participation

Engage All Students in Quick But Meaningful Review with Everyone Up!

This is time of year  when many educators look at the calendar and begin to feel panic (or fully embrace the panic?) as they realize how quickly the remainder of the school year is slipping away.  I am most decidedly one of those teachers!  I need to finish our unit of study by the third week of March, yet I don’t want to “blow through” the material.  On the other hand, I don’t have the luxury of time to do many of the learning activities I’ve done through this school year simply because they are time consuming—even on a modified block schedule—and  despite the fact they are valuable learning structures.

On my lunch break yesterday, I was wracking my brain for a strategy to help my “A” day classes review and bring closure to our learning activities we started on Tuesday with Kate Chopin and “The Story of an Hour.” I came across a simple yet very effective strategy called “Everyone UP! Immediately I felt this approach might be the perfect fit.

Here is how I implemented it with my classes today:

  • Flashback:  On Tuesday, we began with a writer’s craft notebook prompt for notebook time as a means of bringing closure to our discussion of the use of point of view in “An Occurrence at Owl Creek Bridge” and to help students think about point of view in their books they have selected for choice reading time.  We jumped into Kate Chopin by reading a short biography of her together, and then I gave students some brief notes on what the cultural norms were for women during her time.   After listening to “The Story of an Hour” together and discussing it as we read and annotated together (we used the Common Lit version), students answered the four discussion questions from Common Lit (I downloaded and made copies of the questions for students knowing it would be integrated into our review work today).
  • Today, students completed a “Ticket in the Door” that asked them jot down the top 10 things they remembered or knew about the story.  Students then received a set of 15 questions that asked students to engage in some high level thinking questions; I called these the magic square reflections mainly because I created the handout with the questions in squares—somehow, this visual appearance makes the thinking work with the questions seem less intimidating for many of my students.
  • I told students to complete as many of the magic square questions as they could; they could also them complete them in any order.  Students used their copy of the text, their notes I provided them last week on Realism and Naturalism, and their story materials from earlier in the week.  I gave each of my three classes about 30-35 minutes to think and complete what they could.
  • At the end of the 30+ minute block, I asked them to put an x in any question boxes they had not completed, but I told them they would have an opportunity to add notes during our next activity.  I introduced Everyone Up as a game to help us review.  Here were our ground rules/protocols:

Everyone Up!  Our Approach

  1.  Everyone has to stand.  You cannot sit down until you answer a question correctly, and I clear you to return to your seat.
  2. You may use any of your Chopin materials.
  3. You must answer one question correctly; as I call out the questions, you choose when you want to participate.
  4. For questions that had multiple answers or interpretation, I will call upon more than one student; if you want to contribute, raise your hand so I know you want to add to the conversation.
  5. Anyone who wants to remain standing and do bonus questions after everyone has participated may do so.
  6. The only person talking is the one who has the floor.
  7. Raise your hand when you are ready to answer a question or add to a response.

We used our magic reflection square questions, our ticket in the door, and our Common Lit discussion questions as our basis for review.  This technique got everyone involved, yet students had control to choose to answer questions that were their strengths.  This participatory technique involved some movement  yet was not as frenzied or involved as our gallery walk and some of our other active discussion/conversation strategies are—in this case, that is exactly what I was looking for so we could wrap up our work with the story today and start fresh on Monday.  Though our version took more than 10 minutes, we had a rich review without taking up more than 30 minutes.  Several students commented they found this form of review helpful.

Even my most reluctant students were positive and eager to jump into the conversation; after students were cleared to sit, most continued to take notes and add to their existing work.  The activity itself was a formative assessment for me to hear understandings and any muddy points of confusion to circle back to on Monday if needed.  One final formative assessment for today was our exit ticket, one I crafted as a full size handout with  a “3-2-1” set of reflections:

  1.  Name three major understandings you have right now about the story that are significant and meaningful.  Provide textual evidence.
  2. What are two new insights and understandings you now have about “Story of an Hour”?
  3.  What is the most interesting idea you heard from a classmate today?  Why?  How did it help you or connect with you?  Who said it?

While the structure sounds simple, that is the beauty of it, and all students were involved in our review “game.”  I was elated that students who normally hate pair or group activities were upbeat and really shining when their turn (of their choosing) came to share with the class.  I will most definitely try this learning structure again later in the spring.

What “quick review” strategies do you like to use in your classroom and enable students to do the heavy lifting of the review?

Studio 409: Learning Space in Progress

If you read my previous blog, you know I’ve been very interested in the design of learning spaces for a number of years now.   I find that much of my work with library design easily translates into designing a classroom or learning studio space that aligns with the design drivers for impactful reading and writing instruction underscored by an inquiry stance on literacy.

Today was the first day I could bring a significant haul of items for my classroom as our school has been undergoing some significant upgrades and maintenance of our building infrastructure.  Even with the AC running in our building, it was a sweaty labor of love as we are mired in our miserable inferno known as the “Dog Days of Summer” here in Georgia! The classroom is a fairly large space, and I love that an interior door connects me to neighboring Language Arts teacher Glenn Chance—we hope to do some cross-grade collaboration and pollination with his freshmen and sophomores and my juniors and seniors through independent reading and book chats.  You’ll see this connecting door in the second video!

Another feature I like in addition to the size is the inclusion of two metal storage cabinets. These will make it much easier to keep supplies, like colored paper and bins of assorted markers/pens/Sharpies, organized and accessible without cluttering up the main space of the room.

Once the class roll numbers are firmed up, our helpful custodial staff will assist me in obtaining additional desks as I will need roughly 17 more desks so that I have enough seats for every student.   Right now I plan to start the year in small groups (see photos below), but of course, the seating is flexible and can be re-arranged for different activities and learning needs.

Like the Lovett School, I want to craft my room to design for these kinds of learning experiences (I am quoting from the Lovett Playbook here):

  • Designing with Writable Surfaces
  • Designing for Inquiry
  • Designing with Micro Environments
  • Designing with Ubiquitous Technology
  • Designing with Flexibility and Agility
  • Designing for Learning Groups

I also find that Lovett’s learning space design drivers work nicely for me:

  • Content:  what students know
  • Skills:  what students do
  • Mindsets:  how students think
  • Tools:  what students use to learn
  • People:  who students learn with
  • Environment:  where students learn

These design drivers intersect with many of the big ideas I’m thinking about as I start to make some more intentional and more pronounced shifts in my classroom that will be anchored by a growth mindset, inquiry, and strategic feedback that will be the core of elevating formative assessment.   The learning space should support these shifts, values, and practices.

Ultimately, I want the room to inviting, comfortable, and functional to support the different kinds of learning activities and structures we’ll be utilizing.    I want us to be able to quickly reconfigure the room for different learning experiences and to utilize every inch of the room.  I also want it to be easy for me and the students to move about, especially we are doing gallery walks, written conversation activities, station rotation activities , writing or reading conferences plus station rotations (we’re on a modified block, so I am excited to try more of these this year), and move about for conferencing and collaborative work whether it is small or larger group.

Most importantly, I want our classroom to be like a piece of writing in progress that we are writing and revising together as we go, a canvas that is filled with the pages of our narratives of learning.  When people come to our room, I want them to be “read” our stories of learning not only through what they see students doing and sharing in the room, but also through the room design.

I’ll now take you on a tour of the space and my reflections as I think through the design in progress.


Day 1:

I was happily surprised by the size of the room; my immediate reaction was that the cubicles would need to go as I didn’t have any need for them.


Day 2

Today I was able to begin arranging the room.  I still have plenty of work left to do in the next 10 days, but I now have a starting point with the room setup to move forward; when the students arrive and we begin living in the space, I expect more changes will come.  How students use the space will inform changes I make as the student response to the design and their input will be important.

Below I have shared a 360 view of the room and then some thoughts on each “zone” I’ve carved out or hope to carve out.

Figure 1:  Teacher Desk

I would prefer to not be tethered to a workstation to project (if you have ever had a wireless projector, you know how liberating that technology is!), and I had hoped to angle my teacher desk, but for now this is my tentative set up though it may still change.  I usually use my laptop for projection, but since this projector does not have wireless access (at least for now), I still need to think through whether I’ll use the desktop for dedicated projection or perhaps go with the laptop in conjunction with a slimmer and mobile standing desk.  I would love to be able to move the desktop station elsewhere to have at least one dedicated computer station for students to use.  Note:  the rainbow-colored hanging files lying across my desk were a wise investment last year–I’ll be hanging them up next week!

Figure 2:  Writing Conference Zone

I envision this area as the writing conference area where I can work with small groups or pairs (note the recessed area–I think it used to be a window in a previous life before they built our high school over part of the shell of the previous middle school).  Writing conferences were such a vital and essential part of my classroom last year that I cannot imagine a teaching life without them!

Two possible “wish” additions for the future:  either a mounted glass (clear) dry erase board, or perhaps a flat screen monitor where students could plug in their computers and project their work.  I would also love to replace this table next year with a Steelcase Verb Chevron or rectangle table with wheels.  For now, I am quite grateful to have a large rectangular table.   I expect to add some tools that I might mount on the wall or place in a rolling cart with drawers that will help facilitate our writing conferences (markers, mini dry erase boards, Sharpies, assorted post-it notes, a mobile chart (think elementary classroom ) where we could craft and reference anchor charts, demonstration notebooks built from student crafted work (see Kate and Maggie Roberts DIY Literacy here and here).   The Steelcase chair on the far right near the wall that you see is my very own–I snagged it for a song a year ago via Craigslist Atlanta!

Figure 3:  Reading Nooks + Small Collaborative Work Spaces

This wall is anchored by the two storage cabinets.  Right now I envision the locking file cabinet (for which I am also grateful!) as storage and a means of dividing the spaces to the left and right of the cabinet as two mini work areas for pairs.  I would like to pick up some bargain but functional (and modern looking–perhaps a midcentury vibe) chairs and perhaps small round coffee table where students could collaborate or peer write; these could also double as reading areas.  See this photo for what I might have in mind, especially the Campfire paper table with a dry erase surface; in addition, I love the long bookcases…I think I could probably find something like this at Ikea or Target and run it underneath the dry erase board.  Note the gray baskets perched on top of the file cabinet are for storing writer’s notebooks; I have not yet figured out where I’ll house those.

Figure 4:  Dry Erase Board Area and Bookcase

I am blessed to have this huge dry erase space; I am looking to get some additional dry erase surfaces I can mount elsewhere in the room (perhaps above the bookcase?) or utilize the bulletin board area to post the elements of our standards based curriculum (a framework adopted by Georgia):  the essential question, the warm-up (which I can also project with the LCD projector), the standard(s) for the day, a short description of the activity, the closing, and the assessment.  You’ll note the district has provided the nifty writable magnets for creating these labels!  Ideally, I want to use the board as student work and thinking space, so I want to move the SBC elements to another visible area of the room so that we have maximum writable space.

The bookcase, of course, will feature books and resources for students.  I can utilize the top of the bookcase to feature my awesome acrylic bookmark holder I purchased from Demco a couple of years ago as well as a “featured” set of books.  I still need more bookcases (ideally similar to what you see in the Steelcase photo above that would be sleek, modern, and fit beneath the board) and classroom books, but we also have a wonderfully stocked library as well as access to eBooks through Overdrive via the Gwinnett County Public Library.

Speaking of the Gwinnett County Public Library, Jennifer Lund and I had the opportunity to collaborate with them when we were the media specialists at Norcross High.  I am hopeful a new partnership could be formed, especially to support our project based writing (thank you Liz Prather for sparking ideas on this front) and community based writing (inspiration 1 (local connection–Kennesaw Mountain Writing Project/NWP—and inspiration 2 as well as inspiration 3—hmmm, One City Sugar Hill?!?! ). Perhaps we could even explore some of my students becoming student writers in residence at our local branch!  How cool would that be?

Figure 5:  Desks, Seating Configurations, and the Bulletin Board

Right now I think I need 17 more desks in order to have a minimum of 32.  I am experimenting with arranging the desks in these small clusters so that students can easily fit into the desks without sitting on top of each other.  I would MUCH prefer tables, but very few high school classroom teachers have them (anywhere!) as these style desks are still the standard, and of course, sturdy high quality furniture is not cheap to purchase and/or replace.  I am hopeful I can write a grant in the next year and perhaps begin infusing some of the tables and other furniture items I’d like to support the learning design of the classroom.

Until the rest of the desks arrive and I finish setting them up, I’m still not 100% sure about this set up (and I expect we won’t use it all the time).  Again, I will let the learning activities and student response lead the design; in addition, being flexible with seating arrangements will be key for different kinds of learning activities as some will be collaborative, and other times students need some more solitary space.

I also want to utilize the bulletin board in a meaningful way:  a showcase area for student work, perhaps student created anchor charts, and perhaps some kind of interactive element.  I need to put more thought into this over the next few days–I’ve not had one in a good while, so I’m excited to reinvent or repurpose it in a way that will support and celebrate student learning.


Next Steps

I still need to unpack books, bring in “cozy” elements to soften up the room, find some additional furniture, put up my hanging rainbow file folders (these will house makeup work and other essential resources since I have quite a few of these), establish an area where students will pick up any handouts for the day, and decide where and how to organize the primary supply area (stapler, tape, etc.) as well as a “healthy” area with Kleenexes and hand sanitizer.  I also want to sprinkle a touch whimsy in the space (I will channel Christina from Flip or Flop), but I’m still contemplating what that might be—it may not come to me until I meet the students.

I’m going to limit the wall art (I’ll still do it but be strategic!) I put up this year since I expect we’ll use the wall space for learning activities like I did last year, and I want to feature student crafted work in the room.  I also want to organize my bookcase in my work area and my desk this year so that I can easily find items when I need them.  I’ve also seen a few items at Target I may purchase in August to help me organize the classroom space with a functional yet modern look.

I believe room design is an evolving work in progress; as we let our design incubate and grow, I am fortunate that our beautiful library incorporates many of the design elements I desire, so I expect we’ll be utilizing that space frequently during 2017-18.  I also see the library being an extension of our learning studio, and it will also fill in gaps we may encounter with technology, either in the physical library space or with resources we can check out for us in the classroom, especially since I expect we’ll be using our eClass platform (Desire 2 Learn), Google Docs, and Shorthand heavily.  In addition, we also have a project room we can reserve and use with our classes or in conjunction with other classes as well.  Both of these great spaces are near my classroom, so I am eager to take advantage of them!

What is guiding your classroom design?  How is your classroom design evolving?  What resources have been helpful for you?


Resources and Readings: