, making sure you to use evidence from the various opinion pieces to back up your position. (You may even want to rebut a counterclaim within your response to strengthen your argument.)"
Tom McHale

Making a Podcast That Matters: A Guide With Examples From 23 Students - The New York Times - 0 views

www.nytimes.com/...examples-from-23-students.html

podcasts speakinglistening

shared by Tom McHale on 23 Apr 20 - No Cached
  • Tom McHale on 23 Apr 20
     
    "This step-by-step format takes you from finding the right topic to researching, outlining and scripting, all illustrated with examples from the student winners of our previous Podcast Contests."
Tom McHale

Do The Right Thing: Making Ethical Decisions in Everyday Life - NYTimes.com - 0 views

learning.blogs.nytimes.com/...cal-decisions-in-everyday-life

TKAM ethical decisions nonfiction

shared by Tom McHale on 23 Jun 14 - No Cached
  • Tom McHale on 23 Jun 14
     
    "In this lesson, we explore ethical dilemmas that face normal people around the world, in all walks of life. Some of their cases are familiar, while others are obscure. But they hold one thing in common: They feature individuals who followed the guidance of their own moral code, often risking personal injury or community censure to do so. We'll ask students to examine the underlying characteristics of such episodes, and consider whether some acts are more deserving of support than others."
Tom McHale

Lesson Plans by Topic - AllSides for Schools - 0 views

allsidesforschools.org/...lesson-plans-by-topic

medialiteracy bias

shared by Tom McHale on 04 Dec 18 - No Cached
  • Tom McHale on 04 Dec 18
     
    "These lesson plans provide teachers the materials and guidance for students to learn different perspectives on these issues, discuss them, listen to each other in a respectful and civil manner, and appreciate differences while finding common ground. With news and materials from left, center and right sources plus a structured process for discussion, teachers, administrators and parents can be assured that multiple points of view are discussed and respected in a civil, beneficial manner."
Tom McHale

Improving Your 'News Diet': A Three-Step Lesson Plan for Teenagers and Teachers - The N... - 0 views

www.nytimes.com/...or-teenagers-and-teachers.html

news literacy

shared by Tom McHale on 27 Nov 17 - No Cached
  • Tom McHale on 27 Nov 17
     
    In a connected world, information comes at us constantly, whether we choose it or not, and we must each figure out a way to navigate it. Not for a school assignment, but for our real lives. So we've proposed an experiment. We're running a challenge that invites students to think deeply about their own relationships with news, and devise personal "news diets" that work for them. It runs from Nov. 2 to Dec. 22, 2017, and any teenager anywhere in the world can participate. The challenge has three steps: 1. Do a personal "news audit" to observe the role of news in their lives right now. 2. Experiment with their "news diets" in some way to find new sources that address any lacks they found. 3. Write a short essay or produce a short video that reflects on the process and what they learned. What did they discover about their news habits before and after they did the challenge - and what can they say about the role of news in their lives in general?
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