City Educator Magazine

Nashville’s Leading Teacher Lifestyle Magazine

City Educators Inside: Highlights from Teacher Evaluation in Tennessee

10 Tips

For Teaching Math

Questioning MyTipsQuestioning? and ideas for asking higher level questions during instruction.

TABLE OF

City Educators President/Publisher Michael Thompson

Feature Questioning My Questioning?

BY DR. KAREN LEA

Get tips and ideas for asking higher level questions during lesson delivery!

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PAGE 12

Fall 2012

4 Technology

8 City Educators Recognition

Self-Regulation: Climbing the mountain to successful online learning

14 Metro schools are named among the state’s best.

6 Teacher Evaluation

Metro schools awarded $3.4 million grant

Highlights from a Report on Year 1 Implementation

7 Tips for Teaching Math Ten tips for teaching math in a comprehensible way.

9 GEAR Up Grant 10 Education News

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What’s happening around TN?

12 Questioning Tips and Tech.

8 High-Achieving Principals How to question in instruction Discover which principals 14 City Educators Fashion are leading a new network.

Introducing Sisters of Nature

CITY EDUCATORS is published quarterly (fall, winter, spring, and summer) by Michael David Media,

Michael Thompson, Owner. Post Office Box 2513, Brentwood, Tennessee 37024, (615) 832-5388.

DISTRIBUTION: Free subscription to qualified recipients. See Website for additional distribution information.All rights are strictly reserved, and reproduction in whole or in part is expressly prohibited without prior written permission from the publisher. CITY EDUCATORS is funded privately and is not affiliated with--nor does it necessarily reflect the opinions of--the local school district, education associations, its advertisers, or any other entity. CITY EDUCATORS is printed in the USA. Web address: http://www.michaeldavidmedia.com. Copyright © 2012 Michael David Media.

Vice President Deborah Thompson Editorial Contributors Dr. Penney Carden Bon Crowder Dr. Karen Lea Dr. Gayla Lloyd Kim Parker Michael Thompson Advertising Sales Michael Thompson Published by Michael David Media P.O. Box 2513 | Brentwood, TN 37024 Tel. (615) 832-5388 | Fax (615) 832-1040 www.cityeducators.com info@cityeducators.com

CITY EDUCATORS MAGAZINE

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City Educators

Technology

Self-Regulation: Climbing the Mountain to Successful

Online Learning

BY DR. GAYLA LLOYD

It was a misty, foggy Monday morning. Shayla awakened distraught.

She had received another unsatisfactory grade on her recent paper and requested to talk to her professor about it. Her graduation day was nearing and she wanted to succeed with honors. Although Shayla could not meet with her online professor, she decided to call her for suggestions on improvement. Her professor informed her that she needed to examine her own views on learning and devise a plan for her success. She informed Shayla that she needed to become a self-regulated learner. She stressed that she was there to support her, but it was up to her to devise a plan that she could abide by for the learning in this class. Shayla hung up the phone feeling a little better. She pondered the thought “selfregulated learner” and decided that she would contact her aunt who was an online professor for additional help.

Are you a self-regulated learner? I have been teaching in the online environment for many years and have realized that my most successful students have been those that have displayed the character traits of a self-regulated learner as depicted by Zimmerman (2004).

This gentleman is a major guru, and defines selfregulation as “self-generated thoughts, feelings, and actions that are planned and cyclically adapted to the attainment of personal goals” (p. 14). His research depicts that self-regulation is one of the best predictors of academic success in educational environments. He has conducted research in the field of education for online and traditional settings.

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So how does one know if they have the potential to be successful in the online environment?

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he answer can be found by examining these traits and utilizing them as we look for strategies to help one succeed in the online classroom environment. I had the privilege of watching a mountain climber on television last night. He successfully climbed to the top to reach his peak of success. Just as that mountain climber, I want to offer some strategies that will help you to reach your peak of success in the online environment.

The first step in obtaining success is Aim and Accessibility.

You mut be comfortable with the basic technological skills required to work within the online classroom, including email, email attachments, discussion threads, chat rooms and digital submissions. In addition, you must be efficient in your use of the Internet for research and for locating online resources. You must be proficient in the use of programs such as Windows and Microsoft Word in order to successfully complete your assignments. Many schools utilize such webbased programs as Blackboard or E-college. Hilbelink (2010) conveys that it is imperative that you practice navigating your way around the course so that you are able to retrieve all of the valuable information provided. Many times it can be helpful to print out everything so that you have a “hard” copy to assist you as well. During my own journey as an online student, I spent at least two days prior to each course navigating and searching the course room for valuable information.

Remember that your teacher will serve as a “guide on the side

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instead of a sage on the stage.” Therefore, it will be your responsibility to search for all requirements before they are due. If you have mastered this strategy you are ready for the next step as we climb the mountain.

You must examine your time management skills.

Zimmerman (2000) suggests that self regulated learners mindfully use metacognitive strategies such as planning and time management to control their own progress towards their educational goals. This study time can be from 6 to 10 hours a day. You may ask, why would I need this much time? You must consider that you will need to plan for time to read, complete assignments and post dialogue to other classmates. That's why developing a plan in advance will help you tremendously. Time management was so important at Capella that during a residency, it was suggested that we get a Capella cap and inform our family that when we are wearing this hat, we are in school and can not be disturbed. I was fortunate in this area. I am somewhat nocturnal. In essence, I function better at night when the family is asleep and the house is quiet.

Therefore, I utilized time after I put my children to bed as my designated time to study.

This worked for me. It doesn't work for everyone. That's why it is imperative that you develop your own best teaching and learning time. Remember, you are the mountain climber of your own online success. You must navigate it to suit your needs.

access class material, (c) searching for journal articles using the Internet, online databases, and the institution's libraries, (d) submitting assignments online, and (e) participating in weekly asynchronous threaded discussions. All types of interaction are vital to online environments because if one type is missing, or it is not well thought and planned, then online courses might not be as effective.

This brings to mind the fact that we must be courteous toward others in the online environment. We need to remember that we are dealing with “real” people online. Therefore being polite, courteous and respectful is mandatory for a productive and supportive online environment. It is essential that one reads information pertaining to proper “netiquiette” (proper online etiquette for being polite and courteous) rules.

Most courses will provide you with this information. Here is a link that will provide you with additional infor mation on “Netiquitte” rules: www.albion.com/netiquette/.

Remember that your teacher will serve as a “guide on the side instead of a sage on the stage.”

At last, we can see the peak of our success. It is within reach. Now we must examine the most important components of online student success. I call these the 3C's; that is, we must possess effective communication skills, consistency in presenting our work and competence in our writing. Communication is essential when dialoguing with your instructor and peers, as well as your family members. Consistency involves utilizing these strategies to present high quality work every time and for every course that you take. Students enrolled in online courses are required to use technology for the daily procedures of the course.

Such procedures often require students to communicate. Yukselturk and Bulut (2007) share that these methods include; (a) interacting with peers and instructors through e-mail, (b) using a web browser to

It is important to understand that online courses rely more heavily on written text (delivered either via the computer or traditional paper documents) than in a faceto-face learning experience.

Therefore, written competency is essential.

Yukselturk and Bulut (2007) articulate that if students lack effective reading comprehension strategies, they are likely to struggle more in an online class than they might in a traditional classroom. The presentation of instructional materials relies on written texts, and so do many of the interactions which are based primarily on threaded discussions. Since there are limited verbal exchanges, an instructor's assessment of student learning is limited to the written documents (papers, tests, discussions, etc) produced by the student. As such, a student who is an effective writer and a clear written communicator is better able to demonstrate his/her knowledge than a less gifted writer. Along with writing skills is the ability to clearly communicate questions and concerns.

All of these components are essential if we are going to reach the peak of success in the online learning environment. What happened to Shayla?

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She finally realized that she had to build her selfregulated traits so that she could obtain ultimate success in the online learning environment. She did and became a major mountain climber and guide for the success of others. What joy she felt on graduation day.

I must ask again, are you a self-regulated learner? If not, please take the time to build these qualities in order to be successful in the online environment and ultimately as a life-long learner.

“Education is the most powerful weapon which you can use to change the world.”

--Nelson Mandela References Yukselturk, E. & Bulut, S. (2007). Predictors for Student Success in an Online Course. Educational Technology & Society, 10 (2), 71-83.

Zimmerman, B. J. (2004). Dimensions of academic self-regulation. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational appli-

cations (pp. 3-21). Hillsdale, NJ: Lawrence Erlbaum Zimmerman, B. J. (2000). Attaining self-regulation: A social-cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.

Dr. Gayla Lloyd, an educator of 22 years, is a native of Nashville, Tn. She is a first grade teacher in a rural school in Georgia. She is also an online professor for University of Phoenix, Walden University Ashford University, and Middle Georgia College.

She received her doctorate from Capella University in 2006.

Highlights from

Teacher Evaluation in Tennessee: A Report on Year 1 Implementation

Implementing a new system

Factoring in feedback

£ Tennessee first adopted a new teacher evaluation system as part of

£ Department officials recognized the new evaluation system

its 2010 First to the Top Act. The statewide Tennessee Educator Acceleration Model, or TEAM, and three alternative models were fully implemented across the state in the 2011-12 school year. the first comprehensive, student outcomes-based methods of teacher evaluation in the country.

represented a dramatic culture shift for educators and made deliberate efforts to solicit feedback from teachers and administrators. The department held presentations in front of more than 7,500 teachers across the state and met with all of the state's 136 superintendents. Tennessee Education Commissioner Kevin Huffman made personal visits to more than 100 school districts since the evaluation plan was adopted.

£ Under the new system, every teacher is evaluated every year, and

£ Department staff members responded to more than 7,500

student results--a combination of student growth measures and student achievement measures--comprise half of their evaluation. Observations and qualitative measures make up the other half.

emails received through the teacher evaluation electronic help desk, answering questions and responding to concerns over the new model.

£ The new evaluation system gained national attention as one of

£ Two surveys of teachers--one from the nonprofit State £ Tennessee was a pioneer in measuring “teacher effect” when it

began the Tennessee Value-Added Assessment System in 1992, and now this statistical measure of a teacher's impact on student growth, referred to as a value-added score, serves as a central element of the new evaluation system. Value-added scores make up 35 percent of each evaluation. £ Following the first year of implementation, Tennessee saw its

largest-ever aggregate gains on statewide standardized tests.

Student scores increased across grade levels and subjects, with significant growth in math and science.

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Collaborative on Reforming Education and one from the Tennessee Consortium on Research, Evaluation & Development --each heard responses on teacher evaluations from about 17,000 educators, both teachers and administrators. £ An in-depth report and analysis by SCORE based on nine

public roundtables throughout the state, its online questionnaire/survey, and numerous interviews offered an outside review on the TEAM system.

www.cityeducators.com

10 Tips for Teaching Math

BY BON CROWDER

Are you struggling to get through to your math students? Are they just not getting it? Glazing over? Fear not, the posse has arrived!

I taught math in a college classroom for 15 years. Before that I was asked, paid, coerced and forced (yes, forced) to tutor friends and relatives. Over those years I've put together my top 10 list of ways of tutoring and teaching math.

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1. Discourage negative remarks.

Acknowledge their frustration, anger and hate of math. Do this at the beginning of the class or as quickly as you can. Let everyone tell you face-toface or on paper what their past math history is. Let them explain why they hate math and where their frustrations are.

Validate their anger and fears. If there was a mean instructor in the past, help them understand that that person is no longer with them. And that it's okay to still be angry with him or her.

Then, encourage them to use this. “You dislike math, I appreciate that. I see where it's coming from.” Tell them that instead of using negative remarks toward math, from this point forward, they can direct their frustration at the event or person in the past.

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anyway. Pause to let everyone else observe it. Usually someone else express doubt. Watch the faces of the students carefully.

You'll see the face of the student that doesn't like that wrong answer. Ask him or her to explain.

3. Use good board etiquette and handwriting.

Know your student body. If they are a different nationality or culture, make a point to learn how they traditionally write numbers and symbols. In the US the division symbol is written with two dots with a horizontal bar between them. In some countries the division symbol lacks the bar. If you traditionally cross your z's or your 7's, explain this on the outset, and frequently through the class. When you write on the board, mentally divided into segments about 2 to 2 1/2 feet wide. Stay within those divisions. If you have to do a sidebar, segment that portion of the board with squiggly lines.

The image above is of a simulated white-board with a good use of space and squiggly lines.

4. Use colors.

4 2 Instead of saying, “I hate math. I'm just not good at it.” They will now say, “I am really frustrated that Mrs. Wilson in the fifth grade was so mean to me. I'm going to overcome that.

Mrs. Wilson, I'm done with you!”

2. Let the student body coach you through the problems.

After you've explained a method, do one example yourself. Do at least two more examples and allow the student body to talk you through them. Collectively they should be able to get it right. If they make an incorrect decision, write it on the board

This is so much easier with whiteboards than it was with chalkboards.

Choose your colors carefully so that they can be seen and differentiated from the back of the room. Use colors to illustrate the thinking process.

Show your own work extensively this way.

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City Educators

Recognition

14 Metro Schools Named Among the State’s Best TNDOE releases 2011-12 Reward Schools Nashville has new reason to celebrate! The Tennessee Department of Education released its inaugural list of Reward Schools and 14 of the state’s top performing schools are right here in Davidson County.

“This is a great accomplishment for our schools,” said Director of Schools Dr. Jesse Register, “and we are so proud of them.

The innovative teaching, the dedication, and the true sense of community that we are seeing throughout Metro Schools is exciting. We still have work to do, but we are on the right path.”

This first announcement of Reward Schools includes 166 schools across the state. Five percent of schools on the list were recognized for success rate in 3-8 math, 3-8 reading/language arts, 3-8 science, Algebra I, English I, English II, Biology I, and graduation rate. The other five percent of schools made the list based on high TVAAS scores (value-added).

Governor Bill Haslam and Education Commissioner Kevin Huffman celebrated the Reward Schools with a livestreamed

announcement at the end of August.

Schools across the state were invited to join the stream and hear words of cong ratulations from the Governor, First Lady Crissy Haslam and Commissioner Huffman.

14 of the state’s top performing schools are right here in Davidson County: Bellshire Elementary Hattie Cotton Elementary Dupont Elementary Glendale Spanish Immersion Head Middle Hume-Fogg Magnet High Lockeland Elementary Martin Luther King Jr Magnet McGavock Elementary Meigs Middle Magnet Nashville School of the Arts New Vision Academy Percy Priest Elementary Rose Park Math & Science Middle Magnet

Tennessee unveiled its new accountability system in early 2012 under a U. S. Department of Education waiver from the No Child Left Behind guidelines. The new system emphasizes increases in student achievement among all student groups as well as closing any achievement gaps in student groups. Metro Schools earned intermediate status for the district as a whole, meeting seven of nine benchmarks and showing increases in student achievement.

High-Achieving Principals to Accelerate Student Achievement Metro Network Lead Principals will work with colleagues to improve schools On the heels of strong TCAP and End of Course student scores and “intermediate” status for the district, Metro Nashville Public Schools has named seven principals to lead a project to accelerate student achievement growth at participating schools.

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he seven principals selected will continue to serve as principals of their zoned schools and will take on additional duties as Metro Network Lead principals. The networks will decentralize leadership, empower principals and create an enduring culture of high student achievement.

Dr. Dottie Critchlow, principal of Hickman Elementary; Dr. Dorothy Gunn, Margaret Allen Middle School; Jud Haynie, Wright Middle School; Dr. Christopher Marczak, Bellshire Elementary; Dr. Sarah Moore, Goodlettsville Middle; Dr. Debra Smith, Jones Paideia Elementary; and Robbin Wall, McGavock High School.

“We are making progress as a district, but we will not be satisfied until all students achieve at their full potential,” said Jesse Register, director of schools. “We identified the schools where student achievement and growth for the past two years has been strongest and invited those principals to apply for Metro Network Lead (MNL) status. Now, they will build district-wide networks so all schools can learn from the best.”

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MNLs are skilled in external reviews and instructional rounds, coaching, data-driven decision making and leadership development.

Metro Schools is inviting district-run and charter schools to participate in these networks and expects 30-35 schools to join. Principals in participating schools will have increased autonomy for human resources, curriculum development, community and parent engagement, and development and implementation of their school improvement plans. MNLs will be held accountable for outcomes in their school and their networks: every participating school is expected to improve.

The district's work with the Tribal Group inspired this design as a means to accelerate school improvement and to offer strong principals career growth while remaining in their schools. MNLs will not evaluate the principals in their networks and will not receive additional pay. Evaluation data on 70 mentoring schools in a U.K. school improvement program show these schools improved at 2.5 times the national rate.

MNLs will form a principal steering group to work with the district to support leadership development in schools, inform resource allocation decisions, develop common expectations and measures of success, and support distributed leadership for autonomy and accountability.

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Thousands of students in Metro Nashville Public Schools are getting a major boost toward higher education. The students will benefit from a $3.4 million Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) grant.

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his seven-year funding will expose students to postsecondary prog rams and opportunities, and prepare them for successful postsecondarycareers.

“We want every student to not only be aware of postsecondary opportunities, but to also have access to them and be prepared for them,” said Associate Superintendent of High Schools Jay Steele. “It is crucial that we begin promoting a college-going atmosphere early in students' educational careers and equip them with the knowledge and skills they need to succeed. The awarding of this grant is a strong vote of confidence from our state leaders and shows that we are on the right track in helping our students and families prepare for college.”

The GEAR UP grant focuses on serving low-income middle and high school students who are in the first generation in their families to attend college. Direct services will be provided to a cohort of approximately 2,000 students, the Class of 2018, at Apollo, John F. Kennedy, Margaret Allen, Cameron, Wright, Jere Baxter, Gra-Mar, McKissack, John Early Museum Magnet, Bailey STEM Magnet, Issac Litton, Brick Church, and Joelton middle schools. Current seventh graders at these schools will benefit from additional resources and services now through their first year of postsecondary education. The grant will also provide services to Class of 2013 students at Antioch, Glencliff, Maplewood, Pearl-Cohn Entertainment Magnet, Stratford STEM Magnet, and Whites Creek high schools.

“This grant from THEC will help Metro Schools ensure our students not only go to college, but also to

thrive once there,” said Director of School Counseling Dr. Nicole Cobb. “No matter what their income levels, students can achieve when given the opportunity, and opportunity is what this GEAR UP grant isallabout.”

Metro Nashville GEAR UP schools will participate in a variety of research-based services and activities including: = Professional development for educators that helps

strengthen teacher effectiveness and student participation and achievement; = Curriculum development and evaluation to align class

work with Common Core and college readiness standards; = Standardized test preparation; = Free ACT assessments to every 11th grade student; = Academy of Nashville showcases; = Intersession and summer camps in science, math,

technology and engineering on college campuses; = College and career curriculum for seventh- through

twelfth-grade students; = Community outreach and communication services

that reinforce college-bound messages; and = Parent leadership academies that empower parents to

become education advocates for their community.

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Education News in Tennessee

BY MICHAEL THOMPSON

for kindergarten through eighth grade were on display for public review at sites across the state.

Photo provided by Metro Nashville Public Schools

As a part of Tennessee's transition to the Common Core State Standards, the new books better align with focus standards in reading and language arts for each grade level.

According to Common Core guidelines, the materials include literary and informational content designed to allow students to go in-depth into each text by re-reading, discussing and writing about what they've read.

Tennessee’s First Lady Visits Inglewood Elementary School During Jumpstart’s Read for the Record.

Jumpstart’s premiere national campaign Read for the Record, presented in partnership with the Pearson Foundation, is one day of the year when millions of individuals come together to celebrate literacy and support Jumpstart in its efforts to promote early childhood education. On October 4th, people across the country were encouraged to read the children’s book Ladybug Girl and the Bug Squad, by David Soman and Jacky Davis, in support of Jumpstart’s mission to work towards the day that every child in America enters school prepared to succeed. Tennessee’s First Lady Crissy Haslam joined Inglewood Elementary School for Read for the Record.

New Common CoreFocused Reading Textbooks The Tennessee Department of Education's proposed reading textbooks

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The department invites feedback from citizens before the books are ultimately reviewed by a textbook committee and voted on by the State Board of Education later this fall. If adopted, students could begin usingthenewbooksin 2013-14.

Morgan Branch, director of textbook services, encouraged parents, family members, educators and the general public to visit the textbook sites and to participate in the review process.

“It is very important for the public to have access to the textbooks under consideration," Branch said. “Our goal is to provide a wide variety of materials that enrich and support the curriculum and to address the varied interests, abilities and learning styles of students.”

The proposed Common Core-aligned textbooks were on display in 10 sites.

Citizens were able to provide input and give feedback.

A state review committee of public school teachers will assist the Tennessee Textbook Commission members

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with their evaluation of the textbooks. The committee will hold a workshop for textbook publishers to respond to the reviews of their books and answer questions. In October, textbook commission members will vote on the new editions to recommend to the state board for the 2013 official list of textbooks.

Board members will decide whether to add the books to its list, and local school systems can then adopt textbooks from the list for a six-year period.

Citizens with questions about the process may also call Morgan Branch at (615) 253-3160. More information about Common Core and the selection of Common Core-focused reading textbooks can be found at TNcore.org.

Improvements to the Statewide Teacher Evaluation System Earlier this summer, the Tennessee Department of Education released a report to the General Assembly recommending revisions to the state's teacher evaluation system as a part of its process of continuous improvement.

The department found that many districts noticed increased quality of instruction in their schools with the implementation of the new system, which was launched in the 2011-12 school year as one of the nation's first comprehensive, student outcomes-based methods of teacher evaluation in the country. Following the first year of evaluation implementation, Tennessee saw the largest-ever aggregate gains on statewide tests, as students scored higher across grade levels and subjects.

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“Developing an effective model for evaluating educators is part of our system-wide efforts to develop better conditions for teaching and learning in Tennessee,” said Education Commissioner Kevin Huffman. “We are encouraged by the results we've seen so far, and the department will continue to use feedback from s t a ke h o l d e r s a n d m e a s u r a b l e outcomes in classrooms to improve evaluations year after year.”

The report's recommendations were designed to make the evaluation process more efficient; ensure the fair implementation of evaluations across districts; channel constr uctive feedback to struggling teachers and modify quantitative measures for some teachers to better gauge their impact in the classroom. The depar tment has recommended incorporating individual value-added measures for teachers in more subject areas and reducing the use of schoolwide value-added scores for teachers in non-tested grades and subjects.

The department's recommendations follow a year of soliciting feedback from educators across the state.

Officials had conversations with more than 7,500 teachers, held meetings with directors of schools from every district and visited more than 100 districts in person. Through a s u r v e y b y t h e Te n n e s s e e Consortium on Research, Evaluation and Development, the department also reviewed responses from 17,000 teachers and administrators.

Tennessee's evaluation model has garnered the support of community members, who share the department's desire to maintain quality instruction in Tennessee schools. “Tennessee has made such important strides this year with its new teacher evaluation system,

and as a community, we must continue to stay the course with these reforms,” said Ellen Register, Executive Director o f t h e Te n n e s s e e B u s i n e s s Roundtable. “Ensuring the quality and effectiveness of Tennessee's teachers benefits our students, employers and the entire state.”

Elements of the revisions required approval from the General Assembly and the State Board of Education, which met July 27. The full report can be found on the department website.

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Questioning My Questioning

BY KAREN LEA, PH.D.

Have you looked at the Tennessee Teacher Evaluation Rubric? If not, this is a good time. One of the sections is evaluating your ability to question effectively. We need to plan for questioning! We are writing lessons, working on IEP's, ‌. How do we add planning for questioning? It is actually easier than we might think, and the benefits outweigh the time it will take. Where do we start?

Start with Bloom's Taxonomy.

Wait time: Oh, how difficult it is to wait. There is so much to teach and if there is silence, we are afraid of what noise or statement will fill that silence. Yet, we must provide wait time. Many students just need a few seconds to think through the question.

So, how do we provide adequate wait time? This is selfdiscipline on our part. We need to find a way to count 3 – 5 seconds to ourselves after asking a question before expecting an answer, before calling on a student, or before providing further assistance to answer the question. In the beginning, think about having a student timer. That student can time your wait time after asking a question.

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Calling on students: Do you have a group of students where only a few answer questions? We need to find ways to call on students that are safe. Consider telling students they are allowed to volunteer an answer or thought twice each class period or each hour. This will allow other students to volunteer. If we are going to call on students, think about giving advance notice. Let them know that when you are near their desks, you will be calling on one of them. This makes being called on a little less scary since you have given them some advance notice.

se Bloom's Taxonomy in your lessons. Post Bloom's Taxonomy on your wall, with verbs. As you ask a question, either point to the level, or put a sticker on the level.

This will show students you are asking questions at different levels, and will help you consistently ask questions at different levels.

Active responses: Are there students who can come to class and never say a word? How do we know they are listening and learning? Active responses are not a free for all where students yell out answers. This means we need to put signals in our plans so we remember to ask for student responses. Try some of these strategies:

Make it safe to give an answer and rethink the answer.

Whole-class signaling: Create signals for yes/no or true/false and the whole class can give these signals for certain questions. A caution, please be sure you are not using gang signals. Your resource officer can assist you with that. Try sign language instead of creating our own signals. We are giving students a skill, teaching them to think by using sign language, and adding some novelty to our classes.

Written responses: A favorite strategy is using small white boards. If you do not want to invest in those, consider using white floor tiles and dry erase markers. The tiles work just as well. Every once in awhile, have students write answers on the white boards and hold up their answers. You can even give students an opportunity to look at other answers and change an answer if they can give a reason. That takes away some of the pressure and emotional reaction of being wrong. Make it safe to give an answer and rethink the answer.

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Students generate questions: This is the icing on the cake with questioning. Give students assignments to ask questions. You can accomplish this by giving students a 3X5 card at the end of class and have them write one question they still have about the lesson material. Then address these questions the next class. This will take practice since not all students are used to the opportunity and freedom to ask questions.

October and November is our challenge with questioning. Let the students, your peers, and your administration know this is your focus for October and November. Ask for their feedback and input. Start by questioning our own questioning, so when others question our questioning, they find we are effective teachers.

Karen Lea, Ph.D., is a Professor in the School of Education at Trevecca Nazarene University.

www.cityeducators.com

Questioning with Technology There’s an App for that!

BY PENNEY CARDEN, ED.D

The “Questioning my Questioning” article makes reference to using Bloom's Taxonomy for creating questions. Bloom's Taxonomy is nothing new for teachers, but adding technology to it may be new for you. Here are some practical ideas for using technology to carry individual questioning to a whole new level.

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tick Pick is an electronic version of the age old method of writing students' names on a wooden stick to draw out at a specific time to ensure randomization when calling on students. This app goes far beyond randomizing names. When teachers enter student names, they may choose to identify individual needs of the student based on cognitive or linguistic requirements. This electronic version not only allows the teacher to select the initial level of questioning, but it also has the capability to change the degree of difficulty per student as time progresses. Teachers may use the app to track correct/incorrect answers as well as rate responses according to the cognitive level of Bloom's Taxonomy. In addition, the app provides a variety of question starters for Bloom's, Bloom's Revised, or ESL. When class information is entered and ready to use, the teacher simply taps, swipes, or shakes the device to choose a student. The app costs $2.99 and is available for iPhone, iPod, or iPad. Read more about it at: http://itunes.apple.com/us/app/sti ck-pick/id436682059?mt=8 Don't have an iPad? No worries! Once again, K athy Schrock has done your homework for you.

Visit: http://www.schrockguide.net /bloomin-apps.html to find useful tools for your own classroom. Although the website is titled “Bloomin' Apps”, there are suggestions for more than iPads here. You will find charts for iPad, Web 2.0, Google, and Android appli-

cations which are nicely aligned to the revised Bloom's pyramid. Simply choose the level, select an application that matches it and a hot link will take you to the site where it may be found.

If you are interested in learning more about integrating technology with lessons based on Bloom's Taxonomy, you may want to investigate the Wiki entitled Educational Origami found at: http://edorigami.wikispaces.com/ . This site gives you access to resources, research, and a blog dedicated to technology in the classroom. The menu on the left lists each level of Bloom's and hosts a link which will take you to downloadable files and other resources. Most information is available to anyone, but a member login is necessary to participate in the discussions.

Finally, student response systems (sometimes called clickers) are excellent tools for keeping students engaged. They can be used for discussion starters, for gaining students' perspective on different topics, and for assessing the confidence level of answers given by the students. More and more often, they are being used for both formative and summative assessments.

Some teachers feel that the questions used in this manner cater only to low level thinking, but there are ways to make certain this does not happen. The Information Technology Service department at Iowa State University has created a website with tips on how to design upper level questions for use with a student response system. Access these at: http://its.uiowa.edu/support/srs/pedagogy/effective_questi ons.shtml#clickerTaxonomy.

Set aside an hour to investigate these sites when preparing for your classes. Make it your goal during October and November to not only increase the use of upper level Bloom's in your questioning, but to do so with technology!

Penney Carden, Ed.D., is an Associate Professor in the School of Education at Trevecca Nazarene University.

Make it your goal during October and November to not only increase the use of upper level Bloom's in your questioning, but to do so with technology!

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City Educators

Fashion

Sisters of Nature

BY KIM PARKER placing little reminders of nature in my pieces. We are like sisters with her since we were created by the same father.

Hi there! I'm the designer and creator behind Sisters of Nature. Sisters of Nature is a handmade label nestled in the rolling green hills of Nashville, Tennessee.

It features clothing, accessories, stationery, home dĂŠcor, and things for weddings. I would call my aesthetic woodland nostalgia for a modern woman. I find a lot of my inspiration from vintage pieces, nature, and lovely patterns.

I also enjoy how the things man creates are usually symmetrical, patterned, and geometric. The vintage look seems to be the quintessential representation of this structured look I often associate with man-made things. I enjoy using vintage fabrics, brooches, handles or anything vintage looking I can get my hands on. Then, of course, I cannot forget my love affair with color and pattern. So, you will often find delightful splashes of these in my work.

You will see my work is often a melding of vintage, natural, and modern elements. I think the relationship between them is quite beautiful as they both contrast and complement each other. I enjoy how the things God has created are often organic, asymmetrical, and free-flowing. Nature reminds me of where we've come from and who made us.

Whether it's using a color scheme I saw in a bouquet of wild flowers or using a designer fabric with a bird motif, I love

You can also enjoy your Sisters of Nature product guiltfree knowing that it was handmade, sweat shop free, and I did my part to be environmentally responsible while creating your product.

Know that each piece is entirely unique! That's what makes handmade so heartfelt and special.

You can check out all my handmade goods at: www.sistersofnature.etsy.com Enjoy!

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Also use colors to differentiate numbers or variables that might get confused:

If you need to show –the set containing the empty set, grab your water cup and coffee mug. Are your students having problems remembering the "everything is over 1" rule for changing whole numbers to fractions?

Have them put a Post-it with a 1 on it on the bottom of their shoe for the day.

Everything is a math prop. Manipulatives aren't just those brightly colored things in the teacher supply store (or online). If it exists, use it!

The image above has two threes, both that end up being positive. With the use of color, the students will be able to see the difference in them.

6. Create a safe and interactive environment.

5 6 5. Use magnets, stickie notes, coffee mugs and Ziploc bags.

While you're teaching, use any props that you can get your hands on. You don't have to think of them before the class, either. Improvise if the mood hits you!

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Don't call on students. This is counter to everything that we are taught in education classes.

But math students need to feel safe and comfortable. If you start calling on people they will get nervous that you will pick

www.cityeducators.com

9 7 10 8 on them at that exact moment when they don't understand.

Instead, use silence. When working a problem (the second example after you've explained a method) ask the question, “What do I do next?” And wait. It's your classroom. It can be dead silent for 10 minutes if you want. Eventually someone will volunteer a response.

The person least likely to be intimidated will be the first to respond. You have established the fact that you're not going to call anyone out and expose them. The comfort level will immediately rise. Your classroom will quickly grow to an interactive environment because it was first established as a safe environment.

7. Validate everything a student says.

If they answer incorrectly, respond with, “That's curious, can you help me understand where you arrived at that answer?” When you see how they got the answer, say, “Oh, I see now. That's a good way to think of it. It's actually not correct !smile" but I'm liking the way you think.”

Validated incorrect responses from the students do three things: 1. Show that you're not going to laugh at students or chastise them for working through a discovery process.

2. Build the respect that the students have for you.

3. Help you know how your students are thinking, so you can adjust your teaching accordingly.

9. Watch for hidden questions.

Watch their faces during the lecture to see if they understand. When they have the wrinkled forehead of confusion, ask about it. “What's up with the wrinkled forehead?

Did I lose you somewhere along the way?” Let them tell you what they believe is their confusion. Give a brief explanation to clear it up and look back at their face. Help them drill down into what their actual confusion is.

Be calm in this process for you might discover hidden treasure. The best hidden question I ever got was through a long drill down process like this. The student couldn't understand why I would sometimes start on one side of an equation and on other times start on the other side. She was not seeing what was obvious to me.

10. Be crazy excited.

You might as well tell people that you're an undertaker's 2nd assistant embalmer's wife before you tell someone you're a math teacher at a party. But while you're in the classroom, it's the best thing ever. Promise students that quoting the quadratic formula is the easiest way to get phone numbers at a dance. Stand at the board and be excited that your son's turning pi years old. Claim you'll bake him a cake at his 3 year and 51 day pi-day celebration.

8. Make mistakes.

In teaching math, this is likely to happen. And it happens to some of us more than others. If you tend to be perfect, stop. Loosen up, make some mistakes so that the students can catch you. It boosts theirconfidence.Help thestudentsto understand thatno oneisperfectin math.Thedifferencebetween a math teacherand a math studentisa math teacherisconfidentin hisorhermistakes.

The students will make many mistakes. If they don't have your example of messing up to relate to, they will become frustrated.

Demonstrate what you do when you find an error, and how calm youare.Makea plan to do thisatleastonceduringeveryclass.

Don't plan your errors ahead of time, they will know. Instead, create examples on the fly. Or pull random problems from the harder section of the problem sets.

Messup honestly.

Be as mathy, geeky and all-round goofy about math as you can. The students will roll their eyes and laugh at you, but the feeling is contagious. After a while, they'll be thinking it too!

Conclusion

Teaching math isn't glamorous. It isn't nice and gentle. But using the tips above will make teaching math rewarding and even pleasurable!

This article is published with permission and is also found online at Math Is Not a Four Letter Word, www.MathFour.com. The author, Bon Crowder, has coached over 15,000 adults in living rooms, classrooms and conferences. She has appeared on eHow.com, Great Day Houston, CreateChatter.tv, The Daily National, and has hosted numerous webinars and emceed large conferences. She is a writer for The Homeschool Post and various other websites. She is the author of the Mom & Me Math series, Guided Creativity for the Busy Thinker, and teaches Family Numeracy classes.

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