Why should our students bother to learn what we are teaching? How can we reframe what we are teaching so that it becomes imperative to our students that they learn it? We have to be excited in what we are teaching and we have to believe it deep down that what we are laying down is important. If we don't, should we be teaching it? This puts pressure on us to every day have meaningful work - not just worksheets or the next page in a math book.
I like your phrase "meaningful work". It's a good way to look at the lessons I create. What is the purpose of this information for the student? I think this may be easier at the elementary level then the higher grade levels, but I think it is still important to think about.
I think as students get older, especially middle school and high school kids, you have to let them know why they should be learning the material. If it's not relevant to them (even if we as teachers think it is), then they don't have a reason to learn it. Of course, I still haven't figured out how learning algebra has helped me at all!
What students do is meaningful - or should be. Instead of sorting and folding the same old socks and silverware trays, we now do the salad packages (silverware, salt, pepper, napkiins, & crackers) Subway provides. Even if it is repeated daily, it is meaningful work.
I agree! Meaningful work is imperative for the students to be attentive. If they know why they need it or how they might use it in the future they may retain more of the lesson.
Oh Larrilee, I love your statement that you, "still haven't figured out how learning algebra has helped," you at all. I haven't either! I am teaching a pre-Pre-Algebra level math this year that I am absolutely loving it (and I hate math!). The enjoyment is coming from two things: one, my students are like sponges, soaking up everything we are doing. Two, everything we are doing is so practical. These are real life math skills that I KNOW they will use and I can actually and honestly explain to them what kinds of situations they will use the skills for.
At first while reading about reframing, I was thinking about different ways to teach something, such as using your body or singing a song or what ways can you show the numeral 5. Now I'm not quite sure that is what he was talking about. He changed a girly bracelet into pirate treasure, something a boy would be interested in.
I try to think of fun ways to teach different concepts. I have used action figures and a plastic cup to work on spatial concepts. I have made vocab cards and used them in the game of Candy Land. I think that if students think they are playing and not learning, when in reality they are learning, it is a form of reframing. It isn't the sit, lecture, worksheets method of teaching. Unfortunately, I think some of our curriculum is turning back to that type of teaching. I want the students I work with to keep wanting to come work with me so I find ways to make what we are learning fun. There may be days where it is a 'boring' day of 'lecture' but then I use the next day to have a fun activity for that concept to help the student master and transfer that skill/concept.
Since we now have a 1:1 Chromebook initiative at our school, I have started using less and less worksheets in my instruction. It is the same material I've been teaching, but presented and assessed in a different way. I think maybe that's what reframing is all about? Maybe...what do you think?
Chris, Chromebooks are the device our district chose to use instead of laptops or i-pads. They have a district supported initiative so every student in grades 3-12 has a Chromebook to use while at school. Students in grades 8-12 can take them home. Many of the teachers have also been using Google Drive/Docs to give out assignments instead of a different word processing program. There's even a Google Classroom that teachers can use for each of their classes to help manage student assignments.
WOW, that is so wonderful! I would love to have each of my students with this. Technology is so needed by kids these days and what an awesome opportunity for your school. Our district does have Ipads, only a few in each classroom and of course the higher level students have Ipads. Thanks for the reply Jessica.
We are using the chromebook inititive at deerfield middle and high school, 6 thru 12th grade. 8th thru 12 can take them home. There are lots of possibilities for them, I use googgle classrom for my DD student he can be in the general education classroom with his peers and i can find streaming videos in science and S.S. that come close to tying into the subject for that day and he can watch various videos that are similar to what the students are studying. He uses his headphones so he does not disturb the teacher's lesson.
Such a great idea. I put new concepts on flash cards...something like sight words, vocabulary, recognizing numbers...Then I use the flash cards to play a match game, G0 Fish, and a board game. The students love it and don't realize they are getting all those repetitions they need!
One way I have used re-framing in teaching is how I teach students basic facts. I want them to know all their addition, subtraction, multiplication, and division facts before I send them to middle school. How do I make learning facts fun? When I inherited my classroom, there was a set of Addition the Fun Way and Times Tables the Fun Way books, cards, etc. The first teaches addition and subtraction, the second teaches multiplication and division. It uses stories, drawings, mnemonics, etc. to teach the facts. My students love it! If they get to my classroom before me, they will get those Fun Way flash cards out and work on them while they are waiting. My students most definitely retain their facts better than using rote memorization because they have a "hook" to hang that information on. I find that trying less traditional teaching approaches works wonders with learning disabled kids. In my mind, if the traditional approach had worked, they most likely wouldn't be in my classroom. I don't think I could sell tickets for students to come to my class, but I do use lots of hands-on activities, kinesthetic activities, computer programs, student choice activities, etc. so my students find learning more interesting.
I think that the less traditional teaching methods stick with them better. If they are more engaged in the lesson or can picture things in their mind then they have the resources they need to recall information. I completely agree that if the traditional methods had stuck with them then they wouldn't be our kiddos!
I couldn't agree with you more Kim. If traditional methods worked with our kids most of them would never have been placed. Our kiddos are out of the box learners, and we need to be out of the box teachers.
I love Math the Fun Way and it is re-framing math facts. I have used this forjust the math facts. This year I used it for just teaching the doubles facts. My students love it too!
I believe I try to reframe many subjects and concepts for my kiddos. Not only because I want them to be excited about what they are learning,but I want to always push myself to find new ways to connect to the students.
I teach SFA and not a real fan of the program, so I need to find ways to bring the books they read alive. One expository book they were reading had to do with dairy cattle and process of milk to ice cream, well youtube is another great resource. I had videos of the process in cool videos and then at the end we made the desks into cows. Then we hung surgical gloves from them and let them milk the cow utters(fingers of the gloves). It was a blast and the kiddos were able to explore the book first hand(no pun intended), LOL Students were automatically dial in and ready to give attention and were actively engaged.
I love that activity! I bet your students will remember that for a long time! Did you have them make ice cream by hand? I remember doing that in elementary school.
I love the idea of using you tube, teacher tube, or other videos online to help make a lesson more engaging and to help students connect and understand what is being taught.
Sometimes it is difficult to reframe information. I try to think of new and innovative ways of teaching skills and concepts - when I cannot reframe the lesson on my own and come up with nothing new, I search the internet, email other HPEC teachers to try to get new ideas.
I do the same thing. Using the internet and collaborating with other teachers can do wonders to think of creative ideas. It is good to learn from one another as teachers so that we are using fresh ideas.
I am finding that teaching 4th-6th grade I can do more interactive lessons and projects. They are able to do more than what my kindergarteners could do. I have found that I am constantly reframing (rethinking) how I present lessons to my kids. I want it to be something memorable and provide them with the tools they need to be successful.
I have to say that working with 4th-6th grade really challenged me to reframe my lessons a lot and really pushed me as a teacher. Not only did I struggle initially to make the lessons fun for them, but for me as well. I think that reframing really helps teachers to take a more personal spin on their lessons, and helps to make them more engaging overall.
I have been trying to reframe the lessons and activities for a book that I'm reading with 7th graders. It's a pretty tough book to read and understand to begin with, and I'm finding one of the boys tends to be off topic and doesn't complete the work. Since they don't relate at all to the content, I need to think outside the box to make them want to learn and participate.
I agree Jessica, I have several books going and can see that some relate to certain books better that others. Being able to reframe is difficult and sometimes is does not work. Sometimes the students do it for you.
It's difficult sometimes to find engaging activities that relate to the content and our students needs. I've found several book report ideas on Pinterest I've been able to modify a bit and use to check for understanding.
I try to re-frame a lot with lessons that I teach. I work with students with special needs so I have to think out of the box and find a way to make the concepts being taught meaningful, memorable. I often use music, the internet, games, and other teachers ideas to help me find ways to make lessons engaging and meaningful.
I think as teachers we are called on to constantly "reframe" our teaching. Students are all so different and come in with different frames of reference. Guess this is what keeps up on our toes!!
I agree, we have to constantly reframe, unforunately not all teachers do. Those teachers are the ones who have the most problems in class and who students complain about!
In our line of work we have to go outside or think farther outside that box to come up with different and unique ways to get students involved. I've learned how to do that allot these last few years. I do need to ask you my peers for some extra inspiration and ideas.
I agree Kim! I think that we have to constantly think outside the box and think of different ways to reframe our teaching with the group of kids that we all work with.
Carol- I agree with your idea about teachers who don't reframe tend to have problems in class. I assume it's probably because they feel like they don't have enough time, resources, etc., and I can understand that. But I also wish those teachers could see that putting in a little more now could save them a lot of hassle later, as well as being more beneficial for the students when acquiring/processing the information.
Positioning- During the transition between the old state standards and Common Core and teachers could not teach to the test and I actually never did get back to that mentality. I used to say, "You have to remember this, it will be on the test!" At the beginning of Common Core we did not have access to what was on the test. I quit teaching to it and it was extremely liberating!! I positioned my class from teaching them to pass a reading test to teaching them to love to read. I have enjoyed it much more and have used that transition to reframe my class.
A few years ago HPEC did a book study over; "The Book Whisperer", I really enjoyed that book and got alot of good ideas from it. In my class students read books that they are interested in, they have even recommended books to be read! We read popular books that have been made into movies that the kids are following. We read Readers Theater, a favorite, and even listen to the more challenging books on audio. We also follow certain authors that I feel like they enjoy reading. I have reframed my books into genre's with projects at the end of each one, in place of a test. I incorporate technology and visuals as much as I can. Over the past serveral years my class has morphed quite a bit, it is much more enjoyable now than when I started teaching reading years ago!
I love the quest of making students readers. I think it's such a challenge to go from teaching them to read (decipher content) to loving to read. I think it's a huge step in being a life long learner. Great ideas!
This is fantastic! Reader's Theater is an amazing tool for struggling readers and makes it that much more enjoyable for everyone. It sounds like you're making reading time as engaging as possible, and I'm sure your students appreciate it!
I use reframing a lot with math, especially when dealing with negative numbers. In addition to using the number line, I tell the students that whenever they see a negative number, think of it as my personal IOU. Yep, you guessed it, I owe them money. It makes them laugh initially, but then helps to line the problem out. In the case of addition or subtraction involving a negative number, I tell them that if we add something to a negative number it means that I am paying them back. If we subtract from a negative number, it means that I am borrowing more money. So, for example, -16+8=? becomes: Mrs. Morris borrowed $16 dollars. She paid me back $8. How much does she still owe me? This becomes a more realistic interpretation of math, allowing them to make a personal connection. This can also be done with multiplication. For some reason, thinking of math in terms of money really helps make math more understandable.
What a great idea! Seems like I always owe someone money these days. This is especially awesome if you use money as a reward system for your students. They learn about owing money quickly and try to avoid it!
I agree with many of the comments that we have to move away from paper pencil type activities and get the kids to buy in on what we are doing. By having them think they are playing a game and doing hands on activities they are more willing to do the activities versus sitting in a chair looking and papers and putting words on them.
Active learning is so important. I've had kids ask me why they can't just do a worksheet instead of an activity that I did in class. It's sad that's how they are programmed to learn.
The way I have used positioning in my teaching is to have worked my tail off to be the best, most knowledgable, reading teacher I can possibly be. That means I wasn't satisfied with the measly couple of language arts methods classes I had in my bachelor's program. I set out to be a reading specialist and I achieved that goal. Being a teacher with a reading disability gave me that drive. I have been absolutely driven to be able to be knowledgeable enough on the subject that I can find a way to teach my kids in a way that they can make incredible gains once I get my hands on them. I don't want any kid to leave my classroom without having the skills to be an effective reader. If they only make it to third grade level, so be it, but by golly they are going to be able to use every comprehension strategy out there to REALLY understand what they DO read. Sharing my own struggles to learn to read with my students seems to inspire a bit of hope in them. And, boy do some of them need hope! After all, coming to high school reading at a first-fifth grade level has to be about as demoralizing as anything could possibly be.
This year I am working with a student on learning his Mom's phone number... I have tried several different ways to work on this and just recently added 8 X 11 number flashcards that he can lay on the floor or table as well as putting the number to a simple children's song.
Wow, I am teaching the same thing and haven't thought to set it to music! I am embarrassed to admit that, but I'm not musical and really don't think to use it in the classroom in that way.
I feel like I am constantly positioning and reframing content in my classes. I relate everything to the real world, even if I have to reach! We all know that students have to see value in learning. Also, if students feel that a subject is hard, I find ways to help them understand and relate it to their lives. I've had several students tell me that they didn't understand Algebra until they were in my class. I broke it down for them, color coded each step, and found some way to make it fit into everyday life.
Sometimes we have to reach a loooooooong way to make it relate to outside life. Especially in this fast paced world where phones do more and more each day.
I have used a lot of positioning in my classroom when it comes to outside world skills or life skills. Do you need this concept in school to be learned in order to choose this in this career you have chosen. I have tried to use enthusiasm in what I teach quite a bit, for some of my students it does catch on and they do pay attention well while others as a typical teenager would think he's just a weird teacher. At that point I may have to find a different approach to make that typical teenager be more focused on what I'm teaching. I have found that breaking a concept down especially in math to its simplest form while using more steps at the same time to get the answer does tend to help. After that we try to get back to the original concept making sure that they do understand how to answer it and trying to go forth without all the simplicity of breaking it down into the smallest steps. And right there I may be according to the book here in this particular chapter reframing so in most cases in the last few years I've probably been reframing and I did not even know it.
How have you used either positioning or reframing in your teaching? It is hard to use reframing, but I realize that if I don't make the lessons connect to the real world that I lose my students fast. This is especially true in math. I constantly hear why must I learn this it won't do me any good once I'm out of school. So I just start asking questions about their lives after school, and they either smile and say oh or they aren't convinced at all. I also find that if I break the work down into steps then my students have a clearer understanding of the concepts. Since my students already struggle with school, I find the need to make them realize that what they are doing here is important for them throughout their life.
I like using real world examples or situations to help the students relate to what we are doing. I also want them to realize that what we are learning is important, and that they really do need these skills for life after school.
To reframe in the way to make it go from a bracelet to a pirate treasure, takes pretty quick thinking, I'm not sure I could be that fast, but I agree with talking about real life experiences and being real on what it could be like and things that have happened to me. I think reframing sometimes takes a certain amount of empathy if you are able to get the whole story.
One way I reframed that comes to mind is in Math. I told my students that if they could come up with a "paid job" that doesn't in some way, shape, or form involve math, I'd give them a free week of homework passes. I had this challenge when I was in 5th grade and we tried it all. No one could come up with an answer that wasn't shot down due to taxes, bills, etc. this makes the kids think about why math is important and how it is a lifelong skill.
I want my room to be different than the other classrooms! I want it to be more inviting. I don't care if a student lays on the floor to do individual work. I also use many different ways to teach some concepts. Money is a very hard subject for some of my student. They can't even count out $.22, so we work on ways to make that amount on paper the board or however or what ever it takes to work
I do the same thing. If I see that the students are not interested in writing on the board, we write on the tables. Or vice versa. I also allow my kids that come in to take off shoes and they can either stand or sit at the tables.
I haven't used a lot of positioning or reframing with my students. I am thinking that something different needs to happen though. They are always complaining about this is boring and this is not fun. At this point, I am feeling the same way, so I have some empathy for them and will agree with them. Instead of agreeing, I should be positioning and reframing to make the lesson something that they do not want to be missing.
Restructuring and re-framing takes time a effort as well as reflection. Putting this into action is so beneficial to our students. I like that you are looking at this from a new perspective and are willing to try something new for your students!
Reframing is something I struggled with during my counseling class in grad school. That darn redheaded teacher was always talking to the bug in my ear telling me to reframe what the client just said. I just didn't get it! It took awhile and by golly she was right. Reframing can change the way you think about a situation. I use reframing when I am counseling students. I have one particular student who always thinks negatively. We have been working on the power of positive thinking. When he throws a negative thought out at me, we work on how to reframe the thought. I hate to admit that my college professor was right and reframing can take a potentially negative situation and make it bearable or even positive.
I know I have definitely used reframing! A student I have that sometimes getting him to do certain tasks is like pulling teeth.. reframing the situation has saved our lives! Even as simple as changing my tone of voice to make it sound like the next task is the most exciting thing he has ever seen. I've used "Oh my gosh you get to sing songs in speech?! What song?! Can I hear?" Turning speech into this fun exciting time of day, rather than something his teachers made him walk to the other end of the building for, got him to go on days he would start to throw a fit. Or reframing to make it seem like the students are teaching me what ever the topic may be. This is such a confidence booster to them and they think it is so funny. The repositioning will be a new challenge for me. I feel like my students love my room and spending time with me, but I don't know if I can say that for all my lessons. I loved reading about repositioning and reframing, I want to do this with so many topics that I have told myself.. just get through this, then you can move on. What an exciting challenge to put more purpose into every lesson besides the fact that it is a standard and on the test.
I think that as SpEd teachers we are constantly having to reframe lessons and situations so that they are more meaningful for our students. So many times, our kiddos don't get the lesson the first time around and so we have to change it up and make it make sense to them. I think that it is a skill that we all have to work on daily.
This is very true. I am constantly restructuring or re-framing what I teach. There is always a way to improve the lesson being taught to better suit the needs of the student.
Positioning and re-framing should and can be a part of our everyday teaching experience. I use re-framing when a student may be discouraged or nor fully engaged. Re-framing the situation or lesson into something that is relevant to the student and is of interest to them can make all the difference. Along with re-framing comes restructuring to meet these needs.
Burgess suggests we think about our students with the thought "Why sould that student do business with us?" "What are we known for?" He does have a point for us to think about. If we are known as the teacher that has cool ways to teach students, then students are going to want to come to our room. That's what we want. It could be something simple like playing educational games every Wed and Fri. With re-framing, its teaching the same old stuff but with an exciting twist to it. It could be something like putting new sight words in a small treasure box like it is a secret message. A long time ago I used to have water bottles for the students. I put a label on them that said "Brain Water". The students thought that the Brain Water helped them remember better and helped them do better on tests.
I’ve used positioning in my career by trying to be the best at what I do. Granted, I don’t think I have it all down right now, but eventually, I’d like to be thought of as a go-to person; a person that others consider to be a knowledgeable, helpful resource. I think I’ve also used positioning in building relationships with families. Sometimes, families I’ve worked with don’t have a good idea of what special education really is. Or they might not even have a good perception of the school or education in general. In these situations, I try to “create a compelling picture and understanding in [their] minds,” so they’ll have a better understanding of what HPEC is and how we can work with the districts to best support their child at school.
I'd agree, we often have to "sell" the idea that we're trying to help a child, and that special education doesn't happen in a closet away from other students.
Psychs. are always reframing. Part of our role is to change how we all think about students, turning that kid with ADHD, who's always blurting out in class and won't sit in his seat into an "energetic and enthusiastic learner with lots to contribute".
Why should our students bother to learn what we are teaching? How can we reframe what we are teaching so that it becomes imperative to our students that they learn it? We have to be excited in what we are teaching and we have to believe it deep down that what we are laying down is important. If we don't, should we be teaching it? This puts pressure on us to every day have meaningful work - not just worksheets or the next page in a math book.
ReplyDeleteI like your phrase "meaningful work". It's a good way to look at the lessons I create. What is the purpose of this information for the student? I think this may be easier at the elementary level then the higher grade levels, but I think it is still important to think about.
DeleteI think as students get older, especially middle school and high school kids, you have to let them know why they should be learning the material. If it's not relevant to them (even if we as teachers think it is), then they don't have a reason to learn it. Of course, I still haven't figured out how learning algebra has helped me at all!
DeleteWhat students do is meaningful - or should be. Instead of sorting and folding the same old socks and silverware trays, we now do the salad packages (silverware, salt, pepper, napkiins, & crackers) Subway provides. Even if it is repeated daily, it is meaningful work.
DeleteI agree! Meaningful work is imperative for the students to be attentive. If they know why they need it or how they might use it in the future they may retain more of the lesson.
DeleteOh Larrilee, I love your statement that you, "still haven't figured out how learning algebra has helped," you at all. I haven't either! I am teaching a pre-Pre-Algebra level math this year that I am absolutely loving it (and I hate math!). The enjoyment is coming from two things: one, my students are like sponges, soaking up everything we are doing. Two, everything we are doing is so practical. These are real life math skills that I KNOW they will use and I can actually and honestly explain to them what kinds of situations they will use the skills for.
DeleteOh, Algebra! I feel like statistics was much less useful due to computers. But I completely agree!
DeleteLarrilee-
DeleteI TOTALLY agree! I don't know how many times I've heard, "This isn't even going to MATTER in the real world!"
At first while reading about reframing, I was thinking about different ways to teach something, such as using your body or singing a song or what ways can you show the numeral 5. Now I'm not quite sure that is what he was talking about. He changed a girly bracelet into pirate treasure, something a boy would be interested in.
ReplyDeleteI try to think of fun ways to teach different concepts. I have used action figures and a plastic cup to work on spatial concepts. I have made vocab cards and used them in the game of Candy Land. I think that if students think they are playing and not learning, when in reality they are learning, it is a form of reframing. It isn't the sit, lecture, worksheets method of teaching. Unfortunately, I think some of our curriculum is turning back to that type of teaching. I want the students I work with to keep wanting to come work with me so I find ways to make what we are learning fun. There may be days where it is a 'boring' day of 'lecture' but then I use the next day to have a fun activity for that concept to help the student master and transfer that skill/concept.
Since we now have a 1:1 Chromebook initiative at our school, I have started using less and less worksheets in my instruction. It is the same material I've been teaching, but presented and assessed in a different way. I think maybe that's what reframing is all about? Maybe...what do you think?
DeleteNot heard of this Larrilee? Chromebook Initiative? Could you tell me what that is all about?
DeleteChris,
DeleteChromebooks are the device our district chose to use instead of laptops or i-pads. They have a district supported initiative so every student in grades 3-12 has a Chromebook to use while at school. Students in grades 8-12 can take them home.
Many of the teachers have also been using Google Drive/Docs to give out assignments instead of a different word processing program. There's even a Google Classroom that teachers can use for each of their classes to help manage student assignments.
WOW, that is so wonderful! I would love to have each of my students with this. Technology is so needed by kids these days and what an awesome opportunity for your school. Our district does have Ipads, only a few in each classroom and of course the higher level students have Ipads. Thanks for the reply Jessica.
DeleteLove the Candy Land Idea....hmm. thinking of trying it to learn a phone number maybe....??
DeleteWe are using the chromebook inititive at deerfield middle and high school, 6 thru 12th grade. 8th thru 12 can take them home. There are lots of possibilities for them, I use googgle classrom for my DD student he can be in the general education classroom with his peers and i can find streaming videos in science and S.S. that come close to tying into the subject for that day and he can watch various videos that are similar to what the students are studying. He uses his headphones so he does not disturb the teacher's lesson.
DeleteYou all have awesome ideas to use new ways to teach the same old thing that we get suck in the ruts by.
DeleteSuch a great idea. I put new concepts on flash cards...something like sight words, vocabulary, recognizing numbers...Then I use the flash cards to play a match game, G0 Fish, and a board game. The students love it and don't realize they are getting all those repetitions they need!
DeleteOne way I have used re-framing in teaching is how I teach students basic facts. I want them to know all their addition, subtraction, multiplication, and division facts before I send them to middle school. How do I make learning facts fun? When I inherited my classroom, there was a set of Addition the Fun Way and Times Tables the Fun Way books, cards, etc. The first teaches addition and subtraction, the second teaches multiplication and division. It uses stories, drawings, mnemonics, etc. to teach the facts. My students love it! If they get to my classroom before me, they will get those Fun Way flash cards out and work on them while they are waiting. My students most definitely retain their facts better than using rote memorization because they have a "hook" to hang that information on.
ReplyDeleteI find that trying less traditional teaching approaches works wonders with learning disabled kids. In my mind, if the traditional approach had worked, they most likely wouldn't be in my classroom. I don't think I could sell tickets for students to come to my class, but I do use lots of hands-on activities, kinesthetic activities, computer programs, student choice activities, etc. so my students find learning more interesting.
I think that the less traditional teaching methods stick with them better. If they are more engaged in the lesson or can picture things in their mind then they have the resources they need to recall information. I completely agree that if the traditional methods had stuck with them then they wouldn't be our kiddos!
DeleteI couldn't agree with you more Kim. If traditional methods worked with our kids most of them would never have been placed. Our kiddos are out of the box learners, and we need to be out of the box teachers.
DeleteYou are so right if traditional things worked we would be out of work.
DeleteI love Math the Fun Way and it is re-framing math facts. I have used this forjust the math facts. This year I used it for just teaching the doubles facts. My students love it too!
DeleteI believe I try to reframe many subjects and concepts for my kiddos. Not only because I want them to be excited about what they are learning,but I want to always push myself to find new ways to connect to the students.
ReplyDeleteI teach SFA and not a real fan of the program, so I need to find ways to bring the books they read alive. One expository book they were reading had to do with dairy cattle and process of milk to ice cream, well youtube is another great resource. I had videos of the process in cool videos and then at the end we made the desks into cows. Then we hung surgical gloves from them and let them milk the cow utters(fingers of the gloves). It was a blast and the kiddos were able to explore the book first hand(no pun intended), LOL
Students were automatically dial in and ready to give attention and were actively engaged.
I love that activity! I bet your students will remember that for a long time! Did you have them make ice cream by hand? I remember doing that in elementary school.
DeleteI think any hands on activity helps students remember more information, the physical movement hits another of the learning modalities.
DeleteI love the idea of using you tube, teacher tube, or other videos online to help make a lesson more engaging and to help students connect and understand what is being taught.
DeleteThanks you all for your comments, and yes Heather we had ice cream!!!!
DeleteI'll bet your students will remember more from the days you went "off script" then from those you stayed on completely.
DeleteSometimes it is difficult to reframe information. I try to think of new and innovative ways of teaching skills and concepts - when I cannot reframe the lesson on my own and come up with nothing new, I search the internet, email other HPEC teachers to try to get new ideas.
ReplyDeleteI do the same thing. Using the internet and collaborating with other teachers can do wonders to think of creative ideas. It is good to learn from one another as teachers so that we are using fresh ideas.
DeleteI am finding that teaching 4th-6th grade I can do more interactive lessons and projects. They are able to do more than what my kindergarteners could do. I have found that I am constantly reframing (rethinking) how I present lessons to my kids. I want it to be something memorable and provide them with the tools they need to be successful.
ReplyDeleteI have added more projects to my reading classes and the students really seem to like it. I use them as substitutes for tests!
DeleteI have to say that working with 4th-6th grade really challenged me to reframe my lessons a lot and really pushed me as a teacher. Not only did I struggle initially to make the lessons fun for them, but for me as well. I think that reframing really helps teachers to take a more personal spin on their lessons, and helps to make them more engaging overall.
DeleteI have been trying to reframe the lessons and activities for a book that I'm reading with 7th graders. It's a pretty tough book to read and understand to begin with, and I'm finding one of the boys tends to be off topic and doesn't complete the work. Since they don't relate at all to the content, I need to think outside the box to make them want to learn and participate.
ReplyDeleteI agree Jessica, I have several books going and can see that some relate to certain books better that others. Being able to reframe is difficult and sometimes is does not work. Sometimes the students do it for you.
DeleteIt's difficult sometimes to find engaging activities that relate to the content and our students needs. I've found several book report ideas on Pinterest I've been able to modify a bit and use to check for understanding.
DeleteI try to re-frame a lot with lessons that I teach. I work with students with special needs so I have to think out of the box and find a way to make the concepts being taught meaningful, memorable. I often use music, the internet, games, and other teachers ideas to help me find ways to make lessons engaging and meaningful.
ReplyDeleteI think as teachers we are called on to constantly "reframe" our teaching. Students are all so different and come in with different frames of reference. Guess this is what keeps up on our toes!!
ReplyDeleteI agree, we have to constantly reframe, unforunately not all teachers do. Those teachers are the ones who have the most problems in class and who students complain about!
DeleteI agree, we have to consistently "reframe" lessons so that they better suit our students needs.
DeleteIn our line of work we have to go outside or think farther outside that box to come up with different and unique ways to get students involved. I've learned how to do that allot these last few years. I do need to ask you my peers for some extra inspiration and ideas.
DeleteI agree Kim! I think that we have to constantly think outside the box and think of different ways to reframe our teaching with the group of kids that we all work with.
DeleteCarol-
DeleteI agree with your idea about teachers who don't reframe tend to have problems in class. I assume it's probably because they feel like they don't have enough time, resources, etc., and I can understand that. But I also wish those teachers could see that putting in a little more now could save them a lot of hassle later, as well as being more beneficial for the students when acquiring/processing the information.
Positioning- During the transition between the old state standards and Common Core and teachers could not teach to the test and I actually never did get back to that mentality. I used to say, "You have to remember this, it will be on the test!" At the beginning of Common Core we did not have access to what was on the test. I quit teaching to it and it was extremely liberating!! I positioned my class from teaching them to pass a reading test to teaching them to love to read. I have enjoyed it much more and have used that transition to reframe my class.
ReplyDeleteA few years ago HPEC did a book study over; "The Book Whisperer", I really enjoyed that book and got alot of good ideas from it. In my class students read books that they are interested in, they have even recommended books to be read! We read popular books that have been made into movies that the kids are following. We read Readers Theater, a favorite, and even listen to the more challenging books on audio. We also follow certain authors that I feel like they enjoy reading. I have reframed my books into genre's with projects at the end of each one, in place of a test. I incorporate technology and visuals as much as I can. Over the past serveral years my class has morphed quite a bit, it is much more enjoyable now than when I started teaching reading years ago!
I love the quest of making students readers. I think it's such a challenge to go from teaching them to read (decipher content) to loving to read. I think it's a huge step in being a life long learner. Great ideas!
DeleteThis is fantastic! Reader's Theater is an amazing tool for struggling readers and makes it that much more enjoyable for everyone. It sounds like you're making reading time as engaging as possible, and I'm sure your students appreciate it!
DeleteI loved that book! You have great ideas on ways to reframe the books with projects. I'm sure the kids love it!! :)
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ReplyDeleteI use reframing a lot with math, especially when dealing with negative numbers. In addition to using the number line, I tell the students that whenever they see a negative number, think of it as my personal IOU. Yep, you guessed it, I owe them money. It makes them laugh initially, but then helps to line the problem out. In the case of addition or subtraction involving a negative number, I tell them that if we add something to a negative number it means that I am paying them back. If we subtract from a negative number, it means that I am borrowing more money. So, for example, -16+8=? becomes: Mrs. Morris borrowed $16 dollars. She paid me back $8. How much does she still owe me? This becomes a more realistic interpretation of math, allowing them to make a personal connection. This can also be done with multiplication. For some reason, thinking of math in terms of money really helps make math more understandable.
ReplyDeleteThanks for the idea. that is a great way to address negatives.
DeleteWhat a great idea! Seems like I always owe someone money these days. This is especially awesome if you use money as a reward system for your students. They learn about owing money quickly and try to avoid it!
DeleteI agree with many of the comments that we have to move away from paper pencil type activities and get the kids to buy in on what we are doing. By having them think they are playing a game and doing hands on activities they are more willing to do the activities versus sitting in a chair looking and papers and putting words on them.
ReplyDeleteActive learning is so important. I've had kids ask me why they can't just do a worksheet instead of an activity that I did in class. It's sad that's how they are programmed to learn.
DeleteSo important, especially with those little ones. It hurts me to see primary children in rows doing multiple worksheets.
DeleteThe way I have used positioning in my teaching is to have worked my tail off to be the best, most knowledgable, reading teacher I can possibly be. That means I wasn't satisfied with the measly couple of language arts methods classes I had in my bachelor's program. I set out to be a reading specialist and I achieved that goal. Being a teacher with a reading disability gave me that drive. I have been absolutely driven to be able to be knowledgeable enough on the subject that I can find a way to teach my kids in a way that they can make incredible gains once I get my hands on them. I don't want any kid to leave my classroom without having the skills to be an effective reader. If they only make it to third grade level, so be it, but by golly they are going to be able to use every comprehension strategy out there to REALLY understand what they DO read. Sharing my own struggles to learn to read with my students seems to inspire a bit of hope in them. And, boy do some of them need hope! After all, coming to high school reading at a first-fifth grade level has to be about as demoralizing as anything could possibly be.
ReplyDeleteWow.... you have truly "walked in their shoes" and you can personally vouch that there is "hope". I think personal stories can be a great hook.
DeleteThis year I am working with a student on learning his Mom's phone number... I have tried several different ways to work on this and just recently added 8 X 11 number flashcards that he can lay on the floor or table as well as putting the number to a simple children's song.
ReplyDeleteWow, I am teaching the same thing and haven't thought to set it to music! I am embarrassed to admit that, but I'm not musical and really don't think to use it in the classroom in that way.
DeleteThat is a great idea. I had a student that was working on that. I wish i would of thought about that when she was still here.
DeleteI feel like I am constantly positioning and reframing content in my classes. I relate everything to the real world, even if I have to reach! We all know that students have to see value in learning. Also, if students feel that a subject is hard, I find ways to help them understand and relate it to their lives. I've had several students tell me that they didn't understand Algebra until they were in my class. I broke it down for them, color coded each step, and found some way to make it fit into everyday life.
ReplyDeleteSometimes we have to reach a loooooooong way to make it relate to outside life. Especially in this fast paced world where phones do more and more each day.
DeleteI have used a lot of positioning in my classroom when it comes to outside world skills or life skills. Do you need this concept in school to be learned in order to choose this in this career you have chosen. I have tried to use enthusiasm in what I teach quite a bit, for some of my students it does catch on and they do pay attention well while others as a typical teenager would think he's just a weird teacher. At that point I may have to find a different approach to make that typical teenager be more focused on what I'm teaching. I have found that breaking a concept down especially in math to its simplest form while using more steps at the same time to get the answer does tend to help. After that we try to get back to the original concept making sure that they do understand how to answer it and trying to go forth without all the simplicity of breaking it down into the smallest steps. And right there I may be according to the book here in this particular chapter reframing so in most cases in the last few years I've probably been reframing and I did not even know it.
ReplyDeleteHow have you used either positioning or reframing in your teaching?
ReplyDeleteIt is hard to use reframing, but I realize that if I don't make the lessons connect to the real world that I lose my students fast. This is especially true in math. I constantly hear why must I learn this it won't do me any good once I'm out of school. So I just start asking questions about their lives after school, and they either smile and say oh or they aren't convinced at all. I also find that if I break the work down into steps then my students have a clearer understanding of the concepts. Since my students already struggle with school, I find the need to make them realize that what they are doing here is important for them throughout their life.
I like using real world examples or situations to help the students relate to what we are doing. I also want them to realize that what we are learning is important, and that they really do need these skills for life after school.
DeleteTo reframe in the way to make it go from a bracelet to a pirate treasure, takes pretty quick thinking, I'm not sure I could be that fast, but I agree with talking about real life experiences and being real on what it could be like and things that have happened to me. I think reframing sometimes takes a certain amount of empathy if you are able to get the whole story.
ReplyDeleteOne way I reframed that comes to mind is in Math. I told my students that if they could come up with a "paid job" that doesn't in some way, shape, or form involve math, I'd give them a free week of homework passes. I had this challenge when I was in 5th grade and we tried it all. No one could come up with an answer that wasn't shot down due to taxes, bills, etc. this makes the kids think about why math is important and how it is a lifelong skill.
ReplyDeleteI want my room to be different than the other classrooms! I want it to be more inviting. I don't care if a student lays on the floor to do individual work. I also use many different ways to teach some concepts. Money is a very hard subject for some of my student. They can't even count out $.22, so we work on ways to make that amount on paper the board or however or what ever it takes to work
ReplyDeleteI do the same thing. If I see that the students are not interested in writing on the board, we write on the tables. Or vice versa. I also allow my kids that come in to take off shoes and they can either stand or sit at the tables.
DeleteI haven't used a lot of positioning or reframing with my students. I am thinking that something different needs to happen though. They are always complaining about this is boring and this is not fun. At this point, I am feeling the same way, so I have some empathy for them and will agree with them. Instead of agreeing, I should be positioning and reframing to make the lesson something that they do not want to be missing.
ReplyDeleteRestructuring and re-framing takes time a effort as well as reflection. Putting this into action is so beneficial to our students. I like that you are looking at this from a new perspective and are willing to try something new for your students!
DeleteReframing is something I struggled with during my counseling class in grad school. That darn redheaded teacher was always talking to the bug in my ear telling me to reframe what the client just said. I just didn't get it! It took awhile and by golly she was right. Reframing can change the way you think about a situation. I use reframing when I am counseling students. I have one particular student who always thinks negatively. We have been working on the power of positive thinking. When he throws a negative thought out at me, we work on how to reframe the thought. I hate to admit that my college professor was right and reframing can take a potentially negative situation and make it bearable or even positive.
ReplyDeleteI know I have definitely used reframing! A student I have that sometimes getting him to do certain tasks is like pulling teeth.. reframing the situation has saved our lives!
ReplyDeleteEven as simple as changing my tone of voice to make it sound like the next task is the most exciting thing he has ever seen. I've used "Oh my gosh you get to sing songs in speech?! What song?! Can I hear?" Turning speech into this fun exciting time of day, rather than something his teachers made him walk to the other end of the building for, got him to go on days he would start to throw a fit. Or reframing to make it seem like the students are teaching me what ever the topic may be. This is such a confidence booster to them and they think it is so funny.
The repositioning will be a new challenge for me. I feel like my students love my room and spending time with me, but I don't know if I can say that for all my lessons.
I loved reading about repositioning and reframing, I want to do this with so many topics that I have told myself.. just get through this, then you can move on. What an exciting challenge to put more purpose into every lesson besides the fact that it is a standard and on the test.
I think that as SpEd teachers we are constantly having to reframe lessons and situations so that they are more meaningful for our students. So many times, our kiddos don't get the lesson the first time around and so we have to change it up and make it make sense to them. I think that it is a skill that we all have to work on daily.
ReplyDeleteThis is very true. I am constantly restructuring or re-framing what I teach. There is always a way to improve the lesson being taught to better suit the needs of the student.
DeletePositioning and re-framing should and can be a part of our everyday teaching experience. I use re-framing when a student may be discouraged or nor fully engaged. Re-framing the situation or lesson into something that is relevant to the student and is of interest to them can make all the difference. Along with re-framing comes restructuring to meet these needs.
ReplyDeleteBurgess suggests we think about our students with the thought "Why sould that student do business with us?" "What are we known for?" He does have a point for us to think about. If we are known as the teacher that has cool ways to teach students, then students are going to want to come to our room. That's what we want. It could be something simple like playing educational games every Wed and Fri.
ReplyDeleteWith re-framing, its teaching the same old stuff but with an exciting twist to it. It could be something like putting new sight words in a small treasure box like it is a secret message. A long time ago I used to have water bottles for the students. I put a label on them that said "Brain Water". The students thought that the Brain Water helped them remember better and helped them do better on tests.
I’ve used positioning in my career by trying to be the best at what I do. Granted, I don’t think I have it all down right now, but eventually, I’d like to be thought of as a go-to person; a person that others consider to be a knowledgeable, helpful resource. I think I’ve also used positioning in building relationships with families. Sometimes, families I’ve worked with don’t have a good idea of what special education really is. Or they might not even have a good perception of the school or education in general. In these situations, I try to “create a compelling picture and understanding in [their] minds,” so they’ll have a better understanding of what HPEC is and how we can work with the districts to best support their child at school.
ReplyDeleteI'd agree, we often have to "sell" the idea that we're trying to help a child, and that special education doesn't happen in a closet away from other students.
DeletePsychs. are always reframing. Part of our role is to change how we all think about students, turning that kid with ADHD, who's always blurting out in class and won't sit in his seat into an "energetic and enthusiastic learner with lots to contribute".
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