More about Studying

By
Lynn K. McMullin

After last week’s BLOG, a young mother emailed me with a follow-up question that might be worth sharing and is significant to students and families from grades 4 or 5 and up. She commented, “Students who are high-performing can have a hard time learning study skills as they get older. Because everything has come so easily to them, they haven't learned how to study and master more challenging material, and it can be daunting.” I’d like to share with you what I shared with her, which is applicable to every child no matter his or her abilities.

First of all, some struggle when the material begins to get harder is healthy for children.  We don't want learning to always be easy and risk-free.  It’s OK for students to attempt to learn something, to not succeed, and to then try something else until they figure out what works for them. Finding our own path to success is part of the learning process. But, frustration to the point of anxiety or shutting down is counter-productive. So let’s build on last week’s research about studying.

The most common technique for studying is some kind of personalized method using these kinds of strategies:

Previewing
First, always preview the "printed pages" before reading.  Studying is not linear, like reading a novel is: read page 1, then page 2, etc.  Students should examine the chapter before reading it.  Pay attention to how the chapter is organized – what parts are likely to be the most difficult? … and the most interesting?  They should read all the titles and sub titles and turn them into questions or observations. For example: If the article or chapter title was "Three Worlds: One Choice,” they might ask what is meant by the phrase ‘three worlds’ (when really there is only one) and whether ‘one choice’ seems positive or negative.  Asking challenging questions makes students want to find out the answers.
Next they should look at all the pictures to understand them, not just glance at them. Read the captions under the pictures. "Why does that monument have such a huge crowd around it?"  "Why are the people all wearing white?"  "In this picture, if there is no grass, how do those goats eat?"  When you’re really trying to understand, there’s no such thing as a dumb question.


Students should look at any charts and graphs and read their captions, trying to understand what they are showing.  Read the "call-out" boxes (areas of text that are larger or in boxes, etc.) and ask questions about what this information might be referring to.Reading
Second, there are a variety of ways to take notes while reading. I use what is called "dialectical journaling." It's easy and it works for me.  A standard notebook with a line dividing the page in half. The page number goes in the margin. I retain all the chapter and subtitles by writing them down.  Below each one, I write my book note on the left; and on the other side of the line, I either reword it in my own words or comment on it on the right.


Students also need to develop three different reading strategies and know which one to apply in different scenarios. There’s study reading, skimming, and scanning.
In study reading, they should slow down!  Try to interact with the author by paying attention and really trying to understand, not passively letting the words wash over them. They might have to read the material more than once… read it aloud in a one foot voice… or, use a ruler to move your eyes down the page… and, they should take notes.Skimming is useful as a pre-reading tool – to get the general idea before beginning reading – and as a reviewing tool to remind yourself what each section was about before summarizing it to yourself.  Scanning helps you find an exact piece of information or quote you’re looking for in material you already have read and understand.


Studying
Finally, when studying. The best thing to do is mix-up modalities.  Students might review and write what they're reviewing on note cards.  Writing and reading simultaneously allows the brain to recreate a memory of writing the information down, which supports the memory of seeing it and is both more permanent and more easily retrieved.  Think of trying to remember someone's phone number.  If you write it down, your brain will recall not just hearing the numbers, or seeing the numbers, but the actual act of writing the numbers on the page. 

Some kids might do better if they speak the information into a tape recorder, or even speak the information to a mirror, than if they simply write it.  It depends on learning style, but mixed modalities help most people.  Students should include strategies such making a set of flashcards, writing new words several times, diagramming something, drawing a flowchart of steps, using pneumonic devices, etc.

I’ll be the first to admit this is the briefest of overviews. I remember the shock of getting a C+ Ancient World History in the first quarter of my freshman year.  But I worked it out.
I’m sure that one of my strategies would have included meeting with the teacher, Mrs. Benway, to get her suggestions. (I was that kind of kid!)  Certainly, meeting with the teacher is always a good idea. 


I found a fabulous website for more information. Check out “How to Study” -- http://www.how-to-study.com/ -- which has study tips and information, categorized by math or language arts, by memorizing or note-taking, and so on.

The Latest on Study Habits

by Lynn K. McMullin

Two recent research pieces, one in the New York Times and one in msnbc.com on-line, bear a little consideration and might prompt comments from those of us who can share our own practical experiences, either as students ourselves or as parents raising contemporary students.


The first is the NY Times article, "Forget What You Know About Good Study Habits" by Benedict Carey, published September 6, 2010, just in time for the start of school.  Carey claims that recent research turns our old-fashioned, common knowledge about studying on its head.  For example, how many of us believe that our students perform better when they have one established place in their homes or rooms for quiet study.  In my mind, the ideal spot should have a desk, a light, and a dictionary.  OK, I admit that's very old fashioned, so replace the dictionary with a laptop!


Carey says research, however, proves we're wrong, and "simply alternating the room where a person studies improves retention... In one classic 1978 experiment, psychologists found that college students who studied a list of 40 vocabulary words in two different rooms — one windowless and cluttered, the other modern, with a view on a courtyard — did far better on a test than students who studied the words twice, in the same room." 

For years, as a teacher, I told my students and their parents that they shouldn't study in the car on the way to karate lessons.. and that they should study one subject at a time, the hardest one first.  Yet, Carey claims research proves kids should change-up what they do as they study, moving from memorizing vocabulary, to reading and taking notes, to writing an essay or reciting aloud.  This studying technique, which Carey calls "mixed practice," enables retention for a longer period of time.  He explains that when a student does the same repetitive process over and over, the brain anticipates the correct response pattern, rather than internalize the content.  Variety, therefore, causes less automation and lasting knowledge.


What about cramming?  We've all done it with positive results!  Carey makes this analogy: "Hurriedly jam-packing a brain is akin to speed-packing a cheap suitcase... it holds its new load for awhile, then most everything falls out."  This is a old piece of common sense that seems to hold true -- study a little today, tomorrow, and then again next week for greater retention.


So, would you have gotten these three factors of success correct?  1.  Changing study locations?  2. Switching the kinds of content being studied? and 3. Spacing the study sessions over time?  The fourth key factor of success, of course, is motivation!


So, what does research say about studying success and Facebook, texting, emailing, or tweeting?  Suzanne Choney, in an article titled, "Facebook Use Can Lower Grades by 20 Percent, Study Says" (msnbc, September 7, 2010) writes that, "...college students who are on Facebook while studying or doing homework wind up getting 20 percent lower grades than students who don't have the social networking site in visual range, or even running in the background on their computers or mobile phones." 

The study was done by two researchers, one in the Netherlands and one from Ohio State University.  The purpose of the study was not to label Facebook as either good or bad, but rather it looked at whether there was any truth behind the belief, common among social networkers, that they are good at multi-tasking.  The study concludes, "the reality is it [social networking] extends the amount of time needed to carry out tasks and leads to more mistakes." 

So, what are your thoughts?

TEAM and Our Qualified Teachers

by Lynn K. McMullin

In late August, we introduced our newest teachers in a webpage photo album called “Welcome New Staff.”  (You can find it below the BLOG is you missed it.)  Since, I am fresh from a meeting in Hartford about the new TEAM program for beginning teachers, I thought I’d provide some information about the paces we put our new teachers through to ensure they are the best teachers they can be.


First of all, in Canton we only hire certified teachers (or teachers whose certification is immediately pending because, perhaps, they have moved to Connecticut from another state.)  As you can see from the photo album, most of our new hires already have their Master’s degrees. Others are enrolled in a graduate program and are well on their way to an advanced degree.


All beginning teachers have 3-year Initial Certificates. This means they have successfully complete a state-approved education program at an accredited college or university; they have passed the Praxis I Skills Tests (math, reading, and writing); and passed the Praxis II Subject-Knowledge Tests, such as in Elementary Education or French or Biology.  Once hired in a school district, teachers with initial certifications now need to complete TEAM (which I tell you more about below) in order to move on in their careers.


The next level is the Provisional Certificate, which is valid for 8 years and requires 30 months of successful teaching experience, as well as 30 semester hours (10 courses) of credit beyond the bachelor’s degree at an accredited college or university.  After 2016, those credit hours can only be graduate level courses and cannot be in the pursuit of another bachelor's.


Next, the teacher seeks a Professional Certificate, which is valid for five years. It requires 30 additional months of successful experience and 9 additional CEU’s (Continuing Education Units).  Each CEU is equal to 10 hours of additional training, so a total of 90 hours of professional development are required for a teacher to retain certification.


Some beginning teachers come to us through ARC, or Alternate Route to Certification, which allows qualified, motivated adults to change career paths.  These are individuals with college degrees and years of experience in a relevant profession who are willing to enter an intense teacher training program.

TEAM is Connecticut's Teacher Education and Mentoring Program

TEAM is an induction program which pairs beginning teachers with trained mentors and, step-by-step, works them through five, 10-week modules. The difference between this experience and their eight to 10 weeks of student-teaching in college is enormous. In TEAM, they are immersed in their own classrooms, they are expected to set very specific learning goals for themselves, to reflect on their daily classroom performance and how they are improving and developing as teachers, and to track student achievement in specific impact statements.

The TEAM modules are: Classroom Environment, Planning for Active Learning, Instruction for Active Learning, Assessment for Learning, and Professional Responsibilities. The phrase “for active learning” in these modules refers to the idea that the new teachers must concentrate more on what their students are doing than on what they are doing.  New teachers are expected to be coaches of learning not lecturers or imparters of knowledge.  Or in edu-speak -- they are to become a “guide on the side’ not a ‘sage on the stage.’

TEAM is a brand new state program, so as I mentioned to one of our administrators today, we are flying the plane while we are building it.  We have mentors in various stages of training, we have the draft of brand new 3-year District TEAM Plan in the hands of a brand new, though eager committee.  We’re still trying to iron out some glitches in the data, so that our new teachers are in the correct schools and can be paired with the correct mentors in State’s new on-line system.  I was told yesterday, that the request for data corrections is down to only 470 this week. 

Yet, I must say, none of this is scary.  In fact it is rather exciting!  The three most positive signs of success are: 1.) the new TEAM modules have a heavy emphasis on mentoring, in-class coaching, and co-teaching, a practice well supported by research; 2.) the in-house committee approach for scoring our beginning teacher’s reflections about the modules gives Canton a great deal of control over induction, and 3.) the happy coincidence that Canton’s five new Teacher Evaluation Rubrics align with the State’s five modules (we must have used the same research!)

I’m sharing this information with you as reassurance that we have hired the best teachers and are working even harder now to ensure their success.  When new teachers leave the profession, they generally do so in the first two years out of frustration, because getting started in teaching is very, very difficult and they have felt alone and unsupported.   We’re doing everything we can to create a supportive community that retains the fabulous people we have hired.

An aside:
** By the way, athletic coaches are required to have certifications, too.  In fact, this July, legislation was passed that in addition to other required courses, coaches must complete a training course regarding concussions and head injuries and must update that training every five years.  Only courses approved by the Connecticut State Board of Education qualify for this certification.

Are you a WARRIOR?

By Lynn K. McMullin                 


This past week, Canton’s students and parents have had the opportunity to meet with a highly recognized motivational speaker, Mr. Calvin Terrell, to explore the topics of justice and acceptance. Calvin Terrell is the founder of Social Centric, an organization dedicated to creating peace, fighting injustice, and challenging the stereotypes and intolerant behaviors of the young and old alike. Terrell first came to Canton for a two day visit last spring to work with high school students and the student group ‘Be the Change,’ advised by social studies teacher Jennifer Gembala, who also organized each workshop event. Terrell’s visit had such positive impact on the school, we asked him back  in August to speak at our Opening Day Convocation for teachers and to meet with student groups in preparation for this month's week-long visit .



Calvin Terrell began his week with 4 - 6th graders at
Canton Intermediate School.  He ended his week at the high school,
and on Wednesday evening met with parents.


Terrell’s work with our students, which is 100% grant funded, is one facet of Canton’s multi-faceted approach to creating a safe school culture, free of harassment and bullying. Along with Character Counts, CyberSMART, small counseling groups, classroom curriculum, and Advisory group discussions, this week's workshops are aimed at reducing racism, prejudice, hatred, bullying, and violence.



Terrell, (in back), told Middle School students that
being in a clique was OK, everyone wants to have a group
of friends.  But he asked them to consider what kind of energy
their clique brought forward -- love or hate?

 
Terrell begins his workshops with an examination of five different types of people, asking his audience to decide what they want to be. In brief, COWARDS are people who may know what is right, but act, or fail to act, out of fear. They go along with the crowd; they pretend to be something they're not in order to fit in. THUGS create chaos and attempt to feel great by disarming the people around them. Thugs come in all colors and all forms. They hurt people and rationalize that there have always been people who've hurt others in the world.

SOLDIERS are people of action who follow orders. There are good soldiers who try to make a difference, but there are others who hurt people. REBELS use their personal anger to act out against others. They are self-centered and oblivious to others. It’s all about them.

Finally, Terrell points out there are WARRIORS. Warriors are people who follow a sober mind, heart, and spirit. A warrior knows what is right, speaks his/her truth, and lives an authentic life. Terrell explains to his audience that it's the warrior who brings peace, not chaos, to the world.

Terrell asks the students about their own groups or cliques – Together, are you cowards? Thugs? Or warriors? Do you build or tear down? He asks, “How many of you have seen people spread a rumor about someone else? How many people have seen others treat someone in a mean way? How many of you have ever been that kid who's marched around the playground or down the halls and treated someone else that way? What are the things you've been saying to the others in your school?”

“All of our lives will end,” Terrell says, “but my goal is to be remembered as a Warrior, not as one of the other four. How am I living? That's what this short time I have is about -- how do I treat people around me? My enemies, strangers and friends alike?”


MS Principal, Joe Scheideler, worked with students to untie a
human knot as part of a workshop exercise that challenged
kids "get out of the maze of your mind and into the genius of your heart."



During a "Call of Warriors,” Terrell asks if there is anyone who wishes to apologize to someone they may have hurt or excluded. At every session, at least 20 students took the microphone. Some students choose to say their "peace," some specifically apologizing to someone for unkind, even hateful, things they had done in the past. Some choose to thank a warrior friend or family member who helped them in some way. The comments were heartfelt and authentic.

Terrell spent Monday through Thursday, working with students in grades 4 – 12. His work included large group assemblies, team-level sessions, and small group workshops, all of which were planned and organized by Jennifer Gembala.  Terrell, Gembala, and our school community recognize that a week of workshops will not sustain the safe, accepting school culture Canton is trying to attain.  If the impact is to be lasting, the students and teachers need to embrace Terrell's message and find additional vehicles for spreading the positive energy he creates. Thus, part of the students’ responsibilities at each school will be planning how to sustain the ideas Terrell has introduced.

Terrell admits he works tirelessly, like a Warrior would, for his cause which is an end to injustice and hate.  On Monday evening, he spontaneously accompanied Dr. Jordan Grossman to St. Joseph’s College where he spoke to Grossman’s graduate school class. On Wednesday evening, he held a parent community session from 6:00 – 7:30 p.m.



After the assembly, a large group of students met with Terrell in the CHS library
to continue the work and discussion begun earlier.



Calvin Terrell is shown here with social studies teacher Jennifer Gembala,
who orchestrated the week-long event.  Both educators used every available minute
to convey a simple message to our students: "Live authentic, hate-free lives."



Who Selects our Textbooks?

By Lynn K. McMullin

Following a recent article in the Canton News and Foothills Trader, in which the reporter mentioned the Board of Education’s decision to purchase new textbooks for the French program, a resident asked me, “Who chooses our textbooks? Is there a process?” I’m happy to tell you, yes, there is!

Any time we purchase a new textbook, we usually spend at least several months reviewing a variety of texts and the support materials, such as teacher's editions, workbooks, technology links and applications, and so on. In the final analysis, the Board of Education policy requires that a minimum of three texts be overtly compared.

The teachers and principal then select one text and present a report to the BOE in which they provide specific and detailed answers to questions about the reading level and content level appropriateness for the grade; the attention to format and organization of the material; whether or not there are quality charts, maps, diagrams, and illustrations; whether or not the text presents any potential controversies and is free of gender bias and stereotypes… and, in today’s world, are there a variety of technology resources and applications. The BOE even wants to know about the textbook’s physical features, including the size of print and weight of the book, as well as the quality of its binding and paper.

The Board of Education also keeps a watch on our publication dates.  The new French text, Bon Voyage: Levels 1, 2, and 3, published in 2008 by McGraw Hill, replaced a 1995 text, Abord. Not only is the new text less Eurocentric and more global, it is more up-to-date.  Chapter 2 in  Abord taught students the vocabulary for making a call from a pay phone in Paris.  It included learning the phrases for asking Parisians on what street the nearest pay phone was located.  The new text includes the vocabulary of electronic communications; contemporary clothing (such as sport sandals); transportation; contemporary occupations, and so on.  Its travel chapters include asking for bottled water, salads with dressing on the side, and vitamin supplements.

Modern textbooks are expensive. The Bon Voyage texts we just purchased for the French program cost $72 each.  People suggest that we simply buy e-copies of the text and forego the printed copy.  But, as of now, you can only buy the e-copy if you buy the hard copy.  In other words, if we purchase 50 French textbooks, we get 50 e-copy licenses to the same text.  Students can then keep their hard cover book in school and view their on-line book at home.  But, it is still a one-for-one proposition.  Most e-copies are actually simple PDF’s of the printed text, with some additional links and Internet features.  Book publishing is a business, and while schools are trying to save money, the publishers are trying to make money. Someday, students will carry around electronic readers, not textbooks; but that day just isn’t here yet.

We do try to save money on textbooks, however.  When a text is in its third year or older, and we need to purchase copies for new students or to replace lost or damaged copies, we have had good luck lately finding “used excellent” or “used very good” textbooks on amazon.com for quite a savings.  The used text comes in 'matching' the used texts we have in our classrooms.  In the past, we have also sold off copies of texts to used textbook companies, such as Budget Text, but generally not for a lot of money.  By the way, when texts are lost or damaged, we do expect students to pay for them.