by Melody Swars
Teachers should participate in professional development because not only does it train you in new strategies but the time at professional development sessions allow teachers with similar growth areas to collaborate.
I sat in an amazing train with Karin deVarennes on a recent Saturday that was focused on how to get students to write an argument. I walked away with not only knowledge that Karin provided but also that of the colleagues that were at the training. We want our students to be successful in collaboration with each other to help build language and content knowledge. This also creates students that are college and career ready. During the training she showed us many ways to get student to collaborate, whether it is for the purpose of writing an argument or in one of the many aspects of student learning.
As a group of teachers that all have varying years of experience, we got to collaboratively developed a list of ‘getting to know you’ activities that we do in our class. Some teachers had students write a letter about themselves, while another teacher mentioned that in her letter she has students write their future goals. She said this is important because she can incorporate this into her teaching strategy. Some strategies that were collected were:
As a group of educators that were learning, we didn’t just watch a PowerPoint presentation; we became collaborators through different strategies. One strategy that I really like was a silent debate. One student needs to write their opinion and the other student then responds by writing back their side of the argument. It was intense because you want to respond quickly but you have to take the time to write out your thoughts. I think this could be incorporated into a google doc where two students can write possibly from different classrooms.
An argument debate topic was “should a student have to be passing their classes in order to get their driver’s license.” The room was split in two sides; pro and con. Each side then got into small groups of three and had to discuss ones reasons why we felt this way. After that, the representative of that triad group had to share with the other side. The guidelines were set that we need to listen while one person gives their opinion. After both sides had time to share we returned to our groups and had to develop a rebuttal as to why we do not agree with something from the other side. We were also provided sentence frames to follow to help guide the conversation. While teaching it is so important to have a universal design for learning so that you can meet the needs of all your students.
Another fun strategy I felt was very beneficial for all ages was the 7 chair countdown. You can use any number but the idea is you can count out so many chairs and then stop at the last chair and find a brand new partner. You then get to share, after you share your partner paraphrases what you said. It could be used for ELD students to build language and background knowledge, or to have a better way to access the curriculum in a way that is taught to them at their peers language level.
While I could continue with every aspect I learned that day these were my biggest takeaways. I felt like I have added to my teachers toolbelt of skills as well as meet many teachers in our district with a wealth of knowledge. I would think to give thanks to Karin deVarennes for giving such an interactive professional development.