5 Powerful Questions Teachers Can Ask

Students
My first year teaching a literacy coach came to observe my classroom. After the students left, she commented on how I asked the
whole class a question, would wait just a few seconds, and then answer it myself. "It's cute," she added. Um, I don't think she
thought it was so cute. I think she was treading lightly on the ever-so shaky ego of a brand-new teacher while still giving me some
very necessary feedback.
So that day, I learned about wait/think time. And also, over the years, I learned to ask better and better questions.
Many would agree that for inquiry to be alive and well in a classroom that, amongst other things, the teacher needs to be expert at
asking strategic questions, and not only asking well-designed ones, but ones that will also lead students to questions of their own.

Keeping It Simple
I also learned over the years that asking straightforward, simply-worded questions can be just as effective as those intricate ones.
With that in mind, if you are a new teacher or perhaps not so new but know that question-asking is an area where you'd like to grow,
start tomorrow with these five:

#1. What do you think?

This question interrupts us from telling too much. There is a place for direct instruction where we give students information yet we
need to always strive to balance this with plenty of opportunities for students to make sense of and apply that new information using
their schemata and understanding.

#2. Why do you think that?

After students share what they think, this follow-up question pushes them to provide reasoning for their thinking.

#3. How do you know this?

When this question is asked, students can make connections to their ideas and thoughts with things they've experienced, read, and
have seen.

#4. Can you tell me more?

This question can inspire students to extend their thinking and share further evidence for their ideas.

#5. What questions do you still have?

This allows students to offer up questions they have about the information, ideas or the evidence.
In addition to routinely and relentlessly asking your students questions, be sure to provide time for them to think. What's best here,
three seconds, five, or seven? Depending on their age, the depth of the material, and their comfort level, this think time will vary.
Just push yourself to stay silent and wait for those hands to go up.

Also be sure to vary your tone so it genuinely sounds like a question and not a statement. When we say something in a declarative
way, it is often with one tone and flat sounding. On the other hand, there is a lilt in our voice when we are inquiring and questioning.
To help student feel more comfortable and confident with answering questions and asking ones of their own, you can use this
scaffold: Ask a question, pause, and then invite students to "turn and talk" with a neighbor first before sharing out with the whole
group. This allows all to have their voices heard and also gives them a chance to practice their responses before sharing in front of
the whole class.
How do you ask questions in your classroom? What works well with your students? Please share with us in the comment section
below.

The Heart of the Matter: Why I Teach

6

Friends and family have been asking you for weeks, "What are going to do with all that time off during the holidays?"
What am I going to do, you think to yourself . . . I'm going to sleep, people. I'm going to take a break from the fast-paced world of
being a daily classroom teacher. I'm going to sit and listen to others talk and take a break from hearing my own voice.
You might also be thinking . . . I'm going to appreciate this time I have and re-fuel for the next semester. I've got some great ideas
for some engaging projects and experiential, hands-on learning. So, I'm going to take a few breaths, enjoy family and friends, and
then spend some time planning out those ideas.
For our new teachers out there, particularly those in their first year, there are some additional thoughts happening. Some may be
really truly catching their breath for the first time since the start of the school year, while some may even be questioning their choice
to become a teacher. (If you're a new teacher and experiencing any of this, consider taking a few minutes to readElena Aguilar's
"What I Wish I'd Known as a New Teacher.")

Our Resilient Students

What we do have in common, as new and as experienced teachers, are all the ways students have touched our hearts. Teachers
longer in the classroom have more stories. Newer teachers have less. But we all have them.
Here are a few students and their stories that have stayed with me, ones that helped keep me in the job as a high school teacher:
Gerardo came from a poor farming community in Mexico. His grandmother had raised him and had worked hard to pay for his
schooling there. He arrived in this country at 14 years old, learned English in a year and by the time he was in eleventh grade,
knew he wanted to be a doctor. Last I heard he was in medical school.
Melody was an honors student. She had a baby the summer before her junior year. She worked two jobs that school year. She
was an incredible writer.
Miguel told me at the start of the year that he didn't like to read. I suggested book after book (which he would read a few pages,
then reject). Just before winter break, he chose to take and read, Tuesdays with Morrie. He walked into class that Monday
following break and said, "That book changed my life. I read it twice."
Diana was heavily involved in gang life and drugs from age 12 to 14. Then, when she began high school, she quit both. Her
senior year she received a community service award from the city for her exemplary community service.
Jessica and her two small sisters and mom lived in their car. They had been without a home for nearly two years. She came to
school everyday.
Many of my students' lives were filled with challenges, with pain. Yet they so often seemed to muster resilience and also humor. And
when I couldn't find these things in myself, theirs would keep me going.

Teacher as Learner
Burned in my mind is a time when in my first year of teaching, I reached for my car door handle one morning and almost didn't open
it. "I can't do this," I thought. "I don't know what I'm doing!" Then, I imagined my students, those who would get to school
everyday even though they were faced with enormous challenges I will likely never experience. If they can do this, I can do this.
Each year teaching I grew; I got better. I accepted the truth that this work as teacher means one must fully embrace a learner
identity as well. Just as we ask our students to be vulnerable, to share, to reflect, to grow, we as teachers must do the same.

A Whole Child Approach

My resiliency has also grown during the nearly 20 years I've been in this profession. That resiliency comes in part to holding
steadfast to my philosophy on teaching and learning -- regardless of new (and sometimes questionable) initiatives or the ongoing
political and media attacks on teachers.
That philosophy includes the following: 1) hearts and minds are connected so always tend to both; 2) all learners deserve rationale
for what and why they are learning something; 3) we learn with each other and not in isolation; 4) reflection helps us grow, and is a
necessary part of learning; and, 5) we need to see our own lives and interests in what we are learning.
I teach because there is an excitement and joy and suspense in the journey. I get to be forever a learner, one who must strive to
keep her heart and mind wide open at all times. I teach because this journey as teacher, it requires all the best parts of my humanity.

What are the reasons you teach? Who are the students who inspire you? What led you to teaching and what has made you stay?
Please share with us in the comments section below.

What I Wish I'd Known as a New Teacher

The end of October can be a difficult time for new teachers. I know this from personal experience, and also because there's a graph
out there that shows the dip that new teachers take in the fall as their energy wanes. When I first saw this graph, I felt a tremendous
relief: I'm normal! This is documented! Yes, I know that we don't always need research to validate our experiences, but I did.
Now, almost two decades later, I wish I'd known a few things about myself, about teaching, and about my students. Some of what I
wish I'd known could have been shared with me -- some I just had to live and learn from. So I offer this reflection both for new
teachers as well as for those who support them. And so if you work with a new teacher, I'm hoping you might stop by their room in
the next few days and share some insights from your own experience. And if you are a new teacher, then I'm hoping these
reflections might help you feel validated, hopeful, and resourceful.
1. This will get better. The first year of teaching is so, so hard. You don't even know why it's so hard -- you can't wrap your head
around that because you're in survival mode. It's so hard because you are being asked to push your heart and mind and body in
ways you never have. You are making thousands of decisions each day, and there are big parts of you that know you don't know
what you're doing. So you question the decisions you're making each day (questioning is good, it is) but that questioning also makes
you feel tired and insecure. It will get better. You're just overloaded. You're learning so much (I know you can't even recognize this
because you're so tired) but it'll sink in as the months pass. Nothing will ever be as hard as the first year.
2. Always work from the heart. If your actions and words emerge from the heart, you can't make too many mistakes. Let yourself
love your students -- don't be afraid of falling in love with them. That's the path to take as a new teacher. Get to know them, indulge
your curiosity, spend time learning about who they are as human beings; the rest will follow.
3. They will remember this about you. Your students will remember how you made them feel, whether they felt loved and cared
for by you. I know this: I'm in touch with dozens of former students who were amongst the first groups of kids I taught. They
remember my love for them in various ways; they don't remember the lessons that I botched, or that I didn't return their homework
within a promised two days, or my disorganization. When I listen to what they remember, I hear: it was my love for them. And I did
love them. Deeply.
4. Be open to surprises. Students will surprise you -- they will learn things you didn't think they could learn, they will grow in ways
you didn't expect. You might think that a particular student will struggle later on (after all, he's already been retained in second grade
and he can't spell his own name and clearly has a learning disability). And then you might find yourself ten years later at his high
school graduation hearing that he's been accepted to art college and there'll be tears ruining your makeup and you didn't bring
tissues and when he sees you he grins and gives you a huge hug and says, "Ms. Aguilar, I'm so glad you came." And you'll still be

crying and telling him how proud you are. It will truly be one of the most joyful days of your life. Truly -- because it was a surprise!
And he was from that first year, when you thought you'd ruined them all. "You were really nice to me and you encouraged me to
draw," he says, and you beam.
5. Find a coach. Find someone who can support your growth, someone who has training to be a coach, someone who will observe
you and give you feedback and help you fulfill the vision you have for yourself as a teacher. You won't be able to figure this all out on
your own. You can't see what you can't see. You don't know what you need to know. Ask for a coach, beg, search out all possible
options -- and find someone to help you grow.
6. And if you can't find a coach . . . Move. Find another school. I'm serious. Find a place where someone will support you in your
growth as a teacher. Ok, if it can't be a coach, settle for a mentor, an administrator who will commit to supporting you in a nonevaluative way, or find a partner-teacher who might be a mentor, or a professional learning community of teachers who observe
each other. You won't be able to guide your own development by yourself; the weekly (if you're lucky) or annual professional
development won't be enough.
As a new teacher you need a lot of feedback and support. Don't stop searching out support until you get it. If you feel like you're
learning and increasingly meeting the needs of your students, you'll feel good. You'll stay. And kids need teachers who stay.
The first year (like a first love) has so many highs and lows and I still get both dreamy-eyed and panicky when I remember the 199596 school year. Capture this year, share stories with people you trust, and then in twenty years, look back and write yourself a "What
I Wish I'd Known" letter.

Using Humor in the Classroom

But why do I have to go? School is not fun! That quote is from a first-grade child, asking his mom why he has to go
every single day to this place that he was told was going to be a lot of fun, but has not lived up to the hype. If he could articulate
further, he might say, "I am only six. I like to have fun, but school is not fun and from what I can tell, it's going to get worse every
year, not better."
This is not an April Fool's Day anecdote; it's all too real. That's why we are always on the lookout for ways fun ways to engage and
inspire students . On the other hand, we also know that teachers are not selected or trained to be comedians or entertainers.
However, we know that a positive climate for learning, and enjoyment, is correlated with retention of information and putting
knowledge to work in everyday situations (including tests).
Confused? Me, too. So I sought out an expert: Ed Dunkelblau, former president of the Association for Applied and Therapeutic
Humor, Director of the Institute for Emotionally Intelligent Learning and consultant to schools for both character and social,
emotional learning (SEL) approaches, as well as to families coping with the stress of military service. I spoke with him about how to
bring humor into classrooms.
I asked Ed how humor can be fit in when teachers have so much to cover in their classes. He said, "In the present environment
of high stakes testing, budgetary challenges, increased demands on educators and competition for students attention, everyone in
the school benefits when humor is part of the pedagogy. Humor builds a learning relationship through the joyful confluence of head
and heart." He points to a growing literature on how humor reduces stress and tension in the classroom, improves retention of
information, and promotes creative understanding.

"But most of all, it brings a sense of pleasure and appreciation and creates a common, positive emotional experience that the
students share with each other and the teacher."

Humor Strategies to Use

Even if you are what Ed calls "humor challenged," there are things you can do to lighten the load and dissipate the clouds in your
classroom. Just remember, above all, that sarcasm has no place in the school. Only "no hurt" humor is acceptable.

Laugh at yourself -- when you do something silly or wrong, mention it and laugh at it
Add humorous items to tests, homework or class assignments -- even at the University, one of my favorite options when I
give multiple choice exams requiring students to identify pairs of psychologists is Calamari and Endive. It always gets smiles, and
helps to break exam tension

Keep a quotable quotes bulletin board or corner in your room -- look forhumor quotes and post them and encourage your
students to do the same

Keep a cartoon file, and have an area where you can display one or two a day on a rotating basis, with students making
the choice

Have Joke Friday -- ask students to bring in jokes to share, either to start the day on Friday, to make a transition between
lunch and the following class, or at the end of the day (be sure to screen the jokes in advance, of course)

Ask students to try to build humor into occasional writing assignments -- that will start a conversation about what it funny,
how they know something is funny, why different people find some things funny but some things are funny to almost everyone

Have a funny hat day, or mismatched socks day, or some other funny dress-up time

Build creative and humorous thinking by showing cartoons and picture without captions and asking students to create
them -- individually, in pair-shares, or small groups

Ask students to bring in books they think are funny. Ask them to talk about why, and to use examples from the book
Truth be told, however, there is another side to the story. Ed tells of a group of individuals who are not so enamored of bringing
humor into classrooms and schools: private practice therapists. "The more laughs our society loses, the more humorless our society
becomes, and the more clients our society creates. Laughter is a great antidote to stress. As they say at the AATH, "Those who
laugh, last. Those who don't, pay a price." But really, it's the kids who pay the price, and they should not have to.
Let's add some more enjoyment to school. We don't need guffaws -- a smile and a little levity can go a long way. It's time for us
educators to take humor more seriously. I am sure Ed will be happy to help you if you ask.
How do you bring humor in to your classroom? Please share in the comments section below.

Golden Rules for Engaging Students in

Learning Activities

When we think of student engagement in learning activities, it is often convenient to understand engagement with an activity as
being formed by good behaviour (behavioural engagement), positive feelings (emotional engagement), and, above all, deep thinking
(cognitive engagement) (Fredricks, 2014). This is because students may be behaviourally and/or emotionally invested in a given
activity without actually exerting the necessary effort to understand and master the knowledge, craft, or skill that the activity
promotes.
In light of this, research suggests that considering the following interrelated elements when designing and implementing learning
activities can increase student engagement behaviourally, emotionally, and cognitively, thereby positively affecting academic
achievement.

1. Make It Meaningful
In aiming for full engagement, it is essential that students perceive activities as being meaningful. Research has shown that if
students do not consider alearning activity worthy of their time and effort, they might not engage in a satisfactory way, or even
disengage in response (Fredricks, Blumenfeld, Paris, 2004). To ensure that activities are personally meaningful, we can, for
example, connect them with students' previous knowledge and experiences, highlighting the value of an assigned activity in
personally relevant ways. Also, expert modelling can help demonstrate why a certain activity is worth pursuing, and when and how it
is used in real life.

2. Foster a Sense of Efficacy

The notion of self-efficacy refers to a student's ongoing personal evaluation of whether he or she can succeed in a learning activity
or challenge. ("Can I do this?") Researchers have argued that effectively performing an activity can positively impact subsequent
engagement (Bandura & Schunk, 1981). In order to strengthen students' sense of efficacy in learning activities, the assigned
activities should:

Be only slightly beyond students' current levels of proficiency

Regularly demonstrate students understanding throughout the activity

Use peer modelling

Include feedback that helps students make progress.

3. Provide Autonomy Support

Autonomy support refers to nurturing the students' sense of control over their own behaviours and goals. When teachers promote
an internal locus of control rather than compliance with directives and commands, student engagement levels increase as a result
(Reeve, Jang, Carrell, Jeon, & Barch, 2004). Autonomy support can be implemented by:

Welcoming students' opinions and ideas into the flow of the activity

Using informational, non-controlling language with students

Giving students the time they need to understand and absorb an activity by themselves.

4. Embrace Collaborative Learning

Collaborative learning is another powerful facilitator of engagement in learning activities. When students work effectively with others,
their engagement is consequently amplified (Wentzel, 2009), mostly due to experiencing a sense of connection to others during the
activities (Deci & Ryan, 2000). To make group work more productive, strategies can be implemented to ensure that students know
how to communicate and behave in that setting. Teacher modelling is one effective method, while avoiding homogeneous groups
and grouping by ability, fostering individual accountability by assigning different roles, and evaluating both the student and the group
performance also support collaborative learning.

5. Establish Positive Teacher-Student Relationships

High-quality teacher-student relationships are a key factor in determining student engagement (Fredricks, 2014), especially in the
case of difficult students and those from lower socioeconomic backgrounds. When students form close and caring relationships with
their teachers, they are fulfilling their developmental need for a connection to others and a sense of belonging in society (Scales,
1991). Teacher-student relationships can be facilitated by:

Caring about students' social and emotional needs

Holding positive attitudes and enthusiasm

Increasing one-on-one time with students

Treating students fairly

Avoiding the use of deception or promise-breaking.

6. Promote Mastery Orientations

Finally, students' perspective of learning activities also determines their engagement. When students pursue an activity because
they want to learn and understand (i.e. mastery orientations), rather than simply to obtain a good grade, look smart, please parents,
or outperform peers (i.e. performance orientations), their engagement is more likely to be full and thorough (Anderman & Patrick,
2012). To encourage this mastery orientation mindset, consider various approaches, such as framing success in terms of learning
(e.g. criterion-referenced) rather than performing (e.g. obtaining a good grade). Also, place the emphasis on individual progress by
reducing social comparison (e.g. making grades private) and recognising student improvement and effort.
Do you normally consider any of the above facilitators of engagement when designing and implementing learning activities? If so,
which ones? If not, which are new to you? How do you think they can help you increase student engagement in learning activities?

Research

Ames, C. (1992). Achievement goals and the classroom motivational climate. In D. Schunk & J. Meece (Eds.), Student
perceptions in the classroom (pp. 327-348). Hillsdale, N.J: L. Erlbaum.

Anderman, E. M., & Patrick, H. (2012). Achievement goal theory, conceptualization of ability/intelligence, and classroom
climate. In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 173-191). New
York, NY: Springer.

Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and
suppressing teacher behaviours predicting students' engagement in schoolwork. British Journal of Educational Psychology, 72(2),
261-278.

Baker, J. A., Grant, S., & Morlock, L. (2008). The teacher-student relationship as a developmental context for children with
internalizing or externalizing behavior problems. School Psychology Quarterly, 23(1), 3-15.

Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal selfmotivation. Journal of Personality and Social Psychology, 41(3), 586-598.

Belland, B. R., Kim, C., & Hannafin, M. J. (2013). A framework for designing scaffolds that improve motivation and
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Black, P., Harrison, C., Lee, C., & Marshall, B. (2003). Assessment for learning: Putting it into practice. Maidenhead: Open
University Press.

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of
behavior. Psychological Inquiry, 11(4), 227268.

Driscoll, K. C., & Pianta, R. C. (2010). Banking time in head start: Early efficacy of an intervention designed to promote
supportive teacher-child relationships. Early Education and Development, 21(1), 38-64.

Fredricks, J. A. (2014). Eight Myths of Student Disengagement: Creating Classrooms of Deep Learning. Los Angeles:
Corwin.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the
evidence. Review of Educational Research, 74(1), 59-109.

Gillies, R. M., & Ashman, A. F. (1998). Behavior and interactions of children in cooperative groups in lower and middle
elementary grades.Journal of Educational Psychology, 90(4), 746-757.

Gregory, A., & Weinstein, R. S. (2004). Connection and regulation at home and in school: Predicting growth in
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Johnson, D. W., Johnson, R. T., & Holubec, E. (1994). The new circles of learning: Cooperation in the classroom and
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Kidd, C., Palmeri, H., & Aslin, R. N. (2013). Rational snacking: Young children's decision making on the marshmallow task
is moderated by beliefs about environmental reliability. Cognition, 126(1), 109-114.

Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the
classroom. Reading & Writing Quarterly, 19(2), 119-137.

Middleton, M. J., & Midgley, C. (2002). Beyond motivation: Middle schoolstudents' perceptions of press for understanding
in math. Contemporary Educational Psychology, 27(3), 373-391.

Newmann, F., Wehlage, G., & Lamborn, D. (1992). The significance and sources of student engagement. In Student
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Noels, K. A., Clement, R., & Pelletier, L. G. (1999). Perceptions of teachers' communicative style and students' intrinsic
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Peter, F., & Dalbert, C. (2010). Do my teachers treat me justly? Implications of students' justice experience for class
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Reeve, J. (1998). Autonomy support as an interpersonal motivating style: Is it teachable? Contemporary Educational
Psychology, 23(3), 312-330.

Reeve, J., & Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal
of Educational Psychology, 98(1), 209-218.

Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students' engagement by increasing teachers'
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How to Engage Underperforming Students

Guided by research, educators at Cochrane Collegiate have honed in on ten top teaching methods, and teachers receive
weekly PD to help them implement the practices.

Narrowing the Achievement Gap

By focusing tightly on instructional strategies and PD, educators at Cochrane Collegiate Academy saved their school from closure.
In just three years, they have doubled student performance, and they continue to reach higher.
The educators have developed an instructional model called Interactive Learning (IL). It is a collection of their ten best practices,
which they call their non-negotiables, and teachers must implement them in every lesson, every day.
Shana Oliver, the school's academic facilitator, runs the training sessions for these best practices, and she helps the teachers see
and experience how they can incorporate all ten into one lesson.

Interactive Learning Non-Negotiables

Essential Question
What is the intended goal of the lesson? Remember, there is one essential question per lesson, and students must be able to
answer this question by the end of the lesson.
With essential questions, teachers really have to be intentional about what they want the students to be able to do, and it has to be
at the highest-level of learning. The students have to be able to analyze and apply; they cannot just answer the question with a yes
or no. It has to be an extended response. An essential question must be "multi-skill" in order for it to be a good one.

Activating Strategy
An activating strategy is something that gets students actively thinking or making a connection with the material being presented
that day. Make a connection to the content or to the outside world to see how much the students already know or remember.
One of the main things used at Cochrane is to show video clips. Students love it when they see their favorite show or cartoon.
Initially, they don't know what they're about to learn so they focus on that video clip. Then the teacher uses that engagement to link
to the lesson, and the students realize that their likes or interests can channel a learning experience.

Relevant Vocabulary
Relevant vocabulary must be present in your lesson. Keep your vocabulary limited to what your students are able to handle and
make sure that it is actively used in context throughout the lesson. Also have your students interactively use the words during the
lesson.
Use vocabulary that's relevant. Teachers must pick and choose what is going to be most important and most effective. They must
teach vocabulary through a graphic organizer, through an experience, or whatever they need to help the students get it.

Limited Lecture
There should be limited lecture time. After 12-15 minutes of lecturing, you should engage your students in some type of activity,
even if it's for only a few minutes. The teacher can then go back to lecturing for another chunk of time.
Examples: Have students talk to their neighbor, draw a picture, write a few sentences that summarize or describe the lecture, finish
an example problem, or get in a discussion with their group.

Graphic Organizer
Use of a graphic organizer allows students to visually categorize new information or review old information.
Students need to be able to conceptualize whatever information we're giving them. The graphic organizer is student friendly. When
they look at information that's organized, it's easier for them to retain and remember that information. And when they go home, it is
less intimidating to look at that information as opposed to pulling out a notebook that has pages and pages of notes.
Examples: Have students record information in colorful charts in their notebooks, use computers to create graphic organizers, or
create a "foldable."

Student Movement
Student movement is a must. Students need to be mobile at some point during instruction to ensure they're actively engaged.
This one is probably the most challenging for Cochrane teachers because it can be intimidating to have students moving. But
student movement can look a number of different ways, and it doesn't always mean students have to get up. They just must be
physically engaged in whatever the teacher is doing. It's important because students don't like to sit still, especially male students.
They ahve found that when the male students are up and moving around the room, they are totally engaged in what the teacher is
doing.
Examples: Students do a gallery walk in which they move in groups from corner to corner, answering questions or analyzing things
posted on the walls; they work in teams or at rotation stations; they raise their hands or give the thumbs-up or thumbs-down; they
answer questions with their body, putting their left foot out if they think the answer is A and their right foot out if they think it's B.

Higher Order Thinking Questions

Present your students with at least three higher-order-thinking (HOT) questions during the lesson. This is proof that you are
presenting all your students with challenging work.
The HOT questions are Cochrane's signature element. The rationale behind them is we want to give the kids an opportunity to be
challenged in the classroom. The way the teacher presents these questions varies, and students' responses can be indicative of
their learning pace. The same question should be used for all students, but advanced learners may be required to respond in a
different way. Students can respond on paper, as part of a classroom discussion, in paired discussion, or through homework.

Summarize
Summarize to bring the lesson to a close. This is when you can assess your students' abilities to effectively answer the essential
question, and you can find out whether you need to extend or refine the skill.

Teachers must find creative ways to have the students answer the essential question at the end of the lesson. A student's ability to
answer the essential question at this point is a way for the teacher to assess the student's learning. In most instances, this is the
point when a teacher can determine whether she needs to go back and reteach or needs to accelerate student learning.
Examples: Have students use a writing prompt, short activity, discussion, or illustration to summarize, or have them summarize on
an exit ticket.

Rigorous
Lessons must be rigorous. The activities should be challenging and move at a brisk pace. There should not be opportunities for
students to get bored or periods when they have nothing to do. The entire lesson should be an active lesson.
Teachers should strive to take students to the highest level of knowledge. There are only 180 days in the school year, and a lot of
the students do not come in at grade level, so we've got to move them with the 90 minutes that we have each day in the classroom.

Student Centered
Your entire lesson should be student centered. The ways that we instruct our students must demonstrate that they are our focus and
that what we do is centered on their success. The use of technology as a tool is a critical component of this. It provides students
with 21st-century skills that are both engaging and relevant to real-world applications. It is a partnership: If you effectively and
successfully plan, your students will effectively and successfully work and learn.
Take a step away from the learning process to become facilitators rather than "givers of all knowledge" in the classroom.

Good Time: 4 Ways to Reawaken Student

Engagement
Students want to be engaged in class. They really do -- but sometimes other things get in the way of their natural instincts. A few
changes to how a teacher runs a classroom can make a huge impact on how engaged students will be in that classroom. It's an
issue that every teacher has to face, but it can be addressed in some very simple ways. Here are just a few of my strategies for
dealing with low levels of student engagement. They've made a major difference in my classes over the years.

Shuffle Seats
I did the seat shuffle because class conversation had become stale, and students just seemed to be there but not actually there. It's
one of the simplest ways to shake up a class and get things going again. I had all of my students pick new seats at the tables. The
rules were simple. They could not sit with more than one other person they'd already sat with, and it had to be at a different table.
The kids were a little annoyed at first, but the shuffle paid off immediately. For one class, it was one of their best participation days of
the year. Sitting with fresh faces and bouncing new ideas off different people got them going in a different way than they were used
to. It was a nice change of pace, and I look forward to doing it once a month to keep the conversations fresh.

Student Takeover
Once in a while, it can be fun to let the students take over a lesson or two in a unit. Let them become the teachers, and the teacher
becomes the student. You can provide the topic they need to cover and give them some benchmarks, but the rest of the lesson
should be left up to the students. They get to engage with the material in a way that is refreshing and new to them. Different student
groups can be in charge of different aspects of the lesson and can teach on different days. This approach has students looking at
information in a different way, and can allow the teachers to see what their students can learn when they explore information on their

own. For the daring teacher, let the students choose the topic, prepare everything for the lesson, and teach the class whatever they
want.

Open Projects
Open projects have been very successful in my class. I've found that the more options I gave my students, the better the projects
have been. I used to dictate every part of my project assignments. Students would ask to do things a little differently, and I'd give in,
surprised that their ideas were better than mine. Since I decided to give up control on the project format, Ive received amazing
presentations from students. I give them the project objective and ask for a proposal explaining how their project will demonstrate
their understanding of the objective. Once I green-light them, they get to work. They create their own rubric, which I approve, and I
grade their presentations. The final stipulation to my open projects is that they cannot do the same type of project more than once in
a semester. This encourages students to explore other media. Giving up control was a scary thought at first, but it has paid off with
some of the best work I've ever seen my students complete.

Have Fun
Sometimes teachers forget to bring the fun to the classroom. We try so hard to cover the curriculum that we work our students until
they collapse. Sometimes it's good to just set things aside for a day or two and have some fun. I had noticed that my two American
literature classes were getting pretty run down, so I thought we'd play a little for a couple of days at the end of a long unit. I
challenged these classes to come up with the best lip-dub for the song "Good Time." They had one day in class to figure out what
they wanted to do in the video, and one class period to film it. After a week, the class with the most likes would receive a prize from
me. The students loved the project and came up with two very different but very awesome videos:

8 Free Apps and Web Tools for Staying

Organized in the New Year
The start of a new year is a great time to think back and reflect about what really worked for you and what isn't quite cutting it. When
it comes to staying organized, there is no one-size-fits-all. It's really all about finding the system that works for you, picking apps or
tools that you will actually use, and remembering that there are lots of options to choose from as you figure out the best fit.
As you sort through the following list, don't try them all out at once. Pick one or two, put them into practice for a month, and then
reflect on how well something is helping you stay organized. You may choose to add that website or app to your tool belt as you
explore another resource, or you may decide to scrap that tool and try out something completely new. Here are a few apps and web
tools that might help you stay organized in the New Year.

30/30 (iOS - Free; upgrades available)

This super useful task manager is perfect for teachers with a long to-do list. Whether that list is totally professional or a mix of
personal and work items, this app lets you color-code and assign icons to different tasks. All you have to do is open the app, assign
how much time you want to spend on a particular item, and the countdown clock will start. It's great for staying focused on less
exciting tasks and not getting caught up in others when there's a long list of things to do.

Google Docs (iOS, Android, Web Browser - Free)

Google Docs are one of my favorite tools for staying organized. You can work from a Chromebook, MacBook, iPhone, or tablet, and
all of your documents will stay up to date. Not only is it great for collaborating (time that can be hard to schedule), but it also gives
you the flexibility to work from lots of different devices and stay on task no matter what's thrown at you. You can access Google
Docs from a web browser or a dedicated app like the ones revamped for iOS devices last year. There is the option to create and
share folders, making it easy to find that document you're looking for.

Pocket (iOS, Android, Web Browser - Free; upgrades available)

I've shared the reasons for why Pocket is great for keeping track of your personal learning network (PLN). With this app and
website, you can also bookmark different articles to keep them organized for easy reference. You can add tags to the articles you
save so that they're easy to locate or refer back to. My inbox and Twitter feed are full of articles that I don't usually have time to
"drop everything and read," even though I can't wait to check them out. When I finally get that free minute to sit and read, I can use
a mobile device or web browser to access the whole list of articles.

Common Core (iOS, Android, Web Browser - Free)

Carrying around a binder full of photocopies or flipping through pages to find exactly what you're looking for can be frustrating and
time consuming. The Common Core State Standards app by MasteryConnect lets you view the standards offline right on your
mobile device. You can type in keywords and search through the standards or just tap on your screen to jump between different
grades or areas of study. The official website of the CCSS also makes it easy to locate information and is a great alternative to
searching through a pile of papers -- especially when you're on the go.

Sunrise (iOS, Android, Web Browser - Free)

Sunrise is a great alternative to the calendar apps you may be using, or a new one for those of you transferring your paper
scheduling books to your mobile device. It has a clean and crisp interface that integrates with lots of different platforms including
Google Calendar, iCloud on iOS devices, and Microsoft Outlook. Sunrise also connects with apps like LinkedIn and Facebook,
integrating information for a unique experience.

And a Few More. . .

Any.do: Here's a wonderful task manager that helps you keep up with your to-do list.

Dropbox: This cloud sharing service integrates with lots of different apps, helping your files stay organized.

Voxer: You can use this walkie-talkie app for connecting with your PLN or colleagues to quickly share information.
What's missing from this list? Add your favorite apps and web tools in the comments, or share a tip for staying organized this year!

A Look Inside the Classroom of the Future

D EC E MB ER 2 2, 20 14

Over the next generation, whether they work for corporations, small businesses, government organizations, nonprofits, or other
organizations, many U.S. employees will move from working primarily with American colleagues, bosses, and customers for

American organizations in U.S. cities, to being part of global teams. As leaders, they will use technology to bridge geographic
divides, build organizations that transcend borders, and work together with colleagues from around the world on issues such as
climate change, food security, and population growth -- issues that require multinational teams coming together to effect change.
For those whose work is closer to home, the changing demographics of the U.S. will mean that their colleagues, customers, and
neighbors may look a lot less like them, and have fewer shared histories than American colleagues, customers, and neighbors have
shared in the past.
The challenges today's students will face as tomorrow's leaders will involve working more closely across geographic borders, and
with people who have very different backgrounds, beliefs, and experiences. In short, diversity and global citizenship are our
common future.
Will our children be ready, and is the education they're receiving today preparing them for the world they'll inherit in a decade or
two? Skills that globally competent students will require to successfully navigate college, career, and life in the 21st century include:

An appreciation for cultural differences

An ability to understand and consider multiple perspectives

Critical and comparative thinking skills

Problem-solving abilities

Comfort with ambiguity and change

An understanding of globally significant issues.

Based on our work with more than 2,000 U.S. middle and high school educators on building global competence, following are five
core strategies that we've seen educators adopt to effectively create the classroom of the future a classroom that will build the
necessary skills for educating globally competent students, and truly prepare them to thrive as responsible global citizens in the 21st
century.

Students in San Francisco discuss global events.

Photo credit: Katie DelaVaughn

1. Leverage real-world case studies.

It's highly empowering to middle and high school students when we ground pedagogy and curriculum in case studies of significant
global issues that have local impact, and use them to encourage self-directed learning. Here are examples of three case studies -one on drought and desertification in Burkina Faso, one on water issues in Bolivia, and a third on the earthquake and tsunami in
Japan. Leveraging this kind of material and encouraging students to think deeply and creatively about implications, parallels in their
own community, and how they can affect change builds strong critical thinking skills and global context. For additional resources,
check out National Geographic Education's case studies, such as this one on critical issues facing marine ecosystems, or
its Current Event Connection page.

2. Dig into, rather than avoid, the complexity.

Teachers in classrooms that actively build global competence encourage students to wrestle with the complexity of an issue, then
design and implement solutions based on the students' own research. This helps students build an appreciation for the challenges
of addressing both global and community issues. A teacher who challenges and encourages students to be comfortable with
changing environments and circumstances simulates the realities of our deeply dynamic world. While this can be disconcerting,
when coupled with helping students understand that even small actions can have a significant impact, it can be hugely empowering.

3. Regularly practice empathy.

An environment that places a high value on seeking out and leveraging a diversity of perspectives, particularly those with
perspectives that are controversial or significantly different from the students' own, helps them build their "empathy muscles." A
great resource for educators to consult isAshoka's Start Empathy program, which includes an online course and supporting
materials.

4. Use technology to enhance learning and empower students.

Students today have the incredible benefit of using technology not only to access new ideas and global perspectives, but also to
personalize and take control of their learning. Every day there are new technology resources available to help educators make their
classrooms more global and connect their students to new ideas, challenges, and resources that will let them dig deeper into what
they're learning in class. Sorting through all of these resources could be a full-time job, so consider these technology resources to
support and challenge your students, and to build on your current curriculum:

Mystery Skype

Google Earth for Educators

Global Classroom Twitter Chats.

In addition, here's a great Education World blog post on learning world geography.

5. Ensure that reflection is part of routine.

Reflection is regularly cited as a critical and important component of classroom learning. When it becomes routinized is when
educators and students see the most benefit from it. Structured and frequent reflection, which students do both on their own and
with each other, helps them apply learnings to future work. Consider these thinking and reflection routines from the Harvard
Graduate School of Education's Project Zero.

As you consider these five strategies, how close is your classroom, or your child's classroom, to being a classroom of the future?

Taking Charge: 5 Key Strategies for DIY PD

J ANU A RY 8 , 2 01 5

Ineffective and totally useless aren't exactly the buzzwords you expect to come across when
discussing teacher development. However, they're not uncommon. As a member of the education
community -- former teacher, current higher education professional -- more often than not, I hear
friends, colleagues, and peers lamenting about their professional development obligations.
Research shows that professional development helps you become a more effective teacher. There
are a number of journals, such as the Journal for Research on Technology in Education and
the Journal of Education for Teaching, that cite statistical evidence to prove that, yes, engaging
in professional development does increase teachers' confidence and overall teaching ability.
However, the Center for Public Education believes that this research is not translating into
practice.
In a 2009 study, the Center for Public Education released Teaching the Teachers: Effective
Professional Development in an Era of High Stakes Accountability, a national research report
indicating that "most professional development today is ineffective." Ninety percent of teachers
reported having participated in professional development, and the majority of those teachers also
reported that it was "totally useless."
These shortcomings of traditional professional development have caused educators to turn to
Twitter for more interactive, robust, and personalized forms of DIY PD.
Power of the #Hashtag

Teachers are harnessing the power of Twitter and social media to shape their own professional
development. The Journal for Research on Technology in Education recently released two
studies that explored the powerful relationship between Twitter, professional development, and
teachers' self-efficacious beliefs. Visser et al's article "#TwitterforTeachers: The Implications of
Twitter as a Self-Directed Professional Development Tool for K-12 Educators" investigated K-12
teachers' access to, usage of, and perceptions of Twitter. Key findings of the study indicate that
teachers are using Twitter primarily for professional development and improved classroom
practice. They also note that the "culture of Twitter" in teacher-based communities fosters
collaboration and participation.
How and Why Educators Use Twitter: A Survey in the Field (Carpenter and Krutka, 2014)
investigates Twitter's power for teachers, surveying 755 K-16 educators on how and why they
use this medium. The study investigated the three core uses of Twitter:

1.

Communication

2.

Classroom

3.

Professional Development

The results indicated that educators value Twitter's "personalized, immediate nature, and the
positive and collaborative community it facilitated." Notably, 96 percent of survey respondents
said that they use Twitter to share and acquire resources as a means of professional development,
citing "combating isolation" and "finding community" as common themes among why educators
are accessing Twitter more thoughtfully.
I have seen the power that Twitter chats have on shaping professional development. As a
graduate student, former special education teacher, and current community manager
for Teach.com, I use Twitter and #edchat every day to shape my own learning and development
in the education vertical. Whether following conference hashtags, participating in weekly
#edchat conversations, or organizing my Tweetdeck to follow key influencers, I can say that
Twitter has been one of the most significant media in shaping my own learning and development
outside of my graduate program. It was through #edchat that I learned about SXSWedu, and I
will be attending in March as part of a team with Teach.com and USC Rossier.
Hashtags are a powerful tool. They're used to organize jokes (search#NoTeacherEver for
humorous insight into the disconnect between theory and practice), to follow conferences, or to
connect on a common theme or idea. Hashtags are often used as a way to organize a virtual
conversation via Twitter, known as a Twitter chat. Teachers, administrators, and education
professionals around the world are using Twitter chats to expand their personal learning
networks (PLNs).
But What Now?

The numbers and data are great, but what do they all mean? How can we use the findings of
these studies (among others) to enhance our professional development? How can we translate
this research into practice to better inform our own professional development, either in our
schools or on our own? Here are five tips for how to be proactive in your DIY PD:
1. Take Action

Plan to meet with your school principals, administrators, directors, and managers. Show them the
facts. Organize a strategy where you can implement social PD into your traditional PD schedule.

2. Get Connected

Jump on Twitter! If you're not already connected, signing up is easy. After you've signed up, get
yourself involved in Twitter chats such as #edchat,#NTchat (new teacher chat), and other
important hashtags.
3. Stay Connected

Follow key influencers in the education space. @Teachdotcom,@USCTeacher, @cybraryman1,

and @tomwhitby are great places to start.
4. Become an Expert

Socially-driven conferences and seminars are a great place to connect with innovative educators
and learn more about how you can charge of your own learning. For starters, look
into SXSWedu and Edcamps in your area.
5. Read!

The best advice for becoming well-versed in any area, especially innovative teaching practices,
is to read up on key trends. Follow blogs such asEdweek, The Atlantic Education, and NPR
Education. For starters, create afeedly account, a personalized RSS-feed reader that allows you to
collect all of your key resources in one easy-to-read place.
Research

Center for Public Education. Teaching the Teachers: Effective Professional

Development in an Era of High Stakes Accountability (PDF, 631KB). National
School Boards Association.

Visser, R., Calvert Evering, L., & Barrett, D. (2014). "#TwitterforTeachers: The
Implications of Twitter as a Self-Directed Professional Development Tool for K-12
Teachers." Journal of Research on Technology in Education, 46(4), 396-413.

Carpenter, J., & Krutka, D. (2014). "How and Why Educators Use Twitter: A
Survey of the Field." Journal of Research on Technology in Education, 46(4), 414434.
MIC HEL LE MA NNO'S PR OF ILE

DIY Professional Development: Resource

Roundup
Why wait for a formal workshop environment to start improving your teaching craft, when there are so many opportunities
to build your network and learn new skills on your own? We've compiled a list of the best resources for do-it-yourself PD
to get you started.
By Edutopia, Ashley Cronin
OR IGI NA L LY P UB LI S HE D: D EC E MB ER 13 , 2 01 2 | U PD ATE D: APR IL 2 , 2 01 4

With our current school structure, it's no wonder teachers are creating our own PDs outside of
whatever our school districts offer us. Not only do we lack a real sense of what professional teachers
need / want, but we're still under an archaic model where we believe student learning is linear
instead of jagged, oft scattered progressions. If they progress at all.
In school structures today, we have slots for different types of days off. Besides the summers and
holidays, we can take sick leaves or personal days, each with their own set of regulations we must
absolutely and utterly adhere to, including doctor's notes and the like. Professional development
comes in many forms, but schools have often had to find ways to provide it, whether through
scheduling teaching experts in their own schools or letting a set of teachers go to a "paid"
professional development session somewhere out there. Big conferences and small meetings all
technically go towards the same goal, and that is to help teachers develop skills and transfer it to
their students, perhaps sharing things from those meetings.
Yet, there's a new type of professional development that's arisen from connected educators. I'm
calling it a third-rail professional development, a hybrid of tech saavvy and a healthy dose of
networking can make for professional development that neither stagnates nor overbears. The thing
with PD right now is that, no matter how creative central offices try to be, teachers still come out of
them feeling like they learned nothing of substance when they hoped for at least a nugget of
information. Principals want something tangible to come from these meetings, often choosing only a
select group of people to attend these things and expecting a boost of some nature from kids.
Yet, those of us who see this third possibility, the hybrid, aren't always given either the professional
respect or the space to pursue this. Being at the forefront of any movement is tough, but we have to
push an agenda that validates our efforts as teachers.

Of course, the question is, "Vilson, so if that's the case, don't students suffer when teachers are out
of the building for an extended period of time? Shouldn't students always have the teacher in front of
them in order to learn?" This philosophy has plenty of holes, but I'll only address one: why do we
have school structures that allow teachers to follow a prescribed set of PD sessions and miss as
many days as they please, but doesn't allow for teachers to create their individualized PD plan at no
additional cost to the school?
It's bizarre, and perhaps you all can help me think this through. In the meantime, the wedge I sit in
between teaching and leading continues to wax and wane by the day ...

Money Triple Venn Diagram

rasp. Not only do you have to memorize how much each coin is worth, you also have to learn how the various coins
relate to each other. Before any of this can happen, you have to learn to tell the individual coins apart. Help this
process along with our pocket change triple Venn diagram activity.

What You Need:

Paper
Marker
Coinsa penny, a nickel, a dime and a quarter

What You Do:

1.

Draw the Venn diagram using the example in our photo to help you align the three circles.

2.

Now hand your child the penny, the dime, and the quarter. Help her label the diagram accordingly with one
circle titled penny, another dime, and the third quarter.

3.

First, compare the penny and the dime. How are they alike? Your child should write these traits in the
portion of the diagram where the penny circle and the dime circle overlap. How is the penny unique? Write
that in the part of the penny circle that does not overlap with the dime circle. Repeat this process with the
dime, recording how it is unique.

4.

Now compare the penny and quarter, writing out how they are similar and how the quarter is unique. This
will be similar to the comparison between the penny and the dime.

5.

Now compare the dime and the quarter. They will have more traits in common than either had with the
penny.

6.

As you work, you may want to cross out some of the things written in the unique portion of each circle.
The dime has ridged edges but so does the quarter. Thus this is a trait they have in common and not
something that makes them completely unique.

7.

This is the tricky part for a triple Venn diagram. How are all three coins similar? Write the coins shared
qualities in the area where all three circles overlap.

Expand on this activity by comparing a dime, nickel, and quarter. What goes in the central space now?
By Sue BradfordEdwards

Updated on Sep 17, 2014