RAFT - Want Ad

Lately we have been studying the Middle East in my social studies class. I've been a bit disappointed with how little my students know about the current situation in the Middle East. At first, I tried to make learning about the history of the Middle East interesting by referring to the current events in the Middle East....but they weren't familiar enough with them to make the connection! This is when I realized encouraging students to watch the news was a major priority.

After students watched the news, we made Middle East bookmarks with colored pencils. Students needed to write a few facts about the history of the Middle East, a few facts about what is currently happening, and a few opinion statements about the war in Iraq. This was a non-threatening art activity to get their minds working. The next day, after teaching on the Middle East, I had students complete a writing to learn activity.

I designed a "want ad" RAFT for students to complete. It's a great format as it takes little time, but like a cinquain, shows a lot of content in just a few words. Once my students got the gist, they loved it. I had them write want ads for "peace in the Middle East", the elusive desire and news catch phrase. I found that my students, after watching the news, have a much firmer grasp of how terrorism relates to the World War II Jewish plight, and to the independence movements which rocked the area. I found the RAFT activity a great summative assessment. More proof that writing to learn is a worthy strategy for content classrooms!

The Red Tape

I've been trying to reflect on my experiences student teaching...now that I have time!!! One thing that has really struck me is the amount of red tape that hinders teaching. I know we've all heard teachers say this a million times before, but I've just been astonished by how true it is. I think many times this red tape gets in the way of what it was designed to help! For example, I've been sitting in on some IEP meetings lately since the end of the year is near. As you probably know, a classroom teacher is required to sign the IEP meeting minutes. Well, I'm sure this rule was designed to "force" teachers into being part of the solution. But instead, many teachers who would have sat down and been willing participants out of their own good nature now hurriedly run in, sign the sheet, and leave...because that is all they are required to do. No where does it say they are required to care...so they don't. When they were simply required to act in good faith, they did, but now they simply follow the guidelines that they are constantly strangled with. There are other red tape concerns to, especially with ESOL students. We have one student who could care less, and who refuses to do any work. But, no one wants to fail him because of the red tape paperwork they would have to do. So, instead this student keeps passing even though he can hardly add or write a complete sentence.

I really don't have a solution to the red tape problem. I wish I could say to the district, "just let us do our job...let us care on our own." However, I know there are teachers who won't care. Too bad there can't be a caring PRAXIS test. Either way, when I look for a school to teach at, I intend to look for one with as little red tape as possible. I want to enjoy my job, and my students. Hopefully I'll be have to do that without having everything be legislated for me.

A Breakdown in Literarcy

In Pickens County there seems to be a lot of transfers between schools. Students seem to come in and out of Edwards from Pickens Middle and Liberty Middle especially. This is one reason our country is moving to curriculum mapping, but that is not the purpose of this post. The purpose of this post is to discuss a particular transfer student I came into contact with, I'll call him John.

John transfered to Edwards from Liberty in January right after I started student teaching. John didn't create any behavior problems, like many transfers at this point in the semester have. He instantly got a girlfriend, and seemed to fit in. Only after the first few times I taught did I notice the problem. John is nearly functionally illiterate. He could not hardly read off notes of the board, and had to directly copy his neighbor's letter for letter. When given tests, he just stared there for multiple class periods. I soon found out that John transferred schools every two or so months due to his family's moves (other wise called rent-avoiding).

After I learned of John's problems, I tried to give him extra help. I read tests to him, and worked through critical thinking exercises with him. When I discussed my concern for his illiteracy with the other teachers, they seemed kind of fatalistic about it. They felt he had just missed that skill, and it was really too late for him to obtain it. I had a hard time accepting this, and continued helping him. Unfortunately, two months into the semester he was transferring again - back to Liberty!

Clearly John is missing out on many skills by constantly changing schools, and I was at first angry with his parents. Don't they realize what their bad habits are causing? John is failing every class, not because he is slow, but because he hasn't had a chance to even learn to read! Then, I got mad at our district and school. Edwards seems quick to TRY and get students out, transferring them as soon as they find out they moved. Why can't we just keep them? Why is it so important to put them in the "correct" school that we are willing to sacrifice their mastery of basic skills? Especially with students like John that aren't a behavior problem...

Something needs to be changed. Students like John are falling through the cracks, and we as a society have an obligation to them. We need a new system. Perhaps if a student stays through the first nine weeks, they could stay the rest of the year no matter where their family moves. The system is hurting John, and I hope his situation will not be mimiced by other Pickens County children.

Writing to Learn - Research Papers

I recently had my students do a major research paper on different topics of the Vietnam War. I find the Vietnam War really interesting because of all the facets of that time period - everything from protests to Watergate. Since I learned to like it from studying specifics of the War, I thought my students would enjoy doing the same. At first my students complained about having to write a paper, but they soon came to love their topics. I used Dr. Gillis' motto of "Students need a choice and a voice" to frame this paper. I gave them many topics to choose from, all of which were somewhat applicable to their interests. I also gave them free reign to share anything on that topic they desired with me. I encouraged them to have an opinion!

One reason I wanted my students to do the paper was that it gave them a chance to build literacy in terms of using the Internet and using hard copy reference sources. I gave them each a day in the computer lab and a day in the library. It was fun to see them work so quickly and efficiently in the computer lab, and I enjoyed the opportunity to help them learn how to use the index and other search functions of reference books in the library.

My students papers were awesome - I learned a ton about all of their topics. Even after several years of studying this topic, there is still so much to know. I was careful when grading to note when students discovered facts I wasn't familiar with, so that they could take pride in "out-smarting the teacher."

It was interesting how many students who often suffer on my tests outperformed their peers on these papers. It drove home the fact that writing can do so much to teach my students. They really have to take ownership over the topic in order to be able to write two pages about it. Reflecting on this assignment, if I were to change anything I would try to make the assignment more differentiated. Many of my "advanced" students flew through the research, and then seemed bored to tears for the second half of each class. However, for students who weren't literate with research, they could have used more time. In the future, I think I might assign an advanced topic list, which students could pick a harder to research topic from and in turn receive extra credit for tackling it. I would not single out students to pick from this list, but let anyone who wanted to pick from it. Many of my advanced students would like this challenge, and it would ease their boredom.

Study Guides - To Use or Not to Use

Now that I have been full time student teaching nearly 8 weeks, I have had the chance to review my students for three major tests. I have used three different techniques for the reviews as well.

For the first test, I used a Jeopardy game set up. This method was very time consuming for me as I had to write all the clue cards. It also required me to either give students the exact questions, or come up with new, but similar, questions. It also did not ensure that all students "got" the review, as many were unengaged.

For the second test, I made a fun review guide, which include graphs, charts, and matching exercises. I also included a vocabulary word game. I had the students do the review in class the day before the test. I think students enjoyed the review, but many continued to talk and were not really concerned with getting the review finished.

For the third test, I gave the students they study guide to complete at home, and allowed those who completed the review the chance to check answers together in class. Students seem to stay focused, but some of the slower children were not nearly able to finish.

For reviewing, I have a hard not forcing my students to take responsibility for their learning. The whole "study guide" idea just seems counterproductive to me. Shouldn't 7th graders be able to synthesize what they have learned? Why should I summarize their notes and text for them? However, we are expected to do this. My teacher makes me do a study guide, and makes me give the students the answers. Why would they do the guide if they know I will give them the answers as the end of class?

Reflecting on my use of study guides, I'm not really sure where to go from here or in my own class room. I want my students to be prepared for the test, but I don't feel like I can trust them to compile information on their own. However, that is a skill I want to teach them - but is it worth compromising content knowledge? Before I make a policy for my class room, I think I will review some of the research on test review techniques. Perhaps I could put certain students in charge of writing certain parts of the review? That may engage and provide learning in compiling information.

Adaptation of Interactive Lecture

Per our class wide discussion on lectures and note taking last week, I tried out the interactive lecture technique today in class. The topic was India, and I used a slightly adapted version of the technique recommended. I had a blank time line on the board when students arrived in class, and had them copy it down along with the title "Indian Independence Time line." After the majority of students were done copying, I asked them to open their textbooks to the section on Indian Independence. I then had them "preview" the chapter, as discussed in our reading class a few weeks ago, to find the dates I had listed on the board. I then gave fun size candies to students who correctly identified the date. We all filled in the time line as we went along. I used this technique to do a couple of things. First, I used it as a focusing activity. Second, I used it to build intrigue and curiosity about the content. Third, I used it to familiarize the students with the spellings of several odd terms that would be used during the interactive lecture.

I then had students turn over their time lines to take notes alongside my lecture in an interactive way. I talked, and they listened. To keep them on track, I kept the time line on the board as a reference. I covered about half of the time line events, in about 10 minutes, and then had the students write some. They then shared with a partner. I repeated the process one other time.

I feel that students did learn how to take notes more productively from this exercise. But I was disappointed by their continual lack of interest. Some seemed a bit more pulled in then during PowerPoints or copying notes, but they weren't as engaged as I would have liked. I also worried that some students, especially in one of my classes with some low-achieving students, weren't getting everything down. However, I think the fact that they were forced to be responsible for their own learning and note taking counteracted that.

I plan on using this strategy again. I liked pairing it with the time line since I think that gave me some assurance that at least the basics were in the students' notes. I'm not sure this is the perfect lecture method yet, but it is a good trick to have in the bag. I plan to improve on this technique by using this form of lecture on a more interesting topic, and see how that goes. I will then be able to accurately reflect on whether the method would be more successful with other content.

Cinquains in Social Studies

This week I taught about the effect of the Cold War in Asia, focusing on the countries of China, Korea, and Japan. After teaching my students the ways in which they were similar and different, I had them work in groups to create pie graphs on the extensive Japanese export market currently in place in the world. I now wanted an activity that would really bring back the differences between the three countries. I decided I might try having the students write a cinquain on each country, as opposed to my normal assignment which would be to have the students write paragraphs comparing the three. I felt three cinquains would capture the same information, but allow the students the chance to write less.

I provided the "formula" for the cinquains on the board, and walked around helping students write their first one. They then wrote the others for homework, or independently in class. I found that the cinquains were a bit below the level I had hoped. Many students described the country in general, rather than providing content about their experience in the Cold War. I can understand why students did this, as they are probably used to having a lot of freedom with poetry in the ELA class. So, I think in retrospect I should have given even more guidance, perhaps even writing the first one on the board, and sharing my thought process with them. I even may have encouraged them to use the country's name for the first line, and the phrase "Cold War" for the last line of each poem. This would have kept the fact that they needed to focus on the country's role in the Cold War.

I still feel good about the role of cinquains in the content area, but think I need to provide more guidance next time - until the students are comfortable with the technique. I think the cinquain could certainly be helpful to all content area reading teachers as it provides a creative means for students to show what content they have mastered. And, I believe the technique will produce better writers.