What are the questions that your students carry inside of them but rarely ever discuss?
2015 National Teacher of the Year Shanna Peeples wanted to find out. What started as a small idea or strategy to help students build empathy transformed into nearly 15 years of work helping children — and adults — voice the questions they carry inside them. On this episode of Tch Talks, Shanna talks about why it’s important for both students and teachers to “Think Like Socrates,” to allow students to take ownership of their own learning through authentic questions, and to leverage student questions as learning experiences that develop critical thinking.
For Shanna, curiosity is key, and allowing students to own their learning through creating questions is the most fundamental change a teacher can make in their teaching practice. Listen in to find out more.
Ready to teach like Socrates? We’ve got the videos to show you just how to do it!
In its simplest form, a Socratic Seminar is a structured conversation that students facilitate through open-ended questioning, listening carefully to one another, sharing their thoughts, and making meaning together. Traditionally, the seminar focuses on a text or set of texts, but there are many variations. The main idea is that the teacher is off-stage, and it’s the student inquiry that leads the show.
Whether you’re just starting out with these seminars or a full-fledged expert, there’s always something to be learned by watching how others do it. Some of our most popular Teaching Channel videos are of Socratic Seminars for that very reason! Here are four tips you can learn from watching these videos.
When teachers solve problems, they inspire their students to solve problems, too. How can teachers use their best strategies as a launching pad for deeper learning and professional growth? And how can curiosity, co-creation, and collaboration before a lesson idea is formed be a game-changer for classroom practice?
On this episode of Tch Talks, Ashley Lamb-Sinclair, Instructional Specialist and Deeper Learning Coach for Fern Creek High School in Louisville, Kentucky and 2016 Kentucky Teacher of the Year, joins us to talk about her work with School Startup. This pilot program is where three cohorts of Teacher-Founders are engaged in the design process to rethink and redesign deeper learning in their classrooms and professional learning communities.
She also shares her recent adventures as founder and CEO of Curio Learning, an app that helps teachers discover new ideas and curate them in a personalized way. The app also facilitates collaboration with other educators in order for them to grow as professionals and find the ways to best help their students.
Ashley believes that if every teacher woke up to the awesome influence he or she has, there would be a drastic overhaul of the system and that — bottom line — it takes a teacher to transform learning.
What is Critical Creativity?
To Dan Ryder and Amy Burval, critical creativity is “students using creative expression to demonstrate deeper thinking and the nuances of understanding content.” It’s a portmanteau of sorts, which has the potential to turn ideas into action and push your students toward deeper learning and meaningful understanding.
Dan and Amy believe that, “When students make connections, transform knowledge, and articulate the reasons behind their creative choices, learning becomes more sticky, meaningful, and authentic.” Articulation of creative reasoning is key, because as students learn the power of explanation, rationale, and intentionality, they shift from passive pupils along for the ride to active drivers of their own learning. And the best part of this shift is that it occurs in the midst of purposeful play.
On this episode of Tch Talks, Dan Ryder, Education Director of the Success and Innovation Center at Mt. Blue High School in Farmington, Maine, joins us to talk about his and Amy’s new book, Intention: Critical Creativity in the Classroom, and how a little rigorous whimsy can help you transform learning in your classroom right now.
I recently spent some time working with third graders on motion stations.
As I watched them work, I was thinking about the transfer of energy and the unlimited possibilities for helping students understand this concept.
I started seeing energy everywhere I looked: watching a toy car move down a ramp, a pendulum swinging, and even balls bouncing. My brain was focused on moving energy and imagining the possibilities.
I was thinking about energy transfer even as I was helping students to grapple with questions of weight or height and mass, such as, “How does the height of the ramp affect the distance an object will travel?” or “How does the weight of the object affect the distance an object will travel?” The fact that I continued to return to this idea made me realize the importance of engaging our students with this phenomena… but how?
How might we engage students with the transfer of energy in the classroom in a fun and fascinating way right now?
Did you ever wonder who works at Teaching Channel and what we’re up to?
Well, now you can have the chance to meet us and learn more about the supports we provide for educators.
We attend a range of conferences throughout the country and host a few of our own, so check out our schedule! And, if you have questions or want to learn more right now, contact us here.
We were weeks into our new journey of bringing the science fair into the 21st century: Science In The Sky.
Everything is digital so why haven’t science fairs caught up? Well, my students were doing it! A feverish pitch exploded early amongst my scientific teams once scientists from around the world started responding to different blog postings. Elshaddai and his team were working hard collecting data on their hypothesis about whether the moon does or doesn’t affect mood. “I don’t even know where Luxemburg, Munich, Hong Kong… I don’t know where any of these places are!” I overheard him saying to his team. Using social media, I was able to distribute their survey around the world and excitement ensued when data started to pour in because they had no idea that I’d done this.
Teaching tips and instructional strategies flood teacher professional learning sites and blogs, responding to the continuous need to better engage students and improve instruction. There’s no doubt that teachers need many tools to take multiple approaches to get to a particular learning goal. But here’s something surprising: teachers are usually given very little time to dig deep and understand the impact of those strategies they spend so much time planning and implementing.
The core of our work at Mills Teacher Scholars is to focus teachers’ collaborative time on the question, “What is happening for students?” Teacher-led collaborative inquiry is the method that drives this question. While there are several components to inquiry work, perhaps the most overlooked is the effort to make student thinking and learning visible. Being able to “make student thinking visible” sounds easier than it is. Video is a fantastic tool for gathering this process data.