#ClasskickChat Archive
Classkick is hyper-focused on one goal: increase student learning. To achieve this, they listen to educators to truly understand how technology can assist in the learning process.
Tuesday February 9, 2016
Jibran - England - Heard about classkick when searching for methods to carry out AFL on iPads
Tonight we will be discussing Motivating and Increasing Engagement for Low Achieving Students: https://t.co/bwgG0b52Lu
Tonight we will be discussing Motivating and Increasing Engagement for Low Achieving Students: https://t.co/uxSJOZTeRf
Doug from West Michigan, HS Chemistry and heard about this from Twitter.
And our host for the evening will be ! Tell us, what makes you interested in this topic tonight?
Angela here from Lansing, IL. I'll do my best to chime in tonight while I cook dinner :)
Katie, Indiana, heard about from a district colleague
Welcome back! Looking forward to hearing your thoughts on engaging low achieving students!
This is an area that I am currently looking at developing my practise further. Teach Computer science to mixed ability class.
Welcome! Always impressed to see and hear about teachers and their ultimate multi-tasking abilities!
Looking for ideas and good practise
Welcome back Katie! You have some really great examples of engaging struggling students!
You should definitely get a varied group of responses from tonight's participants for future practice!
Thanks! I've spent most of my career so far specializing in struggling students, so I've learned out of necessity.
First timer at Hi everyone! Emily from TN.
Welcome Emily! Glad to have you and hear about how you serve struggling students in Tennessee!
Thanks everyone! Without further ado, I'll turn things over to to get us started!
Thomas here, a Classkick developer, excited for another !
There's an edchat going on RIGHT NOW about motivating struggling students!
Hi I’m Ari from San Leandro Unified. Instructional Coach.
Cristine here from Berkeley, CA - excited to be here!
Q1: What are the common issues associated with low achieving students? How are they perpetuated in your classroom?
Hi Ari! Great to have an instructional coach in the room for a varied approach to struggling students!
Welcome Cristine! We're looking forward to hearing some great tips and advice from California!
A1: I have found its been low aspiration and motivation
A1: struggling Ss can be checked out, passive, discouraged...will try to slide by, invisible, or push back.
A1: Side conversations, talking about anything other than the content at hand, reading other materials, doing homework
Welcome Jessica! We're looking forward to hearing your thoughts on working with struggling students!
A1: would rather appear the class clown or even mean than stupid.
A1: Many students have adopted a sense of learned helplessness.
Has this sort of behaviour been gender specific or are the traits the same across the board
Absolutely - if they are being mean to the teacher or other students, at least they still have confidence
a1: definitely agree with the discouraged. Add timid, shy, sometimes even afraid. Or just a lack of confidence.
A1: uninterested, low self esteem
I've seen a lot of discouraged looks in both genders - young men and women who are frustrated
I honestly see the class clown more with boys, mean with girls, though it's not a steadfast rule (obviously)
Oh yes, especially when the task is so far from what they're used to or do know how to do.
They don't even know which question to ask!
I would agree, although I think I've also seen a lot of silence in boys, as well. Stony silence.
Heather from Oregon. 3rd grade
It hurts so much to hear kids exclaim, "I'm just stupid!" and you want so much for them to not think that
Q2: At what stage do low achieving students become disengaged? Primary, intermediate, middle, secondary school?
A1: As a teacher we have to do our best to encourage and not discourage are troubled Ss.
Yes! You're absolutely right.
A2: Depends on the student. Some are very hard workers even though they are low. Others are already checked out at 3rd gr.
Welcome Heather! Can't wait to hear how you're incorporating great strategies for reaching struggling students!
when students r confused from the start it may not even b what u're teaching, it could b a learning disorder
A2: students can become disengaged on their first day of kinder, if instruction isn’t meeting their needs
very true, sometimes its easy to assume low achieving is the same as poor behaviour
RT A2: students can become disengaged on their first day of kinder, if instruction isn’t meeting their needs
A2: I think it starts very young (primary), but can happen when the gap becomes more obvious or after transitions
I couldn't have said it better! It definitely depends on what they've been exposed to and if they've gotten help!
my heart broke a little just now. Yes!!
Welcome Brianna! Thanks for joining us to discuss engaging your low achieving students!
Or if background left them starting disadvantaged. We expect a lot of kids BEFORE they ever enter school.
A2: I think there are a lot of students that experience a big gap between 3rd and 4th grade
A2: And again between 4th and 5th grade. So much growing up, and the onset of puberty for girls, and difficulty picking up
A2:Can happen at any age but at middle school level the disengagement can be a mask for the fear of failure in front of peers
A2: I'm sure Ss engagement can change by the hour, day, class...Probably depends on numerous factors; home life, lesson, etc.
A2: for me I see it mostly because of the subject matter. Grade level doesn't matter.
Yes - especially those transitions to different buildings where they may leave safety nets behind
very true, peer pressure is a huge factor
Interesting - so you see it when we expect things like fractions for the first time, regardless of at which age?
A2: I also see it happen when Ss are pulled from more engaging subjects to do xtra reading and math :(
RT A2: for me I see it mostly because of the subject matter. Grade level doesn't matter.
Like those intervention blocks that happen during their P.E. and/or recess time? I would agree with that!
RT Yes - especially those transitions to different buildings where they may leave safety nets behind
Absolutely - sometimes, it might just be that day because they're hungry or distracted, or something happened at home
what subjects do you see students most disengaged? I see it most during reading instruction.
is this due to low literacy levels or just a feeling of missing out on activities
yes! We need to (try to) be sensitive to that when we do have to pull kids. Or is there another way?
my 6 year old is a perfectionist. If he can't do something as well as he wants to, he won't & "appears" to be achieving low
Reading and Math for sure - if Science is more hands-on, that seems to help save the student's interest
I've heard of a lot of schools experimenting with different start and end times for students
is this something that children are bought up with, and should we be encouraging a growth mindset from day one
With intervention blocks before and after school rather than during any special during the day
has their been any success in this? Do students feel held back?
Does he then turn off or check out - or does he have that motivation to keep trying until he's happy with it?
science! Some like it and other well it's hard! From all grades. I try to change that!
Ha - it kind of seems like we've all seen students checking out in whichever content WE teach :-D
low literacy levels play a role. A kid reading at a k level receiving 3rd grade instruction will be disengaged.
Yes! Disengaged doesn't always mean low! ANY Ss can feel anxiety about learning/fear of failure 4 many reasons.
science classes, what I teach, so my opinion.
A3: Reading can so often give students a chance to transport themselves into a story, and without the ability, its so hard
A3: They lose the details, the flavor of what's happening!
Q3:How can issues like limited literacy skills and a lack of aspiration hinder students’ progress?How do we overcome these?
RT: Yes! Disengaged doesn't always mean low! ANY Ss can feel anxiety about learning/fear of failure 4 many reasons.
A3 If students don't believe in themselves or see others believing in them, it can b so detrimental. https://t.co/7lj53vVW5e
A3: And motivation, well you just hit it on the head. They absolutely need to know the WHY to keep trying when its hard!
RT: from day one they have to know its ok to be imperfect. And must make mistakes to learn
I think it depends on how interventions are done. If all kids can access help, even top kids, it's not a stigma.
And if it's set up that we all NEED help to keep pushing to the next level, its accepted
literacy is sometimes a factor as well as math skills.
Even as adults, and as adult learners, we still go to mentors and reference materials to learn
How can you use this to create a culture in your classroom?
A3 we have 2b our students biggest cheerleader & create an environment where we all cheer each other https://t.co/vIuQjrKvY4
Q3:How can issues like limited literacy skills and a lack of aspiration hinder students’ progress?How do we overcome these?
A3: Lack of aspiration in Ss is hard to change,but we should praise small successes to try to curb that apathy.
I think we can broaden "literacy" to include all content area awareness - math, science, SS
A3: oh boy, lack of aspiration. Intrinsic motivation. Isn't that the golden ticket?
RT : Even as adults, and as adult learners, we still go to mentors and reference materials to learn
ESPECIALLY when students are challenging themselves and rising to the challenge - not easy wins but tough steps!
it's all about the community/family we build for each other, we all support and celebrate each others successes
Praise the small successes, but also REALLY push the big challenge and big goal we're working towards
my son realized if he could learn to read he could search for his own YouTube videos. Boom. We're reading 2 weeks later
Making it apparent WHAT we're working so hard for and WHY we can't stop til we achieve it!
RT : it's all about the community/family we build for each other, we all support, celebrate each others successes
A3: Feeling success w/something that used to be hard is nearly addictive. It's hard to get there, but they WILL want more.
Wow - what a perfect example! Real-world want and motivation = hard work = success (and getting what he wants!)
Absolutely. Important Ss see "the big picture"
For sure! I tell my kids this all the time.
Breaking tasks down into more manageable chunks
It's just so hard to help kids (with so few years of experience) to see that bigger picture &self-discipline
too cute! but the motivation was HIGH there!
Sometimes it can be hard to help adults see that (why we all struggle so much with diets and exercising!)
So the question is how do we equate classroom skills with "want to search for my own YouTube videos"
learning should b more like a game, if you fail, you try again until you get it
Q3: How can issues like limited literacy skills and a lack of aspiration hinder students’ progress?
You have to find out what makes them tick/ how to relate your content to them. Somethings fail. Others work
Q4: What strategies have worked in your classroom? Has anyone tried any of these https://t.co/jAZ1otzLjj with success?
A4: culturally relevant instruction! Incorporate what matters to student lives/experiences.
Project based learning, inquiry lead projects, STUDENT CHOICE :)
you celebrate the small successes. Those pile up over time.
A4: A LOT of Chicago Public Schools use Everyday Math as an attempt to spiral learning through multiple years
there's a lot of research right now saying exactly that, in regards to how kids react to losing a video game.
A4: I can't speak for most teachers but I always felt like spiraling everything rather than going into depth meant reteaching
have you used any strategies to demonstrate this
A4: First, class must be a safe place. We won't risk failure otherwise. Takes time to build that trust, but it's essential
works like a charm. It destroys the I'll guess till I get it correct MC and gives all Ss in my class a voice
A4: Keep our teaching surprising. Use curiosity and interest whenever possible. And hands on!
What levelling strategies have you used or has it been mainly on
Yes!! If my students didn't already love zombies, I totally convinced them. Thats what we do! lol
Everyday Math has one skill per day, then the skills repeat in following grades.
"Coming from them" meaning they are the ones preparing the problems/assignments?
How has this worked for you in the classroom.
A4: Student-centered, project-based, safe-environ, student choice, multiple ways to do assign.
Does your "surprising-ness" ever mean dressing up in costumes or being different characters?
A4: From personal experience, I would stand at my desk, and my Ts allowed it. I think I had too much energy as a kid...
- oh yes, the dreaded guessing game! I watch and cringe when students are on computers clicking buttons
They keep going until they get that "ding" that they got it correct and fly through each question :-(
Honestly, no. I love that other ts do, & though I'm quirky, I haven't done that.
Pre-Classkick, all my leveling was around making a really tough assignment and scaffolding
Q5: How do you provide the “extra help” to the students that need it? Is it just more time that makes the difference?
. Was going to say "be exciting". Like dancing, standing on tables, etc. make learning fun!
RT Was going to say "be exciting". Like dancing, standing on tables, etc. make learning fun!
Any assignment or quiz, I would add more scaffolded questions to the beginning
A4: As a teacher you need to get know all your Ss, especially at risk Ss. Once they know you care, there is no limit.
I worried that students wouldn't take me seriously when I was done, but my favorite colleagues were those
yes Shane! our class is a family. They know they can count on us 100%
that were unafraid to get all of the students' attention and really BE that Ms. Frizzle or Jaime Escalante
A5 after school tutoring, scaffolding, having a parent helper, partnering them with stronger students https://t.co/bP6iCqM0mc
Q5: How do you provide the “extra help” to the students that need it? Is it just more time that makes the difference?
Absolutely - there's usually a reason they're "at-risk" and you have to explicitly target what that reason is
A5: It's not just extra time, it's the quality of the extra help. Spending time in the best way is arguably more important
will be trying some of these ideas
I know...maybe I can let go of some more pride and give it an (uncomfortable) shot :)
very true, its about making that impact
A5-2: So that said, what's the best use of Ts limited time with kids who are "checked out"?
A5: Extra help may only be valuable if you and the students have a strong relationship where you can push them
A5: Like you could invite them to school for tutoring before or after, but they still have to do the hard work
RT A5-2: So that said, what's the best use of Ts limited time with kids who are "checked out"?
Q5: Time, yes. But also encouragement. Start at the bottom, build confidence, and move to more complex ideas
And what's your messaging to those "higher" students that are providing the support?
A5: The value of working with them, side by side. Stick with them even when they want to bail.
this may sound silly but I am always telling my kids: we do the right thing because its the right thing to do.
I like to have my students be the actors - and I know I'm asking them to go up on stage, so I better try it
A5: and don't hold their immaturity against them, because they WILL try to make you give up on them at first.
Seems like you have to figure out the reason they're "checked out" so that you can re-engage them.
If it's because the content is too hard, provide the scaffolding/tutoring. If its because they're upset, a talk
and the thing is kids are kids, they are going to act like kids because its who they are.
If it's because they're hungry, an extra breakfast. Etc.
Q6: Where do you stand on the “Computer Science For All” initiative? Do you believe it will help your students?
I could just see your students spouting that line of wisdom at people visiting your classroom :-D
A5: also something to be said 4 sometimes doing like-proficiency groups so they see they aren't the only 1 who doesn't get it
A6: I think it will surely depend on the way that it rolls out (like all educational initiatives).Quality teaching= essential
A6: There are many great skills required in computer science - logic, resilience, creativity - that can help our students
A6: Our at-risk and low students need options for them to find their niche and this initiative is one of those great options.
A6: And for some, it will definitely open doors to things they can now accomplish that they may never have known before
A6: I only fear that it may take away funding from other electives - like music, art, and drama.The money has to come from...
A6 eek! they all DO need it, but they also need: healthcare, afterschool programs, art, music https://t.co/mOGs9iOZCX
Q6: Where do you stand on the “Computer Science For All” initiative? Do you believe it will help your students?
A6: somewhere, as do the teachers, and the teaching positions. What happens if CS is required, but 4 years of Science is not?
Well said. It's like, I'm absolutely not dissuading people from adopting CS in their schools, let's just keep
making things better for kids and their families all the way around.
its so scary to think but yes: what do we sacrifice? lol
A6: I love teaching how the world works, and computers are a big part of the world. I think computer science is a must.
I think this has been an absolutely wonderful discussion from everyone! Any final thoughts ?
no more Roman numerals even the super bowl!
A6: Can we integrate it naturally in other subjects? Isn't that how some CS skills are in the real world?
Thank you for taking the time today to share your ideas. I can now try and adopt these in my teaching, Thank You
Would CS be taught as an elective or in a block during the day? https://t.co/RlBcwn7cJC
A6: I love teaching how the world works, and computers are a big part of the world. I think computer science is a must.
Absolutely - there is plenty of integration between math and computer science, and the scientific method!
