With a G8 Social Studies class we had recently finished a research project and came to the conclusion that note-taking was challenging to the class. As a result students were asked to make a short presentation on how to make good notes using a selection of youtube videos and/or prezi’s.
One of the most rewarding experiences for teachers has to be when learning has been achieved. This week the G8 class was sharing notes on a reading they had to do which had some astonishing results. The use of headings, keywords and colour codes clearly showed how some students had taken their notes to a higher level. In fact a couple of students had even managed to use codes that made the notes understandable to its author but not necessarily another students or reader. This led to some interesting discussions amongst the class too.
Jan Michael’s blog: “It’s good to be old-school” also mentions some positive feedback from students about note-taking in his classes. It also points out how his students found using pen and paper and traditional copying helped them learn better. I would like to believe we are starting the era where technology and pen/paper can be seen as equal learning tools rather than one trying to replace the other.
Visualizing content and language seems to have added some spice to the classes I teach. The Language Arts Learning Wall on tragedy in G10 has led my co-teachers and myself to experiment with alternative strategies to studying literature, mainly by finding ways to cover the unit activities by varying on different ways of learning. Alison Stanton’s blog Learning styles and EAL students mentions how she had positive results using different learning strategies too. Part of the key may be that variety keeps students more engaged in their learning, although principally it allows different types of learners to successfully discover how they best learn.
Most of the secondary EAL students I work with struggle in writing academic or formal styles, whilst verbally being fluent in English. Persuasive language, citing and analyzing quotes, justifying arguments are difficult and require higher levels of language. One of my most recent challenges has been to invent ways to support students who need more variety in their language usage. Whilst I was reflecting on common areas of difficulty in students writing (to some extent across all grades), I created a list of conjunctions and transition words. Next I printed copies on A3 paper, laminated them and shared them out amongst all the secondary English and Social Studies classrooms (these classrooms are the subjects where EAL do most of the inclusion support). Co-teachers welcomed the posters, as did the rest of the EAL department. Someone then suggested another poster with a variety of sentence starters would be useful too, so I made some. It then occurred to me that even though I was sharing the PDF of the posters with EAL students, it would be easier to print out a few more copies for each class, laminate them and have them as tools on the desks when students need them for specific writing tasks. Students have welcomed these lists and with practice they will develop ways of expressing ideas, arguments and opinions better. Time permitting it would be interesting to sort phrases into different levels of language complexity, just as James Schofield describes in his blog “Sorting persuasive phrases”.
Meaningful leaning requires a secure and inspiring environment where displays are therefore meaningful. Do classroom walls reflect a teacher or the whole class? Again, a re-occurring thought I have when I write these blogs is why do secondary classroom walls seem colder and less impressive to elementary? It seems like a wasted tool to me. This week I came across an article/study on “Usage of Multimedia Visual Aids in the English Language Classroom”, by M. Ramírez García. It covers most types of visual aids for learning, but I was particularly interested in the ideas it covered on displays as these were linked to the G10 Learning Walls.
Visual aids, when integrated into the lesson plan through media, attract students ‘attention to the topic presented in the class, enhance and facilitate comprehension of grammar and language, increase students’ motivation, as well as help students to memorize the new vocabulary and structures. (M.Ramírez, p.6)
Many of the classrooms at RAS do not have meaningful displays. Students spend a lot of time in classrooms and the chances are that they will drift off at some point and stare at what’s on the wall during the school year. Another article I came across mentioned “clutter walls”, something I realized I needed to avoid with the G10 Learning Walls. Studies suggest too much or chaotic displays can counter affect students performance.
“There are three ways to decorate your classroom to maximize learning: (1) Include posters which provide an opportunity for more passive absorption of material; (2) Provide an area where student work is displayed; (3) Include a section which develops a class sense of community such as an area where goals or objectives are posted.” (J.Lober)
On the learning walls, one can’t just keep adding on information but considerable things can be replaced as one moves through the unit. This is a great reflection activity as students can determine what needs to be removed and why. It could be a question, image or comment, in the case of the Tragedy Wall, we moved on from the Greeks to Shakespeare. The posters on sentence starters and persuasive language develop specific areas of writing and have a purpose, they are not simply decorating the classroom.
My final point elaborates the other side of my teaching. As a co-teacher and language teacher I find myself engaging further into developing students ATL skills. I would even be willing to suggest that ELLs with good ATL skills learn quicker than those who are weak in this area. Tommas Houterman refers to the Social Learning Diagram on one of his blogs. Learning becomes a lot more meaningful when you have the skills and guidance to do it efficiently. All of the EAL students I support progress according to their ATLs, those who are slower in progressing have difficulty organizing their workload and time, taking notes, doing homework and so forth. Incorporating ATLs into curriculum is just as important as the content, thus it’s not what you teach, but how you teach it.
As with many things in life, you get out of it what you put in. In my second year of running the EAL department’s inclusion program, I decided one the objectives for this year would be to find new ways to progress and achieve better results. I now know the students and understand where their needs are in EAL or other. SPELTAC came along at the right time and one of the first blogs I read fit in nicely with some other research I had been doing.
I have to admit that the idea of blogging scared me a little at first, using Twitter, finding blogs from others and related articles seemed like time consuming and challenging. Never was I so wrong! All the pieces fit together smoothly in such a way that articles found me just like the blogs. Ideas sparked up and colleagues are supporting my strategies enthusiastically, just like the students. In a relatively short time period, some of my co-teachers have even been contributing to the learning wall activities without my presents. The VEN diagram is just one example of this. As I had hoped for, the learning wall has become part of the Tragedy unit, not just a display. Yes, students need to be reminded how they can contribute to it but the “learning” in learning wall refers precisely to the wall being part of conversations in class about tragedy in this case. This week I nipped into a class I couldn’t support for a whole block, made a few comments about the wall, listened to some students explaining why they had added something, gave feedback and left. It was nice 5 to 10 minute starter to get everybody focused and give the co-teachers a moment to observe and follow up or continue.
After a month we are starting to see some positive results with the students, particularly in developing ATL skills. There has been some time spent discussing how to take quality notes and mind-mapping has been used on the boards by students during activities and tasks. Currently plenty of attention is being given to Shakespeare’s vocabulary is Othello. Students with support needs (EAL or other) who often sit back are more attentive, showing a more enthusiasm and motivation.
For me, SPELTAC has helped me to reflect on my teaching as well as supporting me to approach it from different angles, read and research more besides improving communication. One of the harder challenges so far has been to communicate with SPELTAC bloggers. Rather than wait for someone to respond to my blogs, it is better to comment on blogs you have read. Making friends is also harder than on FB! I look forward to more global participation on SPELTAC. Each school is different and the diversity will cover more areas in education. Finally, as I work in secondary it would be great to see more teachers from higher education participating. EAL is not necessarily age orientated which makes the SPELTAC platform useful to me, though a High School biology teacher will be more limited until there are more science blogs. So variety is the spice of life! Come on teachers, join SPELTAC to make it a true global platform!
Thanks ISPP SPELTAC bloggers and of course Marcelle Houterman!