July 6

OPUS: Reflect to Redirect

The following is a reflection from our planning day with Stephanie Couey (@23steph23) and Ceci Johnson (@crjo89). Great job today ladies! Can’t wait for a new year in OPUS!

OPUS…what is it? By definition, opus is any artistic work, especially one on a large scale. At Winterboro, OPUS is just that- a large work of art, created by students through integrating art and music into mathematics. We believe that students can become “mathematical artists” by learning in a variety of ways: reading, hands-on activities, listening, etc. It is our responsibility to provide a class where all learning styles can be successful. Let’s start by introducing ourselves. We are Cecilia Johnson, secondary mathematics teacher, and Stephanie Couey, 5-12 band director and fine arts teacher. Together, we use math, music, and art to teach 7th-grade math standards to our students at Winterboro High School.
Today, we came together to reflect on our past year (our first year co-teaching together) and collaborate on ideas for improvement in the upcoming year. Through “Glow-and-Grow”, we learned a lot about our strengths and weaknesses as co-teachers in this course. We realized that our biggest areas for improvement were being more consistent in our daily routines with the students and utilizing small-group instruction in order to individualize learning and help our students reach their full potential. One of the areas of improvement was to create a strict daily schedule. It is our hope that by establishing this schedule from day one, students will know what is expected for each task (math journal, tech time, group work, etc…) which in turn will keep them focused and working during the individual/buddy/group project time we use to host our small group instruction. Another area we both want to improve on is creating a positive climate for learning. We are going to work hard getting to know our kids, being strict and consistent on rules and discipline, and modeling what a positive climate looks like — how to give compliments, how to constructively criticize, and how to work together to achieve goals. One of the ideas for this, details of which are still being worked out, is to give the ownership back to the kids through a student-created rubric on our classroom rules. This will be a way to hold the students responsible for his/her behavior. This self-assessment system will help keep the students in check with regards to classroom rules, peer interactions, individual work time, ultimately every part of the time they spend in our classroom. Finally, possibly the most important, area of growth we found is in the ability to “mesh” both fine arts and math into every lesson everyday. It is our goal that our students will see the relevancy of one subject and how it relates to the other, fostering a growth mindset. So many students have the mindset of “I can’t do math, or art, I’m not a math/art person”, by integrating both courses together, we hope to change this closed-minded thinking into an “I can..” type of thinking. We want all of our “mathematician artists” to find success in a way they have never experienced before. Wish us luck as we embark on a this new adventure together! Updates on our progress with many more “Glows-and-Grows” to come.

February 4

Slice of the Day

Reflection is one of the most underutilized tools for teacher and student learning and allows metacognitive thinking to take place. Incorporating thinking strategies is “the single most effective way to increase student achievement” (Silver, et al pg 57), thus making metacognition and the reflective process taste that much sweeter to any teacher aiming to promote critical thinking in the classroom. How can you learn from others while teaching? Conducting a “Slice of the Day” is a great way!

To conduct a slice of the day, choose a school period and map out your schedule. @GraysonLawrence and I conducted our “Slice of the Day” during sixth period (A 96 minute period). We stayed in each classroom around seven minutes. We used the slice protocol to create a snapshot to share with teachers in Teacher Academy. Our goal was to show teachers the “Slice of the Day” and give them time to reflect on practice, create goals, and discuss classroom pedagogy that is impactful to student achievement.

@GraysonLawrence and I chose to do a new take on the “Slice of the Day”. We each had a lens of what to be on the lookout for. The only reported information was observable information/data garnered by the lense. His lens was student engagement and my lens was rigorous instruction. Here is what we discovered for each applied perspective:

Rigorous Instruction Lens:

  • Citing textual evidence
  • Academic vocabulary from the ACT Aspire in elective courses
  • Quality question by teachers
  • Students using content vocabulary in conversation without the teacher present (high expectations present)
  • Performance tasks (open-ended questions) in ALL content areas
  • Graphic organizers, such as ACE, in history and elective courses
  • Number talks in math
  • Manipulatives used by students to model thinking
  • Application of Ethos, Pathos, Logos in elective course
  • Differentiated Small-Group based on student needs
  • Students using Rubrics to assess their learning

Engagement Lens:

  • Classroom Managers present and eager to discuss their learning and the learning in the classroom.
  • Students troubleshooting through assignments together
  • Students using rubrics in groups to assess learning
  • Learning Targets posted that show a pathway to learning
  • Students asking questions about their own learning
  • Bellringers to start the day
  • Math Stretches
  • Students participating in PBL (Project Based Learning)
  • Blended Learning opportunities for students
  • Collaboration in Google Docs/Slides

References:

Silver, H., Dewing, R. T., & Perini, M. (2012). The core six essential strategies for achieving excellence with the common core. Alexandria, VA: ASCD.

 

**Small side note about The Core Six Essential Strategies for Achievement Excellence with the Common Core:  It is a short read, BUT very transformative!!! I highly encourage you to read and reread it! I have a copy you can borrow anytime! It is not content specific, rather just a focus on effective teaching strategies!