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10 Search Results for "himmele"

  • Being "bad at math" Being "bad at math"

    • From: Persida_Himmele1
    • Description:

      Our second grade daughter came home from school one day, and uttered that dreaded phrase “I’m bad at math.”  With all of the parental compassion I could muster, I replied “then get good at it.”  My husband and I elaborated on how to “get good at it,” and decided to focus on the two things that seemed to trip her up.  We focused on: 1) Monitoring that she was taking her time and 2) Monitoring that she had checked her work.  A few days later, she came home proudly announcing “I got a hundred on my math test!”  We replied “Awesome!  Why did you get a hundred on your math test?”  She replied, “Because, I took my time!”  We continued, “And?”  “And, because, I checked my work!”  We high-fived, and continued the discussion focusing on the effectiveness of her effort toward getting good at math.  Today, our little girl is in junior high, and continues to love and excel in math.

       

      Alright, on to the bigger issue.  I can’t tell you how many times I’ve heard that statement “I’m bad at math” from prospective teacher candidates.  Occasionally I’ll even hear that dreaded statement from practicing teachers.  I’ve even let my response slip out a few times during teacher candidate advisement meetings, “then, for the sake of your future students, get good at it.”  Their underlying assumption is that math is an entirely innate set of skills assigned at birth.  Let me share what should not be a secret.  Nobody is born being able to do long division.  Within our culture, we tend to put way too much stock in individual preferences and innate abilities.  And as long as we treat mathematics as something that is innately ascribed to a select few, then we’ll never understand the importance of our active role in the process of becoming “good at it.”  Mathematics is something that with enough effort, kids can get good at.  And, it ought to be an exploration of relevant understandings and skills that takes some effort to figure out.  We ought to teach and encourage the need for that effort.  As long as we treat mathematics as “you either have the math gene, or you don’t,” we won’t be able to support children in developing their own mathematical problem solving and reasoning skills.  Children, and the adults who teach them, need to really believe that being good at math is attainable with enough effort.  So, it really comes down to our own acquired and learned beliefs about mathematics.  Are you bad at math?  Then get good at it!

       

      Research behind Self Efficacy and the power of placing emphasis on effort vs. innate ability is further explored in The Language-Rich Classroom, pp 70-77.

       

      Persida and William Himmele are the authors of Total Participation Techniques: Making every student an active learner, and The Language-Rich Classroom: A research-based framework for teaching English language learners.  Both books are published through ASCD, and according to their moms, are “brilliantly written, must-have resources for every teacher.  People should totally buy at least 20 copies of each!”

    • Blog post
    • 2 years ago
    • Views: 7233
  • Top Blogs of 2011 and Year in Top Blogs of 2011 and Year in Review

    • From: Tim_Ito
    • Description:

      How will we remember 2011?

       

      On a broad level, many would agree the past year has been a difficult one with the economic recession, social upheavals and political differences weighing on the minds of many. And at times, the discourse on the state of education in 2011 seemed to reflect this same uncertainty found elsewhere in society, as debates raged on topics such as firing teachers, NCLB reauthorization and fair teacher evaluations.

       

      But 2011 also had its share of progress and bright moments too.  More and more, the educators spoke of technology integrations of iPhones and iPads enhancing student learning, as well as project-based and community-based learning initiatives. They began implementing flipped classrooms, balanced learning, Common Core development and the Whole Child framework.  They further refined techniques for implementing differentiated instruction, brain-based learning and formative assessment by seeking out PLCs and new online networking opportunities. And most importantly, they found the time to reflect on their own practice, as well best practices they learned from others.

       

      With 2012, the cycle of renewal begins again. We’re optimistic that the New Year will bring a number of new ideas as well as new leaders with their own visions of education in the 21st century.  We tip our hat to them as we salute our own community leaders of the past year -- those who have detailed their vision and ideas in the blogs below, and put those thoughts out in the public domain for scrutiny and praise. We feel blessed to have a community of such thought-leaders and hope you enjoy this quick glimpse back at the best of the past year. Happy holidays and best wishes for a fruitful 2012.     

       

      The ASCD Web Site Team

       

       ------------------------------------------

       

      Top 10 Blogs of 2011 (Rankings are based on total views)

       

      10. Classroom Management During the Holidays  by Muriel Rand

      Feeling stressed? It would not be surprising! During December, it’s hard to avoid the intensity of the holiday season – whether you celebrate or not. Psychologists tell us that anxiety can exist within systems of people, not just individuals, so that even if you are not particularly stressed out yourself, you can absorb the stress that’s in the environment...

       

      9. Marzano vs. A Four-Year Old  by Michael Fisher

      I know this is more personal, but it's also educational, and I wanted to share. Some mornings, our four year old will share the dreams she had the night before. This morning, she told me that she dreamed about "Rudolph."  She loves the Rudolph Christmas special and we watch it all year long.  She watched it last night before bedtime…

       

      8. Let There Be Facebook! Our plunge into using FB for summer reading and other learning adventures   by Tiffany Della Vedova

      If there has been one supreme divisive factor among our otherwise united classroom forces, Facebook is it. Block it! Ban it! Take their computers! Oh, the drama you have brought to us, dear Facebook, and yet I do believe we have given you too much credit for our frustrations and perhaps not enough for your potential...

       

      7. Preparing Our Kids for 1982: Time Traveling through Testing   By Heidi Hayes Jacobs

      If your tests are overwhelmingly multiple choice, fill in the blank, short constructed essay, longer extended essay whether open book or open note, then welcome back to the old days.   I did some archival research online and found tests and items that went back to the late 1970's and early 1980's and found that they are identical TYPES of assessment to present day assessments…

       

      6.  Total Participation Techniques  by Pérsida Himmele

      Think about the typical question-and-answer session in most classrooms. We call it "the beach ball scenario" because it reminds us of a scene in which a teacher is holding a beach ball. She tosses it to a student, who quickly catches the ball and tosses it back. She then tosses it to another student…

       

      5. Common Core State Standards   by Alan Matan/Susan Savage

      Like all of you, I have a variety of levels and students with special needs in my classes. Differentiation is not just a possible strategy for instruction but is an ethical responsibility. All students deserve to make growth and learn. Advanced students need opportunities for challenge...

       

      4. Teaching the Right Skills for a New Age: Inquiry Based Instruction  By Elliott Seif

      Let’s stop believing that standardized tests, factual coverage, a focus on discrete skills, traditional multiple choice end of course tests, a teach-test-move on mentality, even AP courses, can prepare most students for this new age we are now living in...

       

      3. Seven Myths About Rigor   by Robyn Jackson

      Unfortunately, over the years the term rigorous has accumulated a lot of baggage. The following are seven myths about Rigor…Myth One:  If you have rigorous standards, you have a rigorous course…

       

      2.  7 Tips for Overcoming Teacher Burnout   by Robyn Jackson

      1. Be you. One of the key messages of Never Work Harder Than Your Students is that you can be a master teacher without becoming a caricature of someone else’s idea of what a master teacher should look like. You can become a master teacher and still be true to who you are...

       

      And the No. 1 blog of 2011 is…

       

      1. Are You Making these Four Differentiated Instruction Mistakes?   by Robyn Jackson 

      If we truly want to help ALL students meet or master the standards, we must provide effective differentiation for our students. However, over the years, several practices have crept into the way we differentiate lessons that actually make student success LESS likely. The following are four practices that actually interfere with effective differentiated instruction...

       

       

    • Blog post
    • 3 years ago
    • Views: 4037
  • EOCCS Professional Learning Co EOCCS Professional Learning Community

    • From: Yolanda_Greene
    • Description:

      Teachers,

       

      Please go to the link below to view the webinar on this year's professional literature selection, Total Participation Technigues  presented by authors, Pérsida Himmele and William Himmele.  After viewing the webinar, please post two comments.  One should be your reflection/feedback on the webinar, and one should be a response to a colleague's post (indicate whose comments you are responding to).

      Mrs. Greene

      http://bcove.me/sfad7862

    • Blog post
    • 3 years ago
    • Views: 340
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  • Benefits of Joining ASCD EDge Benefits of Joining ASCD EDge

    • From: Steven_Weber
    • Description:

       

      While over 20,000 educators have joined ASCD EDge, you may be attending this year's annual conference and still asking the question, "Why should I join ASCD EDge?"  I joined ASCD EDge over one year ago and I have met educators from all across the world.  My third grade daughter affectionately calls it "Nerdbook."  If nerds meet to discuss educational topics, educational policy, trends in K-12 education, student teaching experiences, graduate school research, recent Educational Leadership articles, or the highlights from a state or national conference, then count me in!

       

      Five Professionals I Met Through ASCD EDge:

       

       

      1.  Mike Fisher

       

      Mike posts on a regular basis on ASCD EDge and on other sites.  He is an educational consultant and he develops and shares several online resources for educators at http://www.digigogy.com.  Mike also posts multiple resources on http://curriculum21.ning.com (Curriculum 21) and http://livebinders.com/shelf/search_author?terms=mikefisher821(LiveBinders).  He is a little bit of a LiveBinder junkie.  Mike visited North Carolina this past summer and we met at a local Mexican restaraunt.  Since that meeting, we have been professional friends through phone conversations, email, and ASCD EDge.  I have learned a great deal from Mike!

       

       

      2.  Anne Shaw

       

      Anne posts on ASCD EDge and she posts multiple blogs and resources for educators on her site at http://www.21stcenturyschools.com/Anne_Shaw.htm (21st Century Schools).  21st Century Schools specialize in professional staff development and curriculum design.  The goal of the organization is to assist educators in creating schools and classrooms that are truly 21st century.

       

      Anne is the Founder and Director of 21st Century Schools.  Shaw wrote, "please visit our continually evolving essay, What is 21st Century Education?.  We can help you develop an authentic paradigm of 21st century education, discover an almost infinite variety of ways to create schools and classrooms, and learn specific strategies to make your 21st century schools a reality.”  I have shared ideas with Anne through phone calls, email, and ASCD EDge.  We even co-posted some articles on her blog related to 21st century curriculum and instruction.  I consider Anne a professional colleague and friend and she is someone I can share ideas with when I am planning curriculum development or brainstorming new ideas for supporting teachers.

       

       

      3.  Persida Himmele

       

      Dr. Pérsida Himmele is a full-time faculty member at Millersville University. She is co-author of The Language-Rich Classroom, a recently published ASCD book.  She has served as the ELL coordinator for curriculum and professional development for the School District of Lancaster and as a consultant to school districts and the Pennsylvania Department of Education. She has a Ph.D. in Intercultural Education and has been a teacher in bilingual and multilingual classrooms in New York and Southern California. She has served as a consultant and teacher trainer for educational projects in the United States, China, Nepal, Argentina, and Tonga. Pérsida is Puerto Rican and was raised on Bustelo coffee.

       

      Dr. Himmele was kind enough to speak with me by phone for over one hour.  I wanted to speak with her about her experiences, but I also wanted to ask her how I could become more supportive of ELL students and families.  I shared some of the strategies we had attempted and I shared the goals we had for increasing student achievement and offering professional development opportunities for teachers.  She has multiple experiences working with teachers, administrators and students and she shared her thoughts with me.  I am confident that she charges thousands of dollars to provide this information at conferences and local staff development.  Through ASCD EDge, I was able to support my own school district by asking  Pérsida for advice.  ASCD EDge has multiple college professors, ASCD authors, researchers, K-12 consultants, curriculum developers, teachers, principals, and people who want to support education.  I highly recommend Pérsida's books, but you can learn from her blog posts through ASCD EDge

       

       

      4.  Janet Hale

       

      I actually met Janet through Mike Fisher.  This is how social networking helps you network.  I have enjoyed reading Janet's books on curriculum mapping and I knew about her online articles and videos, but I had never met Janet at a conference.  After I met Janet, I was able to communicate with her by phone, through email, and on ASCD EDge.  Speaking with someone with Janet's background is like a dream come true for a curriculum developer.  She shared experiences from working with teachers and answered questions I had about the curriculum mapping process.

       

      Janet is the author and creator of http://www.curriculummapping101.com (Curriculum Mapping 101).  She is a curriculum mapping consultant and trainer who works with rural, urban, and inner-city schools, districts, dioceses, and counties.  Janet assists learning organizations from the moment they are considering curriculum mapping until the mapping process is well established; aids those having trouble with their initiative by diagnosing wherein problems may lie and advising revision to their action plans; and works with those ready for more advance mapping processes. She also works with learning organizations interested in upgrading curriculum and instruction to emphasize 21st century critical thinking, problem solving, communication, and collaboration.  If you join the conversation on ASCD EDge, you can meet educational consultants such as Janet Hale, Grant Wiggins, Robyn Jackson, and Heidi Hayes Jacobs.  She also posts resources on http://curriculum21.ning.com (Curriculum 21).

       

       

      5.  Bridgette Waggoner

       

      Bridgette spent the first eight years of her career teaching high school Language Arts at Price Laboratory School at the University of Northern Iowa.  She moved into administrative positions as the school’s Outreach, Professional Development and Curriculum Coordinator and eventually the school’s Director. She currently serves the Waverly-Shell Rock Community School District as the Director of Educational Services.

       

      The University of Northern Iowa’s Malcolm Price Laboratory School (PLS) in Cedar Falls, Iowa, was the winner of ASCD's first-ever Vision in Action: The ASCD Whole Child Award. ASCD honored Price Laboratory School today at its Annual Conference and Exhibit Show in San Antonio, Tex. The award recognizes schools that move beyond a narrow focus on academic achievement to take action for the whole child, creating learners who are knowledgeable, emotionally and physically healthy, civically active, artistically engaged, prepared for economic self-sufficiency, and ready for the world beyond formal schooling.

       

      Read one of Bridgette's posts at PD: Instruction or Tech Integration?

       

       

      ASCD EDge helps you continue professional conversations long after the conference.  If you attend a session that you enjoy, share what you learn with thousands of educators by posting a blog on ASCD EDge.  If you have a specialized interest, you can join an existing group (i.e., Understanding by Design or Teaching English Language Learners) or create a new group.  ASCD EDge provides educators with the opportunity for teachers, administrators, curriculum coordinators and others to share ideas, discuss recent books about curriculum, share tools for supporting the work of teachers and administrators, and participate in an online professional learning community.  If you are still wondering how ASCD EDge will support your career, join today!  You will have access to educators who share your interests and who are waiting to learn from your experiences! 

    • Blog post
    • 3 years ago
    • Views: 811
  • Ripple Your Questions! Ripple Your Questions!

    • From: Bill_Himmele
    • Description:

      OK, so you’ve gone through the trouble of creating great questions aimed at higher-order thinking.  And, the moment comes in your lesson to cause your students to reflect and make connections.  You wind up, and ask the question.  Three hands go up.  Woops, two.  One student just needed a Kleenex.  You call on Micky, who gives a pretty decent response.  So, you’re finished right?  What happened to the other 23 students?  Do you have any evidence that they reflected on your question? 

       

      Next time, cause some ripples.  Picture your question as pebbles.  This time, you’re going to need each student to individually reflect on your question.  So, you’ll need 25 pebbles.  Toss ‘em out (Ask your question), but don’t take responses yet.  Ask students to individually quick-write their responses (the first “plunk” of the pebbles).  Then, ask your students to share their quick-writes in pair-shares or small groups.  Thus, the first few ripples.  Next, bring it to the whole class.  Call on students to share what was discussed in small groups.  Thus, the widening ripples.  There.  You just provided access to higher-order thinking to the whole class, instead of just to Micky (The Language-Rich Classroom: A research-based framework for teaching English language learners, Persida & William Himmele, ASCD, 2009).

    • Blog post
    • 4 years ago
    • Views: 1004
  • A Picture Walk (The Language-R A Picture Walk (The Language-Rich Classroom)

    • From: Persida_Himmele1
    • Description:

      Get Students "wondering" before you introduce a new content chapter, unit or story.  Do a picture walk and increase engagement dramatically! 

      "When [teachers] started experimenting with CHATS strategies, they saw instant reults, in terms of students' understanding and engagement.  That enthusiasm just propelled them forward into trying out other strategies... They're able to reach kids that they didn't know how to reach before.  Teachers are feeling empowered" (Dr. Janette Hewitt, Principal, Washington Elementary School).  

       

      The Language-Rich Classroom: A research-based framework for teaching English language learners, introduces a 5-part framework toward better teaching, better learning, and bridging the achievement gap (Persida & William Himmele, ASCD, 2009).

    • 4 years ago
    • Views: 2755
  • Bill_Himmele

    • ASCD EDge Member
    • Points:790
    • Views: 1308
    • Since: 4 years ago
  • Academic Language Academic Language

    • From: Persida_Himmele1
    • Description:

      Academic language is a lot more complicated than it sounds.  It consists of content-specific words as well as non-content specific words (not to mention a host of other grammatical and cultural nuances that most of us never consciously learned, but effectively acquired).  How do students acquire academic language?  How did you?  Under what circumstances do you continue to develop academic language?  How did you learn the meaning of the words like aghast or to signal?  Consider this:  "Words like aghast, signal, cluster, furiously, lash, churn and froth, might all be considered academic type words, and all are found in the following excerpt from James and the Giant Peach (Roald Dahl, 1961).  'They all watched aghast.  And now at a signal from the leader, all the other sharks came swimming in toward the peach and they clustered around it and began to attack it furiously.  There must have been twenty or thirty of them at least, all pushing and fighting and lashing their tails and churning the water into a froth.'" (The Language Rich Classroom, Himmele & Himmele, ASCD, 2009, p.26).  High-interest fiction provides effortless access to non-content specific academic vocabulary. 

       

      So, how do we help our students access this great vocabulary if they haven't developed a high-enough proficiency to read them on their own?  Well, many English language learners who are conversational can understand more than they can linguistically produce or read.  So, think about using audiobooks as a great way of developing academic vocabulary in an enjoyable way.  Think about skipping the traditional homework assignments for an age-appropriate audiobook experience.  Combine it with a Quick-Draw (Chapter 7), where students illustrate the most important parts of the story, and you've got yourself a quick assessment of comprehension.  By the way, your local library may have a great selection already, or have access to a downloadable audiobook subscription that may be absolutely free to you. 

       

      So, exposure through leisure reading (or, even audiobook listening) is a biggie in developing academic language.  And intentionally planning for academic language development is also a biggie.  Use CHATS, our five-part framework aimed at creating access to content and language development together.  Here are what the five components stand for:

       

      C= Content Reading Strategies (which includes Teacher-Mediated and Student Mediated Comprehension of text)

      H= Higher-Order Thinking

      A= Assessment that informs instruction

      T= Total Participation Techniques

      S= Scaffolding

       

      I think that you'll find that CHATS will help all of your students, not just your English language learners.   "No one got left... By using the framework, or looking at lesson planning through this lens, we're allowing access for all students" (Keely Potter, K-6 Literacy Coach, Manheim, Central).   "If you use the framework, you can't go wrong in planning a stellar lesson" (Judy Berg, Literacy Coach, McCaskey High School). 

       

      So, post some comments/questions.  We’d love to share some neat stories and experiences of schools that have implemented the framework.

    • Blog post
    • 4 years ago
    • Views: 1508
  • ASCD Authors in the Community ASCD Authors in the Community

  • Persida_Himmele1

    • ASCD EDge Member
    • Points:1850
    • Views: 3523
    • Since: 4 years ago
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