From that I have rated myself on the four categories as follows.
3: I understand and am proficient in this, and I regularly practice this in my classroom.
2: I understand this somewhat, but I’m am not proficient at it and I don’t use this regularly in my classroom.
1: I am not sure what this is, and/or I cannot do it.
Ready for Rigor Framework
2 - Awareness
2 - Learning Partnerships
3 - Information Processing
2 - Community of Learners and Learning Environment
There are several patterns that emerged as I reflected on my self-reflecting scores for the Ready for Rigor Framework. First of all, I have a love of learning myself and a passion for figuring out how learning happens. For this reason I scored myself a 2 in “Awareness” and 3 in “Information Processing.” I recognize that culture affects learning and that is the impetus behind my deciding to learn more about culturally responsive teaching. I want to know how to have culture be an aid in teaching and learning instead of a barrier. Over my seventeen years of teaching I have continually adapted lessons to provide ever more authentic opportunities for students and try to make classes culturally relevant. But am I really? Could I be doing more? I believe this is in fact where “Awareness” could be improved and in turn help me improve student information processing.
I have recently been reflecting about the balance of giving students both care and push. Knowing when to do each is challenging and effective teaching makes it look effortless. I made a concerted effort this past year to get students away from thinking about school being about grades, and instead that school is about learning. We don’t do what we do in school for a grade, but as part of learning. This was a shift for students and I. Being able to balance care and push was easier when the focus wasn’t on “getting work done.” This is similar to how the tone and effectiveness of parent-teacher conferences change when any discussion of homework is removed. Something deeper can be discussed rather than why “work isn’t getting done.”
By shifting class culture from that of one focused on grades, we could develop in my class a rapport that focused on learning. We also then developed a common language about learning and goals. That is why I rated myself as a 2 for Learning Partnerships since I feel there is more I can do with CRT to get that care and push well balanced. I feel I do need to help students share a common language they can use when talking about their learning. Now that I have made a cultural shift, that can be followed by a language shift. Often I find students want to do well, have questions about what to do, and struggle identifying how I can help them without doing it for them. Part of the cultural shift was that I will not help them “figure it out”. The students need to do the cognitive heavy lifting. But arming them with the language to help them articulate better questions as well as understand and help their peers is a vital next step. Reference Hammond, Z., & Jackson, Y. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Thousand Oaks, CA: Corwin, a SAGE Company.
I've always been a fanboy of game-inspired learning, game-based learning, and gamification.
For at least the last 14 years of my 18 year career I've been actively incorporating games as a method of teaching, review, and making class fun. This post isn't a treatise on GBL. There are plenty of other places to learn about the benefits of games in education.
Inspired by Paul Darvasi and others* who use commercial games in class, I planned to do the same. If you've looked through my posts you know I used to use MinecraftEdu extensively in class prior to this post. I am no stranger to GBL.
This year I wanted to try using a game to help teach ecology in either my Living Environment Lab or my AIS Living Environment class (Living Environment is biology for you non-NYS people). I looked through Steam's copious catalog of titles. I knew there was one I was looking for that I had seen before but couldn't remember the name.
Eventually I found the game: Shelter.
In the game you play a mother badger leading her young through an often hazardous environment. Along the way you must feed your offspring, navigate raging waterways, and find shelter to avoid predators. The game only takes about 45 minutes to complete. Each level is 10 to 20 minutes of play depending on your propensity to explore (or get turned around).
My goal was to use the game to add context and engagement to the unit. As a commercial game it didn't come with prepackaged lesson plans or direct content. Using the game therefore required a deep-think on the best way to incorporate it into class. I decided we would first play the game and then talk about what we saw and how it relates to the content we were learning. There were a few hurdles I had to get through first.
9th graders playing Shelter
Getting the game into class was the first obstacle. I used my own Windows laptop that had Steam and the game installed on it which made it easier than trying to get things loaded on a district computer. I tried getting access to Steam online at school with no success. Even with me and the two IT guys looking into it we couldn't get Steam connected. Instead, I played the game in offline mode with no problems. Taking my computer to and from school the days we played was a pain but there was no way around it.
Second, it's not a problem but something to keep in mind: I bought the game myself (obviously since it is on my personal Steam account). I buy games regularly so it's not a problem for me but I get it if teachers are reluctant to take the time to make a Steam account and start purchasing games to then use in lesson plans. I personally can't think of a better way to plan lessons!
Final issue I had was to planning it all from scratch. I did a quick Google search and didn't find any other lesson plans using the game. I thought for sure someone must have done it before and posted about it. Perhaps, but I didn't find it. Let me know if that person is you! Designing the lesson myself has the benefit that I can now claim all these materials are my own. Feel free to copy and adapt to your own classroom. I can see this being used from grade 4 to 12. Just be aware that the baby badgers do die and it could be traumatic for younger players. Heck, I got upset when they died!
A note about the plan. The class had already had exposure to the content. In this case the game was not introducing new content, but reinforcing content. The plan outlined below can easily be switched about and is what I plan on doing in the future, not what I did. One difference is I did the food web before the category sort. I think doing the opposite order is better.
Day 1
Introduce the game and the Frayer Model graphic organizer (5 minutes).
Play the first level of the game (20 minutes).
Discuss what was recorded on the Frayer Model (15 minutes).
Day 2
Play the next level of the game continuing to complete the Frayer Model (20 minutes).
Discuss results again (5-10 minutes).
Play the next level of the game (20 minutes).
Day 3
Review the Frayer model (5 minutes).
Have students sort the organisms from the graphic organizer into categories: Producers, Consumers, Autotroph, Heterotroph, Predator, Prey. I put the categories on lab tables and had each organism's picture and name printed out.
Day 4
Play the next level of Shelter (15 minutes).
Have students construct a Food Web using the organisms from the game (20 minutes). I had students do this on a wall. You can have them to this in groups or call on students to add arrows and organisms. Focus on talking about energy movement.
Day 5
Have students construct an energy pyramid (20 minutes). I taped one on the wall and had students fill in the organisms and name each level.
Play the final level of Shelter.
At the end of the lessons I did a quick ten question, multiple choice, summative assessment. All the sorting, webs, and pyramids are formative assessments and you can gauge how students are doing based on that feedback. In the future I'd love for students to provide commentary as they play (like Twitch streaming) about the science they are experiencing. I did ask if they wanted to any of it streamed and they said "no."
Shelter 2 is available on Steam as well. It follows the life of a pregnant lynx. I'll be playing it over the summer to assess its efficacy for classroom use. If it seems a better fit than Shelter 1 I may switch the lesson over.
Link to Folder with my materials. Use and adapt, but please share out to me and others what you do and how it goes!
Note:
The game involves European badgers that are omnivores; the American badger is carnivorous.
Timing is a tricky thing. Playing the game ahead of time is a must.
Get students to play the game. Have them take turns. Even if reluctant they will eventually get into it.
In an earlier post I shared out summer "to do" list. Time to reflect on what I did and didn't get done.
Here is the list:
Learned the Basics of MakeyMakey
Build a 2L water bottle rocket launcher
Read Make it Stick
Started learning how to use RPG Maker MV
Updated Classcraft Sentences, Random Events, and Behaviors
In short, I did all of them, and MORE!
Played with MakeyMakey and my Chromebook using Sketch. Easy stuff and I'll try incorporating it somewhere this year.
Built that 2L water bottle rocket launcher. Now to develop a plan for its use at school.
My 10 yr old daughter testing out the launcher.
I read Make it Stick and I also reworked my question bank and thinking in regards to spacing, interleaving, and recall. I've also become more vociferous in my position that learning styles are bunk. I'm not going to get into more detail on my teaching philosophy regarding learning styles here, but will save that for a later post. Suffice to say, varying instruction has value, just not the value generally attributed to it.
RPG Maker MV is a very robust, easy, and fun game maker. I spent a few hours everyday learning its in and outs. Got through the beginning tutorials. The problem was that I didn't end up with an end product I can use yet and feel that valuable summer time could have been spent doing other things to improve my class game experience.
I went through most of my Classcraft stuff. Now I need to finish up some quests. I really want quests to work better this year and have more student completion of them. Part of it is the art of the "initial success". Most good games don't have you fail immediately. You have a series of easy successes to train you in how the game system works.
Wow. I did quite a bit. I also got first place at a martial arts competition and earned my blackbelt. Also spent four days at NYS Master Teacher conferences learning about science and science education.
Sometime around 1986 my mother decided to enroll me in Karate classes. My dad was often away for work (activity duty military) and she wanted some male role models in my life. Not sure what influence the movie Karate Kid had on the decision to put me in Karate classes (I did like the movie), but it was the start of my martial arts journey. I recently made a video that summarizes this journey as part of earning my blackbelt at the Chinese Martial Arts Academy (CMAA).
Me in 1986
You bet I was excited about the release of the YouTube series Cobra Kai. Here is the description of the show from YouTube:
"Thirty years after the events of the 1984 All Valley Karate Tournament, Johnny Lawrence’s life has taken a rocky turn as he tries to forget a past that constantly haunts him. He seeks redemption by reopening the infamous Cobra Kai karate dojo. But the LaRusso-Lawrence rivalry of yesteryear is reignited when their lives become intertwined with the next generation of “karate kids.”
As a father, teacher, and martial artist I found much to love about this series. It's like the makers of it asked,"What could we produce that Scott will really get into?"
Though the series wasn't meant to be an examination of teaching and learning I couldn't help but contemplate the decisions made by the adults and youth in the series. There was give and take both ways as there is in any classroom. Here are a few things I thought about.
What was my take-away as a teacher.
The Power of Reflection
There should be no need to point out (if you've seen the show) that Johnny Lawrence is not the teacher you want for your kid(s). He drinks. He puts his students in dangerous situations. He advocates for winning at all costs. It's Cobra Kai dammit!
He does have lots going for him as a teacher though. As with any aspiring business owner he quickly realizes that he needs customers to keep his business open (more importantly to him, to also outdo LaRusso in someway). So he listens, reflects, and accommodates by accepting girls and admitting he needs more than one specific "type" of student. He reflects on how his actions affect his students and dojo. He definitely makes lots of mistakes and you continually hope he makes better decisions. That's one reason I found the story compelling. You could almost see him reflecting during and after the final matches in the show. You Teach How You Were Taught
If you are a parent you are familiar with this. When put into a tough situation you fish around in your mind for a response. Your son/daughter fails a test, for example. You search around in your myriad of memories for how your parents may have dealt with this. You go to your role models. How would my mom or dad deal with this? Johnny did the same. He had one instructor at the original Cobra Kai. That's all he knows. Your not going to squeeze water from a rock. Adjusting your teaching style is challenging and requires time and reflection. He comes from one school of thought and that is what he relies on and goes back to. Often as teachers we don't realize how often we do this. I believe this is why observing good teaching is valuable. You can gain new perspectives and branch out your thinking and teaching styles.
Differentiated Instruction
Especially at the beginning, he may not be the teacher you want for kids, but he may be the style of teacher they need. Some students respond well to in-your-face challenges, tough discipline, and no-nonsense teaching. Different students need different approaches. Imagine if one of Sensei Lawrence's pupils was coming from a tough home life. Maybe one already involving abuse or neglect. His literal "punch you in the face" teaching style may not work as well as calm and caring. Being a good teacher means being able to adjust your approach when dealing with different students. It also requires knowing your students in a real way. Johnny Lawrence does not relate well to his students. He is very distant. LaRusso, however, talks to his student and tries to develop a rapport with him.
High Expectations
Johnny Lawrence has them. He expected each of his students to try their hardest...or leave. He didn't go soft on them. His top students also bought into the program he was selling and excelled. Results speak for themselves and success breeds success. High expectations for everyone brings up what is possible for everyone. I know in the classes I attend at CMAA that students often excel where they think they won't. They are often better than they think they are. I try for the same high expectations in my science classes.
Final Thoughts
In the next season of Cobra Kai we are sure to see more of Daniel LaRusso's dojo. I'm stoked to see how his school differs from Cobra Kai. There is so much more to talk about concerning martial arts teaching and how it compares to classroom teaching. I have a few more blog posts planned including: experiential learning, belt systems/gamification, assessment, and student attitude.
I 'm very interested in hearing other's thoughts on Cobra Kai and how it relates to teaching.
Trying to get a few things done this summer in relation to teaching:
Learned the Basics of MakeyMakey
Build a 2L water bottle rocket launcher
Read Make it Stick
Started learning how to use RPG Maker MV
Updated Classcraft Sentences, Random Events, and Behaviors
I'm currently reading EduProtocol and just starting to work on some quests for Classcraft. I still need to figure out how I'm teaching AIS Science this year. Will probably involve review quizzes and games.
Non-teachy stuff: training to do a traditional mantis style kung fu form in the North East Open in August. Building a few cutting boards made from salvaged wood with a friend. That's about it for big things.
Other things need to get done too.
Time to vacuum the family room!
I learned so much from one student during the last five years. She became known as my "other daughter" and though I helped her grow as a person; she helped me grow as a teacher and as a person as well. She has now graduated from high school. Before exploring the lessons I learned from this experience I need to provide a bit of background to give context to the lessons I learned.
In eighth grade she was having a rough couple days. Rough even for an eighth grade girl. She was so down on herself that I had all the teachers on our team write a quick positive affirmation on a card that I gave to her at the end of the day. As hoped the card made a difference and her mood changed. I thought I had done some good and that would be the end of it. Wrong.
We are a preK-12 building and she quickly began stopping by everyday. This turned into every morning and almost every afternoon through four years of high school. Often stopping by during school day as well. I swear she knew my schedule better than I did. We'd celebrate accomplishments and birthdays of her and her friends before school (my breakfast club). I continued to help her work through some difficult issues (see the * below) and became a mentor, confidant, and father figure.
What did I learn from all this?
I learned how to listen and communicate better. I did not have (I realize this now) really good listening skills. The ability to know when and when not to talk. The ability to know what questions to ask and when to ask them. I had never had to help someone through a crisis before.
Real relationships take time. Being seen at their softball game by students is great. Asking what a students will be doing on the weekend is also a great way to build rapport. But, As Aaron Hogan points out in Shattering the Perfect Teacher Myth,"It better be real." I'm not sure I would have truly understood what this meant unless I had this experience first. You need to be able to open up. Freely give of yourself. No, you can't do this with every student; however, some students need that deeper connection to a caring adult more than others.
I learned perspective taking. When helping her I began asking questions such as,"What would make someone do this?" or "How would I react to this situation?". I began transferring these perspective taking skills to working with other students (not intentionally) and trying to understand what drives students to make certain decisions.
*I learned how to work as a school team to help students. Sure, I knew a bit of how to do this before, but no in depth practical experience with an individual student for an extended period of time. Parents, admin, and guidance and other adults were all involved at some point. For some students it takes a team of adults working together to get them to a better place. As a teacher I need to be willing to go to bat for students to get them the help they need.
The most important lesson was the first one I learned the day I gave her that card: even the smallest act of altruism can have far reaching positive effects.
-This post is a small reflection on a life-changing experience and I felt compelled to share out something. Guess its kind of a "thank you" to her. There is probably more I learned and that may be written upon more reflection.-
I'm back home now and can relax a bit and I spent a week writing this post. I unpacked my bags in minutes, but it will take me a long time (weeks? months?) to unpack the experience. That same invigorating feeling of having been to a smashing good concert or winning a championship is buoying my spirits. I'm PUMPED. I am also tired as heck.
First of all, I'm glad I went. I paid for most of the trip myself and was hoping it would live up to the hype. The hype was well placed. The location was beautiful! I'm happy that the trip gave me the chance to experience the wonderful city of Milwaukee. The University School of Milwaukee is a site to behold. You can tell right away that the entire community takes great pride in the school and its students.
The conference was incredibly well run. Pamela Nosbusch (@pamelanosbusch) and Chuck Taft (@Chucktaft) made Summer Spark run so smoothly. This was their forth year doing Summer Spark and their organizational experience shows. Few things I noticed were: sessions on-time, tech issues few, key-notes superb, session rooms accommodating, and food wonderful. Honestly, it was one of the best run conferences I've been to.
Below is a list of the sessions I attended and main takeaways from each.
Top 10 Games for Any Classroom
-Melissa Pilakowski (@mpilakow)
A great assortment of ideas from Jenga, Scattagories, to a Google Vocab Challenge. I will definitely look at playing a few from this session.
AR and VR in the Classroom
-Rachel Dene Poth (@Rdene915)
I love seeing what new things are on the horizon. Google Expeditions continues to be the leader. Why are so many others on iDevices only? I find much of AR and VR a bit gimmicky still but the engagement level is amazing.
Teaching Inspiration
-Michael Matera (@mrmatera)
Finally got to see a presentation by the #xplap man himself. I'm going to use "time" as a game element in more activities.
Digital Breakouts
-DianaLyn Perkins (@PerkyScience)
Practical session from one of my #scitlap friends. I needed to know where to start and what Digital Breakouts were all about. This session has got me stoked to do one in the fall.
Insert Coin
-Chris Hesselbein (@ChrisHesselbein)
I had visited Chris' blog before and wanted to attend one more gamification session. His passion permeated the session and was a great review/introduction of game mechanics and gamification.
Student Voice in the Classroom: Don't Forget the Introverts
-Julie Smith (@Julnilsmith)
I posted a picture from the first slide of this presentation and my Facebook went nuts. My introvert friends are not introverts on the internet I guess. Good practical strategies for reaching out to introverts: wait time, give students paper to write down questions, provide speaking prompts, and more!
Bite-Size Mastery: Nibbling on Mastery Learning
-Tiffany Ott (@TechieTeachOtt)
I had been seeing Grid Method come across my Twitter feed for while and had a passing knowledge of mastery learning. I was hoping to get some specific pedagogical strategies out of this session. I learned out to plan out an entire lesson for mastery. Love it. She provided a sheet breaking down a standard into DOK levels that go with lessons. A formative assessment at the beginning breaks out students into DOK levels to tackle those tasks.
Shattering The Perfect Teacher Myth
-Aaron Hogan (@aaron_hogan)
Aaron wrote the book with the same name as the title of this session. I managed to snag a copy from him after the session. He went over each of the myths in his book. One thing that stuck with me is the change in thinking from "Students should know how to do this." to "I need to teach students how to do this." This is particularly true for behavior problems in class. The idea that students are trying their best. Not just thinking that they are being lazy.
