As per our meeting vote, we will dive deeper into moving students into Transfer Learning (pages 40-41).
Based on our peer discussions, what strategy would you like to implement more of in your classroom?
How?
Educating Gen Zs is a whole new world.... but educators, we are up to the challenge!
To promote transfer learning, particularly with my 5th-grade REACH/ACE, I would like to implement more peer tutoring/learning (0.66). They shy away from real research, and tend to Google for quick answers instead of deep learning. Creating a supervised group research project will also promote other transfer strategies such as jigsaw (1.20), formal discussions (0.62), and synthesizing information across texts (0.63). Win, win, win?
ReplyDeleteI agree, even my middle schoolers like to use Google for quick answers instead of real research. My blog was about extended writing, which is similar, because when doing research; they either want to copy/paste or use AI vs. reading and discussing their findings based off of authentic research. Let me know how it goes!
DeleteBased on our peer discussions, what strategy would you like to implement more of in your classroom?
ReplyDeleteI would love to implement more extended writing in my classroom (0.44). We write, but we don't have daily extended writing activities due to time. Last week was the first time that I introduced extended writing to my kiddos. The 8th graders had to write an argumentative essay, and the 7th graders wrote an informational essay. It took two weeks to walk the students through the process and allow them to practice. The biggest problem that I saw were reluctant writers that only wanted to write a sentence or two. A lot of my kiddos didn't want to elaborate on the topic, and it was related to their interests (social media, tick tock, technology). In addition, students had to add MLA citations and a bibliography and turn it in to Writable. Writable detected a lot of AI usage due to kids not being able to elaborate on their own ideas or paraphrase information when writing an extended response. Many rely on other sources to formulate their writing instead of using their own experiences to expand their writing.
That's interesting. Maybe we need to brainstorm some ideas to alleviate those barriers.
DeleteA transfer learning strategy that I would like to use more is synthesizing information across texts or multiple sources, specifically using primary and secondary sources. I already do this some, but I would like to do this more frequently. Even though I currently stress students understanding different points of view in each of the topics we are learning through notes, activities, and classroom/formal discussions, incorporating these sources will only help students to understand a point of view deeper. I would also like to incorporate more peer learning by having students help to answer each other’s questions as we are reviewing a topic or to explain something to their classmates so it can be explained in their terms.
ReplyDeleteI like your peer learning suggestion. I often find that students learn better from their peers than listening to me. They can interpret the lesson that I'm teaching in their own words/pov and explain it to others; maybe in a more simplified way.
DeleteOne Transfer learning strategy that I feel would be beneficial with my group but I do not use nearly enough is peer tutoring/ peer learning. I feel that transfer learning as a whole is more challenging for me to get to with my group of students. Many of my students are below grade level and I am spending a majority of my time in Surface learning trying to fill the gaps in their background knowledge. There are often times where the whole group class will be ready for peer tutoring or learning and will be split into breakout rooms, but due to my students needing extra time understanding the content or finishing the assignment, I often do not think they will benefit from peer tutoring at that time since most of my students do not like to have discussions or talk with other students and it is not helpful if the students are distracted or just sitting there not contributing to the conversation. When there are opportunities I do like to have peer learning in the classroom. Last week for example, we were trying to figure out how to use a resource and one of the students knew how. He was able to present and teach the class how to use it. I often try to have students that feel confident in what we are doing teach the rest of the group. Since we are often in a small group setting with a small amount of students, it is easy for me to allow one student to walk the other students through a problem while they still feel supported by me. I would love to incorporate this more or get to a point where I can put them in groups of 2 or 3 and they are peer learning in breakout rooms.
ReplyDeleteIn relation to transfer learning, we implement problem solving strategies(ES=0.61) in second and third grade math instruction. Since there are multiple ways to solve a problem, teaching students a variety of approaches equips them with valuable tools to arrive at the correct solution.
ReplyDeletePeer tutoring/Peer learning (ES=0.66) is also a great transfer learning strategy and I feel would be highly effective for this age group. It would not only strengthen understanding, but would allow students to take on the role of teacher-an opportunity they truly enjoy. Additionally, working in groups encourages greater engagement, promotes active listening, and provides a healthy level of challenge that supports deeper learning. I hope we can incorporate more of this in our future lessons.
My group talked about jigsaw (e=1.2). I have used a modified jigsaw using a collaborative Google slide but know that the process and activity can go deeper with more critical thinking involved. For my class, we took a series of questions and students had to go to breakout rooms and fill out their slide with an explanation and example. We then reviewed as a whole class. I believe to improve the process, instead of teacher-led review, I can create a series of deeper learning questions and regroup students to use the WHOLE of the slides to help them answer then come back together to a structured discussion. I have not tried the second part of this and am still trying to figure out logistics and timing!
ReplyDeleteTwo things I would like to try more of are metacognitive strategies (d = 0.60) and identifying underlying similarities and differences (d = 1.32) in my classroom. Having students respond to written or audio-recorded prompts where they explain their thinking as they solve problems, allowing them to reflect on their process. For identifying underlying similarities and differences, I could have volunteers share the equations they wrote for a problem so we can compare approaches, discuss correctness, and determine the most efficient strategies. This encourages students to recognize patterns, analyze different methods, and transfer their learning to new problems.
ReplyDeleteOne area I would like to continue to strengthen is evaluation and reflection (0.75) Last week, we tried giving them a practice test last week so they could see their knowledge first hand. Some students were disappointed that they did not do well on their pretest. I emphasized that the purpose of a pretest is not to measure success, but to guide our learning and identify what we still need to work on. I want to try to get my students to not feel embarrassed or upset about not understanding things and rather use it to learn from.
ReplyDeleteSince this week is a short week, I am going to focus on modeling how we can self-evaluate and reflect on our learning. I will be encouraging them to take responsibility for their learning. This is a difficult thing for a young student to do but my hope is to give them the tools be able to effectively support themselves. My goal is to help students shift their mindset from feeling embarrassed or upset about what they don’t know to viewing those moments as valuable learning opportunities. I hope that through consistent modeling and practice then my students will be able to see that they are capable of being independent learners. Ultimately my goal to show them that learning is a continuous proscess.
As I mentioned in the previous post, cognitive task analysis (1.29) through student kept digital portfolios and blogs, is one of the areas I will keep working with my classes. With this week being a short week and the last of the grading period, I will use this to our advantage on this process. My students have only been blogging for the last two week, so they can definitely. use some extra guidance on that. They also need lots of guidance on the digital portfolios too. Hopefully we will make some forward strides! We may use some peer tutoring/peer review to also help with this.
ReplyDeleteLike, Jamie mentioned above, my students can also greatly benefit from some work in metacognitive strategies (0.60) as it is often a challenge for them to explain their thinking when asked a question. Also, identifying underlying similarities and differences (1.32) is another needed area of concentration. In reviewing some of their work from last week, this is definitely an area I need to also work on!
One transfer strategy that I am working to implement is synthesizing information across text (.63). This will require reading several pieces of text and then verbally, or in writing, synthesizing information, noting similarities and differences across the documents. Students will also recognize different points of view or perspectives and draw conclusions or make a critical evaluation. I have been researching the new ELA standards, working in AI programs such as Chatgpt and notebook LM, and trying to put information together in an engaging way for students to synthesize different sources.
ReplyDeleteSynthesizing information is a transfer strategy I am also working on implementing too. I have used the resources created for us on the Curriculum Guides but I haven't created my own yet. I am finding the biggest obstacles at the moment are finding time to create more resources and the amount of time it takes to teach while also providing enough time for the students to engage. As I find time, I want to create multimodal resources that are cross curricular.
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ReplyDeleteIn SPED Skills class, I support students with goals in multiplication, word problems, spelling, fluency, and social-emotional skills. To help them transfer learning across tasks, I focus on strategies with strong effect sizes from Hattie’s research. I use direct instruction (d = 0.59) to clearly model math concepts and give immediate feedback (d = 0.73–0.79) to guide learning. For spelling, structured programs (d = 0.58) have worked well. I also encourage metacognitive thinking (d = 0.69) so students can reflect on how they solve problems.
ReplyDeleteEven online, these approaches have helped my students apply what they learn in new and more meaningful ways. After reading some other posts and listening to others' insight, I want to try to enhance my classes ability to identify underlying similarities and differences (1.32), because this has such a high effect size. My students can look into how to concepts relate and differ , such as, repeated addition and multiplication or creating ideas and writing can allow for students to better understand the given concept.
During our peer discussion last week, I spoke with Jennifer Pineda about my desire to implement more classroom discussions (ES 0.82) and reciprocal teaching (ES 0.74). She shared that she uses Curipod which provides a framework to allow students to work on peer discussion and reciprocal teaching strategies. After she showed me the basics, I created a lesson about the types of clouds. I love how Curipod set up the lesson and that it allows every student to get involved in discussions through polls, word clouds, and prompts. Even though this was our first time using Curipod, I really believe it was great both for classroom discussions and reciprocal teaching. I am excited to continue this with the students into the next quarter!
ReplyDeleteAfter our discussion, there are a few things I would like to implement in my classroom. One of them is metacognitive strategies (0.60) as it is a great way of answering "how did you get that answer?" On the 6th grade math exam, they had to explain their thinking to their answers on the exam. This was an eye-opener to me and to the students. For me, I see that I need to help with sentence starters or give more exemplars to what is required. For the students, many of them realized that their answers were wrong and corrected them. This helped their overall learning. I thought this is a great "forced" check your work that benefit their learning and score!
ReplyDeleteAs we have discussed, working with various teachers using direct instruction (d = 0.59) to clearly model math concepts and give immediate feedback (d = 0.73–0.79) to guide learning. Also, continue to strengthen is evaluation and reflection (0.75) is a great way I can understand what they do and don't understand.
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