Tuesday, March 10, 2015

Analyzing Images with Student Artwork from Poland

Analyzing images is not only a great way to introduce and use vocabulary, but also to practice finding evidence "in the text". Here's how we learned copious amounts of vocabulary for different values in our beginners ESL class this week:

Recently we received a package in the mail, and inside were pictures and artwork from students in Poland! Once again, through the work of Connected Classroom's ArtLink program, we exchanged pictures based on a shared theme. This year's theme was "Picture the Moment". The premise was to use brushes, paint and art materials to create a snapshot of your life. Think of it like an artist's rendition of a selfie, snapchat, or instagram image!

What would YOU include as part of your special image? Which moment would capture the values, people, and/ or places that are most important to you? And how might it be captured differently without technology?

Well, students in Poland were asked the same question, and we recently received their work. (They had received ours in December)
1)  As part of our vocabulary acquisition, first we talked about different values and divided up a list of common values, concepts and more tangible things that were important to people.
2)  Students jigsawed the list of values, then found synonyms and translations for each word with their groups.
3) Each group shared their findings with the class, taught each other their words, and answered each other's questions for clarification.

Simple guide for students to keep track of
values and clues for each piece of art.
Finding synonyms and translating values.

Now it was time for the analysis of the pictures. What values did students see represented in the artwork? And even more importantly, how did they know? What "evidence" in the pictures spurred them to consider that particular value?

4) All of the artwork was numbered and set up around the classroom, gallery style.
5) Students had a piece of paper with two columns simply labelled "Values/ Clues", and were tasked with listing 3 values they felt each piece of artwork represented, along with at least 3 clues that made them think that.
6) Students had 3 minutes per station/ piece of artwork.
Analyzing images for the values they thought
were represented. 

Once they had done the analysis, it was time to evaluate our findings.

7) We picked a few (not all of them) pieces of art and shared the values students had determined for each, comparing responses. Many were similar, but there were a few differences. Landscapes, for example, were considered "distractions" by one group, but represented "peace" and "quiet" for other groups. When explaining the choice of "distraction" they said landscapes and nature "distracted" their brains from other things that were bad. This is why image analysis can be so fascinating to me--students have such immense background knowledge that deserves to be tapped into!
8) Each group tallied their top 5 values from all the artwork.
9) Lastly, the class as a whole tallied the top 5 values overall. Looking at the art samples below, which values do you think they found represented the most?

So, after tallying each group's top five, the class as a whole determined that these are the top 5 values represented in the artwork from Poland:

1) Traditions (clothing, holidays, symbols, etc.), 
2) Love and Respect, 
3) Peace/ peacefulness, 
4) Family,  
5) Freedom (as depicted through landscapes and nature)

Do you agree?

And this activity leads nicely into talking about family and homes in our next unit of study!

*Logistical notes: Each group had approximately 10 words to learn and teach others.  These lessons took 5  45-minute periods. (2 1/2 90-minute blocks, actually)

Tuesday, February 24, 2015

ELLs and the Common Core: Cross-post from EdWeek

Response: ELLs & The Common Core - Part One

(This is the first post in a two-part series on this topic)
An educator who wishes to remain anonymous asked:
The CCSS hold a big challenge for ESL teachers, but at the same time, give us the freedom to choose appropriate materials, strategies, etc. So my question is: How can the school/administration make sure that these ELLs are getting quality (services) education?
Wendi Pillars has taught language learners in ESL/ EFL for 18 years, in grades K-12, both stateside and overseas. She is a member of the CTQ Collaboratory and serves on the leadership team for the Teacher Leadership Initiative as a cohort Facilitator:
Before considering how to address CCSS with ELLs, above all, invest in the time and effort to get staff and colleagues on the same page and realize each others' strengths--because in-house support for curricular shifts is irreplaceable. Working together to understand the rationale behind CCSS and inviting dialogue about its implementation and desired impact for your school are crucial next steps for success.
Administrators, once discussion is on the table, your role is to encourage teachers to try new things, to take risks, and to veer from the "way it's always been done." If teachers don't believe you have their backs, they're going to default to their old norms, the comfort zone. Some aspects of CCSS will be considered "disruptive" with measures of learning not effectively determined by any multiple choice assessment. Transparency and support must be available. Teachers will feel an incredible pull between multiple choice testing results (aka, teaching to the test) vs recommended assessments based in writing, presentation, argumentation, and instructional strategies like document-based questioning or project-based learning.
For teachers new to CCSS, this may be a tremendous change. For others, not so much. The key point here is to delve into CCSS together, and support the deep exploration of each standard. Compare CCSS to the "old" standards and show them how much they're already familiar with. Have honest discussions about areas of dissent, especially in light of the media onslaught. Having staff well-informed is priceless, particularly when they are the ones explaining it to parents.
Then take what's new (may be different for each individual) and prioritize a focus area in each of a language learner's domains--reading, writing, speaking, and listening. Emphasize the fact that each domain is represented for a reason, and that ALL learners will benefit from explicit instruction in each area. It's important to keep scaffolded and differentiated instruction and assessment at the crux/ core of any discussion--specific examples of what scaffolding/ differentiating standards look like in action provide a valuable hook for teachers' own practices. The more grades and proficiency levels exemplified, the better.
Discuss ways to emphasize explicit vocabulary instruction and what literacy looks like in all content areas. Then, together, in grade level teams or content areas, plan as many ways as possible for students to generate knowledge and express what they know. Discuss what success will look like for this work, and create common feedback and grading plans.
Having this type of CCSS foundation among your staff, while fostering the relationships so necessary for collaboration among specialists and content teachers, is critical to the success of CCSS--whether it's for ELLs or non-ELLs.
The thing is, taking the time to learn what CCSS is, how its implementation can benefit your students, and working as a school team to develop common approaches for instruction, output, and assessments, are all investments that demand time, thoughtful intent, and a holistic vision. No one said it would be easy, but you certainly can't expect teachers to go this one alone and get it right.

Thursday, February 5, 2015

How learning impacts the brain (Student guest post!)

Today I'm publishing the first post from one of my ESL students--his first essay this semester. We have practiced pulling evidence from the text, using academic vocabulary, and supporting main ideas with details. JCM completed his essay today, and here is his first "published" work. Please do leave comments for him!

Without further ado....

“How learning impacts the brain”
                                                      By: JCM
 Learning impacts the brain by helping you build up your intelligence. This is done by the process of tiny nerve cells called neurons that grow as you learn more stuff everyday. Many people think that on how much you learn it shows if you are “smart” or “dumb”. No one is born being smart or dumb, you have to develop it while you are growing. According to the article, You can grow your intelligence, “At first, no one can read or solve equations. But with practice, they can learn to do it.”.
 The brain is like a muscle because you can make it grow and get it stronger by exercising it, by practicing something to be better at it or learning something new. The brain doesn’t actually grow in size, what grows are the neurons that are inside the brain. The neurons have tiny branches connecting with other neurons and they just connect with even more cells while you are practicing or learning things. The brain cells communicate even more when they connect with alot more cells and that is what allows us to think and do things easily, with lots of practice of course.
 The data from the scientists shows that the environment of animals and children can make their brains stronger or weaker. They studied animals that lived in bare cages and animals that lived with other animals and toys. The bare caged animals had less neuron connections than the other animals that lived with other ones, they could solve more easily a challenge. The scientists also studied babies brains until they grew 6 years old. It showed that when they were older, their neurons had a lot more connections and communicated more. It was easier for them now to read or solve problems. I agree that the brain can get weak or strong because I stopped going to school and read less, so now it is more difficult for me to read or solve tough problems. So now I’m going back to school and going to try now to read more and study hard.You know what people say,” Use it or lose it!’. So let’s try to use our brain to be smarter, because it is going to help us in the future, to solve challenges in life as we live, and to have the brain always active.

Saturday, January 31, 2015

Why Leadership Researchers Need Play-Doh

Imagine yourself as a leader.
You don't think of yourself as a leader?
Could be currently or in the future.
What do you do well? Where is a safe zone for you? What do others recognize in you?

Keeping that in mind, how would you represent yourself visually?
Create an image of yourself as a leader.

Sculpt that image.

With play-doh.

What follows are some examples from the 1st day with my new group of highschool English Language Learners, who weren't quite sure what to do at first with this "play-doh" stuff. As you can see, they definitely figured it out.

I am the leader of drawing. Of showing and giving pictures or
drawings to other people like my little sisters and brother. 
I motivate my team in soccer team.

Im a lider of guys about do exercises or anythings sports like play
soccer, run, play basketball anything that can help them to get a
better body and health.
I' am a leader because when my team is going to give up,
I tell them don't do that so I can motivate them to  work
together as a team. 

I'am a leader because I'am a warrior in my studies I want to
be a very important person 
I motivate to work out. Work out!

I am a leader at this because I keep happy when they are sad.
I tell them something make smile or laugh.

Written reflections after this activity indicated that first of all, these 17 and 18 year olds had never done such an activity before, and definitely not in highschool. (Surprise!) Secondly, most of them had never thought of themselves as leaders in any way, but doing this helped them think a little differently about what they like to do. (and how their skills can make them a leader!) I call it "planting the seed".

I used this activity not only to get to know my students' self-assessed strengths, but also to see how they persisted when faced with something novel and unorthodox. For the writing, I asked them to write an explanation of their play-doh creations (most wrote 1-3 sentences), and include a title, for a new way of obtaining a quick snapshot of their writing abilities on day one. After sharing out, this activity took about 50 minutes total.

This was our very first get-to-know-you activity this semester, one I had never tried before. To be honest, I had no idea what to expect, but wow, was I impressed, and there was a lot of laughter. What do you think? Would your students react positively to a similar activity? How do you predict these students' thinking of leadership will evolve this semester? How would your play-doh sculpture look?

Stay tuned as this semester's ELLs learn more about being leaders and learners...

Friday, January 16, 2015

A Museum Visit That Inspires More Questions than Answers

Years ago, I visited Auschwitz and Birkenau and witnessed an emotion-filled reunion inside the camp in front of the firing wall.

They were survivors from the camp 50 years prior, now walking through the camp together.

That day has never left my mind, and the words of Elie Wiesel ring true in my ears that as teachers, we must be witnesses and pass that along to our students.

To commemorate this month marking the 70th anniversary of the liberation of the Auschwitz concentration camp in Poland, the Holocaust Museum in Washington, D.C., is hosting a special exhibition.

A cold and rainy day lent the perfect solemnity to my experience, and I was led through the exhibit by a wonderful guide named Scott, himself a Jew with familial ties to the Holocaust. (The Holocaust was the "state-sponsored, systematic persecution and annihilation of European Jewry by Nazi Germany and its collaborators between 1933 and 1945.)

The premise of the current special exhibit is to question the role of complicity, while emphasizing the fact that we are all individuals who make decisions. Whether through action or inaction, we ultimately decide. And when we know, when we learn, we have a responsibility. Just what that responsibility is, according to Elie Wiesel, Holocaust survivor and author, is individual: "Each individual must answer that question for himself or herself."
A Roma Gypsy wagon; a Jewish footbridge in Poland where Jews
were not allowed to walk on the "non-Jewish Polish streets"; Raul Hilberg's
quote near the entrance of the Special Exhibition. 

The museum as a whole is filled with rich artifacts and photography. It will take hours to absorb all that is contained within. There is a long and thorough history of anti-semitism and subsequent behavior throughout history until what seems to be the most well-known era of Adolf Hitler and his imposed beliefs.

Hitler’s actions were systematic, inhumane and complexly heartbreaking. But how was he able to carry out all that he did, unless he had help? With not merely a blind eye, but onlookers and bystanders who played a more active role. There were 600,000+ Jews in Germany, within a population of 6 million. Although a small percentage, the Jews were active in their communities, they were intellectuals, successful businessmen/women, Nobel prize winners, and thinkers who were deeply religious. Museum photos abound with Jews and non-Jews intermingling—dancing, hanging out, sharing social space…so it seems the Jews were tolerated when they were needed. Otherwise, they became ready scapegoats for misfortunes.
Titles for various parts of the exhibition, and photos from the
Ejszyszki/ Eishishok Shtetl in Lithuania.  
The Museum provokes questioning and thinking, so plan for the time to absorb its offerings if you go. There is no way I can do their exhibit justice, but I will provide a peek. As you read some of the questions that came to my mind, think how relevant they are, still, today in 2015.

When does a lie become truth?

How does someone go about de-basing a mass group of people? De-humanizing them?

Why did some Jews send relief to their peers who needed it, while others felt new Jewish immigrants would threaten their own livelihood?

How can a piece of paper with a stamp on it make all the difference
between life and death?

A prominent question was “Does presence make one complicit?”

Between 1933-1941, after Hitler had come to power, there was nowhere to send the Jews away from Germany. There were 70-80,000 Jews in Warsaw, one of the highest numbers in Eastern Europe at the time, so there was no more room.  The United States shrugged it off, claiming it was a European problem.

Something had to be done, in the eyes of Hitler. Photographs show Germans, delighted to partake in auctions of items that had belonged to the Jews, while others watched from their windows with bemusement as Jews were taken away en masse—saying nothing, not bothered in the least. As if they were leaning out to have a pleasant conversation with their neighbor.

Other photographs depict neighbors executing their Jewish neighbors. Thousands of atrocities were carried out on Jews by those who knew them, and had often spent social time together. Still others showed pictures of neighbors who reported Jewish friends and neighbors “because it was the right thing to do”, because they feared punishment, because they “didn’t want to lose [their] job”, or because “it was the law so I had to”. Some turned in the Jews to “teach them” a moral lesson. Jews and non-Jews who were in relations were informed one day that their Jew/ non-Jew relationship was illegal, and public examples were made of these couples. Hair was crudely shaved from the male and female’s heads before being paraded throughout town, thanks to such arbitrary laws.


Lest you think that everyone was complicit in the Jews’ demise, there is an entire wall of names of people from many different countries who hid their Jewish neighbors or otherwise helped them. (picture on the right) This newlywed couple in the picture on the left is one example—they hid as many as 36 at once in their home and dug escape tunnels into the woods, despite the dangers. When asked why, the husband simply claimed, “My wife and I were brought up to have respect for life.”


There are thousands of others who did the same, even German soldiers and police who hid Jews and helped them escape. Diplomats bucked the system to provide visas to Jewish refugees, despite the danger of doing so. There’s even one story of a young non-Jewish man who was arrested for wearing fake decorated Stars of David on his clothing to mock what he considered the absurdity of it all. Others joined the underground war against the Germans, and there were many Jews who conducted uprisings themselves, even in the camps. Courage and bravery had many faces. Not everyone was complicit. 

There are so many photos, testimonies, and thought-provoking artifacts in the museum itself. This special exhibition is a great place to start before exploring the permanent exhibitions. In the rest of the museum, you will find information about Hitler's rise and service as chancellor prior to the war, and how he managed to mobilize an entire nation via hatred. 

From there, you can see how thinking and policy "evolved", from persecuting the Jews, to separating them in harsh ghettos, to annihilating them. 
A view from inside the train car that held up to 100 people,
sometimes more, on torturous journeys in extreme
conditions. Many deaths occurred from the journey alone.

German freight cars held as many as 100 people, while entire trains
usually carried anywhere between 1,000-5,000 people. The weight
would slow travel down to 30mph, making the journey even worse.

Shoes from victims of the Holocaust. 
Near the end of your museum visit, you can see more stories of those who risked punishment and death to save the Jews, and chronicles of what has happened postwar to find some sense of justice for those who perished and those who survived. There are more resources to learn about how current issues relate, such as events in Darfur, Syria, Congo, and Sudan, because genocide has not stopped. 
In the Hall of Remembrance. 

There is a children's tile wall and remembrance hall, along with an exhibition about real events based on children's experiences specifically--a good place to spur conversations with younger teens. 

Learn more at their website: United States Holocaust Memorial Museum. They have resources for educators, translated materials, photos and information galore. Discover opportunities to act and respond, and to explore your own understanding.