Tune Up Your Teaching & Turn On Student Learning: Move From Common to Transformed Teaching & Learning in Your Classroom
258
Tune Up Your Teaching & Turn On Student Learning: Move From Common to Transformed Teaching & Learning in Your Classroom
258eBook
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Overview
All teachers want their students to think, learn, and understand. In this helpful guide, veteran educators Dr. JoAnn Jurchan and Dr. Chuck Downing examine what successful teachers are doing—and not doing—to achieve those goals. Often without realizing it, many teachers provide students ways to complete their assignments with minimal effort or comprehension. The problem is how to avoid the “TMI” trap—because Too Much Information can stifle critical thinking.
Tune Up Your Teaching provides clear and detailed methods teachers can use to raise the level of both thinking and learning in their classrooms. Written in a conversational style, Jurchan and Downing use concrete examples in all core areas of education. To clarify critical points, the authors include “He Said She Said” dialogues providing insight into their thought process.
Neither a “cookbook” nor a “one size fits all” solution, Tune Up Your Teaching instead describes a research-based process that can be personally tailored by any teacher to her or his situation.
Product Details
| ISBN-13: | 9781630471453 |
|---|---|
| Publisher: | Morgan James Publishing |
| Publication date: | 09/10/2019 |
| Sold by: | Barnes & Noble |
| Format: | eBook |
| Pages: | 258 |
| File size: | 3 MB |
About the Author
Read an Excerpt
CHAPTER 1
WHY WE WROTE THIS BOOK
WHO CARES? SERIOUSLY ...
Chapter Overview - Knowledge Island
You begin your journey with us at the center island, Knowledge, from our map of the Transformation Islands. In this chapter, we provide you with our rationale for the book itself, an overview of the process we recommend for you to get the "most" out of your reading, and our list of the Seven Essential Questions you'll be answering as you travel. We end Chapter 1 with some content, providing you with our definition of learning and a statement of our commitment to honor you and your career.
A Quote to Kickstart Your Thinking
I went to a training on inquiry learning that was eight sessions long over five months. Some time later, I started working on increasing the level of student responsibility for their learning in my classes. It wasn't until I started deciding what changes to implement and implementing them that I realized I'd learned more about how to do inquiry by deciding and implementing than in all those hours of training.
R.W. - High School Teacher
If you have not read the Preface, please do it now before reading any of the chapters. Information found there sets the tone and provides necessary context for optimal understanding of the rationale for much of the content of this book.
Purpose and Background for this Book
In our combined seventy-four years of teaching, we have witnessed myriad educational movements and trends come and go. Like all other teachers, we have been called upon and held responsible for effectively implementing new policies, programs, curricula, educational approaches, methods, and school structures. Depending on your teaching tenure, you might remember project-based learning, smaller learning communities (school within a school model, for example), the whole language approach, phonics, integrated math and science, or providing academic targets for students during lessons.
Some changes to the educational landscape have proven exciting and were truly transformational in nature. For example, the move away from tracking students by alleged ability levels was transformational. Tracking pigeonholed students — too often for their entire K-12 academic careers. Providing heterogeneous classes opened doors to higher education for thousands of learners.
Of course, some attempted changes have proven to be unsuccessful and ineffective ... we'll let you determine which of those changes you remember and in which category they fit.
There is, however, one cornerstone of the educational "building" that has not changed — the indispensable requirement that all students become ready to engage in meaningful and rigorous thinking. The high quality of this type of thinking compels students to be persistent — each one becoming an intellectual risk-taker, competent in the use of learning strategies and methods. Ultimately, students like these are characterized by intrinsic motivation, disciplined minds, and well-developed problem-solving skills — all necessary for "real world" achievement and life-long learning.
Our journey in writing this book has taken us back to the fundamentals of teaching and learning. As we dissected the teaching/learning process, we looked for specific scenarios, recognizable signposts, and GPS coordinate locations along the way. As we found indicators that helped emphasize strategic teacher and student choices and behaviors, two things became clear.
1. When those indicators were intentionally connected in classrooms, they generated outcomes that can be positioned along a continuum of passive to active learning and teacher dependent to student independent learning.
2. The more indicators present, the more active, student-dependent learning was present.
Finally, this book is closely associated with an interactive online interface (www.engageinthinking.com) that provides a professional forum for educators at all grade levels and levels of experience to explore the practices and conditions that constrain or cultivate a learner's ability to achieve excellence. Please visit the website often and add your knowledge to the base.
What You Will Find in Each Chapter
Each of the eight chapters in this book is structured similarly. Some more closely align to the model that follows than others, but all have the same components in roughly the same sequence.
All chapters begin with an Overview of the chapter's content.
A Quotation from a practitioner or student that supports the chapter's key components follows the Overview. Some students were in school at the time of publication of this book. Other students quoted are now successful members of a variety of professions. Some chapters have additional quotes that focus on specific topics.
A Discussion of pertinent educational theories and models is presented. This is the "meat" of the chapter.
Example of Transforming a Common Activity segments provide examples of application of a theory or model. These examples demonstrate one way that you can integrate and use the theory. In most chapters, the Example of Transforming a Common Activity segment starts with a Common Activity. This is a prompt of the same type that is common to multiple grade levels and disciplines. Typically, a prompt is presented using context or verbiage for three or four grade levels or disciplines.
Immediately following the Common Activity is a Transformed Activity. This is a redesign of the common version that improves engagement and rigor in thinking. Commentary on how to perform the transformation and how the redesigned activity improves the level of thinking is included.
The last component of these sections is a set of Teacher Notes for the Transformed Activity. These allow you to implement the lesson immediately, if you desire. You can also use the Commentary and Teacher Notes as "How To Guides" for developing your own activities — our ultimate goal for you.
One or more "He Said/She Said" dialogues (or "She Said/He Said," depending on who initiates the dialog) between Dr. Jurchan and Dr. Downing are included. One side of each dialogue will emphasize the theory and models; the other will ask clarifying questions or offer alternative verbiage for describing or explaining a particular idea or concept. These are intended to do one of two things.
1. Spark your thinking about the concepts just previously presented.
2. Ask clarifying questions — perhaps similar to those you've been thinking of while reading.
You might have questions that we didn't think of. We encourage you to take advantage of our online discussion board and begin dialogs of your own with us and other practitioners.
Recommended Process
After reading this chapter, your next step is to read The Analogy, Building Boats, which focuses on teaching, engagement, and learning. The chart that follows The Analogy is for you to fill in. Having worked with teachers for many years, we know that some/many/most of you may choose to "do it your way." That's reality. However, we're convinced that adhering to our recommended process will help you get the most benefit from your experience. In addition, following the recommended procedure will provide a visual record of your progress as you modify your approach to how teaching and learning occurs in your classroom.
So, step-by-step, we recommend you complete the following eight steps in order.
1. Finish reading this chapter!
2. Read The Analogy that follows this chapter straight through. Do not stop and fill in the chart that follows The Analogy. "Do not pass Go. Do not collect $200."
3. Fill in the MIDDLE column of the chart that follows this chapter with your thoughts and ideas on what each of the characters and situations in The Analogy represent in a/your classroom. If you'd prefer, there is a downloadable 8.5" x 11" version on our website.
4. Read through Chapter 2 of the book. Again, don't stop when you have an "Ah, ha!" moment. By continuing to read after you have an idea, instead of stopping and recording anything new on your chart, you force your brain to begin forming a memory path to that idea. This makes remembering the idea later an easier task. Occasionally, we will ask you to make changes to your chart. Yep — right then and there!
5. After you have finished reading each chapter in its entirety without stopping to make any changes, go back to The Analogy and the chart. Whether we direct you or not, this is when you record your new thinking. You record your new thinking or clarifying statements to your first thoughts about The Analogy in the THIRD column.
6. Continue the process in steps 3-5 until you have completed all the chapters in the book and have all three columns in your chart filled in.
STOP
Periodically throughout this book, this direction will appear with a shaded text box of directions. Follow the prompt in each box and keep your responses available for reflection.
7. Go to our website www.engageinthinking.com. Use your code to login to the page /boatbuilding. Enter the discussion on the ideas included in The Analogy. Modify your chart answers as you see fit. While you have "our permission" to go to the website after each individual chapter, if you know you'll "look ahead" (and you know if you will!), wait until this step before checking our ideas. This means you shouldn't know what we think until after you've thought!
8. After exchanging ideas with your peers and making modifications to your chart answers as you see fit, compare your ideas and answers to those provided with your access code.
Discussion of Educational Theories and Models
What we know about the field of education is that there is not "one right way" to teach or learn. We also know that there are practices and ways of thinking about teaching and learning that are considered "best" — the litmus test most often being levels of student achievement. Teacher education courses and professional development events often focus on the "how to do" or the "how to measure" pieces of those practices — the application and accountability phases. Traditionally absent, except when included in an introductory course to education, is additional study or review of the purpose of the educational system — developing and implementing the attributes necessary for effective learning. So, it is at this elemental but indispensable point we begin our journey.
Seven Essential Questions that we address throughout this book are listed in Figure 1.1. These are designed to serve as catalysts for reflection, discussion, and meaningful, long-lasting change.
A Definition of Learning
To say that the question "What is learning?" is broad is an understatement. Volumes have been filled with attempts to provide the definitive answer to that question. Vigorous and impassioned discussions have taken place across the ages generating multiple responses. Issues of culture, power, equity, and equality all influence the answer to the question. Policies, regulations, and legislation have grown out of attempts to manage the then current answer to "What is learning?" Enormous collections of resources in multiple forms have been committed to carrying out a succession of the latest and "best" decisions of how to include what learning encompasses in curricula.
We do not claim to have crafted the best definition of learning. However we offer the following to provide you with a foundation and a glimpse into our perspective on this Essential Question.
We define learning as:
• a social process requiring appropriate challenge in terms of novelty, complexity, depth, and quantity.
• a mental process requiring the development of meta-cognition — the monitoring of understanding, the awareness of the need for assistance or correction, and the ability to recognize and effectively employ cognitive strategies.
• a perceptual process involving active processing and attention to schemata (an organizational or conceptual pattern in the mind) that enables the learner to acquire, process, and organize information for new learning.
• a collaborative process requiring support and feedback that are both developmental and context specific and have as their ultimate goal the release of responsibility of the learning to the student.
Your students' brains are designed to find meaning through patterns and connections in an environment that acknowledges and respects the emotional and social dimensions of learning. For optimal learning to take place, the influencing factors of emotional safety, appropriate challenge, and self-constructed meaning must be effectively integrated. [Essential Question #1]
From Definition to Practice: A Preview
How do we design the learning environment so we hear statements such as "I learned how to think in your classroom because I had to," and, "I learned because you made me think"? [Essential Question #2]
And how do we facilitate a change in students' expectations from "just tell me what to do" to "help me to learn how to think, so I can do it"? [Essential Question #3]
We accept that learning is developmental — sequential at times and spiraled at others. And, learning is sustained through informed practice. As you engage with us in exploring the implications of our Essential Questions and the answers we provide, we are committed to providing you with the following:
• a procedure to self-assess on critical components for the intentional and knowledgeable creation of a healthy, vibrant, and exciting classroom environment.
• an opportunity for you to hone your skills as a reflective practitioner via both professional self-study and collaborative discourse with colleagues.
• the respect to bring forward the experience and expertise you already have and tap into it as you review, refine, and revitalize your craft as an educator.
• a safe, non-punitive setting to honestly address the "just think harder" statements, both spoken and unspoken, that may arise in your teaching.
• an invitation to correct the erroneous thinking that if teachers only knew more about the content they teach, then student achievement would naturally improve — an idea that indicates a lack of understanding of the complexity of teaching and learning.
"She Said/He Said"
Dr. Jurchan: Do you think our readers will be offended because we provided them with recommendations to follow when reading this book and then expressed concern that they may not do what we have suggested?
Dr. Downing: I doubt it. In my experience, teachers tend to be the worst students — and they usually know that.
Dr. Jurchan: We do sometimes like to do it "our own way," but I think they will do what we have asked.
Dr. Downing: Hopefully most teacherswillfollow our suggested pathway.
Dr. Jurchan: It really will help them understand what we've tried to accomplish with this book.
Dr. Downing: Good point. Should we explainwhywe have a recommended process?
Dr. Jurchan: We did that with the explanation about how it helps them remember what they've processed.
Dr. Downing: There must be other reasons, too.
Dr. Jurchan: Yes, there are.
Dr. Downing: So ...
Dr. Jurchan: We probably shouldn't give them a long list of "whys" at this point.
Dr. Downing: Fair enough. But, I'm going to be checking along the way. We can't just expect blind obedience when the book we wrote is all about developing independent thinkers!
Dr. Jurchan: As they follow our recommended process in each chapter, rationale will be developed and more reasons for our suggestions will emerge.
Dr. Downing: Okay. But, I'm still not convinced — Wait a minute! Didn't we promise that each chapter would have at least an Example of Transforming a Common Activity?
Dr. Jurchan: We did — we can't forget that part. It's critical to our promise to connect what we are saying can and should be done to how it can be accomplished.
Dr. Downing: Well then, they'd best read on.
(Continues…)
Excerpted from "Tune Up Your Teaching & Turn On Student Learning"
by .
Copyright © 2015 Dr. JoAnn Jurchan & Dr. Chuck Downing.
Excerpted by permission of Morgan James Publishing.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.
Table of Contents
Preface,
Acknowledgements Why YOU Should Read This Book (An Uncommon Foreword),
Chapter 1 Why We Wrote this Book. Who Cares? Seriously ...,
Chapter Overview - Knowledge Island,
Purpose and Background for this Book,
What You Will Find in Each Chapter,
Recommended Process,
Discussion of Educational Theories and Models,
A Definition of Learning,
From Definition to Practice: A Preview,
"She Said/He Said",
Example of Transforming a Common Activity,
Commentary and Teacher Notes (Social Science task),
"He Said/She Said",
The Analogy: Building Boats,
The Analogy: Analysis Tool,
Recommended Process,
Chapter 2 But they need me, don't they? Getting past the "sage on the stage" stage.,
Chapter Overview - Independence Island,
Discussion of Educational Theories and Models,
Teacher Roles,
Student Roles,
"He Said/She Said",
Gradual Release of Responsibility Model,
But They Need Me, Don't They?,
"She Said/He Said",
References for Chapter 2,
Chapter 3 What Do I Have To Do ... Stand on My Head and Spin to get Them Motivated? Accepting that you can't motivate anyone long term.,
Chapter Overview — Creativity Island,
Motivation Research,
"He Said/She Said",
Reaching "The Majority",
Example of Transforming a Common Activity,
The Elephant in the Room: Influencing factors of disposition, attitude, and emotional intelligence,
"He Said/She Said",
Richard Sagor's CBUPO Model,
A Summary of Sorts,
A Closing Quote,
References for Chapter 3,
Chapter 4 Use YOUR Brain, Not Mine ... Please. Helping students to want to think. It's not simple ... you have to be strategic.,
Chapter Overview - Critical Thinking Island,
Revisiting Key Points from Previous Chapters,
The Balance of Challenge and Support,
Learning as Work,
Just Manageable Difficulties,
"He Said/She Said",
Rigor,
Categorizing and Leveling Thinking,
Cognitive Rigor Matrix (CRM),
Example of Transforming a Common Activity,
References for Chapter 4,
Chapter 5 You Can Do It! Implementing Success in Your Classroom.,
Chapter Overview - Responsibility Island,
Introduction,
Just How "Social" is the Social in Social Process?,
"He Said/She Said",
Communities of Practice,
Implications of Communities of Practice for Teaching,
Example of Transforming a Common Activity,
Teaching to the Whole Child,
References for Chapter 5,
Chapter 6 Training Wheels Have Value, But They're in the Way if You Know How to Ride a Bike. How to know when to take the training wheels off.,
Chapter Overview - Perseverance Island,
Introduction,
Novice to Master Continuum,
Bronislav's Story,
Focus on the Expert/Master Level,
Since Practice Doesn't Necessarily Make Perfect, What Type of Practice is Needed?,
Deliberate Practice,
Mental Practicing,
"He Said/She Said",
Example of Transforming an Activity,
References for Chapter 6,
Chapter 7 Let Go and Enjoy! Reaping the Benefits of Engaging in Thinking.,
Chapter Overview,
Let's Regroup,
Essential Questions from a Different Perspective,
Teaching and Reflective Practice,
Opportunity Costs of Transformation,
"He Said/She Said",
Invitation to Our Community of Practice,
Example of Transforming an Activity,
References for Chapter 7,
Chapter 8 Outlined "Cliff Notes" of this Book. Look here when you're in a hurry!,
Chapter Overview,
Briefest of Introductions,
Highlights of Chapters in Text or Tables,
"He Said/She Said",
The Real Last Words: Closing Quotes,
Index of Figures and Tables,
About the Authors,
Online Resources,
References,