Is handwriting still important?

If you teach languages, you have likely had the conversation with other teachers about whether or not to teaching cursive handwriting. In our digital age, is this still a skill we should prioritize? Research suggests there is an important relationship between the mind/memory and handwriting, yet teachers speculate if they should justify the time it takes for students to learn this skill. I wonder if it should be taught in art instead? This video challenged my thinking and it may challenge yours too.

Happy "boring" summer?

Recently, due to the ubiquitous use of technology and its distracting nature, scientists are debating the importance of boredom. Some neuroscientists, including Susan Greenfield, argue that so-called boredom provides time for students, all of us really, to figure out who we are and what we believe. That seems pretty important, doesn't it? Teachers especially need some of this personal down time. Therefore, we hope you and yours enjoy a little bored time this summer. We think cartoonist Grant Snider would agree.

A happy summer to all!

Write to be Right?

We teachers may not realize it but for students, their school writing is typically scrutinized. Summative writing tasks are more high-stakes, focused on learning to write. So students tend to write to be right.

Yet creating product is only one purpose for writing. Students also need time to write to explore, to think, to test and try ideas. Writing to learn is valuable too because it helps students activate their own thinking, generate their own ideas, and reflect on their own learning. Not only does it provide much-needed time to practice writing without heavy scrutiny, the generated content can be used for other writing purposes and for small and whole group discussions. So where might low-stakes writing fit into your lessons, and how might it improve student engagement toward writing?

How to Find your Voice

As Grand Snider's most excellent cartoon reveals, finding your voice requires many attempts, some successful, some not so much. Like the cartoon suggests, we educators find our voices in the voices of others: great thinkers, administrators, colleagues, favourite authors, scientists, engineers, mathematicians, our own favourite teachers and so on, but we must always remember that it is by listening to our students that we will find many of the answers we're seeking to empower ourselves.

Child's Play?

Many of us heard this when we were children: "Well, you certainly have a good imagination!" Such a great compliment! But imagination is definitely not so-called child's play. It's a strength we teachers can empower in any and every student at any age. Why? Science says it literally builds the brain. Watch the video for the latest research and consider using visualization techniques in your classes to enhance that brain-building. Plus, it's just fun.

Think Left & Think Right

Dr. Seuss taught many of us as children to "think left and think right, think low and think high, oh the things you can think, if you only try."

Teaching students to think means teaching them to self-assess. This requires a clearly defined process that can be repeated to mastery. No matter the grade, the process is essentially the same. This Arts example provides some great direction regarding that process.

For more information and resources, click here.

Nice?

photo source

"Just be nice."

How many times have we heard this? How many times have we used this word to encourage peace among others? And yet, the word is so vague. It's also a missed opportunity. 

In her Grande Prairie Ted Talk, Christine Ayling describes the Virtues Project and the profound effect it has had on her career and her life and most importantly, on the people she counsels and supports through trauma and struggle. Ayling recommends eliminating the word nice from your vocabulary. Why? When we eliminate the word "nice," suddenly we use more specific, more apt words. These better words describe the qualities we see in others, qualities we want to foster and develop and affirm: virtues.

Instead of describing someone or something as nice, why not seize the teachable moment and offer some insight to our students and colleagues, some feedback that can truly impact their greatest strengths, their virtues. Why not identify, recognize and affirm

• gentleness?
• discernment?
• tolerance?
• cheerfulness?
• humility?
• respect?
• honour?
• courage?
• cooperation?
• endurance?
• patience?
• confidence?
• tact?
• mercy?
• optimism?
• faith?
• perceptiveness?
• flexibility?
• empathy?
• truthfulness?
• wonder?

Indeed, why not? Have a nice virtuous day friends.

Time to think?

Renowned speaker Zig Ziglar said, "lack of direction, not lack of time, is the problem; we all have 24 hour days." We've all heard people say, I don't even have time to think! Yet it's true--we all get the same 24 hours. Perhaps that thinking time is what's truly missing?

What if we stopped managing time and made time? Be makers people, be makers.

Here's to wishing you some much needed think-time!

What do you love about teaching?

Recently we coaches spent a day with our new staff (a wonderful combination of both beginning teachers and teachers new to our school division) at our orientation call-back day. We asked them: what do you love about teaching? We think what they said is good inspiration for all teachers. 

• I love the dynamic atmosphere of the classroom, things aren’t the same from one class to another or even one day to another in the same class.
• The student process from “I have no idea what I am doing” to “I got it!”
• Building relationships with students.
• I learn a lot in the process of teaching.
• I love meeting new people.
• I love creating relationships and seeing the light in a student’s eyes when they come to an understanding!  (epiphany)
• Seeing “the lightbulb” come on for students.  This moment is WHY I teach.
• The moment when everything clicks!
• I love smiling faces you encounter every day :)
• I love being creative - I get paid to be creative!
• AHA moment, I get it, Yes!
• I love interacting with the students; being able to hear and respond to what gets the students questioning.
• I love seeing the students learn and apply what they have learned outside the class.
• I love meeting students years later and they have a “remember when we…” story.
• The contact with the students.
• Having an impact on children’s lives and having connections with students.
• I love the schedule, always doing something new, working indoors during winter, the amount of resources for professional development.
• The enthusiasm some kids have for the material.
• Being able to share my faith everyday and celebrating our “God moments” together as a class.
• Being with children.
• I love going to work each day and finding I learn something new.

What do learners pay attention to?

source

This past July, SHIFT published their 10 most effective engagement strategies for e-learners. However, they seem quite applicable to any type of classroom.

Based on our teaching experience, our top five favourite go-to engagement strategies were
1. stories
2. visuals
3. emotions
4. controversy
5. contrast

Which ones are your favourites? And to switch things up, what would you like to try next?

For more information and resources linked to each strategy, click here.

Remember books?

Need a laugh? This video might help with that. For junior/senior high teachers this video might also engage your students' critical thinking skills and open a good conversation about technology or literacy. And if you teach irony or satire or debate, this video asks a great question about our modern society: what are we forgetting how to do? Maybe even have your students create a how-to parody video of their own. What would be the topic?

A Terrific New Word for Learning!

BIG IDEA: Iteration is the act of repeating a process with the aim of approaching a desired goal, target or result. Each repetition of the process is also called an "iteration," and the results of one iteration are used as the starting point for the next iteration.

Think about that: what a great to summarize teaching and learning. Wouldn't this be a better way to shift student mindsets about the concept of failure? It certainly underlines the notion that "a mistake is an opportunity to learn." Plus, if you consider fractals, it's a rather beautiful thought too:

 What role might iteration play in your classroom this year? 

Poem in your Pocket?

This video underlines the fact that there are so many wonderful things to experience, exciting places to explore, and compelling things to learn. Learning should be fun and it should be shared.

April is National Poetry Month in a variety of countries. What if your school held a "Poem in Your Pocket" Day sometime this month? It is certainly an opportunity to help instill a love of poetry but it could also be an authentic engaging learning experience in writing, social skills, speaking, listening, building community and more. What if your students shared just a few descriptive words (maybe in the classic haiku form) about what they're learning and why it's exciting? Find info here.

Asphalt whizzes by

Spokes sparkling in the sunlight

View from handlebars

~H.P. Clamann

The Day they Discovered Pi...

It's Pi Day again tomorrow! (In fact, since this is the 3rd month of 2014 doesn't that make this PI MONTH?!)

Sometimes nothing engages students more than a cheesy song about math, right? Especially BECAUSE they know they can create something MUCH, MUCH better! And that's exactly what should happen to push that learning into long term memory:

"They rhythmic repetitions and content-packed nature of music make it a very effective mnemonic device for learning new material...[or summarizing learned material]. Remember that the students' creation of the [song], not it's presentation to the class, is where the greatest learning occurs." Rick Wormeli

For Pi Day and other resources check out Edutopia. Happy Pi Month!

5 Ways to Make Stuff Stick?

At our ATA PD day last week, Rick Smith shared strategies from his presentation 50 Ways to Leave a Lecture.

We appreciated this slide for its use of differentiation and its potential for tiering. It highlights some of those strategies and the five modalities teachers can use to pause the lecture and have students interact with the material presented. In other words, five ways to make stuff stick.

High, medium or low?

Many teachers have strategies intended to elicit deeper thinking. One teacher in our school division was willing to share her high-medium-low strategy.

Maybe this could work for you too? Based on Blooms, the verbs on each poster say it all: moving from red to green students increase their ability to connect, infer, apply, demonstrate and evaluate their learnings. Posted in her classroom, she challenges students to think, question and apply their learning on these three different levels.

It reminds us of a questioning strategy useful for any grade but especially younger ones: thick and thin questions. Click the links for more information or to see a teacher-created poster using thick and thin questions.

HFCRD37 teachers can also search for strategies and resources in our coaching toolbox on the S Drive. Or check out our prezi on questioning.

Students "Make their Mark" with The Dot

September 15 is International Dot Day. Are you ready?

In the spirit of creativity and innovation and just plain fun, one of our favourite authors is getting globally connected with International Dot Day.

The Dot is the story of a caring teacher who dares a doubting student to trust in her own abilities by being brave enough to “make her mark”. What begins with a small dot on a piece of paper becomes a breakthrough in confidence and courage, igniting a journey of self-discovery and sharing, which has gone on to inspire countless children and adults around the globe.

An annual event, students all over the world are "making their mark." Find resources here. The video below, a "motion piece" by Pat Malley, was inspired by the book by Peter H. Reynolds.

Is the correct answer the best answer?

Both key 21st Century competencies, creativity and innovation are real-life, value-transfer skills too. This video suggests that sometimes, searching for the correct answer can stifle creative thinking. What do you think? And how might this apply to creating a competency-based classroom for your students?

Plus, wouldn't this be a fun activity in your class?


"When There is a Correct Answer" by Elad Segev & Odelia Kohn-Oppenheim