Let's Talk About Flow

Both BTC and Visible Learning talk about flow.

This is that sweet spot in a lesson

Where students are being successful and challenged at the same time.

It's not too hard.

It's not too easy.

It's accessible.

But intriguing.

Just enough that pushes students forward,

Giving them confidence to keep going.

Today's first task was to demonstrate understanding from the day before.

Students solved a problem on an index card

And then on the back of the card

They communicated their struggles, questions, or what they hoped would be in the lesson today.

While I had a lesson ready to go,

This information gave me just what I needed to focus on.

As we worked through the problems,

Tackling the questions, the mistakes, and questions of the students,

Learning was moving them forward.

And pretty soon, in one class, students were asking for harder problems.

We had reached the point where the challenge was gone,

It was too easy now.

Unfortunately, I did not have other problems on the ready,

But quick thinking, allowed me to create a more challenging problem.

And as they worked this problem,

I quickly assembled a couple more that would push them.

The conversation that followed pushed thinking even more,

And pretty soon they were wanting another problem.

At the end of the hour, I gave them one that I knew they weren't quite ready for.

I prefaced it with this one was too hard,

And I doubted if anyone could solve it.

I would say about 80% of the class literally dove right in to prove me wrong.

Only a couple quit when they saw the problem.

But the silent pressure of their classmates working away got to them,

And pretty soon I saw them pick up their dry erase markers and start in.

How amazing is it to see the research play out first hand in the classroom!

When students are simply moving along in flow,

In the zone,

Where learning is visible,

As success is found,

And confidence is built

As the complexity grows.

Rubrics Making Learning Visible

Today we went over the quiz retake procedure.

We used the BTC rubric idea that I tailored a bit for our needs.

Students recorded their results for each question 

For the first two quizzes we took.

A checkmark for a correct answer.

An X for incorrect answers.

An S if it was a silly mistake.

And an N if the question was not attempted.

Students then analyzed the results

To find their strengths and weaknesses.

The areas to work on gave the students a visual of their learning

And what they need to focus on before the retake.

Observation

I was super impressed to see the focus for this activity.

But it didn't exactly surprise me.

This activity was directly related to their personal learning.

And they were taking it seriously!

Analyzing their own data happened naturally.

Students seemed to immediately focus on the X's.

Trying to figure out what they did wrong.

Students looked for areas of growth.

Students could see the progression of learning...

where they started and where the learning was going.

For example, a student noticed that they missed all the numeric expressions on the integer quiz,

But by the time we got to the Algebraic Representation quiz,

They realized they had gotten all those questions correct.

Growth. Had. Occurred.

And they were seeing it!

On their own!!!

Success.

Sharing Data

I also shared with the class the pre- and post-test data.  

And again, I was impressed with the conclusions they were making.

Sharing data that represents them is so important.

It puts an emphasis on learning.

On THEIR learning

On growth.

On THEIR growth.

Using Success Criteria to Help Students Visualize Their Learning

The Catalyst 

Word on the street was that the 8th graders were freaking out about the Algebraic Representation quiz coming up.

What great feedback for the teacher!

And what great feedback for the students!

This freaking out is exposing some learning gaps and students are paying attention!!!!!!

So today, we dove a little deeper to find out WHY the freaking out was happening.

The Plan

To start the lesson, I relied on the success criteria as my guiding factors.

I listed the success criteria on the board.

Along with another criteria "other".

This "other" category was used for students to share what other stresses they were feeling in this unit

(not listed in the success criteria)

or if they were feeling fairly confident, to just place a blank sticky note in this space.

So in summary, the goal was for students to reflect on where they were struggling

And place a sticky note...or two...to communicate this.

(Think...horizontal bar graph).

This immediately gave a visual for the focus of the lesson.

I had already created a Top Hat Organizer to address these concerns,

But knowing where the students wanted to concentrate,

Was a bonus in my book!

Student data chart for where the freak outs were happening.

Top Hat Organizer based on a question from the prior day about the difference 

between expressions and equations. The success criteria were also woven 

through the whole group discussion as we filled out the organizer. 

What Was Observed

Whoa.

I was not prepared for what was to come after the stickies had been placed.

As we worked on completing the Top Hat Organizer,

students asked specific questions,

aligned perfectly with the success criteria,

to help their understanding.

There was no, "I don't understand any of this!"

There was no, "This is hard!"

There was only questions when misunderstandings or confusion set it.

Clarifying questions.

Attempts to summarize their understanding.

Students had a handle on their learning

And could visualize where they were falling short!

The Results

After the short whole group lesson,

Students were able to practice.

Because this was their day to focus on what they needed,

I allowed them to choose between independent or small group work.

For some working independently to check their own understanding 

Would allow for more growth,

While for others, being able to talk about and work through with another would help them fill any gaps that still existed.

At the end of the class, 

Students were instructed to remove their sticky if they were feeling confident at this point for quiz.

If their sticky remained up there,

They could assign themselves homework tonight...

...finish the practice problems from today or complete another set of problems that I had ready to go...

to help study for the quiz tomorrow.

My Reflections

By starting the class with success criteria in this way,

I saw first hand how some other areas in the 10 Mindframes book are present in the classroom.

Feedback.  

What wonderful feedback for not only the teacher,

But also every individual student!

Gaps in the learning process are exposed to both entities,

Creating a need to learn to help fill that gap.

Learning made visual.

Nothing is more visual than a chart.

We use them all the time to analyze our growth.

Today, the students were an active part in creating the visual,

And seeing the benefits from concentrated efforts when learning.

Other Thoughts

One class did not follow the observations that I saw in the other four classes.

What was the difference?

One difference I noticed was when the stickies were placed on the board.

Comments were made by students as put downs for sticky note placement.

This created an atmosphere of distrust

Which essentially eroded the lesson that followed. 

The focus was not intrinsic anymore.

The effort was very lack luster.

With no one wanting to show that they cared about the learning.

We spent the first two full weeks working on creating a climate

Where mistakes are valued, sharing thoughts are encouraged, and work ethic is expected.

I will continue to reflect what I can do 

To help this class experience learning as the others do.  

Implementing Learning Targets and Success Criteria

Two weeks ago, our teaching staff spent two days 

entrenched in Visible Learning by John Hattie,

learning about learning targets and success criteria.

We learned what each was, 

how they were different,

but more importantly,

how they work together.

When teachers use learning targets and success criteria,

they find greater direction for their lessons.

By slowing down and really thinking about where they want to take the students,

teachers can develop learning targets and success criteria

that is not only clarity in the learning that is to happen,

but a wonderful visible map for their lesson.

A plan of sorts where all participants,

both teachers and students,

know WHERE (learning target) they are going 

and HOW (success criteria) they will get there.

So how did I incorporate these new ideas into my lessons?

First, I changed when I wrote my learning target.

Learning targets had always been a piece of my lesson planning.

Unlike in Visible Learning where the learning targets are thought through first,

I would usually plan my lessons (always knows WHERE I wanted to go with the lessons)

But then write the target at the end of the planning.

Now?

The Learning Target and the Success Criteria are the first things I get down on paper.

With being new at this, though,

I feel it is important to emphasize that even though I start with them,

it is a work in progress,

as I often reword them before I post for the class.

Next, I changed where I displayed the learning target with the success criteria.

Instead of across the top part of my white board,

in the format of "I can" _______ "in order to" __________

I now use a designated whiteboard.

With the words, "Learning Targets" and "Success Criteria" as my headings,

I can daily update our learning plan.

I use little checkboxes in front of my success criteria

As this is a great reminder for students that our goal is to check those off at the end of the lesson. 

With all the focus and chatter happening in our building

Surrounding these two concepts,

learning targets and success criteria began to be a daily focus in my classroom as well.

As I did previously, I would introduce our learning for the day by addressing the target.

Now I would add just how that target would look if we were successful in our endeavors.

But probably the most important thing I changed

Was that I would address the success criteria at the END of class.

This is really, in my opinion, where the strength of the success criteria lies.

Students need a little time to reflect on their learning.

Are they able to check off those boxes?

Here are a few ideas I've used these first couple weeks 

to bring success criteria back to the focus at the end of the lesson.

Review the success criteria together in class.  

     a) Students, in their minds, check off the boxes they feel like they were successful in.

     b) Students indicate with a thumbs up or thumbs down to give the teacher feedback for the next day's

         lesson.

     c) Students mark on a continuum their progress with the criteria

     d) Along with the continuum, the numbers 1-4 could be added for students to select where they are.

         These can be shared with the teacher through an exit ticket, giving feedback for the next lesson.

     e) An exit ticket problem so students can show their understanding.

     f) The teacher can observe student work to see where they are in their understanding.

     g) Have students write their own success criteria.  For example, after looking at their math scores from

          the previous year and our initial Fastbridge scores, students wrote their success criteria for how they

          will know when the year is done that they were successful in 8th grade math.

Clarification: All of these thoughts are based only on reading the book 10 Mindframes for Visible Learning, two days of professional development, collaboration between teachers, and most importantly, trying it out with my students.  

Stay tuned for a visual that shows the relationship between learning targets and success criteria!

Visible Learning Meets BTC - Ch. 11 - A Vision

As I finish this book,

I won't lie,

I am a little overwhelmed 

At how to incorporate all ten mindframes

In the spiderweb approach they introduce.

But then I think about where my teaching is at today,

How all my experiences, learning, professional developments, book reading, and conversations

Have led to honing my craft.

To get to the point where I am today,

I have taken an idea,

Implemented it,

Tweaked it,

Reflected on it,

Until it became a part of my skill set.

One step at a time.

One day at a time.

One lesson at a time.

One mistake at a time.

One success at a time.

It's doable.

And I can't wait to see where this new journey takes my teaching!

Visible Learning Meets BTC - Ch. 10 - Learning

"Learning is an active and self-directed process".

BTC aligns with this same way of thinking.

Working in random groups at VWBs helps everyone to be active,

And being allowed to do their own thinking,

These small groups are self-directed...trying any and all methods they can think of.

And when mistakes are made,

Learning moves another step in the right direction.

BTC makes learning

"effective" and "enjoyable".

Finding that flow where the challenge keeps the thinking going is my goal every lesson.

As students connect to their prior knowledge and apply it to new situations,

This can be exciting to see!

I like how the book put it, what do they bring to the task in terms of skill, will and sense of thrill?

As I design learning activities, 

I am constantly thinking about WHERE their skill level is...

...will the task allow all students to enter the problem?

...how will prior learning be a stepping stone in the problem?

I am thinking about WHERE they are headed...

...how can I tap into their intrinsic motivation?

...how can I make this as parallel to real life that I can?

...how can I make this relevant to middle schoolers?

And I am passionate about interjecting fun into the learning process.

...how can I change up the learning activities?

...will the students find as much joy in the learning process as I did?

...what can I include in the lesson to hook them?

Visible Learning Meets BTC - Ch. 9 - Relationships

Relationships are important.

Even in learning.

The stronger the relationship,

The stronger the learning.  

Having high expectations,

for ALL students

is also important.

Believe ALL students can learn,

is essential.

This is one of my deepest philosophies,

wrapped up nicely in one chapter.

At the beginning of each year,

We work on creating our learning environment.

Through this process, 

Relationships are built,

Expectations are shared,

And students, hopefully, start to believe that they too, can learn math!

My promise to my students is I will always be watching and listening to them.

As I gather information from them,

I can better prepare for the next day's lesson,

Or even change midstream if the need should allow.

I am also passionate about math education

which in part, I hope, is passed along to the students.

There is so many aspects in the learning of math

That carries forward into life.

I want my students to see that.

The Checklist:

Take stock of the expectations you have for students.

1) FISH Philosophy! expectations - Focus on Attitude, Interject Fun, Serve Others, and Here and Now

2) VWB expectations - Share the marker, Work together, Try new approaches, Use others' boards when you get stuck, Be kind

3) Mistakes are valuable...they are the only way we learn

4) Pay Attention and Do Your Work