{"id":145983098,"date":"2024-06-25T15:03:44","date_gmt":"2024-06-25T15:03:44","guid":{"rendered":"https:\/\/writetosuccess.net\/teaching-with-acclaim\/"},"modified":"2024-06-25T15:03:44","modified_gmt":"2024-06-25T15:03:44","slug":"teaching-with-acclaim","status":"publish","type":"post","link":"https:\/\/writetosuccess.net\/ar\/teaching-with-acclaim\/","title":{"rendered":"Teaching with ACCLAIM"},"content":{"rendered":"<p class=\"wp-block-paragraph\">What follows was written at the end of last academic year.<\/p><p class=\"wp-block-paragraph\">Twelve months later, nothing has changed except context (a shift from hybrid to full-time online teaching).<\/p><p class=\"wp-block-paragraph\">If anything, the past year has reinforced these observations and increased my dedication to offering each student my very best and encouraging them to do <em>their<\/em> very best \u2014 which is where ACCLAIM comes in.<\/p><figure class=\"wp-block-image size-large\"><img decoding=\"async\" loading=\"lazy\" src=\"https:\/\/images.unsplash.com\/photo-1635424239131-32dc44986b56?crop=entropy&amp;cs=tinysrgb&amp;fit=max&amp;fm=jpg&amp;ixid=M3wzMDAzMzh8MHwxfHNlYXJjaHwxMnx8Y2xhc3Nyb29tfGVufDB8fHx8MTcxOTI1OTM3Nnww&amp;ixlib=rb-4.0.3&amp;q=80&amp;w=1080\" alt=\"an empty classroom with wooden desks and windows\"\/><\/figure><p class=\"wp-block-paragraph\">Each year, each class, each assignment, each student is a new opportunity and learning curve. Rather than expect (naively) to rewind and press play, it is better to figure out what works in broad terms, and use that as a springboard for the next fresh start.<\/p><p class=\"wp-block-paragraph\">Because I\u2019m a geek and like mnemonics, I boiled down seven key lessons from the past school year into the word ACCLAIM \u2014 something all teachers want (right?). And all students deserve.<\/p><h2 class=\"wp-block-heading\">Adapt<\/h2><p class=\"wp-block-paragraph\">I like planning, making lists, ticking things off. When preparing lessons, I get a kick out of an orderly progression. What feels like orderly progression to me, though, can seem incomprehensible or plain boring to my students. One of the important things I learned this year was that to be effective meant to adapt. Sometimes, this meant tossing out a whole assignment; sometimes it meant an in-class pivot when an activity sank like undercooked souffle; sometimes it meant adding materials or exercises to ensure an individual student had what they needed to succeed.<\/p><p class=\"wp-block-paragraph\">One example of an individual adaptation that benefited the whole class was when student said they were struggling to follow the plot of <em>All Quiet on the Western Front<\/em>. This alerted me that the dense, gun-smoke swirl of memories that carry the reader from the battlefield to the intimate reaches of Paul\u2019s life were a lot for a less-experienced reader to follow, so I created a chapter by chapter summary\/study guide that included plot points, key characters and vocabulary lists. By reading the summary in advance of the chapter, students were able to track the main events of the novel, learn vocab and better understand the narrative arc.<\/p><h2 class=\"wp-block-heading\">Challenge<\/h2><p class=\"wp-block-paragraph\">Adapt works both ways: sometimes it is appropriate to summarize and simplify; sometimes, students need to be challenged. Doing this right, means they should be at the edge of \u2014 or just beyond \u2014 their comfort zone, but in a situation where they have tools to address the task.<\/p><p class=\"wp-block-paragraph\">For example, my sixth grade students learned what Shakespearean sonnets are, then wrote them. This challenge worked because we defined everything: iambic pentameter, rhyme scheme, volta, etc. Once they understood how a sonnet was constructed, we read humorous contemporary examples that showed how the form, however strict, could be applied to any topic. Then we worked through each student draft together, line by line, counting syllables, testing rhymes, reinforcing by repetition while also having fun.<\/p><h2 class=\"wp-block-heading\">Co-create<\/h2><p class=\"wp-block-paragraph\">Students are only going to be participants in their learning if they are allowed to participate. For me, this means letting go of my ideas about perfectly formatted assignments and visually pleasing presentations and letting students co-create with me, and with each other.<\/p><p class=\"wp-block-paragraph\">Midway through the year we trialled collaborative Google Slides presentations, where students contributed their efforts to a single presentation. Initially, I created the presentation and turned them loose on it. By the end of the year, they were setting up the joint presentations themselves.<\/p><p class=\"wp-block-paragraph\">For final writing projects, there was a co-creation element, as students were given the option of choosing a set question or pitching their own big idea. Most students choose to come up with their own topics, with me as a consultant to ensure their ideas were appropriate to the scope of work.<\/p><figure class=\"wp-block-image size-large\"><img decoding=\"async\" loading=\"lazy\" src=\"https:\/\/images.unsplash.com\/photo-1593698054469-2bb6fdf4b512?crop=entropy&amp;cs=tinysrgb&amp;fit=max&amp;fm=jpg&amp;ixid=M3wzMDAzMzh8MHwxfHNlYXJjaHwxfHxzdHVkeWluZ3xlbnwwfHx8fDE3MTkzMjcxNzV8MA&amp;ixlib=rb-4.0.3&amp;q=80&amp;w=1080\" alt=\"woman in black and white shirt writing on white paper\"\/><\/figure><h2 class=\"wp-block-heading\">Link<\/h2><p class=\"wp-block-paragraph\">One of the things I love best about teaching literature is tracking ideas, themes and debates across epochs and regions. Without this connectivity, literature would just be words on a page \u2014 who cares? Only by helping students identify and explore the links can they truly appreciate the scope and magic of the written word. This is critically important for teens. They are teetering towards independence, trying to understand the world they find themselves a part of; they haven\u2019t yet claimed their literary heritage. So it is imperative to make explicit connections they might not see otherwise: historical, economic, social, topical.<\/p><p class=\"wp-block-paragraph\">For instance, when studying <em>Frankenstein<\/em> by Mary Shelley, my students read Jeanette Winterson\u2019s essay, \u2018Love(lace) Actually\u2019 which links Shelley with pioneering machine-maker Ada Lovelace with Alan Turing, and Frankenstein\u2019s monster with modern technology. We also dipped into <em>The Heart of Darkness<\/em> for another example of a frame narrative, establishing thematic and stylistic links to anchor the text in broader conversations. Also, I introduced Romanticism by showing them Meatloaf\u2019s \u2018I Would Do Anything for Love\u2019 video. Let\u2019s just say, there were no new Meatloaf fans after that. Maybe you have to be a child of the 80s to dig that OTT?<\/p><h2 class=\"wp-block-heading\">Aim<\/h2><p class=\"wp-block-paragraph\">Have a target. Make sure students know what it is and how to hit it.<\/p><p class=\"wp-block-paragraph\">This is a work in progress for me, but I can confidently say that classes run more smoothly when everyone knows what we\u2019re doing and <em>why<\/em>. Sometimes the why might sound arbitrary, e.g. we\u2019re reading this book because it is a great example of X (notwithstanding all the other perfectly good literary examples) but even so, it is worthwhile to articulate the class aims and repeat as needed.<\/p><p class=\"wp-block-paragraph\">As a student, I hated fuzzy assignments or vague grading standards. How do you know what you\u2019re supposed to be doing if the aim is undefined?<\/p><p class=\"wp-block-paragraph\">As a teacher, I want to protect my students from that frustration, and myself from their excuses (\u2018but I didn\u2019t understand\u2026\u2019). Clear, concise goal setting, including deadlines, frees up everyone\u2019s brain space to focus on what matters. For example, each classes final writing project was scheduled, broken down into steps with individual deadlines and students were given the rubric and grading standards in advance. (This might sound over-prescriptive, but middle school is where structure needs to happen so students can break free of it in secondary and further education.) Obviously, how (and to what extent) students hit the aims varied, but they had a clear, fair, impartial structure to work within.<\/p><h2 class=\"wp-block-heading\">Iterate<\/h2><p class=\"wp-block-paragraph\">My expectation that year two would be easy was based, in part, on the assumption that I could wholesale reuse materials and texts from the previous year. That was lazy thinking.<\/p><p class=\"wp-block-paragraph\">This year was better was when I rejigged, or even started from scratch. Though working with the same broad themes and literary time periods, there was massive opportunity to iterate and improve. For example, instead of using <em>Strange Tales from a Chinese Studio<\/em> by Pu Songling as a main text, I selected a handful of stories and wove them into reading Grace Lin\u2019s stunning novel <em>When the Sea Turned to Silver, <\/em>which weaves Chinese folklore into a zesty YA adventure story. My students were far more immersed in the novel than the would have been in the stories alone, and they were able to see the link between Songling\u2019s 18th century work and contemporary Chinese writing and traditions<\/p><figure class=\"wp-block-image size-large\"><img data-recalc-dims=\"1\" decoding=\"async\" loading=\"lazy\" src=\"https:\/\/i0.wp.com\/substack-post-media.s3.amazonaws.com\/public\/images\/3e02b64e-b824-4cef-8e14-520994cdef06_2048x1638.jpeg?w=1080&#038;ssl=1\"\/><\/figure><h2 class=\"wp-block-heading\">Model<\/h2><p class=\"wp-block-paragraph\">This year, I\u2019ve been more open about my geekiness, quicker to say how crazy in love I am with an author or text. Do my students think I\u2019m weird, or maybe should get out more? Possibly. But they also seem to respect my passion for literature and language, even if they don\u2019t understand or share it.<\/p><p class=\"wp-block-paragraph\">To me, this is what modelling is all about. How can I persuade students to love words, or to push themselves on an assignment, if my example is <em>meh<\/em>?<\/p><p class=\"wp-block-paragraph\">If I want students to be excited about books, I need to be excited about books. If I want them to take risks, I have to take risks. If I want them to make and learn from mistakes, I need <a href=\"https:\/\/cwarnckewriter.com\/2023\/02\/06\/on-screwing-up\/\">to make and learn from mistakes<\/a>. If I want them to discover joy, I need to embody the joy that awaits discovery.<\/p><p class=\"wp-block-paragraph\">The vast importance of modelling hit me when I realized that I remember a mere handful of books I read prior to high school graduation: <em>To Kill a Mockingbird<\/em> in 9th grade, <em>The Odyssey<\/em> and something by Shakespeare in 12th grade. That is it. And I love literature and lived for those classes. So, realistically, even my most engaged students will remember between one and zero of the books they are assigned.<\/p><p class=\"wp-block-paragraph\">What I do remember about literature classes? My teachers and how damn much they cared about words and writing, and how those models encouraged me to believe these were things to cherish and celebrate.<\/p><p class=\"wp-block-paragraph\">That\u2019s what I want for my students. Any year I succeed in communicating that will be a good year.<\/p>","protected":false},"excerpt":{"rendered":"<p>What follows was written at the end of last academic year. Twelve months later, nothing has changed except context (a shift from hybrid to full-time online teaching). If anything, the past year has reinforced these observations and increased my dedication to offering each student my very best and encouraging them to do their very best [&hellip;]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"nf_dc_page":"","_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-145983098","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Teaching with ACCLAIM - Write To Success<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/writetosuccess.net\/ar\/teaching-with-acclaim\/\" \/>\n<meta property=\"og:locale\" content=\"ar_AR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Teaching with ACCLAIM - Write To Success\" \/>\n<meta property=\"og:description\" content=\"What follows was written at the end of last academic year. Twelve months later, nothing has changed except context (a shift from hybrid to full-time online teaching). 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