3: Where to begin: Lesson Planning 101a

Where to Begin: Lesson Planning

This we believe (NMSA, 2010)

*Curriculum is challenging, exploratory, integrative, and relevant. Challenging Curriculum

This we believe (NMSA, 2010) provides sixteen characteristics of exemplary middle schools. This is the third characteristic under the topic: Curriculum, Instruction, and Assessment. This characteristic provides us with direction for planning rich, inclusive lessons.

When I was learning how to plan lessons, I was given a Madeline Hunter lesson plan format. Madeline Hunter was a twentieth-century educator who provided teachers with a format for leading a class in a format that is called direct instruction. Basically, her format includes: providing a purpose and objective, building background knowledge, giving information, modeling, having students practice information with, then without, assistance. Her lesson plan format is a teacher-centered design.

In today's classroom, there is a focus called student-led design. Rather than having the teacher direct every aspect of the classroom, from the front of the classroom, much of what a teacher plans happens prior to the class meeting. Students engage in their learning in multiple ways and are responsible for their own behaviors during class. Examples of a student-led classroom include: centers, technology, labs, independent work, group projects, group problem-solving, games, and exploration. Once students are given a task and know what is expected of them, the teacher monitors the classroom, helping students with their thinking, and facilitating learning, or is engaged in small group instruction. Initially, the role of the teacher is to set up the learning environment. Students learn what is expected of them, and practice the format. Once students learn the structures, the class works independently.

In the 1990s, Wiggins and McTigue (1998) provided educators with an iteration of Hunter's plan, and call it Understanding by Design. It consists of three components: standards, assessments, and instruction. This 'backward design' is simple and powerful. Teachers, to quote Steven Covey (1989), "Begin with the end in mind." (This is one of Covey's, Seven habits of highly effective people, an excellent read.) In today's classroom, it is recommended that part of the 'end in mind' includes using knowledge of your students' interests and needs, as well as State standards.

In today's classrooms, we must think about helping young adolescents grow academically, socially, and emotionally. We must think about how our content, whether it is math, or art, or music, or science, connects to each other. As a teacher, and as a team of teachers, we must think about college and career readiness, critical thinking, communication, and the integration of art and creativity, as part of 'the end in mind.'

The Association of Middle Level Education suggests four elements exemplary teachers consider when planning lessons. The first is making lessons challenging. Exemplary teachers challenge their students to think, to stretch their thinking, problem-solving, and analyzing their thoughts.they do this with the questions they pose. Questions are the key.

Exemplary teachers also consider the element of exploration. This is easy in the science class labs, and is a natural fit for middle school students. Exploration in the math class can include using calculators to experiment with various functions, manipulating measuring instruments and tools to explore relationships between the area of different polygons. Examining images or words in social studies and language classes, can be tools for exploration. Students can be given information, and in teams, consider what information exists, how terms can be grouped and connections among words, symbols, and images prior to learning specific content. Much of the purpose of exploration is to activate background knowledge.

A third element exemplary teachers use is integrative learning. All teachers can integrate literacy skills in the classroom. Language functions include: analyzing, synthesizing, creating... These are terms found in Benjamin Bloom's taxonomy of cognitive learning. In research connected with critical thinking, these terms are used to train individuals to think critically. Writing is a tool for reflection that must be implemented into lesson plans. One of the strongest tools for gaining knowledge is how students can communicate their knowledge.

Other considerations for integrative lessons include connecting subject areas. A middle school strategy is called interdisciplinary units. In this format, teachers work together to make connections for students by planning activities that allow students to experience how key ideas fit together. If you ever took American Literature and U.S History, and the teachers were talking about the same time period, one through the lens of literature, and one through historical facts, you may have noticed that you were able to make the connections. The connections are richer, more engaging, and provide more retention of information, whether we are children, or adults.

The fourth element exemplary teachers use in planning lessons is to make the content relevant. Middle school students are interested in their own lives. They want to know how your subject relates to them. One way teachers can connect their content to children's lives is to first know their students. Second, know what students want to do, and look for opportunities to encourage students to consider their dreams through content. When teachers focus on students' interests,  content provides them with a bigger picture of their own possibilities.

Creating lessons that are challenging, exploratory, integrative, and relevant can help young people think deeper and make more meaningful connections.

Advice:

Before you ever look at a standard, reflect on the students you are teaching, your standards and how you can engage your students in their learning.

1)    What are your students' interests? Use an interest inventory, surveys, and interviews to learn your students' interests and aspirations. Not all students know what they want to do; but some students have ideas. Ask them. Get to know them!

2)    Reflect on your students' academic successes related to your content. We have benchmark tests that give us insights. A pretest can provide insight into what students already know. Schools have Report Cards in our state. While these tools only touch the periphery of individual students, the knowledge can be used as a guide. (Note: Never use any one source of data as the only description of a student.)

3)    Talk to students, parents, and former teachers about each student's soft skills, and habits What are their study habits, their abilities to problem solve, their creative gifts, and strengths.how do they view their own growth mindset, their optimism, and empathy? (Characterlab.org is a great website to view soft skills that impact learning.)

4)    Once you have a profile of your students, consider the standards, the big ideas, and how your students are able to illustrate their knowledge. You may use tests, products, projects, papers, or interviews. Students may work alone, in groups, or as a whole class  event. Whatever students do, be sure there is a clear vision of how the product and process meet standards, clear expectations of student behavior, and clear guidelines for getting help.

5)    Next, use a brainstorming matrix to illustrate the following characteristics:

	Challenging	Exploratory	Integrative	Relevant
Objective 1 - content
Objective 2 - Processes
Objective 3 - Social

6. Finally, teachers must guide conversations with questions and reflection exercises. Questions should be running throughout the class. Teachers can use technology tools, station breaks, and Google tools to allow students to interact with one another and to dig deeper into content and monitor what students are learning.

I believe the classroom that runs best is one where students understand the structures, what is expected, and have the freedom and ability to direct their own learning.

Covey, S. (1989). The seven habits of highly effective people. New York: Free Press

J. McTigue & G. Wiggins(1998). Understanding by design. VA: ASCD

2. Professional Development Plans and Personal Commitments

Professional Development Plans and Personal Commitments

This we believe (NMSA, 2010)

*Students and teachers are engaged in active, purposeful learning. Active Learning

This we believe (NMSA, 2010) provides sixteen characteristics of exemplary middle schools. This is the second characteristic under the topic: Curriculum, Instruction, and Assessment. The focus of this characteristic is on students and teachers. While we often talk about the importance of student engagement, I believe this bullet calls for teachers, for us, to be engaged in active, purposeful learning. I am convinced that how we, as teachers, take care of one another, and ourselves impacts students. There are two elements: one structured, and one unstructured that guide us towards active and purposeful learning.

Professional Development Plans. One of the expectations of teachers, in our state, is the professional development plan (PDP). Teachers choose one to two goals for the year, make a plan, meet with the principal, and monitor their progress over time. The following teaching standards are used in designing a PDP: teachers demonstrate leadership; teachers establish a respectful environment for a diverse population of students; teachers know the content they teach; teachers facilitate learning for their students; teachers reflect on their practice; and teachers contribute to the academic success of students. Initially, teachers must rate themselves as either developing, proficient, accomplished, or distinguished on each of the elements based on six standards. Once this is conducted, the teacher chooses one to two goals for the year.

When I first saw the standards, I thought I had to have a goal for each standard. I only had to choose two goals. The following format is used in our state and includes my two goals.

Goal Four: Teachers facilitate learning for their students.

Activities/Actions

1) Integrate art into the mathematics classroom. Assess student learning based on activities that are arts integrated compared to activities that are not arts integration.
Sample: Students have learned a song to help them remember the slope of lines. In an assessment of slope, I will be able to identify the percent of students who meet the standard compared to other elements of the test (calculating slope).
2) Keep a file of art integrated activities and the success of the students.
3) Engage students in their learning with their families. Example: This week, students have to teach their parents how to calculate slope.

Expected Outcomes/Evidence of Completion

Students will be able to communicate their knowledge through art.
Three projects will be part of the class.
Student data will be analyzed as to their knowledge based on the projects conducted.

Resources Needed

Art supplies

Timeline

Each nine weeks, students will participate in three projects that illustrate their knowledge of math.

^* Required

Goal Five: Teachers reflect on their practice.

Activities/Actions

The Association of Middle Level Education put forth a document titled "This We Believe". In that document are 16 characteristics of exemplary middle schools. Throughout this year my goal is to "blog" about the experience and relate the topics to the 16 characteristics as outlined in This We Believe. My blog can be seen at
middleschool2015-2016.blogspot.com

Expected Outcomes/Evidence of Completion

Documentation of technology, art integration, student growth, and the impact of teaming will be demonstrated across time. A focus on the above topics will impact student learning.

Presentations on topics covered will conducted at state, national, and international conferences.

Evidence of students' needs being met based on their use of technology, art, and communication. Data will be compiled on AIG and EC students as well as regular classroom students.

Resources Needed

This We Believe (NMSA, 2010)
Permission to attend national, state, and international conferences.

Timeline

I will complete 100 entries on this blog. They will be coded by the 16 characteristics.
Each nine weeks, evidence will be compiled based on data.

National: blogging
Presentations

State: Technology and Paideia Seminar in the math/science classroom (NCAMLE conference)
International: art integration (ELMLE conference)

Midterm Review

* Evidence of Progress Toward Specific Standards of Elements to be Addressed/Enhanced

1) Integrating art in the classroom... we have conducted "The mathematics of me;" "The mathematics of what I love to do;" The mathematics of place;" and "The mathematics of my culture," that involved families directly. As a class we looked at the mathematics of origami and mandalas. We also made "finger origami" of mathematical equations, and one-point perspective drawings as they relate to dilations. In addition, we use art to visualize word problems, songs to reinforce formulas and concepts, and technology to illustrate knowledge.

2. Our students took the MAP testing yesterday. I am going to see if there has been improvement in their scores. Anecdotally, I have seen more motivation on days students are connecting math with art. During testing, students would be singing or making the motions to songs. This week we were examining scatter plots. When asked to identify whether the association was positive or negative, one class broke into "song" - to the right, to the right is a positive... 

Additionally, our team is going to implement "club time." My club is art/math/science. One-fifth of the team has selected this club as their elective, second to "wellness." 

In about a week, I will be sharing these resources with teachers at the European League of Middle Level Education.

3) I am on post forty-nine of the following blog: middleschool2015-2016.blogspot.com. It includes stories and advice. To date there have been over 650 page views of the blog. I am working with AMLE to distribute the blog to CMLA (Collegiate Middle-Level Association) participants and have shared it with the person who is teaching “Introduction to Middle Grades” at UNCA and to other professors across the state and nation.

At the end of the first semester, teachers are required to revisit the PDP. I am pleased to report that currently I am on track to meet my goals. The goal allows me to be intentional about developing my own practice. Through this experience, I am witnessing the value of implementing art and am beginning to collect evidence specific to how art impacts my students’ learning.

So you see, my PDP goal is to facilitate learning and reflect on my teaching. The nice thing about creating a PDP is that it gives us an opportunity to choose what we want to develop. My interests are related to art integration and reflecting on the experience. My students have completed some good projects; we have gotten to explore mathematics through art, and I have gotten to write about it. How fun is that? (:

Teachers can view the PDP format on Homebase for NC Teacher educators at: http://www.ncpublicschools.org/docs/effectiveness-model/ncees/online-evaluation/pdp-teacher.pdf

Unstructured. While we focus on engaging our students in active, purposeful learning, I believe teachers also need to engage in active, purposeful learning with their teammates and themselves. Teams of teachers who work together to plan, who work together to discuss the concerns and successes of their students, and who work together socially are healthier.

In the past, I have worked on teams where teachers do a great job, but there is no continuity across classrooms, or communication, or collaboration, or celebration. This can make for a very lonely, and somewhat isolated team. Teachers in these settings are doing their own thing and conversations do not exist. I have even seen a spirit of negativity festering in these settings.

I believe middle school teachers can impact students more when they work together. Children are not empty vessels; they thrive on connections, so can teachers. On the other hand, teachers who plan together, who find ways to support students and one another, and who celebrate the successes of themselves and their students are happier. A collective vision about what is good for kids should drive every team.

A final note: Teachers who have interests and activities outside of school may also be happier. A few years ago, one of my colleagues shared, “I am going to play more.”

I replied, “I like that.” So we both made a commitment to play more. We would check in with one another periodically to find out how we were playing more. It was a great exercise in being intentional about taking care of our own personal, social, emotional selves.

Advice

1)   When creating a PDP, consider what makes you happy. If possible, consider setting a common plan with a teammate or colleague so there is conversation.

2)   Post your PDP goals in your classroom so you can reflect on them and collect evidences of meeting the plan.

3)   Remember that your students’ social and emotional behaviors impact learning. If you are concerned about a student, or notice a change in their behaviors, talk to one another and the parents.

4)   Take care of yourself. To engage in active and purposeful learning could be that you join a fitness club, or hike or bike or take art classes. I am convinced that being intentional about taking care of yourself will make you a better teacher.

1. "I get it!" (:

I’ve got this!

This we believe (NMSA, 2010).

* Educators value young adolescents and are prepared to teach them. Value Young Adolescents

This we believe (NMSA, 2010) provides sixteen characteristics of exemplary middle schools. This is the first characteristic and falls under the category of Curriculum, Instruction, and Assessment. 

Have you heard this comment: when students “get it,”  when the proverbial “light bulb goes on.” It is magical. Today, I was reviewing a tape (I tape myself teaching occasionally.) in which one of my students was working on a problem with his classmate. Students were working in small groups to practice problem-solving strategies of drawing a picture and communicating their thinking. While I was talking to a small group of students, he snuck in next to me to give me his whiteboard. In the video, I am shown looking at his work. When I nod, yes, you got it right, his face and body language looked like Tiger Woods when he made a putt at the Masters. “Yes, I’ve got this,” you hear him say. In the video, he then goes over to his partner to begin to share his knowledge.

Earlier in the day, I used a technique that builds background knowledge. Students sit in pairs or trios. I have eleven problems with multiple-choice answers taped individually to eleven sheets of construction paper. The questions are related to Scatterplots. Students number a whiteboard one to eleven and pass the sheets around from group to group. Together students read the problem and try to figure out the answer. Once they get an answer, they look on the back of the construction paper to see if they are correct. If they are correct, they write the answer down. If they are not correct, they look to see what the correct answer is and see if they can figure out why that answer is right. Once they understand, they write the correct answer on the whiteboard. I was standing next to two students who struggle. They were looking at a question that asked which graph had an outlier. One of the girls burst with energy and says, “I know this,” and her smile, her joy, and her enthusiasm were heart-warming.  She and her partner agreed on the answer, and both were excited to get it right.

In the first scenario, students were working on an extension to their knowledge. They were using graphing, the midpoint and distance formulas to determine where helicopters were and, using Pythagorean’s Theorem, were calculating how long each helicopter would take to get to a given point. In the second scenario, students have not been given formal instruction on scatter plots, outliers, or lines of best fit, but the process of looking at information and making educated guesses provided a positive backdrop for beginning a more in-depth at these standards. In both scenarios there was “student-talk” and “student-engagement.”

When students have opportunities to work independently, and when students are successful in their own learning, motivation and discipline problems diminish.

Advice

1)   Background knowledge does not have to be a series of notes from a power point presentation or a list of vocabulary words. Students can be given visual images, or models to examine and see what they see. I was looking at math resources and the first questions were always: “What do you think is going on here?”

2)   I often use pairs and trios to have students work together to consider problems. I find that if they have a chance to talk to one another, there is a chance for them to be able to articulate their knowledge. Especially in math, when the question can be the most challenging part of a word problem.

3)   Realize that when students are asked to work together, there may be a tendency for them to be “off-task.” When you give independent work, you must constantly move around the room and monitor them. This becomes even more important when students have a computer in front of them. (:

4)   Finally, finding ways to give immediate feedback is critical when students are working on independent work. The first activity had the answers on the back of the sheet and while some students looked at the answer first, the process allowed them to gain and/or reinforce their knowledge of scatterplots. In the video I was moving around checking students’ work as they finished each problem.