As teachers, we often assume that doodling in class is “bad,” indicating that students aren’t listening to the material being taught. However, for visual learners, doodling can be that extra nudge that helps them in memorizing the material. Doodling as a memory strategy is not only effective, it helps some students focus, calm themselves, and turn verbal-linguistic information into non-linguistic information. In order to make that transfer from text to visual, students must understand the content. Given that one can’t doodle about what’s learned unless one understands it, doodling as a memory strategy can also be an effective formative assessment.

Even if they make up their answer on the spot, it STILL is effective in supporting recall of the information that was taught.

By taking what can be seen as a negative and turning it around into a positive, by encouraging doodling as a memory strategy, you gain the trust of your students, especially those that learn differently. By working with the student’s strengths, you enhance learning and memory on multiple levels. Create a win-win situation!

This video tutorial for Sketchnotes explains the concept well.

Related resources:

• What are Sketchnotes?
• What to Do to Help Students Improve Focus
• A Dozen Commonsense Strategies to Maintain Focus, Attention, And Enhance Learning in the Classroom!

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Use Testing Strategies That Promote Student Success

As teachers, most of us have been taught that tests are the best way to assess our students’ learning (and the effectiveness of our teaching). But when a student scores poorly on a test, how does he or she benefit? The student loses confidence and ends up feeling ‘stupid.’ I believe we can use tests to improve learning, not just check what our students have memorized.

In his conference remarks, Thomas Guskey challenges teachers to consider how we might change the culture of classroom testing. Guskey asks, “What happens to these tests? What educational purpose do they serve?” His point is that teachers typically grade tests, give them back, and then move on. Students put their tests away and never look at them again. Some students will even make a show of sauntering to the trash to crumple and toss their test in the bin. If a student feels like she studied hard for a test and still got a bad grade, she can become disillusioned and disheartened with the classroom cycle that consists of teaching and testing, teaching and testing.

Many times, testing simply feels like a win or lose game between students and their teacher. I’ll never forget the day my son and I were discussing testing in one of his least favorite classes (and with his least favorite teacher) and he looked me square in the eyes and said, “Mom, I refuse to play the game.” My son was in honors classes, yet he felt this way! What if his tests were used as a learning tool instead of a ‘gotcha’? Would it be perceived as less of a game if students had a chance to re-take the test, or work out where they’d gone wrong?

There is an argument for the exam as the final assessment: if students don’t have the knowledge by the time they’re tested, that’s unfortunate, but it’s time to move on – there’s only so much time to teach the material. “What about a surgeon? Do they ‘test’ their learning on a genuine patient?” Guskey asks. “Or do they get to check their learning on a cadaver to make sure they’ve got it worked out?” You wouldn’t show a surgeon a heart bypass in a textbook and then send him or her straight into the operating room!

Tests give us crucial insight into areas where students are struggling. By moving on immediately after giving an exam, teachers miss a valuable opportunity to teach students exactly what they need to learn! Rather than a game in which students either win or lose, teachers can turn testing into a win-win classroom experience by giving students the opportunity to learn from their mistakes. We can change the culture in our classrooms by using tests as a tool to facilitate learning rather than marking the end of the learning process.

Here’s an example of how this type of learning can be applied. Let’s say you are finishing a unit. For the first part of the lesson, students take a typical test that you quickly grade as they’re being handed in. From the test, you can identify ‘grey areas’ where a significant number of students have struggled and ‘failed.’ You spend the second part of the class period re-teaching these ‘grey’ elements. Students are then allowed to re-take this part of the test where, of course, they improve. Rather than feeling disillusioned, students feel empowered and motivated to ‘learn from their mistakes.’

After hearing Guskey speak, I reflected on my own experiences. When I was in graduate school, the method of learning was an iterative process, where we continually redrafted our work until it was up to standard. There was no formal testing, but the same piece of work would sometimes be returned six or seven times with feedback. I would read the professor’s comments and learn how to improve my work – no disillusionment, just improvements. I learned more than I had in any test-driven educational program, and I actually remembered what I’d learned.

The next time you’re preparing a test, consider how you might make it into a learning tool. You may be surprised to find that you can turn your tests into a positive learning experience that promotes student success.

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Science proves that when we teach to a variety of learning styles and vary our delivery techniques, we will consistently reach more students.

Many of us still struggle with how to differentiate instruction in ways that can reach those students who struggle without singling them out in the inclusive classroom.

This list of ideas for differentiating instruction that can work in your classroom to help all students succeed was crowd-sourced from teachers in the classroom, just like you, so we know they work!

Strategies for Differentiating Instruction for Social Studies

• Decorate the classroom with students’ drawings of the culture being studied.
• Make a historical comic strip that meets specific criteria.
• Compile a notebook of history jokes. Work facts into the jokes.                     
• Play charades with “significant” events from the unit you are studying.
• Create history raps that identify key dates and people.                     
• Play “What’s my line?” or “Pictionary” with names, dates, places.
• Create time sequence charts with titles for major eras of history – then create a mnemonic out of the sequence of the titles.            
• Write a skit or play from a period in history, or as a typical day in a specific culture. Example: Sparta or Athens.
• Make a game of predicting what will happen in several current event stories.
• Play “guess the culture” based on artifacts in a time capsule.
• Debate important issues and decisions from the past.               
• Generate an illustration which best depicts what democracy* means to you. (Engages brain to store data.) *Example.
• Create limericks about important historical events.                     
• Make visual diagrams and flow charts of historical information.
• Have students conduct imaginary interviews with people from the past.        
• Send a postcard from one historical character to another historical character.
• Have students draw a mural that reflects a specific time period.                    
• Role-play a conversation with an important historical figure.
• Make maps out of salt dough and show geographical features and key places.                  

Strategies for Differentiating Instruction in English/Language Arts/Foreign Language

• Teach “concept mapping” to help remember content or take notes.
• Create song rap to teach grammar and syntax.
• Write a sequel/next episode to a story or play.                 
• Use different kinds of music for different kinds of writing.
• Create crossword puzzles/word jumbles for vocabulary words.                     
• Analyze literature for “connections to our lives today.”
• Practice impromptu speaking and writing.            
• Predict what will happen next in a story or play.
• Experiment with joint story-writing – one starts then pass it on.                
• Analyze a story and describe its message – reach a consensus.
• Use a “human graph” to see where a group stands on an issue.            
• Analyze similarities and differences of various pieces of literature.
• Use a “story grid” for creative writing activities.              
• Read poetry from different perspectives and in different moods.
• Play vocabulary words “Pictionary.”           
• Conduct language drill exercises with partner.
• Draw pictures of the different stages of a story you are reading.                  
• Write an autobiographical essay: My life to date, my life in the future.
• Use highlight markers to “colorize” parts of a story or poem. (Option: highlight tape.)          
• Write a new poem each day of the week on “Who Am I.”
• Use sticky notes to make predictions as you read a story or novel.                 
• Imagine being a character in a story/play – what would you do.
• Write a letter to the author telling him/her how well you liked (or didn’t like) his/her book.            

Strategies for Differentiating Instruction for Math

• Write a series of story problems for others to solve.                     
• Learn mathematical operations through songs and jingles, rhythm.
• Explain how to work a problem to others while they follow.                     
• Use a formula card for tests.
• Make up puns using math vocabulary or terms.                   
• Provide tables, graph paper, lines, and space for working problems.
• Solve problems with a partner: one person solves, and the other explains the process.
• Make up sounds for different math operations and processes.
• Create poems telling when to use different math operations.                     
• Solve complex story problems in a group.
• Teach how to use a calculator for problem solving.          
• Do a statistical research project and calculate percentages.
• Create number sequences and have a partner find the pattern.                     
• Use “each one teach one” for new math processes/operations.
• Mind-map proofs for geometry theorems.               
• Describe everything you do to solve a problem to a partner.
• Design classification charts for math formulas and operations.                     
• Have teams construct problems linking many math operations, then solve them.
• Do a survey of students’ likes/dislikes, then graph the results.                    
• Track thinking patterns for different math problems.
• Estimate measurements by sight and by touch.           
• Bridge math concepts beyond school. (What? So what? Now what?)
• Add, subtract, multiply, and divide using manipulatives.                     
• Imagine using a math process successfully, then really do it.
• Learn metric measurement through visual equivalents.                     

Strategies for Differentiating Instruction in Practical Arts & Physical Education

• Give verbal explanation of sport routines.                 
• Have students imagine the computer is human – draw how it works.
• Have students tell one another how to run a word processing program – then do it.
• Have students perform physical exercise routines in sync with music.
• Have students pretend they are radio sportscasters describing a game in progress.  
• Play “Recipe Jeopardy” – make questions for answers given.
• Use music to help improve keyboarding skills and speed.                     
• Teach and play a series of non-competitive games.
• Use peer-coaching teams for individual shop projects.              
• Assign teams to prepare and serve meals from foreign countries.
• Have students draw pictures of how to perform certain physical feats. 
• Have students work in pairs to learn and improve sports skills.
• Teach a series of “spatial games” (e.g. horseshoes, ring toss).            
• Create cooperative computing teams to learn computer skills.
• Create visual diagrams of how to use shop machines.                  
• Have students list how things learned in shop can help in your future life.
• Teach students to imagine a skill, and then try to do it exactly as they imagined. 
• Capture a process involved in art or sports on video or camera, and create a step-by-step manual or review materials using the images.
• Choose textbooks with CD-Rom companion materials.

Strategies for Differentiating Instruction in Science & Health

• Write a humorous story using science vocabulary.           
• Group research projects in which each group designs and implements plans.
• Create a diary on “The Life of a Red Blood Cell.”                
• Use lab teams for science experiments and exercises.
• Write steps used in an experiment so someone else can do it.                
• Discuss controversial health topics and write team position papers.
• Make up an imaginary conversation between parts of the body.                
• Describe the “before and after” of key scientific paradigm shifts.
• Give a speech on “Ten steps to healthful living.”                
• Learn the pattern of successful and reliable scientific experiments.
• Use the symbols of the Periodic Table of Elements in a story.                     
• Practice webbing attributes of various systems of the body.
• Find five different ways to classify a collection of leaves.                     
• Draw pictures of things seen under a microscope.
• Create montages/collages on science topics (e.g., mammals).                     
• Create posters/flyers showing health processes.
• Use vocabulary games to study and review science vocabulary.                     
• Use concrete models to demonstrate science concepts and/or parts.
• Use concrete models as metaphors for systems in the human body.           
• Use forensic science activities to create interest in scientific method, research, etc.

Excerpted from Special Needs in the General Classroom, 3rd Edition

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#13 Both Teach Half—Same Objective, Same Way – The HOW of Co-teaching

This implementation clearly describes the Parallel Teaching co-teaching model. Each co-teacher takes half the class and instructs the students, using the same methods, to teach the same content. They are working together in parallel.

Listen to learn more.

Specialist expertise required: Depends on the goal of the co-teaching implementation. If the specialist is facilitating review or discussion, moderate content understanding is necessary. If the specialist is teaching concepts critical to understanding the lesson’s objective, then the specialist will need a solid understanding of the concepts he or she will be teaching.

Planning time required: This implementation requires planning time. Planning can be done face-to-face or in the cloud. Teachers need to plan together to ensure they are both teaching the same objective in the same way. Communication is essential to ensure they both agree on what they are trying to achieve as it relates to the curriculum.

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A: This is a more common problem than most of us realize: A child grasps the basics of handwriting or printing letters and words and can write out answers – but without a structured, ruled writing sheet their handwriting is just a scrawl that doesn’t really improve much.

Once children are past the grades where they learn the basics of handwriting, they are largely on their own at school. Most teachers do not have the time to work with students on improving their handwriting, and yet it is such an important component of the school years and beyond, into their careers. We may all do most of our communicating on tablets and laptops but handwriting still has a place in our culture.

Learn Calligraphy Together!

Handwriting apps are available to help children practice their printing and cursive skills. But here’s the best solution: Teach your child calligraphy. It’s a beautiful art that requires fine motor control to use the pen correctly. It’s also a very creative activity – kids can pick different colors of ink and use different-shaped nibs (interchangeable points on the pen) that wildly change the shape of letters. They learn to pay attention to every part of a letter. Even better, it’s an activity that you can do together.

How to Get Them Interested in Calligraphy

To catch their interest, find videos online of beautiful examples of calligraphy lettering and of artists creating calligraphic works. Look for videos that explain the advantages of learning calligraphy and how the art can be applied to everyday activities.

Even very young children can be introduced to the creative magic of calligraphy. Water-based markers are available, many of them with “shaped” nibs, that toddlers can safely use. Put child-safe scissors into their hands as soon as they can squeeze them. Give them unlined paper, crayons and nontoxic glue. Get them active in creating as soon as you possibly can.The benefits to your child’s brain by taking this approach are so worth the effort. They will develop fine motor skills, grip strength, and creativity. There’s also research to indicate it supports brain development and reduces stress.

The other important factor in teaching calligraphy and paper art is that it minimizes the use of technology. It shifts the child away from tablets and apps and gets them involved in hands-on activities that build critically important brain connections to develop fine motor control.

In a world that no longer requires perfect penmanship, the best way to develop a child’s handwriting skill is to turn them on to the beauty of handwriting and the opportunity to make creations they’ll be very proud of.

References:

Chen, Wen et al. “Long-Term Chinese Calligraphic Handwriting Training Has a Positive Effect on Brain Network Efficiency.” PLoS ONE 14.1 (2019): n. pag. PLoS ONE.

Kao, Henry S.R. et al. “Calligraphy and Meditation for Stress Reduction: An Experimental Comparison.” Psychology Research and Behavior Management 7 (2014): 47–52. Psychology Research and Behavior Management. Web.

Kao, Henry S.R. et al. “Cognitive Effects of English Brush Handwriting: The Case of Visual–Spatial Aptitude.” Asia Pacific Journal of Counselling and Psychotherapy 3.2 (2012): 190–201. Asia Pacific Journal of Counselling and Psychotherapy. Web.

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My son had two significant learning disabilities. One of the many investments I made in his education was sending him to Super Camp. The strategies he learned in Super Camp are often believed to be elementary for students at the secondary level. That belief is not based in research. In fact, these same strategies are often used in corporate training today. Sadly, as students move up in grades, they feel they don’t need the strategies any longer.

One of my high school students wouldn’t use color-coded graphic organizers. He made it very clear by stating, “That’s babyish, Mrs. Fitzell. I’m not going to do that. I did that in elementary school. I’m in high school now.” Many youths believe in the myth that, after elementary school, they shouldn’t need those fun, creative strategies they used in elementary school to learn… and if they do, it means they’re not smart enough. Continuing to use these tools is not “babyish”. It’s the way people learn; especially for our Millennials who need and expect it.

I have spent most of my career teaching at the high school level and today, in my work training in the corporate world, I hear time and again that corporate trainees want and need these strategies. They want hands-on. They need movement and activity. They want and need the same things that our students do. Corporate trainers need to provide that hands-on delivery of information for trainees. Adult learners want to be actively involved and engaged in what they’re learning. This is what’s happening in corporations and business learning environments.

Please don’t get caught up in myths about learning. Teaching kids to learn is hard work when they believe in these myths. Once they see that these learning strategies are used by the largest generation in the workforce today, they will realize using learning strategies is not “babyish”; it’s how we all learn.

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When new initiatives run into problems in our classrooms, we tend to go back to old ways. But sometimes, if we stick to something we believe in, by going through the problem solving process, your students can learn unexpected lessons. This story from Darcy Salvadore (@drcyslvdr or https://www.facebook.com/darcy.salvadore/timeline?lst=1469544636%3A1234687062%3A1551557003) illustrates the value of this approach: http://ow.ly/5c3a30nONPw

As technology and work continue to evolve, now more than ever, we need to teach our students creativity, flexibility and a willingness to adapt to change. John Spencer (@spencerideas or follow on Facebook) offers wonderful ideas to help your students start thinking outside the box: http://ow.ly/brCl30nOOg2

To help our students to be nimble in an ever changing economy, we also need to stay flexible in how we teach in our classrooms. Cory Orlando (@CoriOrlando1 or follow on Facebook) reminds us that not every student is the same, therefore we should be flexible in our teaching strategy:
http://ow.ly/s1FB30nOOtm

What are some of your favorite articles or resources that help students prepare for the real world? Leave your comments below!

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According to The Forest School Association, “a Forest School is an inspirational process, that offers ALL learners regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in a woodland or natural environment with trees.”

A Forest School in China

While in China, I also had the opportunity and privilege of visiting Changwai Bilingual School (CBS), formerly, Changzhou Trina International School. CBS has diverged from the traditional Chinese curriculum in their primary center to engage students in a program that places an emphasis on hands-on learning. Although they carry this philosophy through to grade 8, my tour was focused on the primary center. Their primary center educates children from preschool through to kindergarten and follows the model of “Forest Schools” popular in Scandinavia.

The program is led by Alyson Yadlin, headteacher of the CBS foundation program, who is passionate about hands-on and experiential learning. As I walked through the halls of this beautiful facility, I was fascinated by the abundance of student work, both two and three dimensional, covering the walls and areas of the floor. What intrigued and surprised me was the topics that were the focus of these student projects. Now, remember, this is a preschool, yet, the topics included high-level concepts like nature, government, and world geography. Some of the work emphasized student cultures from around the globe, especially their own culture in China. This is a level of work that I would not expect to see in American schools until the upper elementary grade levels.

When I asked Mr. Tao, CBS’ principal, and Ms. Yadlin how they were able to bring this high level of material to a level that would be understandable by preschool children, they explained that they use analogies, discussion, and hands-on visuals to help the students to gain a level of understanding. Clearly, they do not expect children to understand at the same level that older children would. However, they feel the exposure sets the stage for increased student learning in future years. Their goal is to create a solid foundation for their students.

What intrigued me, even more, was that the children participate in Forest School. No matter the weather, students regularly do a Forest day once a month where they go into the forest and learn about plants, animals, and basic survival skills. The children, who are city dwellers, initially had some hesitation when encountering a Forest day in the rain. But once they got outside and started to explore, they thoroughly enjoyed the experience. Teachers and students moved beyond skepticism and realized the value to this natural form of education. I found it to be almost an oxymoron to consider that a Forest School that brought children into the woods to experience nature at its roots while learning survival skills is considered innovative when considering educational paradigms.

I found it’s disconcerting to realize that while I toured a school in China that was focused on hands-on learning, meantime in the United States, schools are trending away from hands-on learning and focusing on test culture, using the passing of a test as a measure of learning. In the United States students get less and less recess time and hands-on learning, while in China, CBS is spending one day a month encouraging their children to learn and play in the woods. CBS’ early childhood program is the most popular primary center in the city of Changzhou.

Reflection

As I noted in Part 1 of this article, these two schools are the exception rather than the rule in China’s educational system. Both schools have a long waiting list to get in. Parents of children with autism are looking for a school that will educate their child and they have found a treasure in Tian Ai. Tian Ai is one of a few schools that is starting to address a huge unmet need in China.

Historically, children with disabilities are hidden and not acknowledged in China. For many children with disabilities, including children with autism, there is little to no educational support.

Other parents want their children to benefit from experiential learning. CBS provides a solid foundation before entering public Chinese schools where the focus is on passing tests with a very rigid Chinese curriculum. That said, some of the students are fortunate to be able to stay at CBS through to the time that they enter university.
The size of the waiting list for both schools is a testament to how many parents want to get the best education possible for their children. Will China change enough to make programs like this available to many more students?

That’s outside my view. But I found each school’s approach to helping children become more confident in their world and to meet their needs to be inspiring.

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How can we meet these students’ needs without neglecting some other part of the workload? It can be pretty tough to carve out the time. Well, these teaching strategies will help students who need it, thanks to resources available online. By combining audio resources with specific in-classroom activity, we can bolster students’ understanding of the material being taught.

Several websites offer audio and video lessons or books in a curated format that is easier to search. These include:

My Audio School – This site gives students, especially those with dyslexia, an easier way to explore different topics and books through audio. Each book is broken down chapter by chapter, so students can do their assignments in manageable chunks. The audio files can be streamed online or downloaded to be copied onto a CD or USB thumb drive as MP3 files. They’re also available via iTunes. A limited number of titles are available at no charge, but for a very reasonable $14.99 annual fee, the rest of their library is available to parents and teachers.

iTunes University – Built specifically for Apple iOS users, iTunes U is really “one of the unsung heroes of Apple’s content offering,” as a recent MacWorld article put it. For more than 10 years it has been a fantastic resource to download audio and video content on thousands of topics. And since iOS version 9.3 was released, teachers can now create their own courses, manage homework and grades and deliver lessons to students. If you haven’t yet taken full advantage of this resource or want to learn how to get the most out of it, a number of courses are available—on iTunes U, naturally—including this guide by Ohio State University.

The Great Courses – This app, available on iTunes or PC—and even, in limited form, on Amazon Prime Video—also offers a wealth of lectures, audiocasts and audiobooks as well as video. It’s pricier than most of the other audiobook or lecture sites out there, but has been around a lot longer (beginning as The Teaching Company over 20 years ago) and has a treasure trove of material across a wide range of topics.

So, how can you best put these resources to use? Here are a few effective methods:

1. Use these resources as another way to support those struggling readers, auditory learners, and English Language Learners.
2. Expose students to the patterns of language, its rhythm and cadence.
3. Provide students the opportunity to learn expressions and increase vocabulary by hearing them in context.
4. Use as a pre-reading activity. Play an excerpt and then ask students to predict what will happen next.
5. Bring a book to life, thereby inspiring, entertaining, and linking language and listening to the reading experience.

For more information about using technology to strengthen instruction, see Susan Fitzell’s book, Using iPads and Other Cutting Edge Technology to Strengthen Your Instruction.

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Studies have shown that reciprocal teaching greatly influences student comprehension skills. They also found that students became readers that are more independent, better summarizers, predictors, and critical thinkers. As an additional benefit, students who participated in reciprocal teaching groups displayed fewer behavior problems.

One of the best ways to use reciprocal teaching is to practice a questioning strategy in which the reader reads the text, processes the meaning, makes connections to prior knowledge, and finally generates a question about the text.

Learning Objectives of the Questioning Strategy

• Identify the different types of questions appropriate for the lesson
• Formulate different types of focused questions
• Work in cooperative groups to practice reading comprehension strategies
• Synthesize information in order to respond to a variety of questions
• Interpret text and demonstrate higher level thinking skills in creating various types of questions
• Enhance comprehension through questioning
• Apply questioning strategies in many curricular areas

Take a few minutes to click the link above and watch some of the great videos on this technique, and don’t forget to share your great ideas in the comments, below!

For more information on differentiation and Response to Intervention, see Susan Fitzell’s book, RTI Strategies for Secondary Teachers.

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