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4/2/2014

Abstract Art:
Learn It,
Teach It,
Encourage It

After two straight weeks of Gatsby, I decided to throw a curve-ball at my AP Language students today. I taught them about abstract art: techniques, philosophies, genres, movements, major players, and so much more.

I love to study and create abstract art, and being an artist is an essential influence on my teaching philosophies. Taking courses at the Art New England program, I saw how art teachers create a familiar two-part workshop: mini-lesson followed by creativity time. This is exactly the approach I use, which I learned from Nancie Atwell's books, the National Writing Project, and other similar sources

As a language arts teacher, I became acutely aware just how important it is to treat my students as artists. I began to value giving my pupils classroom time to create. I saw myself as more of an editor and a coach who helps them achieve their own creative goals.

I set this goal for the third quarter:
For a "90+" on your report card:
you need a 90+ average and
5 of anything marked "final" - pages of memoir, poems, mind maps, calligrams, cartoons, or other language arts works."

A student recently submitted these two amazing works to meet her goals, and other kids have turned in works similar to the pieces at the very end of my art gallery.

You can teach the exact same lesson!

Download this handout and photocopy it for your students.

Encourage them to take notes on it or doodle on it during the lesson. "If you hear a name or see a painting you like, circle it on your handout and Google it at home," I said. "Teach yourself more about anything you learn today."

Lead your students through the chronology with this Prezi! Of course, it helps if you know all these painters and movements as well as ... I do! But even if you don't, there's plenty here to discuss and explore - with your students.

And that's all ya gotta do!

Is this "Common Core Ready"? Is it "AP"? Does it fit in with the curriculum of a high school English class? Is it even worth teaching? I'll leave those questions to you...

Click on the photo if you want to see more of my paintings!

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Revising My Favorite Lesson

2/10/2014

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A new Mind Map about Mind-Mapping

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Using Mind Maps Magazine: Feature!

2/9/2014

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Great Publicity
for Teaching Creativity

This month's issue of "Using Mind Maps Magazine" just hit the iTunes Store - and it features a story on ... me!

I couldn't be prouder!

I am always enthusiastic about sharing my ideas for teaching creativity, which begins with magic markers, colorful notes, and mind-mapping.

Here are some photos from the spread (as seen on my iPad).

Of course, if you want more information on teaching through mind maps, click on the "Art Gallery" tab on top or Blog 3 on the right.

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Quarter's End: Student Self-Analysis

2/5/2014

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Calculate, Reflect, Inquire, Goal Set

This week marked the end of the second quarter: time for students to calculate their averages, reflect on their accomplishments, and correspond with the instructor.

It is vital for students to see exactly how their grades are derived. I believe in a completely transparent method of determining what will go on their report cards.

My methods are so transparent, in fact, that I have the pupils tell me their grades!

I have been ending marking periods this way for almost my entire 20-year career.

This term, students first had to write in their assessment scores to figure out their numerical averages. It was a golden opportunity for them to see where they succeeded and where they need to improve.

Next, they had to list all of their creative accomplishments from the quarter. To get an "A" this term, students needed a 90+ average and they had to earn a "final" on 3 pages of memoir, 3 poems, 3 graphic arts pieces, and 1 calligram.

I am always setting goals and deadlines, then asking for reflections.

These techniques will motivate students through introspection, self-reflection, and writing!

Reading Comp Practices: I began the quarter by discussing the reading comprehension passages they have to read during the AP exam. I told them they would have several in-class reading-comp quizzes that would count for grades. "The best way to prepare," I taught them. "Is to meet up with at least one other person to practice reading comps." Then we set a goal to have a few study sessions by the end of the quarter. "Collaborate on these so you can discuss the questions and figure out the answers together." I love to teach collaboration -- I even have a mini-lesson on it that ends with Jay Z and Eminem doing "Renegade" on Letterman.

This goal would never be "assessed" in a traditional way and it wasn't homework, per se. I taught them how to improve at this skill -- while applying the moderate pressure of knowing that in two months I would ask them about these meetings. There would be no bonus for having reading comp sessions and no detraction for not meeting up with anybody. It was simply a goal of the class.

It is REMARKABLE what students will do even when there is no formal grade on the line.

Ouside Reading: On the back is another example of goal-setting and writing reflections. I encourage outside reading without threatening assessment. I recently blogged about my outside reading philosophies. Again - no penalty if you don't read and no bonus if you do. "Don't forget, in two weeks I'm going to ask you about your outside reading," is my typical announcement.

Creative Reflection: The quarterly self-analysis ends with a longer reflection on either reading or writing. This time I asked about a creative piece that made them proud. I might ask about the theme of a book they read, a writing lesson they've learned, or any number of other related items.

The quarterly self-analysis is a critical summary of what each student achieved during the marking period, and I cannot fill out their report cards without them.

I encourage you to try some of the same methods!

Click here to download the handout I used.

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NCTE 2013: My Presentation

11/28/2013

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Mind Maps!
Student Work
on Display!

BOSTON -- From the moment I put the first staple into my first mind map, a stream of creative and curious teachers came my way to learn the educational benefits of mind-mapping.

Last Saturday was my first time demonstrating at an NCTE Conference, and my "poster presentation" was a success. The thrilling and invigorating response reminded me - once again! - that educators are looking for all sorts of new and innovative practices.

Throughout the afternoon I explained the following:

1) Mind maps ARE the end product. By setting "goals & deadlines" for my pupils each quarter, I motivate them to create original, self-directed work that is both educational and artistic. Mind-mapping is one of several creative techniques I teach, leading to portfolios of memoir, poetry, and other language arts every June.

No student ever asks me "Why do I need to know this?" when learning about mind maps - or other methods of creativity. They are proud of their work and the art is legitimate, honest, and important. For more on "goals & deadlines" read this blog entry from last year.

2) A mind map can be a part of something larger. It can be an early step in a process leading to a different end product - like a brainstorming session, an essay, a research paper, a business idea, and so much more.

3) Teaching mind-mapping is easy! It takes 20 minutes. Just show your students my art gallery, explain the idea of taking notes by "mapping" your ideas as they radiate from a central core, and encourage them to take inspiration from what they see while creating their own original art.

My book includes a more in-depth mini-lesson that you can photocopy and distribute to your classes.

4) Magic markers are mandatory in my classroom. This is on my opening day handout under "required" - right along with a folder, a notebook, and a pen.

Every class, every day begins with me saying "Take out your notebooks and your magic markers ..."

"Fine-tipped" markers are best. "Preferred by Teachers" it says on the package!

5) Teaching creativity is vital. The results are phenomenal if you teach students HOW to be creative, then give them time, space, coaching, and motivation.

My display showed myriad examples - including mind maps made on the computer and made by hand. With words and without. With original photos or not. Made by magic marker or Sharpie or colored pencil. In full color and black & white. Created alone or in collaboration.

The examples were used to set goals, create a bucket list, pay homage to favorite books, reminisce about special memories, celebrate accomplishments, study for a test, contemplate travel, take notes during class, and so much more!!

I also frequently showed how to use mind maps to teach full-class literature, as demonstrated in the "mind maps for teachers" tab of my website.

Other NCTE Experiences

Saturday evening I went to the Scholastic dinner - and it was a total delight! I will never miss this event again. Scholastic served Thanksgiving dinner to hundreds of English teachers, for free:)!

I met so many inspiring and interesting people at this dinner, including one of my primary influences: Jim Mahoney.

Mahoney literally "wrote the book" about portfolios.

"I've been using your ideas for so long, a generation of people think I invented portfolios," I told him when we met during the cocktail hour.

I was absolutely star-struck as I told him about my blog entry on portfolios.

This marked two straight years I've been at the NCTE Conference - and I hope I never miss another! I am looking forward to Washington DC, and I plan to propose a repeat demonstration of my mind-mapping poster presentation!

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Response Journal: Reading Lesson #1

11/19/2013

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Students Must
choose The Books

I am so heartened to read this article, which appeared in my NCTE mailbox this evening:

"The Most Important Lesson Schools Can Teach Kids About Reading: It's Fun" in The Atlantic, by Jeremy Wilhelm and Michael Smith.

These two college professors have co-authored a book encouraging teachers to design student-choice reading programs. This article summarizes their viewpoint, and I couldn't agree more!

I have made a concerted effort this year to focus on student choice in reading, including these techniques:

a) Having students write about their reading goals.

b) Requiring them to write literary letters about their books. For more on this, click this link to the Library of Congress Contest.

c) Filling my bookshelves with a variety of books and turning it into a small library.

d) Saying this: "You can always read in my classroom."

I've used a variety of methods to introduce new titles to introduce new titles to my students.

a)Doing whips around the room to ask about outside reading;

b) Going to the library for book talks (pictured).

c) Discussing books and posting book reviews on our class Facebook page.

d) As Penny Kittle suggests - having them maintain a list of "Books to Read".

I've changed the culture of my classroom to make outside reading part of the mainstream expectations and curriculum.

Most importantly, the summer reading assignment was built entirely around encouraging students to select their own books.

This was the first year the English department tried this concept, and it was a rousing success!

Click here for the blog entry I wrote explaining the summer assignment.

That summer assignment set the tone and expectations for the whole year!

The Atlantic article points out how policy-makers emphasize reading for its "pragmatic" and "utilitarian" benefits.

Educators hardly get a moment to emphasize reading for the fun of it, for the variety of "pleasures" -- which Wilhelm and Smith analyze -- it brings people.

That's too bad. It's important to create student-choice in both their writing and their reading lessons. I do that through my usual methods: goal-setting, reflection, and mind-mapping.

Of course, it doesn't have to all be student-choice. I have found that I can do both: power up an independent reading program AND still do a few whole-class selections (Gatsby, Macbeth, Frederick Douglass) during the year.

The focus group for Wilhelm and Smith was eighth-graders, and I think most people tend to think only of our younger students when discussing our methods of teaching reading and writing. The truth is that if it works in 4th grade, it works in 12th grade.

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Mind Maps Across the Curriculum!

10/26/2013

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This was "deadline week" for creative submissions in all my classes.

Somehow - even with a new house and a three-month-old baby - I'm keeping up with the deluge of papers to evaluate, edit, and return.

All my students had to submit four mind maps this quarter. I suggested they make at least one of them "notes from other classes."

Mind-mapping is such a useful and amazing life skill! I love to encourage my pupils to utilize the mind-mapping techniques for better learning in all their courses.

These recent submissions reinforce how my successful my mind-mapping lessons have been. You should give it a try with your classes!

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The First exercise of The year

9/19/2013

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ID Cards:
Opening With Lessons
in creativity, writing,
Self-discovery
& Public Speaking

It's my 20th year teaching secondary English!!

I kicked off September by having all my students create colorful, mind-mapped "ID Cards."

It's an attractive exercise for students because it's fun, introspective, and new. It also happens to be a perfect way to introduce my classes to some of the fundamental lessons I hope they learn during our time together.

In both classes I teach -- Creativity Workshop and AP Language -- students are required to do this assignment. All my pupils need to learn the basics of creativity: the power of color, the dynamics of mind-mapping, and the rewards of self-expression. These ID cards are a perfect way to begin teaching these tenets.

I execute this lesson by handing out extra large index cards to the class. "The idea here is for you to mind map your passions, activities, hobbies, and anything else that you really love," I instruct. Then I show them the examples on my website's art gallery.

I give them "workshop time" in class to start them, encourage them to do first drafts in their notebooks (gotta teach the layering process!), and ask them to finish them within three days.

When they all have their ID cards ready, I lead them in a whip around the room. Each and every student must explain a bit about the topics on their cards. (Plus, I intro my public speaking lessons!)

Can you believe the effort they put into this project ? I even tell them, "There's no grade on it. Just have fun and let me know what's important to you."

I think it proves true what John Steinbeck wrote in The Pearl: "Every man in the world functions to the best of his ability, and no one does less than his best, no matter what he may think about it."

How would I grade it anyway? I've worked hard to encourage and teach art-making without grading the work. That's why I've developed my two-tier evaluation system: Creative work is labelled either "edited" or "final."

"Edited" work must be revised, polished, and re-submitted.

I hold these index cards in my hands during the first few weeks of school and use them to get to know the students or "cold call" during a lesson. Once I have the names memorized, I turn them into a bulletin board that looks awesome and inspires many compliments.

In the spring students add them to their portfolios.

For an extra twist: One of the first concepts I cover in AP Language is parallel structure.

Students had to pre-write what they would say in the whip and be sure to experiment with parallelisms.

This activity demonstrates another one of my fundamental philosophies of education: Be Student Centered!

It's one thing to teach them parallel structure and all the finer grammatical points that entails.

It's a whole other ballgame to ask them to APPLY the lessons by writing about themselves.

More student-centeredness!

The parallel structure unit ends with pupils constructing "Facebook Updates" to practice what they've learned.

After parallel structure, I take my AP classes into lessons on sentence variety and rhetorical devices like anaphora, antithesis, and chiasmus.

I teach more than creativity!!! I love to instruct on the finer points of the sentence -- which leads to the paragraph and the essay and the research paper.

For more on how I teach "The Essay" click here:)!

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Penny Kittle, New Goals, and The Summer Reading Assignment

6/16/2013

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Flipping Summer Reading:
Students Decide, Teachers Listen

Click on photos to enlarge them or discover a link.

Click to download!

Last week the English Department rolled out a new concept in Summer Reading.

Instead of demanding that students read a classic (or two) while preparing for September's in-class essay, we are simply encouraging our students to read throughout the summer and to record what they've accomplished.

By inverting the old way into something new and radical, we are really flipping the classroom -- no at-home videos needed!

The students will choose their own reading and decide how to respond to it. There is no double-entry journal, no mandatory essay, no disincentive to get in the way of students' relationships with their books. We are trying to develop a love of reading by backing off and creating space.

School in September will begin without the teachers and their students rushing through the dreaded Summer Reading essay.

We are giving our pupils room to make their own decisions. By simply encouraging them and helping them "set goals & deadlines" we have placed ourselves in the positions of literary coaches rather than assignment taskmasters.

This new assignment is UNGRADED, and will help both students and teachers because now kids can't show up on the first day of school already behind in your class, already doing poorly on the first essay.

Plus, it gives us time to teach our writing lessons and demonstrate the level of discourse expected in our classes before we administer the first assessments.

Stated Goals of Assignment:

Encourage a lifelong habit of reading.
Push our students to read more advanced and more complex material.
Discover what our students are reading.
Ignite the literary conversation among students & between teachers and students.

A student's website: summer-reading goals.

This is a dramatic change from the old assignments I've given students over the summer, and I love it!

Of course I love it -- I designed it:)!

I've always been concerned with how reading assignments can provoke students into hating reading. Why should Summer Reading -- of all assignments! -- continue to teach our students that READING means dragging yourself through a book you don't find appealing, don't want to start, and might never actually read anyway?

Many of my colleagues in the English Department feel similarly, and they responded positively when I showed them my concept for a new assignment.

We are abandoning an old trope: the September essay on summer reading. In its place we hope to develop a lifelong habit of reading what interests YOU!

The idea for this Summer Reading Assignment was inspired by Penny Kittle's presentation at last Fall's NCTE Conference in Las Vegas.

I've always thought Kittle was gutsy, wise, and creative. I like everything she has to say about teaching reading and writing. I circled her name in the catalog months before the conference.

My notes from Kittle's session include her idea for applying goal-setting strategies. Ask your students to put their goals in writing by keeping a list: "What am I going to read next?"

Goal-setting is such a simple and effective technique, and yet it is easily and often overlooked.

If you want to check out more by the fabulous Penny Kittle, click here.

If the new Summer Reading assignment is going to be successful, it is important for teachers to lead their classes through goal-setting sessions in the waning days of June.

Many of us saw students engage in passionate and enthusiastic conversation about the literature they have read or hope to read.

I spent one period having the students create mind maps and lists of books they'd read the past few years.

After ten minutes of brainstorming, we did a whip around the room. During the whip each student had to suggest a book to the class.

I typed up this list on screen in real-time as they explained their suggestions.

It was so much fun! And it was an inspirational, informational, student-centered lesson about reading.

If I hadn't been with my AP class, I would have given more support to my students. Example: A period in the "book museum" having our excellent librarians lead them through a showcase of new literature to choose. Librarians are so good at getting kids excited to read -- I love to collaborate with them.

We did set up support on the English Department website: links, lists, etc. have been posted here.

What about the Common Core?

I believe this new assignment is perfectly Common Core Ready!

The photo to the left is a slice of the CC Requirements in Reading Literature: it's all about "analyzing" and "determining."

First, kids have to determine what they want to read! They need room to do their own analyses.

The only teaching needed in July and August is to encourage young minds to explore on their own. There will be plenty of time during the school year to teach them the proper writing skills in order to explain what they've "determined" about literature and how to "analyze" it.

The Common Core does not mandate certain books, and it does not require that a single novel be taught to an entire class. It embraces student choice, diversity, and autonomy in the reading decisions made by our students.

Notice standard 10.10 to the right: "blah blah ... INDEPENDENTLY and blah blah..."

The CCR wants students to "grapple with works of exceptional craft ..." while being led up a "staircase of complexity."

How can that staircase begin with a high-level text mandated over the summer WITHOUT the support of a teacher or a classroom environment?

The ground-base for reading instruction is to instill a love for literature and build a skill-set for reading.

Will some students not read over the summer? Sure! And how is that any different from past practices and results?

As my colleague Mr. Graham likes to say: "Summer reading ... Summer not!" With our new assignment, we have our best chance to light the literary fire even beneath our most difficult pupils.
*****
P.S. Our AP and Honors classes must complete the traditional reading/writing task about a classic ... AND this assignment.

Endnote: Students really do enjoy reading!

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Ending Where We Started

6/9/2013

7 Comments

In Praise
of Portfolios

These boxes hold this year's portfolios.

For more than a decade, every student I've taught has created a book of original writing and art.

It can be difficult to find time for creative lessons and writing workshop (in AP English or any other Language Arts class), but I make it a priority.

I start the year by showing them sample portfolios and setting a long-term goal -- complete your own portfolio.

The projects end our experience on a high note of creativity and accomplishment.

I almost always write my own handouts:
These packets open and close the course.

Portfolios exemplify many student-centered theories about teaching reading and writing, including:

long-term planning
goal-setting
authentic writing
project-based learning

Let me take you inside a few and show you the writing and creativity ANY student can accomplish.

Poems, memoirs, and mind maps make up the bulk of the work. They also include photographs, awards, and examples of academic essays.

By "setting goals & deadlines" every quarter, I coax this material from my students throughout the year.

I don't put grades on creative writing. Instead each piece is evaluated as "teacher-edit" or "final." If it's a "t-e" that means revise and resubmit. Students love to get "finals"; I love to make them earn 'em through my comments, lessons, and revision directions.

Decorations and photo-book approaches are nice accoutrements, but they do not impact the project grade. The score is based on the number of "finalized" poems, mind maps, and prose -- plus the mandated reflections.

Reflections can come in many forms...

You never know what will happen if you teach students to be creative and encourage them to "take risks" and "bleed on paper."

Students have the option to create an on-line portfolio. I don't teach them any lessons on website creation, but I get submissions made on Weebly, Tumblr, Wordpress and others.

Click on each name to see some on-line portfolios from this year:
Melanie
Ally
Christine
Rachael

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FREE Lesson Plan!

Abstract Art:
Learn It,
Teach It,
Encourage It

Revising My Favorite Lesson

A new Mind Map about Mind-Mapping

Using Mind Maps Magazine: Feature!

Great Publicity
for Teaching Creativity

Quarter's End: Student Self-Analysis

Calculate, Reflect, Inquire, Goal Set

NCTE 2013: My Presentation

Mind Maps!
Student Work
on Display!

Response Journal: Reading Lesson #1

Students Must
choose The Books

Mind Maps Across the Curriculum!

The First exercise of The year

ID Cards:
Opening With Lessons
in creativity, writing,
Self-discovery
& Public Speaking

Penny Kittle, New Goals, and The Summer Reading Assignment

Flipping Summer Reading:
Students Decide, Teachers Listen

Stated Goals of Assignment:

What about the Common Core?

Endnote: Students really do enjoy reading!

Ending Where We Started

In Praise
of Portfolios

Blog Author:
Daniel Weinstein

Blog Entries

Abstract Art: Learn It, Teach It, ﻿Encourage It﻿

A new Mind Map about Mind-Mapping

Great Publicity for Teaching Creativity

Calculate, Reflect, Inquire, Goal Set

Mind Maps! Student Work on Display!

Students Mustchoose The Books

ID Cards: Opening With Lessons in creativity, writing,Self-discovery & Public Speaking

Flipping Summer Reading: Students Decide, Teachers Listen

Stated Goals of Assignment:

What about the Common Core?

Endnote: Students really do enjoy reading!

In Praise of Portfolios

Blog Author:Daniel Weinstein

Blog Entries

Abstract Art:
Learn It,
Teach It,
Encourage It

Great Publicity
for Teaching Creativity

Mind Maps!
Student Work
on Display!

Students Must
choose The Books

ID Cards:
Opening With Lessons
in creativity, writing,
Self-discovery
& Public Speaking

Flipping Summer Reading:
Students Decide, Teachers Listen

In Praise
of Portfolios

Blog Author:
Daniel Weinstein