Critical Thinking and Problem Solving MUSIC

Educator’s Voice
NYSUT’s journal of best practices in education Volume V I I I , Spring 2015
Included in this issue:
Welcome from Catalina R. Fortino Critical Thinking and

Problem-Solving for the
Inquiry-Based Learning: Preparing
Young Learners for the Demands
of the 21st Century
Developing Mathematical Thinking

in the 21st Century
How Modes of Expression

21st Century Learner
in the Arts Give Form
to 21st Century Skills
21st Century Real-World Robotics

In this issue …
Authors go beyond teaching the three R’s. Critical thinking and problem-
“Caution, this will NOT be on
the test!” Expedition Earth Science
solving for the 21st century learner means preparing students for a global
Prepares Students for society that has become defined by high speed communications, complex
the 21st Century and rapid change, and increasing diversity. It means engaging students
to use multiple strategies when solving a problem, to consider differing
Engaging Critical Thinking Skills with
Learners of the Special Populations
points of view, and to explore with many modalities.
Music Performance Ensembles: This issue showcases eight different classrooms teaching critical thinking
A Platform for Teaching through inquiry and expedition, poetry and music. Authors investigate
the 21st Century Learner ways to make teaching and learning authentic, collaborative and hands-
on. Students learn to problem solve by building working robots and go
What is L.I.T.T.O.?
Developing Master Learners beyond rote memorization in math through gamification. Early learners
in the 21st Century Classroom use art to generate their own haiku, or journals to document their experi-
ences with nature, and high school students learn earth science through
Glossary outdoor investigations. Students in these classrooms are engaged in
Resources
learning through Socratic dialogue, project based explorations, in-depth
observation, critique and self-directed learning. It is a collection that
Call for Proposals for Next Issue demonstrates best practices for all learners who, as future citizens, will play
a critical role in defining the knowledge society.
For additional information
on this and other topics,
please visit www.nysut.org
A Publication in Support of NYSUT’s initiative to end the achievement gap

©2015 NYSUT
800 Troy-Schenectady Road, Latham, NY 12110-2455 n 518-213-6000 n www.nysut.org
Karen E. Magee, President
Andrew Pallotta, Executive Vice President
Catalina R. Fortino, Vice President
Paul Pecorale, Vice President
Martin Messner, Secretary-Treasurer
Dear Colleagues,
I am happy to announce that Educator’s Voice, NYSUT’s Journal of Best Practices in Education, is going digital.
We are moving from our print publication to one that can be accessed through a variety of digital devices, so we
can go wherever you go. Beginning with our first mailer that includes a QR code allowing readers to pull up the
entire journal on a Smartphone or tablet, to our new interactive Web features, we are embracing 21st century
technology.
While Educator’s Voice will no longer be offered in print, we are expanding our online features to make the jour-
nal a more interactive and accessible experience for you, our readers. Our goal is to reach as many of you as pos-
sible, to make Educator’s Voice available to all of our NYSUT members across the state. The use of multiple
forms of technology will enable us to share these innovative classroom practices more broadly.
One of the new interactive functions “Educator to Educator” allows readers to post a comment to any of our
authors. Tell them your reactions to the article or describe how you adapted the ideas in your own classroom.
We are also introducing our featured author’s video interviews. Learn more about an article of interest in a 3-4
minute video presentation from a selected author.
Please join us in celebrating these exciting changes. Share the link to our website, download the PDF’s to your
computer or mobile devices, and share your feedback with the authors. Help us to make Educator’s Voice a true
21st century member-to-member experience.
Sincerely,
Catalina R. Fortino
Vice President, NYSUT
New York State United Teachers

Affiliated with AFT • NEA • AFL-CIO
EDITORIAL BOARD
Catalina R. Fortino
Vice President, NYSUT
Daniel Kinley
Director of Policy and Program Development, NYSUT
Elizabeth Sheffer
Educational Services, NYSUT
Lawrence Waite
Director of Educational Services, NYSUT
Deborah Hormell Ward
Director of Communications, NYSUT
Publication Coordinator
Leah Lembo
Research and Educational Services, NYSUT
The Editorial Board wishes to thank the following individuals for their contributions to the development of this volume:
Barbara Back, Clarisse Banks, Cynthia DeMichele, Glenn Jeffers, Susan Lafond, Terry McSweeney,
Melanie Pores, David Rothfuss, John Strachan, John Strom, Bernice Rivera and Carolyn Williams.
Representing more than 600,000

professionals in education,
human services and health care
800 Troy-Schenectady Road, Latham, NY 12110-2455
518-213-6000 • 800-342-9810
www.nysut.org

Educator’s Voice
NYSUT’s journal of best practices in education Volume V I I I , Spring 2015
Critical Thinking and

Problem-Solving for the
Table of Contents
Inquiry-Based Learning: Preparing Young Learners
for the Demands of the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Developing Mathematical Thinking in the 21st Century . . . . . . . . . . . . . . . 12
How Modes of Expression in the Arts
Give Form to 21st Century Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
NYSUT members may

21st Century Real World Robotics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
photocopy these copyrighted “Caution, this will NOT be on the test!”
written materials for
Expedition Earth Science Prepares Students for the 21st Century . . . . . . . . 50
educational use
without express Engaging Critical Thinking Skills
written permission.
with Learners of the Special Populations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Some of the photos in
Music Performance Ensembles:
this journal,
of NYSUT members A Platform for Teaching the 21st Century Learner . . . . . . . . . . . . . . . . . . . . 72
and their students,
What is L.I.T.T.O.?
were taken by the
following photographers: Developing Master Learners in the 21st Century Classroom . . . . . . . . . . . . 82
Maria R. Bastone Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Steve Jacobs
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
El-Wise Noisette
Jen Rynda Call for Proposals for Next Issue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
For additional information In this volume of Educator’s Voice, authors may have referenced particular programs,
on this and other topics, curricula or websites in the discussion of their work. These references do not imply approval
please visit www.nysut.org or endorsement by NYSUT of any particular product, service, or organization.
A Publication in Support of NYSUT’s initiative to end the achievement gap

©2015 NYSUT
Inquiry-Based Learning:
Preparing Young Learners
for the Demands of the
21st Century
SUMMARY Learning begins with it is our responsibility to nurture and
defend the threads of curiosity and the
In this classroom early a sense of wonder wisps of wonder in order to best equip
learners are challenged — a sudden spark that ignites a curious our youngest learners with the skills
to explore a hands-on mind and propels it into action. to become the future problem-solvers,
investigation in science.
Children are born with this innate researchers and critical thinkers of the
Using inquiry to inform
the process, students are sense of wonder. They begin their lives 21st century.
led through a carefully already demonstrating the skills of a
developed and exciting scientist, observing and questioning the The learners of the 21st century are
study on the life of environment in order to make sense of poised to join a workforce that requires
worms. Across observa-
tions, rich discussions, their place in the world. They totter to them to ask questions, problem-solve
and nature journals, a and fro, experimenting, fumbling, won- and think critically, pursue investiga-
multi-sensory experience dering and thereby creating their own tion and share and apply their findings
unfolds in one urban understandings. Unfortunately, in this through multisensory lenses. Many of
classroom.
educational climate’s push toward stan- today’s jobs require workers to think
dardization and a one-size-fits-all cur- outside of the box and problem-solve
riculum, it is all too easy to lose sight of from different angles, always being
the natural curiosity piping from young ready to construct and defend a new
children. As early childhood educators, way of thinking. In order to provide
Melissa Fine is a kindergarten teacher at Manhattan New School in New York City. She has been working in the New
York City Department of Education as an early childhood teacher for six years. Fine is an ardent supporter of arts
education and embeds art, drama and movement into all areas of curriculum.
Lindsey Desmond is a kindergarten teacher at Manhattan New School in New York City, where she has been an early
childhood educator for 11 years. She is passionate about validating and nurturing the child’s natural curiosity and
sense of wonder. She continues to marvel in the discoveries young children happen upon as they engage with, and
investigate, their own environment.
Educator’s Voice n Volume VII n Page 2

Melissa Fine, United Federation of Teachers
Lindsey Desmond, United Federation of Teachers Many of today’s
jobs require
workers to
the learners of today with the tools to Inquiry-Based Learning think outside
participate fully in this challenging Our pedagogical method of choice is of the box and
workforce, the understandings of inquiry-based learning. This approach
teaching methodology in the classroom problem-solve
invites children to take center stage in
must be altered. their own learning. Children pose from different
Gone are the days of regurgitation of
meaningful questions and are encour- angles, always
aged to solve problems by experiment-
facts and figures or filling in bubbles on
ing and evaluating possible solutions. being ready to
an examination. John Dewey in
Education and Experience (1938)
Teachers guide children to apply this construct and
newly constructed knowledge to broad-
described this rote process of learning
en, analyze, critique, and ultimately defend a new
as “static,” referring to traditional edu-
cation as an “imposition from above
defend new hypotheses. The teacher’s way of thinking.
role within this framework is that of a
and from outside” (p. 16). Instead of
facilitator, guiding learners to explore
teachers filling young minds with iso-
their questions and decide on a course
lated skills and required subject matter,
of action. Teachers pose carefully craft-
Dewey advocated that children should
ed, open-ended questions that allow
be actively involved in their learning
learners to deepen their thinking and
and help co-construct knowledge that
investigate further, rather than respond
has both interest and meaning to them.
with one correct or incorrect answer.
In order to facilitate this progressive
These open-ended questions are a pair-
branch of learning, he maintained that
ing of the teacher’s goals and learning
the image of the role of the teacher
objectives but also follow the lead of the
should change from that of an “exter-
children’s own thinking. Teachers
nal boss or dictator” to that of a “leader
actively listen and reflect upon the
of group activities” (p. 45). It is essen-
thoughts of children in order to provide
tial that we take a cue from Dewey’s
resources and provocations to extend
research and begin to transform teach-
the learning. They document the pro-
ing and learning into two-way dia-
cess of learning and make it visible to
logues that prompt active participation
others through such mediums as pho-
for our 21st-century learners.
tography, narratives, transcripts, videos,
or audio recordings.
continued on following page
Educator’s Voice n Volume VIII n Page 3

for the Demands of the 21st Century
To channel The Benefits of comparison kindergarten group lack-

Inquiry-Based Learning ing the inquiry component to the but-
this level of Inquiry-based learning is a method of terfly study. Results showed that
engagement in teaching and learning that extends learning outcomes were richer and the
across content areas. Inquiry, as char- level of student engagement was higher
the classroom, acterized by the National Science when teachers allowed students to fol-
our youngest Education Standards (1996), refers to low the leads of their own questions
and engage in authentic exploration
students must the multifaceted process of gaining
within the inquiry group. Students
information through diverse levels of
be actively present investigation. The standards compare were encouraged to make predictions,
observe, investigate, and share their
and instrumental in the inquiry process in the classroom to
findings through discourse, drawings,
the activities and thinking processes of
their own learning. real-life scientists. Inquiry in both and book readings (Samarapungavan,
realms requires all participants to make Mantzicopoulos & Patrick, 2008).
observations, pose questions, actively
Inquiry-based learning also enables
engage in the research process and
children to find their individual voice
share their findings. In order to chan-
(as opposed to that of their teacher)
nel this level of engagement in the
and critique their own thinking.
classroom, our youngest students must
Research conducted by Hamlin and
be actively present and instrumental in
Wisneski (2012) emphasized the pow-
their own learning. This inquiry model
erful learning that preschoolers
echoes the constructivist theories of
engaged in when simply responding to
Freire, suggesting that children must
an open-ended “what if” question
be active participants in their learning,
posed by their teachers (p. 82).
as opposed to vacant minds waiting to
be filled with preordained information Conezio and French, designers of a
(Freire, 1970). preschool science-based inquiry cur-
riculum, also noticed a correlation
From the preschool to university set-
existed between inquiry and the
ting, research points to growing evi-
strengthening of literacy and language
dence that inquiry-based learning
in the classroom environment. When
fosters problem-solving, critical-think-
students were engaged in a rich dis-
ing, and meaningful ways to co-con-
course about their learning, both
struct knowledge (Wells, 1992).
receptive and expressive language skills
Samarapungavan, Mantzicopoulos,
were exercised (Conezio & French,
and Patrick (2008) compared the
2002). A discourse between children
learning outcomes from a kindergarten
involves the ability to actively listen to
guided butterfly inquiry with those of a
others and take note of different

perspectives or opinions. Ellen Doris Sample facts from the classes included:
in Doing What Scientists Do (2010) “Worms help trees.”
emphasizes the importance of this
“Worms eat in a compost.”
exchange of information as children
collaborate to deepen their knowledge “Worms eat mud sometimes.”
and understandings. “I know about worm’s doo doo. Children examining
This is soil.” worms during a nature
walk to the park.
“Worms can grow a part of their
The Beginnings of body back if it gets cut.”
A Worm Inquiry “Worms eat dirt.”
In our urban public school on the “Worms only live underground.”
Upper East Side of Manhattan, an
inquiry process unfolded within a Both classes engaged in direct,
worm and composting investigation hands-on exploration of a worm bin “Worms eat in
done in collaboration with a kindergar- with Red Wiggler worms to allow the compost.”
ten and first-grade classroom. Our children to further their observations

classes began the year engaging in and begin to pose wonders. The
weekly nature walks to a nearby park, children took part in setting up the
accompanied by teachers and family habitat and spent time observing and
volunteers. The children were tasked interacting with the worms.
with collecting samples, sketching
interesting findings, and jotting down “I know about worm
ideas and observations in their nature Formative assessment interactive chart doo doo. This is soil.”
journals. Through the course of several
outings and rich discussions about the
children’s questions and observations,
we noticed a propelling interest sur-
rounding worms and the mystery of
their life underground.
We gathered the children’s initial

understandings about worms through
conversations, drawings, and written
facts. This dialogue served as a forma-
tive assessment of the children’s origi-
nal understandings about worms.

During these observation times, we

filled our notebooks with the thoughts
and questions of the children.
“Do they like light or dark?”
“Do they like to be touched?”
“Can they hear?”
“How long will they get?”
“Why do they squirm?”
“Why do worms curl up?”
“Where are their eyes?”

Children prepare the worm habitat The strips of newspaper must be “What is the ring around the body?”
by gathering strips of newspaper. damp. The children are dipping
the paper in water. “What do they like to eat when
they go outside?”
“What do the babies look like?”
“Do worms have mothers?”
“Do they grow in their mother’s

belly?”
“Why are they wet?”
“Do worms have a heart?”
“Where are their teeth?”
The worms are placed into the bin. Kindergartner and first-grader
exploring worms during buddy time.

Posing Questions and hold, measure, weigh, and prepare
Seeking Answers food for the worms.
Through observation, experimenta-
tion, book research, interviews, and Worm bin became a favorite activity in
videos, the children began exploring the classroom during choice time, and
and seeking answers to their many family members were encouraged to
questions. An interview with an expert volunteer to help facilitate centers.
from the Lower East Side Ecology
Center provided the children relevant Children designed many contests to
information about the parts of the discover who could find the most
worm, their habitat, and how to feed babies or hold the most adults in one Children prepare food to
feed to the worms. The
them properly. Families from both hand or prepare the new bedding the food comes from families
classes contributed to our investigation fastest. Boys and girls equally engaged and leftovers from the
by sending in food scraps for the new in exploration and observation. One school’s cafeteria.
compost bins to help feed the worms. child enthusiastically noted, “Even
The pictures and captions in nonfic- though this is poop, it’s not gross!”
tion books helped the children investi- They had discovered that worms are,
gate the inner workings of worm in fact, quite clean.
bodies, including how they eat, repro-
duce, and survive in the wild. The
acquisition and sharing of worm facts Sharing Learning Together
began to permeate the classroom on a The children used photography,
daily basis, and we recorded conversa- drawing, sculpting, and writing to
tions to document and reflect upon the share their findings with classmates.
learning process. One group of students wrote the script
for a puppet play and performed it in
“The worms in our worm bin
have it easy!” the class shadowbox theater, highlight-
ing the day-to-day life of a worm in a
“They don’t have to worry about any
worm bin.
predators and their food is delivered Worm exploration
every week!” “I’m a Red Wiggler worm. at worm center.
“I can’t believe a worm has five I live in Classroom 205.

hearts! Can you?” I love to eat fruit and veggies but
only after they are rotten.
Excitement filled the air as the worms I squirm and dig and my poop is
acclimated to the bin and children good for the Earth.”
explored and investigated. The
children were eager to observe, dig, continued on following page

Another group crafted worm books in

the “how-to” genre. Books with such
titles as: How to Care for Worms, How
to Set up a Worm Bin, How to Get Rid
of Fruit Flies, and What Worms Like to
Eat documented the learning children
had acquired through observation and
experimentation.
Posters and sculptures detailed the life

cycle and labeled diagrams explained
the body parts of worms, as well as
their functions. Writing filled the
rooms.
Excerpts from Student-Written Book: How To Care For Worms A student documents her observation of
baby worms
Student-created poster documenting the

parts of a worm
Step 1
Get newspaper.
Cut it. Soak it.
Step 2
Put in worms.
Step 3
Get vegetables, fruit
or egg shell. No banana
but peel OK. Make sure
not a lot of water in it.
Sculpture of the parts of a worm made
*revised for clarity with modeling clay

Over the course of several months, the A Bend in the Road
children hunted for cocoons and baby Springtime brought new and exciting
worms. change to the worm bin. Children
began to notice the worm castings
They sorted larger worms into catego-
(vermicast) filling up the bin.
ries such as adolescents and adults by
looking for the clitellum (the ring
around the head). Conversation began “Sometimes the food gets eaten up
fast and sometimes it stays in there
to revolve around questions and
for a long time.”
observations of the reproduction activ-
“Where is all the food going?”
ity in the worm bin.
“Why is it filling up with brown
“What are the tiny yellow balls?”
stuff?”
“Look at the tiny newborn worms ...
“It’s starting to smell just like dirt
they look like strings!”
in here!”
“What are we going to do with all
“Why is the worm bin getting
these baby worms?”
so heavy?”
“Will we ever see any dead worms?”
“When a lot of worms get close After reflecting on the content within
together it is hotter than when they questions such as these, it was clear Vermicomposting
are apart.” results from using
that the children were curious about worms to turn left-
“Did you know that a worm can be the process of vermicomposting. over food into soil.
a girl and a boy?”
Another research group became inter-

ested in exploring the food chain. The
children marveled at the interdepen-
dence of animals for survival and imag-
ined scenarios in which they might
have eaten an animal that, at one time,
ate a worm. As they learned about pro-
ducers, consumers, and decomposers,
children crafted their own plays docu-
menting these life cycles.
“Worms eat plants.
Birds and frogs eat worms.
And even bigger animals eat those.”

We asked the children to determine As the year and study came to a close,
what to do with these rich nutrients. we reflected on the inquiry-based
By taking a vote it was decided that the learning process in which our classes
vermicompost would be harvested and engaged. By allowing the children to
scattered in our local park to give back pose their own questions, problem-
to the community. We would also use solve and investigate, children became
some of the vermicompost in the class- deeply invested in their learning and,
room to help our plants grow. as a result, formed and shared their
own theories and findings with others.
Giving Back to the Community

Plans dramatically shifted, however, A Student Shares His Findings
Students fertilize the soil of a
young miniature daffodil plant With Classmates
when a third-grade teacher expressed
with some vermicast compost. An investigation into the life cycle of a
interest in obtaining some of our ver-
micompost for her personal vegetable worm had naturally evolved into a
garden. Suddenly the learning con- much deeper inquiry into food chains,
structed from our classroom inquiry decomposition, and environmental-
was directly impacting a teacher in our ism. In the process, our inquiry elicit-
school community, as ed exciting social action, research,
well as her garden and writing, drawing, sculpture, puppetry,
all the animals and performance, and much more.
insects that called it Children portrayed a sense of compas-
home. Pride and pur- sion for the worms. Furthermore, the
pose radiated from our worm bin acted as an entry point into a
classes as the children deeper understanding of the worms’
eagerly collected several livelihood and environmental protec-
gallons of vermicompost tion. Perhaps one child’s thoughts best
for the teacher. She reflected the awareness to the connec-
brought in a fresh salad tions within our natural world as well
Above:
Children collect after the garden pro- as a personal connection to the worm
vermicast for a third- duced lettuce with our inquiry experience.
grade teacher’s garden.
vermicompost. She later
“Without these worms, lots of things
joined us for an interview
would change.”
to share how the vermi-
At right:
The third-grade teacher compost helped fertilize
shares a home grown her garden and grow
salad with the class,
completing the nutritious vegetables for
cycle of nature. others to enjoy.

Calling all 21st-Century Learners Hamlin, M., & Wisneski, D. (2012).
Supporting the scientific thinking and By allowing
The current workforce is demanding inquiry of toddlers and preschoolers
that we, as early child educators, guide through play. Young Children, 67(3), the children
82-88.
children to cultivate the skills to
National Committee on Science Education
to pose their
become the future problem-solvers,
critical thinkers and inventors of
Standards and Assessment, National
Research Council. (1996). National
own questions,
tomorrow. Traditional teaching prac- science education standards. Washington,
DC: National Academy Press. http://
problem-solve
tices that mirror a one-way line of com-
munication and cater to one-size-fits-all
www.nap.edu/readingroom/books/nses and investigate,
Samarapungavan, A., Mantzicopoulos, P.,
curriculums are failing to prepare chil- & Patrick, H. (2008). Learning science children became
dren for the road ahead. Our yearlong through inquiry in kindergarten. Science
worm inquiry opened our eyes to the Education, 92(5), 868-908. deeply invested
endless possibilities that arise when Wells, G. (1992). Language and the inquiry- in their learning
oriented curriculum. Curriculum Inquiry,
teachers provide children with the
tools, time, and trust to become key
25(3), 233-269. and, as a result,
players in their own learning. It is time formed and
to start building the foundation for shared their
teacher practices, such as inquiry- Additional resources recommended by
based learning, that will promote the
the author own theories
Bodrova, E., & Leong, D. (2007). Tools of
skills needed for 21st-century thinkers.
the mind: The Vygotskian approach to early and findings
The time to begin this journey starts childhood education. Upper Saddle River,
today. NJ: Pearson Prentice Hall. with others.
Chiarotto, L. (2011). Natural curiosity:
Building children’s understanding of the
world through environmental inquiry /
References
A resource for teachers. Oshawa: Maracle
Conezio, K., & French, L. (2002). Science Press Ltd. http://www.naturalcuriosity.ca/
in the preschool classroom: Capitalizing pdf/NaturalCuriosityManual.pdf
on children’s fascination with the everyday
Project Zero and Reggio Children. (2001).
world to foster language and literacy devel-
Making learning visible: Children as indi-
opment. Young Children, 57(5), 12-18.
vidual and group learners. Reggio Emilia,
Dewey, J. (1938). Experience and education. Italy: Reggio Children.
New York, NY: Kappa Delta Pi.
Doris, E. (2010). Doing what scientists do.
Portsmouth, NH: Heinemann.
Freire, P., & Bergman-Ramos, M. (1970).
Pedagogy of the oppressed. Chestnut Ridge,
NY: Herder & Herder.

Developing Mathematical
Thinking in the 21st
Century
SUMMARY Just so we get this To be clear, when we discuss gamifi-
cation, we don’t mean just video
Critical and mathematical out of the way and games, but advancements made in the
thinking are cultivated the whole thing doesn’t feel awkward area of video games and gaming have
through an interactive later on, we should let you know that
process of discovery that taken learning to another level. That
uses gamification instead we’re going to use the words gaming, said, you don’t need a wired classroom
of rote memorization gamers, and gamification in this article. stocked with the latest-and-greatest
to teach higher order But wait! Give us the next paragraph technology to “gamify” anything.
thinking skills in the before moving on.
secondary classroom.
Gamification isn’t necessarily about
These authors explain creating games or making learning fun
We know: You’re a math teacher.
how this approach can be either. Moreover, gamification isn’t
used in varied contexts You’re not, for example, counting the
necessarily about offering rewards,
to increase mathematical minutes until you can play Candy
points, and badges to “incentivize”
understanding while Crush or Red Dead Redemption for
increasing students’ students to learn.
10 hours straight (though, alas, you
enthusiasm for math.
might). Nor are you thinking that your Rather, gamification involves the stra-
students should do anything of the sort tegic use of “game-based mechanics,
(though, alas, they might). What we aesthetics and game thinking to engage
will share in this article, however, are people, motivate action, promote
ways to use gamification to power up learning, and solve problems” (Kapp,
the teaching and learning of mathemat- 2012, p. 10). We contend that the real
ics in the 21st century. power of gamification rests in its ability
Sandra Cimbricz is an assistant professor of education at the College at Brockport, SUNY, where she teaches literacy education
courses. Prior to joining Brockport, she served as an instructional specialist/coach, building administrator and school district
administrator in Buffalo and Rochester area schools.
Derek Stoll currently shares his love of mathematics and expeditionary learning as a third-grade teacher at the Genesee
Community Charter School in Rochester, NY.
Christian Wilkens is an assistant professor of education at the College at Brockport, SUNY, who specializes in special education
and Science, Technology, Engineering and Mathematics (STEM). He has taught high school science, mathematics, and special edu-
cation in Mississippi and Alaska.

Sandra K. Cimbricz, United University Professions
College at Brockport, SUNY
Derek M. Stoll, Genesee Community Charter School
Christian P. Wilkens, United University Professions

College at Brockport, SUNY
to inspire people, especially adoles- cal knowledge, skills,

cents, to want to learn, keep learning, abilities, habits, and atti- “Every technique and method I
know what they’re learning, and want tudes deemed essential to learned in obtaining my bachelor’s
to learn more. With this in mind, we “producing mathemati- and doctorate in mathematics can
now be outsourced. What makes
offer ideas about how to harness the cally able students well-
me still marketable is
power of gamification and “learning equipped for 21st century mathematical thinking.”
like a gamer” to develop what some life and career(s)” (Devlin,
— Keith Devlin, Ph.D.,
call mathematical thinking. 2014, p. 3). Figure 1 21st Century Mathematics Conference:
depicts what these practic- Stockholm, Sweden (April 2013)
es are and how they relate:
Mathematical Thinking
in the 21st Century
Figure 1: Higher-Order Structure of
Standards for Mathematical Practice
At the heart of the Common Core
State Standards in Mathematics 2. Reason abstractly and quantitatively.
1. Make sense of problems and
(National Governors Association, 3. Construct viable arguments and critique

persevere in solving them.
2010) are eight Standards for the reasoning of others.

Mathematical Practice. These eight
6. Attend to precision.
principles combine the NCTM (2000) 4. Model with mathematics.

process standards (communication, 5. Use appropriate tools strategically.
representation, reasoning and proof,
connections, and problem-solving) 7. Look for and make use of structure.
and the National Research Council’s 8. Look for and express regularity in repeated
(2001) five strands of mathematical reasoning.
proficiency (conceptual understand-
Overarching habits of mind of a Reasoning and explaining
ing, procedural fluency, strategic productive mathematical thinker Modeling and using tools
competence, adaptive reasoning, and Seeing structure and generalizing
productive disposition). As such, the
Source: http://www.ascd.org/ascd-express/vol8/805-parker.aspx
Standards for Mathematical Practice
represent the aggregate of mathemati- continued on following page

Developing Mathematical Thinking in the 21st Century
The real power As a whole, these mathematical practic- process of discovery and serious play
es embody the kind of mathematical rather than as a set of operations to
of gamification thinking important to understanding memorize or follow (Devlin, 2012,
rests in its ability modern-day mathematics as the science 2011; Wallace, 2013). In a similar vein,
of patterns: research on the effects of video gaming
to inspire people, in the world of work suggests that we
especially adoles- Mathematical thinking is more than need to seriously rethink how we’re
being able to do arithmetic or solve approaching teaching and learning in
cents, to want to algebra problems….Mathematical general — on-the-job or in classrooms.
learn, keep learning, thinking is a whole way of looking at When it comes to learning in the 21st
things, of stripping them down to their century, video gaming is clearly a game
know what they’re numerical, structural, or logical essen- changer. Carstens and Beck (2005)
learning, and want tials, and of analyzing the underlying argue, for example, that “games and
patterns (Devlin, 2011, p. 59).
to learn more. their powerful interactivity and rein-
forcement of particular behaviors [and
To develop the kinds of innovative
ways of thinking]” have created an
mathematical thinkers needed now and
entirely new generation of workers and
in the future, Devlin recommends that
learners who are “hardwired” in ways
we, as teachers, need to focus less on
that significantly differ from previous
computational skills and learning pro-
generations (p. 22). They say games
cedures to solve problems, and focus
have not only changed how gamers
more on helping students “learn how
think about themselves, but “how the
to learn” and develop “a good concep-
world should work, how people should
tual understanding of mathematics, its
relate to one another and … the goals
power, its scope, when and how it can
of life in general” (p. 23).
be applied, and its limitations” (p. 21).
So how might we do that? By gamify- Currently, 91 percent of our youth in
ing learning and instruction. the U.S. (between the ages of 2 and 17)
play video games, with 99 percent of
teenage boys and 94 percent of girls
Mathematical Thinking playing video games in some form or
and Gamification another (Granic, Lobel & Engels,
Recent developments within the field 2014). Given these statistics, now is
of mathematics and math education definitely the time to think about this
suggest that the development of mathe- new generation of learners and how
matical thinking occurs when learning learning is accomplished. What we do
is approached as a highly interactive know about the “gamer generation”

(or those who have grown up playing lesson we hope to make clear how
videos games since the early 80s) is important engagement, autonomy, Games and
that when it comes to learning, they: mastery, and a sense of progression their powerful
(through risk-free trial-and-error) are
n require very little formal to gamification efforts of any kind. interactivity and
instruction reinforcement
n freely trade information with other of particular
gamers Discovery: What is a machine?
behaviors [and
Like all people, gamers appreciate,
n strive to achieve meaningful goals value, and take pride in the learning ways of thinking]
n face and overcome challenges that they discover themselves. Devlin (2011) have created
hold interest and value (Carstens suggests that learning through discov-
ery motivates gamers “to put in the an entirely new
& Beck, 2005; Beck & Wade,
2004) often considerable effort required to generation of
polish” their discovery but also “make
These developments are what good use of it” (p. 79). As such, the use workers and
informed our decision to use gamifica- of formal instruction and frontloading of learners who
tion to develop mathematical thinking information should be minimized (if not
at the secondary level. Accordingly, in avoided). This may seem counterintui-
are “hardwired”
the next section of this article, we share tive, but actually, it’s more in line with in ways that
a co-planned lesson that was taught what we know about how people learn
how to problem-solve (Kapp, 2012).
significantly differ
multiple times to diverse learners in
varied contexts (7th-, 11th- and 12th- Using Kapp’s definition, problem-solv- from previous
ing is “any activity that involves original
grade students and college students generations.
[and nonmath majors] enrolled in a thinking to develop a solution, solve a
graduate-level course). Regardless of dilemma, or create a product” (p. 144).
the learners’ experience with, knowl- One of the first things you can do to
edge of, or interest in mathematics, all gamify your lesson is to create a dilem-
reported gaining a greater understand- ma or problem (or situational interest)
ing and appreciation for mathematics that catches and holds your students’
in general and functions in particular. interest and immediately immerses stu-
In this lesson, we highlight aspects of dents in the learning. It doesn’t have to
gaming used — specifically discovery, be an especially difficult or troubling sit-
serious play, striving toward mean- uation, but it should engender sufficient
ingful goals — to promote mathemati- situational interest. The key is to start
cal thinking around the concept of first with mathematical concept and, as
functions. In our discussion of this

We honor some- Devlin (2011) advises, strip it down to lesson by telling a story that provides a
its numerical, structural, or logical learning goal posed as a compelling
thing that gamers essentials and underlying patterns. After question:
greatly value: The all, mathematics is the science of pat-
terns! (Note: Devlin says aspects of alge- On a day much like this one, Jay
ability to work bra, formal logic, basic set theory, and his father are taking a walk in
cooperatively and elementary number theory and begin- the park. Jay’s eyes catch something
ning real analysis are particularly well- in the distance. “What is THAT?”
freely trade helpful suited to this task.) he asks.
information with
For this lesson, we wrestled with how Jay’s father replies: “Why it’s a
each other. Doing to help students discover key concepts MACHINE!”
so also creates a and procedures important to the con-
“Huh?” Jay quizzes, “How’s
cept of functions in a fundamental and
learning environ- accessible, yet challenging and intrigu-
THAT a machine?”
ment conducive ing way. This led Derek Stoll, one of At this point, Mr. Stoll turned to the
the writers of this article, to conceive of
to the kind of risk- functions as machines and dynamic
class and asked, “Hmmmm ... what IS
a machine?” He prompts further,
taking critical for puzzles of sorts — something goes in, “How would you describe it? How
problem-solving something comes out, and somewhere does it work? What are some exam-
in between are relationships worth ples and non-examples of a machine?
and innovation. understanding. We must confess:
Game thinking is the most important Students record their responses on a
and the hardest aspect of gamification. blank sheet of paper using pictures,
Much like mathematical thinking, game numbers, words, or anything else that
thinking involves reducing an abstract helps them show what they understand.
to its bare essentials, connecting to an (Sample responses include: Does a job/
everyday experience that all learners task or some kind of work, makes things
would have some understanding or easier, creates a product, has a specific
knowledge of, and then converting that purpose, a group of parts.)
understanding into an activity that fea-
tures game-based elements such as As students share their responses, we
exploration, collaboration, levels, and do something else gamer-like: We
storytelling. We suggest doing what we encourage them to record anything
did: Ask others to game-think with you. their classmates say that helps them.
Here’s the result of that thinking: To There is one rule (yet another element
engage students and motivate action of gamification), however: Students
important to gamification, begin the may not erase their answers for any

reason. “Simply cross out what you no same time staving off What is a Math Machine?
longer think,” we advise. In so doing, premature “death of
we honor something that gamers great- play” — emerges as
ly value: The ability to work coopera- important. Ultimately,
tively and freely trade helpful you want to purposely
information with each other. Doing so sequence your lesson
also creates a learning environment in ways that grab and
conducive to the kind of risk-taking maintain your stu-
critical for problem-solving and inno- dents’ interest from
vation. All ideas (and contributions) start to finish and leave
are valued but can change, if not them wanting more.
evolve, as more information becomes We suggest creating a
available. In this way, learners can series of progressive
interact with their ideas and each other “tasks, missions, and
without penalty or judgment. This activities that force the
gamified (and growth) mindset, in learner to synthesize
turn, encourages learners to continue knowledge from sever-
learning and helps learners collectively al sources” (p. 155).
and individually power up as they
progress to the next level or challenge. At this point in the lesson, we return to
Jay and his father, using story to
employ another element of gamifica-
tion — assuming a role — to invite
Serious play: What makes a deeper exploration of functions.
machine a math machine?
To refresh, the purposes of using To help Jay understand what
game-based elements and game think- makes a machine a machine, Jay’s
ing are “to engage people, motivate father shows Jay a machine that he
action, promote learning, and solve has been working on in the work-
problems” (Kapp, 2012, p. 10). shop. Jay is excited yet slightly con-
Gamification guru Karl Kapp clarifies, fused. “This ‘thing’ doesn’t look like
however: “Gamification is a serious a machine at all. It contains num-
approach to accelerating the curve of bers, colors, different parts, and
the learning, teaching complex sub- other confusing elements.” Jay
jects, and systems thinking” (p. 13). embarrassingly tells his father, “I
The notion of serious play — to pro- am not really sure I understand
mote worthy learning while at the what that machine is …”

“That’s because it’s not just any mathematics as the “science of patterns”
machine, it’s a math machine,” his (Devlin, 2011, 54).
father replies. “A math machine?
Whoa. Math? Machine? I’ve never Once students identify and analyze pat-
seen one before!” Jay says. terns they noticed with their respective
math machines, they describe the partic-
“Think back to when you were a ularities of their specific math machine
child,” Jay’s father says kindly. “What and report their findings to the whole
did you do when you didn’t under- class. Words and phrases such as input,
stand something? What output, uses symbols and/or data (i.e.,
questions did you ask?” numbers or letters) and shows relation-
ships or it’s a process bubble up across
Rather than give students a list of ques- groups. Once again, we urge students to
tions to ask, we turn to the class for their record anything in their notes that their
help and expertise: “If you were Jay and classmates say that helps them better
you didn’t understand something, what understand what makes a machine not
questions would you ask?” Once stu- just any machine, but a math machine.
dents both identify and answer the ques-
tions raised, we return to the task at We then return to the story:
hand: “Now, let’s return to this idea of a “Now that you have observed my math
math machine: If Jay’s dad says that his machine, do you think you can create
Examples of student machine is not just any machine, but a one of your own?” Jay’s father asks.
“math machines”. math machine, what would make it a Although inspired, Jay is unsure.
math machine?”
“Let’s come up with some examples to
Groups of students are assigned to study help Jay out!” we say, but with these
math machines located throughout the parameters:
classroom. Examples of those machines
are provided at left. n Each machine should contain at least
four examples.
As students examine their assigned math
n All four examples should illustrate
machine, they are prompted to think the machine’s rule or function.
about patterns they notice. More specifi-
cally, “What types of values are going n The machine can use numbers or
into the machines?” and “What types of symbols.
values are coming out?” The idea of
n The machine can connect to any-
noticing and noting patterns is critical thing of interest to them.
and fosters a modern-day definition of

n As long as you can defend your this lesson, every student can contribute
work, all ideas are worthy. and improve or “level up” his or her No doubt,
n To see if your machine works with
performance wherever they are. the ability to
others, you will trade machines problem-solve
with at least two classmates. If they
can figure out how your machine Striving toward meaningful goals and innovate is
works, you have successfully creat- We’ve illuminated how to use numer- at a premium in
ed a math machine. ous aspects of gamification to develop today’s world.
mathematical thinking through a high-
At this point in the lesson, we upped ly interactive process of discovery and Helping students
the ante in terms of using a number of
features important to gamification and
serious play. learn how to
mathematical thinking. Initially, we No doubt, the ability to problem-solve work well in
used a story to invite and hold stu- and innovate is at a premium in today’s
world. Helping students learn how to
teams, see things
dents’ interest and effectively set the
stage for students to become actively work well in teams, see things in new in new ways,
engaged in problem-solving. The story ways, and adapt old methods to new and adapt old
now provides students with a quest or situations, therefore, produces greater
challenge where multiple solutions are rewards for all, especially in the world methods to
possible and welcomed. Students are of mathematics (Devlin, 2011, 21). new situations,
to create their own machine, test it (by
sharing it with others), get feedback, Ultimately, the goal of using gamifica- therefore,
tion is to create learning experiences
and refine. Although parameters are produces greater
given, students have considerable indi- where students are invested and thus,
vidual choice and autonomy strive to achieve meaningful goals. rewards for all,
nonetheless. What’s clear is that students will strive especially in
to achieve goals as long as they hold
After students have had a chance to interest and value for them. So what the world of
share and test their machines, they are do students say holds interest and mathematics.
asked to revisit their initial understand- value? The same thing that we believe
ing of a machine with the following makes any math teacher’s heart beat:
questions in mind: (1) “What have you gaining an appreciation for math.
confirmed?” (2) “What have you Following, for example, is feedback
revised?” and (3) “What is new that that students provided at the end of
you need to add?” The development of the lesson:
mathematical thinking therefore occurs “This lesson shed a different light on
as the story progresses. At every step of math. I found value in math.”

Instead of simply “Now when I hear the word machine, I allows the struggle of all good problem-
think function and inverse.” solving and critical thinking to be not
learning procedures only enjoyable but worth it. As the leg-
“I am not 100 percent confident when it
to solve problems, comes to math but I will try to take more endary basketball coach John Wooden
(2005) so wisely advises, there is consid-
students develop a math risks!”
erable value in making “greatness attain-
“Seems like it [math] might be worth-
deep understand- able by all” (p. 178). No doubt, the
while in my daily life.” principles of Universal Design for
ing of underlying Mathematics “is not necessarily numbers! Learning — namely multiple and varied
concepts and justi- It’s problem-solving and patterns.” means of representation, action and
expression, and engagement — promote
fy the methods and
the greatness within all our students
techniques they Conclusion
(http://www.cast.org/udl/).
We cannot predict the future with any
choose to use. real certainty. Still it seems reasonable This changed definition spurred us to
to conclude that mathematical thinking think about functions in relation to pat-
will continue to prove valuable to the terns of motion and thus, a machine of
21st century and beyond. It’s fair to say sorts: Something goes in, something
that the demand for problem-solving, comes out, and somewhere in between
critical thinking, and innovation is noth- are patterns (i.e., rules, functions, and
ing new. Defining mathematics as the hypotheses) worth discovering and test-
science of patterns is, however (Devlin, ing. To this end, we contend this mod-
2011). With this in mind, the goal of ern-day view of mathematics calls for
learning (and using) mathematics in the both a changed “end game” and game
21st century is more about noticing, plan. Mathematical thinking isn’t taught.
identifying and analyzing abstract pat- Rather, it’s gained through learning expe-
terns as they arise in the world. Instead riences that feature some of what video
of simply learning procedures to solve games do especially well: 1) sufficiently
problems, students develop a deep catching and holding students’ interest;
understanding of underlying concepts 2) keeping overt telling and/or formal
and justify the methods and techniques instruction to a minimum; 3) encouraging
they choose to use. learning with and from other students; 4)
communicating that everyone can play
Based on what is currently known about regardless of their current level of knowl-
motivation and learning, there is also edge and skill, that everyone has some-
something to be said for engendering a thing to contribute, that risk is necessary,
high level of student engagement not by and that failure doesn’t hurt; and 5) pro-
making tasks or problems easier, but viding multiple and varied opportunities
making the thinking easier. Doing so

for every learner to improve, References
Quote
National Governors Association Center
for Best Practices & Council of Chief
advance, and/or level up in mean- Beck, J.C., & Wade, M. (2004). Got
State School Officers. (2010).
ingful ways. game: How the gamer generation is
Common Core State Standards for
reshaping business forever. Boston,
Mathematics. Washington, DC:
MA: Harvard Business School Press.
If students are also hardwired to Authors. www.corestandards.org/
Carstens, A., & Beck, J. (2005). Get read-the-standards.
learn differently — as the research
ready for the gamer generation.
on video gaming and gamers cur- National Research Council (2001).
TechTrends, 49(3), 22-25.
Adding it up: Helping children learn
rently suggests — we have good Devlin, K. (2014, August 31). A com- mathematics. Washington, DC:
reason to rethink how we mon core math problem with a hint. National Academy Press.
approach the learners now sitting Huffington Post Education. Retrieved
Wallace, F., & Evans, M.A. (2013).
from http://www.huffingtonpost.com/
in our classrooms, K-12. They’ve Mathematical literacy in the middle
dr-keith-devlin/common-core-math-
and high school grades: A modern
changed, but have we? No doubt, standards_b_5369939.html.
approach to sparking student interest.
the strategic use of game-based Devlin, K. (2012). Introduction to math- Upper Saddle River, NJ: Pearson.
learning is more likely to inspire ematical thinking. Palo Alto, CA:
Wooden, J., & Jamison, S. (2005).
Keith Devlin.
these learners to want to learn, Wooden on leadership: How to create
keep learning, know what they’re Devlin, K. (2011). Mathematics educa- a winning organization. New York:
tion for a new era: Video games as a McGraw-Hill.
learning, and want to learn more. medium for learning. Natick, MA: A.
K. Peters.
Certainly, we can choose to ignore Additional resources recommended
Genovese, J. (2003). Piaget, pedagogy,
or deny the call for change. But if by the authors
and evolutionary psychology.
we do, longstanding problems of Evolutionary Psychology. Volume 1, Common Core State Standards
127-137. Initiative. (2010). Mathematical
student motivation and boredom
Practice. National Governors
common in middle and high Granic, I., Lobel, A., & Engels,
Association Center for Best Practices
R.C.M.E. (2014). The benefit of
school classrooms are likely to cre- playing video games. American
and Council of Chief State School
Officers. Retrieved from www.core
ate even bigger challenges as we ask Psychology. 69(1), 66-78. DOI:
standards.org/Math/Practice/
more of our students (Mitchell, 10.1037/a0034857
Devlin, K. (1997). Mathematics: The
1993). For most adolescents (and Kapp, K. (2012). The gamification of
science of patterns. New York:
learning and instruction: Game-based
people in general), the develop- Scientific American Library.
methods and strategies for training
ment of mathematical thinking is and education. Hoboken, NJ: Pfeiffer. Kilpatrick, J., Swafford, J., & Findell, B.
not easy or natural (Genovese, (Eds.). (2001). Adding it up: Helping
children learn mathematics.
2003). In fact, this is one of many
Mitchell, M. (1993). Situational interest: Washington, D.C.: National Research
reasons why we need formal educa- Its multifaceted structure in the sec- Council.
tion and teachers like you. We ondary school mathematics class-
The ‘Rule of Four.’ http://www.learner.
room. Journal of Educational
believe the strategic use of gamifica- org/workshops/algebra/workshop5/
Psychology, 85(3), 424-436. http://
tion provides us an especially pow- teaching.html
dx.doi.org/10.103037/0022-
erful antidote. Given what is gained 0663.85.3.424
and by whom, using gamification National Council of Teachers of
to power up the teaching and learn- Mathematics (2000). Principles and
standards for school mathematics.
ing of math in your classroom is an Reston, VA: Author.
investment worth making.
How Modes of Expression
in the Arts Give Form to
21st Century Skills
SUMMARY It is often difficult to Work by leaders in the fields of arts
education, education, developmental
Through interviews with know what comes first, psychology, behavioral science, busi-
kindergartners in New the visual form, the dance, the music,
York City, plus accom-
ness management, and visual art clarify
the character on stage, or the verbal the connection between 21st century
panying stories, artwork,
and haiku, we catch a idea or feeling. The arts make the skills and arts education. Eisner (1992)
glimpse of the creative intangible tangible. Arts processes by explains, “Those who draw or paint
thinking, interests, and their very nature incorporate multi- do all their thinking within the medi-
discoveries of young modal opportunities for students to
learners. The teaching um in which they work” (p. xiv).
process is described in discover and solve problems indepen-
rich detail and highlighted dently and/or collaboratively. “All Trilling and Fadel (2009) present an
with student artifacts. The modes of communication are codepen- art unit that demonstrates how the
author also documents dent. Each affects the nature of the process and content of an art lesson
connections with
content of the other and the overall contributes to the development of 21st
current theories about
how children learn, the rhetorical impact of the communica- century skills. It explains that “Critical
Common Core Shifts in tion event itself” (NCTE, 2005, p.1). thinking and problem-solving, com-
English Language Arts, munication and collaboration, and cre-
and the new National Art forms are more evocative than lit- ativity and innovation are three
Common Core Arts eral. Ella Baff, Jacob’s Pillow executive
Standards. top-drawer skill sets in our toolbox for
and artistic director, explains that “like learning, work, and life in the 21st cen-
music, dance has no linguistic equiva- tury” (p. 60). The authors further
lent. Dance is an art form of the body. explain that the 21st century skills of
It is nonverbal and therefore imbued creativity and innovation are not in the
with unique capacities to communicate curriculum guide but need to be
across language” (personal communi- engrained in the teaching process.
cation, August 2014).
Joan Davidson is president/chairperson of the New York City Art Teachers Association. She is a past president of the
New York State Art Teachers Association. She taught art at all levels, kindergarten through college, for 38 years.

Joan Davidson, An Interview with the Young Artist
United Federation of Teachers
Birds fly to Manhattan
A falling star awakes
the New York City morning.
The arts education teaching process by
its very nature provides experiential
Maya, a 5-year-old artist, reveals
opportunities and skills to think cre- her critical and creative thinking
atively. Eisner states, and spotlights the delight she
experiences as she watches her ideas and discoveries take form on her
“In the process of creation the arts stabi- paper. Her thinking process is fluid and pregnant with possibilities.
lize what would otherwise be evanes-
Interviewer: How did the image Did you look at your neighbor’s
cent. Ideas and images are very difficult come to your mind? picture to get ideas?
to hold onto unless they are inscribed in
Artist: I was thinking about birds No. I wanted to make my own
a material that gives them at least a kind doing something and I thought picture. I don’t like people copying
of semi-permanence. The works we cre- about birds flying. me so I didn’t want to copy them.
ate speak back to us, and we become in
What gave you the idea to put How did the haiku come to your
their presence a part of a conversation the star? mind?
that enables us to see what we have said
I wanted to make a star that was I looked at my picture. Here are
(Eisner, 2002, p. 11).” falling. (Maya gets up and makes the buildings and they are different
falling motions until she ends up buildings that go all around and
Tim Brown (2009) illustrates the need on the floor). I wanted to make are connected. I was thinking of
and importance for this image-making the star dropping from Manhattan. Manhattan and the wind. (Maya
makes sounds of the wind. During
practice, “When I use drawing to Tell me about these (points to the lesson students were asked to
express an idea, I get different results the front boxes). make different sounds described in
than if I try to express it with words, and the haiku and to act out what was
They are trampolines for people
described.) It is Manhattan and the
I usually get to them more quickly. I to jump on. There are people in
birds are flying to another part of
the picture. (Maya points to the
have to have a whiteboard or sketch pad Manhattan.
people).
nearby whenever I am discussing ideas Do you think it is a good idea to
with colleagues. I get stuck unless I can What came first, the
write about your work?
trampolines or the star?
work it out visually” (p. 48). I think it is a good idea to draw
The trampolines.
pictures and tell about it because
Over the past decade, The Partnership Tell me about this yellow part. then you begin to learn how to
for 21st Century Skills (p. 21), a coali- make stories and you can make a
The yellow part (she points to the book.
tion of the business community, educa- yellow on the building) — that is
tion leaders, and policymakers has the crack where the star touched What is the benefit of a book?
identified and brought to the forefront a the building.
You can look at the pictures of the
comprehensive set of skills that, along Tell me about this green line. other children, and parents like to
see the book.
Oh, that is to outline the buildings.

Give Form to 21st Century Skills
with content mastery, are what all sec- The unit on Image Making and Haiku
tions agree are essential for success. is introduced by examining four art
The 21st Century Skills Map reproductions, and this activity sets
describes how 21st century skills are the context for the unit. It gives a sense
integrated in the arts discipline. of importance to the image-making.
“Business leaders and visionary think- The activity requires an openness to
ers concerned about preparation of feel and see the work and then an
students for the future know that the understanding of the symbols and lan-
ability to be creative — a key 21st cen- guage of the arts discipline.
tury skill — is native to the arts and is Observation, discussion, and reflec-
one of the primary processes learned tion on works of art (visual and per-
through arts education. The examples forming arts) contribute to creative
in the 21st Century Skills Map illus- thinking, critical thinking, and
trate how the arts promote work habits communication.
that cultivate curiosity, imagination,
creativity, and evaluation skills. The process of drawing in conjunction
Students who possess these skills are with writing expands the creative and
better able to tolerate ambiguity, critical thinking process, supports the
explore new realms of possibility, English language arts and literary
express their own thoughts and feel- Shifts, and gives parents an opportuni-
ings, and understand the perspectives ty to understand what and how their
of others” (Partnership for 21st children are thinking. The process can
Century Skills, 2014). be likened to putting two disks in a
computer, an art image-making disk
and a telling/writing disk. Each disk
gives an opportunity to see something
Creative Thinking from a different perspective. Davidson
For young children it is their willing- (2008) explains, “The drawing and
ness to enter into the artist’s world and writing process involves documenting
to express their feelings about the work layers of thought and using each layer
that stimulates them to give form to as a stepping stone to another layer.
their ideas. Gardner (2006) explains, Picture a delicate, smooth-skinned red
“All young children partake of the elix- onion, whose aroma gets more pun-
ir of creativity. They are willing to tran- gent as you peel away each circular,
scend boundaries of which they are at slippery layer” (p. 36). As children
least peripherally aware; they throw draw and as they tell stories about their
themselves into their play and work work, multiple ideas become solidified
with great passion…” (p.50). and other images/stories come to

mind. The haiku structure encourages
further discovery as students explore a
personal impression that emerged as a
result of describing their image.
Literacy in the Visual Arts strand

explains that “the careful observation
of a work of art resembles the close
reading of a text — one that includes
making observations and drawing
inferences. The visual arts provide stu-
dents with inexhaustible subjects about
which they may read and write, as well
as engage in accountable talk” (The
Blueprint for Teaching and Learning
in the Visual Arts, 2007, p. 4). The
resulting unique artwork documents
that the children have the ability to
make a transfer, to be energized by
what they feel, observe and notice, and
though they might not be able to ver-
balize their process, they engage in crit-
ical thinking and want to communicate
their ideas.
Young children are active and exuber- Engagement in the arts prepares stu-
ant explorers. Artistic images capture dents for lifelong learning. Tharman
the physical and sensory aspects of Shanmugaratnam, former Singapore
their discoveries. They love to minister of education, explained that
express the movement, feeling and the goal of education is “to give stu-
tactile qualities of animals, places, and dents the room to exercise initiative
people. They tell stories by combin- and to shape their own learning. The
ing their observations with their inner students have to become engaged
worlds of fantasy and include details learners — interested and proactive
that capture the important parts of agents in the learning process”
their ideas. Art-making becomes an (Darling-Hammond, 2010, p.186). In
important spur for the use of imagina- addition to project work visible in
tion (NYC DOE, 2007). nearly every Singapore classroom,

Students’ children were extensively involved in An Art Education

capacity to
music, arts, calligraphy, physical edu- Teaching Approach
cation, sports, and an amazing variety
create and express of clubs and self-initiated activities
Setting the Stage
aimed at building creativity and
themselves through entrepreneurship. The art education teaching approach
the arts is one of incorporates 21st century skills by pro-
The arts provide opportunities for stu- viding opportunities for creative and
the central qualities dents to empathize with, and learn critical thinking and a context in which
that make them from, artists and their peers. In so students are motivated to communicate
doing, a lifelong appreciation of the their ideas in artistic form. A nurturing
human, as well as a arts is cultivated. The inquiry method culture is essential to this. The class-
basis for success in for examining works of art encourages room is structured to create a caring
critical thinking and awareness of dif- collaborative community of learners.
the 21st century. ferent points of view. Individual and The formation of this culture is intend-
collaborative reflection experiences ed to sustain the learner’s curiosity,
provide occasions for students to love of play and experimentation, and
develop and expand their ideas. to develop the dispositions of a lifelong
learner.
This article documents how young art-
ists discover, expand, and clarify their Building a community of learners in
ideas as they engage in one or more of the classroom requires a focus on an
the art-making processes such as overall plan and process. Cooper and
image-making, acting, moving, sound- Jenson explain, “A nurturing culture is
making, storytelling and haiku. The one that is open to many ideas and
quality and individuality of the includ- possibilities, but not in the sense of
ed images and writing are evidence that anything goes. The role the teacher
artwork is a form in which students takes on is critical. Teachers must still
engage in critical and creative thinking. be in charge, still take responsibility for
“Students’ capacity to create and the quality of the curriculum delivery,
express themselves through the arts is and for providing a physically safe and
one of the central qualities that make disciplined work environment; but
them human, as well as a basis for suc- they must do this more as a collegial
cess in the 21st century” (Partnership facilitator than as an autocratic dicta-
for 21st Century Skills, 2014). tor.” (2009, p.19-20). Gelb describes
the working process of Leonardo da
Vinci, “Despite mistakes, disasters,
failures, and disappointments,

Leonardo da Vinci never stopped feedback help students clarify their
learning, exploring, and experiment- ideas. During sessions in the “Busy
The inquiry
ing” (2004, p.79). Bird and Haiku” unit, students are method for
encouraged in their effort to find ways
Getting Started examining works
to communicate their ideas and are
To ground the project, a broad theme encouraged to continue. Students are of art encourages
is selected. In this unit the theme is asked to tell about their picture and are critical thinking
connected with our classroom curricu- asked questions that help clarify their
lum on the study of birds. Around thinking and keep them on task. and awareness
this, essential questions are posed, and
Reflection/assessment times provide
of different
students are encouraged to play with
ideas by acting out their image alone or an opportunity for students to speak points of view.
about their work, to explain how their
with the help of peers. Risk-taking and Individual and
experimentation are encouraged. They ideas came to them, and to receive
share their work with peers and ask feedback. This can be done collabora- collaborative
questions of one another and then lis- tively with other students and/or with reflection
ten and respond to peer questions an adult. Students build knowledge
and/or suggestions. By observing, lis- and clarity through discussion of how experiences
tening, and responding to each other their image or story/haiku came to be provide
they gain affirmation and and gain ideas of how it could be
improved. Students also build knowl- occasions for
encouragement.
edge by viewing other students’ images students to
Models in the form of art reproduc- and listening to other students’ stories/
tions introduce the lesson and are haiku and responses to questions.
develop and
looked at again in addition to books expand their
and stories about birds during a later
session to help students get and/or
ideas.
Planning
expand their ideas. By examining the
A lot of planning preceded the unit.
many different ways in which artists
The central question was: How can we
include birds in their work, divergent
orchestrate an image-making and sto-
thinking is modeled.
ry-writing activity based upon the
To optimize creative outcomes, the theme, suggested by the classroom
working environment must be struc- teacher: Birds? The art teacher began
tured so that both successes and fail- with a mind map, described by Brown
ures are honored. Formative (2009) as a way of looking at the whole
assessment and final assessment and discovering connections. In the
center of the mind map were the tags:

paintings and give evidence in the

Constructing a Haiku
painting to support their observations.
An abstract painting is included to
show how artists use the elements of art
to communicate a feeling without the
picture containing a recognizable sub-
ject. As we examine the works together,
questions are used to prompt student
thinking:
Which work interests you and why?
Tap the picture to show how your eye
moves around the painting; what
sounds might you hear in the Tar
Beach painting?
The artist did not use words, so how
did the artist communicate to you
drawing, images with birds, and writ- what he wanted to say?
ing. Planning included developing
Haiku are identified that reflect the les-
objectives for each session in the unit;
son theme or include sensory experi-
and essential questions to ignite the
ences (sound, gestures) that the children
interest of the students and as a basis
can act out. Also researched is how
for students examining art reproduc-
haiku came to be and how to communi-
tions and reflecting on their work. For
cate the haiku structure to students who
example: Art reproductions are selected
do not know how to read or write.
to show different ways that artists use
birds to communicate their ideas. Resources are identified to motivate the
Though they each contain birds, the students and to provide new directions
content of the following paintings is for thought. For example “sense”
very different from one other. For this objects were put together in small bags
project some of the resources include: for each child to touch the marshmal-
Persian Illuminated Manuscript by lows, smell pine cone branches, and
Shahnameh Baysunqur; Faith smell individual tissues full of different
Ringgold’s Tar Beach II; Rene spices. A sequence of activities is
Magritte’s The Return; and Archille planned to scaffold the learning experi-
Gorky’s Water of the Flowery Mill. ences, and a plan to organize, distrib-
Students ask and respond to open-end- ute, collect, and clean-up selected
ed questions about the different materials is developed.

Students engage in a number of warm- Inside the Lesson: What Students Do
up activities before they develop their
final image. For example, acting out Resources: Examination of Art Reproductions on display.
ideas to feel in their own body what the Haiku guidelines and samples of haiku were provided.
haiku is about and drawing quick Materials: Crayons were selected because they give students an
sketches based on the five senses and opportunity to move and think quickly in their drawing using a variety
images suggested by a haiku, and expe- of colors. Materials were prepared for the students — a 12-by-18-inch
riencing the smell, taste, touch, and sheet of manila paper was folded into eight boxes, held vertically, and
numbered horizontally in the upper left corner from 1-8.
shape of distributed “sense” items.
Drawing activities: The first session after haiku was introduced
Haiku that lend themselves to familiar included warmup exercises that would encourage students to put
images were selected containing move- their first thought down and see how their drawing represented, more
or less, their interpretation of the given prompt. “All engineering, all
ments or ideas that students could help
invention and all innovations really start with a drawing” (Doodle 4
to create images. The haiku form Google 2014 Award Ceremony). Warmup exercises were provided.
builds on the five senses. The short
Motivation for first session: Examination of art reproductions;
rhythm can be clapped easily and can
introduction of haiku though clapping to the rhythm of haiku; haiku
describe a moment — something the are read and students participate by acting out — becoming a moving
children can illustrate in one picture character described in the haiku, visualizing the moment by closing
(this was an essential activity to help their eyes, completing a two-line haiku by adding a third sentence.
the students understand the structure Motivation for second session: Comparing warmup drawings;
of haiku since they were not yet able to distribution of sense items; to connect students to their senses so
read or write). It usually contains few their “sense” experiences will be fresh in their minds as they draw
actions or sounds and is similar to a their pictures.
painting and other art forms, in that Motivation for third session: Summative whole class assessment of
one line affects another line. Haiku is a completed images and stories and then formative assessment in small
fun form for students who are sensually groups or with individual students of work in progress. During the last
session for the purpose of recognition and reflection, students present
based. It is a wonderful form as a vehi- their work to the whole class, and the art teacher encourages peers to
cle for discovery and expression. tell what they like about the picture and ask questions, but not to say
According to Howard Gardner’s anything negative. In this way students learn to offer useful feedback
(2006) multiple intelligence theory, without criticizing. In some cases the art teacher asks students
questions such as: Explain how you got your idea; what was difficult
“Some students will learn from linguis- about the process and how you solved your problem; what do you like
tic entry points, others from artistic or about your work or your process.
personal or logical entry points.
Formative and Summative Assessment Questions:
Through those multiple approaches,
one activates different clusters of neural Tell me your idea; What sense(s) are giving you the idea for your
networks. To the extent that numerous picture?; What feeling do you want to express? What colors might
suggest that feeling? What details might you add? What might you
networks are activated and eventually exaggerate to bring attention to your idea or a part of the picture?
connected one obtains a solid and What can you do to use the whole page to tell your story?

Introduction to Haiku enduring mental representation of the

topic in question” (p.50).
Teacher reads haiku poems and
students act out, move, make sounds in response. Motivations in all four sessions engaged
students either in examining art repro-
Teacher says: ductions by artists or the artwork that
From a picture you get ideas/feelings you might want to share in they or their peers created. Playing with
words.
haiku by acting it out, dancing it out or
From words you get ideas/feelings you might want to share in a visualizing what was happening
picture
engaged them kinesthetically in the
We are going to listen to and act out a form of writing called a haiku: verse. To heighten their sensory per-
a Japanese poem that has three lines of five, seven, and five syllables.
ception, students were able to use the
In the verse something happens now in a particular place. The “sense” objects.
moment is described using two images.
Activities were planned as a scaffold to
HED: Teacher Background (move to p18) the final activities that were to “Draw a
What are the characteristics of a haiku? bird or birds doing something in a
A haiku tells you: moment” and to create a haiku to tell
Who, What, Where (location), When-now what is happening in your picture. The
Haiku is characterized by: need and interest and excitement to give
form to ideas about “birds in a
1. Present tense-now, a realization of a moment in daily life.
Potentially anything can serve a subject for haiku as moment” was the result of memory,
experienced through the five senses. body, and sense experiences.
2. Concrete images that are fresh and vivid, not similes,
metaphors, or abstract words.
Session I: Setting the stage for
image making and storytelling and
3. Two images side by side haiku making
4. Unrhymed, 17 or fewer syllables, usually three lines. First, students examine reproductions
No need to hold to 5-7-5 syllable pattern in English of artwork. They are encouraged by the
art teacher to share their feelings about
Teacher tells the students:
the paintings. They discover similarities
People would sit around in a circle and one person would start the first
line and another person the next line and a third person the next line. It and differences between the paintings
was a game to see who could complete the poem. and analyze why the artist used the
bird(s) in the painting. They identify
We will play a game, too.
elements of art (such as patterns) and
discover a way to demonstrate how the
pattern is created in the painting. They

identify colors that were the same and discover how these Sample Haiku Poems
colors changed as a result of being next to different colors.
They demonstrate by touching the image, a principle of
design. For example: how the artist used the repetition of Why does the bird envy the butterfly?
color to hold the painting together, to unify the painting. Ah, the sad expression in the eyes of that caged bird
Envying the butterfly!
Next, students experience haiku. After listening to the qual- — Issa
ities of haiku and how haiku came to be, students are asked
to clap to the rhythm of the 17 syllables and three lines of (Source of an image — see it, feel it)
the haiku. Haiku is read and students respond by visualiz- The autumn wind
ing a haiku and acting it out; moving as described in a Blowing across
haiku; completing the haiku after a sentence of a haiku is people’s faces
read. In this way students experience being “inside” a — Onitsura
haiku, and this helps them to understand how to create one.
(Source of an image — where might you be?
Finally, there is a warmup drawing activity. In response to What insects might you hear?)
descriptions given by the teacher they draw a picture in No place
each of eight boxes — the first picture drawn in box #1 To throw out the bathwater —
and the second picture in box #2, etc. The teacher gives Sound of insects
students 1 to 2 minutes for each picture so there is little — Onitsura
time to get anxious about the work. Students are encour-
aged to think quickly and fluidly. At the end of the draw- (Act out — see the old pond, see the frog,
leap in and listen to the sound.)
ing session, students work in small collaborative groups to
compare their image with peers. They are encouraged to Old pond…
reflect on the work of peers but are cautioned again not to A frog leaps in
say negative things, to ask questions of their peers and lis- Waters sound
— Basho
ten to responses, talk about the differences and similarities
they notice in the images and to give praise if they notice
Source: Higginson & Harter, 1985
something they like and to explain why they like it.
The reflection process provides an opportunity for stu-

dents to be part of a community of learners in which risks
can be taken and unique ideas can come forth and be hon-
ored. Giving a visual form (drawing) based on the teacher’s
prompts and reflecting on the work engages students in
creative and critical thinking.

The reflection Session IA What the Formative Assessment

tells the teacher:
process provides Small group instruction with the art
teacher: children draw “Moments in
an opportunity for Teacher can use these initial drawings
the Life of a Bird or Birds” and work
and dialogue as the basis for the
students to be part collaboratively to develop a haiku
“moment” drawings in case the stu-
based on their image. Students are
of a community of empowered when they can help each
dent doesn’t have a clue where to
begin.
learners in which other and they gain the confidence to
think in new ways. 2. Distribute sense items
risks can be taken The objective of distributing the sense
Session II
and unique ideas items is to connect students with their
1. Formative Assessment of eight box
can come forth and drawings with the whole class directed
senses so they will transfer this recent
sensual experience to their art-making
be honored. by the art teacher. Drawing subject experience.
examples: The sound of a bird in the
morning; a stretching tree; taking a 3. Students respond to handling and
bath or a shower; flying. smelling the sense items.
The objectives of the formative assess- 4. Students draw on the theme:

ment of the eight quick sketches are Moments in the life of a bird or birds.
that students will have an opportunity:
5. Formative Assessment as students
a. to learn from each other by draw to help them expand their ideas.
noticing, through guided questions
from teacher and other students Question examples include: Tell about
and by individual reflection of each your work. Where is this happening?
work, the different ways peers How is the bird feeling at this
responded to the given problem. moment?
In terms of the ELA Common Session III
Core Shifts, the students come to
understand other perspectives and Summative Assessment of completed
cultures and can build on others’ work “Moment in the life of a bird or
ideas. birds” (whole class) to communicate
their ideas to peers and to get feedback
b. to communicate their ideas to and to listen to ideas of peers. Give stu-
others. dents an opportunity to learn from
each other.

Students examine art reproductions to Teacher Rubric Guidelines
expand their drawing ideas.
Questions
Listen to a new haiku and act it out to
refresh their ideas about haiku. [1] Does the drawing interpret the theme?
[2] How clear is the image?
Students who are finished work on a
[3] How well does the story/haiku connect with the image?
variety of projects:
Scale
Do another drawing and haiku on the
same theme; students can tell another Emerging Effective Highly Effective
story about their same picture; create a Elements
drawing and haiku on their choice of
theme; create a play to act out their Clarity of idea
story. Differentiation of Form
Differentiation of Size
Engaging in arts experiences gives stu- Spacial Clarity
dents direct experience with behaviors Details
that are included in the ELA Common Written or verbal statement connected with artwork.
Core Shifts. Appendix I shows in a Student was able to present ideas clearly to audience.
condensed form the sequence of lesson
activities and their link to the ELA
Rubric Key:
Common Core Shifts.
Form differentiation: How much form was differentiated from
lowest level — a circle to a naturalistic representation.
How Learning Outcomes Spacial representation: Lowest level forms are floating in space with
are achieved no order; higher level forms give you a sense of an order and setting in
the background — maybe even a feeling of three-dimensional space.
For curriculum planning and to capital-
Size differentiation: From everything the same size to size as is in
ize on student strengths and engage
nature.
them in the learning process, teachers
must identify how children learn. The Use of details: Shows the student is able to graphically represent
more literally what is observed.
following rubric is for the purpose of
identifying the graphic characteristics of Use of whole page: Ability of child to think of the whole space as
the students in terms of interpretation part of the story — to connect with the whole world instead of being
wrapped up in one little part.
of the theme, clarity of image, differenti-
ation of form and size, and inclusion of Clarity of image: The ability of the artist to make clear what is
details. Examining the work in catego- happening to the viewer even though the image can be clear to the
artist.
ries such as these informs the teacher

image makers should include activities

Teacher Rubric
that capitalize on their strengths, such
Elements Emerging Effective Highly Effective as responding to how a particular char-
acter felt in a story by having the stu-
Form Form of bird Fewer than half More than half
Differentiation not clear. of forms are of forms are dent empathize with the character and
differentiated differentiated show themselves feeling that same way
from each other. from each other.
in a setting of their choice.
Spacial Forms are There is a definite There is a definite
Representation floating order in space order in space Evidence of student success/learning
in space. relationships and relationships and
you can see where you can see where outcomes is apparent in an examina-
the activity is taking the activity is tion of the drawings and writings as
place, but some taking place.
things might still be No objects are well as the successful engagement in
floating in space. floating in space. the performance standard activities
described by the current National
Size No size Fewer than half of Most body part
Differentiation differentiation. forms show size shapes and other Curriculum Core Visual Arts
differentiation. forms show size Standards (2014).
differentiation.
Use of Details No details. Details are evident Details are evident Characteristics to be reviewed in the
in fewer than half in most forms. drawings are interpretation of the
of the forms.
theme “Moment in the life of a bird or
Use of whole Can’t tell. Uses most of the Uses the whole birds”; clarity of the idea in terms of
page to tell page to tell page to tell
the story the story. the story.
content and details included in the pic-
ture that relate to the theme; use of
Clarity of image Image not clear Image is at least Image is at least visual elements such as color and pat-
in terms of verbal in terms of the 50% clear in terms 90% clear in terms
story/haiku story/haiku. of the story/haiku. of the story/haiku. tern; use of principles of design such as
rhythm and unity; and use of the whole
Interpretation Can’t tell. Theme is the basis Theme is
of the theme of the image. interpreted clearly page to communicate their idea.
and inventively.
Characteristics to be reviewed in the
art-making process and in the writing
about the child’s ability to express include ability to verbalize, to a peer or
ideas through the visual arts. Some stu- to an adult, what is happening in their
dents are image makers — they work picture.
expressively using color, line, form,
Images were collected and grouped
space, and pattern to tell their story.
based on specific descriptive criteria
They differentiate size and form and
and a rubric.
include lots of details in their work.
Curriculum for students identified as

Reflection on the Process Interview with Carisse, a third-grade student
Reflecting on your picture can spark
new ideas. New ideas come to profes- What changes do you notice from drawing #1 to drawing #3?
sional artists and young artists alike, as The bus wasn’t in drawing #1. Only two people were in drawing #1;
evidenced in Maya’s behavior during there are six people in drawing #3.
her interview. She not only acted out Why did you add the people?
her ideas, she wanted to draw another
I wanted more characters to be in it. Four characters were not
picture (see p. 13).
enough.
In a three-month study by Davidson What does a higher number show?
(2008) of drawings and writing by third
More characters show action and what they are doing. As I worked
graders, she documented “How I got more ideas about what was happening and what people were
Drawing in Conjunction with Writing doing.
Contributes to the Thinking Process.”
Why did you decide to work from observation in drawing #3?
She showed how formative assessment
questions by the teacher, a written I wasn’t doing my best in drawing #1 and #2, and I decided to do my
best. My mother showed me from the window that if across the street
description of the artwork and the art-
looks like that, then my block looks like that. So I decided to draw it as
making process or peer interviews I looked at it.
based on a reflection questionnaire or a
What is the difference in the drawing of figures comparing
self-assessment questionnaire became a
drawing #1 with drawing #3?
jumping-off point for another picture.
Following is an excerpt of an interview In #1, my mother is shopping. You can see by the handbag, and I am
playing outside.
with a third grader about her series of
work. In #3 two friends, Richard and Jessica, are in the picture and I am
behind them.
The arts give students something to say
Which is your best picture? Why?
through an art form and something to
talk about and respond to in a verbal I think drawing #3. It shows more detail and more action. I did my best
in that drawing.
form. All the students interpreted the
theme, each in their own personal way. Do you think your artwork helped with your writing?
Two students used color expressively
Drawing tells a story. Sometimes I don’t like to write a lot — I love
while most used color literally (as they to draw. It’s my life. I was surprised at my writing. I never wrote
see the color in nature) or just to distin- something this long before. For me, writing didn’t help my drawing,
guish one part from another. Almost all but drawing helped my writing.
the work suggests a very active rhythm
created by color, shape and pattern,
and by applying the crayon in a particu-
lar direction. All but one student used continued on following page

Presenting their the whole page to tell their story. All an artist by their peers and their com-
but that same child were able to munity. Students felt proud of what
work to classmates describe a moment in the life of a bird they had accomplished and carefully
gives artists an based on their picture. put the envelope that contained their
page into their book bags. The class-
opportunity to Presenting their work to classmates room teacher displayed copies of the
develop their gives artists an opportunity to develop book during Parent Open School
their ability to verbalize what is hap- Morning. Many parents expressed
ability to verbalize pening in their picture and to show their appreciation of their own child’s
what is happening how they connect their artistic ideas page and explained they were so
with personal meaning. The question- impressed by the presentation of the
in their picture and ing of the artist by their peers gives the work of all the students in the book.
to show how they young artist a reason to reflect on their
work as they respond to the questions.
connect their The process also gives practice to
Closing Thoughts
artistic ideas with members of the class to ask questions
that are relevant to the picture. The project engages students in cre-
personal meaning. ative processes that build on how stu-
dents see their world and in so doing
validates, triggers and expands their
Building an Audience:
creative and critical thinking. For kin-
Community Involvement
dergarten students and older students
The lesson concluded with the art the project opens doors to a host of
teacher assembling a book of images experiential ways of knowing and
and writings. Each student was featured learning.
in the book, which included photo-
graphs of each student and all of their As the children tell their story to a
artwork, their story and haiku. A page scribe, they must add details (evi-
for each student was sent home with dence) to their drawings. The intro-
the students for their parents to see. duction of haiku into the arts
experience expands, in a meaningful
A bound copy of the book was avail- way, ideas for imagery and ways of tell-
able at school and on a CD for parents ing and writing expressively. McTighe
to copy. In this way, parents were and Wiggins (2012) explain “A
made aware of what their children Common Core State Standard is an
were learning and what they accom- outcome, not a claim about how to
plished. Through the book, children achieve an outcome. While curriculum
had an opportunity to be recognized as and instruction must address

established standards, we always want Preparing for ALL Children
to keep the longterm educational ends
in mind” (2012, p. 3). Douglas states, “When a child is having learning difficulties, it is important to
“Artist statements written by children understand his or her cognitive modes as accurately as possible”
or scribed by adults and older students (Gardner, 2006, p. 59).
accompany all exhibited work in The activities in this unit provide many opportunities for unique
choice-based art programs. When solutions. However, the English language learner could have problems
adult volunteers assist in the creation creating a haiku. With the help of peers who speak the same language,
they can make their stories understood. Visual reproductions can
of an art show, they have the opportu- be examined by most of the children. As students give evidence by
nity to experience the thought process- touching the reproductions of the painting or pointing to a specific area,
es of the children through their artist English language learners may understand the concepts being clarified.
statements” (2012, p. 16). This state- Differentiated Instruction suggestions:
ment shows how parents and other
Students can:
adults are drawn into the experience
and provides a viewer’s point of view n Write or tell their story/haiku to another person
as to why and how the written work who will write it for them.
expands both thinking and n Use a variety of expressive forms (dance, music, theater arts)
understanding. to communicate a given theme.
The content and process of this art

n Work with a partner/scribe/adult to develop their writing
or verbal presentation.
unit empowered the classroom teacher
to continue the work with her young n Modify materials. If crayons are difficult, use markers
or three-dimensional materials.
students and to learn about the haiku
form and ways to engage her students n Modify content — encourage students to develop their
in talking about their artwork after she own art-related task.
saw the products of her students. Pink
explains, “. . . it’s often difficult to do
something exceptionally well if we
don’t know the reasons we’re doing it References
in the first place. People at work are
Baff, E. (2014). Invitation to the dance.
thirsting for context, yearning to know Jacob’s Pillow Dance Festival (pp.1-4).
that what they do contributes to a larg- Becket, MA.
er whole. And a powerful way to pro- Brown, T. (2009). Change by design: How
vide that context is to spend a little less design thinking transforms organiza-
tions and inspires innovation. New York:
time telling how and a little more time Harper Collins.
showing why” (2011, p.117).

Cooper, A., & Jenson, G. (2009). Higginson, W. J., & Harter, P. (1985) Additional resources recommended
Practical processes for teaching habits The haiku handbook. New York: by the author:
of mind. In A. Costa & B. Kallick, Kodansha America, Inc.
Dweck, C. (1993). Mindset: The new psy-
(Eds.), Habits of mind across the cur-
McTighe, J., & Wiggins, G. (2012). chology of success. New York: Ballantine
riculum (pp.19-35). Alexandria, VA:
From common core curriculum: Five Books.
ASCD.
big ideas. Retrieved from http://www.
Lowenfeld, V., with Brittain, L. (1987)
Darling-Hammond, L. (2010). The flat p12.nysed.gov/ciai/arts/documents/
Creative and mental growth. New
world and education: How America’s FromCommonCoreStandardstoCurr
Jersey: Prentice Hall.
commitment to equity will determine our iculum-FiveBigIdeas.pdf
Future. New York: Teachers College, Voluntary National Core Visual Arts
National Curriculum Core Visual Arts
Columbia University. Standards © 2013. State Education
Standards: First Glimpse (2014).
Agency Directors of Arts Education
Davidson, J. (2008). How drawing in Retrieved from http://www.artedu
(SEADAE) on behalf of NCCAS.
conjunction with writing contributes to cators.org/research/next-gen-arts- stds/
http://www.arteducators.org/research/
literacy. Educator’s Voice, NYSUT’s NVAS_First_Glimpse.pdf
next-gen-arts-stds/NVAS_First_
Journal of Best Practices in Education,
NCTE (2005). Position statement on Glimpse.pdf
I, pp. 36-43.
“Multimodal Literacies.” National
Doodle 4 Google 2014 Award Ceremony. Council of Teachers of English, http://
Retrieved from www.google.com/doodle4 www.ncte.org/positions/statements/multi-
google/prizes.html modalliteracies
Douglas, K. (2012). Advocating for a New York City Department of Education
student-centered art program. In D. (2007, 1-88). Blueprint for teaching
Jaquith & N. Hathaway, (Eds.), The and learning in the visual arts grades
learner-directed classroom: Developing PreK-12.
creative thinking skills through art. (pp.
Partnership for 21st Century Skills,
9-17). New York: Teachers College,
21st Century Skills Map THE ARTS
Columbia University.
(2014, pp.1-17). Retrieved from http://
Eisner, E. (1992). Excerpts from The www.arteducators.org/research/21st_
misunderstood role of the arts in Century_Skills_Arts_Map.pdf
human development. Position paper
Pink, D. (2011). Drive: The surprising
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truth about what motivates us. New
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York: Penguin Group USA.
sponsored by the American Council
for the Arts, Atlanta, GA: Washington, Trilling, B., & Fadel, C. (2009). 21st
D.C., CABC: The Center for Arts in century thinking skills: Learning for life
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creation of mind. New Haven: Yale
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Gardner, H. (2006). Multiple intell-
igences. New York: Basic Books.
Gelb, M. (2004). How to think like
Leonardo daVinci, seven steps to genius
every day. New York: Bantam, Dell.

Appendix I: ELA Shifts
ELA Shift # Activity
Session #1
2 1. Examine reproductions
2,4,6 2. Read haiku and students respond

3. Distribute art supplies
2 4. Students create eight drawings
Session #2
5,6 5. Formative assessment of eight drawings with class

6. Teacher explains activities for the day
5,6 7. Teacher distributes “sense” items. Students engage in

experience and respond in words to experience
6 8. Teacher asks questions to connect “sense”

experience with image-making
2 9. Teacher distributes art materials and students draw
2,6 10. Formative assessment by teacher as students work
2,4 11. Students who completed art work tell their story
to an adult or peer and create a haiku with help
Session #3
2,5,6 12. Formative assessment in a collaborative group to complete drawing and/or

story/haiku with the assistance of art teacher, classroom teacher and aide
2,4,6 13. Review a haiku and students respond
2,5 14. Teacher shows resources available
2 15. Students complete, revise image and/or story/haiku or create an image-based

performance with a group
2,6 16. Final assessment with class

21st Century
Real-World Robotics
SUMMARY Throughout his Robotics problem challenges are

readily applicable to today’s world.
Building robots with extensive research For example, robots are being used to
viable programming and into the 21st century instruction possi- search for missing planes and to
color sense capacities bilities of robotics, Mark Gura, Touro destroy hidden mines. Students expe-
becomes a reality in this
professor, author of several books rience real-world seamless science,
project-based, interdisci-
plinary learning unit for on Lego robotics and founder of the engineering, and cross-discipline
middle-level students Classroom Robotics blog, notes that problem-solving as they program the
in Brooklyn. This school Robotics challenges are a perfect vehi- robots. Teachers collaborating from
employs both team
cle to promote communications, col- more than one content area to seam-
teaching and collaborative
learning in its dynamic laboration and other skills essential to lessly model that in their instruction
approach to teaching 21st century learning. Roboticist prac- validate the cross discipline 21st cen-
science and technology. titioners, Gura notes, need to commu- tury learning opportunities for robot-
nicate as they work together to journal ics, which Gura stressed should be
their efforts and solutions (2007). part of regular school day interdisci-
Working from manuals, instructions, plinary learning (2012).
and programming the robots authenti-
cally involves 21st century real-world At Ditmas Intermediate School 62 in
principles and functions of academic Brooklyn, technology teacher Angelo
and special domain knowledge. Carideo and David Liotta, a social
studies and media studio teacher, set
sixth graders off on a mission to build
Rose Reissman is a literacy support specialist and director of the Writing Institute at Ditmas Intermediate School 62 in Brooklyn.
Angelo Carideo is a technology and law teacher at Ditmas IS 62.
David Liotta is a media and social studies teacher at Ditmas IS 62.
Amanda Xavier is an ELA teacher at Ditmas IS 62.
Sofia Rashid teaches ESL at Ditmas IS 62.
Irene Huerta is a special needs paraprofessional at Ditmas IS 62.

Rose Reissman, United Federation of Teachers
Angelo Carideo, United Federation of Teachers
David Liotta, United Federation of Teachers
Amanda Xavier, United Federation of Teachers
Sofia Rashid, United Federation of Teachers
Irene Huerta, United Federation of Teachers
team robots with viable programming collaboration and team working, self
and color sensor capacities. Their col- direction, communication skills, and Students experi-
laborative teaming makes this Science, … social responsibilities.” ence real-world
Technology, Engineering and
Mathematics-infused robotics project The Ditmas student robot project is seamless science,
thrive. Students work, communicate, done during the school day and engineering, and
and collaborate in teams to accountably involves the ELA educator, the literacy
produce a functioning robot. They specialist and the ESL teacher. The cross-discipline
later showcase their robots and present teachers team to plan and to infuse — problem-solving
their work at a multi-project Writing as the project progresses — specific lit-
Institute Expo run by Rose Reissman eracy and second acquisition skills plus as they program
with the support of fellow Ditmas edu- differentiated learner options so the the robots.
cators Liotta, Carideo, Amanda Xavier project is “part” of an interdisciplinary
and Sofia Rashid. end product-centered initiative which
mirrors requirements of a 21st century
The Ditmas robotics project is ground- workplace skills set.
ed in the research of Khanlari (2013)
and Demetriou (2011), who note that
the “use of robotics . . . can improve Faculty Team Collaboration
students’ personal skills . . . problem-
solving, communication, creativity, Ditmas is a school whose culture is
decision making, and teamwork” — all built upon collaboration. Principal
21st century learning skills and out- Barry Kevorkian, who has spent more
comes. Furthermore, by interviewing than three decades at Ditmas as a team
seven teachers who taught robotics, teacher, assistant principal, coach,
Khanlari, in his study of the “Effects of dean, and group leader, explains this
Robotics on 21st Century Skills” sug- culture: “Teachers can share thoughts
gested “that robotics can be used as an and ideas and help one another to
effective tool to improve 21st century become more effective. The teachers’
skills, including students’ creativity, continued on following page

Team teaching: A model in collaboration students need to experience collabora-

tion themselves and are doubly
The success of the Ditmas robotics project is due in no small part enhanced by working with a team of
to the cross-curricular, team-teaching approach employed by the joyously collaborating educators. As a
authors. The educators met throughout the project to brainstorm principal and a former teacher ... I
how the project could meet the needs of all students involved.
facilitate their collaboration and coor-
When one educator suggested the robotics theme could be dination of efforts on behalf of the
introduced to special needs students by having them focus on science school. To me the essence of leader-
fiction literature about robots, other educators on the team readily
ship is collaboration of all team mem-
piped in with their ideas:
bers and our staff model this
n Reissman, the literacy specialist, suggested Isaac Asimov’s first story, real-world essential style for students.”
“Robbie,” written in the 1950s.
As a result of their mutual ongoing
n The technology teacher, Carideo, noted students could update the
story to the 21st century and script their own versions for a podcast. creative and academic success with
schoolwide programs, Carideo and
n Huerta, a paraprofessional who extensively supports ELA develop- Liotta were invited to work together
ment in spoken and written language, saw this as an opportunity
to develop a product that would captivate her students and on the robotics building project. They
enhance their collaboration, communication, problem-solving, and also worked with other educators to
critical thinking skills by using an approachable text. discuss how ELA, special needs, and
n ELA teacher Xavier noted that even though the robotics project ESL talents could be highlighted and
had only been funded for one group, having her inclusion class- engaged by the project.
room work with a commercially purchased robotics kit would also
enhance and support Common Core learning. The collaborative teaching team of
In their planning meetings before and during the project, the Carideo, Liotta, Reissman, Xavier, and
educators themselves were active participants in the same behaviors Rashid, represents teaching across the
they were teaching the students. This modeling of adult teacher content areas (ESL, ELA, and CIT).
discussion of the project challenges and opportunities for multi- In regularly scheduled team-teaching
content integration inspired the educators to help the students realize
important life skills of taking initiative and being self-directed as they meetings, the educators discuss how
took on the robotics challenge. Common Core ELA standards such as
reflective journal writing and speaking
and listening skills can be used to help
actual collaboration models and sup- students realize their 21st century
ports their students to in turn grow learning goals. The team planned an
academically, emotionally, and social- introductory discussion for the robot-
ly. These 21st century learning com- ics group of sixth graders, which
munication styles make students who includes some students who display
‘team’ better prepared for college and Asperger behaviors, some ESL stu-
careers. To be successful on an eco- dents, and a broad range of students
nomic, community or personal level, with differentiated learning styles. The

team teachers use small groups and express them-
conferencing as part of their teaching selves in English
so they can support the individual stu- using academic
dent groups by walking around and language. CIT
facilitating (Danielson framework, (Collaborative
Domain 3). Groups are also construct- Integrated
ed to support student strengths. In one Teaching) classes
student group, for example, a student could work on
who displays Asperger behaviors is argumentative
identified as the videographer so he pieces to defend
has to socialize with others; another their robot as the
student will “report” for the school best challenge
television program as she is a visual solution. The
learner and a natural on-camera more verbally
performer. outspoken stu-
dents could lead
A robotics project lends itself to myri- the way, while
ad technical terms — actuator, rotary, those with an
application, input, sensors, interface, Individualized
linear, android — and can help to Education
develop academic and social language Program used
as students work together in small sentence frames
groups. Even where the words are to contribute
somewhat familiar from science fiction their argument
or other technology kits or games, this details.
project — with its attention to the man-
ual-specific directions and need to get
the special domain meaning of the
The Robot Challenge Begins
specified robot function exact — forces
students to learn the special domain- With the teacher team having devel-
targeted robotics vocabulary, much as oped a framework, the students actually
they will need to master job or work- began their 21st century collaboration,
place vocabularies as adults. This critical thinking, and creativity. The
develops vocabulary as a necessary robotics class was told from the start
condition of robot-building success. that they would be working in small
groups to achieve the end product of
Reflection journals — student portfoli- constructing a functioning robot.
os and artifacts — were especially bene-
ficial to ESL students as they learned to continued on following page

First, there is a discussion on 21st cen- learning style and style of work. They
tury learning and innovation skills: had to be self-directed if members of
creativity, innovation, critical thinking, the team did not work together. Some
problem-solving, communication, and had to assume leadership and take
collaboration. They are also taught responsibility for getting the robot
about 21st century life and career skills ready to perform and function by the
such as flexibility, adaptability, initia- deadline date.
tive, self-direction, social and cross
cultural skills, productivity, account- Each team member had to collaborate,
ability, leadership, and responsibility. communicate and often create solu-
tions when what they did at first did
The students not “work.” Much of their effort
get the kit and a involved “fixing” a part or aspect of
deadline for the robot and dealing with the frustra-
building the tion that required another potential
robot to func- intervention strategy.
tion and be pre-
sented for In their small groups, the students
rubric-aligned focused on how to interpret these spe-
assessment. cial 21st century words into ongoing
They have to writing assignments and discussions.
decide how to Before breaking up into small groups,
tackle the chal- a large group team meeting focused on
lenge. They self-direct and generally the project objectives.
appoint a group leader to supervise
Throughout the process, students take
and divide tasks of building, record-
notes for their journal entries and, with
ing, group meetings, and addressing
personal comments, can reflect on the
frustrations as the project evolves. The
team’s progress as a whole. Some stu-
teachers may suggest students look at
dents enjoy recording, while others
specific parts of the manual or work as
“voice” the material. Some illustrate or
a team to brainstorm solutions for
draw cartoons.
problems that come up, but do not
actually intervene or help them. Excerpts from students’ written work
and discussions (voiced in formative
In their teams, students had to be flexi-
and summative assessment journal
ble as they worked with others to fol-
responses) demonstrate powerful
low the instructions in the manual.
learning outcomes.
They had to adapt to one another’s

21st Century Flexibility Missing Pieces
Just as with complex jigsaw puzzles Robotics are a
The project has an explicit emphasis
and in real life when you plan an event, on problem-solving, critical thinking, perfect vehicle
teach a class, or run a company, issues
come up which were not and cannot
flexibility, self-direction, accountabili- to promote
ty, responsibility and leadership skills.
be anticipated. Unlike some simpler The following passage describes a communications,
erection or science kits students may
have played with, the robotics kit is
snapshot of students working with collaboration
their robots in the classroom:
not assembled easily or immediately. and other skills
Some students felt they had “lost” Janiah actually got to the point of essential to 21st
pieces, or they were “following thinking about “breaking the robot”
instructions precisely,” yet the parts because it “would never work.” century learning.
did not fit. In addition, just as in any
adult life enterprise or social effort, Yarellis noted that parts in the box
some students assigned specific roles refused to go in properly, although
do not come through and others have obviously they were manufactured
to pick up the slack. Many discussed for the robot.
how hard it was to execute the step-
Theresia put it literally, not realiz-
by-step programming detailed. They
ing she had come up with an apt
talked about team members who took
metaphor for the process and its
over — or deserted. They journal
frustration: “One ... problem we
anger at members who dominate, not
had is the missing pieces. One day
collaborate. Khaliphkai noted that
we had all the pieces; the next day,
many within her group were focused
we don’t.”
on the building, but not the program-
ming of the robot, an issue of account- One team found they had installed
ability. Lizbeth revealed that the the parts incorrectly and needed to
concept of teamwork in building the change the wires.
robot did not excite her since she
wanted to work alone. Other groups were upset after hav-
ing done so much work to discover
For some, this exercise highlighted the that there was still more work.
efficacy of being flexible. Others saw
how they might need to develop that Khaim’s group found it exceedingly
quality or suffer the consequences frustrating to get the robot codes to
when things did not work out as they actually result in the robot making
wanted. a full turn.

has to do “all the work” because others

“goof off” or “disappear.” One student
said he felt that at home as well. He is
responsible for the rest of his siblings in
terms of cleaning up and preventing
fights while other older siblings who are
supposed to share this responsibility
focus on themselves. Some students
boldly argue that working alone is better
because they can focus on tasks or
assignments themselves. They can get
these tasks done independently. Since
the STEM teachers, Carideo and
Liotta, are deliberately teaching as a
Just underscoring 21st century skills team, their partnership and the collabo-
implicit in robotics was not enough; ration by choice with a team of col-
students had to apply it to their own leagues was compared and contrasted
lives and reason through real-life situa- with the solo teachers.
tions. Students were asked to brain-
storm situations echoing the same Some students shared the pleasure of
“missing pieces” feeling. The students spending time on intricate jigsaw puz-
were also challenged to relate robotics zles, only to be left unable to complete
reflections to their school social lives them because of “missing pieces.”
and family members’ frustrations with Students confessed to telling stories at
other adults at home or at work in school or to parents with deliberately
terms of communication and collabora- missing pieces. For some students in
tion. Students went into their homes search of birth parents, there were
and communities to talk about the missing pieces. Discussion was recipro-
robotics project and their team work cal. The teachers shared the endless
attitudes. feedback and customizing of curricula
for students that goes with teaching.
The students did a set of interviews They also considered how friendships,
with parents to find out the extent to family relationships and even schools
which their lives involve chosen team- required ongoing and continued work
ing. This culminated in an oral history. to run well, far beyond what was origi-
Finally, the students were given the nally anticipated as needed.
option of developing arguments for and
against teaming on projects. Some refer- Once the students had vented their
enced a parent’s feeling that the parent frustrations, the discussion and

reflective writing focused on how they Janiah, who had initially vented
had dealt with that frustration. Had frustration on the robot, reminded Just underscoring
they “fixed” the issues or problems or herself that she was the intelligent 21st century
in some way bypassed them to get to being in the equation. As she framed
successfully build a functioning robot? it, “It is not the robot’s fault. It was skills implicit in
Their solutions were at first connected my fault because I was doing some- robotics was not
to robotics domain-specific issues. thing wrong.” She disciplined her-
self to return to the computer. With enough; students
Groups frustrated by the loss of crucial this resolve, she was able to get the had to apply
kit pieces brainstormed organizing and color sensors working. Having
inventorying kit pieces by type and taken responsibility for her action,
it to their own
color. This facilitated tracking of the she was “really happy” when it lives and reason
pieces so that any loss could be fol- worked.
lowed by focused search. The follow- through real-life
ing classroom snapshot highlights The team with the mixed wire issue situations.
some of the challenges students over- returned to the manual to get the
came during the project: wires placed correctly. The program
actually worked, and that made all
Shanay realized that programming the difference in their mood.
the right codes required careful
detailed reading of all the code Rashun came up with a plan for his
descriptions. She personally under- team to have half the members
took that task with another team build the robot and half start
member. This self-directed initiative programming.
led to identifying all the correct codes.
Azreen did change the name of the
Joseph identified a leadership role program to under 32 characters.
as the scheduler/organizer. He
scheduled each team member for Several teams that had missing
four turns at building and four parts and couldn’t find them simply
turns at programming. Most went forward minus the parts,
complied. including a pivotal ball and a front
bumper.
Luna’s team applied the ELA class
collaborative accountability speaking One team member tried delegating
and listening conversations to group tasks, but when they weren’t done,
discussions about how things were he wound up doing multiple tasks
going. As a team they came up with himself.
a plan to get their robot to work.

Since the Applying Robotics to other coaches who ultimately made certain
Real-World Situations things got done on time. They were
journals and Finally, students worked on “fitting” asked to identify multitaskers versus
explicit discussion these robotics “fixes” to real life, true leaders of teams in the news and
including real-world frustrations. We in books. The idea of meeting a dead-
about aspects of called this 21st century applied learn- line by getting out a product that was
the project beyond ing. In a closing session, Reissman not exactly the desired product, but
still a viable one, was floated. What in
the robot-building challenged students to apply this strat-
real life got done, but not exactly how
egy of robotics “fixes” to a real-life,
had been a key career or job challenge. it was planned? Student response to
this took awhile. Finally, a student
element of the artist noted that a mural he worked on
Inventorying turned out to be a job
project, students one student’s uncle had at a local 99 in another school came out great, but
was not his original design.
could understand cent store. Another student recalled a
hardware store clerk who had a written
how they were inventory of screw types available with
actually doing a back order list. 21st Century Born
much more than Scheduling was something students
Since the journals and explicit discus-
sion about aspects of the project
just building schoolwide were familiar with in terms
beyond the robot-building had been a
of limited scheduled access to gym,
a robot. art, lunch and lab use. Many without
key element of the project, students
could understand how they were actu-
computers at home also had to sched-
ally doing much more than just build-
ule access to computers in the public
ing a robot. They were able to look at
library.
their journals and listen to peers apply
Reading a manual slowly and carefully the skills they had demonstrated to the
without emotion was a strategy stu- real world.
dents had seen work successfully for
Students in this project all developed
their parents or adults when using or
journals that reflected information
setting up tech/exercise equipment,
writing, CCSS standards and robotics
furniture, programming a cellphone
special skills (for which a rubric was
and other tasks. Several students
created). They also programmed
shared with pride their ability to read
robots which all functioned and were
and interpret manuals.
rated according to a rubric. The stu-
In discussing multitasking when dele- dents’ visual and verbal group presen-
gating tasks had failed, students men- tations were rated by CCSS Speaking
tioned family members, teachers, and and Listening-aligned rubrics.

Students were pre- and post-surveyed teachers as teams and students as peer-
about the extent to which this project dependent teams working together on Robotics-
might be related to academic and real-world products and productions building is an
social/real-world learning beyond the during school time.
classroom. After all these outcomes example of
and rubrics and the robots themselves one ready
are viewed, what stands out as an References
immediately infusible practice is the Demetriou, G. A. (2011). Mobile robotics in
opportunity
way in which robotics allowed stu- education and research. Retrieved from:
http://www.imls.govt/about/21st _century
for staff and
dents to practice real-world 21st cen-
tury collaboration, communications,
_skills_list.aspx students to
Gura, M., & King, K. (2007). Classroom
and creativity, and experience real- robotics-case studies of 21st century instruc- engage in 21st
world skills and outcomes, as they tion for millennial students. New York:
Information Age Publishing. century learning.
“studied” sixth-grade required ELA,
science, engineering and mathematics Gura, M. (2012). Lego robotics STEM sport
of the mind. Retrieved from: http://
skills during the school day. They www.learningandleading-digital.com/
were not learning these key cognitive learning_leading/201208?folio=12#pg14
skills in isolation, but rather doing Gura, M. (2013). Student robotics and the
them as real-world persons — 12-year- K-12 curriculum. Retrieved from: http://
www.edutopia.org/blog/student-robotics-k-
olds functioning as 21st century
12-curriculum-mark-gura
learners.
Khanlari, A. (2013). Effects of robotics on
21st century skills. Retrieved from:
Programming 21st century learning http://warse.org/pdfs/2013/icet4esp10.pdf
does not require an outlay of cash or
the purchase of expensive materials.
Additional resources recommended
Rather it can and should be done by the author:
through a team of collaborating teach-
Classroom Robotics Blog. Retrieved from:
ers modeling in their partnership the http://classroomrobotics.blogspot.com/
ways content skills meld together for Partnership for 21st Century Skills. (2011).
problem-solving, strategizing, and Framework for 21st century learning.
addressing frustrations. Robotics- Retrieved from: http://www.p21skills.org
building is an example of one ready
opportunity for staff and students to
engage in 21st century learning.
School curriculum maps are filled with

other project-based literacy learning
opportunities that can connect

“Caution, this will NOT be on the test!”
Expedition Earth Science
Prepares Students for the
21st Century
SUMMARY On a Saturday
Expedition Earth Science afternoon,
takes students on knee-deep in tea-colored lake water,
motivating journeys
Olivia and Riley pull and tug on the
where they explore the
natural world through an seine net as they drag it to the shore-
approach that emphasizes line to see what they have caught.
both the process and the
development of problem- The seine net, an aquatic survey tool,
solving skills. The authors is loaded with leaves, small fish, and
explain how collaboration,
creatures from the bottom of the lake.
literacy, interpersonal
skills, and content It is the critters from the muddy and
knowledge can be taught sandy bottom the girls are hunting.
in a real world context They are surveying the lake bottom for
and adapted by others in
invertebrates that occupy the base of
various settings.
the food web and are often hard to
Riley (left) and Olivia pull a 20-foot seine
find. The girls laugh and their eyes net from a lake in central New York.
open wide when they see what they
have caught. While the girls are pulling
their net onto the shore, other student and mapping the bottom of a smaller
groups are collecting and identifying lake. Make no mistake … this is school
ferns, testing the water chemistry of and the students have chosen to take
the lake, drilling tree-ring cores to on these credit-bearing tasks!
study climate patterns and tree growth,
Jeff Peneston teaches earth science at Liverpool High School. Peneston is the 2011 New York State Teacher of the Year.
Andrew Calderwood teaches earth science at Liverpool High School.

Jeff Peneston, United Liverpool Faculty Association
Andrew Calderwood, United Liverpool Faculty Association
“At first I was surprised to find Expedition Earth Science

anything in the net, and then I was
anxious about getting bitten! The Expedition Earth Science program, designed in 2000, was established
based on the following goals:
Ultimately I was excited to hold all
of the small, living things.” n increase the rate and retention of inquiry-based scientific learning;
— Olivia Sherwin n enhance student interest in science throughout high school;
n encourage students to pursue science/engineering careers;
Olivia and Riley, along with the other 18
students that weekend, were participat- n act as a test of an instructional model that could be applied to other
courses;
ing in Expedition Earth Science (EES),
an experiential education program n foster the use of existing district technology, such as laptop computers,
data collection hardware and software, and online research services; and
designed to provide authentic learning
experiences for ninth-grade earth sci- n develop collaborative relationships with local businesses, agencies
and science professionals.
ence students at the Liverpool High
Parental support for transportation and adult supervision during the
School Annex, located in central New
expeditions are key to the success of the program. Involving parents gives
York. For participating in an expedition, them the opportunity to be a part of the child’s educational experience
students earn earth science lab credits and fosters a feeling of ownership in the educational system. Expeditions
toward the 1,200 minutes required by take place on evenings and weekends so that our time in the field does not
impact other content areas or the students’ weekday schedule. The EES
New York state and up to five points of
program involves small teams of students working cooperatively to ask
extra credit on their quarterly grade. questions, solve problems, gather data, and report on their findings.
More important, on the weekend expe- Seven to 10 expeditions are offered throughout the school year from
ditions, students learn many skills that October to May, giving each student an opportunity to be involved no
matter what their schedule is like. About half of the expeditions cost the
are not measured on standardized tests. student nothing and the others range up to $65. There is no organized
They collaborate in small teams, prac- fundraising, and families choose what they can afford. Each expedition
tice “just in time” learning as they work begins at an after-school meeting about two weeks before the trip, where
with new and unfamiliar scientific the students form teams and receive detailed assignments describing the
problems that they must solve by collecting scientific data in the field on
equipment (like the seine net), build
the day of the expedition. Students are expected to create a finished
resilience as weather conditions change product (reports, displays, presentations, etc.) from their experience.
and equipment fails, and, in the end, Expeditions typically consist of 15-24 students, two teachers and up to 10
they also gather authentic scientific field parent volunteers.
data through creative problem-solving.

Expedition Earth Science Prepares Students for the 21st Century
Students need to EES Rationale Experiencing real work environments

and solving authentic problems is a
explore the real Students today will become the par-
very old and extremely powerful teach-
ents, employees, leaders, and voters
world through who will inherit and lead this country ing/learning paradigm. Educators in
today’s classroom are working to lead
experiential with scientific literacy. They are the
students through demanding curricula,
generation that is increasingly expect-
education, ed to prove themselves through perfor- but they generally hesitate to utilize
this oldest of approaches to learning.
using teamwork, mance on tests even though they have
“Hands-on” has become a term that is
a decreasing experience with authentic
research, and scientific problem-solving. often trivialized and overused by edu-
cators. We can also fail to see how a
critical thinking. Unfortunately, these students have less
one-inch cube of rock or a satellite
contact with the natural world than
any generation before them. Dhanapal image of an approaching storm pales
& Lim (2013) report findings that in comparison to the on-site experi-
have proven, “ . . . that indoor and ences that real scientists have when
outdoor learning complement each exploring a geologic field location or
other in improving students’ academic working outdoors during the storm.
performance and have also showed Many aspects of science education are
positive responses among the students very poorly attempted in the best of
in choosing outdoors (rather) than classrooms. Students find it difficult to
indoors for learning science.” become enthusiastic about careers in
science when their exposure to the
Educators at all levels need to be exciting nature of those careers is limit-
encouraged and supported to engage ed to traditional teaching methods
students in authentic problem-solving. (Larmer and Mergendoller, 2010).
Students need to explore the real
world through experiential education, “Before this experience I had
using teamwork, research and critical never considered a career in
thinking. science, but this helped me realize
I could potentially have a career
“Expedition Earth Science … that combined my passion for the
changed my life. I experienced outdoors with problem-solving.”
firsthand what science is and how — Sara Coffey, University of
it works in places I never imag- Hawaii, geochemistry graduate
ined.” — Mark Alessi, Cornell student
University, meteorology major

The EES program provides an inti- information (literacy/research tools).
mate learning environment where stu- We also know (Larmer and As a society,
dents are provided the opportunity to Mergendoller, 2010) that adults in the we will need
select a task or problem of their choice 21st century will need to be able to use
and collaborate with one or two other those sources of information and their
our students
students. In this way, students are own creativity to generate original to become
practicing critical thinking and prob- approaches to accomplishing the tasks
lem-solving skills for 21st century of life.
the problem-
learning. solvers who are
The EES program is less concerned
with the traditional content knowledge experienced
21st Century Skills
and emphasizes the processes of prob- at working
lem-solving and the development of
While education in the last century these skills. EES starts by allowing stu-
collaboratively
often focused on content-driven cur- dents to select an outdoor expedition in groups with
ricular objectives, we all know that in and a research problem that interests
this digital age, the content of our them. Next, students form teams and
the interpersonal
world is largely available to the literate. learn about their project goal through skills and
The 21st century will require people meetings and background research.
to gather, process, and produce their
resiliency to
The teams travel to field locations to
own content and solutions (Trilling collect specimens, data, or to perform complete
and Fadel, 2009). Our current stu- a task. Finally, they practice literacy complex tasks
dents will become the adult citizens of skills as they create a final product or
the future and the research describes presentation that they can share with as a team.
the types of skills we need to help others. Throughout most expeditions,
them develop. In the broadest context, we expect the authentic nature of field
we want our students to have the science to provide the teams with
power to choose educational and unexpected problems from equipment
career trajectories that will interest malfunctions and weather challenges,
them and enrich their lives. As a soci- to opportunities to experience
ety, we will need our students to unplanned events and discover things
become the problem-solvers who are that were unexpected. We joke with
experienced at working collaboratively our students that the subtitle to the
in groups with the interpersonal skills Expedition Earth Science program is
and resiliency to complete complex “caution, this will NOT be on the
tasks as a team. They will also need to test!” and we admit that few of the les-
be adults who know how to find and sons learned will directly transfer to
use authoritative sources of the high-stakes, year-end exam. But,

One goal of EES we also know that the summative eval- Authentic Setting — One goal of EES
uations that await them in their adult is to place students in authentic situa-
is to place students lives will draw heavily from the skills tions and locations where they feel
in authentic developed on our expeditions. their work mirrors what might take
place in the real world. The use of
situations and “I’ve always been a ‘hands-on authentic equipment and procedures
learner’, so this experience was
locations where is also crucial to the integrity of the
beneficial to me because I realized program. For example, two of the
they feel their work a career where I could be doing vs. expeditions on our annual list are col-
mirrors what might reading would be beneficial to me.” laborations with Hobart and William
— Sara Coffey Smith Colleges (HWS) in Geneva,
take place in the NY, where our students travel out
Collaboration — Student groups meet
real world. prior to the expedition so the teams can
onto Seneca Lake and work on a
65-foot research vessel owned by the
research their chosen task and prepare
colleges. The professional-quality
themselves for the remote, outdoor
equipment they use on those days
field locations. They share ideas, make
allows them to collect data on the lake
a plan for their research, take down
sediments, water chemistry, and
notes, and print information sheets rel-
planktonic life that become part of a
evant to their area of research. This
growing database used by the scien-
may include identification charts or
tists in the Geosciences Department at
directions for how to use equipment.
HWS.
Students may also spend time practic-
ing the use of the actual equipment. “I learned new things about the
During the trip students must work lake but also about being a scientist
together to collect data in the field, in the real world. The use of differ-
paddle canoes, adjust to complications, ent instruments to collect data was
or create presentations to communicate a way to apply what we learned in
their work to an audience. Following class, expanding our knowledge
an expedition, students meet during or about science.” — Megan
after school hours to produce their Corcoran, SUNY University at
expedition product, which for some Buffalo, geology major
trips include professional quality dis-
plays, short videos, or essays. For each Through grants and awards over the
one of these steps (before, during, and years, we have also been able to pur-
after the expedition) the team must chase a variety of professional scientific
communicate and work together to tools for our students to use that rarely
achieve their goal. would be included in high school

science programs. We have rock-cut-
ting saws, environmental chemistry
testing kits, and even an underwater
video camera that we use to explore
the depths of area lakes.
“…standing on Rams Head on

the Island of St. John in the
USVI…I observed unrelenting 30
mph winds and direct sunlight
which helped me to understand
why Rams Head has a desert
microclimate.” — Mark Alessi
Literacy — One of the foundational

principles of the EES program is that
the expeditions would not be a “pas-
sive visit” where we tried to walk
“everyone” through an experience.
We chose to limit the number of stu-
dents on each expedition so there is
the intimacy to allow student teams to
work with the teachers. Each student
team is required to create a finished
product in order to qualify for course
credit. Our goal is to have the students
create documents that reflect what real
scientists are paid to produce: Data
summaries for a local college, slide
shows to share with others, documen-
tary videos, museum displays, and
even live webcasts all require students
Interpersonal Skills — Typically, The image at the top
to practice literacy skills at a high level. is a micrograph
classroom teachers attempt to design taken by a student.
Examples of some of these videos and
activities in which all of the tools and The watercolor
a student-created blog can be accessed artwork below was
steps are provided to the students and
at http://teacherpages.liverpool.k12. created by that
the teacher has the maximum control student as part of
ny.us/webpages/jpeneston/index.cfm
of the process and the outcome. The a museum display.

teacher is also the “One of my friends who I had just

one who is expected met in earth science freshman year
to help students became my best friend during the
overcome procedur- trip and still is like a sister to me
al problems. All of today. We laugh at the memories
this can lead to cor- made on the trip. The expeditions
rect answers and not only helped expand students’
good grades, but it knowledge of science but also foster
fails to reflect that relationships from the experiences
most of the problem- shared on the trips.” — Megan
solving in our adult Corcoran
lives is fraught with
unexpected prob- Resilience — Teachers usually know
lems and the expec- the answers and are sure of the meth-
tation that we have ods before they ask the students to
to rely on our team- attempt an assignment, and this leads
mates more than our students to believe that real science
employers. Students begins with a worksheet, 10 guaran-
on EES adventures teed steps and the equipment already
cannot complete the set up in the lab.
process or project
Authentic scientific research often
without working in
requires scientists to invest the majori-
teams. Listening,
ty of their time in the development and
sharing, leading, col-
validation of data collection methods.
laborating, and
Field scientists must be able to prepare
being flexible are as
and react to every type of mechanical
important as scien-
breakdown and change in the research
tific knowledge. On
plan once they are in the field. EES
some expeditions,
encourages students to pursue ques-
students also get to
tions that are beyond their teacher’s
practice living with
knowledge and use original proce-
other students and their teachers at our
dures. This often leads to discovery
weekend and weeklong field camps.
but it usually leads to things going
Learning to live with neighbors who
wrong in the field. Students are
snore and teachers who can cook
encouraged to imagine every possible
chocolate chip pancakes are all part of
contingency before the trip and then
the EES experience.
the student teams are expected to solve
the problems mid-stream.

“After months of planning to mea- The post survey was similar to the pre
sure the differences in salt water survey except where it asked the Listening,
salinity, we arrived on St. John respondent to identify which expedi- sharing, leading,
and found that our salinity meter tion they attended, their comfort level
would not work. We had to quick- prior to and after the experience, and collaborating,
ly find a new topic and get ready an open-ended question asking them and being
to report our findings on the live to describe their experience. The
webcast.” — Alex Moore, 12th results were gathered in both qualita-
flexible are
grader, Liverpool High School tive and quantitative form. In summa- as important
ry, the data showed that:
as scientific
Measureable Outcomes
n 69 percent of students signed up knowledge.
for at least one EES out-of-school,
In 2012, as part of a graduate course, experiential education experience.
Calderwood conducted primary
research on the EES program. The n The predominant reasons
question under study was: What, if described by students for attend-
any, impact does the EES program ing these expeditions included the
have on students’ perceptions and atti- fact that they were “real-world,”
tudes regarding science? The study “fun,” “new,” or “outside.” These
utilized a pre survey given to 180 stu- are often conditions not associated
dents in eight earth science classes. with school, where most learning
The questionnaire encompassed 26 takes place at a desk within the
questions broken down into six sec- four walls of a classroom. Because
tions. The six sections of the survey the students see the EES program
asked the students to identify their as a novel educational program,
current academic level in earth science and because research has shown
and if they had signed up for an expe- that the brain seeks out that which
dition, their perceptions of science is novel, EES is very successful at
education, rank order words describ- drawing in students to the
ing how science is delivered to them, program.
complete a science favorableness scale,
answer Likert-type questions dealing n The data seem to indicate that stu-
dents move from an impression of
with perceptions of science process
science being fun in elementary, to
skills, and complete an open-ended
interesting in middle school, to an
question about their single best sci-
expectation of interesting (but also
ence moment.

Students engage stressful) in high school. Also, the n The post survey also indicates
data showed that the anticipated that students are much more con-
in literacy skills stress level associated with science fident with the process of science
such as journaling dropped from 30 percent prior to following an experience with the
an expedition to 12 percent follow- EES program (29 percent of stu-
and video ing an expedition. This may signify dents self-selected as confident in
production and the building of resilience in stu- the pre survey and that number
dents who attended EES trips. increased to 52 percent following
have found
an EES trip).
that outdoor n Students also listed “real-life,”
“outdoors,” and “field trip” as the n Finally, the open-ended question
environments are least teacher-utilized aspect of their regarding “How would you
great settings for science education. The EES pro- describe your experience in terms
gram fills this gap for those stu- of how this trip impacted your
encouraging dents interested in this type of view or attitude about science”
those activities. educational learning approach. resulted in answers such as: “…
would like to go on another trip,”
n The Thurston method of measur- “more interested in science,” “do it
ing favorableness resulted in aca-
again in a heart beat,” and “trip
demic students scoring 5.25 out of
increased my already positive view
7 (1 least favorable and 7 most
on science.”
favorable) and honors students
scoring 5.70 out of 7. What was Since students ranked the EES trips as
most interesting, however, was that highly scientific (8.8 to 9.3 out of 10),
students who attended an EES and with the sense that their percep-
experience were still just as favor- tion and attitude regarding science was
able to science but at a much high- made more positive through an EES
er frequency (for example, 84 experience, it appears the EES pro-
percent agreeing on a statement for gram does not just supply a fun event
the pre survey, but 100 percent for students to attend, but a meaning-
agreeing on the same statement on ful learning experience.
the post survey). The data suggests
that there seems to be a strong rela-
tionship between attending an EES
Transferring the Model
experience and students’ positive
view of science. Bryce and Liana are both elementary-
aged students who have come along on
an expedition to a salt mine in central

New York where 380 million year-old
rocks are exposed. They have joined an
EES trip to this location, north of
Ithaca, NY, with about 20 ninth-grade
students, a dozen parents, and three
teachers to excavate, collect, identify,
and build displays for the fossils of
ancient sea life that can be picked from
the quarry here. Excitement and sur-
prise light up their faces with each new
discovery. However, this trip has a
twist. The third teacher on this expedi-
tion is an art teacher who works with
the students after they have collected
their fossils to refine their scientific
drawing skills. This particular trip is a
Above, parents work
hybrid of sorts, mixing two very differ- alongside students on
ent and seemingly unrelated content a fossil dig site.
areas — earth science and art. At left, Liana looks up
from a 375 million
year-old sea floor
Although this program is called
where she has been
Expedition Earth Science, we have finding her fossil
always imagined it as a pedagogical trilobites.
model that was adaptable and transfer-
able to other subject areas and age
groups. Clearly, teachers in other high
school science content areas can find
value in field science but we know that
teachers of literacy, art, history, lan-
guages other than English, and cultur-
al studies would enjoy all of the
benefits of this model as well. We have
our students engage in literacy skills parents and the occasional siblings to
such as journaling and video produc- participate, we have the experience to
tion and have found that outdoor envi- show that this type of outdoor experi-
ronments are great settings for ential learning works for multiple age
encouraging those activities. Since groups from pre-K to grandparent.
most of our expeditions encourage

More than To date, more than 2,000 students References

and parents have taken part in the EES Dhanapal, S. & Lim , C.C.Y. (2013). A com-
delivering content, program. After 14 years and more than parative study of the impacts and students’
perceptions of indoor and outdoor learn-
EES prepares 120 expeditions, this approach to sci- ing in the science classroom. Asia-Pacific
ence education has repeatedly proven Forum on Science Learning and Teaching,
students beyond to benefit the earth science students Volume 14(2), p.1.
the three R’s and involved, but it has also suggested Larmer, J. & Mergendoller, J. R. (2010).
The main course, not dessert, how are
unlimited opportunities for similar
helps them to programs across grade levels and sub-
students reaching 21st century goals?
With 21st century project based learning.
become the ject areas. Buck Institute for Education. Retrieved
from http://bie.org/object/document/main_
effective More than delivering content, EES course_not_dessert
communicators prepares students beyond the three R’s Trilling, B. & Fadel, C. (2009). 21st century
skills: Learning for life in our times. San
and helps them to become the effective
and creative communicators and creative problem-
Francisco: Jossey-Bass.
problem-solvers solvers of the next generation.
of the next
generation.

Engaging Critical Thinking
Skills with Learners of the
Special Populations
SUMMARY Essential to a to ready all students for college and
careers, we need to teach them how to
In this classroom portrait student’s success think on their own. Young learners
on critical thinking with in school as well as in the workforce need to be fully responsible for their
special populations, the is his or her ability to think critically.
author describes the
experience of making meaning from
importance of teaching Higher order thinking skills such as complex ideas.
all students to pose problem-solving, application, synthe-
good questions and sis, and evaluation are fundamental to Learning in the 21st century involves
to learn how to make students’ intellectual growth. As edu- measurable applications of pedagogy
meaning from complex that may be adapted and crafted to fit
cators our expectation should be that
ideas. Through Socratic
dialogue, project-based students engage in high levels of cogni- any population of learners: English
learning, and other tive work as often as possible during language learners (ELLs), learning dis-
methods designed to instructional time. They should have abled, emotionally disabled, etc.
engage all students deeply Fundamentally, teaching and learning
multiple opportunities per class period
in the learning process,
this teacher helps all to complete tasks that are cognitively with a focus on the 21st century learn-
learners to be engaged. demanding. er involves imparting a blend of exper-
tise, critical thinking, skill, content
All students can and should be knowledge, and reading ability inte-
engaged with critical thinking applica- grated with innovative technology sup-
tions. Language deficits, learning dis- ports that help students master the
abilities and limited knowledge of multifaceted, multitasked and multidi-
subject matter should not restrict stu- mensional abilities required of them in
dents. Critical thinking is a vital com- the college and career workforce. It is a
ponent to 21st century skills and the real and powerful mechanism of
foundation to the Common Core change for an antiquated teaching and
Learning Standards (CCLS). In order learning system that teachers have
Stacie Deyglio is a dual certified educator in 7-12 adolescent education within the specialty areas of biology and students with
disabilities. She has been teaching science courses at the collegiate level since 2005 and began teaching at the secondary level in 2009.

Stacie Deyglio, Hawthorne Cedar Knolls Individuals with
Federation of Teachers
Disabilities Education Act
The definition of emotionally disabled is a gray

zone. The Individuals with Disabilities Education
Act deems that for a child to be labeled with an
relied on for decades. Twenty-first cen- district and emotional disability, the child must exhibit three
tury learning involves more than inte- the NYSED characteristics:
grating social “webs” and mobile digital standards of
n An inability to learn that cannot be explained
devices. Twenty-first century learning my content by sensory, health, or intellectual factors.
is about moving a classroom of learners area.
to a threshold of learning that engages
n An inability to build interpersonal relationships
with peers or teachers.
students to think relevantly while learn- Engagement
ing skills that will lay a foundation for is the specific n An emotionally disabled child will show
strategy I repeated inappropriate behaviors
their own future, individualized paths demonstrated in normal circumstances.
through life. focus on the
most in my
I am responsible for six classes of classroom.
mixed cognitive ability, learning and Engagement
emotionally disabled high school stu- may be defined as active learning that
dents in a 12:1:1 ratio setting. My stu- occurs when students are inquisitive,
dents range in age from 15-21 years interested, and inspired by content or
old. Most are living in a residential set- teacher interaction. Engagement does
ting, some travel hours by bus from not include learning when students are
their home districts. We follow the bored, dispassionate, or disaffected. If
Living Environment NYSED standards the students are not actively engaged,
implicit with CCLS for literacy in his- then they are not actively learning. In a
tory/social studies, science and techni- 40-minute period, students walk with
cal subjects. Within the therapeutic me through a process of structured
environment provided by the school to Socratic thinking that enlivens and
meet the student’s emotional disabili- engages the mind with scientific inqui-
ties and learning inabilities, students are ry, relevance, and critical thinking
academically required to follow the applications. The lesson delivery corre-
same NYSED curriculum as every sponds to the unit scope and sequence.
other student in the state of New York. The level of Socratic method question-
As their teacher I am mandated to coming never changes, just the content
ply with the APPR agreements of my changes as we progress through the

Engaging Critical Thinking Skills with Learners of the Special Populations
“Do Now” Students continually struggle with

engagement. The generation of young-
sters we are currently training are inept
Teacher Support
at sitting still and focusing for longer
than 20 minutes. When students are
brought in as responsible parties, they
I do Whole Class
are emotionally invited to sit alongside
the teacher and transfer the responsi-
Guided
bility of learning. As opposed to sit-
We do We do ting, listening and doing (an older,
Instruction
out-of-date teaching model) the gradu-
You do al release of responsibility strengthens
Collaboration
together confidence within the students as a
community of the classroom as well as
Independent Practice You do on
your own
within themselves as individuals.
There are no wrong answers, only
Student Responsibility learning moments to improve upon
Doug Fisher and Nancy Frey (2008) what we already know.
A learning goal is posted on the white-

board. The learning goal is stated at
year. With a focus on giving students the start, the middle, and the end of
questions, not answers (Socratic teach- each lesson. An “Aim,” in the form of
ing) I model an inquiring, probing a question, is posted on the board.
mind by continually probing into the The class starts with a “Do Now,”
subject with questions. I also follow motivator that gets students focused
the gradual release of responsibility or and into the academic “realm” of
the “I do, We do, You do” model as learning. The “Do Now” is always a
outlined by Doug Fisher and Nancy rigorous question either of my own
Frey (2008). This instructional model creation or a sample Regents question
requires the teacher to transition from which is aligned to both the learning
taking on all the responsibility for goal and aim we are covering that day.
learning to a condition where the stu- The multiple-choice questions or the
dents shoulder the academic responsi- higher order short answer questions of
bility. This methodology would the Regents exam are easy to write on
ultimately result in confident learners the board quickly. A scale is posted on
who accept responsibility for their own the board that is aligned to the learning
learning, all the while directing this goal achievement. Another more basic
learning through the cognitive process. scale is posted at the top of the board

and relates to the dynamic understand- scientific method? Socratic teaching method
ing of the aim, which will ebb and flow Tell me what you
throughout the lesson. An agenda know about it.” Socratic method teaching is an “in the moment”
(expectations) is located at the far cor- Students respond series of content-driven questions that are broken
with random words down into “digestible bites” for students to
ner of the board, and as the students
percolate over in their minds and then respond to
are copying the Do Now, I briefly — “Oh, hypothesis verbally.
review the agenda for the 40-minute Miss ... that’s part of
period together, settle students, walk the scientific meth-
around continuously checking in with od” or they would
students, asking questions and manag- say, “This means you have to make an
ing the class. observation and then test it, right?” Or
they would say, “There’s like some
Due to the nature of the special popu- steps to this Miss, but I don’t remem-
lations served in this classroom, the ber what these are.” This will usually
“Do Now” is embedded with an include a “leapfrog” event of the con-
incentive in which students earn tick- scious minds involved in a classroom
ets for participation and correct discussion. The students with lower
responses. The incentive attached to confidence mutter to themselves or to
their ticket is an engaging reward that the person next to them. The students
motivates students to buy into the with higher confidence raise hands or
knowledge I am selling. An engaging blurt out answers and identify rationale
reward includes a tangible such as a for role-modeling moments. The
bottle of favorite lotion, an iPod char- teacher celebrates every answer pro-
ger, fruit, or other such item. The vided by a student. Celebrated
reward items are celebrated as a whole responses from the teacher involve
class, so that there is active buy in and smiles, congratulatory remarks, high
engagement from the level of the teach- fives, hand pounds, hopping up and
er, teacher’s aide and the students. down and saying how proud I am of
their attempt. This builds student con-
After the “Do Now,” we move into the
fidence and ropes them into the con-
mini lesson. This can be a 7-10 minute
tent I am driving in the lesson. Now
teacher-driven, structured Socratic
they want to learn more. They want to
method content lecture relating to the
know about the scientific method
aim and learning goal. This can look
because I (as the teacher) value what
something like the following: I would
they know already and I want to see
start the lesson by saying “The learn-
them succeed with this content. I want
ing goal states students will be able to
to see them know the steps to the sci-
identify the steps of the scientific meth-
entific method and I want to see them
od. Who in here has ever heard of the continued on following page

All students can apply these steps to a real-life situation organic and conventional foods.
they should be familiar with. Next we Students were shown an experiment
and should be move on to the mini-lesson and stu- performed by a third-grader on
engaged with dents are engaged to copy notes ver- YouTube. In this experiment, the stu-
bally or verbatim from a PowerPoint dent grew potatoes of different varieties
critical thinking presentation and/or whiteboard. Then including organic from the supermar-
applications. we move into a literacy-based task that ket, organic from a farmer’s market and
involves whole group participation. conventional from the supermarket.
Language deficits, This could be in the form of questions; She grew the potatoes in water, qualify-
learning disabilities a picture, figure or diagram; WISE or ing how much potato eye growth was
Web-based science inquiry; project- apparent after the potato spent a dis-
and limited based work; a video, handout or actual creet amount of time in tap water.
knowledge of projects or assignments; or other form Students were required to answer the
of whole class task designed to incor- following questions about the video:
subject matter
porate every student’s participation How does exposure to certain chemi-
should not restrict and buy-in. This “We Do” aspect of cals alter a living organism? Which
students. the lesson takes anywhere from 10–15 potato do you believe would be the
minutes. healthiest to eat as a part of a regular
diet? Describe the potato you would
The class then transitions to indepen- eat and explain why you chose it.
dent structured work in the last 10–15
minutes of class. In this, the “You Do” Students were given time to answer
aspect, the students are provided with the questions and we reviewed these
a more rigorous academic task that answers as a class. Then students were
includes critical thinking, relevant directed to write a summary of the
questions that are either modified or video in their journals, on their own
direct copies of past Regents exam (individual work).
questions. The “You Do” task could
be a literacy requirement based on the In another example, we watched a
students’ interpretations of the mini- video or as a whole class read aloud a
lesson. This would include a summary, science article adapted from Newsela.
an explanation of the ideas discussed in The students were required to answer
class, a picture/drawing (that is labeled three questions about the article/video
and briefly explained), a list, or some- as a whole group. I wrote the answers
times any interpretation of the lesson on the board synthesized from the
derived by the students. For example, whole group discussion. Students then
every Friday we complete a science copied the responses into their journal
journal entry. In one lesson, we notebooks. As their individual work for
explored the difference between this assignment, students were required

to write a brief summary of the article/ n a student, group of students, or
journal of five to seven sentences in
Open-ended
teacher summarizes what has or
their own words. The class would then has not been discussed and/or questions cause
end with students engaging in a round
robin or teacher-driven probe for stu-
resolved (this can also include a the “wheels of
student recorder or teaching assis-
dents to directly answer the aim. tant acting as a recorder of impor- cognition” in
Students were provided incentive tick- tant points); and the mind to
ets throughout the 40-minute lesson for
participating, peer support, positive n as many students as possible are start to whirl
engaged in the discussion.
behavior, transitioning from one task to and think. ... In
the next, and task completion
(Education, A., 2014). Questioning is the heart of critical order to create
thinking. Questions include any
Teaching critical thinking skills to the degree of ordered thinking that can
an environment
special needs populations requires elicit a response from a student. Open- where engage-
educators to be flexible, to experiment, ended questions are the best — this
includes using “how-based” questions
ment and
to have consistent patience, to employ
academic rigor, to use evidence-based like “How did the scientific method intellectual
become organized in steps?” as
evaluation, and to be mindful of edu- curiosity exists,
cating the whole child. It is a multifac- opposed to close-ended questions
torial approach that may yield strong such as “What are the steps to the sci- questions are
results bridging the accountability gap entific method?” Open-ended ques- essential.
and better preparing students for life tions cause the “wheels of cognition”
outside of compulsory education. in the mind to start to whirl and think.
With this, students are engaged and
Thinking is driven not by answers but are able to elicit responses that are
by questions. When engaging a class- intelligent and content-driven. In order
room with Socratic questioning it is to create an environment where
important that: engagement and intellectual curiosity
exists, questions are essential. During
n the discussion stays focused; the mini lesson, students are not sitting
idle as the teacher drills knowledge in
n the discussion remains stimulating
with probing questions from the a lecture format. Instead the lecture
teacher; integrates a flow of questions through-
out. It is rare for students in my class
n the discussion is intellectually not to be prodded with a question for
responsible (for all learners more than 30-60 seconds at a time
involved, including the teacher); throughout the mini lesson. Incorrect

answers are probed; other students are including the use of Smart Board activ-
invited to assist or help out fellow ities, videos and web-based science
classmates in answering questions and inquiries. This is key to the “buy-in”
furthering the discussion. Successful factor of the content knowledge being
answers are celebrated by the teacher’s “sold” to students. It’s important to
congratulatory verbal cues. Peers sup- choose topics current in the news that
porting one another to assist and associate to the student’s lives and that
answer questions together are celebrat- are relevant and significant to students,
ed, as well. It is important for me to for example: A compression fracture
impart upon my students the skill of that occurred on the court of a well-
asking questions in order for them to watched popular NBA game was a big
achieve the goal of thinking like a sci- hit to spur a discussion of the skeletal
entist. It is the process of generating system in my classroom. Choosing
new knowledge and using prior topics to discuss that students can
knowledge to back up, confirm or relate to gets students talking and
refute ideas that lead to new under- engaged in the process of learning.
standing (Community, T., 2014).
As the teacher, I spend a majority of
Students of special needs populations, prep time finding rich sources (videos,
specifically at-risk students who come photos, art, interactive Smart Board
from low income, non-English speak- games, web-based inquiries, live
ing households, have a decreased manipulatives, i.e., insects, physical
awareness of the appropriate skills that objects to hold and work with) that
make them confident, secure learners. connect to pressing, relevant content,
It is vital and necessary to embed with- which will fuel the discussions after the
in the lesson frame a structured flow of mini lesson. I follow up with a strong
engaging (and therefore rewarding) collection of questions that range from
experiences where the students are able factual to analytical to connective to
to freely express prior knowledge, as solution-based problem-solving. Here’s
well as assimilate the new knowledge an example: I had taken a class of very
the teacher is driving the lesson with. homogenously low-skilled students
through a lesson of genetic variation. In
For any population of students (gener- doing so, I used a Living Environment
al education, English language learn- Regents short answer question series
ers, but especially with the special relating to the common weed, the dan-
populations) it is important to choose delion. The question set involved a
content aligned to the standards that short reading passage about a new vari-
students will actively participate in, ation of dandelion that showed up in a

science teacher’s lawn. The new varia- upheld at all times. It is acceptable for
tion of weed was genetically short in the individuals in the group to “agree
stature and as a result, bypassed the to disagree.” This can be established
lawn mower blades every time the by setting clear rules for voicing differ-
teacher went to mow her lawn. The ent perspectives. These rules must be
discussion was peppered with Smart founded in objectivity, such as finding
Board pictures of dandelions and peo- a flaw in the evidence or the reasoning,
ple mowing their lawns. In this lesson, not a flaw perceived to be based on
the students became the active teachers subjective personal opinions. Then
and asked me questions and shared students can be taken through a short
personal stories about dandelions, discussion from which they will need
genetics, sexual reproduction, varia- to compute (think) the thoughts, infor-
tion, etc. A fantastic discussion ensued. mation and viewpoints spoken about,
After the class was over, multiple stu- and transform these into a CCLS liter-
dents came back from lunch bringing acy-based assignment or individual
me yellow dandelion bunches, flowers task for the “We Do” and/or “I Do”
and stalks! aspect of the lesson.
As part of maintaining the active dis- To initiate the critical thinking process
cussion, the teacher should involve dif- it is best to start with a prompt.
fering perspectives of the discussion, Provocative questions are best to build
to a certain degree. This involves play- arguments around. For the case of the
ing the role of “devil’s advocate” by dandelion example, the question of
bringing up opposing views to dynam- “How does genetic variation of an
ic situations. This is easy to accom- organism impact humans?” was the
plish in science, as there are many provocative insightful question (aim)
current, relevant and weighty situa- that correlated to an insightful,
tions students should be exposed to thought-provoking and critically appli-
and on which they should formulate cable lesson.
solutions or opinions. This can
include the topics of stem-cell With the special populations it is
research, human impact on the envi- important to identify ambiguous or
ronment, global warming, fracking vs. subjective terms. In my classroom, stu-
nuclear energy use, etc. It is important dents can identify with urban terms for
to give students controversial topics human body parts/organs as opposed
and let them hash it out. First and fore- to the appropriate acceptable common
most it should be established that knowledge terms we may use in daily
respect for one another must be conversation. Not every student enters

Students have the the classroom with the same amount Students have the right to think out
or type of prior content knowledge. It their ideas — out loud — in the pres-
right to think out is important to elicit responses from ence of the teacher and fellow peers.
their ideas — out students. This may take patience on Classmates offer support and we arrive
the part of the teacher to hold the class at the answer together, in most cases. I
loud — in the pres- to the probe and wait for a student to tell my students there are no right
ence of the teacher come up with a response. All students answers; all answers are a way of con-
have exposure to science knowledge tributing to the class as a whole, absorb-
and fellow peers. through prior instruction, television ing the knowledge that is being “led” or
Classmates offer shows, video games, etc., so it is driven by the teacher, who should be
appropriate for them to share these the highly qualified content authority.
support and we responses during instructional time. It
arrive at the answer is crucial for the educator to remain According to the Individuals With
open and flexible with the discussion Disabilities Education Act (IDEA) stu-
together — there are dents with disabilities are required to
and amount of knowledge being dis-
no right answers; cussed. I always have, in my back have an Individualized Education
Program. IEPs identify measurable
all answers are a pocket, the highest achievement skill
education goals that reflect student
for each student. I have learned it is
way of contributing more important to work flexibly with skills and degree of academic capabili-
ty. IEPs also include important life
to the class. students, to support their academic
skills such as social and emotional
strengths while generously and tender-
ly working to improve their weakness- skills, and self-efficacy skills that are
es (specifically with literacy-based not addressed by the Common Core
skills). (Samuels, 2013).
Not every student is able to clarify and To assess whether students are learn-
define common knowledge terms but ing to think critically, the teacher
every single student has the right to be needs a window into their thought
able to do so. So in this manner it is processes. In order to do this the
important to act as a patient “guide on teacher needs to establish a method of
the side” to support lower skilled stu- individualized recording, assessing
dent ability in unpacking content, and evaluating the constant stream of
terms and applicable skills. The out- data generated by students through the
dated emphasis on students getting the classroom period. Teachers must chal-
“right answer” every time is a model lenge students to communicate back to
that discourages critical thinking and them, utilizing integrative and creative
turns off the learning process. methods of communicating authentic
results. Essays, summaries,

experiments, project-based learning References
tasks, research papers, inquiries, Authentic Education. (2014, June 1). What is
We should
Socratic discussions, and academically Understanding by Design? Retrieved from
http://www.authenticeducation.org/ubd/
challenge our
rigorous questions give students the
chance to demonstrate their skills.
ubd.lasso
students as often
Bos, C. S., & Vaughn, S. (2002). Strategies
This allows the teacher to evaluate stu- for teaching students with learning and as possible with
dent reasoning in a variety of individu- behavior problems (5th ed.).Boston: Allyn
alized situations. & Bacon. full confidence
Burden, P. R. (2003). Classroom manage-
ment: Creating a successful learning com-
that they can
Research on classroom management
and highly effective best practices
munity. New York: John Wiley & Sons, think critically
Inc.
(Bos, C.S., Vaughn, S. 2002 &
Community, T. C. (2014, June 1). The Role about the ideas
Burden, P.R., 2003) has shown that
children perform best in a classroom
of questions in teaching, thinking and
learning. Retrieved from http://www.criti- presented in
that is predictable, stable, and struc- calthinking.org/pages/the-role-of-questions-
in-teaching-thinking-and-learning/524
class.
tured. We should challenge our stu-
Fisher, D. & Frey, N. (2008). Better learn-
dents as often as possible with full ing through structured teaching: A frame-
confidence that they can think critical- work for the gradual release of responsibili-
ly about the ideas presented in class. ty. Alexandria, Virginia: Association for
Supervision and Curriculum
Teachers may need to offer support or Development.
fill in the holes, and this is our job to
Samuels, C. (2013). Common Core’s prom-
do so, but most of the cognitive work ise collides with IEP realities. Education
is the responsibility of the students. Week, 33(10). Retrieved from http://www.
edweek.org/ew/articles/2013/10/30/10cc-
iep.h33.html?qs=common+core+promise+co
Students will not ask for rigorous
llides+with+IEP+realities
tasks. They will do what we ask of
them and nothing more. We cannot
Additional resources recommended by
wait for them to request a challenge.
the author
We must challenge them every day. If
https://www.youtube.com/
by the end of a task students do not watch?v=98S24g7ZZmw
understand or have not reached the
https://newsela.com/
learning targets set out for them, we
Living Environment NYSED standards
can go back, reteach, or use the oppor- (found at http://www.p12.nysed.gov/ciai/
tunity to ask a different set of questions mst/sci/documents/livingen.pdf) implicit
that will stimulate their brains to active with CCLS for literacy in history/social
studies, science and technical subjects
learning. (found at http://www.corestandards.org/
assets/CCSSI_ELA%20Standards.pdf).

Music Performance Ensembles:
A Platform for Teaching the
SUMMARY In a progressive students for classes. My fellow NYSUT
music teachers and I share similar
Performing ensembles education system, questions that remain unanswered:
give students opportuni- it is easy to set aside the arts when
ties to develop critical
Common Core dictates the expecta- n Why do these students have to be
listening skills, to
collaborate with team tions of our students. This past school removed from an ensemble when
members, and to put year alone I lost a large handful of my music-making provides ample
critical thinking into most valuable instrumentalists when opportunities for helping students
action by making music. they were switched out of my band develop individually and as team
This author describes the
class to take a double period of ELA or players?
importance of music
education and some of math. My administrators viewed this
the challenges faced by decision as the best possible solution to n What about all of the cross-curricu-
music educators in boost our students’ grades, a continu- lar skills students are learning while
test-driven times. participating in band, orchestra, or
ing pattern throughout many schools
in many districts. Between demanding chorus?
academic requirements and this addi-
n What about students who have
tion of double periods in core subjects,
dreams of working in the field of
music electives are often the first classes
music as a career, or simply need
on the chopping block since they are
music in their daily lives to empow-
not mandated.
er them in any direction they
However, music performing ensembles choose?
help students succeed in ways that are
often overlooked while scheduling
Audrey Rome is the band director at Roosevelt High School in the Roosevelt Union Free School District. An active member of the New
York State School Music Association, Rome presented at the 78th Annual NYSSMA Winter Conference and recently became a piano
NYSSMA adjudicator. She serves on her school’s Health and Wellness Committee and Dignity for All Students Act Team.

Audrey Rome, Roosevelt Teachers Association
Cadenza: Music-Making Fosters with this student to devise a strategy

Solo Development that would help her stay organized and
Performing music ensembles are more on task. We assigned her a leadership
than just a school subject or a class role for that class and duplicated the
period. Music classes provide involved practice log she was using for her
students with a necessary prerequisite NYSSMA solo as a homework log.
to their future livelihoods — their very Within a week or so, Cynthia was back
first jobs. When students are part of on track in all of her classes and more
band, chorus, orchestra, guitar ensem- motivated than ever.
ble or another performing group, they
Young musicians know that if they are
are fulfilling a role as a member of a
absent from band, it doesn’t just mean
functioning community where they are
they have to make up the classwork
not only accepted, but also needed.
and homework. An absence from band
Music performance ensembles provide
means other members of their section
students with a sense of responsibility
or ensemble might miss a cue because
that makes them feel important.
they rely on hearing another student’s
“Cynthia* doesn’t even bring a pen or entrance at a particular measure, or
notebook to school, but she has that another player has difficulty staying in
clarinet with her wherever she goes,” line during a parade because of the
one of my core-content colleagues once hole in the block formation from one
told me about one of our students. I member’s absence.
explained that I knew Cynthia worked
In addition to teaching work ethic,
best when she was given a unique chal-
providing students with the job title
lenge, which was evident in the amount
of “ensemble member” helps foster
of pride she demonstrated in working
social emotional development neces-
toward performing at the New York
sary for success in a career. In a typical
State School Music Association
school environment filled with cliques,
(NYSSMA) Solo Festival on clarinet.
bullying, stress, pressure, and high
Together, my colleague and I worked
*Student’s name has been changed for

privacy purposes.

Music Performance Ensembles: A Platform for Teaching the 21st Century Learner
expectations from all angles, fulfilling Advocacy Group, C.L. Jenlink con-
this role as an ensemble community ducted an experiment to find out if
member is crucial to students’ self- at-risk students had a raised level of
esteem. If you didn’t feel needed by self-esteem after their school put a
your faculty or family, wouldn’t you heavier emphasis on its music pro-
feel a sense of displacement? One of gram. The group reported Jenlink’s
my alto saxophone players expressed findings (2014):
her newfound confidence and sense
of belonging in a recent letter to me: The author concluded that
“The solos you have given me and the music program lessened
how hard you’ve pushed me has students’ feelings of alienation,
made me such a better musician.” promoted individual growth,
The student continues later in the and provided a common bond
letter, “I am so proud to be a part of between the home and the
this band.” school. Further, participation in
the select musical performing
Furthermore, this particular student group promoted goal attainment,
spent several consecutive days absent teamwork, leadership, academic
from school because of emotional achievement, feelings of success,
distress from the drama that exists and cultural exposure.
within her circle of friends. Perhaps
it was a coincidence, but I would like For our 21st century students, these
to accredit the parallel between her qualities are particularly important to
solo assignment for our upcoming prevent students from feeling lost
concert and her newly acquired and burdened by a variety of stress-
pride and smile. “You can’t be ors, including school, home life,
absent because I’ll mess up my part!” friendships, relationships, and cyber-
another member of her section said bullying, to name a few. When stu-
one day during class, reiterating her dents are used to interacting with
significant role. other members of an ensemble, they
learn how to treat one another and
This confidence from rehearsing and coexist in a professional way. For
performing in a music ensemble is example, students in band and
necessary for our students to apply orchestra learn manners that become
and interview for their first paying second nature, such as setting up for
jobs and eventually their careers in their stand partner or someone else
any field. According to a study cited in their section who may be running
by the National Association for late. Students in an ensemble look
Music Education (NAfME) out for one another and make selfless

decisions in the best interest of the
entire group. This innate habit of help-
ing one another is an extremely valu-
able asset for our 21st century learners
in a world with an increasing number
of self-checkout registers and single-
player computer games.
Tutti: Music-Making Develops

Interpersonal Skills and
Teamwork Etiquette
Engaging in teamwork is a side effect
of the individual growth that comes
from being in a music ensemble. The
ability to work well with others is a
requirement for success whether stu- strategically choose repertoire that
dents are in the classroom, participat- keep each of my students actively
ing in athletics, or becoming engaged at all times. For me, this
acquainted with fellow workers at a means giving my students music with
new job or volunteer position. copious percussion parts, since that
Although students in music ensembles tends to be my largest section. If stu-
are often using and responding to non- dents have more than eight consecu-
verbal communication, they are still tive measures of rest, I’ve openly
interacting with one another harmoni- invited them to check their cellphones
ously. This is one of the most pressing and regress into an isolated state far
reasons for students to stay involved in away from my band. My percussion-
ensembles now more than ever. In our ists know that missing even the small-
modern society where people of all est triangle entrance would mean
ages are buried in cellphones and messing it up for their entire team (and
social media, music performance in my classroom, those teammates will
ensembles force students to interact let each other know what they think
and don’t allow time for students to about that).
check their text messages or Facebook
In addition, young musicians become
pages.
accustomed to taking instruction and
Whether I am buying sheet music or constructive criticism from section
writing my own arrangements, I continued on following page

Music education leaders, drum majors, and conductors Accompagnato: Music-Making

— this is a necessary prerequisite to Reinforces Cross-Curricular
exemplifies most working for a boss or manager. Learning
of the skills the Students in performing ensembles reg- While music performance ensembles
ularly react to directives, making them
education prepare our students socially and emo-
less likely to be fazed by feedback or tionally for their successful journeys
establishment is various perspectives from authority in ahead, can they compare to the con-
trying to teach any environment. The Washington tent taught in other areas? At the risk
Post considered this one of the “Top of speaking con bravura, I propose a
children in math 10 Skills Children Learn from the resounding, “YES!”
and English Arts” in a recent article: “Children
learn that feedback is part of learning Music performing ensembles are the
language arts. and it is not something to be offended perfect supplement and accompani-
by or to be taken personally. It is ment to every content area. Students
something helpful...” (Strauss 2013). who sing or play an instrument devel-
This statement is evident in each class op practice habits that advance their
period since rehearsals are built individual learning styles. Through
around the evolution of music-making differentiated instruction in our class-
through constructive criticism. rooms and monitoring students’ home
progress with tools such as practice
Students in my band and any perform- logs, music teachers can help students
ing ensemble know that the phrase, obtain habits to increase their produc-
“Let’s fix those wrong notes at mea- tivity in all classes.
sure 32,” is not an insult, but a manda-
tory classwork assignment without a NYSSMA President David A. Gaines
tangible submission. Students also agreed in his latest contribution to
know not to get offended if another School Music News: “Music education
band member tells them that they are exemplifies most of the skills the edu-
playing flat or marching out of line cation establishment is trying to teach
since music-performing ensembles children in math and Emglish lan-
comprise symbiotic relationships. Not guage arts. Earlier this year, I worked
only do students accept each other’s with my staff to review the ELA
critique, they thrive on this to shape Anchor Standards. It was interesting
them as musicians. to see how many standards we address
as an outgrowth of simply teaching
music to children” (Gaines 2014).

When students sight-read sheet music,
they are reading left to right and top to
bottom while comprehending and
communicating in the same manner
that they would in ELA. “Practice in
reading music notation makes the read-
ing of linguistic notation an easier
task,” Ron Butzlaff (2000) explained in
Journal of Aesthetic Education. Butzlaff
continues, “Skill in reading requires a
sensitivity to phonological distinctions,
and skill in music listening requires a
sensitivity to tonal distinctions. Perhaps
experience in listening to music trains a Performing a variety of repertoire in an
general kind of auditory sensitivity that ensemble also helps students under-
is useful in listening to music as it is in stand time periods that they are learn-
perceiving phonological distinction” ing about in other subject areas. When
(2000, p. 167). core subject teachers and music teach-
ers collaborate, the result is era-specific
Math skills are also sharpened in sheet music that can further expose stu-
ensembles since students are gaining dents to these significant historical
experience with rhythms, counting, events. Music class can serve to rein-
mixed meter and hemiola. Using force students’ studies of Harlem
rhythm to teach math is a tradition Renaissance poetry in ELA or the Civil
that stems from ancient times. War in social studies. National Public
“Western culture has recognized the Radio (NPR) recently interviewed one
connection between music and math- music teacher who expressed his grati-
ematics since the time of the ancient tude to “connect music with what stu-
Greeks. The Pythagoreans (of the dents are learning in their other classes
famous theorem regarding the square — like a classic spiritual they’re practic-
of the hypotenuse of a right triangle) ing for Black History Month”
used harmony and rhythm as a basis (McCammon 2014). Band, orchestra,
for their mathematical ideas,” or chorus is often considered a “break”
explains the Southwest Educational in the day for students; however, these
Development Laboratory in its ensembles are yet another opportunity
“Teaching Math with Music” issue of to keep our students immersed in the
Classroom Compass (1998, p. 1). content we are teaching.

Singing or Music can also help students remem- and notation markings written in
ber facts and information by offering Italian, German, French, and of
performing music rhythmic repetition and catchy melo- course, the language of music itself.
might be just dies that may have otherwise been for- The use of music notation software or
gotten from a one-dimensional the integration of technology such as a
the type of midi can help students become com-
textbook or handout. “The Alphabet
differentiated Song” proves that memorization puter-savvy, which is a skill employers
instruction that through music is one of the earliest value now more than ever before.
teaching strategies used in the
students need to American education system. Students who participate in music are
even proven to be in better health than
retain information “Psychologists believe laws, stories,
students who do not: “Music increases
and customs were presented as poems,
when they are chants and eventually, as songs, in an antibody that plays an important
role in immunity of the mucous sys-
struggling to order for them to be memorized and
recalled, accurately,” explains Henry tem, as well as natural killer cell
process context L. Roediger III, professor of psycholo- counts, the cells that attack germs and
visually or aurally. gy at the Memory Lab at Washington bacteria invading the body,” Sarah
University in St. Louis (Mitchell Glynn informed Medical News Today
2013). “People with exceptional abili- in the findings of 400 research papers
ties to recount lists and other data in the neurochemistry of music (2013).
often create song-like structures to Furthermore, “Listening to and play-
help with memorization and recall.” ing music can also lower levels of corti-
Singing or performing music might be sol (the stress hormone), according to
just the type of differentiated instruc- [Dr. Daniel] Levitin and Dr. Mona
tion that students need to retain infor- Lisa Chanda.”
mation when they are struggling to
Participating in music provides stu-
process context visually or aurally.
dents with self-assurance that is carried
Making music accelerates growth for over into their academic success. “It’s
our students in every subject area. conceivable that kids who feel socially
While learning about diaphragmatic connected (say, as members of a
breathing and tuning their instru- school band) develop the confidence
ments, students are learning about and self-esteem that can lead to intel-
their bodies and about the science of lectual curiosity, and better grades,”
sound. Students involved in marching states veteran journalist Tom Jacobs
band are participating in physical edu- after assessing results from his recent
cation on a regular basis and are research linking high grades with
required to be as fit as any other ath- involvement in music lessons (2013).
lete. Music students are fluent in terms

Giocoso: Music-Making
is Uplifting!
“Music offers a valued companion
[and] helps provide a comfortable
level of activation and a positive
mood,” researchers from Frontiers in
Psychology summarized from the
results of their recent study (2013).
The researchers correctly hypothe-
sized that “arousal and mood regula-
tion” is one of the major benefits
people experience from participation
in music.
Of course, we can prove this state-

ment true within our own classrooms.
Several months ago, one of my stu- After a 40-minute rehearsal, this same
dents stumbled into my classroom, student was joking around with his
looking completely distraught. I asked friends and laughing while packing up
him what was wrong. “I had a really his instrument. I am privileged to
rough night and only came to school observe those types of transformations
today because I’m excited for our on a daily basis; however, music class
band performance tonight, Ms. is not a privilege for our students — it
Rome,” he replied. After thanking is a requirement for their well-being.
him and telling him he could talk to
me after class if he wanted, I took a
minute to reflect on and truly feel the Cesura: Stop!
impact of that heartfelt statement. Music-Making is Necessary!
Some of our students experience Before pulling a student out of music
stress beyond our knowledge on a performing ensemble for extra help or
daily basis, and music ensemble teach- a double period of another subject,
ers provide each student with the take a moment to ask this young musi-
opportunity to feel successful, safe, cian how being part of a performing
and welcomed. More importantly, we ensemble serves as an incentive to
provide our students with an outlet of excel in other areas. Empathize with
expression that they may not have had your music students by reflecting on
otherwise. the way you may value music in your

Singing or playing life, whether listening or performing. References

Collaborate as a teaching team to Butzlaff, R. (2000). Can music be used
an instrument choose repertoire and strategies that to teach reading? Journal of Aesthetic
Education, Fall/Winter 2000, 167-169.
can help our will help strengthen this student’s skills
Glynn, S. (2013, March 29). Music benefits
in each of your subject areas. Your
students succeed music teachers are here to work with
both mental and physical health. Medical
News Today. Retrieved from http://www.
by teaching them all stakeholders to serve our children medicalnewstoday.com/articles/258383.
php.
the very best we can.
the necessary skills Huron, D., Schäfer, T., Sedlmeier, C., &
to develop Tom Horne, Arizona’s state superin- Städtler, C. (2013). The psychological
functions of music listening. Frontiers in
tendent of public instruction, places
responsibility, music high on his priority list for K-12
Psychology, 4, 511-512. doi: 10.3389/
fpsyg.2013.00511.
work well with students. “If they’re worried about Jacobs, T. (2013, August 26). New evidence
their test scores and want a way to get links music education, higher test scores.
others, retain and them higher, they need to give kids Pacific Standard. Retrieved from http://
www.psmag.com/blogs/news-blog/new
understand more arts, not less,” says Horne, a evidence-links-music-education-higher-test-
classically trained pianist. “There’s lots scores-64980.
information in
of evidence that kids immersed in the McCammon, S. (2014, February 18). Music
every content area arts do better on their academic tests” education for creativity, not a tool for test
scores. NPR. Retrieved from http://www.
and shine as a (Smith 2009). Singing or playing an npr.org/2014/02/18/279182075/music
instrument can help our students suc- education-for-creativity-not-a-tool-for-test-
confident and ceed by teaching them the necessary scores.
capable contributor skills to develop responsibility, work Mitchell, H. (2013, December 30). Why
does music aid in memorization? The
well with others, retain and under-
to our society. stand information in every content area
Wall Street Journal. Retrieved from http://
online.wsj.com/news/articles/SB100014240
and shine as a confident and capable 52702304483804579284682214451364.
contributor to our society. To fully National Association for Music Education
experience the benefits of music per- (2014). Music education and social-
emotional development. Music Advocacy
formance ensembles, join one yourself Groundswell. Retrieved from http://
— after all, educators are 21st century advocacy.nafme.org/music-education-and-
learners, too. social-emotional-development.

Smith, F. (2009 January 28). Why arts edu-
cation is crucial, and who’s doing it best.
Edutopia. Retrieved from http://www.
edutopia.org/arts-music-curriculum-child
development.
Southwest Educational Development
Laboratory. (1998). The Rhythm of
Mathematics. Classroom Compass 4(2),
1-2. Retrieved from http://www.sedl.org/
scimath/compass/v04n02/welcome.html.
Strauss, V. (2013, January 22). Top 10
skills children learn from the arts. The
Washington Post. Retrieved from http://
www.washingtonpost.com/blogs/answer-
sheet/wp/2013/01/22/top-10-skills chil-
dren-learn-from-the-arts.

What is L.I.T.T.O.?
Developing Master Learners
in the 21st Century Classroom
SUMMARY Effective, active initiative, productivity, and leadership
(Partnership for 21st Century Skills —
L.I.T.T.O. stands for engagement in the A Resource and Policy Guide, 2008).
learning, independence, learning process is the key to academic
teamwork, time-manage- The challenge for educators at the ele-
success in our highly complex and
ment and ownership.
This author-designed interconnected global society. The suc- mentary level is how to implement
innovation teaches fifth cessful student in the 21st century must practices that will help children develop
graders to take charge of move beyond the traditional system these skills in meaningful ways while at
their own learning while of rote memorization, right or wrong the same time meeting the expectations
the teacher integrates
answers, single perspectives, and teach- of the Common Core standards.
21st century cognitive
and affective skills across er-centered instruction. Twenty-first L.I.T.T.O. is one answer. In
the curriculum. century students must become inquisi- L.I.T.T.O. a student is never just learn-
tive self-directed learners who actively ing one thing at any one time. As with
question and passionately search for the old LOTTO game of my youth,
ways to integrate the knowledge and each task, each interaction, and each
information shared by others into their reflection is a part of the larger picture
own thoughts and objectives. of every child’s holistic development as
a master learner in the 21st century.
The 21st century student is expected
to demonstrate learning and innovation The activities on a given L.I.T.T.O.
skills; information, media and technol- matrix contribute to a student’s aca-
ogy skills; as well as life and career demic growth and learning in different
skills. These include: critical thinking, and engaging ways based on the
creative thinking, collaborating, com- Common Core standards. The way in
municating, information literacy, media which they approach these tasks com-
literacy, technology literacy, flexibility, bines practicing of academic skills with
Jean Hoins is a National Board Certified Teacher with a middle child generalist certificate and is a certified building-level administrator.
Hoins has worked for 19 years in the classroom and has always been active in the development of district curriculum and assessment.
She is currently a fifth-grade teacher in Ballston Spa.

Jean Hoins, Ballston Spa Education Association
developing interpersonal capabilities 1992 (Winebrenner, Teaching L.I.T.T.O.

and metacognitive knowledge. This is Gifted Kids In Today’s Regular
accomplished through the use of Classroom, 1997). This work was L …stands for learning and
weekly reflections on learning extended to include considerations encompasses ALL learning –
(Appendix 6), meetings and confer- for the learning styles and challeng- academic, interpersonal,
and metacognitive.
ences, and rubrics based on the es faced by children who have
Ballston Spa School District grown up in a culture of poverty, I … represents the
independence that is learned
Gradation Competencies (Dragone, based on the works of Ruby Payne through practice, reflection,
Turner, & Smith, 2009) that assess (Payne, 1996), who provides spe- organization and increased
academic and interpersonal behaviors. cific strategies for managing the feelings of competence.
development of cognitive strategies T …represents teamwork to
Background and learning process. “The support emphasize the necessity for
Research clearly shows that learners of these students need are cognitive collaboration and develop-
all ages benefit from the integration of ment of interpersonal skills.
strategies, appropriate relationships,
academic tasks and activities that coping strategies, goal-setting T …is for time-management
require metacognition, or the reflec- strategies which are inte-
opportunities, and appropriate gral academic and life skills
tion on one’s learning behaviors and instruction in both content and dis- underlying the 21st century
processes. “In this rapidly changing cipline” (Payne, 1996, p. 107). framework.
world, the challenge of teaching is to Payne’s work led to the realization O …represents the respon-
help students develop skills which will that the approaches that were sibility for the ownership of
not become obsolete. Metacognitive intended to target gifted students one’s learning in all aspects of
strategies are essential for the 21st cen- growth and development.
were, in fact, even more appropriate
tury. They will enable students to suc- for students from impoverished
cessfully cope with new situations” backgrounds and, indeed, equally
(Blakey & Spence, 1990). beneficial for all regular education
students.
That is where L.I.T.T.O. comes in.
The ideas upon which L.I.T.T.O. Carol Ann Tomlinson’s “Leading and
was developed are not new, they com- Managing a Differentiated Classroom”
bine ideas from Susan Winebrenner’s (Tomlinson C. A., 2010) and profes-
“Teaching Gifted Kids in the Regular sional training in 2001 on the respon-
Classroom,” published initially in sive classroom-supported strategies for

What is L.I.T.T.O.? Developing Master Learners in the 21st Century Classroom
Figure 1

designing a differentiated classroom, address those needs in a
including the assessment of individual way that leads to both
student’s learning and development personal and academic
(Northeast Foundation for Children, growth” (Tomlinson C.
Inc, 2014). Additionally, Regie A., 2010, p. 39). This
Routman’s book “Conversations,” belief is consistent with
(Routman, 2000) defined the role of the premises supporting
the teacher as a learner and mentor and current trends in indi-
provided myriad activities for class- vidualized instructional
room practice based on modeling the practices and many of
behaviors of master learners in respon- the underlying beliefs
sive and reflective ways. These works that are at the founda-
particularly inspired me to practice a tion of the Framework for 21st Century
child-centered approach to learning by Learning. In a 2011 presentation,
providing models that could be respon- Tomlinson commented on the relation-
sive to individual students while at the ship between differentiation, metacog-
same time being academically nition, and 21st century learning. “To
challenging. solve the 21st century’s challenges we
will need an education system that
Winebrenner first introduced me to the doesn’t focus on memorization, but
idea of choice menus, or what she rather on promoting those metacogni-
called “Extensions Menus.” These tive skills we need if we perceive that
menus were offered to gifted students our learning is not going well”
who had completed assigned work in a (Tomlinson & Parish, Differentiating
given content area. She also described Instruction and 21st Century Skills:
the use of “Product Choices Charts,” Preparing all Learners for the World
which allowed students to demonstrate Ahead, 2011, p. 6).
mastery of content in a variety of for-
mats (Winebrenner, Teaching Gifted L.I.T.T.O. provides opportunities for
Kids in the Regular Classroom, 2001, students to think about their learning
pp. 79-144). Her work demonstrated on a daily basis not only in school, but
the effectiveness of choice in the devel- also in their work outside of school
opment of active engagement and through the connection between the
ownership. classroom work and the Reader
Response Notebook entries completed
Tomlinson expressed the belief that “A in preparation for the next day’s discus-
teacher who honors the individual sion and classroom tasks. Finally, the
seeks to understand each student’s par- Responsive Classroom training that
ticular progression of needs and to continued on following page

Process goals, preceded the development of Framework for 21st Century Learning.
L.I.T.T.O. introduced several guiding Change is constant in the world of edu-
in addition to principles for the development of a cation and our global reality. The inte-
content goals, must classroom community that would sup- gration of these experiences resulted in
port student learning. Among these the evolution of L.I.T.T.O. and a prac-
be established were the principles that: tice with an emphasis on the develop-
and evaluated ment of the student’s awareness of
n The social curriculum is as impor- academic, interpersonal, and metacogni-
with students so tant as the academic curriculum. tive behaviors that can enable them to
they discover that n How children learn is as important effectively adapt to and embrace change
with agility and confidence.
understanding and as what they learn.
transferring n The greatest cognitive growth The potential for this model is virtually
occurs through social interaction. unlimited and adaptable to changes in
thinking processes content and standards. “Problem-
n To be successful academically and
improves learning. socially, children need a set of social
solving and research activities in all sub-
jects provide opportunities for
skills: cooperation, assertion,
developing metacognitive strategies.
responsibility, empathy, and self-
Teachers need to focus student atten-
control (Northeast Foundation for
Children Inc., 2014, p. 1). tion on how tasks are accomplished.
Process goals, in addition to content
Together these various philosophies goals, must be established and evaluated
and practices combined and modified with students so they discover that
over time have supported the transition understanding and transferring thinking
to a child-centered classroom communi- processes improves learning” (Blakey &
ty that supports the intentions of the Spence, Developing Metacognition,
21st Century Framework and the devel- 1990, p. 4).
opment of master learners at the elemen-
tary school level. Continued research Figure 2 provides an example of a sci-
supports the emphasis on self-direction ence L.I.T.T.O. intended to provide
through reflection (metacognition), col- experience with informational text in
laboration (interpersonal skills), and dif- support of a science ecology unit.
ferentiation to encourage students of L.I.T.T.O. matrices (see appendices)
abilities and backgrounds to actively have been developed to meet instruc-
engage in learning. tional objectives in different content
areas to meet the rigorous Common
Over the years L.I.T.T.O. has adapted Core Literacy Standards and to provide
to the New York State Standards, the access to content knowledge and
Common Core Standards, and now, the expression in a variety of formats.

Each L.I.T.T.O. integrates a variety of Figure 2
components and tasks across the con-
tent area in order to build a sense of
the interconnectedness of academic
and content area disciplines. The
L.I.T.T.O. program includes the reg-
ular use of:
n writer’s notebooks and

writer’s workshop tasks
n interactive read-aloud
n reading response journals –
tic-tac-toe and
quartering the story
n daily sharing and conferencing
n content area journals,
tasks and research projects
n technology
n teacher-selected and student-
selected texts — narrative and
expository
n multi-dimensional rubric
assessments
n reflection on learning
By its very nature, L.I.T.T.O. is
responsive to the ever-changing needs
of all students in the 21st century. It is
also intended to develop a learning
partnership between the teacher who
also practices the behaviors of a master students develop an awareness of the
learner, and the students in order to habits of master learners and the
form a supportive and challenging opportunity to integrate those habits
community of learners focused on into their own practices. This is
practice, reflection and growth. The accomplished through daily classroom
L.I.T.T.O. experiences help young meetings, small-group and individual

conferences, reading and writing Successful students in the 21st century

Effective, active
response notebooks, and teacher-stu- must become inquisitive self-directed
engagement in dent collaboration on tasks. The teacher learners who actively question and pas-
the learning communicates the idea that there is sionately search for ways to integrate the
always more to learn, many ways to knowledge and information shared by
process is the key learn, and many ways to express what others into their own thoughts and
to academic has been learned. objectives. Among other things, a mas-
ter learner is a student who is:
success in our
1. Inquisitive. Master students are
highly complex Thinking About Choices curious about everything, and ask
and interconnected Numerous studies have shown that questions that generate clarification,
opportunities to express preferences
global society. which can lead to a better under-
and make choices lead to greater motiva- standing of the material.
tion, academic gains, increases in pro-
ductivity and on-task behavior, and 2. Able to focus attention. Master stu-
decreases in aggressive behavior. dents become absorbed in the pro-
Similarly, researchers report that stu- cess or activity and keep their
dent participation in goal setting leads to attention absolutely focused in the
more positive outcomes (e.g., higher here and now.
commitment to a goal and increased
3. Able to organize and sort. Master
performance) (UCLA Center for Mental
students can take a large body of
Health in Schools, 2008, pp. 15 - 16).
information and sift through it to
This approach to learning helps stu- discover relationships. They can
dents actively practice making choices play with information; organize piec-
about the management of their learning es of data by size, color, order,
in order to be effective, productive mas- weight, and other categories.
ter learners. L.I.T.T.O. asks students to
4. Competent. Master students are
constantly think not only about the work
masters of skills. When they learn
they are doing, but about HOW they
formulas, they learn them so well,
are doing it. (See rubric Figure 1.)
they become second nature.
Effective, active engagement in the
learning process is the key to academic 5. Self-questioning. Master students
success in our highly complex and inter- are willing to evaluate themselves
connected global society. and their behavior. They regularly
examine their lives (Ellis, 1985, pp.
29-33).

L.I.T.T.O. encourages a classroom cul- to evaluate the Figure 3
ture of active engagement in the process effectiveness of their
of becoming a master learner by asking choices as evidenced As a Master Learner I will choose:
students to constantly think about how by the quality and
they are approaching their academic completeness of n which tasks I will work on
work. L.I.T.T.O. emphasizes an ongo- their work.
n when I work on them
ing focus on each student’s academic
and behavioral choices (Figure 3) and Elaine Blakey and n where I will work on them
the results of those choices as evidenced Sheila Spence of the
Educational Resource
n who I will work with
in their work. Students have the oppor-
tunity to observe their classmates and Information Center n how I will know that
(U.S. Department of my work is “good”
teachers to see the ways in which other
learners approach tasks. This provides Education, 2008) n who to ask for help
models for behavior and options for identified several strat-
egies for developing n where to keep my materials
future conduct. It is all part of an ongo-
ing process of reflection and growth that metacognitive behav- n which resources I will use
involves both an individual and collec- iors in students.
Among these they n which tools I will use
tive awareness of decisions.
included planning n when I will ask for en editor
A student’s ongoing experience with aca- and self-regulation, to review my work
demic choice leads to the development which require an
n when my work is ready to hand in
of self-direction, interpersonal skills and awareness of and
metacognitive strategies. In the responsibility for the n how I can continue to reflect on my work
L.I.T.T.O. environment, a student consequences of one’s and set goals for the next week
becomes a more proficient learner actions and behaviors.
through the regular practice of choice
and active reflection on the consequenc- Students must assume increasing respon-
es of each choice. (Figure 3) Responsible sibility for planning and regulating their
choice generates ownership of the learn- learning. It is difficult for learners to
ing processes and outcomes. For exam- become self-directed when learning is
ple, on reflection a student wrote: “The planned and monitored by someone else.
most challenging task was the quartering Students can be taught to make plans for
the story because it took me a while to learning activities, including estimating
do the task. I also talked to my friends a time requirements, organizing materials,
lot while working which slowed me and scheduling procedures necessary to
down. I will overcome that challenge by complete an activity (Blakey & Spence,
working by myself or sitting with my Developing Metacognition, 1990, p. 2).
friends but not talking so much.” The
reflective piece encourages each student continued on following page

Figure 4 L.I.T.T.O. modification, cause each student to

requires each stu- identify personal strengths and areas
dent to engage in for improvement in meaningful and
responsible deci- productive ways. They recognize that
sion-making pro- every other student is doing the same
cesses on a daily and that they can support each other
basis. These in their efforts.
decisions extend
beyond the class-
room to the How Does L.I.T.T.O. Work in the
responsible com- Classroom?
pletion of reading
Matrices are developed based on
and responding
Common Core standards that are asso-
to tic-tac-toe
ciated with targeted areas or units of
questions in a
instruction. While the tasks may
reader’s note-
change from week to week, the expec-
book. The daily
tations of responsibility and effort as
sharing of
described in the rubric (Appendix 1)
responses and
remain constant, as does the expecta-
discussion of
tion of thoughtful reflection. The
reading help to
L.I.T.T.O. may include explorations
foster a communi-
of literary genre, literary elements, and
ty sense of expec-
author studies, units based on the nav-
tation and
igation of informational text or topics
support. Students
in math, science and social studies.
learn from each
The L.I.T.T.O. matrix (Figure 4) is
other and about
accompanied by materials, directions,
each other as they
tasks, or projects that are associated
share their
with specific sections of the matrix. If
responses to text. They practice think-
necessary, mini lessons may be associ-
ing about other students’ work and
ated with some of the items in the
develop the capacity to integrate meth-
matrix.
ods and approaches into their own.
Whole group direct instruction is at a
The integration of tasks, frequent con-
minimum except when introducing a
ferencing and sharing, peer editing, the
new L.I.T.T.O., when there is an
responsibility for honest dialogue
expressed need for clarification, or
about work and effort, coupled with
when specific skills are introduced.
opportunities for revision and

Instead of whole group instruction, Figure 5
question and answer sessions, sharing,
meetings and conferencing with indi-
vidual students or small groups are
integral parts of L.I.T.T.O.
Figure 5 shows an example of a narra-

tive text L.I.T.T.O. that explores the
literary concepts of identity and con-
flict. For this unit, students may select
any work of narrative fiction with the
help of the school library media spe-
cialist. The study includes a variety of
books at various levels of difficulty and
an ongoing read-aloud text that
explores character identity develop-
ment through conflict. The unit
requires nightly reading and responses
to tic-tac-toe prompts in a response
journal. These journal responses are
shared in the morning
in a whole group setting or within the
literature circle group studying a
particular text.
All of the student work materials are

housed in a Desk Apprentice which is a
revolving counter-top open filing sys-
tem. The materials are sorted in folders
with numbers that match each section
of the L.I.T.T.O. matrix. The
L.I.T.T.O. tasks may also be kept in a
file cabinet or a series of bins as long as
they are easily accessed by the students. that student may access materials inde-
Other materials and resources such as pendently. All necessary supplies
accompanying texts or descriptions of (texts, scissors, glue sticks, card-stock,
tasks are arranged on the table or colored pencils, calculators, lap-tops,
another readily accessible setting so etc.) are situated nearby.

Figure 6 hallway?” “Would it be alright if we

pushed these desks together?” There
may also be questions about vocabu-
lary, or task specific wording. Students
might need help assembling a flap-
book or folding paper for a triarama.
They may need help finding a particu-
lar website or other computer applica-
tion. After a few weeks, students are
able to do these things for each other.
Most often the questions that come up
are related to time. “How much time
will we have today?” or “Since we had
Monday off will we get more time on
Tuesday to work on this?” Following
the introduction the students are free
to determine how they will start the
tasks and how they will proceed
through the assignments. The teacher
is free to meet with specific students at
this time to select target tasks, or iden-
tify tasks that might be eliminated from
the L.I.T.T.O. for specific students.
This takes place during short one-to-
one meetings where the students might
choose which tasks are priorities and
which ones will be extensions for
them. This ability to modify the
L.I.T.T.O. is particularly helpful for
students who leave for the resource
room, speech, music lessons, or AIS
At the beginning of the new sessions. L.I.T.T.O is also available in
L.I.T.T.O., the teacher reviews the the District Sakai Collaborative
matrix with the students and responds Learning Environment (similar to
to any questions that the student may online course modules like Moodle or
have about the content of the Blackboard) and on my website so that
L.I.T.T.O. Most questions have to do it may be readily accessed at home in
with the specifics of where work can case of absence.
take place. “Can we work in the

Once the period has begun, the stu- Figure 7
dents are free to work where they
choose, with whomever they choose, Name: _____________________________ Date: ________
Reader’s Response Rubric
on any of the tasks that they have elect- Competency 4 - Exceeds 3- Meets 2- Partially Meets 1- See Teacher
Effort & All individual responses are All individual responses are Some individual responses are Please work hard to complete
ed to begin their unit with. During this Engagement complete and demonstrate
exceptional effort and care.
complete and demonstrate
effort and care.
complete and demonstrate
effort and care.
your tasks and demonstrate
effort and care.
-Academically -Work is difficult to read or
time the teacher is at liberty to circulate Skilled incomplete
-Productive
throughout the room to touch base Worker

-Self-Directed
Learner
with small groups or individual stu- Information &
Evidence
Entries are exceptionally clear
& correct.
Entries are consistently clear &
correct.
Entries are inconsistently clear
& correct.
Please work on making sure
that your entries are clear
-Tic-tac-toe questions have -Tic-tac-toe questions have -Tic-tac-toe questions have and effective.
dents once the work has commenced. -Information
Manager
been thoroughly answered.
-Responses integrate multiple
been thoroughly answered.
-Responses integrate effective
been inconsistently answered.
-Responses inconsistently
-Tic-tac-toe questions must
be answered – restate the
The teacher may read with students, -Effective

Communicator
effective examples of
evidence from the text.
examples of evidence from the
text.
integrate effective examples
of evidence from the text.
question or task to begin your
response.
-Self-Directed Work always demonstrates Work consistently Work inconsistently -Integrate effective examples
conference about writing, or help sup- Learner exceptional reflective thought

and connection to the text.
demonstrates reflective
thought and engagement with
demonstrates reflective
thought and engagement with
of evidence from the text.
Work on demonstrating
the text. the text. reflective thought and
port students in their work as needed. Discussion & -You are consistently -You are consistently prepared -You are inconsistently
engagement with the text.
You are unprepared for
If the expectation of effort and engage- Sharing prepared for discussions and
sharing.
for discussions and sharing.
-You consistently participate in
prepared for discussions and
sharing.
discussions and sharing and
are often disengaged
-Effective -You participate actively in all all sharing, discussion, and -You infrequently participate in -You infrequently participate
ment and productivity is not being met, Communicator

-Self-Directed
sharing, discussion, and
collaboration.
collaboration.
-You respond to the ideas and
sharing, discussion, and
collaboration.
in sharing, discussion, and
collaboration.
Learner -You respond to the ideas and work of others in a positive and -You inconsistently respond to -You infrequently respond to
students may be asked to return to their -Academically
Skilled
work of others in a positive
and thoughtful manner.
thoughtful manner.
-You may express connections
the ideas and work of others in
a positive and thoughtful
the ideas and work of others
in a positive and thoughtful
-You express detailed between texts or text to self. manner. manner.
own desks to ensure that the quality of connections between texts or -You consistently demonstrate -You may inconsistently express -You may infrequently express
text to self. reflective practices ad connections between texts or connections between texts or
the work is, in their judgment, their -You demonstrate exceptional

reflective practices and
evidence of growth. text to self. text to self.
-You inconsistently demonstrate -You infrequently
evidence of growth.. reflective practices and evidence demonstrate reflective
very best and that the classroom com- of growth. practices or evidence of
growth.
Independence & Your entries and behaviors Your entries and behaviors Your entries and behaviors Your entries and behaviors
munity is not being disrupted. Since Self-Direction demonstrate exceptional self-
direction in your ability to:
demonstrate consistent self-
demonstrate inconsistent self-
infrequently demonstrate
self-direction in your ability
work habits and collaboration are visi- -Effective

Communicator
-Restate the question
-Make a claim – statement
to:
-Self-Directed -Support your claim with -Support your claim with -Support your claim with -Make a claim – statement
bly assessed on a weekly basis, each Learner

-Academically
effective evidence from the
text with page number for
effective evidence from the
text with page number for each
effective evidence from the -Support your claim with
text with page number for each effective evidence from the
Skilled each direct quote. direct quote. direct quote. text with page number for
student has a stake in demonstrating -Utilize transitions
-Express comprehension of
-Utilize transitions
-Express comprehension of the
-Express comprehension of the
each direct quote.
positive choices and effective learning the text and the tasks both in
writing and discussion.
text and the tasks both in
text and the tasks both in
-Express comprehension of
the text and the tasks both in
behaviors. The expectations are clear Language Usage -You use spelling, grammar,
capitalization, and punctuation
- You use spelling, grammar,
-You use spelling, grammar,
You use spelling, grammar,
-Effective in a manner that assists in a manner that adequately in a manner that may impede in a manner that impedes
in the weekly L.I.T.T.O. and Reader’s Communicator
-Self-Directed
considerably in communicating
your ideas
aids in communicating your
ideas.
understanding of your ideas.
-You may occasionally integrate
understanding of your ideas.
-work on integrating new
Learner -You integrate new vocabulary -You integrate new vocabulary new vocabulary in effective and vocabulary in effective and
Response rubrics (Figures 1 & 7). -Academically
Skilled
in exceptionally effective and
meaningful ways.
in effective and meaningful
ways.
meaningful ways. meaningful ways.
The rubric language guides expectations

for behavior in discussions including
collaboration and effort. The rubrics
guide students in the process of setting the end of each L.I.T.T.O., which
goals in various behavioral and aca- adds another dimension of accountabil-
demic areas. Within each rubric cell the ity and also helps guide parents in their
teacher may choose to highlight specif- efforts to support student learning at
ic behaviors that require attention or home.
may choose to comment on significant
growth in one area or another. These
rubrics go home with the students at

Modifications and Differentiation parents as well as how they are

Assessments, assessed. This rubric is attached to
Each one of the L.I.T.T.O. work
curriculum, matrices may be easily modified to each student’s completed L.I.T.T.O.,
instruction and account for different learning abilities. and accompanies the L.I.T.T.O.
These modifications might include: cover sheet with academic rubric
student learning scores to provide each student and
n Eliminating some of the tasks in
behaviors are vitally conference with the student
family with a portrait of the child’s
learning behaviors and the effects that
interdependent n Ranking the tasks in order of diffi- those behaviors have on their learn-
with the under- culty or preference ing. This will also be followed by the
n Changing the 1-4 rubric ratings to student reflection (Appendix 4) after
standing that the work has been assessed by the
effort grades for special education
students may students or English language teacher and reviewed by the student.
These reflections are periodically
directly benefit learners
shared with the whole class.
from active n Providing alternate texts at various
levels
reflection on n Increased support from the class- Evaluating Student Learning
in L.I.T.T.O.
their work room teacher of an academic inter-
ventionist (AIS provider, special All good assessment provides informa-
and their education teacher) tion about learners and learning. As a
interactions n Allowing additional time
student-centered approach, the pur-
pose of L.I.T.T.O. is to guide stu-
with others. n Working in a small group with dents toward academic competency
peer tutors through the development of effective,
n Peer editing and revision assistance independent learning capabilities.
n Exemplars Assessments, curriculum, instruction
and student learning behaviors are
Modification and differentiation can vitally interdependent with the under-
take place in each of the L.I.T.T.O. standing that students may directly
tasks but the expectation is still that benefit from active reflection on their
students will reflect on their own learn- work (metacognition) and their inter-
ing and work to develop academic actions with others (interpersonal/
habits that will enable them to perform collaboration).
to the very best of their abilities.
Authentic, relevant and ongoing
The L.I.T.T.O. rubric in Figure 1 assessment is embedded in L.I.T.T.O.
shows how these expectations are with clear and consistent expectations
communicated to students and for all students to guide them in their

growth and to inform the teacher in the
design of curriculum. As a result the
assessment of student learning and
development is multi-faceted and fun-
damentally differentiated focusing on
growth and ownership.
Three types of assessments are embed-

ded in L.I.T.T.O. for the purposes of
gathering data: diagnostic, formative,
and summative.
Diagnostic Assessment
Diagnostic assessments include the use
of the Columbia Teacher’s College
Running records for fluency, indepen-
in the rubrics, but openly discussed in
dent reading level and comprehension
the classroom.
benchmarks. These are administered
three times each year. Additionally, the
district mandates the use of the i-Ready Formative Assessment
diagnostic assessment for reading (also
Formative assessments in L.I.T.T.O.
administered three times a year) a dis-
are intended to guide the learner and
trict benchmark, (mid-year) and the
communicate the expectations for
New York State English Language Arts
reflection, ownership, and individual
tests. These assessments provide an
growth. Assessment that guides the
overall portrait of each learner in a stan-
learner includes meetings, conferences,
dardized setting.
peer interactions and, ultimately, the
gradual development of self-assessment
In the classroom, writing samples are
capabilities. Expectations are clearly
evaluated, along with entries in the
articulated throughout the classroom
reading response notebook and the
and within the various associated
writer’s notebook. Observations of
rubrics.
behaviors, peer interactions, and confer-
ences provide a sense of how the stu-
Charts, rubrics, and meetings identify
dent performs behaviorally as a learner
precisely what students should be
in the classroom setting. These behav-
doing in specific realms of development
iors are central to student growth and
development and are not only included continued on following page

to demonstrate growth on the continu- Formative assessment is ongoing and

um delineated in the Common Core collaborative, forming the foundation
Learning Standards, 21st Century for work in the classroom. Assessment
Learning Framework, and the Ballston is precisely connected to the integration
Spa School District Graduation of academic, personal, and interperson-
Competencies (Dragone, Turner & al work. It expresses high expectations
Smith, 2009). for all students in those three intercon-
nected realms. Formative assessments
1. Academic perfor-
focus on improving learning in a holistic
mance and productivity
and responsive manner.
2. Interpersonal skills —
communication and
collaboration Summative Assessment
3. Self-direction and Evaluative summative assessments
independence occur at the end of an instructional
unit or at a specific period in the aca-
Student proficiency is
demic year to assess mastery.
monitored and evaluated
Summative assessments for the pur-
to determine the level of
poses of gathering data or determining
competency, engage-
grades come in four basic forms. The
ment and growth, infor-
smallest grouping is performance rela-
mally, on a daily basis
tive to classroom expectations and the
through observation, and
size of the test population grows
formally on a weekly
broader with each step.
basis using the rubrics
indicated above. The Classroom – student work including
broader objective is to specific products, completed long-
help students learn how to assess their term projects and tasks and end-of-
own work and progress effectively unit quizzes and tests of various design
toward independence and mastery (for report cards and placement).
through reflection and personal behav-
District – multiple choice and short
ior modifications. Peer editing, confer-
response writing tasks assessed by
encing and meetings are important
classroom teachers.
elements of formative assessment that
help the students internalize various Web-based – i-Ready and Harcourt
models for discussion and collabora- Benchmarks administered online and
tion that can contribute to interperson- scored by computer (limited item
al growth and self-assessment. analysis).

State and national standardized exams supervision from the teacher. This
– New York state tests, and PARCC allows for teachable moments that It is critical
(limited item analysis). include meetings with the whole class for students
to discuss academic behaviors and
In order to be perceived as proficient, a learning styles. As the students test the to develop
student in the 21st century classroom teacher’s expectations and follow up, confident
must be able to demonstrate effective- the quality of the student’s work is
ness in all of those diverse assessment often low and many tasks represent
reflective
environments. Since many of these minimal effort or are incomplete. practices,
assessment instruments are new and Students complain that they cannot fin-
evolving to meet the Common Core ish the work in the time allowed, which
broad literacy
standards it is not reasonable to expect provides an opportunity for individual skills, time
that teaching to the test will provide suc- and group discussions about strategic
cessful instructional practice. This is
management
approaches to learning.
particularly true where the development and ownership
of 21st century skills is considered. For Some students demonstrate behaviors
this reason, it is critical for students to that interfere with their own work and
so that they can
develop confident reflective practices, with the climate of the classroom. This demonstrate
broad literacy skills, time management is addressed through individual confer-
and ownership so that they can demon- ences, attention to IEP requirements,
mastery in
strate mastery in a range of and interactions with academic inter- a range of
environments. ventionists, special education teachers, environments.
and other school support staff. These
How does L.I.T.T.O. fare? dialogues are intended to set reasonable
I feel compelled to preface this by say- goals for the students to work toward in
ing that my fifth-grade students are par- the development of the capabilities set
ticipating in this sort of learning for the forth in the L.I.T.T.O. program. The
first time. At the beginning of the year matrices and assessment expectations
they are not accustomed to self-direc- are readily modified for those purposes.
tion or practices that require a focus on
metacognition. Additional time is given Students coming into fifth grade may
and the first “week” of L.I.T.T.O. is have limited experience with effective
stretched out over two weeks in order collaboration. Teams must be carefully
for students to gain a working under- constructed and progress must be
standing of the processes and rubrics as closely monitored. A very specific
well as a sense of time management. product with clear expectations helps
guide the teams in their work and leads
Initially, students generally find it diffi- to the development of collaborative
cult to remain on task without direct continued on following page

Figure 8 and engagement, the practices sup-

ported by various dimensions of the
L.I.T.T.O. objective improved their
ability to perform on a number of sum-
mative measures. (See Figure 8.)
Based on 2013-14 i-Ready Diagnostic

scores for reading, these students
experienced 200 percent progress
toward growth as the average across all
students from September to June, with
an average scale score increase of 38
percent. There is evidence of increase
in all areas assessed by a variety of
assessments accompanied by a zero
incidence of behavioral referrals.
evaluation. Initially, group work often Intangibles include increased time on
requires constant modeling and it is task, improved attitude, more effective
helpful to have the students watch vid- collaborative work, increased self-
eos from Teacher Tube to see how direction, better quality work and
students do this work. As the year goes more effective choices in learning.
by, cooperative processes become These results have encouraged me to
more and more central as the students’ continue my work on the development
self-direction and reflection capabilities of L.I.T.T.O. by finding ways to bet-
improve. Their reliance on the teacher ter assess those factors using rating
for direction and validation decreases. scales that would further increase
engagement and self-reflection.
Nine of 21 students attended
Academic Intervention Services for
reading and four attended resource
room for special education language Supporting Materials
arts instruction at the beginning of the Over the six years that I have been
2013-14 school year. As the students’ working to develop the L.I.T.T.O.
experience with the program pro- approach I have created some work
gressed there were several indicators templates that are used regularly in
that these diverse students were suc- order for the students to be able to
cessful. Beyond the improved class- focus on features of the text, rather
room environment, independence, than the details of the task. These

materials include a variety of quartering Figure 9
the story templates, reading response
tic-tac-toe, reading informational text
templates and vocabulary forms. This
consistency encourages confidence and
independence. When a student is famil-
iar with the expectations of the task
then he is able to focus on answering
the task by reading carefully and think-
ing about the reading. The attention is
on the text, not the task. These pieces
— quartering the story, tic-tac-toe, and
word study — are included in all
L.I.T.T.O. work to encourage students
to make individual choices about their
interactions with text. Students who are intellectually agile
and thoughtfully responsive to our
L.I.T.T.O. generates the expectation dynamic reality are students who pos-
that students will work to develop the sess the confidence and skill sets to
habits of a master learner as an integral approach tasks and challenges using
aspect of their academic work. different kinds of tools, and technology
Students in the L.I.T.T.O. classroom with dexterity. These students have
are expected to try different strategies developed the capacity to question, to
for gathering, organizing, synthesizing analyze, to hypothesize, reflect, and to
and expressing knowledge, concepts filter information from all sources for
and ideas to determine the most effec- different purposes. These students
tive ways for them to approach various are master learners with the thinking
tasks and projects. It is an adaptable skills, personal and interpersonal
method that can be integrated into any behaviors to be successful in the cul-
classroom setting across all content ture of the 21st century.
areas.
L.I.T.T.O. is a means by which stu-

dents may learn engagement in active
learning based on the interrelationship
between metacognition, interpersonal
experiences, and academic practices.

Payne, R. K., Ph.D. (1996). A Framework for

Figure 10 understanding poverty (Fourth revised ed.).
Highlands, TX: Aha!Process, Inc.
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century [video file]. Retrieved from https://
www.youtube.com/watch?v=c0xa98cy-Rw
Routman, R. (2000). Conversations:
Strategies for teaching, learning and
Evaluating. Portsmouth, NH: Heineman.
Tomlinson, C. A. (2010). Leading and
managing a differentiated classroom.
Alexandria, VA: Association for
Supervision & Curriculum Development.
Tomlinson, C. A., & Parrish, W. C., Jr.
(2012). Differentiating instruction and
21st century skills: Preparing all learners
for the world ahead. Retrieved from http://
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Appendix 1

Appendix 2

Appendix 3

Appendix 4

Glossary
Acronyms and Terms
Accompagnato
Musical terminology meaning accompanied, with accompaniment.
Cadenza
Musical terminology meaning a virtuosic solo section used to display a performer’s tech-
nique.
Cesura
Musical terminology meaning a break or stop.
Con bravura
Musical terminology meaning with boldness, boldly.
Gamification
The concept of applying game-design thinking and game elements (e.g., point scoring,
competition with others, rules of play) to nongame applications.
Giocoso
Musical terminilogy meaning gaily, playfully.
Hemiola
A rhythmic alternation of two musical notes in the place of three, or of three notes in place
of two.
Integrated Co-Teaching
Formerly called Collaborative Integrated Teaching, ICT provides students the opportunity
to be educated alongside their nondisabled peers with the full or part-time support of a spe-
cial education teacher to assist in adapting and modifying instruction.
Inquiry-based learning
Inquiry-based learning is a complex process where students formulate questions, investigate
to find answers, build new understandings, meanings and knowledge, and then communicate
their learnings to others.
Metacognition
The reflection on one’s learning behaviors and processes.
MIDI
Musical Instrument Digital Interface is a technical standard that describes a protocol, digital
interface and connectors and allows a wide variety of electronic musical instruments, com-
puters and other related devices to connect and communicate with one another.
Mixed meter
Multiple meters or time signatures during one piece of music.

Mulitmodal learning
A learning environment which allows instructional elements to be presented in more than
one sensory mode (visual, aural, written, etc.).
Newsela
Newsela delivers daily news articles at five reading levels from grades 3 through 12. The
site allows an entire class to read the same content, but at a level that’s just right for each
student.
Sight-read
Performing a piece of music that the performer has not seen before.
Triarama
A three-dimensional paper craft display. Also know as a pyramid diorama.
Tutti
Muscal terminology meaning all, together.
WISE
Web-based Inquiry Science Environment (WISE) is a free online science learning environ-
ment for students in grades 4-12

Resources
Additional Resources on Critical Thinking and
Problem-Solving for the 21st Century Learner
Union Resources
NYSUT’s Common Core Anchor Lessons

http://www.nysut.org/resources/special-resources-sites/common-core/lesson-plans
These Common Core anchor lessons were produced under the direction of NYSUT’s Subject Area
Committee members. The lessons and accompanying video clips are intended to be used as templates for
Common Core lessons and as a reference point for discussions concerning implementation of the Common
Core Learning Standards. The videos capture key points of the development process including where the les-
son creators began, the struggles they encountered, and the ultimate successes they enjoyed. They provide
authentic feedback on what worked and what did not.
American Federation of Teachers

http://www.sharemylesson.com/
Provides member generated teaching resources and lesson plans free of charge. Resources span all subject
areas and grade levels.
AFT also hosts resources on 21st century learning at: http://www.sharemylesson.com/

TaxonomySearchResults.aspx?area=resources&keywords=21st+century+learning
National Education Association

http://www.nea.org/home/37004.htm?q=critical%20thinking
Provides educational resources for critical thinking and 21st century learning including: the four C’s,
inquiry-based learning, brain development, and rigorous and reflective thinking.
NEA also published, An Educator’s Guide to the “Four Cs”: Preparing 21st Century Students for a
Global Society http://www.nea.org/tools/52217.htm

Organizations
Partnership for 21st Century Learning

http://www.p21.org/
The Partnership’s (P21) mission is “to serve as a catalyst to position 21st century readiness at
the center of US K12 education by building collaborative partnerships among education,
business, community and government leaders.” P21 developed frameworks and other
resources on 21st Century learning for teachers, schools and school districts.
Coalition of Essential Schools

http://www.essentialschools.org
The Coalition of Essential Schools (CES) is a grassroots national network of public and pri-
vate schools that promotes critical thinking and problem solving across the curriculum. Its
resource page includes publications on classroom and organizational practice, including the
Horace Journal for educators. CES resources support practices related to critical thinking
including: habits of mind, performance assessment, essential questions, differentiated
instruction and student-centered teaching and learning.
Project Zero Harvard University

http://www.pz.gse.harvard.edu/index.php
The project has conducted a large body of research and published many books related to
teaching in the arts, critical thinking, the nature of intelligence, understanding, thinking, cre-
ativity, cross-disciplinary and cross-cultural thinking. Project Zero sponsors summer insti-
tutes for educators; see more info at: http://www.pz.gse.harvard.edu/project_zero_summer_
institutes.php.
The Critical Thinking Community

http://www.criticalthinking.org/pages/k-12-instruction/432
The Center for Critical Thinking holds an annual conference, conducts research, and
disseminates information about critical thinking. In addition you can find books and other
useful publications on its website. The Community also sponsors the critical thinking
fellows program.
Authentic Education
http://www.authenticeducation.org
Founded by Grant Wiggins, co-author of Understanding by Design, Authentic Education is
an organization dedicated to promoting professional development for schools and workshops
or online courses for individuals. Books and DVDs on authentic learning and assessment can
be found for purchase on its website. Authentic Learning also posts an electronic e-journal
under the heading “Big Ideas.”

Resources
NYSUT Education Learning Trust Courses
COLLABORATIVE INQUIRY FOR STUDENTS: PREPARING MINDS FOR THE FUTURE™

EDU 661108 Empire State College
This course provides educators with research-based strategies for designing and implementing collaborative
inquiry for students. Participants will explore and experience the collaborative inquiry models of problem-
based learning, hypothesis-based learning, project-based learning, Appreciative Inquiry, and performance-
based learning. 3 graduate credits. Meets Teaching Standards I, II, III, VII
COOPERATIVE LEARNING FOR STUDENTS WITH SPECIALS NEEDS

SED 661 College of Saint Rose
This course focuses on promoting student achievement and development in a collaborative learning commu-
nity. Communication skills for effective teaching in an inclusive or special education setting are described,
modeled and then practiced by participants. 3 Graduate Credits. Meets Teaching Standards I, IV
THE 21ST CENTURY CLASSROOM: HOW PROBLEM-BASED LEARNING WITH

TECHNOLOGY CAN TRANSFORM STUDENT LEARNING IN THE DIGITAL AGE
EDU 661109 SUNY Empire State College – Also Available Online
This practical course is designed to enable K-12 educators to synthesize newly framed requirements for highly
effective teaching (APPR), the 21st Century Skills, the Common Core Standards, existing research on best
instructional practices, technology use and assessment into a high performing classroom that can transform
their students’ learning and ready students for college and career success in a global, digital world. The course
shows educators the practical “how-to” to create innovative but easy-to-implement, standards-aligned, project-
based learning units that integrate intuitive digital tools into daily differentiated instruction. 3 graduate credits.
Meets Teaching Standards I, III, IV
DEVELOPING INNOVATORS AND INNOVATION SKILLS

EDU 661113 SUNY Empire State College
This course focuses on developing innovation capabilities in students by exploring the discovery skills of asso-
ciating, questioning, observing, networking, and experimenting. Participants learn how to create a culture of
innovation and provide learning opportunities that promote perseverance, encourage curiosity, and ignite
intrinsic motivation. Participants explore resources, strategies, and ideas for designing content-based lessons
that incorporate discovery skills and foster the behaviors students need to be innovation-ready. 3 graduate
credits. Meets Teaching Standards I, II, III, IV, V
Constructivist Teaching and Learning

This seminar will address one of the priorities of the NYS Teaching Standards. Teachers must consider how
each student learns. Understanding how to address this in the classroom means that teachers must implement
a variety of instructional strategies. Participants will explore how students learn when they “build” the learning
for themselves. When students are asked to classify, analyze, predict and create, they begin to think critically
and ask questions in order to understand the complex material presented to them in school and in the world.
Meets Teaching Standards II, III, IV, V

Call for Article Proposals
for Educator’s Voice, Vol. IX
English Language
Learners: A Mosaic of
Languages and Cultures
English Language Learners (ELLs) are the fastest growing student population in the U.S. Over
the past decade ELL enrollment has grown by 20 percent in New York state. This issue
will highlight the diverse world of English Language Learners as they navigate languages and
cultures. We will showcase how educators teach and support ELLs in
different models of instruction.
Examples of topic areas include:
n Strategies for supporting ELLs in the mainstream classroom
n Scaffolding learning in the content areas
n Applying the Bilingual Common Core Initiative in the classroom
n Understanding the relationship between language development and disabilities
n Engaging the newcomers in the classroom community
n Differentiated instruction for long-term ELLs
n Instructional models for students with interrupted formal education (SIFE)

Call for Article Proposals for Educator’s Voice, Vol. IX
English Language Learners:

A Mosaic of Languages and Cultures
Editorial Guidelines
Grade and Author(s) can describe practices in any grades (P-12) and affiliated with any content area.
Content Area: For example, a fourth-grade teacher and special education teacher may address their
approaches as a teaching team; a high school social studies teacher may co-author a
manuscript with the school psychologist, a kindergarten teacher in partnership with a
university professor may discuss their approaches.
Audience: Teachers, school-related professionals, pupil personnel services providers, union leaders,
parents, administrators, higher education faculty, researchers, legislators, and policymakers.
Deadline for Proposals: June 12, 2015.
Rights: Acceptance of a proposal is not a guarantee of publication. Publication decisions are made
by the Editorial Board. NYSUT retains the right to edit articles. The author will have the
right to review changes and if not acceptable to both parties, the article will not be included
in Educator’s Voice. NYSUT may also retain the article for use on the NYSUT website
(www.nysut.org) or for future publication in NYSUT United.
Article Length: The required article length is flexible. Please submit approximately 2,000 – 3,000 words
(or 7-9 double-spaced pages plus references).
Writing Style: Authors are encouraged to write in a direct style designed to be helpful to both
practitioners and to others committed to strengthening education. Education terms
(i.e., jargon, acronyms) should be defined for a broad audience. For articles with
multiple authors, use one voice consistently.
Manuscript: Authors must follow American Psychological Association (APA) 6th edition style
with in-text citations and references at the end of the article. Do not use footnotes.
Please paginate the manuscript and include the lead author’s name in the header.
Graphics may be submitted as JPEGs, TIFFs or PDFs, but must be high-resolution
and provided separately from the manuscript (not embedded in the document).
Please do not submit copyrighted material unless you obtain and provide permission
from the publisher.

Call for Article Proposals
for Educator’s Voice, Vol. IX
English Language
Learners: A Mosaic of
Languages and Cultures
Proposal Guidelines
Please reference each of the following in your proposal and return to NYSUT by the June
12, 2015 deadline. You may also try our optional online submission form at: http://www.
nysut.org/resources/special-resources-sites/educators-voice/call-for-proposals.
n The context for the reader; describe the setting and student population
(e.g., class approaches, whole school approaches).
n Description of your approaches; include specifics of the practice, strategy used in

your classroom(s). Include relevant artifacts if available.
n The research base that supports the practice, including relevant citations and their
connection to your classroom practice; links to Common Core or other standards.
n Evidence of success that indicates the practice achieved its goal(s).

Describe student and evaluation criteria, or metrics.
n How you involved parents and caregivers as partners in your work.

n How does your practice address the needs of diverse populations?
(E.g., students with disabilities, students who are English language learners, other
students with unique learning needs.)

Author Submission Form — Educator’s Voice, Vol. IX
English Language Learners:

A Mosaic of Languages and Cultures
You can download this document from our website:
http://www.nysut.org/resources/special-resources-sites/educators-voice/call-for-proposals
Name of Author(s)__________________________________________________________________________
If multiple authors, please list all names, and identify one author as primary contact person_____________________
________________________________________________________________________________________
Article working title__________________________________________________________________________

________________________________________________________________________________________
Please check all the categories of affiliation with NYSUT that apply to the primary author/contact person:
q 1. I am an active teacher member of the following local____________________________________________
q 2. I am an active SRP member of the following local______________________________________________
q 3. I am an active higher education member of the following local/chapter_______________________________
q 4. I am an instructor of the following NYSUT Education & Learning Trust course________________________
____________________________________________________________________________________
q 5. I am a member of the following NYSUT Subject Area Committee__________________________________
____________________________________________________________________________________
q 6. I am a retired teacher and member of the following retiree council__________________________________
Please provide a statement/outline describing how you plan to address each specific “Proposal Guideline”
and any additional information that you intend to incorporate in your manuscript. Also, please provide:
Current position of author(s), including district, grade(s) and content area:_________________________________
________________________________________________________________________________________
Primary author’s name, address and phone number:_________________________________________________
________________________________________________________________________________________
Alternate phone number:______________________________________________________________________
Primary author’s email address:_________________________________________________________________
Summer contact information, if different:__________________________________________________________
Information can be Or mail to:

Deadlines for Volume VIIII:
submitted electronically NYSUT Research & Educational Services
by June 12, 2015, to: Attn: Educator’s Voice June 12, 2015 Proposal submission
800 Troy-Schenectady Road deadline
edvoice@nysutmail.org Latham, NY 12110
July 10, 2015 NYSUT responds
to proposal
Sept. 1, 2015 Completed article
submission
April 2016 Publication
Notes:

Notes:

NYSUT Education & Learning Trust
The Education & Learning Trust is NYSUT’s primary way of delivering professional
development to its members. ELT offers courses for undergraduate, graduate and in-service
credit, partnership programs that lead to master’s degrees and teaching certificates, and
seminars as well as professional development programs for teachers and school-related professionals.
NYSUT Education & Learning Trust offers the following professional

development on the topic of Critical Thinking and Problem Solving
for the 21st Century Learner:
Site-based and/or online courses:
n
Collaborative Inquiry for Students: Preparing Minds for the Future™
This course provides educators with research-based strategies for designing and implementing collabora-
tive inquiry for students. Participants will explore and experience the collaborative inquiry models of
problem-based learning, hypothesis-based learning, project-based learning, Appreciative Inquiry and
performance-based learning. Meets NYS Teaching Standards I, II, III, VII
n
Cooperative Learning for Students with Special Needs
This course focuses on promoting student achievement and development in a collaborative learning
community. Communication skills for effective teaching in an inclusive or special education setting are
described, modeled and then practiced by participants. Meets NYS Teaching Standards I, IV

n
The 21st Century Classroom: How Problem-Based Learning with Technology
Can Transform Learning in the Digital Age
This practical course is designed to enable K-12 educators to synthesize newly framed requirements for
highly effective teaching (APPR), the 21st Century Skills, the Common Core Standards, existing research
on best instructional practices, technology use and assessment into a high-performing classroom that can
transform their students’ learning and ready students for college and career success in a global, digital
world. The course shows educators the practical “how-to” create innovative but easy-to-implement,
standards-aligned, project-based learning units that integrate intuitive digital tools into daily differentiated
instruction. Meets NYS Teaching Standards I, III, IV

n
Developing Innovators and Innovation Skills
This course focuses on developing innovation capabilities in students by exploring the discovery skills of
associating, questioning, observing, networking and experimenting. Participants learn how to create a
culture of innovation and provide learning opportunities that promote perseverance, encourage curiosity
and ignite intrinsic motivation. Participants explore resources, strategies and ideas for designing content-
based lessons that incorporate discovery skills and foster the behaviors students need to be innovation-
ready. Meets NYS Teaching Standards I, II, III, IV, V
Seminar:
n
Constructivist Teaching and Learning
This seminar will address one of the priorities of the NYS Teaching Standards. Teachers must consider
how each student learns. Understanding how to address this in the classroom means that teachers must
implement a variety of instructional strategies. Participants will explore how students learn when they
“build” the learning for themselves. When students are asked to classify, analyze, predict and create, they
begin to think critically and ask questions in order to understand the complex material presented to them
in school and in the world. Meets NYS Teaching Standards II, III, IV, V
Visit our site at www.nysut.org/elt

to learn about what else we can offer.
Representing more than 600,000
professionals in education, human services and health care
800 Troy-Schenectady Road, Latham, NY 12110-2455
518-213-6000 • 800-342-9810
www.nysut.org

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Educator’s Voice

NYSUT’s journal of best practices in education Volume V I I I , Spring 2015

Included in this issue:

Welcome from Catalina R. Fortino Critical Thinking and

Developing Mathematical Thinking

How Modes of Expression

21st Century Real-World Robotics

A Publication in Support of NYSUT’s initiative to end the achievement gap

New York State United Teachers

Representing more than 600,000

Critical Thinking and

NYSUT members may

A Publication in Support of NYSUT’s initiative to end the achievement gap

Educator’s Voice n Volume VII n Page 2

Educator’s Voice n Volume VIII n Page 3

To channel The Benefits of comparison kindergarten group lack-

Educator’s Voice n Volume VIII n Page 4

ten and first-grade classroom. Our children to further their observations

We gathered the children’s initial

continued on following page

Educator’s Voice n Volume VIII n Page 5

During these observation times, we

“Do they like to be touched?”

“Can they hear?”

“How long will they get?”

“Why do they squirm?”

“Why do worms curl up?”

“Where are their eyes?”

“What do the babies look like?”

“Do worms have mothers?”

“Do they grow in their mother’s

“Why are they wet?”

“Do worms have a heart?”

“Where are their teeth?”

Educator’s Voice n Volume VIII n Page 6

“I can’t believe a worm has five I live in Classroom 205.

Educator’s Voice n Volume VIII n Page 7

Another group crafted worm books in

Posters and sculptures detailed the life

Student-created poster documenting the

continued on following page

Educator’s Voice n Volume VIII n Page 8

Another research group became inter-

continued on following page

Educator’s Voice n Volume VIII n Page 9

Giving Back to the Community

Educator’s Voice n Volume VIII n Page 10

Educator’s Voice n Volume VIII n Page 11

Educator’s Voice n Volume VIII n Page 12

Derek M. Stoll, Genesee Community Charter School

Christian P. Wilkens, United University Professions

to inspire people, especially adoles- cal knowledge, skills,

(National Governors Association, 3. Construct viable arguments and critique

2010) are eight Standards for the reasoning of others.

principles combine the NCTM (2000) 4. Model with mathematics.

Educator’s Voice n Volume VIII n Page 13

Educator’s Voice n Volume VIII n Page 14

Educator’s Voice n Volume VIII n Page 15

Educator’s Voice n Volume VIII n Page 16

continued on following page

Educator’s Voice n Volume VIII n Page 17

Educator’s Voice n Volume VIII n Page 18

Educator’s Voice n Volume VIII n Page 19

Educator’s Voice n Volume VIII n Page 20