On my campus the fear comes from rampant rumors and retaliation as if the adults are still in high school and have to protect their nonprofessional reputations. I truly believe that all parts of the COVA model are beneficial but my biggest challenge to overcome will be my choice and ownership. I have seen growth mindset and choice really help the students (and myself) reignite engagement however, progress is stiffed at times in very high stakes situation when politics, friendships, relationships (inappropriate ones) and cliques amongst the staff are creating a place for the children that is really not a school at all. My choice to do what is in the best interest of the students could come with a hefty slap on the hand or being thrown under the bus when a scapegoat is needed. I struggle with feeling safe or being able to be authentically vulnerable daily.
I am working on the courage to create a blog as a part of my voice for my ePortfolio but in the mean time I will post (and have shared) Eduardo Briceno’s Ted talk, a website with 25 ways that teachers can connect better with their colleagues, several of my ideas and products of the growth mindset work that I have been trying in my classroom. Even though I get mostly positive feedback it tends to be dead end to the conversation so it is not spreading anywhere near as rampant as the latest gossip. The COVA model is essential and I am attempting to tackle the rejection in the traditional learning model by engaging in it with more than my assigned students. I have been able to employ the COVA model within an after school tutorial/enrichment program where the director allows me jump off the page more and more as she sees how the students respond to the methods that I use. Most of my methods come from what have learned here in the master’s program since I have actively working on learning and teaching the growth mindset and modeling the COVA model.
I hope to use this new found courage to bring positive change to my organization and the overall focus back on the students. Passion, purpose and positivity is possible as a teacher so that we can all ignite sparks within learners.
I have been able to create a low stakes island compared to my current school day environment. I am working in an after school enrichment/mentoring/tutorial program and many of these student are SpEd, ED, LD or at risk due to behavior issues at school.
I was given the opportunity to create my own course as long as I could show some alignment to the Texas testing standards. I chose to focus on Geometry and have a session called “Arts and Maths” (instead of arts and crafts 🙂 ) where we start with basic geometry skils such as identifying symetry and number of sides for 2-D figures then faces, edges and vertices for 3-d figures. I then allowed them to explored what they could do with the basic shapes (circle, square, triangle, rectangle) by chosing one to create a 2-d shape and discovering how to create a 3-d form of that very shape starting with the one that they chose. We have now transitioned to simply compounding shapes to create things (introducing them to architecture/engineering) but keeping allowing them to build whatever they liked initially from wooden blocks. The students are so used to being told exactly what to do as they prepare for STAAR testing that they wouldn’t start stacking a wooden block onto another until I told them what to build. They even asked for pictures or instructions. Their choice eventually came from me refusing to take it away. They experimented with things that didn’t look like what they thought that they should have built. I finally introduced different materials to use in addition to the wood blocks which included magna tiles, playstix, wedgits and a super architect builders set. They were allowed to choose which to material they wanted to build with and what to build. They finally begin to experiment on their own to create their own art (some practical use items and some not so much) each student was excited and proud about their individual accomplishment and even wanted to disassemble their masterpieces to create a new one.
After they took ownership of their projects I went to a student and gave her the book that came with the wedgits that had many ideas and she looked through it. I walked around and awarded true effort and spoke with the other individual students about their projects and every time I returned to her table she had a new creation. Each time I would ask her if it had come from the book since she had access to so many ideas now and she replied “I have my own ideas now so I don’t need that book anymore”. I was amazed at the change in ownership over the course of a twenty minute time period. I love COVA. 🙂 We have to actively practice and model the COVA method continuously as it works but takes time to break out of the regurgitation model which used to be the foundation of education. Wait time is invaluable if you can risk time being off the scoped calendar some then you will gain that timer back and some by the end of the year.
The problem solving model
Over the years I have seen and almost tried it all but every time I got to problem solving it didn’t matter what new model I was trained on it wasn’t as effective as I thought that it should be. I spent a great deal of my time trying to convinced the students that they could not only remember the problem solving process presented but that they could eventually flow through it on their own. I realized that it was like pulling teeth with the students because I couldn’t get them to connect to or buy into the process. I was also battling previous required rote skills that meant nothing to many of them. I started to talk with the students about the processes that they have tried and the strategies they remembered to use. Many teachers use and swear by the examples below and I’m all for reaching every learning so by all means if they work then allow students the success in using them. I just could not get them to draw it, fill it in, remember it or use it successfully.
Problem Solving Template Example
Frayer Model Example
Problem Solving Steps
I knew that there had to be something else that I could do to best reach my students and bring a little joy back into the problem solving process. I watched the student frustrations, listened to misconceptions and looked through their attempted processes to assist me in thinking about a possible solution.
Continue reading “Problem. Solving?”
Each school year just about everything changes except the way that we approach it. I love the idea of a fresh start for each student (each day) and a great deal of the material should be presented daily to each fresh started student.
I feel that math hasn’t changed so much over the last decade that we have to confuse students and push parent help away. The idea of “my way” that tends to be standard reasoning to enforce memorization is frustrating to me. On one hand we stand to embrace uniqueness to assist with social bullying problems but then we demand that everyone solve math problems the same exact way for fear of failure. This is where the importance of the growth mindset becomes the catalyst for change and helps the COVA method to become more widely excepted.
I believe is trying to solve the problem from outside of the box but not in a scripted or practiced way. I tend to use analogies and many real life references to not only engage my students but help them to see how and why each concept is worth trying to learning.
Over the years, it became very clear that this question was ineffective. Wait time is very important and many teachers provide just enough time to avoid many wrong answers. Instead of listening and guiding the students to the answer collaboratively the class must go on based on the curriculum timeline of mostly “one and done” lessons. Many students do not know what to ask or are usually terrified to appear “dumb” by asking “stupid” questions in front of their peers. When the issue is pushed and students are asked what they don’t understand the general response is “everything”. I learned after a few years that I needed to think of another way to get more feedback and spark a little conversation about the topic.
Many students come to me from teachers that simply asked for questions (or asked them questions then singled them out for not knowing) so I decided to try a thumb system. Students would give me a thumb up for their perception of full understanding, a side thumbs for a so-so perception of understanding and a thumb down for no perceived understanding (clarification was given as students that were not focused at all could not just give a thumb down). This system worked a great deal more than simply asking for any questions as I would at least get more students that were lot to give the side thumb and I would be able to better target my remediation process. I always explained that if all students just decided to give a thumbs up then clearly we are ready to assess and move on. I discussed the importance of the students giving honest responses and not having my students go into bobble head mode give lots of agreeing heads shakes with no meaning. (Per my personality, I insert humor and analogies with students daily) I have used this system successfully for about the last five years.
In the middle of this school year (and in the middle of a class) I saw and felt the death of the thumb strategy. It seemed to be losing its effectiveness for student feedback and discussion. So, in that moment I just thought about what the students could use to better voice their perception of the material but not feel singled out as it was relative to their population. Just like that I changed the system and the classroom response and effectiveness greatly improved again. Instead of thumbs we used the classic rock-paper-scissors challenge rules. I say “rock-paper-scissors” shoot! The students would play rock for perceived solid knowledge, paper for shaky perceived knowledge or scissors for perceived choppy knowledge. My 6th graders were excited to use the new system and I started to get valuable feedback so that I could hone in on my remediation even better. This quick relative thought on my toes saved my lesson that day and the students couldn’t wait to be asked for a response the days moving forward.
In every questioning system that I have used to spark discussion and thought, I model and remind the students that it is very unlikely to not understand anything that was discussed. For example, they know what numbers are and how to multiply, add, subtract and divide them but in an order of operations problem they could have simply missed one single step that led them to the incorrect answer. We spend time discussing the problem, their thought process and steps taken so they are able to pin point what happened that got them off track instead of immediately erasing the entire problem. Sometimes they need to start from scratch while other times they need to mend a small mistake or finish the process of the problem to reach the final answer.
I realized that engaging students at the beginning of the class wasn’t enough. The entire lesson needed to have splashes of color more like an abstract not a color by number picture. Analogies that are relative to a student’s school day, social life, home life or even popular movies, television shows, songs and celebrities keep the students drawn into the material. I naturally insert my humor and quirky personality throughout the class period creating a different atmosphere within my room that encourages students to try which assists me in best helping them.
I love math and love winning over students who think that they hate it. Each class of each day is not guaranteed to run exactly the same way. I value wait time and I consider but don’t make excuses for individual student situation but I never lower my expectations. My strategies in the classroom are not always understood or supported by my administrative staff but I can see the successes even after struggles and failing forward. As I come up with abstract lessons I’d like to share them here in hopes of gaining feedback and/or inspiring others to leap off the pages in the textbook or worksheets.
I believe that if you make the learning relative and engaging then the students will take what they have learned and the passion to continue to do so with them when they leave.
Progress is being made daily and I attribute it to the Digital Leading and Learning course as I have really been immersed in the growth mindset and COVA method. My passion and nerdy excitement for learning has allowed me to reel the students then plant seeds of success within in them as they learn to love learning. 🙂
My students are starting to not only explore on their own but using “I’ll try” instead of “I don’t know” or “I can’t”. It’s very refreshing and beautiful to hear and see what they can authentically produce on their own. I’m really a math nerd so it’s very exciting to me when the students can connect to the content in their own way and see value as I do. I was starting to lose my passion for teaching which I chose to do and thanks to this course I can see that I have the power of “yet” to continue to share my passion and possibilities with more students and staff. It’s not time for me to jump ship just yet. 🙂