Educator’s Voice NYSUT’s journal of best practices in Volume VIII, Spring 2015

Included in this issue: Welcome from Catalina R. Fortino and -Based : Preparing Young Learners for the Demands of the Problem-Solving for the Developing Mathematical Thinking in the 21st Century 21st Century Learner How Modes of Expression in the Arts Give Form to

21st Century Real-World Robotics In this issue … Authors go beyond teaching the three R’s. Critical thinking and problem- “Caution, this will NOT be on the test!” Expedition Earth Science solving for the 21st century learner means preparing students for a global Prepares Students for society that has become defined by high speed , complex the 21st Century and rapid change, and increasing diversity. It means engaging students to use multiple strategies when solving a problem, to consider differing Engaging Critical Thinking Skills with Learners of the Special Populations points of view, and to explore with many modalities.

Music Performance Ensembles: This issue showcases eight different classrooms teaching critical thinking A Platform for Teaching through inquiry and expedition, poetry and music. Authors investigate the 21st Century Learner ways to make teaching and learning authentic, collaborative and hands- on. Students learn to problem solve by building working robots and go What is L.I.T.T.O.? Developing Master Learners beyond rote memorization in math through gamification. Early learners in the 21st Century Classroom use art to generate their own haiku, or journals to document their experi- ences with nature, and high school students learn earth science through Glossary outdoor investigations. Students in these classrooms are engaged in learning through dialogue, project based explorations, in-depth Resources observation, critique and self-directed learning. It is a collection that Call for Proposals for Next Issue demonstrates best practices for all learners who, as future citizens, will a critical role in defining the society. For additional information on this and other topics, please visit www.nysut.org

A Publication in Support of NYSUT’s initiative to end the achievement gap ©2015 NYSUT

800 Troy-Schenectady Road, Latham, NY 12110-2455 n 518-213-6000 n www.nysut.org Karen E. Magee, President Andrew Pallotta, Executive Vice President Catalina R. Fortino, Vice President Paul Pecorale, Vice President Martin Messner, Secretary-Treasurer

Dear Colleagues,

I am happy to announce that Educator’s Voice, NYSUT’s Journal of Best Practices in Education, is going digital. We are moving from our print publication to one that can be accessed through a variety of digital devices, so we can go wherever you go. Beginning with our first mailer that includes a QR code allowing readers to pull up the entire journal on a Smartphone or tablet, to our new interactive Web features, we are embracing 21st century technology.

While Educator’s Voice will no longer be offered in print, we are expanding our online features to make the jour- nal a more interactive and accessible experience for you, our readers. Our goal is to reach as many of you as pos- sible, to make Educator’s Voice available to all of our NYSUT members across the state. The use of multiple forms of technology will enable us to share these innovative classroom practices more broadly.

One of the new interactive functions “Educator to Educator” allows readers to post a comment to any of our authors. Tell them your reactions to the article or describe how you adapted the ideas in your own classroom. We are also introducing our featured author’s video interviews. Learn more about an article of interest in a 3-4 minute video presentation from a selected author.

Please join us in celebrating these exciting changes. Share the link to our website, download the PDF’s to your computer or mobile devices, and share your feedback with the authors. Help us to make Educator’s Voice a true 21st century member-to-member experience.

Sincerely,

Catalina R. Fortino Vice President, NYSUT

New York State United Teachers Affiliated with AFT • NEA • AFL-CIO EDITORIAL BOARD

Catalina R. Fortino Vice President, NYSUT Daniel Kinley Director of Policy and Program Development, NYSUT Elizabeth Sheffer Educational Services, NYSUT Lawrence Waite Director of Educational Services, NYSUT Deborah Hormell Ward Director of Communications, NYSUT

Publication Coordinator Leah Lembo and Educational Services, NYSUT

The Editorial Board wishes to thank the following individuals for their contributions to the development of this volume: Barbara Back, Clarisse Banks, Cynthia DeMichele, Glenn Jeffers, Susan Lafond, Terry McSweeney, Melanie Pores, David Rothfuss, John Strachan, John Strom, Bernice Rivera and Carolyn Williams.

Representing more than 600,000 professionals in education, human services and care

800 Troy-Schenectady Road, Latham, NY 12110-2455 518-213-6000 • 800-342-9810 www.nysut.org

New York State United Teachers Affiliated with AFT • NEA • AFL-CIO Educator’s Voice NYSUT’s journal of best practices in education Volume VIII, Spring 2015 Critical Thinking and Problem-Solving for the 21st Century Learner Table of Contents

Inquiry-Based Learning: Preparing Young Learners for the Demands of the 21st Century ...... 2 Developing Mathematical Thinking in the 21st Century ...... 12 How Modes of Expression in the Arts Give Form to 21st Century Skills ...... 22

NYSUT members may 21st Century Real World Robotics ...... 40 photocopy these copyrighted “Caution, this will NOT be on the test!” written materials for Expedition Earth Science Prepares Students for the 21st Century . . . . 50 educational use without express Engaging Critical Thinking Skills written permission. with Learners of the Special Populations ...... 62 Some of the photos in Music Performance Ensembles: this journal, of NYSUT members A Platform for Teaching the 21st Century Learner ...... 72 and their students, What is L.I.T.T.O.? were taken by the following photographers: Developing Master Learners in the 21st Century Classroom ...... 82 Maria R. Bastone Glossary ...... 106 Steve Jacobs Resources ...... 108 El-Wise Noisette Jen Rynda Call for Proposals for Next Issue ...... 111

For additional information In this volume of Educator’s Voice, authors may have referenced particular programs, on this and other topics, curricula or websites in the discussion of their work. These references do not imply approval please visit www.nysut.org or endorsement by NYSUT of any particular product, service, or organization.

A Publication in Support of NYSUT’s initiative to end the achievement gap ©2015 NYSUT Inquiry-Based Learning: Preparing Young Learners for the Demands of the 21st Century

SUMMARY it is our responsibility to nurture and Learning begins with defend the threads of curiosity and the In this classroom early a sense of wonder wisps of wonder in order to best equip learners are challenged — a sudden spark that ignites a curious our youngest learners with the skills to explore a hands-on and propels it into action. to become the future problem-solvers, investigation in science. Children are born with this innate Using inquiry to inform researchers and critical thinkers of the the process, students are sense of wonder. They begin their lives 21st century. led through a carefully already demonstrating the skills of a developed and exciting scientist, observing and questioning the The learners of the 21st century are study on the life of environment in order to make sense of poised to join a workforce that requires worms. Across observa- tions, rich discussions, their place in the world. They totter to them to ask questions, problem-solve and nature journals, a and fro, experimenting, fumbling, won- and think critically, pursue investiga- multi-sensory experience dering and thereby creating their own tion and share and apply their findings unfolds in one urban understandings. Unfortunately, in this through multisensory lenses. Many of classroom. educational climate’s push toward - today’s jobs require workers to think dardization and a one-size-fits-all cur- outside of the box and problem-solve riculum, it is all too easy to lose sight of from different angles, always being the natural curiosity piping from young ready to construct and defend a new children. As early childhood educators, way of thinking. In order to provide

Melissa Fine is a kindergarten teacher at Manhattan New School in New York City. She has been working in the New York City Department of Education as an early childhood teacher for six years. Fine is an ardent supporter of arts education and embeds art, drama and movement into all areas of curriculum.

Lindsey Desmond is a kindergarten teacher at Manhattan New School in New York City, where she has been an early childhood educator for 11 years. She is passionate about validating and nurturing the child’s natural curiosity and sense of wonder. She continues to marvel in the discoveries young children happen upon as they engage with, and investigate, their own environment.

Educator’s Voice n Volume VII n Page 2 Melissa Fine, United Federation of Teachers Lindsey Desmond, United Federation of Teachers Many of today’s Inquiry-Based Learning: jobs require Preparing Young Learners workers to the learners of today with the tools to Inquiry-Based Learning think outside participate fully in this challenging Our pedagogical method of choice is of the box and for the Demands of the workforce, the understandings of inquiry-based learning. This approach problem-solve teaching methodology in the classroom invites children to take center stage in 21st Century must be altered. their own learning. Children pose from different meaningful questions and are encour- Gone are the days of regurgitation of angles, always aged to solve problems by - facts and figures or filling in bubbles on ing and evaluating possible solutions. being ready to an examination. John Dewey in Teachers guide children to apply this Education and Experience (1938) construct and newly constructed knowledge to broad- described this rote process of learning en, analyze, critique, and ultimately defend a new as “static,” referring to traditional edu- defend new hypotheses. The teacher’s cation as an “imposition from above way of thinking. role within this framework is that of a and from outside” (p. 16). Instead of facilitator, guiding learners to explore teachers filling young with iso- their questions and decide on a course lated skills and required subject matter, of action. Teachers pose carefully craft- Dewey advocated that children should ed, open-ended questions that allow be actively involved in their learning learners to deepen their thinking and and help co-construct knowledge that investigate further, rather than respond has both interest and meaning to them. with one correct or incorrect answer. In order to facilitate this progressive These open-ended questions are a pair- branch of learning, he maintained that ing of the teacher’s goals and learning the image of the role of the teacher objectives but also follow the lead of the should change from that of an “exter- children’s own thinking. Teachers nal boss or dictator” to that of a “leader actively listen and reflect upon the of group activities” (p. 45). It is essen- of children in order to provide tial that we take a cue from Dewey’s resources and provocations to extend research and begin to transform teach- the learning. They document the pro- ing and learning into two-way dia- cess of learning and make it visible to logues that prompt active participation others through such mediums as pho- for our 21st-century learners. tography, narratives, transcripts, videos, or audio recordings.

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To channel The Benefits of comparison kindergarten group lack- Inquiry-Based Learning ing the inquiry component to the but- this level of Inquiry-based learning is a method of terfly study. Results showed that engagement in teaching and learning that extends learning outcomes were richer and the level of student engagement was higher the classroom, across content areas. Inquiry, as char- acterized by the National Science when teachers allowed students to fol- our youngest Education Standards (1996), refers to low the leads of their own questions students must the multifaceted process of gaining and engage in authentic exploration information through diverse levels of within the inquiry group. Students be actively present investigation. The standards compare were encouraged to make predictions, and instrumental in the inquiry process in the classroom to observe, investigate, and share their the activities and thinking processes of findings through discourse, drawings, their own learning. real-life scientists. Inquiry in both and book readings (Samarapungavan, realms requires all participants to make Mantzicopoulos & Patrick, 2008). observations, pose questions, actively Inquiry-based learning also enables engage in the research process and children to find their individual voice share their findings. In order to chan- (as opposed to that of their teacher) nel this level of engagement in the and critique their own thinking. classroom, our youngest students must Research conducted by Hamlin and be actively present and instrumental in Wisneski (2012) emphasized the pow- their own learning. This inquiry model erful learning that preschoolers echoes the constructivist theories of engaged in when simply responding to Freire, suggesting that children must an open-ended “what if” question be active participants in their learning, posed by their teachers (p. 82). as opposed to vacant minds waiting to be filled with preordained information Conezio and French, designers of a (Freire, 1970). preschool science-based inquiry cur- riculum, also noticed a correlation From the preschool to university - existed between inquiry and the ting, research points to growing evi- strengthening of literacy and dence that inquiry-based learning in the classroom environment. When fosters problem-solving, critical-think- students were engaged in a rich dis- ing, and meaningful ways to co-con- course about their learning, both struct knowledge (Wells, 1992). receptive and expressive language skills Samarapungavan, Mantzicopoulos, were exercised (Conezio & French, and Patrick (2008) compared the 2002). A discourse between children learning outcomes from a kindergarten involves the ability to actively listen to guided butterfly inquiry with those of a others and take note of different

Educator’s Voice n Volume VIII n Page 4 perspectives or opinions. Ellen Doris Sample facts from the classes included: in Doing What Scientists Do (2010) “Worms help trees.” emphasizes the importance of this “Worms eat in a compost.” exchange of information as children collaborate to deepen their knowledge “Worms eat mud sometimes.” and understandings. “I know about worm’s doo doo. Children examining This is soil.” worms during a nature walk to the park. “Worms can grow a part of their The Beginnings of body back if it gets cut.” A Worm Inquiry “Worms eat dirt.” In our urban public school on the “Worms only live underground.” Upper East Side of Manhattan, an inquiry process unfolded within a Both classes engaged in direct, worm and composting investigation hands-on exploration of a worm bin “Worms eat in done in with a kindergar- with Red Wiggler worms to allow the compost.” ten and first-grade classroom. Our children to further their observations classes began the year engaging in and begin to pose wonders. The weekly nature walks to a nearby park, children took part in setting up the accompanied by teachers and family habitat and spent time observing and volunteers. The children were tasked interacting with the worms. with collecting samples, sketching interesting findings, and jotting down “I know about worm ideas and observations in their nature Formative assessment interactive chart doo doo. This is soil.” journals. Through the course of several outings and rich discussions about the children’s questions and observations, we noticed a propelling interest sur- rounding worms and the mystery of their life underground.

We gathered the children’s initial understandings about worms through conversations, drawings, and written facts. This dialogue served as a forma- tive assessment of the children’s origi- nal understandings about worms.

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Educator’s Voice n Volume VIII n Page 5 Inquiry-Based Learning: Preparing Young Learners for the Demands of the 21st Century

During these observation times, we filled our notebooks with the thoughts and questions of the children. “Do they like light or dark?” “Do they like to be touched?” “Can they hear?” “How long will they get?” “Why do they squirm?” “Why do worms curl up?” “Where are their eyes?” Children prepare the worm habitat The strips of newspaper must be “What is the ring around the body?” by gathering strips of newspaper. damp. The children are dipping the paper in water. “What do they like to eat when they go outside?” “What do the babies look like?” “Do worms have mothers?” “Do they grow in their mother’s belly?” “Why are they wet?” “Do worms have a heart?” “Where are their teeth?”

The worms are placed into the bin. Kindergartner and first-grader exploring worms during buddy time.

Educator’s Voice n Volume VIII n Page 6 Posing Questions and hold, measure, weigh, and prepare Seeking Answers food for the worms. Through observation, experimenta- tion, book research, interviews, and Worm bin became a favorite activity in videos, the children began exploring the classroom during choice time, and and seeking answers to their many family members were encouraged to questions. An interview with an volunteer to help facilitate centers. from the Lower East Side Ecology Center provided the children relevant Children designed many contests to information about the parts of the discover who could find the most worm, their habitat, and how to feed babies or hold the most adults in one Children prepare food to feed to the worms. The them properly. Families from both hand or prepare the new bedding the food comes from families classes contributed to our investigation fastest. Boys and girls equally engaged and leftovers from the by sending in food scraps for the new in exploration and observation. One school’s cafeteria. compost bins to help feed the worms. child enthusiastically noted, “Even The pictures and captions in nonfic- though this is poop, it’s not gross!” tion books helped the children investi- They had discovered that worms are, gate the inner workings of worm in fact, quite clean. bodies, including how they eat, repro- duce, and survive in the wild. The acquisition and sharing of worm facts Sharing Learning Together began to permeate the classroom on a The children used photography, daily basis, and we recorded conversa- drawing, sculpting, and writing to tions to document and reflect upon the share their findings with classmates. learning process. One group of students wrote the script for a puppet play and performed it in “Theworms in our worm bin have it easy!” the class shadowbox theater, highlight- ing the day-to-day life of a worm in a “They don’t have to worry about any worm bin. predators and their food is delivered Worm exploration every week!” “I’m a Red Wiggler worm. at worm center. “I can’t believe a worm has five I live in Classroom 205. hearts! Can you?” I love to eat fruit and veggies but only after they are rotten. Excitement filled the air as the worms I squirm and dig and my poop is acclimated to the bin and children good for the Earth.” explored and investigated. The children were eager to observe, dig, continued on following page

Educator’s Voice n Volume VIII n Page 7 Inquiry-Based Learning: Preparing Young Learners for the Demands of the 21st Century

Another group crafted worm books in the “how-to” genre. Books with such titles as: How to Care for Worms, How to Set up a Worm Bin, How to Get Rid of Fruit Flies, and What Worms Like to Eat documented the learning children had acquired through observation and experimentation.

Posters and sculptures detailed the life cycle and labeled diagrams explained the body parts of worms, as well as their functions. Writing filled the rooms.

Excerpts from Student-Written Book: How To Care For Worms A student documents her observation of baby worms

Student-created poster documenting the parts of a worm Step 1 Get newspaper. Cut it. Soak it. Step 2 Put in worms. Step 3 Get vegetables, fruit or egg shell. No banana but peel OK. Make sure not a lot of water in it. Sculpture of the parts of a worm made *revised for clarity with modeling clay

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Educator’s Voice n Volume VIII n Page 8 Over the course of several months, the A Bend in the Road children hunted for cocoons and baby Springtime brought new and exciting worms. change to the worm bin. Children began to notice the worm castings They sorted larger worms into catego- (vermicast) filling up the bin. ries such as adolescents and adults by looking for the clitellum (the ring around the head). Conversation began “Sometimes the food gets eaten up fast and sometimes it stays in there to revolve around questions and for a long time.” observations of the reproduction activ- “Where is all the food going?” ity in the worm bin. “Why is it filling up with brown “What are the tiny yellow balls?” stuff?” “Look at the tiny newborn worms ... “It’s starting to smell just like dirt they look like strings!” in here!” “What are we going to do with all “Why is the worm bin getting these baby worms?” so heavy?” “Will we ever see any dead worms?” “When a lot of worms get close After reflecting on the content within together it is hotter than when they questions such as these, it was clear Vermicomposting are apart.” that the children were curious about results from using worms to turn left- “Did you know that a worm can be the process of vermicomposting. over food into soil. a girl and a boy?”

Another research group became inter- ested in exploring the food chain. The children marveled at the interdepen- dence of animals for survival and imag- ined scenarios in which they might have eaten an animal that, at one time, ate a worm. As they learned about pro- ducers, consumers, and decomposers, children crafted their own plays docu- menting these life cycles. “Worms eat plants. Birds and frogs eat worms. And even bigger animals eat those.”

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Educator’s Voice n Volume VIII n Page 9 Inquiry-Based Learning: Preparing Young Learners for the Demands of the 21st Century

We asked the children to determine As the year and study came to a close, what to do with these rich nutrients. we reflected on the inquiry-based By taking a vote it was decided that the learning process in which our classes vermicompost would be harvested and engaged. By allowing the children to scattered in our local park to give back pose their own questions, problem- to the community. We would also use solve and investigate, children became some of the vermicompost in the class- deeply invested in their learning and, room to help our plants grow. as a result, formed and shared their own theories and findings with others.

Giving Back to the Community A Student Shares His Findings Students fertilize the soil of a Plans dramatically shifted, however, With Classmates young miniature daffodil plant when a third-grade teacher expressed with some vermicast compost. interest in obtaining some of our ver- An investigation into the life cycle of a micompost for her personal vegetable worm had naturally evolved into a garden. Suddenly the learning con- much deeper inquiry into food chains, structed from our classroom inquiry decomposition, and environmental- was directly impacting a teacher in our ism. In the process, our inquiry elicit- school community, as ed exciting social action, research, well as her garden and writing, drawing, sculpture, puppetry, all the animals and performance, and much more. insects that called it Children portrayed a sense of compas- home. Pride and pur- sion for the worms. Furthermore, the pose radiated from our worm bin acted as an entry point into a classes as the children deeper of the worms’ eagerly collected several livelihood and environmental protec- gallons of vermicompost tion. Perhaps one child’s thoughts best for the teacher. She reflected the to the connec- brought in a fresh salad tions within our natural world as well Above: Children collect after the garden pro- as a personal connection to the worm vermicast for a third- duced lettuce with our inquiry experience. grade teacher’s garden. vermicompost. She later “Without these worms, lots of things joined us for an interview would change.” to share how the vermi- At right: The third-grade teacher compost helped fertilize shares a home grown her garden and grow salad with the class, completing the nutritious vegetables for cycle of nature. others to enjoy.

Educator’s Voice n Volume VIII n Page 10 Calling all 21st-Century Learners Hamlin, M., & Wisneski, D. (2012). Supporting the scientific thinking and By allowing The current workforce is demanding inquiry of toddlers and preschoolers that we, as early child educators, guide through play. Young Children, 67(3), the children 82-88. children to cultivate the skills to to pose their become the future problem-solvers, National Committee on Science Education Standards and Assessment, National own questions, critical thinkers and inventors of Research Council. (1996). National tomorrow. Traditional teaching prac- science education standards. Washington, problem-solve tices that mirror a one-way line of com- DC: National Academy Press. http:// www.nap.edu/readingroom/books/nses munication and cater to one-size-fits-all and investigate, Samarapungavan, A., Mantzicopoulos, P., curriculums are failing to prepare chil- & Patrick, H. (2008). Learning science children became dren for the road ahead. Our yearlong through inquiry in kindergarten. Science worm inquiry opened our eyes to the Education, 92(5), 868-908. deeply invested endless possibilities that arise when Wells, G. (1992). Language and the inquiry- in their learning teachers provide children with the oriented curriculum. Curriculum Inquiry, 25(3), 233-269. and, as a result, tools, time, and trust to become key players in their own learning. It is time formed and to start building the foundation for shared their teacher practices, such as inquiry- Additional resources recommended by the author based learning, that will promote the own theories skills needed for 21st-century thinkers. Bodrova, E., & Leong, D. (2007). Tools of the mind: The Vygotskian approach to early and findings The time to begin this journey starts childhood education. Upper Saddle River, today. NJ: Pearson Prentice Hall. with others. Chiarotto, L. (2011). Natural curiosity: Building children’s understanding of the References world through environmental inquiry / A resource for teachers. Oshawa: Maracle Conezio, K., & French, L. (2002). Science Press Ltd. http://www.naturalcuriosity.ca/ in the preschool classroom: Capitalizing pdf/NaturalCuriosityManual.pdf on children’s fascination with the everyday Project Zero and Reggio Children. (2001). world to foster language and literacy devel- Making learning visible: Children as indi- opment. Young Children, 57(5), 12-18. vidual and group learners. Reggio Emilia, Dewey, J. (1938). Experience and education. : Reggio Children. New York, NY: Kappa Delta Pi. Doris, E. (2010). Doing what scientists do. Portsmouth, NH: Heinemann. Freire, P., & Bergman-Ramos, M. (1970). Pedagogy of the oppressed. Chestnut Ridge, NY: Herder & Herder.

Educator’s Voice n Volume VIII n Page 11 Developing Mathematical Thinking in the 21st Century

SUMMARY To be clear, when we discuss gamifi- Just so we get this cation, we don’t mean just video Critical and mathematical out of the way and games, but advancements made in the thinking are cultivated the whole thing doesn’t feel awkward area of video games and gaming have through an interactive later on, we should let you know that process of discovery that taken learning to another level. That uses gamification instead we’re going to use the words gaming, said, you don’t need a wired classroom of rote memorization gamers, and gamification in this article. stocked with the latest-and-greatest to teach higher order But wait! Give us the next paragraph technology to “gamify” anything. thinking skills in the before moving on. secondary classroom. Gamification isn’t necessarily about These authors explain creating games or making learning fun We know: You’re a math teacher. how this approach can be either. Moreover, gamification isn’t You’re not, for example, counting the used in varied contexts necessarily about offering rewards, to increase mathematical minutes until you can play Candy points, and badges to “incentivize” understanding while Crush or Red Dead Redemption for students to learn. increasing students’ 10 hours straight (though, alas, you enthusiasm for math. might). Nor are you thinking that your Rather, gamification involves the stra- students should do anything of the sort tegic use of “game-based mechanics, (though, alas, they might). What we aesthetics and game thinking to engage will share in this article, however, are people, motivate action, promote ways to use gamification to power up learning, and solve problems” (Kapp, the teaching and learning of mathemat- 2012, p. 10). We contend that the real ics in the 21st century. power of gamification rests in its ability

Sandra Cimbricz is an assistant professor of education at the College at Brockport, SUNY, where she teaches literacy education courses. Prior to joining Brockport, she served as an instructional specialist/coach, building administrator and school district administrator in Buffalo and Rochester area schools. Derek Stoll currently shares his love of and expeditionary learning as a third-grade teacher at the Genesee Community Charter School in Rochester, NY. Christian Wilkens is an assistant professor of education at the College at Brockport, SUNY, who specializes in special education and Science, Technology, and Mathematics (STEM). He has taught high school science, mathematics, and special edu- cation in Mississippi and Alaska.

Educator’s Voice n Volume VIII n Page 12 Sandra K. Cimbricz, United University Professions Developing Mathematical College at Brockport, SUNY Thinking in the 21st Derek M. Stoll, Genesee Community Charter School Christian P. Wilkens, United University Professions Century College at Brockport, SUNY

to inspire people, especially adoles- cal knowledge, skills, cents, to want to learn, keep learning, abilities, habits, and atti- “Every technique and method I know what they’re learning, and want tudes deemed essential to learned in obtaining my bachelor’s to learn more. With this in mind, we “producing mathemati- and doctorate in mathematics can be outsourced. What makes offer ideas about how to harness the cally able students well- me still marketable is power of gamification and “learning equipped for 21st century mathematical thinking.” like a gamer” to develop what some life and career(s)” (Devlin, — Keith Devlin, Ph.D., call mathematical thinking. 2014, p. 3). Figure 1 21st Century Mathematics Conference: depicts what these practic- Stockholm, (April 2013) es are and how they relate: Mathematical Thinking Figure 1: Higher-Order Structure of in the 21st Century Standards for Mathematical Practice At the heart of the Common Core

State Standards in Mathematics 2. abstractly and quantitatively. (National Governors Association, 3. Construct viable arguments and critique 2010) are eight Standards for the reasoning of others. Mathematical Practice. These eight principles combine the NCTM (2000) 4. Model with mathematics. process standards (, 5. Use appropriate tools strategically. representation, reasoning and , connections, and problem-solving) 7. Look for and make use of structure. persevere in solving them. Attend to precision. and the National Research Council’s Make sense of problems and 8. Look for and express regularity in repeated

6. (2001) five strands of mathematical 1. reasoning. proficiency (conceptual understand- ing, procedural fluency, strategic Overarching habits of mind of a Reasoning and explaining productive mathematical thinker Modeling and using tools competence, adaptive reasoning, and Seeing structure and generalizing productive disposition). As such, the Source: http://www.ascd.org/ascd-express/vol8/805-parker.aspx Standards for Mathematical Practice represent the aggregate of mathemati- continued on following page

Educator’s Voice n Volume VIII n Page 13 Developing Mathematical Thinking in the 21st Century

The real power As a whole, these mathematical practic- process of discovery and serious play es embody the kind of mathematical rather than as a set of operations to of gamification thinking important to understanding memorize or follow (Devlin, 2012, rests in its ability modern-day mathematics as the science 2011; Wallace, 2013). In a similar vein, of patterns: research on the effects of video gaming to inspire people, in the world of work suggests that we especially adoles- Mathematical thinking is more than need to seriously rethink how we’re being able to do arithmetic or solve cents, to want to approaching teaching and learning in algebra problems….Mathematical general — on-the-job or in classrooms. learn, keep learning, thinking is a whole way of looking at When it comes to learning in the 21st things, of stripping them down to their know what they’re century, video gaming is clearly a game numerical, structural, or logical essen- changer. Carstens and Beck (2005) learning, and want tials, and of analyzing the underlying argue, for example, that “games and to learn more. patterns (Devlin, 2011, p. 59). their powerful interactivity and rein- forcement of particular behaviors [and To develop the kinds of innovative ways of thinking]” have created an mathematical thinkers needed now and entirely new generation of workers and in the future, Devlin recommends that learners who are “hardwired” in ways we, as teachers, need to focus less on that significantly differ from previous computational skills and learning pro- generations (p. 22). They say games cedures to solve problems, and focus have not only changed how gamers more on helping students “learn how think about themselves, but “how the to learn” and develop “a good concep- world should work, how people should tual understanding of mathematics, its relate to one another and … the goals power, its scope, when and how it can of life in general” (p. 23). be applied, and its limitations” (p. 21). So how might we do that? By gamify- Currently, 91 percent of our youth in ing learning and instruction. the U.S. (between the ages of 2 and 17) play video games, with 99 percent of teenage boys and 94 percent of girls Mathematical Thinking playing video games in some form or and Gamification another (Granic, Lobel & Engels, Recent developments within the field 2014). Given these statistics, now is of mathematics and math education definitely the time to think about this suggest that the development of mathe- new generation of learners and how matical thinking occurs when learning learning is accomplished. What we do is approached as a highly interactive know about the “gamer generation”

Educator’s Voice n Volume VIII n Page 14 (or those who have grown up playing lesson we hope to make clear how videos games since the early 80s) is important engagement, autonomy, Games and that when it comes to learning, they: mastery, and a sense of progression their powerful (through risk-free trial-and-error) are n require very little formal to gamification efforts of any kind. interactivity and instruction reinforcement n freely trade information with other of particular gamers Discovery: What is a machine? behaviors [and Like all people, gamers appreciate, strive to achieve meaningful goals n value, and take pride in the learning ways of thinking] n face and overcome challenges that they discover themselves. Devlin (2011) have created suggests that learning through discov- hold interest and value (Carstens an entirely new & Beck, 2005; Beck & Wade, ery motivates gamers “to put in the 2004) often considerable effort required to generation of polish” their discovery but also “make These developments are what good use of it” (p. 79). As such, the use workers and informed our decision to use gamifica- of formal instruction and frontloading of learners who tion to develop mathematical thinking information should be minimized (if not are “hardwired” at the secondary level. Accordingly, in avoided). This may seem counterintui- the next section of this article, we share tive, but actually, it’s more in line with in ways that a co-planned lesson that was taught what we know about how people learn significantly differ multiple times to diverse learners in how to problem-solve (Kapp, 2012). varied contexts (7th-, 11th- and 12th- Using Kapp’s definition, problem-solv- from previous grade students and college students ing is “any activity that involves original generations. [and nonmath majors] enrolled in a thinking to develop a solution, solve a graduate-level course). Regardless of dilemma, or create a product” (p. 144). the learners’ experience with, knowl- One of the first things you can do to edge of, or interest in mathematics, all gamify your lesson is to create a dilem- reported gaining a greater understand- ma or problem (or situational interest) ing and appreciation for mathematics that catches and holds your students’ in general and functions in particular. interest and immediately immerses stu- In this lesson, we highlight aspects of dents in the learning. It doesn’t have to gaming used — specifically discovery, be an especially difficult or troubling sit- serious play, striving toward mean- uation, but it should engender sufficient ingful goals — to promote mathemati- situational interest. The key is to start cal thinking around the of first with mathematical concept and, as functions. In our discussion of this continued on following page

Educator’s Voice n Volume VIII n Page 15 Developing Mathematical Thinking in the 21st Century

We honor some- Devlin (2011) advises, strip it down to lesson by telling a story that provides a its numerical, structural, or logical learning goal posed as a compelling thing that gamers essentials and underlying patterns. After question: greatly value: The all, mathematics is the science of pat- terns! (Note: Devlin says aspects of alge- On a day much like this one, Jay ability to work bra, formal , basic set theory, and his father are taking a walk in cooperatively and elementary number theory and begin- the park. Jay’s eyes catch something in the distance. “What is THAT?” freely trade helpful ning real analysis are particularly well- suited to this task.) he asks. information with For this lesson, we wrestled with how Jay’s father replies: “Why it’s a each other. Doing to help students discover key MACHINE!” and procedures important to the con- so also creates a “Huh?” Jay quizzes, “How’s cept of functions in a fundamental and THAT a machine?” learning environ- accessible, yet challenging and intrigu- ment conducive ing way. This led Derek Stoll, one of At this point, Mr. Stoll turned to the to the kind of risk- the writers of this article, to conceive of class and asked, “Hmmmm ... what IS functions as machines and dynamic a machine?” He prompts further, taking critical for of sorts — something goes in, “How would you describe it? How problem-solving something comes out, and somewhere does it work? What are some exam- in between are relationships worth ples and non-examples of a machine? and . understanding. We must confess: Game thinking is the most important Students record their responses on a and the hardest aspect of gamification. blank sheet of paper using pictures, Much like mathematical thinking, game numbers, words, or anything else that thinking involves reducing an abstract helps them show what they understand. to its bare essentials, connecting to an (Sample responses include: Does a job/ everyday experience that all learners task or some kind of work, makes things would have some understanding or easier, creates a product, has a specific knowledge of, and then converting that purpose, a group of parts.) understanding into an activity that fea- tures game-based elements such as As students share their responses, we exploration, collaboration, levels, and do something else gamer-like: We storytelling. We suggest doing what we encourage them to record anything did: Ask others to game-think with you. their classmates say that helps them. Here’s the result of that thinking: To There is one rule (yet another element engage students and motivate action of gamification), however: Students important to gamification, begin the may not erase their answers for any

Educator’s Voice n Volume VIII n Page 16 reason. “Simply cross out what you no same time staving off What is a Math Machine? longer think,” we advise. In so doing, premature “death of we honor something that gamers great- play” — emerges as ly value: The ability to work coopera- important. Ultimately, tively and freely trade helpful you want to purposely information with each other. Doing so sequence your lesson also creates a learning environment in ways that grab and conducive to the kind of risk-taking maintain your stu- critical for problem-solving and inno- dents’ interest from vation. All ideas (and contributions) start to finish and leave are valued but can change, if not them wanting more. evolve, as more information becomes We suggest creating a available. In this way, learners can series of progressive interact with their ideas and each other “tasks, missions, and without penalty or judgment. This activities that force the gamified (and growth) mindset, in learner to synthesize turn, encourages learners to continue knowledge from sever- learning and helps learners collectively al sources” (p. 155). and individually power up as they progress to the next level or challenge. At this point in the lesson, we return to Jay and his father, using story to employ another element of gamifica- tion — assuming a role — to invite Serious play: What makes a deeper exploration of functions. machine a math machine? To refresh, the purposes of using To help Jay understand what game-based elements and game think- makes a machine a machine, Jay’s ing are “to engage people, motivate father shows Jay a machine that he action, promote learning, and solve has been working on in the work- problems” (Kapp, 2012, p. 10). shop. Jay is excited yet slightly con- Gamification guru Karl Kapp clarifies, fused. “This ‘thing’ doesn’t look like however: “Gamification is a serious a machine at all. It contains num- approach to accelerating the curve of bers, colors, different parts, and the learning, teaching complex sub- other confusing elements.” Jay jects, and systems thinking” (p. 13). embarrassingly tells his father, “I The notion of serious play — to pro- am not really sure I understand mote worthy learning while at the what that machine is …”

continued on following page

Educator’s Voice n Volume VIII n Page 17 Developing Mathematical Thinking in the 21st Century

“That’s because it’s not just any mathematics as the “science of patterns” machine, it’s a math machine,” his (Devlin, 2011, 54). father replies. “A math machine? Whoa. Math? Machine? I’ve never Once students identify and analyze pat- seen one before!” Jay says. terns they noticed with their respective math machines, they describe the partic- “Think back to when you were a ularities of their specific math machine child,” Jay’s father says kindly. “What and report their findings to the whole did you do when you didn’t under- class. Words and phrases such as input, stand something? What output, uses symbols and/or data (i.e., questions did you ask?” numbers or letters) and shows relation- ships or it’s a process bubble up across Rather than give students a list of ques- groups. Once again, we urge students to tions to ask, we turn to the class for their record anything in their notes that their help and expertise: “If you were Jay and classmates say that helps them better you didn’t understand something, what understand what makes a machine not questions would you ask?” Once stu- just any machine, but a math machine. dents both identify and answer the ques- tions raised, we return to the task at We then return to the story: hand: “Now, let’s return to this idea of a “Now that you have observed my math math machine: If Jay’s dad says that his machine, do you think you can create Examples of student machine is not just any machine, but a one of your own?” Jay’s father asks. “math machines”. math machine, what would make it a Although inspired, Jay is unsure. math machine?” “Let’s come up with some examples to Groups of students are assigned to study help Jay out!” we say, but with these math machines located throughout the parameters: classroom. Examples of those machines n Each machine should contain at least are provided at left. four examples. As students examine their assigned math n All four examples should illustrate machine, they are prompted to think the machine’s rule or function. about patterns they notice. More specifi- cally, “What types of values are going n The machine can use numbers or into the machines?” and “What types of symbols. values are coming out?” The idea of n The machine can connect to any- noticing and noting patterns is critical thing of interest to them. and fosters a modern-day definition of

Educator’s Voice n Volume VIII n Page 18 n As long as you can defend your this lesson, every student can contribute work, all ideas are worthy. and improve or “level up” his or her No doubt, performance wherever they are. the ability to n To see if your machine works with others, you will trade machines problem-solve with at least two classmates. If they and innovate is can figure out how your machine Striving toward meaningful goals works, you have successfully creat- We’ve illuminated how to use numer- at a premium in ed a math machine. ous aspects of gamification to develop today’s world. mathematical thinking through a high- At this point in the lesson, we upped ly interactive process of discovery and Helping students the ante in terms of using a number of serious play. learn how to features important to gamification and mathematical thinking. Initially, we No doubt, the ability to problem-solve work well in used a story to invite and hold stu- and innovate is at a premium in today’s teams, see things dents’ interest and effectively set the world. Helping students learn how to stage for students to become actively work well in teams, see things in new in new ways, engaged in problem-solving. The story ways, and adapt old methods to new and adapt old now provides students with a quest or situations, therefore, produces greater challenge where multiple solutions are rewards for all, especially in the world methods to possible and welcomed. Students are of mathematics (Devlin, 2011, 21). new situations, to create their own machine, test it (by sharing it with others), get feedback, Ultimately, the goal of using gamifica- therefore, and refine. Although parameters are tion is to create learning experiences produces greater given, students have considerable indi- where students are invested and thus, vidual choice and autonomy strive to achieve meaningful goals. rewards for all, nonetheless. What’s clear is that students will strive especially in to achieve goals as long as they hold After students have had a chance to interest and value for them. So what the world of share and test their machines, they are do students say holds interest and mathematics. asked to revisit their initial understand- value? The same thing that we believe ing of a machine with the following makes any math teacher’s heart beat: questions in mind: (1) “What have you gaining an appreciation for math. confirmed?” (2) “What have you Following, for example, is feedback revised?” and (3) “What is new that that students provided at the end of you need to add?” The development of the lesson: mathematical thinking therefore occurs “This lesson shed a different light on as the story progresses. At every step of math. I found value in math.”

Educator’s Voice n Volume VIII n Page 19 Developing Mathematical Thinking in the 21st Century

Instead of simply “Now when I hear the word machine, I allows the struggle of all good problem- learning procedures think function and inverse.” solving and critical thinking to be not “I am not 100 percent confident when it only enjoyable but worth it. As the leg- to solve problems, comes to math but I will try to take more endary basketball coach John Wooden math risks!” (2005) so wisely advises, there is consid- students develop a erable value in making “greatness attain- deep understand- “Seems like it [math] might be worth- able by all” (p. 178). No doubt, the while in my daily life.” ing of underlying principles of Universal for Mathematics “is not necessarily numbers! Learning — namely multiple and varied concepts and justi- It’s problem-solving and patterns.” means of representation, action and fy the methods and expression, and engagement — promote the greatness within all our students Conclusion techniques they (http://www.cast.org/udl/). choose to use. We cannot predict the future with any real certainty. Still it seems reasonable This changed definition spurred us to to conclude that mathematical thinking think about functions in relation to pat- will continue to prove valuable to the terns of motion and thus, a machine of 21st century and beyond. It’s fair to say sorts: Something goes in, something that the demand for problem-solving, comes out, and somewhere in between critical thinking, and innovation is noth- are patterns (i.e., rules, functions, and ing new. Defining mathematics as the hypotheses) worth discovering and test- science of patterns is, however (Devlin, ing. To this end, we contend this mod- 2011). With this in mind, the goal of ern-day view of mathematics calls for learning (and using) mathematics in the both a changed “end game” and game 21st century is more about noticing, plan. Mathematical thinking isn’t taught. identifying and analyzing abstract pat- Rather, it’s gained through learning expe- terns as they arise in the world. Instead riences that feature some of what video of simply learning procedures to solve games do especially well: 1) sufficiently problems, students develop a deep catching and holding students’ interest; understanding of underlying concepts 2) keeping overt telling and/or formal and justify the methods and techniques instruction to a minimum; 3) encouraging they choose to use. learning with and from other students; 4) communicating that everyone can play Based on what is currently known about regardless of their current level of knowl- and learning, there is also edge and skill, that everyone has some- something to be said for engendering a thing to contribute, that risk is necessary, high level of student engagement not by and that doesn’t hurt; and 5) pro- making tasks or problems easier, but viding multiple and varied opportunities making the thinking easier. Doing so

Educator’s Voice n Volume VIII n Page 20 for every learner to improve, References National Governors Association Center for Best PracticesQuote & Council of Chief advance, and/or level up in mean- Beck, J.C., & Wade, M. (2004). Got State School Officers. (2010). game: How the gamer generation is ingful ways. Common Core State Standards for reshaping business forever. Boston, Mathematics. Washington, DC: MA: Harvard Business School Press. If students are also hardwired to Authors. www.corestandards.org/ learn differently — as the research Carstens, A., & Beck, J. (2005). Get read-the-standards. ready for the gamer generation. National Research Council (2001). on video gaming and gamers cur- TechTrends, 49(3), 22-25. Adding it up: Helping children learn rently suggests — we have good Devlin, K. (2014, August 31). A com- mathematics. Washington, DC: reason to rethink how we mon core math problem with a hint. National Academy Press. Huffington Post Education. Retrieved approach the learners now sitting Wallace, F., & Evans, M.A. (2013). from http://www.huffingtonpost.com/ Mathematical literacy in the middle in our classrooms, K-12. They’ve dr-keith-devlin/common-core-math- and high school grades: A modern changed, but have we? No doubt, standards_b_5369939.html. approach to sparking student interest. the strategic use of game-based Devlin, K. (2012). Introduction to math- Upper Saddle River, NJ: Pearson. ematical thinking. Palo Alto, CA: learning is more likely to inspire Wooden, J., & Jamison, S. (2005). Keith Devlin. these learners to want to learn, Wooden on leadership: How to create keep learning, know what they’re Devlin, K. (2011). Mathematics educa- a winning organization. New York: tion for a new era: Video games as a McGraw-Hill. learning, and want to learn more. medium for learning. Natick, MA: A. K. Peters. Certainly, we can choose to ignore Additional resources recommended Genovese, J. (2003). Piaget, pedagogy, by the authors or deny the call for change. But if and evolutionary . we do, longstanding problems of Evolutionary Psychology. Volume 1, Common Core State Standards student motivation and boredom 127-137. Initiative. (2010). Mathematical Practice. National Governors Granic, I., Lobel, A., & Engels, common in middle and high Association Center for Best Practices R.C.M.E. (2014). The benefit of and Council of Chief State School school classrooms are likely to cre- playing video games. American Officers. Retrieved fromwww.core ate even bigger challenges as we ask Psychology. 69(1), 66-78. DOI: standards.org/Math/Practice/ more of our students (Mitchell, 10.1037/a0034857 Devlin, K. (1997). Mathematics: The Kapp, K. (2012). The gamification of 1993). For most adolescents (and science of patterns. New York: learning and instruction: Game-based people in general), the develop- Scientific American Library. methods and strategies for training ment of mathematical thinking is and education. Hoboken, NJ: Pfeiffer. Kilpatrick, J., Swafford, J., & Findell, B. not easy or natural (Genovese, (Eds.). (2001). Adding it up: Helping 2003). In fact, this is one of many children learn mathematics. Mitchell, M. (1993). Situational interest: Washington, D.C.: National Research why we need formal educa- Its multifaceted structure in the sec- Council. ondary school mathematics class- tion and teachers like you. We The ‘Rule of Four.’ http://www.learner. room. Journal of Educational believe the strategic use of gamifica- org/workshops/algebra/workshop5/ Psychology, 85(3), 424-436. http:// teaching.html tion provides us an especially pow- dx.doi.org/10.103037/0022- erful antidote. Given what is gained 0663.85.3.424 and by whom, using gamification National Council of Teachers of to power up the teaching and learn- Mathematics (2000). Principles and standards for school mathematics. ing of math in your classroom is an Reston, VA: Author. investment worth making. Educator’s Voice n Volume VIII n Page 21 How Modes of Expression in the Arts Give Form to 21st Century Skills

SUMMARY It is often difficult to Work by leaders in the fields of arts education, education, developmental Through interviews with know what comes first, psychology, behavioral science, busi- kindergartners in New the visual form, the dance, the music, ness management, and visual art clarify York City, plus accom- the character on stage, or the verbal panying stories, artwork, the connection between 21st century and haiku, we catch a idea or feeling. The arts make the skills and arts education. Eisner (1992) glimpse of the creative intangible tangible. Arts processes by explains, “Those who draw or paint thinking, interests, and their very nature incorporate multi- do all their thinking within the medi- discoveries of young modal opportunities for students to learners. The teaching um in which they work” (p. xiv). process is described in discover and solve problems indepen- rich detail and highlighted dently and/or collaboratively. “All Trilling and Fadel (2009) present an with student artifacts. The modes of communication are codepen- art unit that demonstrates how the author also documents dent. Each affects the nature of the process and content of an art lesson connections with content of the other and the overall current theories about contributes to the development of 21st how children learn, the rhetorical impact of the communica- century skills. It explains that “Critical Common Core Shifts in tion event itself” (NCTE, 2005, p.1). thinking and problem-solving, com- English Language Arts, munication and collaboration, and cre- and the new National Art forms are more evocative than lit- ativity and innovation are three Common Core Arts eral. Ella Baff, Jacob’s Pillow executive Standards. top-drawer skill sets in our toolbox for and artistic director, explains that “like learning, work, and life in the 21st cen- music, dance has no linguistic equiva- tury” (p. 60). The authors further lent. Dance is an art form of the body. explain that the 21st century skills of It is nonverbal and therefore imbued and innovation are not in the with unique capacities to communicate curriculum guide but need to be across language” (personal communi- engrained in the teaching process. cation, August 2014).

Joan Davidson is president/chairperson of the New York City Art Teachers Association. She is a past president of the New York State Art Teachers Association. She taught art at all levels, kindergarten through college, for 38 years.

Educator’s Voice n Volume VIII n Page 22 Joan Davidson, An Interview with the Young Artist United Federation of Teachers Birds fly to Manhattan A falling star awakes the New York City morning. The arts education teaching process by its very nature provides experiential Maya, a 5-year-old artist, reveals opportunities and skills to think cre- her critical and creative thinking atively. Eisner states, and spotlights the delight she experiences as she watches her ideas and discoveries take form on her “In the process of creation the arts stabi- paper. Her thinking process is fluid and pregnant with possibilities. lize what would otherwise be evanes- Interviewer: How did the image Did you look at your neighbor’s cent. Ideas and images are very difficult come to your mind? picture to get ideas? to hold onto unless they are inscribed in Artist: I was thinking about birds No. I wanted to make my own a material that gives them at least a kind doing something and I picture. I don’t like people copying of semi-permanence. The works we cre- about birds flying. me so I didn’t want to copy them. ate speak back to us, and we become in What gave you the idea to put How did the haiku come to your their presence a part of a conversation the star? mind? that enables us to see what we have said I wanted to make a star that was I looked at my picture. Here are (Eisner, 2002, p. 11).” falling. (Maya gets up and makes the buildings and they are different falling motions until she ends up buildings that go all around and Tim Brown (2009) illustrates the need on the floor). I wanted to make are connected. I was thinking of and importance for this image-making the star dropping from Manhattan. Manhattan and the wind. (Maya makes sounds of the wind. During practice, “When I use drawing to Tell me about these (points to the lesson students were asked to express an idea, I get different results the front boxes). make different sounds described in the haiku and to act out what was than if I try to express it with words, and They are trampolines for people described.) It is Manhattan and the to jump on. There are people in I usually get to them more quickly. I birds are flying to another part of the picture. (Maya points to the Manhattan. have to have a whiteboard or sketch pad people). nearby whenever I am discussing ideas Do you think it is a good idea to What came first, the with colleagues. I get stuck unless I can write about your work? trampolines or the star? work it out visually” (p. 48). I think it is a good idea to draw The trampolines. pictures and tell about it because Over the past decade, The Partnership Tell me about this yellow part. then you begin to learn how to for 21st Century Skills (p. 21), a coali- make stories and you can make a The yellow part (she points to the book. tion of the business community, educa- yellow on the building) — that is tion leaders, and policymakers has the crack where the star touched What is the benefit of a book? the building. identified and brought to the forefront a You can look at the pictures of the comprehensive set of skills that, along Tell me about this green line. other children, and parents like to see the book. Oh, that is to outline the buildings. continued on following page

Educator’s Voice n Volume VIII n Page 23 How Modes of Expression in the Arts Give Form to 21st Century Skills

with content mastery, are what all sec- The unit on Image Making and Haiku tions agree are essential for success. is introduced by examining four art The 21st Century Skills Map reproductions, and this activity sets describes how 21st century skills are the context for the unit. It gives a sense integrated in the arts discipline. of importance to the image-making. “Business leaders and visionary think- The activity requires an openness to ers concerned about preparation of feel and see the work and then an students for the future know that the understanding of the symbols and lan- ability to be creative — a key 21st cen- guage of the arts discipline. tury skill — is native to the arts and is Observation, discussion, and reflec- one of the primary processes learned tion on works of art (visual and per- through arts education. The examples forming arts) contribute to creative in the 21st Century Skills Map illus- thinking, critical thinking, and trate how the arts promote work habits communication. that cultivate curiosity, , creativity, and evaluation skills. The process of drawing in conjunction Students who possess these skills are with writing expands the creative and better able to tolerate ambiguity, critical thinking process, supports the explore new realms of possibility, English language arts and literary express their own thoughts and feel- Shifts, and gives parents an opportuni- ings, and understand the perspectives ty to understand what and how their of others” (Partnership for 21st children are thinking. The process can Century Skills, 2014). be likened to putting two disks in a computer, an art image-making disk and a telling/writing disk. Each disk gives an opportunity to see something Creative Thinking from a different perspective. Davidson For young children it is their willing- (2008) explains, “The drawing and ness to enter into the artist’s world and writing process involves documenting to express their feelings about the work layers of thought and using each layer that stimulates them to give form to as a stepping stone to another layer. their ideas. Gardner (2006) explains, Picture a delicate, smooth-skinned red “All young children partake of the elix- onion, whose aroma gets more pun- ir of creativity. They are willing to tran- gent as you peel away each circular, scend boundaries of which they are at slippery layer” (p. 36). As children least peripherally aware; they throw draw and as they tell stories about their themselves into their play and work work, multiple ideas become solidified with great passion…” (p.50). and other images/stories come to

Educator’s Voice n Volume VIII n Page 24 mind. The haiku structure encourages further discovery as students explore a personal impression that emerged as a result of describing their image.

Literacy in the Visual Arts strand explains that “the careful observation of a work of art resembles the close reading of a text — one that includes making observations and drawing inferences. The visual arts provide stu- dents with inexhaustible subjects about which they may read and write, as well as engage in accountable talk” (The Blueprint for Teaching and Learning in the Visual Arts, 2007, p. 4). The resulting unique artwork documents that the children have the ability to make a transfer, to be energized by what they feel, observe and notice, and though they might not be able to ver- balize their process, they engage in crit- ical thinking and want to communicate their ideas.

Young children are active and exuber- Engagement in the arts prepares stu- explorers. Artistic images capture dents for lifelong learning. Tharman the physical and sensory aspects of Shanmugaratnam, former their discoveries. They love to minister of education, explained that express the movement, feeling and the goal of education is “to give stu- tactile qualities of animals, places, and dents the room to exercise initiative people. They tell stories by combin- and to shape their own learning. The ing their observations with their inner students have to become engaged worlds of fantasy and include details learners — interested and proactive that capture the important parts of agents in the learning process” their ideas. Art-making becomes an (Darling-Hammond, 2010, p.186). In important spur for the use of imagina- addition to project work visible in tion (NYC DOE, 2007). nearly every Singapore classroom, continued on following page

Educator’s Voice n Volume VIII n Page 25 How Modes of Expression in the Arts Give Form to 21st Century Skills

Students’ children were extensively involved in An Art Education music, arts, calligraphy, physical edu- Teaching Approach capacity to cation, sports, and an amazing variety create and express of clubs and self-initiated activities Setting the Stage aimed at building creativity and themselves through entrepreneurship. The art education teaching approach the arts is one of incorporates 21st century skills by pro- The arts provide opportunities for stu- viding opportunities for creative and the central qualities dents to empathize with, and learn critical thinking and a context in which that make them from, artists and their peers. In so students are motivated to communicate doing, a lifelong appreciation of the their ideas in artistic form. A nurturing human, as well as a arts is cultivated. The inquiry method culture is essential to this. The class- basis for success in for examining works of art encourages room is structured to create a caring the 21st century. critical thinking and awareness of dif- collaborative community of learners. ferent points of view. Individual and The formation of this culture is intend- collaborative reflection experiences ed to sustain the learner’s curiosity, provide occasions for students to love of play and experimentation, and develop and expand their ideas. to develop the dispositions of a lifelong learner. This article documents how young art- ists discover, expand, and clarify their Building a community of learners in ideas as they engage in one or more of the classroom requires a focus on an the art-making processes such as overall plan and process. Cooper and image-making, acting, moving, sound- Jenson explain, “A nurturing culture is making, storytelling and haiku. The one that is open to many ideas and quality and individuality of the includ- possibilities, but not in the sense of ed images and writing are evidence that anything goes. The role the teacher artwork is a form in which students takes on is critical. Teachers must still engage in critical and creative thinking. be in charge, still take responsibility for “Students’ capacity to create and the quality of the curriculum delivery, express themselves through the arts is and for providing a physically safe and one of the central qualities that make disciplined work environment; but them human, as well as a basis for suc- they must do this more as a collegial cess in the 21st century” (Partnership facilitator than as an autocratic dicta- for 21st Century Skills, 2014). tor.” (2009, p.19-20). Gelb describes the working process of Leonardo da Vinci, “Despite mistakes, disasters, , and disappointments,

Educator’s Voice n Volume VIII n Page 26 Leonardo da Vinci never stopped feedback help students clarify their The inquiry learning, exploring, and experiment- ideas. During sessions in the “Busy ing” (2004, p.79). Bird and Haiku” unit, students are method for encouraged in their effort to find ways examining works Getting Started to communicate their ideas and are To ground the project, a broad theme encouraged to continue. Students are of art encourages is selected. In this unit the theme is asked to tell about their picture and are critical thinking connected with our classroom curricu- asked questions that help clarify their lum on the study of birds. Around thinking and keep them on task. and awareness this, essential questions are posed, and of different students are encouraged to play with Reflection/assessment times provide ideas by acting out their image alone or an opportunity for students to speak points of view. with the help of peers. Risk-taking and about their work, to explain how their Individual and experimentation are encouraged. They ideas came to them, and to receive share their work with peers and ask feedback. This can be done collabora- collaborative questions of one another and then lis- tively with other students and/or with reflection an adult. Students build knowledge ten and respond to peer questions experiences and/or suggestions. By observing, lis- and clarity through discussion of how tening, and responding to each other their image or story/haiku came to be provide and gain ideas of how it could be they gain affirmation and occasions for encouragement. improved. Students also build knowl- edge by viewing other students’ images students to Models in the form of art reproduc- and listening to other students’ stories/ tions introduce the lesson and are haiku and responses to questions. develop and looked at again in addition to books expand their and stories about birds during a later ideas. session to help students get and/or expand their ideas. By examining the A lot of planning preceded the unit. many different ways in which artists The central question was: How can we include birds in their work, divergent orchestrate an image-making and sto- thinking is modeled. ry-writing activity based upon the To optimize creative outcomes, the theme, suggested by the classroom working environment must be struc- teacher: Birds? The art teacher began tured so that both successes and fail- with a , described by Brown ures are honored. Formative (2009) as a way of looking at the whole assessment and final assessment and discovering connections. In the center of the mind map were the tags: continued on following page

Educator’s Voice n Volume VIII n Page 27 How Modes of Expression in the Arts Give Form to 21st Century Skills

Constructing a Haiku paintings and give evidence in the painting to support their observations. An abstract painting is included to show how artists use the elements of art to communicate a feeling without the picture containing a recognizable sub- ject. As we examine the works together, questions are used to prompt student thinking: Which work interests you and why? Tap the picture to show how your eye moves around the painting; what sounds might you hear in the Tar Beach painting? The artist did not use words, so how did the artist communicate to you drawing, images with birds, and writ- what he wanted to say? ing. Planning included developing Haiku are identified that reflect the les- objectives for each session in the unit; son theme or include sensory experi- and essential questions to ignite the ences (sound, gestures) that the children interest of the students and as a basis can act out. Also researched is how for students examining art reproduc- haiku came to be and how to communi- tions and reflecting on their work. For cate the haiku structure to students who example: Art reproductions are selected do not know how to read or write. to show different ways that artists use birds to communicate their ideas. Resources are identified to motivate the Though they each contain birds, the students and to provide new directions content of the following paintings is for thought. For example “sense” very different from one other. For this objects were put together in small bags project some of the resources include: for each child to touch the marshmal- Persian Illuminated Manuscript by lows, smell pine cone branches, and Shahnameh Baysunqur; Faith smell individual tissues full of different Ringgold’s Tar Beach II; Rene spices. A sequence of activities is Magritte’s The Return; and Archille planned to scaffold the learning experi- Gorky’s Water of the Flowery Mill. ences, and a plan to organize, distrib- Students ask and respond to open-end- ute, collect, and clean-up selected ed questions about the different materials is developed.

Educator’s Voice n Volume VIII n Page 28 Students engage in a number of warm- Inside the Lesson: What Students Do up activities before they develop their final image. For example, acting out Resources: Examination of Art Reproductions on display. ideas to feel in their own body what the Haiku guidelines and samples of haiku were provided. haiku is about and drawing quick Materials: Crayons were selected because they give students an sketches based on the five senses and opportunity to move and think quickly in their drawing using a variety images suggested by a haiku, and expe- of colors. Materials were prepared for the students — a 12-by-18-inch riencing the smell, taste, touch, and sheet of manila paper was folded into eight boxes, held vertically, and numbered horizontally in the upper left corner from 1-8. shape of distributed “sense” items. Drawing activities: The first session after haiku was introduced Haiku that lend themselves to familiar included warmup exercises that would encourage students to put images were selected containing move- their first thought down and see how their drawing represented, more or less, their interpretation of the given prompt. “All engineering, all ments or ideas that students could help invention and all really start with a drawing” (Doodle 4 to create images. The haiku form 2014 Award Ceremony). Warmup exercises were provided. builds on the five senses. The short Examination of art reproductions; rhythm can be clapped easily and can Motivation for first session: introduction of haiku though clapping to the rhythm of haiku; haiku describe a moment — something the are read and students participate by acting out — becoming a moving children can illustrate in one picture character described in the haiku, visualizing the moment by closing (this was an essential activity to help their eyes, completing a two-line haiku by adding a third sentence. the students understand the structure Motivation for second session: Comparing warmup drawings; of haiku since they were not yet able to distribution of sense items; to connect students to their senses so read or write). It usually contains few their “sense” experiences will be fresh in their minds as they draw actions or sounds and is similar to a their pictures. painting and other art forms, in that Motivation for third session: Summative whole class assessment of one line affects another line. Haiku is a completed images and stories and then formative assessment in small fun form for students who are sensually groups or with individual students of work in progress. During the last session for the purpose of recognition and reflection, students present based. It is a wonderful form as a vehi- their work to the whole class, and the art teacher encourages peers to cle for discovery and expression. tell what they like about the picture and ask questions, but not to say According to Howard Gardner’s anything negative. In this way students learn to offer useful feedback (2006) multiple theory, without criticizing. In some cases the art teacher asks students questions such as: Explain how you got your idea; what was difficult “Some students will learn from linguis- about the process and how you solved your problem; what do you like tic entry points, others from artistic or about your work or your process. personal or logical entry points. Formative and Summative Assessment Questions: Through those multiple approaches, one activates different clusters of neural Tell me your idea; What sense(s) are giving you the idea for your networks. To the extent that numerous picture?; What feeling do you want to express? What colors might suggest that feeling? What details might you add? What might you networks are activated and eventually exaggerate to bring to your idea or a part of the picture? connected one obtains a solid and What can you do to use the whole page to tell your story?

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Educator’s Voice n Volume VIII n Page 29 How Modes of Expression in the Arts Give Form to 21st Century Skills

Introduction to Haiku enduring mental representation of the topic in question” (p.50). Teacher reads haiku poems and students act out, move, make sounds in response. in all four sessions engaged students either in examining art repro- Teacher says: ductions by artists or the artwork that From a picture you get ideas/feelings you might want to share in they or their peers created. Playing with words. haiku by acting it out, dancing it out or From words you get ideas/feelings you might want to share in a visualizing what was happening picture engaged them kinesthetically in the We are going to listen to and act out a form of writing called a haiku: verse. To heighten their sensory per- a Japanese poem that has three lines of five, seven, and five . syllables ception, students were able to use the In the verse something happens now in a particular place. The “sense” objects. moment is described using two images. Activities were planned as a scaffold to HED: Teacher Background (move to p18) the final activities that were to “Draw a What are the characteristics of a haiku? bird or birds doing something in a A haiku tells you: moment” and to create a haiku to tell Who, What, Where (location), When-now what is happening in your picture. The Haiku is characterized by: need and interest and excitement to give form to ideas about “birds in a 1. Present tense-now, a realization of a moment in daily life. Potentially anything can serve a subject for haiku as moment” was the result of , experienced through the five senses. body, and sense experiences. 2. Concrete images that are fresh and vivid, not similes, metaphors, or abstract words. Session I: Setting the stage for image making and storytelling and 3. Two images side by side haiku making 4. Unrhymed, 17 or fewer syllables, usually three lines. First, students examine reproductions No need to hold to 5-7-5 syllable pattern in English of artwork. They are encouraged by the art teacher to share their feelings about Teacher tells the students: the paintings. They discover similarities People would sit around in a circle and one person would start the first line and another person the next line and a third person the next line. It and differences between the paintings was a game to see who could complete the poem. and analyze why the artist used the bird(s) in the painting. They identify We will play a game, too. elements of art (such as patterns) and discover a way to demonstrate how the pattern is created in the painting. They

Educator’s Voice n Volume VIII n Page 30 identify colors that were the same and discover how these Sample Haiku Poems colors changed as a result of being next to different colors. They demonstrate by touching the image, a principle of design. For example: how the artist used the repetition of Why does the bird envy the butterfly? color to hold the painting together, to unify the painting. Ah, the sad expression in the eyes of that caged bird Envying the butterfly! Next, students experience haiku. After listening to the qual- — Issa ities of haiku and how haiku came to be, students are asked to clap to the rhythm of the 17 syllables and three lines of (Source of an image — see it, feel it) the haiku. Haiku is read and students respond by visualiz- The autumn wind ing a haiku and acting it out; moving as described in a Blowing across haiku; completing the haiku after a sentence of a haiku is people’s faces read. In this way students experience being “inside” a — Onitsura haiku, and this helps them to understand how to create one. (Source of an image — where might you be? Finally, there is a warmup drawing activity. In response to What insects might you hear?) descriptions given by the teacher they draw a picture in No place each of eight boxes — the first picture drawn in box #1 To throw out the bathwater — and the second picture in box #2, etc. The teacher gives Sound of insects students 1 to 2 minutes for each picture so there is little — Onitsura time to get anxious about the work. Students are encour- aged to think quickly and fluidly. At the end of the draw- (Act out — see the old pond, see the frog, leap in and listen to the sound.) ing session, students work in small collaborative groups to compare their image with peers. They are encouraged to Old pond… reflect on the work of peers but are cautioned again not to A frog leaps in say negative things, to ask questions of their peers and lis- Waters sound — Basho ten to responses, talk about the differences and similarities they notice in the images and to give praise if they notice Source: Higginson & Harter, 1985 something they like and to explain why they like it.

The reflection process provides an opportunity for stu- dents to be part of a community of learners in which risks can be taken and unique ideas can come forth and be hon- ored. Giving a visual form (drawing) based on the teacher’s prompts and reflecting on the work engages students in creative and critical thinking.

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Educator’s Voice n Volume VIII n Page 31 How Modes of Expression in the Arts Give Form to 21st Century Skills

The reflection Session IA What the Formative Assessment tells the teacher: process provides Small group instruction with the art teacher: children draw “Moments in Teacher can use these initial drawings an opportunity for the Life of a Bird or Birds” and work and dialogue as the basis for the collaboratively to develop a haiku students to be part “moment” drawings in case the stu- based on their image. Students are dent doesn’t have a clue where to of a community of empowered when they can help each begin. learners in which other and they gain the to risks can be taken think in new ways. 2. Distribute sense items The objective of distributing the sense Session II and unique ideas items is to connect students with their can come forth and 1. Formative Assessment of eight box senses so they will transfer this recent drawings with the whole class directed sensual experience to their art-making be honored. by the art teacher. Drawing subject experience. examples: The sound of a bird in the morning; a stretching tree; taking a 3. Students respond to handling and bath or a shower; flying. smelling the sense items.

The objectives of the formative assess- 4. Students draw on the theme: ment of the eight quick sketches are Moments in the life of a bird or birds. that students will have an opportunity: 5. Formative Assessment as students a. to learn from each other by draw to help them expand their ideas. noticing, through guided questions from teacher and other students Question examples include: Tell about and by individual reflection of each your work. Where is this happening? work, the different ways peers How is the bird feeling at this responded to the given problem. moment? In terms of the ELA Common Session III Core Shifts, the students come to understand other perspectives and Summative Assessment of completed cultures and can build on others’ work “Moment in the life of a bird or ideas. birds” (whole class) to communicate their ideas to peers and to get feedback b. to communicate their ideas to and to listen to ideas of peers. Give stu- others. dents an opportunity to learn from each other.

Educator’s Voice n Volume VIII n Page 32 Students examine art reproductions to Teacher Rubric Guidelines expand their drawing ideas. Questions Listen to a new haiku and act it out to refresh their ideas about haiku. [1] Does the drawing interpret the theme? [2] How clear is the image? Students who are finished work on a [3] How well does the story/haiku connect with the image? variety of projects: Scale Do another drawing and haiku on the same theme; students can tell another Emerging Effective Highly Effective story about their same picture; create a Elements drawing and haiku on their choice of theme; create a play to act out their Clarity of idea story. Differentiation of Form Differentiation of Size Engaging in arts experiences gives stu- Spacial Clarity dents direct experience with behaviors Details that are included in the ELA Common Written or verbal statement connected with artwork. Core Shifts. Appendix I shows in a Student was able to present ideas clearly to audience. condensed form the sequence of lesson activities and their link to the ELA Rubric Key: Common Core Shifts. Form differentiation: How much form was differentiated from lowest level — a circle to a naturalistic representation.

How Learning Outcomes Spacial representation: Lowest level forms are floating in space with are achieved no order; higher level forms give you a sense of an order and setting in the background — maybe even a feeling of three-dimensional space. For curriculum planning and to capital- From everything the same size to size as is in ize on student strengths and engage Size differentiation: nature. them in the learning process, teachers must identify how children learn. The Use of details: Shows the student is able to graphically represent more literally what is observed. following rubric is for the purpose of identifying the graphic characteristics of Use of whole page: Ability of child to think of the whole space as the students in terms of interpretation part of the story — to connect with the whole world instead of being wrapped up in one little part. of the theme, clarity of image, differenti- ation of form and size, and inclusion of Clarity of image: The ability of the artist to make clear what is details. Examining the work in catego- happening to the viewer even though the image can be clear to the artist. ries such as these informs the teacher

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Teacher Rubric image makers should include activities that capitalize on their strengths, such Elements Emerging Effective Highly Effective as responding to how a particular char- acter felt in a story by having the stu- Form Form of bird Fewer than half More than half Differentiation not clear. of forms are of forms are dent empathize with the character and differentiated differentiated show themselves feeling that same way from each other. from each other. in a setting of their choice. Spacial Forms are Thereis a definite Thereis a definite Representation floating order in space order in space Evidence of student success/learning in space. relationships and relationships and you can see where you can see where outcomes is apparent in an examina- the activity is taking the activity is tion of the drawings and writings as place, but some taking place. things might still be No objects are well as the successful engagement in floatingin space. floatingin space. the performance standard activities described by the current National Size No size Fewer than half of Most body part Differentiation differentiation. forms show size shapes and other Curriculum Core Visual Arts differentiation. forms show size Standards (2014). differentiation.

Use of Details No details. Details are evident Details are evident Characteristics to be reviewed in the in fewer than half in most forms. drawings are interpretation of the of the forms. theme “Moment in the life of a bird or Use of whole Can’t tell. Uses most of the Uses the whole birds”; clarity of the idea in terms of page to tell page to tell page to tell content and details included in the pic- the story the story. the story. ture that relate to the theme; use of Clarity of image Image not clear Image is at least Image is at least visual elements such as color and pat- in terms of verbal in terms of the 50% clear in terms 90% clear in terms story/haiku story/haiku. of the story/haiku. of the story/haiku. tern; use of principles of design such as rhythm and ; and use of the whole Interpretation Can’t tell. Themeis the basis Themeis of the theme of the image. interpreted clearly page to communicate their idea. and inventively. Characteristics to be reviewed in the art-making process and in the writing about the child’s ability to express include ability to verbalize, to a peer or ideas through the visual arts. Some stu- to an adult, what is happening in their dents are image makers — they work picture. expressively using color, line, form, Images were collected and grouped space, and pattern to tell their story. based on specific descriptive criteria They differentiate size and form and and a rubric. include lots of details in their work. Curriculum for students identified as

Educator’s Voice n Volume VIII n Page 34 Reflection on the Process Interview with Carisse, a third-grade student Reflecting on your picture can spark new ideas. New ideas come to profes- What changes do you notice from drawing #1 to drawing #3? sional artists and young artists alike, as The bus wasn’t in drawing #1. Only two people were in drawing #1; evidenced in Maya’s behavior during there are six people in drawing #3. her interview. She not only acted out Why did you add the people? her ideas, she wanted to draw another picture (see p. 13). I wanted more characters to be in it. Four characters were not enough.

In a three-month study by Davidson What does a higher number show? (2008) of drawings and writing by third More characters show action and what they are doing. As I worked graders, she documented “How I got more ideas about what was happening and what people were Drawing in Conjunction with Writing doing. Contributes to the Thinking Process.” Why did you decide to work from observation in drawing #3? She showed how formative assessment questions by the teacher, a written I wasn’t doing my best in drawing #1 and #2, and I decided to do my description of the artwork and the art- best. My mother showed me from the window that if across the street looks like that, then my block looks like that. So I decided to draw it as making process or peer interviews I looked at it. based on a reflection questionnaire or a self-assessment questionnaire became a What is the difference in the drawing of figures comparing drawing #1 with drawing #3? jumping-off point for another picture. Following is an excerpt of an interview In #1, my mother is shopping. You can see by the handbag, and I am with a third grader about her series of playing outside. work. In #3 two friends, Richard and Jessica, are in the picture and I am behind them. The arts give students something to say Which is your best picture? Why? through an art form and something to talk about and respond to in a verbal I think drawing #3. It shows more detail and more action. I did my best form. All the students interpreted the in that drawing. theme, each in their own personal way. Do you think your artwork helped with your writing? Two students used color expressively Drawing tells a story. Sometimes I don’t like to write a lot — I love while most used color literally (as they to draw. It’s my life. I was surprised at my writing. I never wrote see the color in nature) or just to distin- something this long before. For me, writing didn’t help my drawing, guish one part from another. Almost all but drawing helped my writing. the work suggests a very active rhythm created by color, shape and pattern, and by applying the crayon in a particu- lar direction. All but one student used continued on following page

Educator’s Voice n Volume VIII n Page 35 How Modes of Expression in the Arts Give Form to 21st Century Skills

Presenting their the whole page to tell their story. All an artist by their peers and their com- but that same child were able to munity. Students felt proud of what work to classmates describe a moment in the life of a bird they had accomplished and carefully gives artists an based on their picture. put the envelope that contained their page into their book bags. The class- opportunity to Presenting their work to classmates room teacher displayed copies of the develop their gives artists an opportunity to develop book during Parent Open School their ability to verbalize what is hap- ability to verbalize Morning. Many parents expressed pening in their picture and to show their appreciation of their own child’s what is happening how they connect their artistic ideas page and explained they were so in their picture and with personal meaning. The question- impressed by the presentation of the ing of the artist by their peers gives the work of all the students in the book. to show how they young artist a reason to reflect on their work as they respond to the questions. connect their The process also gives practice to artistic ideas with members of the class to ask questions Closing Thoughts that are relevant to the picture. The project engages students in cre- personal meaning. ative processes that build on how stu- dents see their world and in so doing validates, triggers and expands their Building an Audience: creative and critical thinking. For kin- Community Involvement dergarten students and older students The lesson concluded with the art the project opens doors to a host of teacher assembling a book of images experiential ways of knowing and and writings. Each student was featured learning. in the book, which included photo- graphs of each student and all of their As the children tell their story to a artwork, their story and haiku. A page scribe, they must add details (evi- for each student was sent home with dence) to their drawings. The intro- the students for their parents to see. duction of haiku into the arts experience expands, in a meaningful A bound copy of the book was avail- way, ideas for imagery and ways of tell- able at school and on a CD for parents ing and writing expressively. McTighe to copy. In this way, parents were and Wiggins (2012) explain “A made aware of what their children Common Core State Standard is an were learning and what they accom- outcome, not a claim about how to plished. Through the book, children achieve an outcome. While curriculum had an opportunity to be recognized as and instruction must address

Educator’s Voice n Volume VIII n Page 36 established standards, we always want Preparing for ALL Children to keep the longterm educational ends in mind” (2012, p. 3). Douglas states, “When a child is having learning difficulties, it is important to “Artist statements written by children understand his or her cognitive modes as accurately as possible” or scribed by adults and older students (Gardner, 2006, p. 59). accompany all exhibited work in The activities in this unit provide many opportunities for unique choice-based art programs. When solutions. However, the English language learner could have problems adult volunteers assist in the creation creating a haiku. With the help of peers who speak the same language, they can make their stories understood. Visual reproductions can of an art show, they have the opportu- be examined by most of the children. As students give evidence by nity to experience the thought process- touching the reproductions of the painting or pointing to a specific area, es of the children through their artist English language learners may understand the concepts being clarified. statements” (2012, p. 16). This state- Differentiated Instruction suggestions: ment shows how parents and other Students can: adults are drawn into the experience and provides a viewer’s point of view n Write or tell their story/haiku to another person as to why and how the written work who will write it for them. expands both thinking and n Use a variety of expressive forms (dance, music, theater arts) understanding. to communicate a given theme. n Work with a partner/scribe/adult to develop their writing The content and process of this art or verbal presentation. unit empowered the classroom teacher to continue the work with her young n Modify materials. If crayons are difficult, use markers or three-dimensional materials. students and to learn about the haiku form and ways to engage her students n Modify content — encourage students to develop their in talking about their artwork after she own art-related task. saw the products of her students. Pink explains, “. . . it’s often difficult to do something exceptionally well if we don’t know the reasons we’re doing it References in the first place. People at work are Baff, E. (2014).Invitation to the dance. thirsting for context, yearning to know Jacob’s Pillow Dance Festival (pp.1-4). that what they do contributes to a larg- Becket, MA. er whole. And a powerful way to pro- Brown, T. (2009). Change by design: How vide that context is to spend a little less design thinking transforms organiza- tions and inspires innovation. New York: time telling how and a little more time Harper Collins. showing why” (2011, p.117).

Educator’s Voice n Volume VIII n Page 37 How Modes of Expression in the Arts Give Form to 21st Century Skills

Cooper, A., & Jenson, G. (2009). Higginson, W. J., & Harter, P. (1985) Additional resources recommended Practical processes for teaching habits The haiku handbook. New York: by the author: of mind. In A. Costa & B. Kallick, Kodansha America, Inc. Dweck, C. (1993). Mindset: The new psy- (Eds.), Habits of mind across the cur- McTighe, J., & Wiggins, G. (2012). chology of success. New York: Ballantine riculum (pp.19-35). Alexandria, VA: From common core curriculum: Five Books. ASCD. big ideas. Retrieved from http://www. Lowenfeld, V., with Brittain, L. (1987) Darling-Hammond, L. (2010). The flat p12.nysed.gov/ciai/arts/documents/ Creative and mental growth. New world and education: How America’s FromCommonCoreStandardstoCurr Jersey: Prentice Hall. commitment to equity will determine our iculum-FiveBigIdeas.pdf Future. New York: Teachers College, Voluntary National Core Visual Arts National Curriculum Core Visual Arts Columbia University. Standards © 2013. State Education Standards: First Glimpse (2014). Agency Directors of Arts Education Davidson, J. (2008). How drawing in Retrieved from http://www.artedu (SEADAE) on behalf of NCCAS. conjunction with writing contributes to cators.org/research/next-gen-arts- stds/ http://www.arteducators.org/research/ literacy. Educator’s Voice, NYSUT’s NVAS_First_Glimpse.pdf next-gen-arts-stds/NVAS_First_ Journal of Best Practices in Education, NCTE (2005). Position statement on Glimpse.pdf I, pp. 36-43. “Multimodal Literacies.” National Doodle 4 Google 2014 Award Ceremony. Council of Teachers of English, http:// Retrieved from www.google.com/doodle4 www.ncte.org/positions/statements/multi- google/prizes.html modalliteracies Douglas, K. (2012). Advocating for a New York City Department of Education student-centered art program. In D. (2007, 1-88). Blueprint for teaching Jaquith & N. Hathaway, (Eds.), The and learning in the visual arts grades learner-directed classroom: Developing PreK-12. creative thinking skills through art. (pp. Partnership for 21st Century Skills, 9-17). New York: Teachers College, 21st Century Skills Map THE ARTS Columbia University. (2014, pp.1-17). Retrieved from http:// Eisner, E. (1992). Excerpts from The www.arteducators.org/research/21st_ misunderstood role of the arts in Century_Skills_Arts_Map.pdf human development. Position paper Pink, D. (2011). Drive: The surprising for the National Symposium on Arts truth about what motivates us. New Education Assessment Action Agenda York: Penguin Group USA. sponsored by the American Council for the Arts, Atlanta, GA: Washington, Trilling, B., & Fadel, C. (2009). 21st D.C., CABC: The Center for Arts in century thinking skills: Learning for life the Basic Curriculum, Inc. in our times. San Francisco, CA: Josey- Bass, A Wiley Imprint. Eisner, E. (2002). The arts and the creation of mind. New Haven: Yale University Press Haven. Gardner, H. (2006). Multiple intell- igences. New York: Basic Books. Gelb, M. (2004). How to think like Leonardo daVinci, seven steps to genius every day. New York: Bantam, Dell.

Educator’s Voice n Volume VIII n Page 38 Appendix I: ELA Shifts

ELA Shift # Activity

Session #1

2 1. Examine reproductions

2,4,6 2. Read haiku and students respond 3. Distribute art supplies

2 4. Students create eight drawings

Session #2

5,6 5. Formative assessment of eight drawings with class 6. Teacher explains activities for the day

5,6 7. Teacher distributes “sense” items. Students engage in experience and respond in words to experience

6 8. Teacher asks questions to connect “sense” experience with image-making

2 9. Teacher distributes art materials and students draw

2,6 10. Formative assessment by teacher as students work

2,4 11. Students who completed art work tell their story to an adult or peer and create a haiku with help

Session #3

2,5,6 12. Formative assessment in a collaborative group to complete drawing and/or story/haiku with the assistance of art teacher, classroom teacher and aide

2,4,6 13. Review a haiku and students respond

2,5 14. Teacher shows resources available

2 15. Students complete, revise image and/or story/haiku or create an image-based performance with a group

2,6 16. Final assessment with class

Educator’s Voice n Volume VIII n Page 39 21st Century Real-World Robotics

SUMMARY Robotics problem challenges are Throughout his readily applicable to today’s world. Building robots with extensive research For example, robots are being used to viable programming and into the 21st century instruction possi- search for missing planes and to color sense capacities bilities of robotics, Mark Gura, Touro destroy hidden mines. Students expe- becomes a in this professor, author of several books project-based, interdisci- rience real-world seamless science, plinary learning unit for on Lego robotics and founder of the engineering, and cross-discipline middle-level students Classroom Robotics blog, notes that problem-solving as they program the in Brooklyn. This school Robotics challenges are a perfect vehi- robots. Teachers collaborating from employs both team cle to promote communications, col- teaching and collaborative more than one content area to seam- learning in its dynamic laboration and other skills essential to lessly model that in their instruction approach to teaching 21st century learning. Roboticist prac- validate the cross discipline 21st cen- science and technology. titioners, Gura notes, need to commu- tury learning opportunities for robot- nicate as they work together to journal ics, which Gura stressed should be their efforts and solutions (2007). part of regular school day interdisci- Working from manuals, instructions, plinary learning (2012). and programming the robots authenti- cally involves 21st century real-world At Ditmas Intermediate School 62 in principles and functions of academic Brooklyn, technology teacher Angelo and special domain knowledge. Carideo and David Liotta, a social studies and media studio teacher, set sixth graders off on a mission to build

Rose Reissman is a literacy support specialist and director of the Writing Institute at Ditmas Intermediate School 62 in Brooklyn. Angelo Carideo is a technology and law teacher at Ditmas IS 62. David Liotta is a media and social studies teacher at Ditmas IS 62. Amanda Xavier is an ELA teacher at Ditmas IS 62. Sofia Rashid teaches ESL at Ditmas IS 62. Irene Huerta is a special needs paraprofessional at Ditmas IS 62.

Educator’s Voice n Volume VIII n Page 40 Rose Reissman, United Federation of Teachers Angelo Carideo, United Federation of Teachers David Liotta, United Federation of Teachers Amanda Xavier, United Federation of Teachers Sofia Rashid, United Federation of Teachers Irene Huerta, United Federation of Teachers

team robots with viable programming collaboration and team working, self and color sensor capacities. Their col- direction, communication skills, and Students experi- laborative teaming makes this Science, … social responsibilities.” ence real-world Technology, Engineering and Mathematics-infused robotics project The Ditmas student robot project is seamless science, thrive. Students work, communicate, done during the school day and engineering, and and collaborate in teams to accountably involves the ELA educator, the literacy produce a functioning robot. They specialist and the ESL teacher. The cross-discipline later showcase their robots and present teachers team to plan and to infuse — problem-solving as the project progresses — specific lit- their work at a multi-project Writing as they program Institute Expo run by Rose Reissman eracy and second acquisition skills plus with the support of fellow Ditmas edu- differentiated learner options so the the robots. cators Liotta, Carideo, Amanda Xavier project is “part” of an interdisciplinary and Sofia Rashid. end product-centered initiative which mirrors requirements of a 21st century The Ditmas robotics project is ground- workplace skills set. ed in the research of Khanlari (2013) and Demetriou (2011), who note that the “use of robotics . . . can improve Faculty Team Collaboration students’ personal skills . . . problem- solving, communication, creativity, Ditmas is a school whose culture is decision making, and teamwork” — all built upon collaboration. Principal 21st century learning skills and out- Barry Kevorkian, who has spent more comes. Furthermore, by interviewing than three decades at Ditmas as a team seven teachers who taught robotics, teacher, assistant principal, coach, Khanlari, in his study of the “Effects of dean, and group leader, explains this Robotics on 21st Century Skills” sug- culture: “Teachers can share thoughts gested “that robotics can be used as an and ideas and help one another to effective tool to improve 21st century become more effective. The teachers’ skills, including students’ creativity, continued on following page

Educator’s Voice n Volume VIII n Page 41 21st Century Real-World Robotics

Team teaching: A model in collaboration students need to experience collabora- tion themselves and are doubly The success of the Ditmas robotics project is due in no small part enhanced by working with a team of to the cross-curricular, team-teaching approach employed by the joyously collaborating educators. As a authors. The educators met throughout the project to brainstorm principal and a former teacher ... I how the project could meet the needs of all students involved. facilitate their collaboration and coor- When one educator suggested the robotics theme could be dination of efforts on behalf of the introduced to special needs students by having them focus on science school. To me the essence of leader- fiction literature about robots, other educators on the team readily ship is collaboration of all team mem- piped in with their ideas: bers and our staff model this n Reissman, the literacy specialist, suggested Isaac Asimov’s first story, real-world essential style for students.” “Robbie,” written in the 1950s. As a result of their mutual ongoing n The technology teacher, Carideo, noted students could update the story to the 21st century and script their own versions for a podcast. creative and academic success with schoolwide programs, Carideo and Huerta, a paraprofessional who extensively supports ELA develop- n Liotta were invited to work together ment in spoken and written language, saw this as an opportunity to develop a product that would captivate her students and on the robotics building project. They enhance their collaboration, communication, problem-solving, and also worked with other educators to critical thinking skills by using an approachable text. discuss how ELA, special needs, and n ELA teacher Xavier noted that even though the robotics project ESL talents could be highlighted and had only been funded for one group, having her inclusion class- engaged by the project. room work with a commercially purchased robotics kit would also enhance and support Common Core learning. The collaborative teaching team of In their planning meetings before and during the project, the Carideo, Liotta, Reissman, Xavier, and educators themselves were active participants in the same behaviors Rashid, represents teaching across the they were teaching the students. This modeling of adult teacher content areas (ESL, ELA, and CIT). discussion of the project challenges and opportunities for multi- In regularly scheduled team-teaching content integration inspired the educators to help the students realize important of taking initiative and being self-directed as they meetings, the educators discuss how took on the robotics challenge. Common Core ELA standards such as reflective journal writing and speaking and listening skills can be used to help actual collaboration models and sup- students realize their 21st century ports their students to in turn grow learning goals. The team planned an academically, emotionally, and social- introductory discussion for the robot- ly. These 21st century learning com- ics group of sixth graders, which munication styles make students who includes some students who display ‘team’ better prepared for college and Asperger behaviors, some ESL stu- careers. To be successful on an eco- dents, and a broad range of students nomic, community or personal level, with differentiated learning styles. The

Educator’s Voice n Volume VIII n Page 42 team teachers use small groups and express them- conferencing as part of their teaching selves in English so they can support the individual stu- using academic dent groups by walking around and language. CIT facilitating (Danielson framework, (Collaborative Domain 3). Groups are also construct- Integrated ed to support student strengths. In one Teaching) classes student group, for example, a student could work on who displays Asperger behaviors is argumentative identified as the videographer so he pieces to defend has to socialize with others; another their robot as the student will “report” for the school best challenge television program as she is a visual solution. The learner and a natural on-camera more verbally performer. outspoken stu- dents could lead A robotics project lends itself to myri- the way, while ad technical terms — actuator, rotary, those with an application, input, sensors, interface, Individualized linear, android — and can help to Education develop academic and social language Program used as students work together in small sentence frames groups. Even where the words are to contribute somewhat familiar from science fiction their argument or other technology kits or games, this details. project — with its attention to the man- ual-specific directions and need to get the special domain meaning of the specified robot function exact — forces The Robot Challenge Begins students to learn the special domain- With the teacher team having devel- targeted robotics vocabulary, much as oped a framework, the students actually they will need to master job or work- began their 21st century collaboration, place vocabularies as adults. This critical thinking, and creativity. The develops vocabulary as a necessary robotics class was told from the start condition of robot-building success. that they would be working in small groups to achieve the end product of Reflection journals — student portfoli- constructing a functioning robot. os and artifacts — were especially bene- ficial to ESL students as they learned to continued on following page

Educator’s Voice n Volume VIII n Page 43 21st Century Real-World Robotics

First, there is a discussion on 21st cen- learning style and style of work. They tury learning and innovation skills: had to be self-directed if members of creativity, innovation, critical thinking, the team did not work together. Some problem-solving, communication, and had to assume leadership and take collaboration. They are also taught responsibility for getting the robot about 21st century life and career skills ready to perform and function by the such as flexibility, adaptability, initia- deadline date. tive, self-direction, social and cross cultural skills, productivity, account- Each team member had to collaborate, ability, leadership, and responsibility. communicate and often create solu- tions when what they did at first did The students not “work.” Much of their effort get the kit and a involved “fixing” a part or aspect of deadline for the robot and dealing with the frustra- building the tion that required another potential robot to func- intervention strategy. tion and be pre- sented for In their small groups, the students rubric-aligned focused on how to interpret these spe- assessment. cial 21st century words into ongoing They have to writing assignments and discussions. decide how to Before breaking up into small groups, tackle the chal- a large group team meeting focused on lenge. They self-direct and generally the project objectives. appoint a group leader to supervise Throughout the process, students take and divide tasks of building, record- notes for their journal entries and, with ing, group meetings, and addressing personal comments, can reflect on the frustrations as the project evolves. The team’s progress as a whole. Some stu- teachers may suggest students look at dents enjoy recording, while others specific parts of the manual or work as “voice” the material. Some illustrate or a team to brainstorm solutions for draw cartoons. problems that come up, but do not actually intervene or help them. Excerpts from students’ written work and discussions (voiced in formative In their teams, students had to be flexi- and summative assessment journal ble as they worked with others to fol- responses) demonstrate powerful low the instructions in the manual. learning outcomes. They had to adapt to one another’s

Educator’s Voice n Volume VIII n Page 44 21st Century Flexibility Missing Pieces Robotics are a Just as with complex puzzles The project has an explicit emphasis and in real life when you plan an event, on problem-solving, critical thinking, perfect vehicle teach a class, or run a company, issues flexibility, self-direction, accountabili- to promote come up which were not and cannot ty, responsibility and leadership skills. be anticipated. Unlike some simpler The following passage describes a communications, erection or science kits students may snapshot of students working with collaboration have played with, the robotics kit is their robots in the classroom: not assembled easily or immediately. and other skills Some students felt they had “lost” Janiah actually got to the point of essential to 21st pieces, or they were “following thinking about “breaking the robot” instructions precisely,” yet the parts because it “would never work.” century learning. did not fit. In addition, just as in any adult life enterprise or social effort, Yarellis noted that parts in the box some students assigned specific roles refused to go in properly, although do not come through and others have obviously they were manufactured to pick up the slack. Many discussed for the robot. how hard it was to execute the step- Theresia put it literally, not realiz- by-step programming detailed. They ing she had come up with an apt talked about team members who took metaphor for the process and its over — or deserted. They journal frustration: “One ... problem we anger at members who dominate, not had is the missing pieces. One day collaborate. Khaliphkai noted that we had all the pieces; the next day, many within her group were focused we don’t.” on the building, but not the program- ming of the robot, an issue of account- One team found they had installed ability. Lizbeth revealed that the the parts incorrectly and needed to concept of teamwork in building the change the wires. robot did not excite her since she wanted to work alone. Other groups were upset after hav- ing done so much work to discover For some, this exercise highlighted the that there was still more work. efficacy of being flexible. Others saw how they might need to develop that Khaim’s group found it exceedingly quality or suffer the consequences frustrating to get the robot codes to when things did not work out as they actually result in the robot making wanted. a full turn.

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Educator’s Voice n Volume VIII n Page 45 21st Century Real-World Robotics

has to do “all the work” because others “goof off” or “disappear.” One student said he felt that at home as well. He is responsible for the rest of his siblings in terms of cleaning up and preventing fights while other older siblings who are supposed to share this responsibility focus on themselves. Some students boldly argue that working alone is better because they can focus on tasks or assignments themselves. They can get these tasks done independently. Since the STEM teachers, Carideo and Liotta, are deliberately teaching as a Just underscoring 21st century skills team, their partnership and the collabo- implicit in robotics was not enough; ration by choice with a team of col- students had to apply it to their own leagues was compared and contrasted lives and reason through real-life situa- with the solo teachers. tions. Students were asked to - storm situations echoing the same Some students shared the pleasure of “missing pieces” feeling. The students spending time on intricate jigsaw puz- were also challenged to relate robotics zles, only to be left unable to complete reflections to their school social lives them because of “missing pieces.” and family members’ frustrations with Students confessed to telling stories at other adults at home or at work in school or to parents with deliberately terms of communication and collabora- missing pieces. For some students in tion. Students went into their homes search of birth parents, there were and communities to talk about the missing pieces. Discussion was recipro- robotics project and their team work cal. The teachers shared the endless attitudes. feedback and customizing of curricula for students that goes with teaching. The students did a set of interviews They also considered how friendships, with parents to find out the extent to family relationships and even schools which their lives involve chosen team- required ongoing and continued work ing. This culminated in an oral history. to run well, far beyond what was origi- Finally, the students were given the nally anticipated as needed. option of developing arguments for and against teaming on projects. Some refer- Once the students had vented their enced a parent’s feeling that the parent frustrations, the discussion and

Educator’s Voice n Volume VIII n Page 46 reflective writing focused on how they Janiah, who had initially vented had dealt with that frustration. Had frustration on the robot, reminded Just underscoring they “fixed” the issues or problems or herself that she was the intelligent 21st century in some way bypassed them to get to being in the equation. As she framed successfully build a functioning robot? it, “It is not the robot’s fault. It was skills implicit in Their solutions were at first connected my fault because I was doing some- robotics was not to robotics domain-specific issues. thing wrong.” She disciplined her- self to return to the computer. With enough; students Groups frustrated by the loss of crucial this resolve, she was able to get the had to apply kit pieces brainstormed organizing and color sensors working. Having inventorying kit pieces by type and taken responsibility for her action, it to their own color. This facilitated tracking of the she was “really happy” when it lives and reason pieces so that any loss could be fol- worked. lowed by focused search. The follow- through real-life ing classroom snapshot highlights The team with the mixed wire issue situations. some of the challenges students over- returned to the manual to get the came during the project: wires placed correctly. The program actually worked, and that made all Shanay realized that programming the difference in their mood. the right codes required careful detailed reading of all the code Rashun came up with a plan for his descriptions. She personally under- team to have half the members took that task with another team build the robot and half start member. This self-directed initiative programming. led to identifying all the correct codes. Azreen did change the name of the Joseph identified a leadership role program to under 32 characters. as the scheduler/organizer. He scheduled each team member for Several teams that had missing four turns at building and four parts and couldn’t find them simply turns at programming. Most went forward minus the parts, complied. including a pivotal ball and a front bumper. Luna’s team applied the ELA class collaborative accountability speaking One team member tried delegating and listening conversations to group tasks, but when they weren’t done, discussions about how things were he wound up doing multiple tasks going. As a team they came up with himself. a plan to get their robot to work.

Educator’s Voice n Volume VIII n Page 47 21st Century Real-World Robotics

Since the Applying Robotics to other coaches who ultimately made certain Real-World Situations things got done on time. They were journals and Finally, students worked on “fitting” asked to identify multitaskers versus explicit discussion these robotics “fixes” to real life, true leaders of teams in the news and in books. The idea of meeting a dead- about aspects of including real-world frustrations. We called this 21st century applied learn- line by getting out a product that was the project beyond ing. In a closing session, Reissman not exactly the desired product, but the robot-building challenged students to apply this strat- still a viable one, was floated. What in egy of robotics “fixes” to a real-life, real life got done, but not exactly how had been a key career or job challenge. it was planned? Student response to element of the this took awhile. Finally, a student Inventorying turned out to be a job artist noted that a mural he worked on project, students one student’s uncle had at a local 99 in another school came out great, but could understand cent store. Another student recalled a was not his original design. hardware store clerk who had a written how they were inventory of screw types available with actually doing a back order list. 21st Century Born Since the journals and explicit discus- much more than Scheduling was something students sion about aspects of the project schoolwide were familiar with in terms just building beyond the robot-building had been a of limited scheduled access to gym, a robot. key element of the project, students art, lunch and lab use. Many without could understand how they were actu- computers at home also had to sched- ally doing much more than just build- ule access to computers in the public ing a robot. They were able to look at library. their journals and listen to peers apply Reading a manual slowly and carefully the skills they had demonstrated to the without emotion was a strategy stu- real world. dents had seen work successfully for Students in this project all developed their parents or adults when using or journals that reflected information setting up tech/exercise equipment, writing, CCSS standards and robotics furniture, programming a cellphone special skills (for which a rubric was and other tasks. Several students created). They also programmed shared with pride their ability to read robots which all functioned and were and interpret manuals. rated according to a rubric. The stu- In discussing multitasking when dele- dents’ visual and verbal group presen- gating tasks had failed, students men- tations were rated by CCSS Speaking tioned family members, teachers, and and Listening-aligned rubrics.

Educator’s Voice n Volume VIII n Page 48 Students were pre- and post-surveyed teachers as teams and students as peer- about the extent to which this project dependent teams working together on Robotics- might be related to academic and real-world products and productions building is an social/real-world learning beyond the during school time. classroom. After all these outcomes example of and rubrics and the robots themselves one ready are viewed, what stands out as an References opportunity immediately infusible practice is the Demetriou, G. A. (2011). Mobile robotics in way in which robotics allowed stu- education and research. Retrieved from: for staff and http://www.imls.govt/about/21st _century dents to practice real-world 21st cen- _skills_list.aspx students to tury collaboration, communications, Gura, M., & King, K. (2007). Classroom and creativity, and experience real- robotics-case studies of 21st century instruc- engage in 21st world skills and outcomes, as they tion for millennial students. New York: century learning. “studied” sixth-grade required ELA, Information Age Publishing. science, engineering and mathematics Gura, M. (2012). Lego robotics STEM sport of the mind. Retrieved from: http:// skills during the school day. They www.learningandleading-digital.com/ were not learning these key cognitive learning_leading/201208?folio=12#pg14 skills in isolation, but rather doing Gura, M. (2013). Student robotics and the them as real-world persons — 12-year- K-12 curriculum. Retrieved from: http:// olds functioning as 21st century www.edutopia.org/blog/student-robotics-k- 12-curriculum-mark-gura learners. Khanlari, A. (2013). Effects of robotics on 21st century skills. Retrieved from: Programming 21st century learning http://warse.org/pdfs/2013/icet4esp10.pdf does not require an outlay of cash or the purchase of expensive materials. Additional resources recommended Rather it can and should be done by the author: through a team of collaborating teach- Classroom Robotics Blog. Retrieved from: ers modeling in their partnership the http://classroomrobotics.blogspot.com/ ways content skills meld together for Partnership for 21st Century Skills. (2011). problem-solving, strategizing, and Framework for 21st century learning. addressing frustrations. Robotics- Retrieved from: http://www.p21skills.org building is an example of one ready opportunity for staff and students to engage in 21st century learning.

School curriculum maps are filled with other project-based literacy learning opportunities that can connect

Educator’s Voice n Volume VIII n Page 49 “Caution, this will NOT be on the test!” Expedition Earth Science Prepares Students for the 21st Century SUMMARY On a Saturday Expedition Earth Science afternoon, takes students on knee-deep in tea-colored lake water, motivating journeys Olivia and Riley pull and tug on the where they explore the natural world through an seine net as they drag it to the shore- approach that emphasizes line to see what they have caught. both the process and the development of problem- The seine net, an aquatic survey tool, solving skills. The authors is loaded with leaves, small fish, and explain how collaboration, creatures from the bottom of the lake. literacy, interpersonal skills, and content It is the critters from the muddy and knowledge can be taught sandy bottom the girls are hunting. in a real world context They are surveying the lake bottom for and adapted by others in invertebrates that occupy the base of various settings. the food web and are often hard to Riley (left) and Olivia pull a 20-foot seine find. The girls laugh and their eyes net from a lake in central New York. open wide when they see what they have caught. While the girls are pulling their net onto the shore, other student and mapping the bottom of a smaller groups are collecting and identifying lake. Make no mistake … this is school ferns, testing the water chemistry of and the students have chosen to take the lake, drilling tree-ring cores to on these credit-bearing tasks! study climate patterns and tree growth,

Jeff Peneston teaches earth science at Liverpool High School. Peneston is the 2011 New York State Teacher of the Year. Andrew Calderwood teaches earth science at Liverpool High School.

Educator’s Voice n Volume VIII n Page 50 Jeff Peneston, United Liverpool Faculty Association Andrew Calderwood, United Liverpool Faculty Association

“At first I was surprised to find Expedition Earth Science anything in the net, and then I was anxious about getting bitten! The Expedition Earth Science program, designed in 2000, was established based on the following goals: Ultimately I was excited to hold all of the small, living things.” n increase the rate and retention of inquiry-based scientific learning; — Olivia Sherwin n enhance student interest in science throughout high school; n encourage students to pursue science/engineering careers; Olivia and Riley, along with the other 18 n act as a test of an instructional model that could be applied to other students that weekend, were participat- courses; ing in Expedition Earth Science (EES), foster the use of existing district technology, such as laptop computers, an program n data collection hardware and software, and online research services; and designed to provide develop collaborative relationships with local businesses, agencies experiences for ninth-grade earth sci- n and science professionals. ence students at the Liverpool High Parental support for transportation and adult supervision during the School Annex, located in central New expeditions are key to the success of the program. Involving parents gives York. For participating in an expedition, them the opportunity to be a part of the child’s educational experience students earn earth science lab credits and fosters a feeling of ownership in the educational system. Expeditions toward the 1,200 minutes required by take place on evenings and weekends so that our time in the field does not New York state and up to five points of impact other content areas or the students’ weekday schedule. The EES program involves small teams of students working cooperatively to ask extra credit on their quarterly grade. questions, solve problems, gather data, and report on their findings.

More important, on the weekend expe- Seven to 10 expeditions are offered throughout the school year from ditions, students learn many skills that October to May, giving each student an opportunity to be involved no matter what their schedule is like. About half of the expeditions cost the are not measured on standardized tests. student nothing and the others range up to $65. There is no organized They collaborate in small teams, prac- fundraising, and families choose what they can afford. Each expedition tice “just in time” learning as they work begins at an after-school meeting about two weeks before the trip, where with new and unfamiliar scientific the students form teams and receive detailed assignments describing the problems that they must solve by collecting scientific data in the field on equipment (like the seine net), build the day of the expedition. Students are expected to create a finished resilience as weather conditions change product (reports, displays, presentations, etc.) from their experience. and equipment fails, and, in the end, Expeditions typically consist of 15-24 students, two teachers and up to 10 they also gather authentic scientific field parent volunteers. data through creative problem-solving.

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Educator’s Voice n Volume VIII n Page 51 “Caution, this will NOT be on the test!” Expedition Earth Science Prepares Students for the 21st Century

Students need to EES Rationale Experiencing real work environments and solving authentic problems is a explore the real Students today will become the par- ents, employees, leaders, and voters very old and extremely powerful teach- world through who will inherit and lead this country ing/learning paradigm. Educators in experiential with scientific literacy. They are the today’s classroom are working to lead generation that is increasingly expect- students through demanding curricula, education, ed to prove themselves through perfor- but they generally hesitate to utilize using teamwork, mance on tests even though they have this oldest of approaches to learning. a decreasing experience with authentic “Hands-on” has become a term that is research, and scientific problem-solving. often trivialized and overused by edu- critical thinking. Unfortunately, these students have less cators. We can also fail to see how a contact with the natural world than one-inch cube of rock or a satellite any generation before them. Dhanapal image of an approaching storm pales & Lim (2013) report findings that in comparison to the on-site experi- have proven, “ . . . that indoor and ences that real scientists have when outdoor learning complement each exploring a geologic field location or other in improving students’ academic working outdoors during the storm. performance and have also showed Many aspects of science education are positive responses among the students very poorly attempted in the best of in choosing outdoors (rather) than classrooms. Students find it difficult to indoors for learning science.” become enthusiastic about careers in science when their exposure to the Educators at all levels need to be exciting nature of those careers is limit- encouraged and supported to engage ed to traditional teaching methods students in authentic problem-solving. (Larmer and Mergendoller, 2010). Students need to explore the real world through experiential education, “Before this experience I had using teamwork, research and critical never considered a career in thinking. science, but this helped me realize I could potentially have a career “Expedition Earth Science … that combined my passion for the changed my life. I experienced outdoors with problem-solving.” firsthand what science is and how — Sara Coffey, University of it works in places I never imag- Hawaii, geochemistry graduate ined.” — Mark Alessi, Cornell student University, meteorology major

Educator’s Voice n Volume VIII n Page 52 The EES program provides an inti- information (literacy/research tools). mate learning environment where stu- We also know (Larmer and As a society, dents are provided the opportunity to Mergendoller, 2010) that adults in the we will need select a task or problem of their choice 21st century will need to be able to use and collaborate with one or two other those sources of information and their our students students. In this way, students are own creativity to generate original to become practicing critical thinking and prob- approaches to accomplishing the tasks the problem- lem-solving skills for 21st century of life. learning. solvers who are The EES program is less concerned with the traditional content knowledge experienced and emphasizes the processes of prob- at working 21st Century Skills lem-solving and the development of While education in the last century these skills. EES starts by allowing stu- collaboratively often focused on content-driven cur- dents to select an outdoor expedition in groups with ricular objectives, we all know that in and a research problem that interests the interpersonal this digital age, the content of our them. Next, students form teams and world is largely available to the literate. learn about their project goal through skills and The 21st century will require people meetings and background research. resiliency to to gather, process, and produce their The teams travel to field locations to own content and solutions (Trilling collect specimens, data, or to perform complete and Fadel, 2009). Our current stu- a task. Finally, they practice literacy complex tasks dents will become the adult citizens of skills as they create a final product or the future and the research describes presentation that they can share with as a team. the types of skills we need to help others. Throughout most expeditions, them develop. In the broadest context, we expect the authentic nature of field we want our students to have the science to provide the teams with power to choose educational and unexpected problems from equipment career trajectories that will interest malfunctions and weather challenges, them and enrich their lives. As a soci- to opportunities to experience ety, we will need our students to unplanned events and discover things become the problem-solvers who are that were unexpected. We joke with experienced at working collaboratively our students that the subtitle to the in groups with the interpersonal skills Expedition Earth Science program is and resiliency to complete complex “caution, this will NOT be on the tasks as a team. They will also need to test!” and we admit that few of the les- be adults who know how to find and sons learned will directly transfer to use authoritative sources of the high-stakes, year-end exam. But, continued on following page

Educator’s Voice n Volume VIII n Page 53 “Caution, this will NOT be on the test!” Expedition Earth Science Prepares Students for the 21st Century

One goal of EES we also know that the summative eval- Authentic Setting — One goal of EES uations that await them in their adult is to place students in authentic situa- is to place students lives will draw heavily from the skills tions and locations where they feel in authentic developed on our expeditions. their work mirrors what might take place in the real world. The use of situations and “I’ve always been a ‘hands-on authentic equipment and procedures locations where learner’, so this experience was is also crucial to the integrity of the beneficial to me because I realized program. For example, two of the they feel their work a career where I could be doing vs. expeditions on our annual list are col- mirrors what might reading would be beneficial to me.” laborations with Hobart and William — Sara Coffey take place in the Smith Colleges (HWS) in Geneva, NY, where our students travel out Collaboration — Student groups meet real world. onto Seneca Lake and work on a prior to the expedition so the teams can 65-foot research owned by the research their chosen task and prepare colleges. The professional-quality themselves for the remote, outdoor equipment they use on those days field locations. They share ideas, make allows them to collect data on the lake a plan for their research, take down sediments, water chemistry, and notes, and print information sheets rel- planktonic life that become part of a evant to their area of research. This growing database used by the scien- may include identification charts or tists in the Geosciences Department at directions for how to use equipment. HWS. Students may also spend time practic- ing the use of the actual equipment. “I learned new things about the During the trip students must work lake but also about being a scientist together to collect data in the field, in the real world. The use of differ- paddle canoes, adjust to complications, ent instruments to collect data was or create presentations to communicate a way to apply what we learned in their work to an audience. Following class, expanding our knowledge an expedition, students meet during or about science.” — Megan after school hours to produce their Corcoran, SUNY University at expedition product, which for some Buffalo, geology major trips include professional quality dis- plays, short videos, or essays. For each Through grants and awards over the one of these steps (before, during, and years, we have also been able to pur- after the expedition) the team must chase a variety of professional scientific communicate and work together to tools for our students to use that rarely achieve their goal. would be included in high school

Educator’s Voice n Volume VIII n Page 54 science programs. We have rock-cut- ting saws, environmental chemistry testing kits, and even an underwater video camera that we use to explore the depths of area lakes.

“…standing on Rams Head on the Island of St. John in the USVI…I observed unrelenting 30 mph winds and direct sunlight which helped me to understand why Rams Head has a desert microclimate.” — Mark Alessi

Literacy — One of the foundational principles of the EES program is that the expeditions would not be a “pas- sive visit” where we tried to walk “everyone” through an experience. We chose to limit the number of stu- dents on each expedition so there is the intimacy to allow student teams to work with the teachers. Each student team is required to create a finished product in order to qualify for course credit. Our goal is to have the students create documents that reflect what real scientists are paid to produce: Data summaries for a local college, slide shows to share with others, documen- tary videos, museum displays, and even live webcasts all require students Interpersonal Skills — Typically, The image at the top to practice literacy skills at a high level. classroom teachers attempt to design is a micrograph Examples of some of these videos and taken by a student. activities in which all of the tools and The watercolor a student-created blog can be accessed steps are provided to the students and artwork below was at http://teacherpages.liverpool.k12. created by that the teacher has the maximum control ny.us/webpages/jpeneston/index.cfm student as part of of the process and the outcome. The a museum display. continued on following page

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teacher is also the “One of my friends who I had just one who is expected met in earth science freshman year to help students became my best friend during the overcome procedur- trip and still is like a sister to me al problems. All of today. We laugh at the this can lead to cor- made on the trip. The expeditions rect answers and not only helped expand students’ good grades, but it knowledge of science but also foster fails to reflect that relationships from the experiences most of the problem- shared on the trips.” — Megan solving in our adult Corcoran lives is fraught with unexpected prob- Resilience — Teachers usually know lems and the expec- the answers and are sure of the meth- tation that we have ods before they ask the students to to rely on our team- attempt an assignment, and this leads mates more than our students to believe that real science employers. Students begins with a worksheet, 10 guaran- on EES adventures teed steps and the equipment already cannot complete the set up in the lab. process or project Authentic scientific research often without working in requires scientists to invest the majori- teams. Listening, ty of their time in the development and sharing, leading, col- validation of data collection methods. laborating, and Field scientists must be able to prepare being flexible are as and react to every type of mechanical important as scien- breakdown and change in the research tific knowledge. On plan once they are in the field. EES some expeditions, encourages students to pursue ques- students also get to tions that are beyond their teacher’s practice living with knowledge and use original proce- other students and their teachers at our dures. This often leads to discovery weekend and weeklong field camps. but it usually leads to things going Learning to live with neighbors who wrong in the field. Students are snore and teachers who can cook encouraged to imagine every possible chocolate chip pancakes are all part of contingency before the trip and then the EES experience. the student teams are expected to solve the problems mid-stream.

Educator’s Voice n Volume VIII n Page 56 “After months of planning to mea- The post survey was similar to the pre sure the differences in salt water survey except where it asked the Listening, salinity, we arrived on St. John respondent to identify which expedi- sharing, leading, and found that our salinity meter tion they attended, their comfort level would not work. We had to quick- prior to and after the experience, and collaborating, ly find a new topic and get ready an open-ended question asking them and being to report our findings on the live to describe their experience. The webcast.” — Alex Moore, 12th results were gathered in both qualita- flexible are grader, Liverpool High School tive and quantitative form. In summa- as important ry, the data showed that: as scientific n 69 percent of students signed up knowledge. Measureable Outcomes for at least one EES out-of-school, In 2012, as part of a graduate course, experiential education experience. Calderwood conducted primary research on the EES program. The n The predominant reasons question under study was: What, if described by students for attend- any, impact does the EES program ing these expeditions included the have on students’ and atti- fact that they were “real-world,” tudes regarding science? The study “fun,” “new,” or “outside.” These utilized a pre survey given to 180 stu- are often conditions not associated dents in eight earth science classes. with school, where most learning The questionnaire encompassed 26 takes place at a desk within the questions broken down into six sec- four walls of a classroom. Because tions. The six sections of the survey the students see the EES program asked the students to identify their as a novel educational program, current academic level in earth science and because research has shown and if they had signed up for an expe- that the brain seeks out that which dition, their perceptions of science is novel, EES is very successful at education, rank order words describ- drawing in students to the ing how science is delivered to them, program. complete a science favorableness scale, The data seem to indicate that stu- answer Likert-type questions dealing n dents move from an impression of with perceptions of science process science being fun in elementary, to skills, and complete an open-ended interesting in middle school, to an question about their single best sci- expectation of interesting (but also ence moment.

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Students engage stressful) in high school. Also, the n The post survey also indicates data showed that the anticipated that students are much more con- in literacy skills stress level associated with science fident with the process of science such as journaling dropped from 30 percent prior to following an experience with the an expedition to 12 percent follow- and video EES program (29 percent of stu- ing an expedition. This may signify dents self-selected as confident in production and the building of resilience in stu- the pre survey and that number have found dents who attended EES trips. increased to 52 percent following an EES trip). that outdoor n Students also listed “real-life,” “outdoors,” and “field trip” as the n Finally, the open-ended question environments are least teacher-utilized aspect of their regarding “How would you great settings for science education. The EES pro- describe your experience in terms gram fills this gap for those stu- encouraging of how this trip impacted your dents interested in this type of view or attitude about science” those activities. educational learning approach. resulted in answers such as: “… would like to go on another trip,” The Thurston method of measur- n “more interested in science,” “do it ing favorableness resulted in aca- again in a heart beat,” and “trip demic students scoring 5.25 out of increased my already positive view 7 (1 least favorable and 7 most on science.” favorable) and honors students scoring 5.70 out of 7. What was Since students ranked the EES trips as most interesting, however, was that highly scientific (8.8 to 9.3 out of 10), students who attended an EES and with the sense that their percep- experience were still just as favor- tion and attitude regarding science was able to science but at a much high- made more positive through an EES er frequency (for example, 84 experience, it appears the EES pro- percent agreeing on a statement for gram does not just supply a fun event the pre survey, but 100 percent for students to attend, but a meaning- agreeing on the same statement on ful learning experience. the post survey). The data suggests that there seems to be a strong rela- tionship between attending an EES Transferring the Model experience and students’ positive view of science. Bryce and Liana are both elementary- aged students who have come along on an expedition to a salt mine in central

Educator’s Voice n Volume VIII n Page 58 New York where 380 million year-old rocks are exposed. They have joined an EES trip to this location, north of Ithaca, NY, with about 20 ninth-grade students, a dozen parents, and three teachers to excavate, collect, identify, and build displays for the fossils of ancient sea life that can be picked from the quarry here. Excitement and sur- prise light up their faces with each new discovery. However, this trip has a twist. The third teacher on this expedi- tion is an art teacher who works with the students after they have collected their fossils to refine their scientific drawing skills. This particular trip is a Above, parents work hybrid of sorts, mixing two very differ- alongside students on ent and seemingly unrelated content a fossil dig site. areas — earth science and art. At left, Liana looks up from a 375 million Although this program is called year-old sea floor where she has been Expedition Earth Science, we have finding her fossil always imagined it as a pedagogical trilobites. model that was adaptable and transfer- able to other subject areas and age groups. Clearly, teachers in other high school science content areas can find value in field science but we know that teachers of literacy, art, history, lan- guages other than English, and cultur- al studies would enjoy all of the benefits of this model as well. We have our students engage in literacy skills parents and the occasional siblings to such as journaling and video produc- participate, we have the experience to tion and have found that outdoor envi- show that this type of outdoor experi- ronments are great settings for ential learning works for multiple age encouraging those activities. Since groups from pre-K to grandparent. most of our expeditions encourage continued on following page

Educator’s Voice n Volume VIII n Page 59 “Caution, this will NOT be on the test!” Expedition Earth Science Prepares Students for the 21st Century

More than To date, more than 2,000 students References and parents have taken part in the EES Dhanapal, S. & Lim , C.C.Y. (2013). A com- delivering content, program. After 14 years and more than parative study of the impacts and students’ perceptions of indoor and outdoor learn- EES prepares 120 expeditions, this approach to sci- ing in the science classroom. Asia-Pacific ence education has repeatedly proven Forum on Science Learning and Teaching, students beyond to benefit the earth science students Volume 14(2), p.1. the three R’s and involved, but it has also suggested Larmer, J. & Mergendoller, J. R. (2010). unlimited opportunities for similar The main course, not dessert, how are helps them to students reaching 21st century goals? programs across grade levels and sub- With 21st century project based learning. become the ject areas. Buck Institute for Education. Retrieved from http://bie.org/object/document/main_ effective More than delivering content, EES course_not_dessert prepares students beyond the three R’s Trilling, B. & Fadel, C. (2009). 21st century communicators skills: Learning for life in our times. San and helps them to become the effective Francisco: Jossey-Bass. and creative communicators and creative problem- problem-solvers solvers of the next generation. of the next generation.

Educator’s Voice n Volume VIII n Page 60 Educator’s Voice n Volume VIII n Page 61 Engaging Critical Thinking Skills with Learners of the Special Populations

SUMMARY to ready all students for college and Essential to a careers, we need to teach them how to In this classroom portrait student’s success think on their own. Young learners on critical thinking with in school as well as in the workforce need to be fully responsible for their special populations, the is his or her ability to think critically. author describes the experience of making meaning from importance of teaching Higher order thinking skills such as complex ideas. all students to pose problem-solving, application, synthe- good questions and sis, and evaluation are fundamental to Learning in the 21st century involves to learn how to make students’ intellectual growth. As edu- measurable applications of pedagogy meaning from complex cators our expectation should be that that may be adapted and crafted to fit ideas. Through Socratic dialogue, project-based students engage in high levels of cogni- any population of learners: English learning, and other tive work as often as possible during language learners (ELLs), learning dis- methods designed to instructional time. They should have abled, emotionally disabled, etc. engage all students deeply multiple opportunities per class period Fundamentally, teaching and learning in the learning process, this teacher helps all to complete tasks that are cognitively with a focus on the 21st century learn- learners to be engaged. demanding. er involves imparting a blend of exper- tise, critical thinking, skill, content All students can and should be knowledge, and reading ability inte- engaged with critical thinking applica- grated with innovative technology sup- tions. Language deficits, learning dis- ports that help students master the abilities and limited knowledge of multifaceted, multitasked and multidi- subject matter should not restrict stu- mensional abilities required of them in dents. Critical thinking is a vital com- the college and career workforce. It is a ponent to 21st century skills and the real and powerful mechanism of foundation to the Common Core change for an antiquated teaching and Learning Standards (CCLS). In order learning system that teachers have

Stacie Deyglio is a dual certified educator in 7-12 adolescent education within the specialty areas of biology and students with disabilities. She has been teaching science courses at the collegiate level since 2005 and began teaching at the secondary level in 2009.

Educator’s Voice n Volume VIII n Page 62 Stacie Deyglio, Hawthorne Cedar Knolls Individuals with Federation of Teachers Disabilities Education Act

The definition of emotionally disabled is a gray zone. The Individuals with Disabilities Education Act deems that for a child to be labeled with an relied on for decades. Twenty-first cen- district and emotional disability, the child must exhibit three tury learning involves more than inte- the NYSED characteristics: standards of grating social “webs” and mobile digital n An inability to learn that cannot be explained devices. Twenty-first century learning my content by sensory, health, or intellectual factors. is about moving a classroom of learners area. n An inability to build interpersonal relationships to a threshold of learning that engages with peers or teachers. students to think relevantly while learn- Engagement ing skills that will lay a foundation for is the specific n An emotionally disabled child will show strategy I repeated inappropriate behaviors their own future, individualized paths demonstrated in normal circumstances. through life. focus on the most in my I am responsible for six classes of classroom. mixed cognitive ability, learning and Engagement emotionally disabled high school stu- may be defined as active learning that dents in a 12:1:1 ratio setting. My stu- occurs when students are inquisitive, dents range in age from 15-21 years interested, and inspired by content or old. Most are living in a residential set- teacher interaction. Engagement does ting, some travel hours by bus from not include learning when students are their home districts. We follow the bored, dispassionate, or disaffected. If Living Environment NYSED standards the students are not actively engaged, implicit with CCLS for literacy in his- then they are not actively learning. In a tory/social studies, science and techni- 40-minute period, students walk with cal subjects. Within the therapeutic me through a process of structured environment provided by the school to Socratic thinking that enlivens and meet the student’s emotional disabili- engages the mind with scientific inqui- ties and learning inabilities, students are ry, relevance, and critical thinking academically required to follow the applications. The lesson delivery corre- same NYSED curriculum as every sponds to the unit scope and sequence. other student in the state of New York. The level of Socratic method question- As their teacher I am mandated to com- ing never changes, just the content ply with the APPR agreements of my changes as we progress through the

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“Do Now” Students continually struggle with engagement. The generation of young- sters we are currently training are inept Teacher Support at sitting still and focusing for longer than 20 minutes. When students are brought in as responsible parties, they I do Whole Class are emotionally invited to sit alongside the teacher and transfer the responsi- Guided bility of learning. As opposed to sit- We do We do Instruction ting, listening and doing (an older, out-of-date teaching model) the gradu- You do al release of responsibility strengthens Collaboration together confidence within the students as a community of the classroom as well as You do on Independent Practice within themselves as individuals. your own There are no wrong answers, only Student Responsibility learning moments to improve upon Doug Fisher and Nancy Frey (2008) what we already know. A learning goal is posted on the white- board. The learning goal is stated at year. With a focus on giving students the start, the middle, and the end of questions, not answers (Socratic teach- each lesson. An “Aim,” in the form of ing) I model an inquiring, probing a question, is posted on the board. mind by continually probing into the The class starts with a “Do Now,” subject with questions. I also follow motivator that gets students focused the gradual release of responsibility or and into the academic “realm” of the “I do, We do, You do” model as learning. The “Do Now” is always a outlined by Doug Fisher and Nancy rigorous question either of my own Frey (2008). This instructional model creation or a sample Regents question requires the teacher to transition from which is aligned to both the learning taking on all the responsibility for goal and aim we are covering that day. learning to a condition where the stu- The multiple-choice questions or the dents shoulder the academic responsi- higher order short answer questions of bility. This methodology would the Regents exam are easy to write on ultimately result in confident learners the board quickly. A scale is posted on who accept responsibility for their own the board that is aligned to the learning learning, all the while directing this goal achievement. Another more basic learning through the cognitive process. scale is posted at the top of the board

Educator’s Voice n Volume VIII n Page 64 and relates to the dynamic understand- ? Socratic teaching method ing of the aim, which will ebb and flow Tell me what you throughout the lesson. An agenda know about it.” Socratic method teaching is an “in the moment” (expectations) is located at the far cor- Students respond series of content-driven questions that are broken ner of the board, and as the students with random words down into “digestible bites” for students to percolate over in their minds and then respond to are copying the Do Now, I briefly — “Oh, hypothesis verbally. review the agenda for the 40-minute Miss ... that’s part of period together, settle students, walk the scientific meth- around continuously checking in with od” or they would students, asking questions and manag- say, “This means you have to make an ing the class. observation and then test it, right?” Or they would say, “There’s like some Due to the nature of the special popu- steps to this Miss, but I don’t remem- lations served in this classroom, the ber what these are.” This will usually “Do Now” is embedded with an include a “leapfrog” event of the con- incentive in which students earn tick- scious minds involved in a classroom ets for participation and correct discussion. The students with lower responses. The incentive attached to confidence mutter to themselves or to their ticket is an engaging reward that the person next to them. The students motivates students to buy into the with higher confidence raise hands or knowledge I am selling. An engaging blurt out answers and identify rationale reward includes a tangible such as a for role-modeling moments. The bottle of favorite lotion, an iPod char- teacher celebrates every answer pro- ger, fruit, or other such item. The vided by a student. Celebrated reward items are celebrated as a whole responses from the teacher involve class, so that there is active buy in and smiles, congratulatory remarks, high engagement from the level of the teach- fives, hand pounds, hopping up and er, teacher’s aide and the students. down and saying how proud I am of their attempt. This builds student con- After the “Do Now,” we move into the fidence and ropes them into the con- mini lesson. This can be a 7-10 minute tent I am driving in the lesson. Now teacher-driven, structured Socratic they want to learn more. They want to method content lecture relating to the know about the scientific method aim and learning goal. This can look because I (as the teacher) value what something like the following: I would they know already and I want to see start the lesson by saying “The learn- them succeed with this content. I want ing goal states students will be able to to see them know the steps to the sci- identify the steps of the scientific meth- entific method and I want to see them od. Who in here has ever heard of the continued on following page

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All students can apply these steps to a real-life situation organic and conventional foods. they should be familiar with. Next we Students were shown an experiment and should be move on to the mini-lesson and stu- performed by a third-grader on engaged with dents are engaged to copy notes ver- YouTube. In this experiment, the stu- bally or verbatim from a PowerPoint dent grew potatoes of different varieties critical thinking presentation and/or whiteboard. Then including organic from the supermar- applications. we move into a literacy-based task that ket, organic from a farmer’s market and involves whole group participation. conventional from the supermarket. Language deficits, This could be in the form of questions; She grew the potatoes in water, qualify- learning disabilities a picture, figure or diagram; WISE or ing how much potato eye growth was and limited Web-based science inquiry; project- apparent after the potato spent a dis- based work; a video, handout or actual creet amount of time in tap water. knowledge of projects or assignments; or other form Students were required to answer the subject matter of whole class task designed to incor- following questions about the video: porate every student’s participation How does exposure to certain chemi- should not restrict and buy-in. This “We Do” aspect of cals alter a living organism? Which students. the lesson takes anywhere from 10–15 potato do you believe would be the minutes. healthiest to eat as a part of a regular diet? Describe the potato you would The class then transitions to indepen- eat and explain why you chose it. dent structured work in the last 10–15 minutes of class. In this, the “You Do” Students were given time to answer aspect, the students are provided with the questions and we reviewed these a more rigorous academic task that answers as a class. Then students were includes critical thinking, relevant directed to write a summary of the questions that are either modified or video in their journals, on their own direct copies of past Regents exam (individual work). questions. The “You Do” task could be a literacy requirement based on the In another example, we watched a students’ interpretations of the mini- video or as a whole class read aloud a lesson. This would include a summary, science article adapted from Newsela. an explanation of the ideas discussed in The students were required to answer class, a picture/drawing (that is labeled three questions about the article/video and briefly explained), a list, or some- as a whole group. I wrote the answers times any interpretation of the lesson on the board synthesized from the derived by the students. For example, whole group discussion. Students then every Friday we complete a science copied the responses into their journal journal entry. In one lesson, we notebooks. As their individual work for explored the difference between this assignment, students were required

Educator’s Voice n Volume VIII n Page 66 to write a brief summary of the article/ n a student, group of students, or Open-ended journal of five to seven sentences in teacher summarizes what has or their own words. The class would then has not been discussed and/or questions cause end with students engaging in a round resolved (this can also include a the “wheels of robin or teacher-driven probe for stu- student recorder or teaching assis- dents to directly answer the aim. tant acting as a recorder of impor- ” in Students were provided incentive tick- tant points); and the mind to ets throughout the 40-minute lesson for participating, peer support, positive n as many students as possible are start to whirl behavior, transitioning from one task to engaged in the discussion. and think. ... In the next, and task completion (Education, A., 2014). Questioning is the heart of critical order to create thinking. Questions include any an environment Teaching critical thinking skills to the degree of ordered thinking that can special needs populations requires elicit a response from a student. Open- where engage- educators to be flexible, to experiment, ended questions are the best — this ment and to have consistent patience, to employ includes using “how-based” questions academic rigor, to use evidence-based like “How did the scientific method intellectual evaluation, and to be mindful of edu- become organized in steps?” as curiosity exists, cating the whole child. It is a multifac- opposed to close-ended questions torial approach that may yield strong such as “What are the steps to the sci- questions are results bridging the accountability gap entific method?” Open-ended ques- essential. and better preparing students for life tions cause the “wheels of cognition” outside of compulsory education. in the mind to start to whirl and think. With this, students are engaged and Thinking is driven not by answers but are able to elicit responses that are by questions. When engaging a class- intelligent and content-driven. In order room with Socratic questioning it is to create an environment where important that: engagement and intellectual curiosity exists, questions are essential. During the discussion stays focused; n the mini lesson, students are not sitting n the discussion remains stimulating idle as the teacher drills knowledge in with probing questions from the a lecture format. Instead the lecture teacher; integrates a flow of questions through- out. It is rare for students in my class n the discussion is intellectually not to be prodded with a question for responsible (for all learners more than 30-60 seconds at a time involved, including the teacher); throughout the mini lesson. Incorrect continued on following page

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answers are probed; other students are including the use of Smart Board activ- invited to assist or help out fellow ities, videos and web-based science classmates in answering questions and . This is key to the “buy-in” furthering the discussion. Successful factor of the content knowledge being answers are celebrated by the teacher’s “sold” to students. It’s important to congratulatory verbal cues. Peers sup- choose topics current in the news that porting one another to assist and associate to the student’s lives and that answer questions together are celebrat- are relevant and significant to students, ed, as well. It is important for me to for example: A compression fracture impart upon my students the skill of that occurred on the court of a well- asking questions in order for them to watched popular NBA game was a big achieve the goal of thinking like a sci- hit to spur a discussion of the skeletal entist. It is the process of generating system in my classroom. Choosing new knowledge and using prior topics to discuss that students can knowledge to back up, confirm or relate to gets students talking and refute ideas that lead to new under- engaged in the process of learning. standing (Community, T., 2014). As the teacher, I spend a majority of Students of special needs populations, prep time finding rich sources (videos, specifically at-risk students who come photos, art, interactive Smart Board from low income, non-English speak- games, web-based inquiries, live ing households, have a decreased manipulatives, i.e., insects, physical awareness of the appropriate skills that objects to hold and work with) that make them confident, secure learners. connect to pressing, relevant content, It is vital and necessary to embed with- which will fuel the discussions after the in the lesson frame a structured flow of mini lesson. I follow up with a strong engaging (and therefore rewarding) collection of questions that range from experiences where the students are able factual to analytical to connective to to freely express prior knowledge, as solution-based problem-solving. Here’s well as assimilate the new knowledge an example: I had taken a class of very the teacher is driving the lesson with. homogenously low-skilled students through a lesson of genetic variation. In For any population of students (gener- doing so, I used a Living Environment al education, English language learn- Regents short answer question series ers, but especially with the special relating to the common weed, the dan- populations) it is important to choose delion. The question set involved a content aligned to the standards that short reading passage about a new vari- students will actively participate in, ation of dandelion that showed up in a

Educator’s Voice n Volume VIII n Page 68 science teacher’s lawn. The new varia- upheld at all times. It is acceptable for tion of weed was genetically short in the individuals in the group to “agree stature and as a result, bypassed the to disagree.” This can be established lawn mower blades every time the by setting clear rules for voicing differ- teacher went to mow her lawn. The ent perspectives. These rules must be discussion was peppered with Smart founded in objectivity, such as finding Board pictures of dandelions and peo- a flaw in the evidence or the reasoning, ple mowing their lawns. In this lesson, not a flaw perceived to be based on the students became the active teachers subjective personal opinions. Then and asked me questions and shared students can be taken through a short personal stories about dandelions, discussion from which they will need genetics, sexual reproduction, varia- to compute (think) the thoughts, infor- tion, etc. A fantastic discussion ensued. mation and viewpoints spoken about, After the class was over, multiple stu- and transform these into a CCLS liter- dents came back from lunch bringing acy-based assignment or individual me yellow dandelion bunches, flowers task for the “We Do” and/or “I Do” and stalks! aspect of the lesson.

As part of maintaining the active dis- To initiate the critical thinking process cussion, the teacher should involve dif- it is best to start with a prompt. fering perspectives of the discussion, Provocative questions are best to build to a certain degree. This involves play- arguments around. For the case of the ing the role of “devil’s advocate” by dandelion example, the question of bringing up opposing views to dynam- “How does genetic variation of an ic situations. This is easy to accom- organism impact humans?” was the plish in science, as there are many provocative insightful question (aim) current, relevant and weighty situa- that correlated to an insightful, tions students should be exposed to thought-provoking and critically appli- and on which they should formulate cable lesson. solutions or opinions. This can include the topics of stem-cell With the special populations it is research, human impact on the envi- important to identify ambiguous or ronment, global warming, fracking vs. subjective terms. In my classroom, stu- nuclear energy use, etc. It is important dents can identify with urban terms for to give students controversial topics human body parts/organs as opposed and let them hash it out. First and fore- to the appropriate acceptable common most it should be established that knowledge terms we may use in daily respect for one another must be conversation. Not every student enters continued on following page

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Students have the the classroom with the same amount Students have the right to think out or type of prior content knowledge. It their ideas — out loud — in the pres- right to think out is important to elicit responses from ence of the teacher and fellow peers. their ideas — out students. This may take patience on Classmates offer support and we arrive the part of the teacher to hold the class at the answer together, in most cases. I loud — in the pres- to the probe and wait for a student to tell my students there are no right ence of the teacher come up with a response. All students answers; all answers are a way of con- have exposure to science knowledge tributing to the class as a whole, absorb- and fellow peers. through prior instruction, television ing the knowledge that is being “led” or Classmates offer shows, video games, etc., so it is driven by the teacher, who should be support and we appropriate for them to share these the highly qualified content authority. responses during instructional time. It arrive at the answer is crucial for the educator to remain According to the Individuals With Disabilities Education Act (IDEA) stu- together — there are open and flexible with the discussion and amount of knowledge being dis- dents with disabilities are required to no right answers; cussed. I always have, in my back have an Individualized Education all answers are a pocket, the highest achievement skill Program. IEPs identify measurable for each student. I have learned it is education goals that reflect student way of contributing more important to work flexibly with skills and degree of academic capabili- to the class. students, to support their academic ty. IEPs also include important life strengths while generously and tender- skills such as social and emotional ly working to improve their weakness- skills, and self-efficacy skills that are es (specifically with literacy-based not addressed by the Common Core skills). (Samuels, 2013).

Not every student is able to clarify and To assess whether students are learn- define common knowledge terms but ing to think critically, the teacher every single student has the right to be needs a window into their thought able to do so. So in this manner it is processes. In order to do this the important to act as a patient “guide on teacher needs to establish a method of the side” to support lower skilled stu- individualized recording, assessing dent ability in unpacking content, and evaluating the constant stream of terms and applicable skills. The out- data generated by students through the dated emphasis on students getting the classroom period. Teachers must chal- “right answer” every time is a model lenge students to communicate back to that discourages critical thinking and them, utilizing integrative and creative turns off the learning process. methods of communicating authentic results. Essays, summaries,

Educator’s Voice n Volume VIII n Page 70 , project-based learning References tasks, research papers, inquiries, Authentic Education. (2014, June 1). What is We should Socratic discussions, and academically Understanding by Design? Retrieved from http://www.authenticeducation.org/ubd/ challenge our rigorous questions give students the ubd.lasso chance to demonstrate their skills. students as often Bos, C. S., & Vaughn, S. (2002). Strategies This allows the teacher to evaluate stu- for teaching students with learning and as possible with dent reasoning in a variety of individu- behavior problems (5th ed.).Boston: Allyn alized situations. & Bacon. full confidence Burden, P. R. (2003). Classroom manage- that they can Research on classroom management ment: Creating a successful learning com- munity. New York: John Wiley & Sons, think critically and highly effective best practices Inc. (Bos, C.S., Vaughn, S. 2002 & Community, T. C. (2014, June 1). The Role about the ideas Burden, P.R., 2003) has shown that of questions in teaching, thinking and children perform best in a classroom learning. Retrieved from http://www.criti- presented in that is predictable, stable, and struc- calthinking.org/pages/the-role-of-questions- in-teaching-thinking-and-learning/524 class. tured. We should challenge our stu- Fisher, D. & Frey, N. (2008). Better learn- dents as often as possible with full ing through structured teaching: A frame- confidence that they can think critical- work for the gradual release of responsibili- ly about the ideas presented in class. ty. Alexandria, Virginia: Association for Supervision and Curriculum Teachers may need to offer support or Development. fill in the holes, and this is our job to Samuels, C. (2013). Common Core’s prom- do so, but most of the cognitive work ise collides with IEP . Education is the responsibility of the students. Week, 33(10). Retrieved from http://www. edweek.org/ew/articles/2013/10/30/10cc- Students will not ask for rigorous iep.h33.html?qs=common+core+promise+co llides+with+IEP+realities tasks. They will do what we ask of them and nothing more. We cannot wait for them to request a challenge. Additional resources recommended by the author We must challenge them every day. If https://www.youtube.com/ by the end of a task students do not watch?v=98S24g7ZZmw understand or have not reached the https://newsela.com/ learning targets set out for them, we Living Environment NYSED standards can go back, reteach, or use the oppor- (found at http://www.p12.nysed.gov/ciai/ tunity to ask a different set of questions mst/sci/documents/livingen.pdf) implicit that will stimulate their to active with CCLS for literacy in history/social studies, science and technical subjects learning. (found at http://www.corestandards.org/ assets/CCSSI_ELA%20Standards.pdf).

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SUMMARY students for classes. My fellow NYSUT In a progressive music teachers and I share similar Performing ensembles education system, questions that remain unanswered: give students opportuni- it is easy to set aside the arts when ties to develop critical Common Core dictates the expecta- n Why do these students have to be listening skills, to collaborate with team tions of our students. This past school removed from an ensemble when members, and to put year alone I lost a large handful of my music-making provides ample critical thinking into most valuable instrumentalists when opportunities for helping students action by making music. they were switched out of my band develop individually and as team This author describes the players? importance of music class to take a double period of ELA or education and some of math. My administrators viewed this the challenges faced by decision as the best possible solution to n What about all of the cross-curricu- music educators in boost our students’ grades, a continu- lar skills students are learning while test-driven times. ing pattern throughout many schools participating in band, orchestra, or in many districts. Between demanding chorus? academic requirements and this addi- n What about students who have tion of double periods in core subjects, of working in the field of music electives are often the first classes music as a career, or simply need on the chopping block since they are music in their daily lives to empow- not mandated. er them in any direction they However, music performing ensembles choose? help students succeed in ways that are often overlooked while scheduling

Audrey Rome is the band director at Roosevelt High School in the Roosevelt Union Free School District. An active member of the New York State School Music Association, Rome presented at the 78th Annual NYSSMA Winter Conference and recently became a piano NYSSMA adjudicator. She serves on her school’s Health and Wellness Committee and Dignity for All Students Act Team.

Educator’s Voice n Volume VIII n Page 72 Audrey Rome, Roosevelt Teachers Association

Cadenza: Music-Making Fosters with this student to devise a strategy Solo Development that would help her stay organized and Performing music ensembles are more on task. We assigned her a leadership than just a school subject or a class role for that class and duplicated the period. Music classes provide involved practice log she was using for her students with a necessary prerequisite NYSSMA solo as a homework log. to their future livelihoods — their very Within a week or so, Cynthia was back first jobs. When students are part of on track in all of her classes and more band, chorus, orchestra, guitar ensem- motivated than ever. ble or another performing group, they Young musicians know that if they are are fulfilling a role as a member of a absent from band, it doesn’t just mean functioning community where they are they have to make up the classwork not only accepted, but also needed. and homework. An absence from band Music performance ensembles provide means other members of their section students with a sense of responsibility or ensemble might miss a cue because that makes them feel important. they rely on hearing another student’s “Cynthia* doesn’t even bring a pen or entrance at a particular measure, or notebook to school, but she has that another player has difficulty staying in clarinet with her wherever she goes,” line during a parade because of the one of my core-content colleagues once hole in the block formation from one told me about one of our students. I member’s absence. explained that I knew Cynthia worked In addition to teaching work ethic, best when she was given a unique chal- providing students with the job title lenge, which was evident in the amount of “ensemble member” helps foster of pride she demonstrated in working social emotional development neces- toward performing at the New York sary for success in a career. In a typical State School Music Association school environment filled with cliques, (NYSSMA) Solo Festival on clarinet. bullying, stress, pressure, and high Together, my colleague and I worked

*Student’s name has been changed for privacy purposes. continued on following page

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expectations from all angles, fulfilling Advocacy Group, C.L. Jenlink con- this role as an ensemble community ducted an experiment to find out if member is crucial to students’ self- at-risk students had a raised level of esteem. If you didn’t feel needed by self-esteem after their school put a your faculty or family, wouldn’t you heavier emphasis on its music pro- feel a sense of displacement? One of gram. The group reported Jenlink’s my alto saxophone players expressed findings (2014): her newfound confidence and sense of belonging in a recent letter to me: The author concluded that “The solos you have given me and the music program lessened how hard you’ve pushed me has students’ feelings of alienation, made me such a better musician.” promoted individual growth, The student continues later in the and provided a common bond letter, “I am so proud to be a part of between the home and the this band.” school. Further, participation in the select musical performing Furthermore, this particular student group promoted goal attainment, spent several consecutive days absent teamwork, leadership, academic from school because of emotional achievement, feelings of success, distress from the drama that exists and cultural exposure. within her circle of friends. Perhaps it was a coincidence, but I would like For our 21st century students, these to accredit the parallel between her qualities are particularly important to solo assignment for our upcoming prevent students from feeling lost concert and her newly acquired and burdened by a variety of stress- pride and smile. “You can’t be ors, including school, home life, absent because I’ll mess up my part!” friendships, relationships, and cyber- another member of her section said bullying, to name a few. When stu- one day during class, reiterating her dents are used to interacting with significant role. other members of an ensemble, they learn how to treat one another and This confidence from rehearsing and coexist in a professional way. For performing in a music ensemble is example, students in band and necessary for our students to apply orchestra learn manners that become and interview for their first paying second nature, such as setting up for jobs and eventually their careers in their stand partner or someone else any field. According to a study cited in their section who may be running by the National Association for late. Students in an ensemble look Music Education (NAfME) out for one another and make selfless

Educator’s Voice n Volume VIII n Page 74 decisions in the best interest of the entire group. This innate habit of help- ing one another is an extremely valu- able asset for our 21st century learners in a world with an increasing number of self-checkout registers and single- player computer games.

Tutti: Music-Making Develops Interpersonal Skills and Teamwork Etiquette Engaging in teamwork is a side effect of the individual growth that comes from being in a music ensemble. The ability to work well with others is a requirement for success whether stu- strategically choose repertoire that dents are in the classroom, participat- keep each of my students actively ing in athletics, or becoming engaged at all times. For me, this acquainted with fellow workers at a means giving my students music with new job or volunteer position. copious percussion parts, since that Although students in music ensembles tends to be my largest section. If stu- are often using and responding to non- dents have more than eight consecu- verbal communication, they are still tive measures of rest, I’ve openly interacting with one another harmoni- invited them to check their cellphones ously. This is one of the most pressing and regress into an isolated state far reasons for students to stay involved in away from my band. My percussion- ensembles now more than ever. In our ists know that missing even the small- modern society where people of all est triangle entrance would mean ages are buried in cellphones and messing it up for their entire team (and social media, music performance in my classroom, those teammates will ensembles force students to interact let each other know what they think and don’t allow time for students to about that). check their text or Facebook In addition, young musicians become pages. accustomed to taking instruction and Whether I am buying sheet music or constructive criticism from section writing my own arrangements, I continued on following page

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Music education leaders, drum majors, and conductors Accompagnato: Music-Making exemplifies most — this is a necessary prerequisite to Reinforces Cross-Curricular working for a boss or manager. Learning of the skills the Students in performing ensembles reg- While music performance ensembles education ularly react to directives, making them prepare our students socially and emo- less likely to be fazed by feedback or tionally for their successful journeys establishment is various perspectives from authority in ahead, can they compare to the con- trying to teach any environment. The Washington tent taught in other areas? At the risk Post considered this one of the “Top of speaking con bravura, I propose a children in math 10 Skills Children Learn from the resounding, “YES!” and English Arts” in a recent article: “Children learn that feedback is part of learning Music performing ensembles are the language arts. and it is not something to be offended perfect supplement and accompani- by or to be taken personally. It is ment to every content area. Students something helpful...” (Strauss 2013). who sing or play an instrument devel- This statement is evident in each class op practice habits that advance their period since rehearsals are built individual learning styles. Through around the evolution of music-making differentiated instruction in our class- through constructive criticism. rooms and monitoring students’ home progress with tools such as practice Students in my band and any perform- logs, music teachers can help students ing ensemble know that the phrase, obtain habits to increase their produc- “Let’s fix those wrong notes at mea- tivity in all classes. sure 32,” is not an insult, but a manda- tory classwork assignment without a NYSSMA President David A. Gaines tangible submission. Students also agreed in his latest contribution to know not to get offended if another School Music News: “Music education band member tells them that they are exemplifies most of the skills the edu- playing flat or marching out of line cation establishment is trying to teach since music-performing ensembles children in math and Emglish lan- comprise symbiotic relationships. Not guage arts. Earlier this year, I worked only do students accept each other’s with my staff to review the ELA critique, they thrive on this to shape Anchor Standards. It was interesting them as musicians. to see how many standards we address as an outgrowth of simply teaching music to children” (Gaines 2014).

Educator’s Voice n Volume VIII n Page 76 When students sight-read sheet music, they are reading left to right and top to bottom while comprehending and communicating in the same manner that they would in ELA. “Practice in reading music notation makes the read- ing of linguistic notation an easier task,” Ron Butzlaff (2000) explained in Journal of Aesthetic Education. Butzlaff continues, “Skill in reading requires a sensitivity to phonological distinctions, and skill in music listening requires a sensitivity to tonal distinctions. Perhaps experience in listening to music trains a Performing a variety of repertoire in an general kind of auditory sensitivity that ensemble also helps students under- is useful in listening to music as it is in stand time periods that they are learn- perceiving phonological distinction” ing about in other subject areas. When (2000, p. 167). core subject teachers and music teach- ers collaborate, the result is era-specific Math skills are also sharpened in sheet music that can further expose stu- ensembles since students are gaining dents to these significant historical experience with rhythms, counting, events. Music class can serve to rein- mixed meter and hemiola. Using force students’ studies of Harlem rhythm to teach math is a tradition Renaissance poetry in ELA or the Civil that stems from ancient times. War in social studies. National Public “Western culture has recognized the Radio (NPR) recently interviewed one connection between music and math- music teacher who expressed his grati- ematics since the time of the ancient tude to “connect music with what stu- Greeks. The Pythagoreans (of the dents are learning in their other classes famous theorem regarding the square — like a classic spiritual they’re practic- of the hypotenuse of a right triangle) ing for Black History Month” used harmony and rhythm as a basis (McCammon 2014). Band, orchestra, for their mathematical ideas,” or chorus is often considered a “break” explains the Southwest Educational in the day for students; however, these Development Laboratory in its ensembles are yet another opportunity “Teaching Math with Music” issue of to keep our students immersed in the Classroom Compass (1998, p. 1). content we are teaching.

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Singing or Music can also help students remem- and notation markings written in performing music ber facts and information by offering Italian, German, French, and of rhythmic repetition and catchy melo- course, the language of music itself. might be just dies that may have otherwise been for- The use of music notation software or the type of gotten from a one-dimensional the integration of technology such as a textbook or handout. “The Alphabet midi can help students become com- differentiated Song” proves that memorization puter-savvy, which is a skill employers instruction that through music is one of the earliest value now more than ever before. teaching strategies used in the students need to American education system. Students who participate in music are retain information “Psychologists believe laws, stories, even proven to be in better health than and customs were presented as poems, students who do not: “Music increases when they are chants and eventually, as songs, in an antibody that plays an important struggling to order for them to be memorized and role in immunity of the mucous sys- recalled, accurately,” explains Henry tem, as well as natural killer cell process context L. Roediger III, professor of psycholo- counts, the cells that attack germs and visually or aurally. gy at the Memory Lab at Washington bacteria invading the body,” Sarah University in St. Louis (Mitchell Glynn informed Medical News Today 2013). “People with exceptional abili- in the findings of 400 research papers ties to recount lists and other data in the neurochemistry of music (2013). often create song-like structures to Furthermore, “Listening to and play- help with memorization and .” ing music can also lower levels of corti- Singing or performing music might be sol (the stress hormone), according to just the type of differentiated instruc- [Dr. Daniel] Levitin and Dr. Mona tion that students need to retain infor- Lisa Chanda.” mation when they are struggling to Participating in music provides stu- process context visually or aurally. dents with self-assurance that is carried Making music accelerates growth for over into their academic success. “It’s our students in every subject area. conceivable that kids who feel socially While learning about diaphragmatic connected (say, as members of a breathing and tuning their instru- school band) develop the confidence ments, students are learning about and self-esteem that can lead to intel- their bodies and about the science of lectual curiosity, and better grades,” sound. Students involved in marching states veteran journalist Tom Jacobs band are participating in physical edu- after assessing results from his recent cation on a regular basis and are research linking high grades with required to be as fit as any other ath- involvement in music lessons (2013). lete. Music students are fluent in terms

Educator’s Voice n Volume VIII n Page 78 Giocoso: Music-Making is Uplifting! “Music offers a valued companion [and] helps provide a comfortable level of activation and a positive mood,” researchers from Frontiers in Psychology summarized from the results of their recent study (2013). The researchers correctly hypothe- sized that “ and mood regula- tion” is one of the major benefits people experience from participation in music.

Of course, we can prove this state- ment true within our own classrooms. Several months ago, one of my stu- After a 40-minute rehearsal, this same dents stumbled into my classroom, student was joking around with his looking completely distraught. I asked friends and laughing while packing up him what was wrong. “I had a really his instrument. I am privileged to rough night and only came to school observe those types of transformations today because I’m excited for our on a daily basis; however, music class band performance tonight, Ms. is not a privilege for our students — it Rome,” he replied. After thanking is a requirement for their well-being. him and telling him he could talk to me after class if he wanted, I took a minute to reflect on and truly feel the Cesura: Stop! impact of that heartfelt statement. Music-Making is Necessary! Some of our students experience Before pulling a student out of music stress beyond our knowledge on a performing ensemble for extra help or daily basis, and music ensemble teach- a double period of another subject, ers provide each student with the take a moment to ask this young musi- opportunity to feel successful, safe, cian how being part of a performing and welcomed. More importantly, we ensemble serves as an incentive to provide our students with an outlet of excel in other areas. Empathize with expression that they may not have had your music students by reflecting on otherwise. the way you may value music in your

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Singing or playing life, whether listening or performing. References Collaborate as a teaching team to Butzlaff, R. (2000). Can music be used an instrument choose repertoire and strategies that to teach reading? Journal of Aesthetic Education, Fall/Winter 2000, 167-169. can help our will help strengthen this student’s skills in each of your subject areas. Your Glynn, S. (2013, March 29). Music benefits students succeed both mental and physical health. Medical music teachers are here to work with News Today. Retrieved from http://www. by teaching them all stakeholders to serve our children medicalnewstoday.com/articles/258383. the very best we can. php. the necessary skills Huron, D., Schäfer, T., Sedlmeier, C., & Tom Horne, Arizona’s state superin- Städtler, C. (2013). The psychological to develop functions of music listening. Frontiers in tendent of public instruction, places responsibility, Psychology, 4, 511-512. doi: 10.3389/ music high on his priority list for K-12 fpsyg.2013.00511. work well with students. “If they’re worried about Jacobs, T. (2013, August 26). New evidence others, retain and their test scores and want a way to get links music education, higher test scores. them higher, they need to give kids Pacific Standard. Retrieved from http:// www.psmag.com/blogs/news-blog/new understand more arts, not less,” says Horne, a evidence-links-music-education-higher-test- information in classically trained pianist. “There’s lots scores-64980. of evidence that kids immersed in the McCammon, S. (2014, February 18). Music every content area arts do better on their academic tests” education for creativity, not a tool for test scores. NPR. Retrieved from http://www. (Smith 2009). Singing or playing an and shine as a npr.org/2014/02/18/279182075/music instrument can help our students suc- education-for-creativity-not-a-tool-for-test- confident and ceed by teaching them the necessary scores. capable contributor skills to develop responsibility, work Mitchell, H. (2013, December 30). Why well with others, retain and under- does music aid in memorization? The to our society. Wall Street Journal. Retrieved from http:// stand information in every content area online.wsj.com/news/articles/SB100014240 and shine as a confident and capable 52702304483804579284682214451364. contributor to our society. To fully National Association for Music Education experience the benefits of music per- (2014). Music education and social- emotional development. Music Advocacy formance ensembles, join one yourself Groundswell. Retrieved from http:// — after all, educators are 21st century advocacy.nafme.org/music-education-and- learners, too. social-emotional-development.

Educator’s Voice n Volume VIII n Page 80 Smith, F. (2009 January 28). Why arts edu- cation is crucial, and who’s doing it best. Edutopia. Retrieved from http://www. edutopia.org/arts-music-curriculum-child development. Southwest Educational Development Laboratory. (1998). The Rhythm of Mathematics. Classroom Compass 4(2), 1-2. Retrieved from http://www.sedl.org/ scimath/compass/v04n02/welcome.html. Strauss, V. (2013, January 22). Top 10 skills children learn from the arts. The Washington Post. Retrieved from http:// www.washingtonpost.com/blogs/answer- sheet/wp/2013/01/22/top-10-skills chil- dren-learn-from-the-arts.

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SUMMARY initiative, productivity, and leadership Effective, active (Partnership for 21st Century Skills — L.I.T.T.O. stands for engagement in the A Resource and Policy Guide, 2008). learning, independence, learning process is the key to academic teamwork, time-manage- success in our highly complex and The challenge for educators at the ele- ment and ownership. This author-designed interconnected global society. The suc- mentary level is how to implement innovation teaches fifth cessful student in the 21st century must practices that will help children develop graders to take charge of move beyond the traditional system these skills in meaningful ways while at their own learning while of rote memorization, right or wrong the same time meeting the expectations the teacher integrates of the Common Core standards. 21st century cognitive answers, single perspectives, and teach- and affective skills across er-centered instruction. Twenty-first L.I.T.T.O. is one answer. In the curriculum. century students must become inquisi- L.I.T.T.O. a student is never just learn- tive self-directed learners who actively ing one thing at any one time. As with question and passionately search for the old LOTTO game of my youth, ways to integrate the knowledge and each task, each interaction, and each information shared by others into their reflection is a part of the larger picture own thoughts and objectives. of every child’s holistic development as a master learner in the 21st century. The 21st century student is expected to demonstrate learning and innovation The activities on a given L.I.T.T.O. skills; information, media and technol- matrix contribute to a student’s aca- ogy skills; as well as life and career demic growth and learning in different skills. These include: critical thinking, and engaging ways based on the creative thinking, collaborating, com- Common Core standards. The way in municating, , media which they approach these tasks com- literacy, technology literacy, flexibility, bines practicing of academic skills with

Jean Hoins is a National Board Certified Teacher with a middle child generalist certificate and is a certified building-level administrator. Hoins has worked for 19 years in the classroom and has always been active in the development of district curriculum and assessment. She is currently a fifth-grade teacher in Ballston Spa.

Educator’s Voice n Volume VIII n Page 82 Jean Hoins, Ballston Spa Education Association

developing interpersonal capabilities 1992 (Winebrenner, Teaching L.I.T.T.O. and metacognitive knowledge. This is Gifted Kids In Today’s Regular accomplished through the use of Classroom, 1997). This work was L …stands for learning and weekly reflections on learning extended to include considerations encompasses ALL learning – (Appendix 6), meetings and confer- for the learning styles and challeng- academic, interpersonal, and metacognitive. ences, and rubrics based on the es faced by children who have Ballston Spa School District grown up in a culture of poverty, I … represents the independence that is learned Gradation Competencies (Dragone, based on the works of Ruby Payne through practice, reflection, Turner, & Smith, 2009) that assess (Payne, 1996), who provides spe- organization and increased academic and interpersonal behaviors. cific strategies for managing the feelings of competence. development of cognitive strategies T …represents teamwork to Background and learning process. “The support emphasize the necessity for Research clearly shows that learners of these students need are cognitive collaboration and develop- ment of interpersonal skills. all ages benefit from the integration of strategies, appropriate relationships, academic tasks and activities that coping strategies, goal-setting T …is for time-management strategies which are inte- require , or the reflec- opportunities, and appropriate tion on one’s learning behaviors and gral academic and life skills instruction in both content and dis- underlying the 21st century processes. “In this rapidly changing cipline” (Payne, 1996, p. 107). framework. world, the challenge of teaching is to Payne’s work led to the realization O …represents the respon- help students develop skills which will that the approaches that were sibility for the ownership of not become obsolete. Metacognitive intended to target gifted students one’s learning in all aspects of growth and development. strategies are essential for the 21st cen- were, in fact, even more appropriate tury. They will enable students to suc- for students from impoverished cessfully cope with new situations” backgrounds and, indeed, equally (Blakey & Spence, 1990). beneficial for all regular education students. That is where L.I.T.T.O. comes in. The ideas upon which L.I.T.T.O. Carol Ann Tomlinson’s “Leading and was developed are not new, they com- Managing a Differentiated Classroom” bine ideas from Susan Winebrenner’s (Tomlinson C. A., 2010) and profes- “Teaching Gifted Kids in the Regular sional training in 2001 on the respon- Classroom,” published initially in sive classroom-supported strategies for continued on following page

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Figure 1

Educator’s Voice n Volume VIII n Page 84 designing a differentiated classroom, address those needs in a including the assessment of individual way that leads to both student’s learning and development personal and academic (Northeast Foundation for Children, growth” (Tomlinson C. Inc, 2014). Additionally, Regie A., 2010, p. 39). This Routman’s book “Conversations,” belief is consistent with (Routman, 2000) defined the role of the premises supporting the teacher as a learner and mentor and current trends in indi- provided myriad activities for class- vidualized instructional room practice based on modeling the practices and many of behaviors of master learners in respon- the underlying beliefs sive and reflective ways. These works that are at the founda- particularly inspired me to practice a tion of the Framework for 21st Century child-centered approach to learning by Learning. In a 2011 presentation, providing models that could be respon- Tomlinson commented on the relation- sive to individual students while at the ship between differentiation, metacog- same time being academically nition, and 21st century learning. “To challenging. solve the 21st century’s challenges we will need an education system that Winebrenner first introduced me to the doesn’t focus on memorization, but idea of choice menus, or what she rather on promoting those metacogni- called “Extensions Menus.” These tive skills we need if we perceive that menus were offered to gifted students our learning is not going well” who had completed assigned work in a (Tomlinson & Parish, Differentiating given content area. She also described Instruction and 21st Century Skills: the use of “Product Choices Charts,” Preparing all Learners for the World which allowed students to demonstrate Ahead, 2011, p. 6). mastery of content in a variety of for- mats (Winebrenner, Teaching Gifted L.I.T.T.O. provides opportunities for Kids in the Regular Classroom, 2001, students to think about their learning pp. 79-144). Her work demonstrated on a daily basis not only in school, but the effectiveness of choice in the devel- also in their work outside of school opment of active engagement and through the connection between the ownership. classroom work and the Reader Response Notebook entries completed Tomlinson expressed the belief that “A in preparation for the next day’s discus- teacher who honors the individual sion and classroom tasks. Finally, the seeks to understand each student’s par- Responsive Classroom training that ticular progression of needs and to continued on following page

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Process goals, preceded the development of Framework for 21st Century Learning. L.I.T.T.O. introduced several guiding Change is constant in the world of edu- in addition to principles for the development of a cation and our global reality. The inte- content goals, must classroom community that would sup- gration of these experiences resulted in port student learning. Among these the evolution of L.I.T.T.O. and a prac- be established were the principles that: tice with an emphasis on the develop- and evaluated ment of the student’s awareness of n The social curriculum is as impor- academic, interpersonal, and metacogni- with students so tant as the academic curriculum. tive behaviors that can enable them to they discover that n How children learn is as important effectively adapt to and embrace change understanding and as what they learn. with agility and confidence. transferring n The greatest cognitive growth The potential for this model is virtually occurs through social interaction. unlimited and adaptable to changes in thinking processes content and standards. “Problem- n To be successful academically and solving and research activities in all sub- improves learning. socially, children need a set of social jects provide opportunities for skills: cooperation, assertion, developing metacognitive strategies. responsibility, empathy, and self- Teachers need to focus student atten- control (Northeast Foundation for Children Inc., 2014, p. 1). tion on how tasks are accomplished. Process goals, in addition to content Together these various goals, must be established and evaluated and practices combined and modified with students so they discover that over time have supported the transition understanding and transferring thinking to a child-centered classroom communi- processes improves learning” (Blakey & ty that supports the of the Spence, Developing Metacognition, 21st Century Framework and the devel- 1990, p. 4). opment of master learners at the elemen- tary school level. Continued research Figure 2 provides an example of a sci- supports the emphasis on self-direction ence L.I.T.T.O. intended to provide through reflection (metacognition), col- experience with informational text in laboration (interpersonal skills), and dif- support of a science ecology unit. ferentiation to encourage students of L.I.T.T.O. matrices (see appendices) abilities and backgrounds to actively have been developed to meet instruc- engage in learning. tional objectives in different content areas to meet the rigorous Common Over the years L.I.T.T.O. has adapted Core Literacy Standards and to provide to the New York State Standards, the access to content knowledge and Common Core Standards, and now, the expression in a variety of formats.

Educator’s Voice n Volume VIII n Page 86 Each L.I.T.T.O. integrates a variety of Figure 2 components and tasks across the con- tent area in order to build a sense of the interconnectedness of academic and content area disciplines. The L.I.T.T.O. program includes the reg- ular use of:

n writer’s notebooks and writer’s workshop tasks n interactive read-aloud n reading response journals – tic-tac-toe and quartering the story n daily sharing and conferencing n content area journals, tasks and research projects n technology n teacher-selected and student- selected texts — narrative and expository n multi-dimensional rubric assessments n reflection on learning

By its very nature, L.I.T.T.O. is responsive to the ever-changing needs of all students in the 21st century. It is also intended to develop a learning partnership between the teacher who also practices the behaviors of a master students develop an awareness of the learner, and the students in order to habits of master learners and the form a supportive and challenging opportunity to integrate those habits community of learners focused on into their own practices. This is practice, reflection and growth. The accomplished through daily classroom L.I.T.T.O. experiences help young meetings, small-group and individual continued on following page

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Effective, active conferences, reading and writing Successful students in the 21st century response notebooks, and teacher-stu- must become inquisitive self-directed engagement in dent collaboration on tasks. The teacher learners who actively question and pas- the learning communicates the idea that there is sionately search for ways to integrate the always more to learn, many ways to knowledge and information shared by process is the key learn, and many ways to express what others into their own thoughts and to academic has been learned. objectives. Among other things, a mas- ter learner is a student who is: success in our highly complex 1. Inquisitive. Master students are Thinking About Choices curious about everything, and ask and interconnected Numerous studies have shown that questions that generate clarification, global society. opportunities to express preferences which can lead to a better under- and make choices lead to greater motiva- standing of the material. tion, academic gains, increases in pro- ductivity and on-task behavior, and 2. Able to focus attention. Master stu- decreases in aggressive behavior. dents become absorbed in the pro- Similarly, researchers report that stu- cess or activity and keep their dent participation in goal setting leads to attention absolutely focused in the more positive outcomes (e.g., higher here and now. commitment to a goal and increased 3. Able to organize and sort. Master performance) (UCLA Center for Mental students can take a large body of Health in Schools, 2008, pp. 15 - 16). information and sift through it to This approach to learning helps stu- discover relationships. They can dents actively practice making choices play with information; organize piec- about the management of their learning es of data by size, color, order, in order to be effective, productive mas- weight, and other categories. ter learners. L.I.T.T.O. asks students to 4. Competent. Master students are constantly think not only about the work masters of skills. When they learn they are doing, but about HOW they formulas, they learn them so well, are doing it. (See rubric Figure 1.) they become second nature. Effective, active engagement in the learning process is the key to academic 5. Self-questioning. Master students success in our highly complex and inter- are willing to evaluate themselves connected global society. and their behavior. They regularly examine their lives (Ellis, 1985, pp. 29-33).

Educator’s Voice n Volume VIII n Page 88 L.I.T.T.O. encourages a classroom cul- to evaluate the Figure 3 ture of active engagement in the process effectiveness of their of becoming a master learner by asking choices as evidenced As a Master Learner I will choose: students to constantly think about how by the quality and they are approaching their academic completeness of n which tasks I will work on work. L.I.T.T.O. emphasizes an ongo- their work. n when I work on them ing focus on each student’s academic and behavioral choices (Figure 3) and Elaine Blakey and n where I will work on them Sheila Spence of the the results of those choices as evidenced n who I will work with in their work. Students have the oppor- Educational Resource tunity to observe their classmates and Information Center n how I will know that my work is “good” teachers to see the ways in which other (U.S. Department of learners approach tasks. This provides Education, 2008) n who to ask for help models for behavior and options for identified several strat- n where to keep my materials future conduct. It is all part of an ongo- egies for developing ing process of reflection and growth that metacognitive behav- n which resources I will use involves both an individual and collec- iors in students. n which tools I will use tive awareness of decisions. Among these they included planning n when I will ask for en editor A student’s ongoing experience with aca- and self-regulation, to review my work demic choice leads to the development which require an n when my work is ready to hand in of self-direction, interpersonal skills and awareness of and metacognitive strategies. In the responsibility for the n how I can continue to reflect on my work L.I.T.T.O. environment, a student consequences of one’s and set goals for the next week becomes a more proficient learner actions and behaviors. through the regular practice of choice and active reflection on the consequenc- Students must assume increasing respon- es of each choice. (Figure 3) Responsible sibility for planning and regulating their choice generates ownership of the learn- learning. It is difficult for learners to ing processes and outcomes. For exam- become self-directed when learning is ple, on reflection a student wrote: “The planned and monitored by someone else. most challenging task was the quartering Students can be taught to make plans for the story because it took me a while to learning activities, including estimating do the task. I also talked to my friends a time requirements, organizing materials, lot while working which slowed me and scheduling procedures necessary to down. I will overcome that challenge by complete an activity (Blakey & Spence, working by myself or sitting with my Developing Metacognition, 1990, p. 2). friends but not talking so much.” The reflective piece encourages each student continued on following page

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Figure 4 L.I.T.T.O. modification, cause each student to requires each stu- identify personal strengths and areas dent to engage in for improvement in meaningful and responsible deci- productive ways. They recognize that sion-making pro- every other student is doing the same cesses on a daily and that they can support each other basis. These in their efforts. decisions extend beyond the class- room to the How Does L.I.T.T.O. Work in the responsible com- Classroom? pletion of reading Matrices are developed based on and responding Common Core standards that are asso- to tic-tac-toe ciated with targeted areas or units of questions in a instruction. While the tasks may reader’s note- change from week to week, the expec- book. The daily tations of responsibility and effort as sharing of described in the rubric (Appendix 1) responses and remain constant, as does the expecta- discussion of tion of thoughtful reflection. The reading help to L.I.T.T.O. may include explorations foster a communi- of literary genre, literary elements, and ty sense of expec- author studies, units based on the nav- tation and igation of informational text or topics support. Students in math, science and social studies. learn from each The L.I.T.T.O. matrix (Figure 4) is other and about accompanied by materials, directions, each other as they tasks, or projects that are associated share their with specific sections of the matrix. If responses to text. They practice think- necessary, mini lessons may be associ- ing about other students’ work and ated with some of the items in the develop the capacity to integrate meth- matrix. ods and approaches into their own. Whole group direct instruction is at a The integration of tasks, frequent con- minimum except when introducing a ferencing and sharing, peer editing, the new L.I.T.T.O., when there is an responsibility for honest dialogue expressed need for clarification, or about work and effort, coupled with when specific skills are introduced. opportunities for revision and

Educator’s Voice n Volume VIII n Page 90 Instead of whole group instruction, Figure 5 question and answer sessions, sharing, meetings and conferencing with indi- vidual students or small groups are integral parts of L.I.T.T.O.

Figure 5 shows an example of a narra- tive text L.I.T.T.O. that explores the literary concepts of identity and con- flict. For this unit, students may select any work of narrative fiction with the help of the school library media spe- cialist. The study includes a variety of books at various levels of difficulty and an ongoing read-aloud text that explores character identity develop- ment through conflict. The unit requires nightly reading and responses to tic-tac-toe prompts in a response journal. These journal responses are shared in the morning in a whole group setting or within the literature circle group studying a particular text.

All of the student work materials are housed in a Desk Apprentice which is a revolving counter-top open filing sys- tem. The materials are sorted in folders with numbers that match each section of the L.I.T.T.O. matrix. The L.I.T.T.O. tasks may also be kept in a file cabinet or a series of bins as long as they are easily accessed by the students. that student may access materials inde- Other materials and resources such as pendently. All necessary supplies accompanying texts or descriptions of (texts, scissors, glue sticks, card-stock, tasks are arranged on the table or colored pencils, calculators, lap-tops, another readily accessible setting so etc.) are situated nearby.

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Figure 6 hallway?” “Would it be alright if we pushed these desks together?” There may also be questions about vocabu- lary, or task specific wording. Students might need help assembling a flap- book or folding paper for a triarama. They may need help finding a particu- lar website or other computer applica- tion. After a few weeks, students are able to do these things for each other. Most often the questions that come up are related to time. “How much time will we have today?” or “Since we had Monday off will we get more time on Tuesday to work on this?” Following the introduction the students are free to determine how they will start the tasks and how they will proceed through the assignments. The teacher is free to meet with specific students at this time to select target tasks, or iden- tify tasks that might be eliminated from the L.I.T.T.O. for specific students. This takes place during short one-to- one meetings where the students might choose which tasks are priorities and which ones will be extensions for them. This ability to modify the L.I.T.T.O. is particularly helpful for students who leave for the resource room, speech, music lessons, or AIS At the beginning of the new sessions. L.I.T.T.O is also available in L.I.T.T.O., the teacher reviews the the District Sakai Collaborative matrix with the students and responds Learning Environment (similar to to any questions that the student may online course modules like Moodle or have about the content of the Blackboard) and on my website so that L.I.T.T.O. Most questions have to do it may be readily accessed at home in with the specifics of where work can case of absence. take place. “Can we work in the

Educator’s Voice n Volume VIII n Page 92 Once the period has begun, the stu- Figure 7 dents are free to work where they choose, with whomever they choose, Name: ______Date: ______Reader’s Response Rubric on any of the tasks that they have elect- Competency 4 - Exceeds 3- Meets 2- Partially Meets 1- See Teacher Effort & All individual responses are All individual responses are Some individual responses are Please work hard to complete ed to begin their unit with. During this Engagement complete and demonstrate complete and demonstrate complete and demonstrate your tasks and demonstrate exceptional effort and care. effort and care. effort and care. effort and care. -Academically -Work is difficult to read or time the teacher is at liberty to circulate Skilled incomplete -Productive Worker throughout the room to touch base -Self-Directed Learner with small groups or individual stu- Information & Entries are exceptionally clear Entries are consistently clear & Entries are inconsistently clear Please work on making sure Evidence & correct. correct. & correct. that your entries are clear -Tic-tac-toe questions have -Tic-tac-toe questions have -Tic-tac-toe questions have and effective. dents once the work has commenced. -Information been thoroughly answered. been thoroughly answered. been inconsistently answered. -Tic-tac-toe questions must Manager -Responses integrate multiple -Responses integrate effective -Responses inconsistently be answered – restate the -Effective effective examples of examples of evidence from the integrate effective examples question or task to begin your The teacher may read with students, Communicator evidence from the text. text. of evidence from the text. response. -Self-Directed Work always demonstrates Work consistently Work inconsistently -Integrate effective examples Learner exceptional reflective thought demonstrates reflective demonstrates reflective of evidence from the text. conference about writing, or help sup- and connection to the text. thought and engagement with thought and engagement with Work on demonstrating the text. the text. reflective thought and port students in their work as needed. engagement with the text. Discussion & -You are consistently -You are consistently prepared -You are inconsistently You are unprepared for Sharing prepared for discussions and for discussions and sharing. prepared for discussions and discussions and sharing and If the expectation of effort and engage- sharing. -You consistently participate in sharing. are often disengaged -Effective -You participate actively in all all sharing, discussion, and -You infrequently participate in -You infrequently participate Communicator sharing, discussion, and collaboration. sharing, discussion, and in sharing, discussion, and ment and productivity is not being met, -Self-Directed collaboration. -You respond to the ideas and collaboration. collaboration. Learner -You respond to the ideas and work of others in a positive and -You inconsistently respond to -You infrequently respond to students may be asked to return to their -Academically work of others in a positive thoughtful manner. the ideas and work of others in the ideas and work of others Skilled and thoughtful manner. -You may express connections a positive and thoughtful in a positive and thoughtful -You express detailed between texts or text to self. manner. manner. own desks to ensure that the quality of connections between texts or -You consistently demonstrate -You may inconsistently express -You may infrequently express text to self. reflective practices ad connections between texts or connections between texts or -You demonstrate exceptional evidence of growth. text to self. text to self. the work is, in their judgment, their reflective practices and -You inconsistently demonstrate -You infrequently evidence of growth.. reflective practices and evidence demonstrate reflective of growth. practices or evidence of very best and that the classroom com- growth. Independence & Your entries and behaviors Your entries and behaviors Your entries and behaviors Your entries and behaviors munity is not being disrupted. Since Self-Direction demonstrate exceptional self- demonstrate consistent self- demonstrate inconsistent self- infrequently demonstrate direction in your ability to: direction in your ability to: direction in your ability to: self-direction in your ability -Effective -Restate the question -Restate the question -Restate the question to: work habits and collaboration are visi- Communicator -Make a claim – statement -Make a claim – statement -Make a claim – statement -Restate the question -Self-Directed -Support your claim with -Support your claim with -Support your claim with -Make a claim – statement Learner effective evidence from the effective evidence from the effective evidence from the -Support your claim with bly assessed on a weekly basis, each -Academically text with page number for text with page number for each text with page number for each effective evidence from the Skilled each direct quote. direct quote. direct quote. text with page number for student has a stake in demonstrating -Utilize transitions -Utilize transitions -Utilize transitions each direct quote. -Express comprehension of -Express comprehension of the -Express comprehension of the -Utilize transitions the text and the tasks both in text and the tasks both in text and the tasks both in -Express comprehension of positive choices and effective learning writing and discussion. writing and discussion. writing and discussion. the text and the tasks both in writing and discussion. Language Usage -You use spelling, grammar, - You use spelling, grammar, -You use spelling, grammar, You use spelling, grammar, behaviors. The expectations are clear capitalization, and punctuation capitalization, and punctuation capitalization, and punctuation capitalization, and punctuation -Effective in a manner that assists in a manner that adequately in a manner that may impede in a manner that impedes in the weekly L.I.T.T.O. and Reader’s Communicator considerably in communicating aids in communicating your understanding of your ideas. understanding of your ideas. -Self-Directed your ideas ideas. -You may occasionally integrate -work on integrating new Learner -You integrate new vocabulary -You integrate new vocabulary new vocabulary in effective and vocabulary in effective and Response rubrics (Figures 1 & 7). -Academically in exceptionally effective and in effective and meaningful meaningful ways. meaningful ways. Skilled meaningful ways. ways. The rubric language guides expectations for behavior in discussions including collaboration and effort. The rubrics guide students in the process of setting the end of each L.I.T.T.O., which goals in various behavioral and aca- adds another dimension of accountabil- demic areas. Within each rubric cell the ity and also helps guide parents in their teacher may choose to highlight specif- efforts to support student learning at ic behaviors that require attention or home. may choose to comment on significant growth in one area or another. These rubrics go home with the students at

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Assessments, Modifications and Differentiation parents as well as how they are Each one of the L.I.T.T.O. work assessed. This rubric is attached to curriculum, matrices may be easily modified to each student’s completed L.I.T.T.O., instruction and account for different learning abilities. and accompanies the L.I.T.T.O. These modifications might include: cover sheet with academic rubric student learning scores to provide each student and behaviors are vitally n Eliminating some of the tasks in family with a portrait of the child’s conference with the student learning behaviors and the effects that interdependent n Ranking the tasks in order of diffi- those behaviors have on their learn- with the under- culty or preference ing. This will also be followed by the standing that n Changing the 1-4 rubric ratings to student reflection (Appendix 4) after effort grades for special education the work has been assessed by the students may students or English language teacher and reviewed by the student. learners These reflections are periodically directly benefit shared with the whole class. from active n Providing alternate texts at various levels reflection on n Increased support from the class- Evaluating Student Learning in L.I.T.T.O. their work room teacher of an academic inter- and their ventionist (AIS provider, special All good assessment provides informa- education teacher) tion about learners and learning. As a student-centered approach, the pur- interactions n Allowing additional time with others. pose of L.I.T.T.O. is to guide stu- n Working in a small group with dents toward academic competency peer tutors through the development of effective, n Peer editing and revision assistance independent learning capabilities. n Exemplars Assessments, curriculum, instruction and student learning behaviors are Modification and differentiation can vitally interdependent with the under- take place in each of the L.I.T.T.O. standing that students may directly tasks but the expectation is still that benefit from active reflection on their students will reflect on their own learn- work (metacognition) and their inter- ing and work to develop academic actions with others (interpersonal/ habits that will enable them to perform collaboration). to the very best of their abilities. Authentic, relevant and ongoing The L.I.T.T.O. rubric in Figure 1 assessment is embedded in L.I.T.T.O. shows how these expectations are with clear and consistent expectations communicated to students and for all students to guide them in their

Educator’s Voice n Volume VIII n Page 94 growth and to inform the teacher in the design of curriculum. As a result the assessment of student learning and development is multi-faceted and fun- damentally differentiated focusing on growth and ownership.

Three types of assessments are embed- ded in L.I.T.T.O. for the purposes of gathering data: diagnostic, formative, and summative.

Diagnostic Assessment Diagnostic assessments include the use of the Columbia Teacher’s College Running records for fluency, indepen- in the rubrics, but openly discussed in dent reading level and comprehension the classroom. benchmarks. These are administered three times each year. Additionally, the district mandates the use of the i-Ready Formative Assessment diagnostic assessment for reading (also Formative assessments in L.I.T.T.O. administered three times a year) a dis- are intended to guide the learner and trict benchmark, (mid-year) and the communicate the expectations for New York State English Language Arts reflection, ownership, and individual tests. These assessments provide an growth. Assessment that guides the overall portrait of each learner in a stan- learner includes meetings, conferences, dardized setting. peer interactions and, ultimately, the gradual development of self-assessment In the classroom, writing samples are capabilities. Expectations are clearly evaluated, along with entries in the articulated throughout the classroom reading response notebook and the and within the various associated writer’s notebook. Observations of rubrics. behaviors, peer interactions, and confer- ences provide a sense of how the stu- Charts, rubrics, and meetings identify dent performs behaviorally as a learner precisely what students should be in the classroom setting. These behav- doing in specific realms of development iors are central to student growth and development and are not only included continued on following page

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to demonstrate growth on the continu- Formative assessment is ongoing and um delineated in the Common Core collaborative, forming the foundation Learning Standards, 21st Century for work in the classroom. Assessment Learning Framework, and the Ballston is precisely connected to the integration Spa School District Graduation of academic, personal, and interperson- Competencies (Dragone, Turner & al work. It expresses high expectations Smith, 2009). for all students in those three intercon- nected realms. Formative assessments 1. Academic perfor- focus on improving learning in a holistic mance and productivity and responsive manner. 2. Interpersonal skills — communication and collaboration Summative Assessment 3. Self-direction and Evaluative summative assessments independence occur at the end of an instructional unit or at a specific period in the aca- Student proficiency is demic year to assess mastery. monitored and evaluated Summative assessments for the pur- to determine the level of poses of gathering data or determining competency, engage- grades come in four basic forms. The ment and growth, infor- smallest grouping is performance rela- mally, on a daily basis tive to classroom expectations and the through observation, and size of the test population grows formally on a weekly broader with each step. basis using the rubrics indicated above. The Classroom – student work including broader objective is to specific products, completed long- help students learn how to assess their term projects and tasks and end-of- own work and progress effectively unit quizzes and tests of various design toward independence and mastery (for report cards and placement). through reflection and personal behav- District – multiple choice and short ior modifications. Peer editing, confer- response writing tasks assessed by encing and meetings are important classroom teachers. elements of formative assessment that help the students internalize various Web-based – i-Ready and Harcourt models for discussion and collabora- Benchmarks administered online and tion that can contribute to interperson- scored by computer (limited item al growth and self-assessment. analysis).

Educator’s Voice n Volume VIII n Page 96 State and national standardized exams supervision from the teacher. This – New York state tests, and PARCC allows for teachable moments that It is critical (limited item analysis). include meetings with the whole class for students to discuss academic behaviors and In order to be perceived as proficient, a learning styles. As the students test the to develop student in the 21st century classroom teacher’s expectations and follow up, confident must be able to demonstrate effective- the quality of the student’s work is ness in all of those diverse assessment often low and many tasks represent reflective environments. Since many of these minimal effort or are incomplete. practices, assessment instruments are new and Students complain that they cannot fin- broad literacy evolving to meet the Common Core ish the work in the time allowed, which standards it is not reasonable to expect provides an opportunity for individual skills, time that teaching to the test will provide suc- and group discussions about strategic management cessful instructional practice. This is approaches to learning. particularly true where the development and ownership of 21st century skills is considered. For Some students demonstrate behaviors this reason, it is critical for students to that interfere with their own work and so that they can develop confident reflective practices, with the climate of the classroom. This demonstrate broad literacy skills, time management is addressed through individual confer- mastery in and ownership so that they can demon- ences, attention to IEP requirements, strate mastery in a range of and interactions with academic inter- a range of environments. ventionists, special education teachers, environments. and other school support staff. These How does L.I.T.T.O. fare? dialogues are intended to set reasonable I feel compelled to preface this by say- goals for the students to work toward in ing that my fifth-grade students are par- the development of the capabilities set ticipating in this sort of learning for the forth in the L.I.T.T.O. program. The first time. At the beginning of the year matrices and assessment expectations they are not accustomed to self-direc- are readily modified for those purposes. tion or practices that require a focus on metacognition. Additional time is given Students coming into fifth grade may and the first “week” of L.I.T.T.O. is have limited experience with effective stretched out over two weeks in order collaboration. Teams must be carefully for students to gain a working under- constructed and progress must be standing of the processes and rubrics as closely monitored. A very specific well as a sense of time management. product with clear expectations helps guide the teams in their work and leads Initially, students generally find it diffi- to the development of collaborative cult to remain on task without direct continued on following page

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Figure 8 and engagement, the practices sup- ported by various dimensions of the L.I.T.T.O. objective improved their ability to perform on a number of sum- mative measures. (See Figure 8.)

Based on 2013-14 i-Ready Diagnostic scores for reading, these students experienced 200 percent progress toward growth as the average across all students from September to June, with an average scale score increase of 38 percent. There is evidence of increase in all areas assessed by a variety of assessments accompanied by a zero incidence of behavioral referrals. evaluation. Initially, group work often Intangibles include increased time on requires constant modeling and it is task, improved attitude, more effective helpful to have the students watch vid- collaborative work, increased self- eos from Teacher Tube to see how direction, better quality work and students do this work. As the year goes more effective choices in learning. by, cooperative processes become These results have encouraged me to more and more central as the students’ continue my work on the development self-direction and reflection capabilities of L.I.T.T.O. by finding ways to bet- improve. Their reliance on the teacher ter assess those factors using rating for direction and validation decreases. scales that would further increase engagement and self-reflection. Nine of 21 students attended Academic Intervention Services for reading and four attended resource room for special education language Supporting Materials arts instruction at the beginning of the Over the six years that I have been 2013-14 school year. As the students’ working to develop the L.I.T.T.O. experience with the program pro- approach I have created some work gressed there were several indicators templates that are used regularly in that these diverse students were suc- order for the students to be able to cessful. Beyond the improved class- focus on features of the text, rather room environment, independence, than the details of the task. These

Educator’s Voice n Volume VIII n Page 98 materials include a variety of quartering Figure 9 the story templates, reading response tic-tac-toe, reading informational text templates and vocabulary forms. This consistency encourages confidence and independence. When a student is famil- iar with the expectations of the task then he is able to focus on answering the task by reading carefully and think- ing about the reading. The attention is on the text, not the task. These pieces — quartering the story, tic-tac-toe, and word study — are included in all L.I.T.T.O. work to encourage students to make individual choices about their interactions with text. Students who are intellectually agile and thoughtfully responsive to our L.I.T.T.O. generates the expectation dynamic reality are students who pos- that students will work to develop the sess the confidence and skill sets to habits of a master learner as an integral approach tasks and challenges using aspect of their academic work. different kinds of tools, and technology Students in the L.I.T.T.O. classroom with dexterity. These students have are expected to try different strategies developed the capacity to question, to for gathering, organizing, synthesizing analyze, to hypothesize, reflect, and to and expressing knowledge, concepts filter information from all sources for and ideas to determine the most effec- different purposes. These students tive ways for them to approach various are master learners with the thinking tasks and projects. It is an adaptable skills, personal and interpersonal method that can be integrated into any behaviors to be successful in the cul- classroom setting across all content ture of the 21st century. areas.

L.I.T.T.O. is a means by which stu- dents may learn engagement in active learning based on the interrelationship between metacognition, interpersonal experiences, and academic practices.

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Educator’s Voice n Volume VIII n Page 99 What is L.I.T.T.O.? Developing Master Learners in the 21st Century Classroom

Payne, R. K., Ph.D. (1996). A Framework for Figure 10 understanding poverty (Fourth revised ed.). Highlands, TX: !Process, Inc. Rethinking Learning in the 21st Century. (2010). On rethinking learning in the 21st century [video file]. Retrieved fromhttps:// www.youtube.com/watch?v=c0xa98cy-Rw Routman, R. (2000). Conversations: Strategies for teaching, learning and Evaluating. Portsmouth, NH: Heineman. Tomlinson, C. A. (2010). Leading and managing a differentiated classroom. Alexandria, VA: Association for Supervision & Curriculum Development. Tomlinson, C. A., & Parrish, W. C., Jr. (2012). Differentiating instruction and 21st century skills: Preparing all learners for the world ahead. Retrieved from http:// References www.caroltomlinson.com/Presentations/ Blakey, E., & Spence, S. (1990). Developing Brisbane_Aug2012.pdf metacognition [white paper]. Retrieved UCLA Center for Mental Health in Schools. from http://files.eric.ed.gov/fulltext/ (2008). Engaging and re-engaging students ED327218.pdf in learning at school. Retrieved from http:// Columbia Teacher’s College Reading and www.smhp.psych.ucla.edu/pdfdocs/engagin- Writing Project. (2010). The reading and gandre-engagingstudents.pdf writing project. Retrieved from http://read- Winebrenner, S. (2001). Teaching gifted kids ingandwritingproject.com/ in the regular classroom. Minneapolis, MN: Dragone, J., Ph.D, Turner, K., & Smith, Free Spirit. J., Ph.D. (2009). Using electronic port- folios for student assessment. Retrieved from http://www.nyssba.org/clientuploads/ Additional resources recommended nyssba_pdf/PrintOnDemand/Thursday/ by the author Approach%20for%20the%20Ballston%20 Baker, L. (2009). Metacognition. Retrieved Spa%20Central%20School%20District%20 from http://www.education.com/reference/ using%20Student%20Electronic%20 article/metacognition/ Portfolios.pdf Balsley, J. (2012). How to use choice boards Northeast Foundation for Children. (2014). to differentiate learning [blog post]. Principles and practices of responsive class- Retrieved from http://www.theartofed. room [fact sheet]. Retrieved from http:// com/2012/07/11/how-to-use-choice-boards- www.responsiveclassroom.org/sites/default/ to-differentiate-learning/ /pdf_files/rc_fact_sheet.pdf Blair, N. (2012). Technology integra- Partnership for 21st Century Skills. (2008). tion for the new 21st century learner. 21st century skills, education & competi- Retrieved from http://www.theartofed. tiveness. Retrieved from http://www.p21. com/2012/07/11/how-to-use-choice-boards- org//documents/21st_century_skills_ to-differentiate-learning/ education_and_competitiveness_guide.pdf

Educator’s Voice n Volume VIII n Page 100 Cao, L.N., & Nietfeld, J.L. (2005). Judgment Patanio, J. (2010). Choice menus for differ- of learning, monitoring accuracy, and stu- entiating student learning. Retrieved from dent performance in the classroom context. http://www.uft.org/teacher-teacher/choice- Retrieved from http://cie.ed.asu.edu/ menus-differentiating-student-learning volume8/number4/ Stevens, M. (2011). 21st century learner create! Checkley, K. (1995). Student-directed Communicate! Collaborate! Retrieved from learning, balancing student choice and http://www.nea.org/home/46989.htm curriculum goals. Retrieved from http:// Thamraksa. (2013). Student-centered learning: www.ascd.org/publications/newsletters/ Demystifying the myth. Retrieved from http:// education_update/dec95/vol37/num09/ www.sc.mahidol.ac.th/sclg/sllt/Issue5.pdf Student-Directed_Learning.aspx Tillman, M. (2003). Differentiated Education Week (Ed.). (2012, October Instruction. Retrieved from http:// 11). How do you define 21st-century www.3villagecsd.k12.ny.us/ learning? One question, eleven answers. Instructional_Technology/TchLrn/ Retrieved from http://www.edweek.org/tsb/ Differentinstructoverview.htm articles/2010/10/12/01panel.h04.html Tomlinson, C. A. (1999). The differentiated Ellis, D. (n.d.). Becoming a master student [white classroom: Responding to the needs of all paper]. Retrieved from http://www.bmcc. learners. Alexandria, VA: Association for cuny.edu/lrc/studyskills/masterstudent.pdf Supervision & Curriculum Development. Glass, K. (2012). Differentiated instruction Tomlinson, C. A. (2001). Differentiation aligned to the ELA common core standards of instruction in the elementary grades. [lecture notes]. Retrieved from http://www. Retrieved from http://www.ericdigests. kathyglassconsulting.com/documents/ org/2001-2/elementary.html LearningForwardHandoutsKathyGlass 2012.pdf Wells, G. (Ed.). (n.d.). Action, talk and text: The case for dialogic inquiry. Retrieved Hall, T., Strangman, N., & Meyer, A. (n.d.). from http://people.ucsc.edu/~gwells/Files/ Differentiated instruction and implica- Papers_Folder/ATT.theory.pdf tions for UDL implementation. Retrieved from http://ok.gov/sde/sites/ok.gov.sde/files/ Wells, G. (2001). Action, talk, and text, learning DI_UDL.pdf and teaching through inquiry. New York, NY: Teacher’s College, Columbia Univeristy. Iowa Department of Education (Ed.). (2007, September 17). Characteristics of effective Westfal, L. E. (2007). Differentiating instruction instruction, student Centered Learning. with menus - Language Arts-Grade 3-5. Retrieved from http://www.iglls.org/files/ Waco, TX: Prufrock Press. classroom_brief.pdf Zmuda, A. (2008). Springing into active Kohn, A. (1993). Choices for children, why learning. Retrieved from http://www.ascd. and how to let students decide [white org/publications/educational-leadership/ paper]. Retrieved from http://www. nov08/vol66/num03/Springing-into-Active- alfiekohn.org/teaching/cfc.htm Learning.aspx Livingston, J. A. (2003). Metacognition, an overview. Retrieved from http://files.eric. ed.gov/fulltext/ED474273.pdf Motschnig-Pitrik, R., & Holzinger, A. (2002). Student-centered teaching meets new media: Concept and case study. Retrieved from http://www.ifets.info/journals/5_4/renate.html

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Appendix 1

Educator’s Voice n Volume VIII n Page 102 Appendix 2

Educator’s Voice n Volume VIII n Page 103 What is L.I.T.T.O.? Developing Master Learners in the 21st Century Classroom

Appendix 3

Educator’s Voice n Volume VIII n Page 104 Appendix 4

Educator’s Voice n Volume VIII n Page 105 Glossary Acronyms and Terms

Accompagnato Musical terminology meaning accompanied, with accompaniment.

Cadenza Musical terminology meaning a virtuosic solo section used to display a performer’s tech- nique.

Cesura Musical terminology meaning a break or stop.

Con bravura Musical terminology meaning with boldness, boldly.

Gamification The concept of applying game-design thinking and game elements (e.g., point scoring, competition with others, rules of play) to nongame applications.

Giocoso Musical terminilogy meaning gaily, playfully.

Hemiola A rhythmic alternation of two musical notes in the place of three, or of three notes in place of two.

Integrated Co-Teaching Formerly called Collaborative Integrated Teaching, ICT provides students the opportunity to be educated alongside their nondisabled peers with the full or part-time support of a spe- cial education teacher to assist in adapting and modifying instruction.

Inquiry-based learning Inquiry-based learning is a complex process where students formulate questions, investigate to find answers, build new understandings, meanings and knowledge, and then communicate their learnings to others.

Metacognition The reflection on one’s learning behaviors and processes.

MIDI Musical Instrument Digital Interface is a technical standard that describes a protocol, digital interface and connectors and allows a wide variety of electronic musical instruments, com- puters and other related devices to connect and communicate with one another.

Mixed meter Multiple meters or time signatures during one piece of music.

Educator’s Voice n Volume VIII n Page 106 Mulitmodal learning A learning environment which allows instructional elements to be presented in more than one sensory mode (visual, aural, written, etc.).

Newsela Newsela delivers daily news articles at five reading levels from grades 3 through 12. The site allows an entire class to read the same content, but at a level that’s just right for each student.

Sight-read Performing a piece of music that the performer has not seen before.

Triarama A three-dimensional paper craft display. Also know as a pyramid diorama.

Tutti Muscal terminology meaning all, together.

WISE Web-based Inquiry Science Environment (WISE) is a free online science learning environ- ment for students in grades 4-12

Educator’s Voice n Volume VIII n Page 107 Resources Additional Resources on Critical Thinking and Problem-Solving for the 21st Century Learner

Union Resources

NYSUT’s Common Core Anchor Lessons http://www.nysut.org/resources/special-resources-sites/common-core/lesson-plans These Common Core anchor lessons were produced under the direction of NYSUT’s Subject Area Committee members. The lessons and accompanying video clips are intended to be used as templates for Common Core lessons and as a reference point for discussions concerning implementation of the Common Core Learning Standards. The videos capture key points of the development process including where the les- son creators began, the struggles they encountered, and the ultimate successes they enjoyed. They provide authentic feedback on what worked and what did not.

American Federation of Teachers http://www.sharemylesson.com/ Provides member generated teaching resources and lesson plans free of charge. Resources span all subject areas and grade levels.

AFT also hosts resources on 21st century learning at: http://www.sharemylesson.com/ TaxonomySearchResults.aspx?area=resources&keywords=21st+century+learning

National Education Association http://www.nea.org/home/37004.htm?q=critical%20thinking Provides educational resources for critical thinking and 21st century learning including: the four C’s, inquiry-based learning, brain development, and rigorous and reflective thinking.

NEA also published, An Educator’s Guide to the “Four Cs”: Preparing 21st Century Students for a Global Society http://www.nea.org/tools/52217.htm

Educator’s Voice n Volume VIII n Page 108 Organizations

Partnership for 21st Century Learning http://www.p21.org/ The Partnership’s (P21) mission is “to serve as a catalyst to position 21st century readiness at the center of US K12 education by building collaborative partnerships among education, business, community and government leaders.” P21 developed frameworks and other resources on 21st Century learning for teachers, schools and school districts.

Coalition of Essential Schools http://www.essentialschools.org The Coalition of Essential Schools (CES) is a grassroots national network of public and pri- vate schools that promotes critical thinking and problem solving across the curriculum. Its resource page includes publications on classroom and organizational practice, including the Horace Journal for educators. CES resources support practices related to critical thinking including: habits of mind, performance assessment, essential questions, differentiated instruction and student-centered teaching and learning.

Project Zero Harvard University http://www.pz.gse.harvard.edu/index.php The project has conducted a large body of research and published many books related to teaching in the arts, critical thinking, the nature of intelligence, understanding, thinking, cre- ativity, cross-disciplinary and cross-cultural thinking. Project Zero sponsors summer insti- tutes for educators; see more info at: http://www.pz.gse.harvard.edu/project_zero_summer_ institutes.php.

The Critical Thinking Community http://www.criticalthinking.org/pages/k-12-instruction/432 The Center for Critical Thinking holds an annual conference, conducts research, and disseminates information about critical thinking. In addition you can find books and other useful publications on its website. The Community also sponsors the critical thinking fellows program.

Authentic Education http://www.authenticeducation.org Founded by Grant Wiggins, co-author of Understanding by Design, Authentic Education is an organization dedicated to promoting professional development for schools and workshops or online courses for individuals. Books and DVDs on authentic learning and assessment can be found for purchase on its website. Authentic Learning also posts an electronic e-journal under the heading “Big Ideas.”

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Educator’s Voice n Volume VIII n Page 109 Resources

NYSUT Education Learning Trust Courses

COLLABORATIVE INQUIRY FOR STUDENTS: PREPARING MINDS FOR THE FUTURE™ EDU 661108 Empire State College This course provides educators with research-based strategies for designing and implementing collaborative inquiry for students. Participants will explore and experience the collaborative inquiry models of problem- based learning, hypothesis-based learning, project-based learning, Appreciative Inquiry, and performance- based learning. 3 graduate credits. Meets Teaching Standards I, II, III, VII

COOPERATIVE LEARNING FOR STUDENTS WITH SPECIALS NEEDS SED 661 College of Saint Rose This course focuses on promoting student achievement and development in a collaborative learning commu- nity. Communication skills for effective teaching in an inclusive or special education setting are described, modeled and then practiced by participants. 3 Graduate Credits. Meets Teaching Standards I, IV

THE 21ST CENTURY CLASSROOM: HOW PROBLEM-BASED LEARNING WITH TECHNOLOGY CAN TRANSFORM STUDENT LEARNING IN THE DIGITAL AGE EDU 661109 SUNY Empire State College – Also Available Online This practical course is designed to enable K-12 educators to synthesize newly framed requirements for highly effective teaching (APPR), the 21st Century Skills, the Common Core Standards, existing research on best instructional practices, technology use and assessment into a high performing classroom that can transform their students’ learning and ready students for college and career success in a global, digital world. The course shows educators the practical “how-to” to create innovative but easy-to-implement, standards-aligned, project- based learning units that integrate intuitive digital tools into daily differentiated instruction. 3 graduate credits. Meets Teaching Standards I, III, IV

DEVELOPING INNOVATORS AND INNOVATION SKILLS EDU 661113 SUNY Empire State College This course focuses on developing innovation capabilities in students by exploring the discovery skills of asso- ciating, questioning, observing, networking, and experimenting. Participants learn how to create a culture of innovation and provide learning opportunities that promote perseverance, encourage curiosity, and ignite intrinsic motivation. Participants explore resources, strategies, and ideas for designing content-based lessons that incorporate discovery skills and foster the behaviors students need to be innovation-ready. 3 graduate credits. Meets Teaching Standards I, II, III, IV, V

Constructivist Teaching and Learning This seminar will address one of the priorities of the NYS Teaching Standards. Teachers must consider how each student learns. Understanding how to address this in the classroom means that teachers must implement a variety of instructional strategies. Participants will explore how students learn when they “build” the learning for themselves. When students are asked to classify, analyze, predict and create, they begin to think critically and ask questions in order to understand the complex material presented to them in school and in the world. Meets Teaching Standards II, III, IV, V

Educator’s Voice n Volume VIII n Page 110 Call for Article Proposals for Educator’s Voice, Vol. IX English Language Learners: A Mosaic of and Cultures

English Language Learners (ELLs) are the fastest growing student population in the U.S. Over the past decade ELL enrollment has grown by 20 percent in New York state. This issue will highlight the diverse world of English Language Learners as they navigate languages and cultures. We will showcase how educators teach and support ELLs in different models of instruction.

Examples of topic areas include:

n Strategies for supporting ELLs in the mainstream classroom

n Scaffolding learning in the content areas

n Applying the Bilingual Common Core Initiative in the classroom

n Understanding the relationship between language development and disabilities

n Engaging the newcomers in the classroom community

n Differentiated instruction for long-term ELLs

n Instructional models for students with interrupted formal education (SIFE)

Educator’s Voice n Volume VIII n Page 111 Call for Article Proposals for Educator’s Voice, Vol. IX English Language Learners: A Mosaic of Languages and Cultures Editorial Guidelines

Grade and Author(s) can describe practices in any grades (P-12) and affiliated with any content area. Content Area: For example, a fourth-grade teacher and special education teacher may address their approaches as a teaching team; a high school social studies teacher may co-author a manuscript with the school psychologist, a kindergarten teacher in partnership with a university professor may discuss their approaches.

Audience: Teachers, school-related professionals, pupil personnel services providers, union leaders, parents, administrators, faculty, researchers, legislators, and policymakers.

Deadline for Proposals: June 12, 2015.

Rights: Acceptance of a proposal is not a guarantee of publication. Publication decisions are made by the Editorial Board. NYSUT retains the right to edit articles. The author will have the right to review changes and if not acceptable to both parties, the article will not be included in Educator’s Voice. NYSUT may also retain the article for use on the NYSUT website (www.nysut.org) or for future publication in NYSUT United.

Article Length: The required article length is flexible. Please submit approximately 2,000 – 3,000 words (or 7-9 double-spaced pages plus references).

Writing Style: Authors are encouraged to write in a direct style designed to be helpful to both practitioners and to others committed to strengthening education. Education terms (i.e., jargon, acronyms) should be defined for a broad audience. For articles with multiple authors, use one voice consistently.

Manuscript: Authors must follow American Psychological Association (APA) 6th edition style with in-text citations and references at the end of the article. Do not use footnotes. Please paginate the manuscript and include the lead author’s name in the header. Graphics may be submitted as JPEGs, TIFFs or PDFs, but must be high-resolution and provided separately from the manuscript (not embedded in the document). Please do not submit copyrighted material unless you obtain and provide permission from the publisher.

Educator’s Voice n Volume VIII n Page 112 Call for Article Proposals for Educator’s Voice, Vol. IX English Language Learners: A Mosaic of Languages and Cultures Proposal Guidelines

Please reference each of the following in your proposal and return to NYSUT by the June 12, 2015 deadline. You may also try our optional online submission form at: http://www. nysut.org/resources/special-resources-sites/educators-voice/call-for-proposals.

n The context for the reader; describe the setting and student population (e.g., class approaches, whole school approaches).

n Description of your approaches; include specifics of the practice, strategy used in your classroom(s). Include relevant artifacts if available.

n The research base that supports the practice, including relevant citations and their connection to your classroom practice; links to Common Core or other standards.

n Evidence of success that indicates the practice achieved its goal(s). Describe student and evaluation criteria, or metrics.

n How you involved parents and caregivers as partners in your work.

n How does your practice address the needs of diverse populations? (E.g., students with disabilities, students who are English language learners, other students with unique learning needs.)

Educator’s Voice n Volume VIII n Page 113 Author Submission Form — Educator’s Voice, Vol. IX English Language Learners: A Mosaic of Languages and Cultures You can download this document from our website: http://www.nysut.org/resources/special-resources-sites/educators-voice/call-for-proposals

Name of Author(s)______If multiple authors, please list all names, and identify one author as primary contact person______

Article working title______

Please check all the categories of affiliation with NYSUT that apply to the primary author/contact person: q 1. I am an active teacher member of the following local______q 2. I am an active SRP member of the following local______q 3. I am an active higher education member of the following local/chapter______q 4. I am an instructor of the following NYSUT Education & Learning Trust course______q 5. I am a member of the following NYSUT Subject Area Committee______q 6. I am a retired teacher and member of the following retiree council______

Please provide a statement/outline describing how you plan to address each specific “Proposal Guideline” and any additional information that you intend to incorporate in your manuscript. Also, please provide: Current position of author(s), including district, grade(s) and content area:______Primary author’s name, address and phone number:______Alternate phone number:______Primary author’s email address:______Summer contact information, if different:______

Information can be Or mail to: Deadlines for Volume VIIII: submitted electronically NYSUT Research & Educational Services by June 12, 2015, to: Attn: Educator’s Voice June 12, 2015 Proposal submission 800 Troy-Schenectady Road deadline [email protected] Latham, NY 12110 July 10, 2015 NYSUT responds to proposal Sept. 1, 2015 Completed article submission April 2016 Publication Educator’s Voice n Volume VIII n Page 114 Notes:

Educator’s Voice n Volume VIII n Page 115 Notes:

Educator’s Voice n Volume VIII n Page 116 NYSUT Education & Learning Trust The Education & Learning Trust is NYSUT’s primary way of delivering professional development to its members. ELT offers courses for undergraduate, graduate and in-service credit, partnership programs that lead to master’s degrees and teaching certificates, and seminars as well as professional development programs for teachers and school-related professionals. NYSUT Education & Learning Trust offers the following professional development on the topic of Critical Thinking and Problem Solving for the 21st Century Learner: Site-based and/or online courses: n Collaborative Inquiry for Students: Preparing Minds for the Future™ This course provides educators with research-based strategies for designing and implementing collabora- tive inquiry for students. Participants will explore and experience the collaborative inquiry models of problem-based learning, hypothesis-based learning, project-based learning, Appreciative Inquiry and performance-based learning. Meets NYS Teaching Standards I, II, III, VII n Cooperative Learning for Students with Special Needs This course focuses on promoting student achievement and development in a collaborative learning community. Communication skills for effective teaching in an inclusive or special education setting are described, modeled and then practiced by participants. Meets NYS Teaching Standards I, IV n The 21st Century Classroom: How Problem-Based Learning with Technology Can Transform Learning in the Digital Age This practical course is designed to enable K-12 educators to synthesize newly framed requirements for highly effective teaching (APPR), the 21st Century Skills, the Common Core Standards, existing research on best instructional practices, technology use and assessment into a high-performing classroom that can transform their students’ learning and ready students for college and career success in a global, digital world. The course shows educators the practical “how-to” create innovative but easy-to-implement, standards-aligned, project-based learning units that integrate intuitive digital tools into daily differentiated instruction. Meets NYS Teaching Standards I, III, IV n Developing Innovators and Innovation Skills This course focuses on developing innovation capabilities in students by exploring the discovery skills of associating, questioning, observing, networking and experimenting. Participants learn how to create a culture of innovation and provide learning opportunities that promote perseverance, encourage curiosity and ignite intrinsic motivation. Participants explore resources, strategies and ideas for designing content- based lessons that incorporate discovery skills and foster the behaviors students need to be innovation- ready. Meets NYS Teaching Standards I, II, III, IV, V Seminar: n Constructivist Teaching and Learning This seminar will address one of the priorities of the NYS Teaching Standards. Teachers must consider how each student learns. Understanding how to address this in the classroom means that teachers must implement a variety of instructional strategies. Participants will explore how students learn when they “build” the learning for themselves. When students are asked to classify, analyze, predict and create, they begin to think critically and ask questions in order to understand the complex material presented to them in school and in the world. Meets NYS Teaching Standards II, III, IV, V

Visit our site at www.nysut.org/elt to learn about what else we can offer. Representing more than 600,000 professionals in education, human services and health care

800 Troy-Schenectady Road, Latham, NY 12110-2455 518-213-6000 • 800-342-9810 www.nysut.org

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