middle school transition and student engagement … the keys to success jim miles
TRANSCRIPT
Middle School Transition and Student Engagement
… The Keys to Success
Jim Miles
It’s All About Math!
Welcome to the Middle School Mathematics Initiative!
Institute Theme:
Transitioning to Middle School
Learner Engagement
It’s All About Math!
Sponsored by:
Florida Department of Education
Florida and the Islands Comprehensive Center at ETS (FLICC)
In Partnership with:
The International Center for Leadership in Education
ESCORT
Florida Council of Teachers of Mathematics
PAEC
It’s All About Math!
Objectives:
•Become aware of innovative and practical strategies to use with students who are transitioning from elementary school to middle school
•Understand that active engagement during a lesson is a critical component to learner success
It’s All About Math!
Agenda at a Glance:
Day 1
•Registration, Continental Breakfast
•Welcome, Introductions
• Jump Start and Icebreaker Activity
•Middle School Transitioning
•Lunch
•Middle School Transitioning (cont.)
•Sharing Session
•Personalization and Classroom Environment
It’s All About Math!
Agenda at a Glance:
Day 2
•Breakfast / Jump Start Activity
•Samples of Effective Transitioning Programs
•Parent / Learner Tips
•Learner Engagement
•Lunch
•Learning Criteria
•Action Planning / sharing
•Online Directory of Resources
•Highlights and Next Steps
•Celebration
AGENDA
Icebreaker “Making the Connection” Middle School Transition Personalization – Classroom Environment Parent/Learner Tips Learner Engagement Learning Criteria – Action Plan Middle School Math Initiative Resources Middle School Math Initiative in Review Celebration and Next Steps
TransitionsIn all transitions we look for
Safety Information Connection
SafetyIn all transitions we want to feel Physically Safe Emotionally Safe Secure Confident of Succeeding
InformationIn all transitions we want to
Gain an Understanding Know expectations
ConnectionsIn all transitions we want
To fit in Someone who can help
Many schools succeed at 1 or 2
components
few succeed with all 3 components
Think about your last transition … what were your
concerns?
SafetySchool Focus:Sealing school campus
off from the community
SafetyStudent Issues: Bullying Rumors Harassment Isolation
SafetyWhat is the safety policy on your school campus?
What are the safety issues of your incoming middle school students / parents?
SafetyDescribe how safety is achieved at your school?
Does your safety policy address student concerns?
SafetyWhen students feel unsafe at school they need Somewhere to go Someone to talk with Resources on campus to cope
SafetyWhich poses the greatest threat at your school? Negative forces within the school, or Outside violence
InformationSuccessful transitions explain
What Where How When
InformationHow do your students learn the
What Where How When
at your school?
InformationSchools provide information
In large assemblies Newsletters, bulletin boards,
Web sites These methods talk at students/
parents rather than with them
InformationAssemblies, bulletin boards, newsletters, Web sites are:
Most effective for administrators Least effective for students and
parents
InformationStudents and parents need
Accurate information Timely information
Information needs to reach and be understood by each student and parent
InformationCan we have a conversation with each student and parentto disseminate accurate and timely information? How?
We learn...10%
20%
30%
50%
60%
80%
95%
of what we read
of what we hear
of what we see
of what we see & hear
of what we discuss with others
of what we personally experience
of what we TEACH to someone else
ConnectionsIn all transitions we want
To belong (to fit in) Someone for support /help What other connections do
we need in transitions?
ConnectionsIn all transitions we want
To fit in Someone to turn to
ConnectionsThink about your first teaching assignment … what connections did you need?
ConnectionsThink about the first day of school this year …
what connections did you make with new students at your school?
Elementary Principal Says 5th Graders Social 5th Grade Celebration 6th grade Ambassadors Opening Day for 6th Graders Only Middle School is Unique
Appropriate for Them Not Preparation for High School
Middle School Students Say
More WorkThe A-B-C’sThe Big Lock-UpLibrary HeavenClass / Day SchedulesBye Bye Recess
Extra-Curriculars
CAREER DEVELOPMENT
Self-knowledge• Who am I?
Career exploration • Where am I going?
Career Plan• How do I get there?
INTEGRATED LEARNING
• What am I learning?
• Why am I learning it?
• How can I use it?
UNIVERSAL FOUNDATION SKILLS
(SCANS)• What do I need to know?
• What skills are
important for me”
knowledge application
skills
Questions students
should be able to answer
Successful Curriculum Reform
Why
Do we need
to change
schools?
What
Needs to
be done?
How
Do we do it?
AGENDA
Personalization – Classroom Environment Learner Engagement Parent/Learner Tips Learning Criteria – Action Plan Middle School Math Initiative Resources Middle School Math Initiative in Review Celebration and Next Steps
ICLE Philosophy
RigorRelevanceRelationshipsAll Students
ICLE Philosophy
RelationshipsRelevanceRigorAll Students
Student Engagement
Students are engaged and motivated to learn if lessons include:
Creation of a meaningful productOpportunities for leadershipRelationships, established
through collaborative opportunities
Exploration of content and skills
Creation of a Meaningful Product
Personal meaning for learners Focus is student-centered learningTask is interdisciplinary - multiple
disciplinesStudents control their learning
Creating a Learning Environment for 21st Century Skills
Students working in teams to
experience and explore
relevant, real-world problems,
questions, issues, and challenges;
then creating presentations
and products to share
what they have learned
Traditional Learning was
Teacher-directedDirect InstructionKnowledgeContentBasic SkillsTheoryCurriculumIndividualClassroomSummative AssessedLearning for School
Today’s Students are Digital Natives
Conventional Speed Twitch Speed
Step-by-Step Random Access
Linear Processing Parallel Processing
Text First Graphics First
Work-Oriented Play-Oriented
Stand-alone Connected
Digital Learners are Engaged by
Multitasking Multimedia learning Online social networking Online information searching Games, simulations and
creative expressions
Teacher-directedDirect InstructionKnowledgeContentBasic SkillsTheoryCurriculumIndividualClassroomSummative AssessedLearning for School
Student-directedCollaborative ConstructionSkillsProcessHigher-order ThinkingPracticeLife SkillsGroupCommunityFormative EvaluationLearning for Life
A Project Learning Classroom is
A Better Balance
To learn collaboration – work in teams
To learn critical thinking –
take on complex problems
To learn oral communications –
Present
To learn written communications –
Write
Project Learning is Skill-Based
To learn technology – Use technology
To develop citizenship – Take on civic and global issues
To learn about careers – do internships
To learn content – Research and do all of the above
Project Learning is Skill-Based
Students Develop Needed Skills in
Information Searching & Researching Critical Analysis Summarizing and Synthesizing Inquiry, Questioning and Exploratory
Investigations Design and Problem-solving
Opportunities for Leadership
Engaging cooperative learning projects Leadership skills Problem-solving / decision-making skills Appropriate social behaviors Responsible for own learning Help their peers
Collaborative Relationships
Make learning is enjoyable and rewarding Increase rapportEncourage and facilitate high achievementStimulate cognitive growthHelp children develop social competenceHelp students become competent adults
Exploration of Content and Skills
Students are eager to engage with their peers to provide a solution if presented with an unfamiliar, meaningful problemCreates excitement, energy, and curiosityUses adaptive and inventive behaviorEncourages freedom to play, try out new
scenarios, and apply their knowledge of the real world
When content and skills related to students’ personal lives / future aspirations are taught
Meaningful products can be created Relationships can be formed Leadership can be developed
If we hope to rejuvenate students reluctant to learn, we must make our curriculum and instruction relevant and engaging.
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Teacher gives students a real-world question to
answer or problem to solve
High
HighLow
Low
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Students seek information to
answer question or solve problem
High
HighLow
Low
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
High
HighLow
Low
Students test the relevancy of the information as it
relates to the question or problem
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
High
HighLow
Low
Students reflect on the potential use of
the new information as a solution
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Students apply the information learned to
answer the question or to solve the problem
High
HighLow
Low
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Acquisition of knowledge / skills
Motivation
Creativity – Innovation-
Problem Solving
High
HighLow
Low
Rigor -
Critical Thinking
Relevancy -
Validation
The Aspirations Profile:The Aspirations Profile:Understanding our students betterUnderstanding our students better
STUDENT ASPIRATIONS
SELF WORTH
RELATIONSHIPS
ACTIVE
ENGAGEMENT
RELEVANCE
PURPOSE
RIGOR
• Belonging
• Heroes
• Sense of Accomplishment
• Fun & Excitement
• Curiosity & Creativity
• Spirit of Adventure
• Leadership & Responsibility
• Confidence to Take Action
ImaginationImagination
HibernationHibernation PerspirationPerspiration
DeterminationDetermination
DOERS
high
highlow
DREAMERS
ASPIRATIO
NS
ASPIRATIO
NS
Copyright 2008 Quaglia Institute
HibernationHibernation
DOERS
high
highlow
DREAMERS
CHARACTERISTICS•Do not think about
the future•Have no clear
goals•Put forth little
effort in daily life
CHARACTERISTICS•Do not think about
the future•Have no clear
goals•Put forth little
effort in daily lifeREPORT•Feeling isolated from others•Having little self-esteem•Lack a positive role model•Feeling stuck
REPORT•Feeling isolated from others•Having little self-esteem•Lack a positive role model•Feeling stuck
LABELS•Lazy •Trouble Makers•Drifters•Loners
LABELS•Lazy •Trouble Makers•Drifters•Loners
MOST IN NEED OF…•Being accepted for who they are•Role models; individual support•Being recognized for what they are already good at
MOST IN NEED OF…•Being accepted for who they are•Role models; individual support•Being recognized for what they are already good at
Copyright 2008 Quaglia Institute
PerspirationPerspiration
DOERS
high
highlow
DREAMERS
REPORT•Working
exceptionally hard •Always putting forth
best effort •Lacking direction or
purpose
REPORT•Working
exceptionally hard •Always putting forth
best effort •Lacking direction or
purpose
LABELS• Hard-working• Diligent• Directionless
LABELS• Hard-working• Diligent• Directionless
MOST IN NEED OF…•Someone to look up to•Help with goal setting•Seeing the connection between
current hard work and future success
MOST IN NEED OF…•Someone to look up to•Help with goal setting•Seeing the connection between
current hard work and future success
CHARACTERISTICS• Show up on time• Always at school• Put forth the effort to get ahead• Lack dreams for the future
CHARACTERISTICS• Show up on time• Always at school• Put forth the effort to get ahead• Lack dreams for the future
Copyright 2008 Quaglia Institute
ImaginationImagination
DOERS
high
highlow
DREAMERS
CHARACTERISTICS•Have clear goals for future•Show little effort to reach goals•Tend towards “magical”
thinking…”it will just happen”
CHARACTERISTICS•Have clear goals for future•Show little effort to reach goals•Tend towards “magical”
thinking…”it will just happen”
REPORT•Knowing their future plans•Having positive ideas and attitudes
about the future•Unclear about steps needed to
reach future
REPORT•Knowing their future plans•Having positive ideas and attitudes
about the future•Unclear about steps needed to
reach futureLABELS• Dreamers• Unrealistic• Impractical • Idle and Privileged
LABELS• Dreamers• Unrealistic• Impractical • Idle and Privileged
MOST IN NEED OF…•Finding fun in every day school life•Challenges to their curiosity and creativity•Encouragement to take healthy risks
MOST IN NEED OF…•Finding fun in every day school life•Challenges to their curiosity and creativity•Encouragement to take healthy risks
Copyright 2008 Quaglia Institute
DeterminationDetermination
DOERS
high
highlow
DREAMERS
CHARACTERISTICS•Have a vision for the
future• Inspired in the
present to reach goals
•Accept responsibility for choices and actions
CHARACTERISTICS•Have a vision for the
future• Inspired in the
present to reach goals
•Accept responsibility for choices and actions
REPORT•Clear understanding
of who they want to be
•Feeling a sense of purpose in life
•Knowing what resources they have and lack
REPORT•Clear understanding
of who they want to be
•Feeling a sense of purpose in life
•Knowing what resources they have and lack
LABELS•Go-getters•Confident•On Track•High Flyers
LABELS•Go-getters•Confident•On Track•High Flyers
MOST IN NEED OF…•Ongoing validation•Maintaining balance•Opportunities to be of service
to others
MOST IN NEED OF…•Ongoing validation•Maintaining balance•Opportunities to be of service
to others
Copyright 2008 Quaglia Institute
ImaginationImagination
HibernationHibernation PerspirationPerspiration
DeterminationDetermination
DOERS
high
highlow
DREAMERS
ASPIRATIO
NS
ASPIRATIO
NS
The Aspirations
Profile
Copyright 2008 Quaglia Institute
Dynamic and flexible
Unique to the school
Creates a single school culture
Addresses specific concepts to be establish in your school/classroom
Teachers create and implement the suspended curriculum
Suspended Curriculum
*
Atlantic High School’s suspended curriculum defines the start of the
AERIE and RAPTOR* experience
Ninth grade academy AERIE Atlantic Pupils Rising Into Excellence
Tenth grade academy
RAPTOR Raising Atlantic Pupils To Rigor, Relevance, Relationships, Reflection
It starts with a brainstorming session to identify the need and create a curriculum
Rick Stiggins, http://www.assessmentinst.com/staff_rick.php
Richard Dufour, http://www.teacherleaders.org/misc/dufour_PLCs.pdf
Jeff Howard, http://www.gse.harvard.edu/news/features/howard07012004.html
Too Good For Drugs (Palm Beach County Safe Schools) http://www.modelprograms.samhsa.gov/pdfs/Details/TooGood.pdf
Resources used by Atlantic High School included:
Suspended Curriculum
Atlantic Community High School Delray Beach Florida
Suspended Curriculum Topics
Credits / GPA Attendance Respect / Responsibility Conflict Mediation Classroom Procedures Acceptable Behavior and Consequences Character Education Dress Code / Personal Hygiene Social skills Social consciousness
Suspended Curriculum Topics
Goal Setting Learning Styles Test Taking Skills Studying for success Learning Strategies Counseling Community awareness Choices career program Where to go for help
Personal Skill Development
Student Engagement
Stretch Learning
Core Learning
Learning Criteria to Support 21st Century Learners™
Revised April 2008
Core Learning
Core Academic LearningWhat is the core learning that you will stand behind for
each and every student in your class?
Data IndicatorCurrent
PerformanceDesired
PerformanceData Needed
Stretch LearningHow do students in your class demonstrate rigorous and
relevant learning beyond minimum requirements? How is each student challenged to achieve and demonstrate mastery?
Data IndicatorCurrent
PerformanceDesired
PerformanceData Needed
Student EngagementHow do you know your students are motivated, committed to learning, have a sense of belonging and accomplishment, and
have supportive relationships? What strategies do you use on a regular basis to engage students with the learning?
Data IndicatorCurrent
PerformanceDesired
PerformanceData Needed
Personal Skill DevelopmentHow can you show that your students have the leadership, social, and personal skills and the positive behaviors and attitudes to add value to our democratic society? What
personal skills are taught and/or reinforced in your classroom?
Data IndicatorCurrent
PerformanceDesired
PerformanceData Needed