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Tom McHale

Warning: The Literary Canon Could Make Students Squirm - NYTimes.com - 0 views

www.nytimes.com/...ould-make-students-squirm.html

shared by Tom McHale on 21 May 14 - No Cached
  • Tom McHale on 21 May 14
     
    "Should students about to read "The Great Gatsby" be forewarned about "a variety of scenes that reference gory, abusive and misogynistic violence," as one Rutgers student proposed? Would any book that addresses racism - like "The Adventures of Huckleberry Finn" or "Things Fall Apart" - have to be preceded by a note of caution? Do sexual images from Greek mythology need to come with a viewer-beware label? Colleges across the country this spring have been wrestling with student requests for what are known as "trigger warnings," explicit alerts that the material they are about to read or see in a classroom might upset them or, as some students assert, cause symptoms of post-traumatic stress disorder in victims of rape or in war veterans."
Tom McHale

Helping Students Fail: A Framework - 0 views

www.teachthought.com/...learning-helping-students-fail

cil

shared by Tom McHale on 07 Feb 15 - No Cached
  • Tom McHale on 07 Feb 15
     
    "Helping students fail isn't just a matter of making them feel better-it's about thinking like a scientist, farmer, designer, or CEO-failing gives me the data I need to proceed. And knowledge? Those letter grades don't mean much. An A doesn't guarantee understanding, and an F doesn't preclude it. To "fail" could mean a thousand things-which is exactly why students need help to understand it. The Role Of Failure In Learning Properly understood, failure can help students see learning as a personal journey rather than a matter of external performance. It emphasizes meaning as contextual, and distinguishes procedural knowledge from content knowledge. The primary value, then, might be in teaching students learning and knowledge rather than responsibility."
Tom McHale

Better Classroom Discussions Through Choice and a Little Bit of Chaos | KQED Education ... - 0 views

ww2.kqed.org/...oice-and-a-little-bit-of-chaos

speakinglistening

shared by Tom McHale on 14 Feb 16 - No Cached
  • Tom McHale on 14 Feb 16
     
    "Some of us have been there. You have a room full of 30+ students, and you wonder how it is possible that so many kids or teenagers could actually be that quiet. Many avert their eyes, thinking that if they don't make eye contact, they can achieve the superpower of invisibility. Then, there are those five students who confidently and regularly raise their hands, waiting to be called on to answer the question that has been posed by the teacher. Regardless of the topic, regardless of the questions, it is usually the same five hands that sprout up each time. How can we improve our practice so that more engagement occurs for all students and not just the confident few? A successful discussion is typically dependent on two factors: the topic and the level of participation. How can we choose subjects for discussion that interest and yet educate students? How can we run our discussions so that all students have a voice?"
Tom McHale

Less Tech, More Talk: Moving To A Discussion-Based Classroom - 0 views

www.teachthought.com/...hod-discussion-based-classroom

reading speakinglistening

shared by Tom McHale on 28 Nov 15 - No Cached
  • Tom McHale on 28 Nov 15
     
    "The Harkness method of teaching and learning is a discussion-based education method involving small groups of students (usually 8-12) seated around an oval table to share thoughts and ideas and to learn good reasoning and discussion skills. These discussions involve minimal interjection from instructors in order to encourage student engagement. The challenges for each participant in a Harkness discussion will vary. For example, students who are naturally outgoing and comfortable speaking in front of their peers are challenged to listen more and encourage introverted students to share their thoughts. This educational method requires students to share their unique insights while listening to the insights of others and treating each other with respect."
Tom McHale

Project Audio: Teaching Students How to Produce Their Own Podcasts - The New York Times - 0 views

www.nytimes.com/...roduce-their-own-podcasts.html

podcasts

shared by Tom McHale on 20 Apr 18 - Cached
  • Tom McHale on 20 Apr 18
     
    Given the recent rise in podcast popularity, it's no surprise that audio narratives are making their way into the classroom. They offer an engaging way for teachers to merge project-based learning with digital media analysis and production skills. That's why we're announcing our first-ever Student Podcast Contest, in which we invite students to submit original podcasts, five minutes long or less, inspired by one of our 1,000-plus writing prompts. The contest will run from April 26 to May 25, so stay tuned for our official contest announcement next week In anticipation of that contest, the mini-unit below walks students through the process of analyzing the techniques that make for good storytelling, interviewing and podcasting. The activities culminate in students producing their own original podcasts.
Tom McHale

5 Questions to Ask Yourself About Your Unmotivated Students | Cult of Pedagogy - 0 views

www.cultofpedagogy.com/student-motivation

motivation

shared by Tom McHale on 09 Oct 16 - No Cached
  • Tom McHale on 09 Oct 16
     
    This is the article that Andrea sent a link to: "When I ask teachers what their biggest struggles are, one issue comes up on a regular basis: student motivation. You are able to reach many of your students, but others are unreachable. No matter what you try, they have no interest in learning, no interest in doing quality work, and you are out of ideas. For a long time, I had no solutions; the problem was too complex. I have had my own unmotivated students, and I never had any magic bullets for them. Still, the issue kept coming up from my readers. So I decided to do some research, to try to find what the most current studies say about what motivates students. This is what I found:"
Tom McHale

WHRHS TEDx: Student Empowerment at Watchung Hills - News - TAPinto - 0 views

www.tapinto.net/...-empowerment-at-watchung-hills

shared by Tom McHale on 06 Jul 17 - No Cached
  • Tom McHale on 06 Jul 17
     
    "Student empowerment was not just on the agenda, it was the agenda Monday night, June 19, at "TEDxYouth@WHRHS, an independently organized TED event," at Watchung Hills Regional High School (WHRHS). The TEDx event, which was the brainchild of 2017 WHRHS graduate Vineet Parikh, championed student empowerment,innovation and inspiration. It was he who first proposed holding such an event at WHRHS. Back in October 2015, Parikh was one of the student-members of the WHRHS team that helped shape the school's "2015-2020 Strategic Plan, A Warrior Vision." In addition to contributing to the long range strategic plans, the TEDx event at WHRHS was also an example of one of those long range plans being implemented. Youth@WHRHS was an example of immediate discussions about how student inspiration, innovation, and empowerment can be turned intoreal, everyday improvements for Watchung Hills Regional High School (WHRHS). "
Tom McHale

Educator Innovator | Ideas for Student Civic Action in a Time of Social Uncertainty - 0 views

educatorinnovator.org/n-a-time-of-social-uncertainty

civics civic engagement

shared by Tom McHale on 14 Jul 17 - No Cached
  • Tom McHale on 14 Jul 17
     
    "While individual efforts are valuable, students can learn the skills of collaborating on civic issues by working together as a whole class. Here are the five broad steps they should follow: Identify issues important in their lives and community, and decide on one to address. Research the chosen issue and decide how to change or improve the situation. Plan an action, including determining a goal for change; identifying who or what body in the community has power to make the change; and deciding how to approach that person or those people. Carry out the action through letters, talks, meetings with officials, policy proposals, and activities, depending on the specific goals of the project. Reflect on the effort when it is over in order to understand their successes, challenges, and ways to continue learning in the future. Two features are especially crucial to making the experience authentic and empowering. First, students must own the key choices and decisions and figure out solutions to problems themselves, so they discover that they can do this. The teacher facilitates the work, of course, but leaves as much of the decision-making as possible to the students. Second, the work should culminate in some action focused on change in the school or community. It's not enough to just talk about change, practice mock legislatures, or serve in a soup kitchen (as valuable as these activities may be). Only when students see adults listening to them with respect, do they realize they have a voice and can make a difference in their world. Their efforts may not always succeed, but in being heard they come to value the studying, reading, writing and planning that they have done."
Tom McHale

Responding to Student Writing - and Writers | Harvard Graduate School of Education - 2 views

www.gse.harvard.edu/...ng-student-writing-and-writers

shared by Tom McHale on 13 Feb 17 - No Cached
  • Tom McHale on 13 Feb 17
     
    "Sommers has been researching teacher response to writing for decades. "If teaching involves leaps of faith," she says, "responding is one of the greatest leaps because we have so little direct evidence of what students actually do with our comments, of why they find some useful and others not." Her key advice? A teacher's response to a student's work can play a leading role in the student's development as a writer - but to leverage that potential, a teacher needs to understand where and how much to comment, and how to engage the student in the feedback process. GETTING IT WRITE: SIX WAYS TO TEACH THROUGH COMMENTS To avoid these issues - and to stave off comment overload - Sommers suggests that teachers begin by asking themselves, "What do I want my students to learn, and how will my comments help them learn?" A teacher can write seventeen comments on a short draft, but a student probably won't learn seventeen different lessons. Sommers advises teachers to:"
Tom McHale

The Five-Paragraph-Theme Blues and Writing for Real | Teachers, Profs, Parents: Writers... - 0 views

writerswhocare.wordpress.com/...eme-blues-and-writing-for-real

writing

shared by Tom McHale on 10 Mar 17 - No Cached
  • Tom McHale on 10 Mar 17
     
    "Forty-four years later, I wonder how he would have responded to my paper, and I am still singing the five-paragraph-theme blues, having fought the template's rigid lessons ever since.  I also know, from what scores of college students have reported to me (and from students Jennifer Gray interviewed), that it also gets in the way of other writers. Conversely, students tell me that what interests them in writing is teachers engaging them in real composing problems: Giving choice in topic; experimenting with different kinds of writing for a variety of audiences and purposes; and providing opportunities for thoughtful, in-process feedback from multiple sources-teachers, parents, peers, and others. (See post by  Ken Lindblom for more suggestions.) And the more students are interested in writing, the more motivated they are to improve, just as my neighbor who spends hours, weeks, and months on his skateboard wants to get better at his skateboarding skills-falling off, sometimes dramatically, but always getting back up and trying again.  He's interested in skateboarding, is willing to concentrate on that, and has gotten pretty good.  In the same way, if we get our students interested in their writing, they too will develop their writing skills.  From amazing teachers like Donald Graves and Donald Murray, Nancie Atwell, Kelly Gallagher, and Penny Kittle, we have a wealth of ideas about how schools can nurture joy and purpose in novice writers and how we can bring authentic writing experiences into our classrooms."
Tom McHale

From Analog to Digital: Why and How to Teach Students to Write for an Online Audience |... - 0 views

www.edsurge.com/...o-write-for-an-online-audience

shared by Tom McHale on 24 Nov 17 - No Cached
  • Tom McHale on 24 Nov 17
     
    "Start with simple assignments that are an easy transition from what you and your students are already familiar with. Try blogging, then build to more complex projects like podcasting or video storytelling. In addition to concentrating on the ideas and the writing itself, try to create situations where the students' writing takes advantage of the medium and the connectedness of the internet. Some criteria I use to develop assignments include: student agency engagement and passion audience impact beyond the classroom authoring skills and experiences needed for success outside of academia collaboration and connectivity with other authors and audience members experiences authoring in a variety of media other than text When we develop our writing assignments, we must ultimately come back to one main concern: purpose. Why are we giving specific types of writing assignments and how do they help our students convey their ideas in ways that resonate with their audience?"
Tom McHale

Teaching Students to Avoid Plagiarism | Cult of Pedagogy - 0 views

www.cultofpedagogy.com/preventing-plagiarism

plagiarism writing

shared by Tom McHale on 04 Mar 17 - No Cached
  • Tom McHale on 04 Mar 17
     
    "Unfortunately, students are expected to learn how to avoid plagiarism by some kind of osmosis. As they progress from grade to grade, they are expected to already know how to weave research into their writing in original, elegant, and ethical ways, but far too often, they don't have this skill set. Not at all. We need to explicitly teach these skills, and we need to do it more than once if we want good results. How? First, we need to help them identify plagiarism. When students are shown different examples of plagiarism and taught-even through basic lecture-the many forms it can take, their understanding of what constitutes plagiarism gets much more sophisticated (Landau, Druen, & Arcuri, 2002; Moniz, Fine, & Bliss, 2008). Then we need to give them practice in correctly citing their sources. When students get hands-on practice with paraphrasing and correctly citing sources, especially if that practice comes with instructor feedback, plagiarism is significantly reduced (Emerson, Rees, & MacKay, 2005). Below I have outlined five exercises you can do with students in grades 7-12 to give them a much better understanding of what plagiarism is and how to correctly integrate research into their own writing."
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

13 Stunning Places to Publish Student Art and Writing | Cult of Pedagogy - 0 views

www.cultofpedagogy.com/publish-student-art-writing

writing

shared by Tom McHale on 29 Oct 16 - No Cached
  • Tom McHale on 29 Oct 16
     
    "These publications are the real deal - online and print periodicals that showcase work by student artists and writers, some as young as age five. Many are run by a staff that is partly or completely made up of students. Each one is beautifully designed and features high-quality work. Some even pay. If you know a student who aspires to become a serious writer or artist, encourage them to take the next step and start working toward publication."
Tom McHale

Five Ways to Make Learning Relevant - Inside Teaching MSU - 0 views

insideteaching.grad.msu.edu/ways-to-make-learning-relevant

teaching

shared by Tom McHale on 25 Oct 16 - No Cached
  • Tom McHale on 25 Oct 16
     
    "Think of a topic from your own teaching that you wish your students cared more about. It could be social justice, evolution, literature, or anything that you really care about but some students do not. Now, how can you use these 5 pedagogical moves to make your topic relevant for students? To help you think through, I have 5 tips and questions-based in literacies research-that you can ask yourself to keep your teaching relevant to your students."
Tom McHale

Student Council - The Learning Network Blog - The New York Times - 0 views

learning.blogs.nytimes.com/...student-council

reading

shared by Tom McHale on 05 Sep 16 - No Cached
  • Tom McHale on 05 Sep 16
     
    Projects created by the Student Councils for the New York Times' Learning Blog. These are groups of high school students who work with content from the newspaper to create learning experiences for students.
Tom McHale

Building Empathetic Relationships with the Parents of Your Most Challenging Student | E... - 0 views

www.edutopia.org/...-your-most-challenging-student

shared by Tom McHale on 05 Sep 16 - No Cached
  • Tom McHale on 05 Sep 16
     
    "Sometimes when we are frustrated with students' behavior, it can be easy to blame a student's home life, be exasperated that family expectations are different than those in school, or feel that parents "just don't care." It's a fact that challenges at home often translate into challenges at school, but that fact sets our work in motion rather than halting it. To make change, we must partner with families and caregivers. With the parents of the students who challenge us the most, we must in turn challenge ourselves to reach for empathy and curiosity instead of blame. Here are a few ways to spark connection and empathy with the parents of your most challenging student."
Tom McHale

From Facepalm to Firestarter: Embarrassment and Inspiration at a Writing Project Sympos... - 0 views

movingwriters.org/...at-a-writing-project-symposium

writing

shared by Tom McHale on 10 Feb 17 - No Cached
  • Tom McHale on 10 Feb 17
     
    "1. Survey students about our school's writing atmosphere What role do you expect writing to play in your life during the next 5-10 years? What do you think colleges/universities expect in terms of student writing? What writing do you think is valued at your high school? What does your teacher value in terms of writing? How do you know what writing is valued at your school and in this class? In the last 2-3 years, what has positively influenced your writing? What feedback is most helpful to you as a writer? How does grading influence your writing? My colleague and I turned these questions into a Google form survey, and the results will give us lots to think about in the months ahead. This is a great opportunity to talk with students about what they value about writing and help them find ways to make their writing reflect what they value and what readers might need.  2. Separate my reading roles At the symposium, participants discussed how rarely we simply read student work as readers. 3. Create opportunities to switch "modes""
Tom McHale

Teaching Empathy: Are We Teaching Content or Students? | Edutopia - 0 views

www.edutopia.org/...ontent-or-students-terry-heick

reading empathy

shared by Tom McHale on 15 Feb 17 - No Cached
  • Tom McHale on 15 Feb 17
     
    "Empathy is often confused with sympathy, which is a pretty extraordinary error depending on how tightly wound you are about these things (and whose definitions you stand behind). Dr. Brené Brown offers a divisive take on the difference: "Empathy fuels connections, sympathy drives disconnection." Teaching someone to feel what others feel and sit with emotions that aren't their own couldn't be any further from the inherent pattern of academics, which is always decidedly other. Teaching always begins with detachment -- learn this skill or content strand that is now apart from you. Empathy is the opposite -- it starts in the other, and finishes there without leaving. Here's one way to consider it. Without empathy, you're teaching content instead of students. The concept of teachers as primarily responsible for content distribution is a dated one, but even seeking to "engage" students misses the calling of teaching. To teach a child is to miss that child. You must understand them for who they are and where they are, not for what you hope to prepare them for. "Giving knowledge" and "engaging students" in pursuit of pre-selected knowledge are both natural processes of formal education -- and both make empathy hard to come by. So where to start doing something different? How should you "teach it"? How will you know it when you see it?"
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.
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