Learning is a "TEAM" effort

As teachers for Springfield Public Schools we know that we are immersed in numerous opportunities for professional development.  One of the most beneficial opportunities for me as a second year teacher was my cooperative learning training.  We all know how important cooperative learning is in the classroom and the results it has in engaging our students.    One key aspect that often gets overlooked is team formation.   I found forming teams according to the Kagan method of high, high-medium, low-medium, and low to be essential in managing differentiated instruction.   At first I was overwhelmed when forming my teams because I had so many behavioral issues.  I thought that I wouldn’t be able to put certain students with other students because of “behavioral problems.”  I was pleasantly surprised to realize that by grouping my students according to this structure, it minimized my behavioral problems due to that fact that I was better able to effectively engage my students.  I sorted my students based on writing/reading scores at the beginning of the year (high, high-medium, low-medium and low).  I used the student’s math scores as a way to differentiate separate math groups.  The students in my class are grouped by mixed-ability for their teams, and then when we break into math stations I group the students by like-ability.  I find it interesting that I have more behavioral problems in math stations when the students are working with like-ability partners, rather than when they are grouped in teams according to the Kagan Cooperative Learning team formation structure.   I am so thankful to have a better understanding of cooperative learning and love using it as a way to manage my classroom.

Lights, Camera, Action!

 When you stop to think about it, there are many similarities between Hollywood blockbusters and daily classroom activities—action and adventure, even comedy and suspense. As a teacher, you are both starring and directing, which makes it a challenge to see everything that unfolds. In the movie-making industry, directors review “dailies”, the most recent footage, and make decisions according to what is seen upon closer examination. You may find a similar process equally rewarding for your classroom work.

      It doesn’t require a professional film crew to capture your classroom on camera. It simply requires some intentional pre- and post-production planning by the director (i.e. YOU the teacher):

Film Focus: What are you curious about in your classroom? Perhaps you wonder what interactions are occurring among the other students while you are working with a small group. Perhaps you are wondering about the movement of students in the classroom during a class period.  Decide what will support your professional growth and is of interest to you.

Camera Crew: Find a trusted colleague who can operate the video camera (it could be an instructional coach or a peer whose schedule permits). It’s wise to let your administrator know your plans so he/she knows the purpose of filming is to support your professional growth and so he/she can provide help in securing a camera operator.

Setting the Scene: Make sure the classroom allows the camera operator to move around easily to capture exactly what you’re requesting. Prepare your cast members (aka your students) for the scene. Depending on the focus of your film, you may give them very specific guidelines, or you may intentionally remain vague. You may even choose to say nothing at all about the filming.

Roll Reality: Proceed with your classroom instruction and activities as if the camera is not present.

View Video: Choose a time and location where you are able to comfortably watch the footage. Many teachers find it helpful to do what directors do—watch the film in its entirety, then review specific clips in greater detail. Take notes of what stands out to you in relation to your driving focus and make a plan of action for future instruction.

     You may not find yourself walking the red carpet once you’ve completed this process, but you will find yourself on an even more prestigious path: knowing that your reflective practices will positively impact the learning of the “stars” in your classroom.