student choice – Page 13

I did not know what I was doing when I decided to change the way I taught. I did not know that somewhere out in the education world there was already a term floating around for some of the ideas I had for change, a term that would capture so many of my ideas in one. It was not until a few years of blogging about the changes I had made that someone left a comment on my blog suggesting I learn more about personalizing learning because it seemed like that is what I was talking about. That day, as I googled the term I realized that in my endeavor to create passionate classroom, I had indeed been personalizing learning for all of my students. I was seeing them all as individuals and trying to cater our multi-faceted classroom to fit all of their needs; personalization at its core.

Yet, now when I see all of the discussion of personalized learning, I do not really recognize the term anymore. Over time the term has become associated with technology-laden, self-paced learning, preferably on a device, with little adult teaching and much more student autonomy. While I recognize the inherent good in those components, those are not the powerful aspects of personalized learning and I worry what will happen to those that attempt to personalize learning if they think this is all it is. Because personalizing a child’s learning is so much more than a device, or even a student figuring things out by themselves. Instead it is about knowing your students so well that you can help them navigate their learning journey. That your students have ample opportunity to find out how they learn best and then implement this knowledge as they master the curriculum we have to cover. It means that every child has voice in what they do and that the teacher knows their students well enough to help them grow.

When I wrote my book, Empowered Schools, Empowered Students, as well as Passionate Learners, I kept thinking about the type of environment that I would have thrived in as a child and that my own children would thrive in now. I kept coming back to a few tenets that used to be a part of personalized learning but seems to have gotten lost in the powerful PR campaign of Personalized Learning in 2015. Those tenets are so simple that we often forget to plan for them or even consider them as we craft our curriculum.

The five tenets of personalized learning:

Student Voice.

So much of what we do is about promoting the voice of our students and yet while we ask the world to listen to what our students have to say, we often forget to listen ourselves. Therefore, for any personalized learning journey to be successful, we must start to ask the tough questions. I ask my students what they dislike about school, what they dislike about the subject I teach. I ask them when they started disliking school and why. It is not just to have students feel validated in their emotions, it is so I can work with the demons they bring into our learning environment. If a child dislikes school because they feel powerless then I can combat that dislike by giving them power back. If a child dislikes school because they find it irrelevant well then that becomes my mission for change. If we do not ask our students the tough questions, and also figure out what part we play in their disengagement, then we cannot change it, we cannot personalize. So the true journey into personalized learning begins with getting to know your students really well and then acting on the information they tell you.

Student Choice.

Choice, of course, is a must in any type of class or curriculum, and yet choice to some means chaos or that every child is doing their own thing. Choice can vary depending on the day, on the task, on the curriculum to conquer. Choice does not mean that everything needs to be a free-for-all but instead that choice is always present throughout the day. Choice starts with choice in learning environment. It is time to stop dictating where students sit in the classroom. It is time to stop dictating that all student sit while learning. Choice involves how they learn something, so for some that may mean by listening to a lecture, by working with a partner, by using technology to uncover information. Students must be exposed to many ways of learning so they can discover how to navigate all of the ways, as well as determine how they learn best. Choice also becomes in how they show mastery. I always have a laid out path for students, as well as one where they build their own. Students needs change and so their show of mastery has to change as well. Finally, there must be choice in when they show mastery. Children learn at different rates and so we must find ways within our curriculum to allow for re-application of content if a child had not mastered a standard earlier. Yes, there can be deadlines and cut-off dates, but please allow a child to circle back to a previous standard if they have grown in it.

Student Planning.

This is one of the biggest things for me when I think of personalizing learning. We cannot plan our lessons in isolation anymore, at least, not all of the time. We can certainly be the gatekeepers of where we need to end up and we can also bring our ideas to the table, but at some point, please allow for students to plan with you. It is simple yet so powerful when we discuss our learning goals and then plan together how we will reach them. I have always been inspired by the ideas that my students have brought to the table, as well as been educated on how students learn best. You do not have to do it all of the time, but take the chance and ask students how they would like to cover something, I guarantee you will be surprised at just how much wherewithal the students will have as they work through this process with you, as well as the increased engagement and buy-in simply because they crafted part of the lesson.

Student Reflection.

When I moved to 7th grade, I remember feeling the rush of the curriculum constantly. With only 45 minutes to teach, and oh so much to cover, there was no way we would ever have time to reflect; yet, I discovered the true power of reflection on the days where my lessons were met with disdain. It is easy to dismiss an eye roll or a groan, but when a majority of a classroom participates in such displays, it is our cue to stop and ask why. So reflection became a natural tool for us in 7th grade as we personalized the curriculum that we had to cover. I had to find out how my students felt they were doing. I had to find out what their path forward would be, and that started with a journal and a prompt. Sometimes rather than a written reflection we would speak; as a group, in partnerships or one on one with me. The prompts did not change much throughout the years; how are you doing, what have you learned, what are you working on now? And yet as the conversations grew, so did their understanding of what they needed and where they had to grow. Personalization to me means that a child knows how they learn best and that is not something I can tell them. I can offer them hints and I can point out things they may have missed, but at some point during our very busy days, reflection has to be done so that students can decide their own path.

Student Action.

This final piece is one that gets a lot of attention it seems because this is where personalized learning becomes a thing of beauty; when our students start to change the world. When our students make, create, and have authentic purposes. Yet, student action, to me, is an inward piece as well. Yes, I want students who have a voice in the global education debate, that is why they blog, but I also want students who know how to advocate for themselves as human beings, and as learners. I want students who can successfully navigate tricky conversations and come out feeling like their voice was heard and respected. I want students who when they see a problem, do not just think about it, they do something about it. Whether that problem is a global one or a personal one. So involving students in action, setting up situations where they can see the impact they may have, guiding them through tough conversations, becomes part of personalized learning as well. I have realized that part of my job as a teacher is to help students discover the tools they already have to help them learn best, even if they are faced with an environment that allows for little personalization. I need to help them discover what they can do to make it better for themselves and for others. I need to help them see that their words have power as well as their actions.

So if you are starting on a journey of personalized learning, keep these tenets in mind. Sure, add on the technology but do not make it the focal point. That is not the point of personalizing, however, it can enhance it. Personalizing learning is the key to keeping students engaged and curious, but it also means that there is not one system to follow. Instead, spend the time to truly discover who your students are and help them find their path. Be the teacher that made a difference, not just because you cared about them, but because you taught them how they could be better learners. Our jobs have never been just about covering curriculum and personalizing learning reminds us of that.

If you are looking for a great book club to join to re-energize you in January, consider the Passionate Learners book club on Facebook. We kick off January 10th.

aha moment, being a teacher, being me, Literacy, questions, Reading, student choice

The Questions to Ask When The Kids Aren’t Reading

December 17, 2015December 17, 2017 Pernille Ripp

I met my first book abandoner my very first year of teaching. Yet, he was not your average run of the mill book abandoner. No, he was the “look you straight in the eye and ask you what you are going to do about it” kind of abandoner. So I did what I knew best; forced him to read the book and not allow him to abandon it. And he did what he knew best; fake read for a good amount of time, skimmed a few pages, and failed the book report as well as the presentation. Repeat with every book. I don’t think he ever read anything beside Diary of A Wimpy Kid that year, and that was even under the radar.

Everyone has these types of readers. The ones that abandon because they hate to read. The ones that abandon because they cannot find a great book. The ones that abandon because they get bored. Some years we have a lot, others not so many. So how can we heal break the abandonment cycle? How can we help these kids help themselves? Well, there are a few questions we can ask.

Do they have choice? Because if they don’t, then that is the very first place we start. And not limited choice based on levels or lexiles, but real honest-to-goodness choice where they get to pick their reading materials.

Do they have time? If little time is given to reading then we are expecting them to do something they may not like outside of school. The chances of that happening are pretty slim.

Do they have access? We know that students need great books in their hands. We know students need great libraries, but they also need books in our classrooms. And not old, worn out books, but new, enticing, high-interest books that they can check out easily.

Do they have people? Is it cool to not be a reader in their friend group? Who do they have to talk books to? Do they have reading role models that extend beyond the teacher? Get them connected in a meaningful way with others that read.

Do they have reason to read? And by that, I don’t mean because of a prize or a reward. Do they see any kind of gain from reading? Is anything positive connected to the art of reading? Will it actually make their lives better or is it just one more thing to do?

Do they have different ways to read? Reading is not just done with our eyes but also with our ears, so if a child is constantly abandoning books get them hooked on an incredible audio book. This has changed the reading path of several of my students in a profound way.

Are they hiding their true ability? I have taught several students that could ace their reading assessment, mostly because it had been given to them so many times, and yet had a large gap in their skills. So is their book abandonment masking a larger problem such as not actually understanding what they are reading or not having the stamina to stay with the story?

Are we making them do things that kill their love of reading? When students abandon books a lot, it is a sure sign that we need to reflect on our own practices. And not just skim over that reflection and pretend that everything must be ok. Are reading logs killing their love of reading? Are programs liked Accelerated Reader or LLI? Are we constantly asking them to do things with their reading?

Have we asked them? This is the biggest because too often we try to figure out why a child is abandoning books and we never ask them why. Not beyond the “What didn’t you like about it?” So instead we must give the students a chance to discuss or reflect and really start to study their own habits. What patterns do they see? What types of books might they like to read? What can they do to change their habits? Students need to feel empowered in their self-reflection because otherwise, their pattern won’t change. They also need to set goals and then be able to honestly assess their own progress.

Do they see themselves in the books? Such an important question asked by Dr. Jenn Davis Bowman. Because we need diverse books for all of our kids and if students cannot connect with what we have in our library then they will not read.

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child, out August 2017. This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block. If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book Passionate Learners – How to Engage and Empower Your Students. Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

aha moment, being a teacher, student choice, student driven, students teach me

Planning for Flow in the Classroom

December 11, 2015December 10, 2015 Pernille Ripp

Our classroom has been silent the last few days. A stillness surrounding the students as they sit in thought, only interrupted by the occasional whisper. I have felt rather useless, not teaching, barely speaking, and yet. That stillness has been a sight to behold. The stillness has been profound as students have sunk deeper and deeper into the work asking me to not interrupt. Asking me to let them work. And I have listen, and I have watched, in awe of what has unfolded.

My students have reached a state of flow. That mental state where you are fully immersed in what you are doing and your brain is working optimally. That zone that we teachers hope to develop every day so that students can learn deeply. Yet ask most teachers whether their students reach flow daily or even weekly and they will tell you no. Their days are too disjointed, we have too much to cover, too many things to do. It seems as if we don’t have time for deep thinking these days.

So what changed in our room these past few days? What changed for it to become this way?

I stopped doing an all class mini-lesson. Instead, I have been pulling kids one-on-one as we work on their specific need. The children that need extra support sit close by every day so that I can support them whenever they need, others come to me for help or I come to them. That doesn’t mean there is no need for mini-lessons, just not right now for this unit.

We brought in music. I always marvel at the students that can work intently while listening to music, yet year after year, I see it happen. So some students listen to music as they work, submerged into their own world the music allows them to shut everything else off. It heightens their focus, even though I will never understand how myself. Music allows works wonders for those that tend to interrupt, they focus on their music rather than others.

They sit where they want and work how they want. Some students are inn bean bags, others move tables. I have a students that goes to the team area every day to work. Some type, others write. Choice surrounds us as students figure out how they work best and it allows them to get comfortable.

I spoke more quietly. I can be rather loud as a teacher, so lowering my voice was not something that I often remember to do, but in doing so I have modeled it for my students. They know to whisper, they know to not disturb others.

We speak for a few minutes before we start. As students get ready, as students get settled, instructions and reminders are given. And then I say, “Settle in, settle down.” I repeat as necessary, almost like a mantra, as the quiet slowly takes over the room.

The lights are off or low. I have the most amazing window that allows a lot of natural light in. Most days we have no overhead lights on and the simple dimness of the room signals to the students that we are in a quiet work zone. The feel of the room from the moment they enter allows them to transition into the quiet, into the deeper thinking zone.

I don’t interrupt. If a child is deep in thought, I think before I conference with them. Perhaps today is not the day to check in, perhaps a glance over their shoulder is enough? Too often our helpfulness interrupts flow rather than enhances it. I leave a note for myself of who I need to meet with and keep track with check-marks. I confer with every child every few days, sometimes just not on the day I had intended.

The first day we reached the state of flow, I was giddy, and yet also filled with trepidation, would we be able to reach it again? When it happened again the following day, I started to pay attention. The words of my students continue to surround me; let us work, give us time, teach us individually if you can. and I try, and we work, and every day I marvel at the quiet, thankful of the thinking that is happening around me.

Note: I’m co-writing a book with John Spencer about flow in the classroom and student engagement. Go read his blog for great ideas on how to create environments where students are engaged. Then go and check out any of his projects to be inspired further.

If you are looking for a great book club to join to re-energize you in January, consider the Passionate Learners book club on Facebook. We kick off January 10th.

assessment, authentic learning, being a teacher, collaboration, No grades, student choice, Student dreams, student driven, student voice

Ready to Re-Ignite Your Passion? Join the Passionate Learners Book Club

December 9, 2015December 29, 2015 Pernille Ripp

With the bustle of December and all of the year-end blog posts starting to be released, the end of the year is fast approaching. But with that end also comes an inevitable beginning; a January that calls for re-invention, renewed commitment, and also the energy to try new things. I do so adore January for all of its passion and courage.

It is therefore that I am pretty excited to share that the first ever official book club for Passionate Learners – How to Engage and Empower Your Students will kick off on January 10th.

Join this private Facebook group for a casual and fun exploration of the book, find a community of your own that is trying some of the ideas, or have already implemented them into their classrooms. There will be reflective questions, helpful resources, as well as ideas shared in the hopes to make this January the best one yet.

In the book club we will discuss how to

Build a working relationship with your students based on mutual trust, respect, and appreciation.
Be attentive to your students’ needs and share ownership of the classroom with them.
Break out of the vicious cycle of punishment and reward to control student behaviour.
Use innovative and creative lesson plans to get your students to become more engaged and intellectually-invested learners, while still meeting your state standards.
Limit homework and abandon traditional grading so that your students can make the most of their learning experiences without unnecessary stress.

So if you are looking for a way to re-ignite your passion, to meet new amazing educators, and find great ideas for how to engage and empower your students, join this book club. There is no commitment once you join, pop in when you can and share when you want.

When: January 10th – February 7th

Where: Online via a private, closed Facebook group

Cost: Free

Click here to join the Passionate Learners book club on Facebook. You will receive a notification from Facebook once you have been added to the group and you can then start posting. Please contact me with any questions. You can get your print or e-book copy of Passionate Learners here.

being a teacher, collaboration, global, Literacy, MIEExpert15, picture books, projects, Reading, skype, student choice

Our Epic Nonfiction Picture Book Project Take 2

December 3, 2015December 8, 2015 Pernille Ripp

For the past few years, my students have written nonfiction picture books for younger audiences around the world. Last year, I decided to share the lesson plan to serve as inspiration for those who wanted it, and this year I thought I would do the same. While the foundation is the same, the process has been tweaked a bit for a more meaningful experience for the students.

The goal of the project is rather simple; create a 15 to 25 slide/page nonfiction picture book meant for a 2nd or 3rd grade audience on anything you wish to write about. Throughout this project we have been able to successfully marry tech tools with writing, as well as use Skype, Padlet, Twitter and other interactive tools.

Why this project? Because within it we have been able to work on:

How to take organized notes in a way that works for them.
How to write a paragraph and all of the myriads of lessons that are attached to that.
Grammar! Spelling! Punctuation!
How to find legal images.
How to cite sources, including images, books, and websites.
How to uncover reliable sources (yes, there is a place for Wikipedia in our research).
How to search the internet better.
How to conduct market research using Skype to ask 2nd or 3rd graders what they want to read and how they want to read it.
How to rewrite information in our own words.
How to do design and layout on a page to make it inviting.
How to create good questions.
Exploring our own interests.
How to write assessment rubrics.
How to work as a peer mentor group.
How to monitor self-engagement.

So a few details about the project:

This is a 3-week long project, anchored by a 10 or so minute mini-lessons every day and then work time the rest of class.
Mini-lessons have centered around how to take notes ( I showed them 3 different ways), how to research well, how to write paragraphs, how to rewrite information, and anything else we have had to address.
Students were able to ask questions to 2nd and 3rd grade classrooms via Skype to do market research, and incorporate that feedback into their project.
I am using this blog and Facebook to find classrooms that will assess the final product. If you would like to be one, please fill out the form at the end of the post. Those that sign up to give us feedback, fill out this Google form.
Students create their books in Google Slides for easy access for all (we check out Chromebooks), as well as easy design and layout.

Major Changes for this year:

The addition of Google Classroom.

This year we have been using Google Classroom to post tools, create the project, as well as use as a gathering point. This addition has made it much more manageable as far as giving students the information they need, as well as seeing where students are. If you have not looked into Google Classroom, this is a great project to use it for.

The Peer Mentor Group.

Students are in peer mentor groups as of today. These groups are meant to be support groups that also help hold each other accountable. Students gave me three names; a friend they know well, someone they kind of know, and a name for someone they would like to know. I then made the groups puzzling out their requests. Groups are between 2 and 4 people are will be used almost every day as an informal check-in.

The shortened timeline.

Last year we did this project for 6 weeks and although the students stayed fully engaged, we shortened it to 3 because we realized we could achieve the same deep engagement with a shortened product. It also means the students are using their time better because they know every minute counts.

The actual lesson plan:

Expectations:

Finished product should be a 15 to 25 page book, created in Google Slides, that not only includes 4-5 or so “chapters/sub-topics” but also has a glossary, table of contents, works cited, front and back cover, as well as an about the author.
Font size of text should be at least 20.
Students will use at least one print research material and supplement with reliable internet sources.
We will use the website Easybib.com to cite all of our sources which will be done in conjunction with tech tools. Cross collaboration is a great idea here.
We will spend time in class researching, writing, as well as sharing our work. Students should be able to finish this in class if time is spent wisely.

Sample: Will be shown in class and linked to here.

Modifications/Support provided:

Some students will be invited to work in small groups with me and/or support teachers.
Graphic organizers and templates can be provided for those who need to follow a format. To access them, please go to this Google presentation and make a copy as needed.

Mini-Lesson Materials:

Every day, we will focus on a mini-lesson meant to bolster the skills and needs of the students. The following mini-lessons will be taught (in order):

Exploring NF picture books; what are their text features and why are they important? Template for this discovery can be found here.
What do you want to teach the world? Narrowing down topic and finding research materials. Brainstorming research questions to guide their reading.
Who is your audience? What do we know about 2nd and 3rd graders? Preparing for our market research Skype call. Creating a Padlet with what we think we know about 2nd and 3rd graders reading preferences. An example can be seen here. Students also meet in their peer mentor groups to share their topics, their questions and what they are excited about.
Skype call to classrooms, during the call students will take notes for themselves and afterwards we will update our Padlet with what we know now. Research time reading their books.
Taking 3 column notes in notebook or Google docs. Example template can be found here. More information on this type of note-taking can be seen here
Taking notes on notecards and providing graphic organizers for the notes. (I glued 6 envelopes into Manilla folders and then laminated them many years ago. These work well for students because they can use them to organize their notes in sub-topics and can write on the folders using dry erase markers.) Here is what I share with them as an example.
Using Diigo as a way to take notes (refresher from Tech tools).
Unscrambling a paragraph – parts of a paragraph (example taken from here)
Fill in the main idea and conclusion – found here
Informal to formal paragraph – found here Alternate is writing a sample paragraph
Teach to your partner, checklist can be found here
Table of contents – what does it do, what does it need?
Glossary – what does it do, what does it need?
Self-assessment, peer edit if they want to and review, checklist can be found here
Turn in

That’s it, pretty much. Feel free to modify/adapt/share.

If you would like to receive some of our finished picture books to give feedback on and your teach 4th grade or younger, please fill out the form. Picture books will be shared at the end of December and you will have until mid-January to provide the feedback.

aha moment, being a student, being a teacher, being me, student choice, Student dreams

All The Things I Have Not Done

November 25, 2015 Pernille Ripp

It is time for me to make a confession. It is time for me to come clean. Because it is easy to speak about all of the things we do in our 7th grade classroom, it is easy to share ideas, to give advice, to hopefully help others engage students more. And yet…some of those things that I love the most we are not even doing.

We haven’t started blogging yet. This monumental cornerstone of our classroom has not found its hold. It lurks on the horizon, taunting me, reminding me of its presence, and yet, we are not bloggers. We haven’t had many discussions of how to change education, how to share our voice with the world, how to make a change so that the schools we go to become better with us in them. We have not been geniuses or innovators. Nor have we Skyped much. We have not taken the system apart only to put it back together. And I am ok with that. For now.

Because while we have not done all of those things, we have slowed down instead. We have gotten to know each other, we have read picture books, we have book shopped for half a class. We have written stories for our eyes only, the classroom so quiet I barely dare move. We have talked about what it means to be a reader, a writer, a human being. We have stopped when we needed to instead of forged on. And the ease at which we now operate in our classroom is profound. The conversations that slowing down has allowed me to have with my students are irreplaceable.

So while we are not global students. While we are not innovators. While we are not out there changing the world, I know that it is only a matter of time. That my students will get to experience those things when they fit into our day. When we feel the need to take our voices further than our own four walls. I know it will happen, it just has not happened yet. And I am ok with that.

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students. Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.