Exit slips: your ticket to closure

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Have you ever found yourself rushing through the last bit of lecture so that you can finish up before the bell rings? Calling out homework assignments as students trickle out the door? Ending in the middle of an activity because the specials teacher is waiting? If you are like most teachers, the answer to these questions is probably a resounding yes.

 

 

We all know that bringing closure to a lesson is important. In an ideal world, we would always deliver perfectly paced lessons. Unfortunately, knowing something and actually doing it are two totally different things. Since we aren’t living in an ideal world, and since the pacing of even our most well-planned lessons can be so easily interrupted what can we do?

One thought is to introduce exit slips into our classes. Exit slips allow teachers the flexibility to bring closure to a lesson at any point—a helpful tool for those days when the time has got away from you. They can be distributed (or written on the board) the last 3-5 minutes of class, and collected as students leave the room.
Here are some ways that exit slips can be used:
Consolidating Learning:
• Solve a sample problem
• What you would tell a friend who was absent about class today? What would he need to know?
• Provide a cloze statement for students to complete. [ie: Apostrophes are _______________ marks used to indicate ______________ (as in Hui’s ball) and _______________ (such as can’t or didn’t).]
• Rank what you learned in order of importance.
• Write a tweet about what you learned (140 characters or less).
• List 5 key words (vocabulary) you need to understand what we learned today.

Formative Assessment/Checking for Understanding:

(Some of these can be useful for those days when you have to stop mid-instruction as they encourage students to think ahead and connect to the next day’s learning.)
• Write one question you still have
• Finish the statement: I’m still wondering about…
• What two questions would you think must be included on a quiz over today’s lesson?
• Give an example of what we learned today (ie: write three words that start with a hard c sound.)
• What concept do you need more examples of to really feel like you’ve learned?
• Draw a diagram/illustration of what you learned today.

Connect to Prior Knowledge:
• Finish the statement: I used to think… b/c… but now I think… b/c…
• How did today’s lesson connect to yesterday’s topic?
• What connections can you make with other lessons? With real life? with other subjects?

Activate Critical Thinking Skills:
• Finish the statement: One concept that has been difficult or confusing in this chapter is… b/c… but I overcame my challenge by…
• What did I learn today (not what was the lesson about)?
• How could today’s lesson be applied in the “real” world?
• What are you thinking about after today’s lesson?
• What mistakes did you make today? What did you learn from them?
• Make a statement about the lesson and ask students to respond to that statement in writing. (ie: Global warming is something that all citizens of the world should be concerned about. Based on today’s lesson write 1-2 sentences telling if you agree or disagree and why?)

Evaluate the Effectiveness of Instruction (Metacognition):
• What did the teacher do to help you learn today?
• What would have helped you to learn the material better?
• How effective was __x__ activity in helping you learn the material?
• Name one positive and one negative thing that happened during discussion time in class today.
• How well do you think you understood today’s lesson:

Exit slips are not formal assessments. Instead, they are snapshots of student learning at a given point in time. They are not to be graded, but do need to be reviewed as a way to inform teaching strategies. Exit slips should take very little time to complete (3-5 minutes). They help students reflect on their learning and transition between lessons. Not only do they bring closure, they equip teachers to better tailor instruction to the real needs of students.
If you’ve never used exit slips before, why don’t you give them a try in 2019. And for those of you who are really adventurous, consider adding technology to the mix. Bringing closure to your class has never been this easy!

Becky Hunsberger, M.Ed.
Teacher Education Services
TeachBeyond Global

Photo Credits: School’s Out. Classroom Matters, via Shutterstock. Students Writing. via Shutterstock.

Cultivating our Minds: Active Learning in the Classroom

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Not long ago, one of my students declared in frustration, “Grammar is one of those things that you either get or you don’t.” I’ve heard this explanation of learning applied to a number of disciplines—you either understand maths or you don’t; you are good at art, or you aren’t; poetry makes sense, or it doesn’t. Unfortunately, frustrated students are not the only ones who make such claims. I have heard them from parents, the media, even fellow teachers. What dismays me is the view of learning these statements espouse: learning is something that passively happens to you. Either you were endowed at birth with a magical ability to “get it” or you weren’t and nothing that you can do will change that. What a depressing and misguided thought.

While there are certain cognitive traits that can make learning seem easier for some people, educational research tells us that individuals who take an active approach to learning tend to do better and learn more than those who don’t. This aligns with scripture which reminds us that man was created to cultivate the world around him.[1] The practice of active agency in learning is far more beneficial than passive receptivity. It is a better predictor of success than many other factors. So what does this mean for students?

All of us can improve both our memory and our ability to transfer knowledge to unfamiliar situations with active effort. The most effective learning takes place when students are faced with desirable difficulty—a learning task that requires effort at a level slightly beyond the expected level for students.[2] Unfortunately, this effort is hard and most of us don’t naturally choose to do things the hard way. In fact, in their research, Brown, et al., discovered that most people revert to study patterns that require less effort even after experiencing greater learning using more difficult study techniques.[3] As fallen people, we want to believe that we can somehow get something for nothing—or as close to nothing as possible. We want to abandon our calling to cultivate in favour of an easier path.

As teachers, we can empower our learners to become active agents in their own learning by providing opportunities for students to grapple with difficult tasks and concepts. This might be providing an example of a real world issue as a hook and asking students how they would go about solving it using the concepts they’ve been studying. Or perhaps challenging students to synthesise two previous lessons to come up with a new approach to a problem set. Even asking an open-ended question and encouraging a robust student discussion can trigger the type of mental challenge that we want for our students.

I’ve found that the hardest part for me in designing this type of learning activity is getting myself out of the way. My tendency is to want to jump in and direct the students, to help them discover the answer. I want to prevent them from taking wrong turns or making common mistakes. Unfortunately, when I do this, I am unwittingly preventing my students from doing the work of thinking themselves. I am hindering, rather than empowering, learning.

A second challenge is remembering to set aside enough time to allow students to do this type of active thinking. I need to leave more than the amount of time I think it should take to come up with a workable solution. I also need to build in time to let the students fail, and then try again. This means that I have to watch my own tendency to dominate class time with teacher talk. Preparation—both in instruction and in setting up the learning activity—is key to addressing this challenge.

In the end, however, the learning rewards for the students are worth the extra work. Teaching students to become cultivators of their minds is just one way we can honor the image of God in our students and equip them to become better learners in the process.

Becky Hunsberger
Coordinator of Teacher Education
TeachBeyond Global
________________________________________
[1] Genesis 1:28-30, 2:15
[2] Students should be able to master the task on their own with increased effort. Tasks that students cannot master without outside help or scaffolding are not desirable. Brown, Peter, C., Henry L Roediger, III, and Mark A. McDaniel. Make It Stick: The Science of Successful Learning. Cambridge: The Belknap Press of Harvard University Press, 2014. chapter 4.
[3] Ibid. chapter 3.

Photo Credits: Rock Climbing. C. Hunsberger. 2015. Classwork. GagliardiImages. via Shutterstock.

Doing Justice

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Justice is close to God’s heart, thus making things right in a broken world should be central to our classroom life. Here are five principles from the book of Micah to help us live out justice in our classes.

Principle One: See injustice and care.

Micah chapters 1-5 explains the mess of the world, and how God’s people were not doing their part. Micah emphasises how personal contentment can keep us from doing the justice that the Lord requires[1]. God’s people didn’t see needs around them. Or, worse, they didn’t care.

As teachers, we should help students see needs of those who can’t help themselves. Perhaps this is as simple as a daily look at the “news.” Maybe it is choosing books that expose students to the struggles of others. However we choose to do this, we may have to break out of our comfortable routines to help students see and care about justice.

 

 

Principle Two: Know how good God is.

In Micah 6:1-5 God reminds His people of all He has done and how it has been good. Doing justice begins with knowing what God has done for us. Just like Israel, we have been rescued and blessed by a great God. We love because He first loved us. We do justice because of what he has done for us.

We can help students respond actively to God’s goodness. Even if you teach in a “closed” context, you can point out how much your students have been given and how they can give to those with less. In our school, we use a programme called “Love in Action” where students and parents collect gifts and deliver them to children in need.

Principle Three: Act, don’t just think or feel sad.

God says in Micah 6:8 to “do justice and to love kindness.” The main verb here is do. Our default response should be action, not just reflection.

As teachers, we can build activities into our curriculum where students can practice justice. Consider picking a project and committing to it for the year with bulletin boards and regular updates[2]. Or encourage your students to respond to a need in your own community. When you hear about injustice, help students to always ask, “What should we do?”

Principle Four: Identify strengths to help the weak.

Micah 6:8 says to “do justice and love kindness.” The terms “justice” and “kindness” (hesed in the Hebrew) are very similar at their core. They have to do with someone stronger making things right for someone weaker, expecting nothing in return.

A great question to ask students is “What has God given you to help make things right?” Certainly, we have Jesus to share. But we have been given other gifts as well. How can we design our curriculum to include opportunities for students to discover their personal strengths and gifts and to use them?

We want each child to recognise his or her positions of strength and think how these can help those who need wrongs made right.

Principle Five: Walk with God to know what to do.

“Walk humbly with your God[3].” Walking here implies taking time to be with God. As we do this, we learn what justice He wants each of us to do. We listen and consider all He says and shows us..

If we are doing a good job helping students see the injustice in our world, there will be too much for them to respond to. Because this can be overwhelming, spending time with God helps each of us to know better God’s plan and how to understand what he wants each one to do.

Our personal example of God teaching us as we walk with him is powerful. We should share with our students about our own walk and what we are learning.

We can also teach students to have quiet time with God by providing personal reflection in class, encouraging students to listen for what God is teaching them. Our goal is to go beyond knowledge into action by asking “what should I do with what I learn?”

The result.

Seeking justice gives an underlying ethos for a transformational classroom. The transformational educator lives out justice before students. He or she encourages students to find practical ways to address injustice and help make things right in their world.

Joe Neff, Th. M.

Coordinating Director of Education Services
TeachBeyond Global

________________________________________
[1] Micah 6:8
[2] One idea is to sponsor a “Ditch Your Desk Day” to help raise funds for and awareness of the needs of students who have been denied basic education because of poverty and other social factors. Open Schools World Wide is a partner with TeachBeyond.
[3] Micah 6:8

Photo Credits: Reading. Pivot Learning/shutterstock.com. Bulletin Board. Ordine psicologi Toscana./Shutterstock.com.

Learning is Fun!

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When was the last time you approached life as a learner? Can you remember the feeling of curiosity that drove you to press deeper into some topic, to ask questions that would push past the obvious and help you make connections to other areas of life?

Gertrude Bell (3rd from left)For me, this happened last weekend as I watched a biopic called Queen of the Desert. I was fascinated by the life of Gertrude Bell (3rd from right), a Victorian debutante who ended up traversing Arabia and influencing the national borders post-Ottoman Empire. How had I never heard of this woman, this maker of kings? After all, I lived in that part of the world for four years. As soon as the movie ended, I had my phone out, researching to see how much of what I’d just seen was based in fact. I’ve now got my eye on a book of her letters that I’m hoping to find in the library on my next trip. My curiosity has been whetted; I’m eager to learn more.

How about you? When is the last time your inquisitive juices got flowing? We’ve all experienced this drive at some point or another. It’s one of the reasons why we’ve chosen to take up this mantle of teaching. My hope would be that you’ve experienced this drive to learn in the very recent past.[1] When your imagination is captured by curiosity, learning becomes exciting. It becomes fun!

Now I wonder, when was the last time that you’ve shared this enthusiasm with your students? When did you last share with them something that you were learning and how jazzed you were about the connections you were making? If it’s been a while, you might want to ask yourself why.

Luke 6:40 reminds us that “a student is not above his teacher.”[2] If our students never see the light inside us turned on by the joy of learning, why would we expect that they would approach our classes with eagerness? What is it that we have to offer them, if not the joy of making connections?

As teachers, we are privileged to spend a majority of our waking hours walking and living among our students.[3] Our lives and our attitudes influence our students’ education far more than our stated curriculum ever will. I’ve never heard adults talk about their favourite lesson plan from when they were in school. But I hear discussions about favourite teachers all the time. So I challenge you, the next time you find yourself jazzed about something new you are learning—whether that be the way ancient kingdoms align with the Bible stories you learned in Sunday school or the latest recipe you’ve discovered for making a yummy autumn treat—share this joy with your students. Let them in on the secret: learning is fun! It’s part of what we were created to do.

Becky Hunsberger, M.Ed.
Coordinator of Teacher Education Services
TeachBeyond, Global

[1] I also remember, during my days of full time teaching, how utterly exhausted I was and how little energy I had at the end of the day to pursue anything that wasn’t directly related to the next day’s lesson plans, so there is no judgment here if this is where you find yourself!
[2] “He also told them this parable: ‘Can the blind lead the blind? Will they not both fall into a pit? The student is not above the teacher, but everyone who is fully trained will be like their teacher.’ ” (Luke 6:39-40)
[3] As I write this line, I am struck by the echoes of incarnation that ring through it. As Jesus became man and dwelt among us, we have the opportunity to dwell among our students in our capacity not only as teacher, but also as co-learner; we become fellow travellers in this journey of connection making.

Photo Credits: Gertrude Bell. via Flickr. public domain image. Elementary Pupils Geography Class with Teacher. Monkey Business Images/Shutterstock.com.

Rethinking School Discipline

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“Jesus Christ did not come to make bad people good, but to make dead people alive.” –Ravi Zacharias

The above quote by Ravi Zacharias is one of my favourites. Christian schools all over the world must be  radically different from any other kind of school environment for this very reason: we exist to bring life! However, Christian schools and their members are not immune from conflict or the need for disciplinary actions. We all still have our struggles; it is the way in which these are handled that makes the difference in our schools.

It is important to note that being gospel-centred and transformation-focused does not equate with being passive and excusing behavioural infractions in the name of “grace.” Just as it is essential to understand the bad news of the gospel (we are guilty before God because of our sin, and the law condemns us) before we understand the good news (that through the death and resurrection of Christ we have been forgiven and given new life), it is imperative for a Christian school to consider how the whole gospel can be incorporated into its discipline policy.

Since every school is unique, there is not a one-size-fits-all plan that will effectively work for everyone. I have learned this to be especially true in international environments. Therefore, I propose three questions to guide the process of pursuing a gospel-centred school discipline plan:

  1. What is the goal?If the goal is to minimise bad behaviours and demand compliance, then we have successfully made moralised pagans. If the goal is for gospel-transformation, then students are made aware of how their behaviour or choices go beyond the situation itself and reveal something much deeper about themselves.
  2. What is the emphasis?Is the emphasis on dealing with the root of the problem and dealing with the mind and heart of the problem? Is the student or the behaviour the problem? Can humility and honesty be exercised as we help students see the greater problem in each of our hearts, including our own hearts?
  3. What is the outcome?Does the student understand the seriousness of sin as well as the gift of God’s grace? How do we encourage students to move forward? Have we considered how the student might see themselves in light of the discipline? Staff should equip the students to address problems for themselves for the future, helping students consider what Scripture says.

Classroom Management:

Let’s consider an example. I teach high school, and I have a student who disrespects another student by making a distasteful comment in front of the class. The first point to consider is that There should be clear and fair consequences to inappropriate student behavior. Teachers should be consistent with all students, although allowing opportunities to show grace when appropriate. Why is this important? Remember that God is a fair judge who will deal with everyone. Even when He gives grace, He does not look apathetically towards the sin committed. Realistically, we cannot catch every situation, but it is very obvious to students when a teacher is inconsistent.

A teacher should make it clear that the comment made in front of the class was unacceptable and it will be addressed. I usually ask the student to speak with me after class. After class, I schedule a mandatory time to meet with them, whether it be lunch or after school, where we will have the time to adequately address the issue.

Before the meeting, I consider question number 1:

  1. What is the goal?How am I going to connect the gospel to this specific situation so that my student will understand the bigger picture?

In midst of the conversation with the student, I am going to be regularly monitoring question 2:

  1. What is the emphasis? What is the problem? Why is it a problem? How am I communicating the problem and the solution to the student? Is Scripture being used as a bonk on the head or as a light in the dark tunnel?

Once our time is finished, I will observe question number 3:

  1. What is the outcome? How did the student respond during the meeting? Was there conviction (ideal) or condemnation (not ideal)? How did the student respond following the meeting? Was the action repeated?

Finally, the decision to deliver a consequence or to extend grace to the student rests upon the individual teacher or administrator. This is where being Spirit-led is important because there is not one sure way to handle every scenario. However, I cannot stress enough that always giving grace without consequences is not biblical. Actions have consequences, and that is a truth we need to be teaching our students. The Bible clearly talks about how both God and parents discipline to their children for their own good. While the method of discipline differs between God’s, parents, and educators, the goal is still the same. We want transformation, not moralism.

Christina Z.
High school religion teacher & community school liaison officer
International Education Services, Eurasia

Photo Credits: Holy Cross at Sunrise, Sean MacEntee,via Flickr. CC2.0. School Opening, T. Peters at FATEB Kinshasa Academy. 2017.

Your Classroom, A Home Away From Home

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The beginning of the year is an exciting time! It marks new beginnings and, for most teachers, a classroom to create as a home away from home. According Reggio Emilio, the classroom environment is the “third teacher” (with teacher and children being teachers one and two)[1].

So setting up a classroom with care and intentionality is an important and challenging task. Here are some questions to help guide the process and help you create a stimulating, learner-focused classroom environment.

What is your priority?

Student work

In my classroom I want students to feel like they belong, so while planning my room I first designate a spot to display student work. This can be a bulletin board, hanging clips, or just a blank part of the wall. I plan to rotate work frequently, so I want to be creative with a permanent display. I use poster board that has been covered in contact paper so it doesn’t rip with tape stuck to it. My co-worker has glued clothes pins to the wall for easy rotation of work. Regardless of how it is done, students will feel the classroom is theirs when THEIR work is on display for all to see.

Reference points

What are key components to the curriculum that I want to reference with my students?

Since I teach preschool I use a calendar, chart for weather and number cards. As students get older teachers can introduce letter walls, word walls, and number lines. For upper grades word walls and maths reference charts can be used. The idea is it can grow as you go forward with your year, and it is an easy tool for students to reference as needed.

Home-like feel

For all students, the classroom is a home away from home, so it’s fun to personalise it. I like to have a spot where each student brings a family picture. Other teachers will add floor lamps, wall art, woven baskets, or fun rugs. Anything.

What do your students need?

My delightful 4 year olds can be full of energy, but also easily distracted. For me it is important to have a classroom with learning as the focus, but also to incorporate white space so the environment is not overly stimulating. Some students need extra reminders for routines and procedures, so creating posters with pictures helps students reference what is expected of them. By thinking through the individual needs of your students you can create a unique environment for them. Think about how many students you have: are there any physical or emotional challenges that need accommodated? how is the language fluency? etc. Each question can be catered to in the environment.

How can I allow for students to grow in independence?

Throughout the year, I strive for my students to grow in independence. With that in mind, I make sure all basic supplies are accessible to them. I have a shelf with art supplies such as coloured pencils, scissors, glue, etc. that students can access without adult assistance. Additionally I have a designated location for water bottles, backpacks, and lunch boxes. It takes time to teach the routines and procedures necessary for taking care of classroom materials, but with intentionality it is possible.

Whatever the size of your classroom, however many students you have, and whatever level of “craftiness” you possess, it is possible to create a warm, inviting learning environment. Remember your students can spend over half their day in their “home away from home” so use the environment to create a space that is both welcoming and educational.

Sarah Trussell, M.Ed.
Elementary Principal, early childhood teacher
El Camino Academy, Colombia

[1] Loh, Andrew. “Reggio Emilia Approach.” 2006. http://www.brainy-child.com/article/reggioemilia.shtml.

Photo Credits: Sarah Trussell, El Camino Academy

The Joy of Teaching God-Worship

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Can you identify times in your life when you have been worshipping God, but you weren’t in a church?

My first memories of that were at camp, worshipping God in the splendour of His creation. But perhaps more surprisingly, I can still recount the first time I worshipped God in class. It was Biology 101. We were learning about the human body, and as I learned how this system worked with that system, I marvelled at the complexity and beauty of it all. I began to feel my heart lean toward Heaven. “What a wonderful Creator!” I wanted to yell. I did restrain myself, but that is the day I decided to be a science teacher. I wanted to share that amazing experience with students so that they too could worship our wise God in the middle of class.

I have also caught myself worshipping God while playing my favourite sport, exploring colour on a canvas, writing a poem, or solving a crazy-hard maths problem (“Praise the Lord, I finished!”). But in seriousness, how do we define worship? If it is only singing in church, we have narrowed the chief aim of our life to one hour on Sunday. Years ago, I heard that worship means reflecting back to God His worth-ship, His worthiness. So, when we teach the throughline of God-worshippers, we are wanting our students (and ourselves) to reflect back to God how worthy He is of our praise. We don’t need to be in a church to worship God, we don’t even need to be singing, although singing is a great way to worship. Worship can be anywhere, anytime we realise and recount just how different, radical, stunning, amazing, truly awesome our God is.

And how much fun it is to do this with students!

Anytime we learn something new can be a moment to reflect on God’s worthiness. God doesn’t need to learn anything – He knows everything as our all-knowing God. Even that truth is mind-blowing! As we try practically to integrate worship in our classes, it is helpful to have a list of God’s attributes nearby. I would love to have something like this as a reference.

 

I have also found the Encyclodpedia of Bible Truthsby Ruth C. Haycock, an invaluable reference. She has listed appropriate verses for each subject matter. It was through her research that I made an invaluable connection. I was teaching 8thgrade Chemistry at the time and enjoyed teaching the skill of balancing equations. To me it was like a strategy puzzle. What I hadn’t connected on my own was the way that balancing chemical equations was actually a reflection of God’s character. You see, one side of the equation has to balance with the other side. In a chemical reaction, nothing can be created or destroyed, it just changes form. Through her book I came to see that John 1:3 was describing this very law of nature, “Through him all things were made; without him nothing was made that has been made.” We can balance equations because nothing can be created or destroyed without God. He is the Transcendent Law Giver. As this truth hit me, I was able to lead my students to it the next day with questions like, “Why can we balance equations?  Does this work every time?  What if we could create and destroy matter? Who is the only one that can create and destroy?” In those few moments we were able to discuss and reflect on the character of God and hopefully that led to worship. I was recounting just how powerful and wise is our God. I can tell you I was worshipping!

And that is where teaching the throughline of God-worshippers begins – with you, the teacher, worshipping God regularly in the middle of class. What a joyful calling this is!

Christy Ware Biscocho, M.Ed.
Teacher Education Services/Assistant Director of US Mobilisation
TeachBeyond

 

 

 

Photo Credits: Attributes of God. Free poster available to downloador for purchase from Visual Theology. Chemical Equations.via WikiHow. cc.

Vocabulary Instructional Strategies

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Research Supported Explicit Vocabulary Instructional Strategies

 

Words are a gift from God. Words allow us to communicate with God and with one another. They are a means of growing in grace and in knowledge. Understanding and using words are essential to being a literate person. Therefore, the instruction and development of vocabulary is an essential part of teaching at any age level and content area regardless whether a student is a native language speaker or learning a new language. Furthermore, the link between word knowledge and reading comprehension is established in educational research[1]. Research clearly indicates the necessity of both implicit and explicit instruction to build vocabulary knowledge[2]. Yet, effective explicit vocabulary instruction is not prioritised in curriculum or instructional time[3]. Beck, McKeown and Kucan discuss that robust vocabulary instruction has an end goal of learning words to expand vocabualary of a student allowing them to use new words in multiple and meaningful ways. This goal necessitates intentionality in planning and instruction including targeting useful and complex words (Tier Two words) found in a rich context taught with child-friendly definitions with visual support, if possible, and multiple interactions to allow students to build deep understanding of the words[4]. Research shows explicit robust vocabulary instruction is effective and impotant for native English speakers and English learners alike[5].

 

With this in mind, how can classroom teachers approach explicit vocabulary instruction? Let’s look at two specific research-based teaching strategies that I utilised during action research in an elementary classroom with a high number of English learning students[6].The teaching strategies of example/non-example and sentence frames give students opportunity to build concept knowledge, clarify misconceptions, and to practice oral and written use of the targeted words[7].

 

Example/non-example:

 

This strategy supports students as they clarify the definition and apply it in context[8]. Create several statements or sentences that provide an correct and incorrect usage or application of the targeted word. These examples are then discussed and sorted into example/nonexample categories. The discussion of the placement is critical to the concept development and deepening the understanding of the targeted word. Creating a visual T-chart using this activity can be a reference point for later (see figure 1).

 

This activity could be adapted for multiple abilities through small group, pair, or invididual sorting. An extention or challenge of this activity is for students to general an example and non-example for the targeted words.

Figure 1: Sample T-Chart of example/non-example strategy. 

 

Sentence frames:

 

This learning strategy allows students to engage in authentic practice using targeted words in a non-threatening manner[9]. It begins by providing a sentence frame containing a targeted word but allowing the students to finish the sentence to show their understanding (see table 1). Be patient and give students—especially ELLs—wait time to formulate their sentence.

 

There is great flexibility in this activity as it can be utlised with young children or English learners orally in a whole-group, a small-group or a partnering setting. Sentence frames can be utilised for oral or written language. Additionally, sentence frames give students practice using targeted words with correct syntax[10].

 

 

 

Perhaps you are preparing to teach a new unit. Look for opportunities to target specific academic words that will enrich students vocabulary and help meet the stated unit objectives and learning goals. Take time to be intentional and plan for vocabulary instruction that utilises one of these strategies. Or perhaps you are in the middle of a unit where students are struggling to grasp the content due to lack of understanding of the academic language. Identify 5-10 words that would help students. Teach the words and then practice them using sentence frames. The goal of learning, even vocabulary, is for students to grow in knowledge and be able to apply that knowledge as image bears of God in the unique ways He has created them to be. Words are one of the gifts and tools that help students in this endevour of bringing glory to God.

[1]Armbruster et al. 29

[2]Ibid. 29.

[3]Beck et al; Rimbey et al, 69

[4]Armbruster et al; Beck et al

[5]August, Artzi, & Barr; Coyne et al.; Carlo et al

[6]Ferris

[7]Beck et al; Donnelly & Roe

[8]Beck et al; Ferris

[9]Donnelly & Roe; Ferris

[10]See Donnelly & Roe for more information about using sentence frames.

 

Amanda Ferris

Reflecting on Transformational Impact

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Here at TeachBeyond, our mission is to provide transformational education to the students and communities in which we serve. Transformation—especially Holy Spirit initiated transformation—is not something that is easily measured; however, if we are serious about achieving our mission, then it would behoove us to spend time reflecting on where we are in our pursuit of this mission.

The School Services team, under the direction and leadership of Helen Vaughan, has compiled a list of Transformational Education Indicatorsthat we hope will help you do just that. Since Mark Giebink’s articlelast month focused on the foundational impact of personal transformation, we’ll look at the more professional indicators this month[1]. For access to the entire list, please e-mail schoolservices@teachbeyond.org.

Transformational Education Indicators[2]

Read each statement. Then reflect upon it and answer the question “how frequently is this indicator true in my life and practice?”  Use a response scale of 1) frequently, 2) sometimes, 3) rarely, and 4) never.

Personal Indicators:

  • I meditate on the scriptures, asking God to use them for personal transformation.
  • I truly seek to love all people with the same love Christ has shown me. 

Discipleship Indicators:[3]

  • I ensure that all my students hear about the saving work of Christ on the cross and how to become
    His follower.

I ensure my students have a developmentally appropriate understanding of the implications of the creation, the fall, the redemption, and the restoration of God’s kingdom on earth.

  • I reference scriptural underpinnings relevant to instruction, classroom management, and fellowship with my students.
  • I remind my students of my own brokenness and need for a Saviour.
  • My students see/hear my loving care for people who do not share my faith perspective.
  • I exhibit my intense love for Jesus to my students.
  • I provide my students with defined opportunities to appreciate and express love for God in each unit of study.

Instructional Indicators[4]:

  • I provide my students with lessons which point to the nature and character of God.
  • I provide opportunities for my students to enhance both their local and global community.
  • I ensure that my classroom has a climate of affirming and caring for each other.
  • I use a variety of teaching practices to help uncover different types of student gifting.
  • I teach my students biblical conflict management and ensure that it is used.
  • My students hear me affirming hope in our loving God in the face of a decaying and despairing world.
  • I engage my students in examining, then critiquing, how humankind is making use of the resources that God has given us.
  • I help my students see the possibility of suffering and being joyful at the same time, of turning defeat into victory.
  • I equip my students to swim against the tide in standing up for the oppressed, forgiving others, and having empathy.
  • I ensure that the processes and structures in my class promote the resolution of broken relationships, personal accountability, and restoration of peace.

Community:

  • I lead my class in positively contributing to the well-being of our school.
  • I lead my class in positively contributing to the well-being of our neighbourhood or city.
  • I lead my class in positively contributing to the well-being of our world.

TeachBeyond School Services Team
TeachBeyond, Global

This is our last issue of OnPracticefor the 2017-2018 academic year. Publication will resume in August 2018. Enjoy your summer holidays!

[1]Spending time developing our own personal relationship with Jesus is absolutely crucial to any of the rest of this work. Without our own lives reflecting the transformation brought about by the restorative work of the Spirit, all our efforts are nothing more than resounding gongs and clanging cymbals.

[2]The indicators published here comprise only a selection of the entire list.

[3]To be used in overtly Christian schools.

[4]To be used in all schools, references to God and the Bible indicate the source, but it is understood that in some cases these terms cannot be used with students.)

Photo Credits:Prayer. TeachBeyond Facebook Page, 16 Dec. 2017. Planting. Baby English Club Facebook Page, 4 May 2018.

Using Technology in My Classroom

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With the rapid advance of technology, teachers are being encouraged to use educational apps and devices to supplement their instruction. This may cause educators to feel a range of emotion: “Great, I love technology!”, “Ugh, that is a lot to learn and I don’t have time”, “No way! I am sticking to pencil and paper.” Regardless of your response, technology has become a crucial part of our everyday life, so how do we incorporate it in the classroom?

When I entered the classroom, I was overwhelmed and the thought of adding technology into my lessons was daunting. However, my campus had a technology initiative, so I learned about some amazing educational apps that increased student engagement, and made my lessons more fun. One of the most interactive and engaging tools I used was called Nearpod.

 

What is Nearpod?

Nearpod is a free shared presentation and assessment tool. The app’s concept is simple. A teacher can create presentations (similar to PowerPoints), which can include quizzes, polls, videos, images, drawing boards, web content and more. The interactive presentation is then shared with students on their devices[1].

How does it work?

To start, teachers create a free account on nearpod.com. They can then import presentations they have already created, create a new presentation within Nearpod, or use one of the thousands of already created lessons housed within the website. Traditional slideshows can be spiced up with polls, quizzes, virtual reality field trips, drawing boards, fill in the blank questions, open ended questions, web content, and 3D objects.

Once a presentation is ready to be shared, the teacher can “launch” it from the Nearpod website. This will give your classroom a code and allow students to sign into the lesson from their device. That’s when the fun begins! Students will have your presentation on their screens and be able to follow along, answer questions, and actively participate throughout the entire lesson. While students are answering questions the teacher is able to see responses and address any misunderstandings or share exemplary answers directly with the class on their devices, making Nearpod a great tool for formative assessment in the classroom.

For more on how Nearpod works, check out this short video.

What are its benefits?

Not only is Nearpod free and easy to use, it has other features that make it a beneficial resource for educators. This app works in any classroom, no matter the subject or grade level. No complicated student login is required, so students don’t have to remember any passwords, saving valuable instructional time and eliminating potential confusion. Because each student uses their own device, it is possible to ensure 100% participation and allow students to take ownership of their learning in a new way. Nearpod also makes it quick and easy to assess individual students and class performance on standards, which immediately informs teaching.

How do I start?

To avoid feeling overwhelmed, it’s best to integrate Nearpod into lessons slowly. This may mean trying it out for one lesson a week, or even one lesson a month. Do not try to overcompensate and do too much. It’s far better to gradually build up your Nearpod activity as you feel comfortable/ as it is appropriate. In fact, this is true for any new technology you want to add to your class.

Nearpod’s mission is to empower educators to create learning experiences that engage and inspire millions of students around the world[2]. I would love to hear how you use this resource in your classroom!

To learn more about Nearpod and how to incorporate it into your classroom, click here.

Chelsea VanBuskirk
TeachBeyond: School Services Department Facilitator
TeachBeyond, Global

[1] Teachers and students need a device and Internet access in order to access this app.
[2] “Nearpod – Building Engaging Learning Experiences for Everyone.” Nearpod – Create, Engage, Assess through Mobile Devices, nearpod.com/about.

Photo Credits: Tablet. Secretaria Municipal de Saúde de Porto Alegre Flickr via Compfight cc.