Ebola? Ferguson? Immigration? Too Hot to Handle or Great Learning Opportunities?

In light of recent events there seems to be no better time to teach children how to practice civil discourse and listen to and understand other perspectives.   However, it is often easy/wiser (and in fact sometimes even mandated) to avoid polarizing and emotional topics in the classroom.  So, how do we teach kids about them?  OR what do we teach kids about them?

It is difficult for any of us to get a clear understanding of what is going on through the filter and sound bites of the media.  One thing that has become clear (and is a lesson in itself) is that violence does nothing to solve problems and in the case of Ferguson, only clouds the issues or polarizes people even more.  The lesson that we want our children to understand can be taken right from the common core – to be able to develop arguments backed by facts and evidence.  We want to teach our kids how to think, not what to think.

Critical Thinking

Our children need to see that clear thinking is the only pathway to a solution to these complex problems and that there are ways to promote that clear thinking.  Once again, the simple critical thinking strategy SCAN (based on asking the right questions) can help you get kids to take apart complex issues, clarify them and create solutions.  A powerful way to get our children to practice civil discourse!

It doesn't matter whether you use the 4 step SCAN strategy to look at very tough emotional-ridden events like those in Ferguson (or desegregating schools from a historical perspective) or use it on simple situation like having cell phones in school (or should we be allowed to wear hats?) – The important thing is that we teach the kids (and adults for that matter) a way to deal with complex situations using a formula that helps them see different perspectives, weigh them and create solutions.

The SCAN tool (housed on the TregoED site) is an online discussion tool that has the SCAN strategy built in.  The advantage of using this tool, rather than just asking the questions in class are many:  kids find it engaging, roles and perspectives are built in, students use screen names, all students contribute, etc. Students read a scenario (write your own or use one from the library), select a point of view and discuss it guided by the questions that make up the four steps of SCAN.

Some typical SCAN lessons in our library:

Who owns Egyptian Artifacts?

Cyberbullying

Senior Pranks:  Crime or Tradition?

Cell Phones in School

Should there be zoos?
Should we all get trophies?

Who gets the Ebola Vaccine? (NEW!)- Have your students look at the perspectives of  ethicists, scientists, health care workers and vaccine makers and discuss how the Ebola Vaccine should be tested and distributed.

Write your own!

In addition, you can write your own lessons to meet the needs of your class.  Some hot topics in the media right now that are perfect for SCAN lessons:

Should kids be punished for parent’s behavior?  Parent’s brawl cancels children’s football championships. 

Should students have to do school at home on snow days?  Using technology at home can replace lessons in school.

Supreme Court tests the limits of free speech on social media.  Can you land in jail for something you said on Facebook?

Should we regulate E-cigarettes?  Should the same rules apply as regular cigarettes?

Who owns fashion?  Can you copy designs?

Should all Kids get a trophy? 

Are websites liable for user’s comments?

Bottom Line

The bottom line is that you may be able to avoid topics that you are uncomfortable with in the classroom, but you should never avoid the opportunity to demonstrate that clear thinking- seeing other perspectives, clarifying issues, evaluating importance and creating solutions- is a skill that can be learned and transferred to any problem.  

Wall of Fame and other Award-Winning Ideas

When I started back to school each year, one of my bulletin boards (not my forte) was a blank brick wall.  (Google: brick wallpaper).   I explained to my students (and parents at Back to School Night) that it was the Wall of Fame.  I had straight-forward-hard-to-attain-academic criteria which only a few students would reach in a marking period.  Once you had earned Wall of Fame status, you were allowed to design your own name to post on it (any font, size or colors.)  The kids loved earning that status (and designing their own names)!

My Wall of Fame was based on academic criteria, but that does not have to be the case, you could recognize all sorts of accomplishments.  You could even have students develop their own criteria.  Imagine if your students had to put together a portfolio to apply for the award? Just like using the Schools to Watch Rating Rubric as a great way to get your middle school to reflect on and evaluate their work, a student created Wall of Fame Rubric could be great way to get kids to reflect on their accomplishments in your class.  You could even accept peer- nominations for extraordinary leadership or citizenship.  Our school, like many, has a list of awards that we give out at graduation. Why not share those awards and criteria at the beginning of the school year and give them something to shoot for?

But wait, should all students get an award?  (I remember having to come up with a category for every child’s costume at a Halloween party so they could all get an award – my own child’s award should have been Best Working Mom’s Poor Attempt at Creativity, but I digress.)   What a great critical thinking/writing opportunity to get kids thinking and writing. Why not have students look at some of the issues from different points of view and determine what should be done?

Here are some points of view and articles that go with them:

Parent 1:  She wants her child to get a trophy for participating, the trophy is a reward for fulfilling a commitment on the team, it is both motivational and a memento for her participation.  My Loser Kid should Get a Trophy

Coach:  Not all players should receive trophies- trophies should earned.  You may earn a trophy for highest scorer, most improved, best sportsmanship, but it should be earned and not given to everyone.  Besides, the trophies cost a lot of money.  Participation Trophies:  Should Kids get Rewarded for just showing up?

Player:  If everyone has participated and worked hard, than everyone should be rewarded.  However, it is not fair to give an award to people who did not even show up for practice.  This award may be the only one some children will get.  Working hard regardless of results should be rewarded. Should everyone get a trophy?

Parent 2: “If children know they will automatically get an award, what is the impetus for improvement? Why bother learning problem-solving skills, when there are never obstacles to begin with?” Giving everyone an award gives children a sense of entitlement.  Losing is Good for You

Other Resources:

Should Kids get Participation Trophies? Debate.org presents different opinions.

57% of Americans say that Only Kids Who Win should get Trophies  Recent Poll with graphs and charts.

What's your take on this issue?  What would YOU do?

Want to have your students discuss this situation online using TregoED’s free SCAN tool?  Just register at www.tregoed.org and set up the “Should we all get Trophies?”  lesson complete with different points of view and links to readings.

Witchful Thinking: Trick Them into Learning on Halloween

Lily Jones confesses to be a Halloween Grinch in her latest blog post, but there are plenty of creative teachers devising ways to mix the fun of the holiday in their witches’ cauldron.  The last #njed twitter discussion had my tweeps coming up with applications for every grade level and subject area. 

Ideas from the pumpkin patch

@principalarc had kids decorate pumpkins based on lit characters.  Here are some guidelines for that activity.

@mrnesi remembers predicting the volume of a pumpkin – other suggestions include counting ridges, seeds, graphing, averaging, and estimating with pumpkin seeds.

Or the candy store

Although some would rather not ruin their festivities with negative aspects of candy, you can do a lot of math with a bag of it:  count and graph, weigh for accuracy, look at nutritional information, calculate the calories in your trick or treat bag.

Or costumes from the old trunk upstairs

@wwpscience Theme it for the class. If reading a book with the class, costumes of characters. I gave credit for dressing up as scientists.

Dress as literary characters, scientists, historical figures, etc.

 

Or the science lab

Great experiements @dandanscience offers spooky science experiments

 @mrnesi – feely bags- record notes, make predictions.

Did I miss your subject area?

Of course, Jerry Blumengarten, better known as @Cybraryman1 has got you covered with his wonderful collection of links and resources for every aspect of Halloween. 

There are tons of potential writing prompts for Halloween, but what about the critical thinking component?  Are you hitting the common core?

Ratchet up their thinking

Let’s circle back to our self-proclaimed Grinch, what if your town was carefully considering cancelling Halloween?  This is the premise of the free SCAN lesson, “Should We Cancel Halloween?”  The scenario starts:

Due to some recent vandalism in your town, the town council is discussing canceling trick or treating this year.  You have been invited to the town meeting to decide what action should be taken.  After listening to the concerns of parents, students, police and council members you will help develop a plan of action for Halloween night.

Of course, using the SCAN tool, students would take on the roles of those in the meeting, visit web resources to gather evidence to support their point of view and discuss and clarify the issues online.  From this collaboration, they would decide what should be done.  Throw in a little civics with a discussion around whether the government has the right to cancel a holiday!   A little critical thinking, a little creativity and a little common core all swirled together in a witches brew!

To access this lesson and learn more about the SCAN online discussion tool, check out this short video.

Get Kids Thinking: Security vs Privacy-Do we have to choose?

Middle school and high school students love both their cell phones and their privacy.  The recent news that the National Security Agency is tracking cell phone data is a great topic to get kids thinking critically.  This relevant lesson gives our students some understanding of perspectives, media literacy and the Fourth Amendment.  You can use this scenario with links and resources and the SCAN© critical thinking strategy to help students understand these complex issues:

Privacy or Security – Do we have to choose?

In a democracy, it is the job of each citizen to be educated and involved in the government so that abuses do not occur.

Recently, it has come to light that the National Security Agency has been keeping track of everyone’s cell phone data- not just the suspected terrorists, but everyone’s.  They are not listening in on conversations, but they are keeping track of who is talking to whom and how long.  This surveillance is said to be similar to the information on the outside of an envelope- you can see who the message is going to and coming from and when it was sent.  You cannot see the contents.  Some people feel very strongly that the agency is acting against the Constitution by collecting information from innocent people without cause.  Others think that anything that can help prevent or catch terrorists is worth the sacrifice.  At what point would you say it has gone too far?

Resources:

Take part in the discussion of concerns and issues caused by the Patriot Act and decide what should be done.

Read this news story “What You Need to Know about the NSA Phone Tapping Program” or watch this video: Breaking News to get started.

US News & World Report has a section called The Debate club which provides different expert opinions on hot topics.  In this case the question is “Should Americans be worried about the National Security Agency’s Data Collection?  You can have your students go right to the site to see the four perspectives they provide.  They can even vote for the one they agree with most.

Perspectives:

Here are the links to the separate perspectives.  Assign students different perspectives to represent and let the discussion begin!

Alberto Gonzales:   Former Attorney General

Gonzales believes that since our enemies use every available tool to hurt us, we should use all of our available tools and technology to keep us safe.  He believes that as long as there are rules to govern how the information is used, and we are keeping an eye on these activities, they are worth the loss of privacy.  He states that we have no expectation of privacy for records that are held by a third party – in this case the phone company.  

Read more:  The Government must use all available technology to protect Americans. 

Shayana Kadidal:  Senior Managing Attorney at the Center for Constitutional Rights

Kadidal is against the search of all American citizens’ phone records.  He believes that even though they are only collecting “metadata” – the connecting numbers and locations, you can figure out things about the content.  For example, if you have called a lawyer, people may think that you are guilty of something.  Who you call on your phone should be private.  He is afraid that the rules that allow collecting information from Verizon could easily be applied to peoples’ other records, such as bank statements, credit card information and internet search information.  These can provide detailed pictures of our private lives.  

Read more:  Obama Administration Continues Bush Unconstitutional Policies.  

Jonathan Turley:  Professor of Public Interest Law at George Washington University

Turley is alarmed that the National Security Agency has begun collecting information on millions of average citizens.  He feels that although our leaders at the moment may have our best interests in mind, future leaders may begin using the data for their own purposes of power and greed.  He quoted Benjamin Franklin’s warning that “those who would give up essential liberty to purchase a little temporary safety deserve neither liberty nor safety.”  He is afraid that this breach of privacy is just the beginning of living in a society where we are constantly under surveillance.

Read More:  The Founding Fathers Rejected a System of Authoritarian Power

Jon Yoo:  Former Deputy Assistant Attorney General in the Office of the Legal Counsel of the U.S. Department of Justice

Mr. Yoo believes that the collecting of cell phone metadata, phone numbers and locations, does not represent a threat to our rights.  Our Constitution protects the contents of all of our communications and this policy is within those rules.   Analyzing the data of all Americans and focusing on those that communicate with known terrorists can help us find terrorist cells and stop future attacks in the U.S.  This activity has been approved by Congress and is covered in the Patriot Act which was enacted after 9-11 to protect us from further attacks.

Read more:  Government Data Collection Doesn't Violate the Constitution

Some simple video perspectives:

It’s legal!  http://www.cnn.com/video/data/2.0/video/politics/2013/06/06/bts-feinstein-chambliss-verizon.cnn.html

It is worth it:  http://www.cnn.com/video/data/2.0/video/us/2013/06/06/pmt-intv-gingrich-nsa-collecting-phone-records.cnn.html 

Ron Paul speaks against the practice:  http://video.msnbc.msn.com/the-daily-rundown/52166877

This lesson is available as a free scenario this month on the online SCAN discussion tool.  This engaging platform guides students through the SCAN steps in an engaging, interactive format. 

Ask the right questions and get your students thinking and writing.  How would you use this lesson?

Can Cursive Writing Make you a Better Thinker?

The Great Handwriting Debate popped up again recently in the paper and I wondered what kids thought about it.  Then, I thought, what a great way to get kids thinking and writing.  Let them develop their own arguments for or against cursive writing.   How do they feel about writing?  Would they rather hold a pencil or tap a keyboard.  Do they need to learn cursive?  Do they use it? While the physical act of writing may or may not make you a better thinker, debating about it can.

A small survey sample

I had the opportunity to discuss this with a couple of students and found their perspectives to be very interesting and age dependent.  The two 7^th graders that I talked to said that they NEVER (and yes they were shouting) use cursive.  In the beginning of their writing careers they were asked to hand in final copies in cursive, but now it is done on the computer.  Since they never use cursive, they never practice it and they don’t like their own handwriting.  On the other hand, I talked with a precocious 2^nd grader who is right now being taught to write a different letter in cursive every day…..she was thrilled and uses cursive for everything!  I guess once you make it through the “write of passage” of learning script if no one values it, it becomes a useless skill.  (I so wanted my son to have better handwriting, after all it was bringing down his 2^nd grade GPA, but alas, I am glad he did not waste his time! J)  Actually, I can remember when I started my handwriting was not great, but my friend Cynthia developed beautiful words with circles over her I’s and it was so cool I practiced so I could do the same.  Sure enough, I developed  nice handwriting…but fast forward to old age….I still have good handwriting…but I don’t have the stamina to write a full page and don’t often use it!  But I digress.

The writing is on the wall

So, do we need to take the time to teach kids how to write in cursive or could that time be better spent on other things?  Now that the common core does not address it…do we need to?  Will students be able to complete high stakes tests without cursive?   Is reading and writing in cursive an important skill that develops better literacy in students?  Do we need cursive to be able to read historical documents to understand our past?  Do second graders need the visible milestone?

Why not ask the kids? (to answer in writing)

Once again, Room for Debate, a NYT’s editorial page has asked four experts whether they think schools should require children to learn cursive.  Have your students visit the site for some interesting perspectives.

Hanover Research has also published a report “ The Importance of Teaching Handwriting in the 21^st Century”  which give some research based facts.  (Note:  Published by Zane-Bloser – a company that publishes handwriting materials-do your students think that could influence the research?  Could this be a lesson in media literacy?)

 You can have your student’s read these resources to:

1. Determine what is opinion and what is fact

2.  Examine and appreciate the issues that are nvolved from different perspectives

3. Research and develop their own arguments for or against being taught cursive writing

      

Integrate some technology

Want them to develop their arguments in an online discussion that has them write arguments for one of four perspectives?  Check out the SCAN lesson “Should students still be taught cursive?”

Current and timely topic, relevant, and great exercise for critical thinking!  

Students' Rights: Great Cases to Get Them Thinking

Want them to write?  Find their passion.

I was recently involved in a #njed twitter chat on BYOD.  A large group of people enthusiastically contributed their experiences and points of view on how a successful BYOD program might look and run and some of the benefits and disadvantages of having students bring in their own devices.  I noticed that there was a student involved in the discussion (how cool is that!) and when asked how she felt about students bringing in their own devices, she responded that”…students who have the devices should have the right to bring their own devices…”

There were two things that were very cool about this whole discussion and her being involved - # 1 she was participating in a great real life authentic critical thinking activity as an equal with adults (how cool is that?) and #2 she was passionate enough to write what she believed to be students’ rights.

That is what I love about young people.  They are very clear and very passionate about their rights!  As we all are!

Try to see it my way…

This passion is something that we as teachers can harness to get kids thinking and writing.  Isn't that what we are trying to do with the CCSS focus on argumentative writing-get students reading nonfiction material from several reliable sources to put together a coherent argument?  This becomes a much easier task when you have (or they have) selected a topic that they care about – whether it be their privacy, rights, or their cell phones! 

Do you own your phone?

The Bill of Rights Institute has a great lesson, Unlocking your Cell Phone – Property Rights in the Digital Age,  complete with downloadable student pages that sets up the issue, gives resources from different perspectives and great critical thinking questions surrounding the recent court decision that makes it against the law to unlock your cell phone so you can utilize another carrier.  Check out these resources that they provide:

A Right to Unlock Cellphones Fades Away
Date: 1/25/13
Source: NY Times

FCC To Investigate Cell Phone Unlocking Ban
Date: 2/28/13
Source: TechCrunch

Point/Counter-Point:

The Most Ridiculous Law of 2013 (So Far): It Is Now a Crime to Unlock Your Smartphone
Date: 1/27/13
Source: The Atlantic

What’s really happening with unlocked devices
Date: 1/26/13
Source: CTIA Blog

Beyond the Cell Phone

 It turns out there are a lot of good cases, past and present, that our students may be interested in.  Why not have them select one, do a little research and develop an argument for or against the rulings?

Can the principal search the texts and pictures in your cell phone?  And punish you for what they find?

I think that students would find the article on this case relevant and interesting to them.

Or

Have them look at one of these lists and choose which case interests:

Landmark Supreme Court Cases about Students

Or

Have them look at some of these older cases with some of these interesting examples :

Can a student wear medieval garb for his yearbook picture?

Distribute an alternative newspaper?

Have a grade reduced due to an unexpected absence?

Or

Have them look into some cases focused on students’ rights to free speech.

Using court cases involving their peers can make work relevant, stir their passions, allow them to develop arguments, see different perspectives and learn about their own civil rights.  Seems like a great way to get kids thinking!

Simple Reading Sparks Critical Thinking

I love when all the Cat in the Hat hats come out for Read Across America!  I find myself reciting those Dr. Seuss books….”One fish, two fish, red fish, blue fish, this one has a little star, this one has a little car, my what a lot of fish there are!”  “I do not like them Sam I am, I do not like green eggs and ham.”  Funny how those words stick in my brain, while so many others seem to just bounce off!  Dr. Seuss wrote great books to help get kids reading AND they often had a message to get kids thinking.  Why not use those books as a springboard for some great critical thinking?

Here are some resources and ideas:

Developing Questions

As usual, Read,Write Think.org has a great 4 day lesson, Seuss and Silverstein:  Posing Questions, Presenting Points, which has students developing their own critical thinking questions and leading class discussion on stories from those authors.   They point out that simple books from Dr. Seuss may address complex themes.

Teaching Philosophy

In my never ending quest not to re-invent the wheel, I found some great philosophical questions about the nature of pride and the nature of compromise for “The Zax”, in this wiki about teaching children philosophy.  There are also some critical thinking discussion questions for “The Sneetches”, about   the nature of prejudice and the nature of differences.   Seussville.com includes some great critical thinking questions based on The Lorax which deals with environmental issues.

Writing with Deeper Meanings

Older students might like to take a look at “The Political Dr. Seuss” to see how he started his career in political cartoons and wrote most of his books with a political agenda.  From there  they can pick a political issue and sketch out a children’s story that would illustrate that issue.  They might also find interesting (I did) “10 Stories behind Dr. Seuss Stories” – Did you know that the story “Yertle the Tertle” was about Hitler and that it was controversial, not because of the Hitler connection, but because the turtle burped in the story!  Or that Green Eggs and Ham was written with just fifty words?  Sounds like a great challenge to give any student! (You might want to have them look at some of these 6 Word Stories or have them write their own!

Simple stories can have complex meanings, stimulate critical thinking and be used as reading and writing springboards.  

Do you use simple stories in your classroom?  Please share!

You Don't Have to Re-Invent the Wheel to Ignite your Classroom

I think that teachers are a lot like pilot lights….we always have a little flame flickering waiting for something to ignite us so we can heat up our classrooms.   I have had some great professional development opportunities lately and I am lit.  I have been an imagineer in the Magic Kingdom of PD at FETC, found golden nuggets of wisdom at TCEA in Texas and got some sweet tips and tricks at PETE-C in Hershey, PA. 

I keep a Google doc called “Aha moments”  to record the highlights of my journeys.   I learn just as much presenting as I do being a participant. As I am one of those people that has to be reminded that I even have the world at my fingertips with a camera and Google in my pocket, my aha moments might be a bit less of a splash for you.

Don't re-invent the wheel!

One thing that I always think is eye opening is that we don’t have to invent everything ourselves. Back in the olden days, you may have had a colleague that would share that test or activity that they made up or maybe they wouldn't.   The thing is that technology has made it very easy to share with the world,  and not just for those people who are willing to stand up in front of the crowd and present.   With web 2.0 sites, everyone has the opportunity to easily share what they do in the classroom…so you don’t have to “reinvent the wheel.”

Use Web 2.0 Libraries and Galleries

A lot of the popular web 2.0 tools that are out there give people the opportunity to make their work public.  Before you use one of those tools, take a look in the “libraries” or galleries that already exist in a lot of these tools.  At best, you will find something you can use tomorrow, at the very least; you will find a model or example you can build off of.

Here are some prime examples:

Livebinders are a great way to organize links, pictures, and information on a topic that kids can use in class or at home.   There is a vast library of Livebinders that teachers have made and shared in their library.  Check out this timely one on US Presidents for kids or  Web 2.0 Tools for Reluctant Writers, Common Core Middle Grades Math which features a great tab for students!  Click on the featured binders tab and go through the list of topics on the right hand side to find a binder that suits you. 

Edcanvas is another way to present pdfs, photos and text, videos, etc. on a canvas – again that students can use in class and have access to at home.  Check out some of the featured canvases in the gallery in each subject area:  Photosynthesis, Physical Geography, How Big is Infinity?

Interested in flipping your classroom?  Get your students registered into Collaborize Classroom (it’s free!) and check out the great library of critical thinking questions based on short videos, photos, literature, science social studies, etc.   Register here for your own private classroom.

Ed.ted.com is another way to flip your classroom – great short videos are accompanied by simple questions and critical thinking prompts.  Once again, there is a library of videos and a quick and easy format so that you can make them your own.  Take a look at the Case to extinguish the words Good and Bad or the 3 Minute Guide to the Bill of Rights.  You can even get professional animators to visualize your concepts. 

The SCAN tool at TregoED, which helps students learn how to see different perspectives and a write argumentatively, has a library of scenarios with built in problems to solve based on historical or current events for online discussions using the SCAN critical thinking strategy.   A great way to get them thinking and writing on hot topics.

Bottom line is that web 2.0 tools are by nature tools that we add content to and share!  Take advantage of the collaborative nature of these tools, read, revise and reshare!  It is a great way for all of us to ignite our classrooms.

Writing to Change People's Minds

Twas 2 days before Winter Break and all through the class……

Usually this time of year there are so many distractions that it is hard to believe that there is any meaningful teaching/learning going on.  This year it seems especially true, we have students who are wound up for the holidays, terrified that it is the end of the world and still reeling from the effects of the Newtown tragedy and Super Storm Sandy (no relation).

Is it any wonder that teachers would just love to plug in a movie or phone in a lesson?  In fact the opposite is true, now is the time that teachers reach into their bags of tricks and work to provide the most engaging lessons of the year.  I happened to be invited to just such a lesson yesterday in Joe Pizzo’s ILA class in the Black River Middle School in Chester, NJ were students were actively engaged and excited to learn.

Joe’s students were starting a new unit on persuasion (Imagine that!  Before a vacation!).  He invited advertising and media producer Mr. Rea, a parent, to come and show students how ads were created and how they are written to “change people’s minds.”  What a great lesson!  The students were all fascinated and had so many great insights regarding each of the commercials he showed.  We were all riveted as Mr. Rea explained the production of commercials for Volvo (seen in the Superbowl!) and Coppertone (filmed in Costa Rico!) and dissected the components used to appeal to their intended audience.   The students were highly engaged in the activity, peppering Mr. Rea with questions and observations.  He demonstrated how company’s ad campaigns range on the “rational” to “emotional” spectrum  and how the components of the commercial – images, music, script, etc all contribute.  Of course, Mr. Pizzo expertly tied in all of these aspects with the components necessary to write a good persuasive essay.  Students will begin their practice of these principles as they create their own 60 second commercial for their newly assigned free choice reading.  I could tell that they were inspired and their minds were reeling over the possibilities.  This “book report” was now building persuasive writing skills, integrating technology, connecting career opportunities and had captured student’s imaginations.  I cannot think of a more powerful, relevant and authentic way to teach students how to develop the “power of persuasion” than to tie in the everyday media whose job it is to “change people’s minds.”  Using a member of the community to teach it?  Priceless.

Teaching for Life-Readiness

Last Wednesday, I sat in an elementary classroom and thought, “it doesn’t get any better than this.”  I was sitting down to share my experience in this blog on Friday, when I heard “the news” – and I thought it couldn’t get any worse.  I did not have the heart to write about the joy, the smiles and the pride that the teachers and students demonstrated at PS 154 in NYC, when I knew that same joy, smiles and pride were obliterated for some 26 people.  I have participated in many a drill, sitting with kids in complete darkness and silence, trying to console some and make others realize the seriousness.  Even the drills were scary.  I cannot imagine the horror and fear those students and educators all must have experienced, and now the sorrow.   I know my colleagues are struggling with their emotions as they return to their classrooms with an acute awareness of the respect, responsibility, and compassion they feel for their colleagues, students and their families both here and in Newtown, CT.  

 

The kids at PS 154 were celebrating their learning with videos and action plans.  Given a framework, technology, and teacher guidance, they were given the ability to see other perspectives and problem solve.  Imagine 4^th graders researching the issue of child labor and discovering that the children affected were their age and that child labor exists even in their own country.  They developed an action plan that included writing poetry, short stories and filming public service announcements.   They sang Michael Jackson’s “Heal the World – Make it a Better Place” with the passion of true believers.  Their presentations were touching, powerful and could not help but make you smile. 

These children demonstrated what is best about our children and the importance of school in their lives.  They were developing the capacity to think outside the box, demonstrate empathy for those less fortunate, and develop actions.  Through this simple activity, the teachers had given those students hope and confidence that they have the power to create change and overcome adversity.  This is truly what education is all about, “life-readiness.”

In the face of all this sorrow and despair, these children have given me a reason to smile.  What went on in PS 154 is happening all over this country.  Our children are our hope and it is an honor and a privilege to help prepare them to take on the world.

My thoughts and prayers go out to those families that have been shattered by a senseless act of violence.  Peace be with you all.

CCSS lesson: Arguing the School Calendar

It’s easy to get kids writing an argument when they are passionate about a subject and who is not passionate about the school calendar?  Just open up the discussion on year round schools or what religious holidays will be observed can spark a debate.  Adjusting the school calendar for emergency days adds the complexity of previous plans and often emotions run high.  With the recent Hurricane on the East Coast, many schools have been closed to two full weeks.  Why not have your students do some critical thinking and problem solving around the topic of Emergency School Closings?

Perspectives

To get the argument started have students take on the role of parent, Board of Education, teacher and student and read the articles below:

Informational text Resources:

Parents Debate How to Fix the School Calendar

Chester Schools Debating Calendar Change

Schools Across NJ Juggle Calendar

Charter School Holds Online Classes during Power Outage

NJ School Boards:  Guidance on Rescheduling School – the 180 Day Requirement

See the Issues

As an individual, have students list the issues they come across for their point of view as they are reading.  List all class issues.

Clarify the issues:

Ask students to clarify the issues that have been posted.  Students should refer back to the articles to see if there is an explanation as to why the issue is important. 

Ask what’s Important

As a class determine what issues are most important to consider when coming up with a solution.

No, what should be done? 

Work as a class to determine what should be done to adjust the school calendar keeping the most important issues in mind. 

Get them writing:  Ask students to describe and defend the new plan making sure they acknowledge other options and points of view.

Online SCAN Tool:

Increase student engagement and participation in this discussion using the SCAN tool at TregoED.  The private online discussion tool walks students through these steps, allows them to comment and collaborate on the solution.  “School Calendar and Emergency Days” is a free SCAN scenario this month featuring these points of view and including links to the articles. 

I guess if you live in a sunny spot with no weather issues you may never have to face the problem of emergency school closings…perhaps you may want to have your students look at the issues involved in the “Year Round School” Scenario. 

This same problem solving strategy can be used at the administrative level.  Check out “5 Steps to Help Your School with Post-Disaster Management” to see how this strategy can work for you.