Trench Warfare

A colleague of mine had a meeting during his first period class – on trench warfare day!  Knowing that this was one of my favorite lessons to teach (I know all the lessons were my favorite, but this one was especially great).  I hesitated a brief moment to take up the offer to teach a period, because I knew how much it would make me miss the classroom.  However, I had to jump on the opportunity – it was trench warfare after all.

The premise of the experiential lesson from History Alive (http://www.teachtci.com/) is that students, while sitting in “trenches,” experience what life was like for a private fighting in the trenches during World War I.  While students listen to excerpts read from All Quiet on the Western Front, they are shown images of the various scenes on a projector.  Throughout the activity, students respond to journal prompts provided by the teacher.  After the emotionally charged lesson, class concludes with a paper fight. 

Immediately prior to the infamous paper fight, I share the story of my great-grandfather, Frank Gaffney, a Congressional Medal of Honor award recipient.  The text of his citation is available at: http://militarytimes.com/citations-medals-awards/recipient.php?recipientid=916

Other sites about Frank Gaffney:

1.     http://en.wikipedia.org/wiki/Frank_Gaffney_%28Medal_of_Honor%29

2.     http://www.iantn.com/frank_gaffney.htm

3.     http://www.findagrave.com/cgi-bin/fg.cgi?page=gr&GRid=7862335

4.     http://www.homeofheroes.com/photos/6_ww1/gaffney_frank.html

5.     http://www.homeofheroes.com/photos/6_ww1/gaffney_frank_newspaper.jpg

6.     http://www.niagara2008.com/history126.html

7.     http://www.americanrifleman.org/articles/us-m1911-medal-of-honor/

The beauty of this lesson does not come from the images and emotions of war; it is the level of student engagement.  They feel fear, exhaustion, and boredom (in a safe environment). They metaphorically taste the hunger of stale bread and rancid canned meat ravaged by fierce rats.  For a brief moment they can imagine what life was like in the trenches of World War I.  They make a connection to a soldier who experienced it firsthand.  Most importantly, they begin to make connections between World War I and current military engagements.

My challenge to you: find or create a lesson that allows students to fully engage and experience a topic.  I promise you they will not forget it!

Czech Wedding March

I was at a beautiful wedding on Saturday.  As the sun was setting on the Central Texas landscape, the wedding party requested the participation of every guest in a Czech wedding march.  Being more of an observer (and mother of a young child), I initially hesitated; however, my love of culture and dance prevailed!  I had so much fun - and speaking for the many other guests, they did too.  While hopping, ‘polka-ing,’ and hand-holding, I wished I had my own video camera to capture the moment from my perspective.

As I reflected on the wonderful moment in time, my thoughts went back to the recent technology conference I attended.  I wanted to use technology to capture a cultural event that needs to be passed down and shared.  I wanted to use technology to enhance an experience – a connection between the present and past – to be cherished or saved for the future.

The question becomes:  are we just using instructional technology to teach our students to be 21^st century learners or are we using technology to make connections between the past, present, and future.  I hope it’s the ladder.

For those of you that are curious about the Czech wedding march, please view the following video:

http://youtu.be/rVvOuOl-jE8

Tech Forum 2012

A day later....

I am still as inspired, encouraged, and motivated as I was while experiencing the conference.  Yesterday exceeded all criteria on my typically self-created critical convention/workshop rubric ( really, I have one.  I value my time and expect to leave a workshop learning knowledge and skills that will assist in making me a better educator).

If you don't use Evernote, I highly encourage you to try it out.  I took notes on my iPad while at the conference - and opened them up this morning on my computer (no importing/exporting needed).  Instead of posting my notes, I pasted them into wordle.net.

Remember:

1. We need to grow in our profession.
2. To grow in our profession, we need to have engaging conversations with colleagues in the field with the knowledge and skills we need or are ready to acquire.  
3. To have these engaging conversations, we need to take the time to attend professional development (on- or off-line).
4. When we are growing professionally, we are also growing personally.

Try something new today!

How to save time in writing a lesson plan?

This week, a colleague asked me how she could save time entering her lesson plan in our system.  Her concern had nothing to do with the time it takes one to properly plan for a class – it was solely about the time it takes to write it up.  I thought about this question for two days and nights (specifically early morning)….

My possible suggestions:

1.     Stop recreating the wheel and search the web.  There are amazing lessons on the web shared by outstanding teachers from around the world.  Even if a lesson isn’t perfect for your intended audience or content, a lesson from the web can be a great starting point.  Furthermore, the system we use for entering lesson plans has a “Search for More Resources Online” button to assist in finding lessons directly tied to a learning standard.

2.     Don’t plan to far in advance, but follow your pacing guide/scope and sequence.  If you write out your detailed lesson plans for the entire year, you may end up spending a lot of extra time editing, erasing, and re-doing to meet the needs of your students.  Plan in smaller increments of time (my recommendation is 1-3 weeks) as long as you are making the appropriate adjustments to stay on track so that your students will be successful on mastering the necessary learning objectives.

3.     Don’t be fearful of skeletons.  Continuing with the suggestion not to plan too far in advance, one may find having skeleton plans helpful (the bare bones).  Write out 3 weeks (give or take) worth of skeleton plans when you have a quiet place and are relaxed.  Then, the week (or weekend) prior put the meat and muscle to the lessons.  By doing this, you can use your time to make a week’s worth of lesson plans meet the specific needs and interests of your students instead of trying to figure it all out at one time.

4.     Share the load.  If you work on a campus with colleagues who are on the same page as you in terms of instructional strategies and methodology and are comfortable collaborating – work together.  However, sometimes we find it is not that easy.  Take the opportunity to join an online forum or listserv.  Collaboration no longer has to happen within the confines of a building.  When you attend content-specific professional development, take an opportunity to network with other teachers from around the region.  Some of the best lessons I have used came from teachers from other school districts.

5.     Rely on a ring of strategies.  I’ve created a generic “ring of instructional strategies” to help teachers (at the two campuses I work with) remember some of the best practice strategies to use.  Create one (or modify the one I gave you) so that you can quickly flip through a plethora of strategies so you don’t find yourself staring at your lesson plan with no idea what you want your students to know or be able to do.  Once you have your “ring of strategies,” flag or highlight the ones you like to use to help keep track of what is a “go-to” strategy and ones you haven’t tried.

6.     A good lesson plan can become an emergency sub plan.  We all know how time consuming it can be to prepare for a sub – especially when it is last minute. 

7.     Appreciate that the time you spend this year, will save you time next year (unless your learning standards or course changes).  I don’t want to sound condescending or trivial in any way; however, if you are lucky enough to teach the same course with the same learning standards next year, you will be able to use your plans again.  So, know that the reward will come next year for the exhausting work you do now.

Here is a list of some websites on the topic:

1.     http://theinnovativeeducator.blogspot.com/2010/12/educators-can-save-time-when-they-stop.html

2.     http://www.teach-nology.com/teachers/lesson_plans/mistakes.html

3.     http://www.teach-nology.com/tutorials/teaching/lesson_plan/

4.     http://www.teacherease.com/TELessonPlan.aspx

Back to School: Do Right!

Last week I was fortunate to have the opportunity to work with amazing teachers new to our district.  Their enthusiasm, vision, and energy inspire me.  New-to-district teacher range from zero to twenty years of experience, but each one brings a wealth of ideas to the table -- some have new ideas fresh out of their college or student teaching experiences, while others have ideas that they have wanted to try, but needed a school open to the suggestion.

My favorite story from last week was a new-to-district teacher with a few years experience sharing his classroom management style.  He shared his inspiration from Lou Holtz and how it related to something he read by Zig Ziglar.  The teacher borrowed the term, "Do Right."  He said if you "do right," all other things fall into place.  I agree.

Further borrowing the theme, I challenge all teachers to "do right."  And, if you are in question of what is right, talk with someone - a colleague, administration, me....