the effort based classroom presented by: camille l. goins, hstw site coordinator
TRANSCRIPT
The Effort The Effort Based ClassroomBased Classroom
Presented by: Presented by: Camille L. Goins, HSTW Site CoordinatorCamille L. Goins, HSTW Site Coordinator
Requiring Students to Work HardRequiring Students to Work Hard
Most teachers work harder than Most teachers work harder than their studentstheir students
On averageOn average 15% of students in Middle School 15% of students in Middle School
work harder than the teacherwork harder than the teacher 5% of students in High School work 5% of students in High School work
harder than the teacherharder than the teacher
QualityQuality What do you consider quality?What do you consider quality?
It almost always includes caring for each otherIt almost always includes caring for each other It is usefulIt is useful It has always involved hard work on someone’s partIt has always involved hard work on someone’s part It always feels goodIt always feels good
Characteristics of a quality schoolCharacteristics of a quality school Higher ExpectationsHigher Expectations The staff goes above and beyondThe staff goes above and beyond The students go above and beyond The students go above and beyond
Doing things even when not asked adds qualityDoing things even when not asked adds quality
Higher ExpectationsHigher Expectations Does not work aloneDoes not work alone Requires a collaborative Requires a collaborative
effort fromeffort from Rigorous curriculumRigorous curriculum Extra helpExtra help Intense Intense
guidance/mentoring guidance/mentoring Use Data to drive Use Data to drive
improvementsimprovements Link assignments to Link assignments to
students interestsstudents interests Linking the community in Linking the community in
authentic assignments authentic assignments (real-world assignments)(real-world assignments)
Above & BeyondAbove & Beyond How many times have you heard this question How many times have you heard this question
from a student:from a student: ““What do I need to pass this class?”What do I need to pass this class?”
Things to consider when creating a rubricThings to consider when creating a rubric Leaving the highest level on your rubric blankLeaving the highest level on your rubric blank To achieve this level, students must add value/quality To achieve this level, students must add value/quality
to the work that they are doingto the work that they are doing Grading on A, B, C….Grading on A, B, C….
C=Doing All the Work RequiredC=Doing All the Work Required B= Going B= Going BBeyond What Was Requiredeyond What Was Required A=Going A=Going AAbove & Beyond What was Requiredbove & Beyond What was Required
““The Wow Factor”The Wow Factor” Teacher’s commit to Teacher’s commit to
“WOW” on opening “WOW” on opening dayday
Some things to Some things to consider in addition consider in addition to reflection time at to reflection time at the end of the weekthe end of the week How many times did How many times did
I WOW my students I WOW my students throughout the throughout the week?week?
How many times did How many times did my students WOW my students WOW me throughout the me throughout the week?week?
WOW!
Student AchievementStudent Achievement
How do you define achievement?How do you define achievement? Student Achievement GoalsStudent Achievement Goals
Academics – knowledge and skills to Academics – knowledge and skills to be successful in school & life.be successful in school & life.
Life Skills – aptitude, attitude & Life Skills – aptitude, attitude & skills to lead responsible, fulfilling skills to lead responsible, fulfilling & respectful lives& respectful lives
Responsibility – attributes that Responsibility – attributes that contribute to an effective & contribute to an effective & productive community & the productive community & the common good of all.common good of all.
Where in your lesson plans are the Where in your lesson plans are the above items found?above items found?
Student behavior precedes student Student behavior precedes student achievementachievement What would students need to do to What would students need to do to
reach achievement?reach achievement?
Student Behaviors that Student Behaviors that Drive AchievementDrive Achievement
Students choosing to read as an activity rather than an Students choosing to read as an activity rather than an assignmentassignment
Improved teacher/student relationships Improved teacher/student relationships (biggest improvement to st. (biggest improvement to st. achievement)achievement)
Students are comfortable/engaged (students take risks – make Students are comfortable/engaged (students take risks – make themselves vulnerable)themselves vulnerable)
Working cooperativelyWorking cooperatively OrganizationOrganization Understand the meaning behind the assignmentUnderstand the meaning behind the assignment Higher-level questioningHigher-level questioning Can critique their own workCan critique their own work Seeing their work as valuableSeeing their work as valuable Offering community support w/out being askedOffering community support w/out being asked Excited to get to class/disappointed when the bell ringsExcited to get to class/disappointed when the bell rings Students are prepared for classStudents are prepared for class Are involved in extra curricular activitiesAre involved in extra curricular activities Using problem solving skills in academics as well as sociallyUsing problem solving skills in academics as well as socially
Student BehaviorsStudent Behaviors
Do you agree with the list?Do you agree with the list?
What would you add or take away?What would you add or take away?
Do we as educators need to teach Do we as educators need to teach student behaviors?student behaviors?
Effort vs AbilitiesEffort vs Abilities
Are you rewarding students based on Are you rewarding students based on their abilities or their efforts?their abilities or their efforts?
Effort has a multiplying affectEffort has a multiplying affect
Effort x AbilityEffort x Ability = Success = Success Manageable Task Manageable Task
Students can assume that with Students can assume that with substantial effort success can be substantial effort success can be achieved.achieved.
Activities for StudentsActivities for Students
Journal Entries on the followingJournal Entries on the following
Have students to write about Have students to write about
““When have you been successful… or When have you been successful… or When have you been unsuccessful”When have you been unsuccessful”
AbilityAbility EffortEffort Degree of Difficulty – Degree of Difficulty – (taking on assignments that (taking on assignments that
they think they can’t be successful at)they think they can’t be successful at)
LuckLuck
Project AssignmentsProject Assignments
Have students to critique their own Have students to critique their own workwork An Effort Score 1-10 (10 being the An Effort Score 1-10 (10 being the
highest) along with an explanation to highest) along with an explanation to their scoretheir score
Focuses on 2 elementsFocuses on 2 elements ExplanationExplanation Analyzing Analyzing
Providing Pictures of SuccessProviding Pictures of Success Future PlansFuture Plans
Highly successful students constantly talk Highly successful students constantly talk about their futureabout their future
What do we do as teachers to know the What do we do as teachers to know the student’s future plans?student’s future plans?
What do we do as a school to know the What do we do as a school to know the student’s future plans?student’s future plans? All students by grade 9 should have a 5 year All students by grade 9 should have a 5 year
plan and steps to reach their goalsplan and steps to reach their goals Updraft/Downdraft (Do students get lost when Updraft/Downdraft (Do students get lost when
we place them in categories i.e. high we place them in categories i.e. high achievement, low achievement)achievement, low achievement)
Goal Setting (Needs to be taught) Goal Setting (Needs to be taught) Example: Advisor/Advisee ProgramExample: Advisor/Advisee Program
The Advisor/Advisee ProgramThe Advisor/Advisee Program
Does not become successful overnight, but by year 3 Does not become successful overnight, but by year 3 should see results.should see results.
Advisors Need to know the students future plans – use Advisors Need to know the students future plans – use the student’s plans as part of the student’s motivatorsthe student’s plans as part of the student’s motivators
Activity to complete with AdviseeActivity to complete with Advisee Create a folder of the student in Grade 9 with a picture of Create a folder of the student in Grade 9 with a picture of
them in the front cover in their graduation gown, cap & them in the front cover in their graduation gown, cap & tassel. tassel.
Each time they open their folder with their advisor they are Each time they open their folder with their advisor they are reminded of their goal to graduate. Have them to complete reminded of their goal to graduate. Have them to complete a journal entry with the followinga journal entry with the following
What did I do yesterday to cause this picture to come true?What did I do yesterday to cause this picture to come true? What can I do today to cause this picture to come true?What can I do today to cause this picture to come true?
Benefits of Advisor/Advisee ProgramBenefits of Advisor/Advisee Program
Improved academicsImproved academics More students took college entrance More students took college entrance
examsexams 46% of teachers believed that they 46% of teachers believed that they
influenced their advisees and improve influenced their advisees and improve gradesgrades
Students attitudes improveStudents attitudes improve Student/teacher relationships improvedStudent/teacher relationships improved Drop-outs declinedDrop-outs declined Transition to high school was easedTransition to high school was eased Liaison for parents was providedLiaison for parents was provided
Payoff vs CostPayoff vs Cost
How many student refuse to take higher-level How many student refuse to take higher-level courses to “Protect” their GPA or are afraid of courses to “Protect” their GPA or are afraid of failingfailing A student taking an AP Math Class that scores a C A student taking an AP Math Class that scores a C
will be better prepared for college level math than a will be better prepared for college level math than a student who takes a lower level Math Class and student who takes a lower level Math Class and scores an A.scores an A.
Most students are working based on the “Credit Most students are working based on the “Credit Card Theory” Get the rewards now, pay laterCard Theory” Get the rewards now, pay later
How can we get students to buy in?How can we get students to buy in? Increase the value of the payoffIncrease the value of the payoff
What can we do to decrease the cost?What can we do to decrease the cost?
Experiment Experiment
Henry Kissinger wrote that he worked for 2 Henry Kissinger wrote that he worked for 2 days on a report for his boss, put it in his days on a report for his boss, put it in his mailbox. The next morning it was in his mailbox. The next morning it was in his box with a note “Is this your best work”? box with a note “Is this your best work”? He took it home worked on it all night He took it home worked on it all night
and put it in his boss box. It was and put it in his boss box. It was returned “Are you sure”? This time returned “Are you sure”? This time
becoming frustrated worked on it all day, becoming frustrated worked on it all day, hand delivered it to his boss saying hand delivered it to his boss saying “This is it”. His boss then replies “This is it”. His boss then replies ““Great, now I’ll read this one”.Great, now I’ll read this one”.
Experiment with Your Experiment with Your StudentsStudents
Try with your students giving an Try with your students giving an assignment back w/out reading it assignment back w/out reading it and ask “Is This Your Best”?and ask “Is This Your Best”?
Requires students to critique their Requires students to critique their work and put in extra effort to work and put in extra effort to achieve.achieve.
HomeworkHomework
What is the purpose of Homework?What is the purpose of Homework? The purpose of homework is to reach the student’s skill The purpose of homework is to reach the student’s skill
level. level. It should not just be used for a grade.It should not just be used for a grade.
Homework allows the teacher and the student to find out Homework allows the teacher and the student to find out what they are not understanding before the quiz/test.what they are not understanding before the quiz/test.
Assign homework that is most appropriate for each Assign homework that is most appropriate for each studentstudent
Could require giving more than one assignment (possibly Could require giving more than one assignment (possibly 3 different assignments)3 different assignments) One assignment for those students who did not understand.One assignment for those students who did not understand. One assignment for those who need to practice with what One assignment for those who need to practice with what
we are doing.we are doing. One assignment for those students who understood the One assignment for those students who understood the
materialmaterial Pretest your students before you begin a new unitPretest your students before you begin a new unit
Allow your students to test out of a UnitAllow your students to test out of a Unit
Differentiate for Learning StylesDifferentiate for Learning Styles
How many of you have completed a “Sensory Modality Preference How many of you have completed a “Sensory Modality Preference Inventory” (the way you take in information) with your students?Inventory” (the way you take in information) with your students?
By 8By 8thth Grade every student should know their learning style Grade every student should know their learning style Do we teach based on our learning styles?Do we teach based on our learning styles? How do you rotate the various Learning Styles within your How do you rotate the various Learning Styles within your
classroomclassroom KinestheticKinesthetic TactualTactual VisualVisual AuditoryAuditory
Take a look at your lesson plan and look at the most important Take a look at your lesson plan and look at the most important message you want your students to get. Now can you say it in four message you want your students to get. Now can you say it in four ways to reach the learner i.e. visual, auditory, kinesthetic, and ways to reach the learner i.e. visual, auditory, kinesthetic, and tactual.tactual.
The More multi-sensory your presentation, the more likely the student The More multi-sensory your presentation, the more likely the student can store the information.can store the information.
Did you know that in a 30 second commercial they reach all 4 Did you know that in a 30 second commercial they reach all 4 areas of the learning style?areas of the learning style?
Ask Yourself….Ask Yourself….
At the end of the dayAt the end of the day
““Did I prepare my students for the test”?Did I prepare my students for the test”?
OROR
““Did I prepare my students for the future”?Did I prepare my students for the future”?
Publications/Internet SourcesPublications/Internet Sources http://blogs.plsweb.comhttp://blogs.plsweb.com
How to Raise Smart Kids How to Raise Smart Kids by: Carol Dweckby: Carol Dweck
Never Work Harder Than Your Students and Other Principles of Never Work Harder Than Your Students and Other Principles of Great Teaching Great Teaching by: Robyn R. Jackson by: Robyn R. Jackson
Outliers: The Story of SuccessOutliers: The Story of Success by Malcolm Gladwell by Malcolm Gladwell
The Pursuit of WowThe Pursuit of Wow by: Tom Peters by: Tom Peters
http://speakingofhistory.com/ideashttp://speakingofhistory.com/ideas
Tapping Student Effort, Increasing Student Achievement Tapping Student Effort, Increasing Student Achievement by: Stephen by: Stephen G. Barkley G. Barkley
There Are No Shortcuts: How an inner-city teacher--winner of the There Are No Shortcuts: How an inner-city teacher--winner of the American Teacher Award--inspires his students and challenges us to American Teacher Award--inspires his students and challenges us to rethink the way we educate our children rethink the way we educate our children by: Rafe Esquith by: Rafe Esquith