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Posts: 15
Reply with quote  #16 
I love teaching research, but researching itself has changed so much in the past decade or so. No longer are students seeking books; everything is online, and if you use the right source, the citation for each article is completed for the students already. I no longer have to teach bibliography card form or note card form.
When research time arrived this year, I began by telling the students how it used to be done and what was required of students in years past. Suddenly, the horrors of having to learn proper skills weren't so horrible. They accepted the lessons for what they were, with gentle reminders along the way of how it used to be, and I feel in the end were accepting of the "new" way of research. 
Now if I can only get them to not random search. . .

Posts: 42
Reply with quote  #17 
Give an example of how have you used either positioning or reframing in your classroom (pgs. 60-63)?

Marketing anything at my school is tough!  (I work at the disciplinary alternative campus.)  I just completed my 19th year of public school teaching and one of the things I've accepted is that it really makes a difference if students like you.  I am blessed to be one of the first teachers the students see each day when they get off the bus and I welcome them.  I welcome them regardless of what happened the day before, and I know it's very possible my smile is the first they've seen that day.  I hope this encourages students to WANT to come to my class (I've heard other students say they wish they were in my class.)  I can't reach them all, but I do reach many.  When students like me, they want to work for me.  Most of the students who make it to our campus are miserably failing their courses.  I've helped many students pass math - who have never passed math before and sometimes I've built a strong enough connection I've been able to encourage them to work harder in other subjects.

Jennifer Goedken

Posts: 6
Reply with quote  #18 
I think what I do on day one is kind of an example of both positioning and reframing. I have the students pull out their course schedule and syllabus. I ask them to find every instance of the word "English" and cross it out. I then explain that this is NOT an "English" class; it is a Literature course. We replace each instance of the crossed out "English" with "Literature". Once I have laid that groundwork, it opens the discussion to just what literature is, and consequently, why we should study it. We start with the George R. R. Martin quote: "A reader lives a thousand lives before he dies, but the man who never reads lives only one." I introduce the metaphor of the sculpture in a museum: Suppose you went to a museum where the greatest sculpture ever was on display. The sculpture is bigger than a mountain, and has so many intricate details that you could walk around it for months or even years and never see it all, but the beauty and wisdom it contains is essential to truly living. Now suppose it was surrounded by a wall. In this wall are millions of windows, but each viewer has to pick one and only one window in the wall to look through at this most valuable and masterful sculpture. That one viewpoint is all you ever get. Wouldn't you feel gipped  Life is that sculpture, and your window is your body, your senses, your culture, location, and time. Fortunately, viewers have recorded what they have seen through all of the different windows, so we don't have to wonder. We may only get one window to peek through, but we can select from a limitless number of eye-witness accounts on what the sculpture contains, and we can formulate a more complete picture in our minds. And since this sculpture contains all there is to know about life, we owe it to ourselves to read those eye-witness accounts, to learn all that we can about life and living, and to record our own accounts, so that the lives of those around us can be made better as well. That is the purpose of literature. Life IS Lit. (Drops the mic.)

Posts: 6
Reply with quote  #19 
Reframing: I am a "Kodaly" music teacher. This means our general process is "prepare", "present" and "practice." Practicing an element we have learned is all about reframimg! Well, most of the time. My biggest "outside the box" reframing I attempted this year was a "snowball fight." When I came up with the idea I thought either it would be the best thing we did all year or crash and burn.

We were practicing reading patterns of do re mi on a standard staff. So I took some large staff paper and wrote a few 2 measure patterns on two sets. I then used chairs and butcher paper to build two "forts" and wadded up left over math worksheets from a neighboring class. Each team had to "steal" the ice block of the pattern they heard from the other team and get it back to me for the point without being "frozen" by a snow ball. If they were frozen they could be unfroze by their "jack de-froster". I had students who were "reluctant" participators actively finger tracking the notes they saw across the room on the other fort and then pointing them out "there! It's that one!!!" 

I actually was going to submit this idea for a conference presentation but chickened out. My plan is to come up with at least 2 more of these wild ideas and submit a proposal next year. 

"Teach music and singing at school in such a way that it is not a torture but a joy for the pupil; instill a thirst for finer music in him, a thirst which will last for a lifetime. " -Zoltan Kodaly

Jenny Todd

Posts: 6
Reply with quote  #20 
I used to work as a Reading Intervention teacher and most of the students would begin the year with a comment like "I know how to read, why do I have to come here?" I would use positioning to let the kids know that I was going to be focusing on Thinking skills not just reading skills. My partner and I used chants and hand motions from Whole Brain Teaching to engage the students and they really began to look forward to working in the Reading Lab.
I guess the most powerful use of reframing involved STAAR scores. Most of the kids I worked with didn't really think they had much of a chance of passing the test and so we really focused more on growth. Kids became confident and encouraged to work hard when all they had to do was compete against themselves and not really worry about what everyone else scored.

Cathy Holladay

Posts: 6
Reply with quote  #21 
Reframing is something I do on a regular basis in my art classes. I always have students say they can't draw something it's to hard. I simply turn the object they can't draw into shapes and lines instead of the object. By redefining their object to shapes in their mind they then see they can draw it.
Lacey Griffith :) 

Posts: 63
Reply with quote  #22 

I’ve used both positioning and reframing for various lesson plans. Playing various games to help students recall important information is always a lot of fun. I definitely almost always have their attention when I turn something they consider boring into a fun game.

Vocabulary can be a drag. But I turn vocabulary into game similar to hangman, minus the hangman image. I kind of play it like Wheel of Fortune. I give the students a clue (I usually write the clue above the blank lines for each letter), and they give me letters. If the letter isn’t there, I don’t put it on the board; they have to remember what letters were called.  This hasn’t failed me yet.  


Posts: 6
Reply with quote  #23 
I use re-framing a lot in my classroom.  In order to make the lessons fun and interactive I use SmartBoard lessons and Kahoot.  Both activities help make the learning process of any lesson fun.  

Using Kahoot, I am able to set up teams and they can play against each other.  There are several pre-made games there that work well with my second grade students.

Posts: 13
Reply with quote  #24 
In learning geometry in my Math class, the definitions are vital when describing quadrilaterals. In order to help them recognize the different shapes, I used positioning by getting out of the classroom and taking a field trip. I teach in a district where we are fortunate to have our elementary, middle, and high school in close proximity to each other. So, we went on a random, unplanned(that is, in their minds) trip to our elementary cafeteria where there are many examples of trapezoids in the design of the ceiling. They were able to compare them to other 4- sided polygons first hand instead of memorizing definitions and just looking at shapes in the book. This gives them a point of reference that I'm able to remind them about. Plus, it's always fun to get out of the classroom!!

Posts: 32
Reply with quote  #25 
As an accountant turned teacher, math is my priority as a subject matter.  For elementary students, it is often considered the hardest, and most disliked subject.  I have found several methods that help students develop and interest in the lessons.  Most teachers already use visuals, such as candy, toys, animals, etc., incorporated into math problems to make them more interesting.  Another method I find useful is to incorporate local career paths as a tool to remind the students of the importance of math in the daily lives of their parents, and guardians.  For example, living on an island, many make their living as fishermen and shrimpers.  We discuss in class how a fisherman would use weight and multiplication to determine how much to charge for his catch.  It's amazing how interested the students become, when they realize there is a real use in the everyday lives of their parents for their math lessons.
Rita Wilcox

Posts: 49
Reply with quote  #26 
My children's teacher reframed addition and subtraction review which is tedious and kind of boring by allowing them to plan a trip to Disney World. They were given a budget and then asked to plan every aspect of the trip. This required them to not only do a lot of addition and subtraction almost unknowingly, but also provided a real life application and a chance to make decisions (do I want an expensive convertible rental car or the deluxe food package?). They had so much fun with the activity comparing their choices and weighing the pros and cons of their planned trips.

Posts: 6
Reply with quote  #27 
Vocabulary is framed as discovery and excitement in my classroom. My students will tell you I'm a "Word Nerd". I become positively excited at the prospect of sharing new words with the class. They come into class wondering what new Greek or Latin word root, prefix, or suffix I will pull into Science and Social Studies instruction. They will sometimes bring in a word they have found to see if they can stump me. At the end of the year, many of my students showed their "Word Nerd" side in the messages they wrote to me. My students couldn't wait for me to read their message and discovery the vocabulary they learned this past year correctly incorporated (connotation and denotation) into their messages. 

Posts: 89
Reply with quote  #28 

As a junior high science teacher, I used both positioning and reframing in lessons, but can definitely amp it up with some of Burgess’s ideas.

One of the units I was most passionate about and used positioning for was my Environment Unit. I presented the objectives to students as real life problems that are occurring at school, at home, in town, and all over the world. Their assignment was to find solutions to these problems (littering, limited landfill space, air and water pollution, endangered animals and plants, etc.) and share them with the class. They learned how they can easily make a positive or negative impact on their immediate environment and save money in the process (turn of lights/water, purchase products from responsible and trustworthy companies, volunteer opportunities that make an impact locally).  Even as a young teenager, students learned they can make a difference in our community, as Burgess calls it, an LCL. 


Reframing was easy to do because as a junior high science teacher, because I used lots of hands-on and discovering learning activities, science experiments, demonstrations, and class games to get them excited about science! They knew it was more than just book work and worksheets like in previous years. 


Posts: 45
Reply with quote  #29 
Many of our students do not read for fun. I have tried to reframe reading so that reluctant readers see it as exciting.  I try to get them to see they can travel anywhere and have adventures.  I also show them different media to read.  We use eBooks, online databases, books, and magazines. 

Posts: 42
Reply with quote  #30 
Reframing:  I am always trying to find new activities that I can refer to as a "game" that children will enjoy while learning.  I especially use games when I am working on spelling.  I also try to find a play on words or a "hidden" way for students to remember the spelling of more difficult words.   

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