Using Comic Books to Support Writing

Super heroes are all around us. In the movies, on TV, on T-shirts, on lunch boxes, and of course in comic books.  While you may think of the stereotypical comic book character from the Simpsons, these visual narratives can offer young readers a new approach to learning. On this episode of the Mind Matters Show, Dr. Craig Pohlman talks to Dr. Pat O’Conner about how comic books can be used to support writing. (Check out part 1 on comic books and reading instruction here)

The first thing comics offer is a hook. If your young student struggles with getting motivated to write, the popularity of super heroes and drawings might spark their interest. Rather than trying to get through paragraphs or pages of plain text, try shifting the format. Creating a super hero storyboard of panels with narration and dialogue can be more fun and intriguing, while still providing writing practice and expression.

Another way to use comics is as templates. A parent or teacher can scan pages of comics and blank out the prewritten speech bubbles. The exercise would be to have to the student fill in the missing text based on the visual context. For example, what would this character be saying in this panel? Why would they be reacting like this? This scaffolding approach can be a fun different way to get students involved in the writing process.

Comics can offer an alternative approach to writing with visual storytelling potential as well as a fun and educational writing exercise. So why not give it a try?

 This post was originally published on Southeast Psych’s blog

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Bruce Springsteen on Education

This  Bruce Springsteen quote is from an old video interview, which was reported on author David Shenk’s Genius Blog. The image was put together by the folks over at We Are Teachers.

In our books, this just reaffirms that he is, in fact, The Boss.

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Image source: We Are Teachers Pinterest

The Myth of Average

Todd Rose’s brilliant talk at TEDxSonoma expands on a startlingly simple point:

When you design for the average, you design for no-one. He suggests instead we to need design for the extremes.

For anyone who has worked with students, it is an intuitive enough concept, in theory. Yet in application, it has proven challenging, especially in a climate fixated on norm reference test scores, where average is king (or queen). How do we design and deliver for the wide variability of students’ learning profiles when there is so much pressure to get all students to the same level in all subjects?  The default has become education policies that claim to race to the top, but instead stagger for the middle, effectively limiting the extremes.

As Rose so eloquently demonstrates with a story from military history, in trying to target the average, we invariably isolate everyone.

What makes him an expert in this topic? He was a high school dropout with a 0.9 GPA who is now an author of “Square Peg” and a professor at Harvard Graduate School of Education.

He says,

I’ve been to the very bottom of our educational system. I’ve been to the very top. I’m here to tell you that we are wasting so much talent at every single level. And the thing is, because for every single person like me, there are millions who worked as hard, who had the ability, but who were unable to overcome the drag of a educational environment designed on average. And their talent is forever lost to us.

Watch his talk above for more. We guarantee you will be even more inspired to cultivate that which makes your students unique, wonderful, and valuable to the well being of our communities.

The Mind Matters Show: Study Tip — The Format Shift

Here is the latest video from Dr. Craig Pohlman’s “The Mind Matters Show.” Ben Berg describes the video on this blog post as such,

When it comes to studying for a test, some methods give you a better chance for success. On this episode of the Mind Matters Show, Dr. Craig Pohlman explains the difference between active and passive studying (and how a strategy called the “format shift” can help):

  • Passive Studiers –simply go over the material and let it skim across their minds
  • Active Studiers – engage with the information, such as by transforming it so it embeds into long term memory

This is where the format shift comes in. An active studier would take information they are studying and re-organize it. For example, they would take the content from a textbook paragraph and create a schematic diagram, pictorial diagram, or a compare/contrast table.

The key to the format shift is the process. The act of transforming the information from one format to another embeds the information much more deeply. The multiple formats are more compelling than a plain paragraph in a textbook, so this also makes studying more interesting!

The next time you have to study for a test, consider the format shift in order to get the most out of your study session.

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Paradox of Students’ “Deficits” As Society’s Strengths

179897674_ee402474d9_bThe Economist article, “In praise of misfits,” lays out the business-related benefits of what the author  calls “creatives,” “anti-social geeks,” “oddball quants,” and “rule-breaking entrepreneurs.” While the entire article is well worth the read, we have pulled out a few quotes to help frame the idea that we should work tirelessly to help our school system to support these “misfits.”

Rather than treat their uniquenesses as deficits, we would do well to build on their actionable strengths and affinities — qualities that are proving to shape our present, and will surely impact our future.

From the article:

Recruiters have noticed that the mental qualities that make a good computer programmer resemble those that might get you diagnosed with Asperger’s syndrome: an obsessive interest in narrow subjects; a passion for numbers, patterns and machines; an addiction to repetitive tasks; and a lack of sensitivity to social cues.

Additionally,

Similar traits are common in the upper reaches of finance. The quants have taken over from the preppies. The hero of Michael Lewis’s book “The Big Short”, Michael Burry, a hedge-fund manager, is a loner who wrote a stockmarket blog as a hobby while he was studying to be a doctor. He attracted so much attention from money managers that he quit medicine to start his own hedge fund, Scion Capital.

The article goes on,

Entrepreneurs also display a striking number of mental oddities. Julie Login of Cass Business School surveyed a group of entrepreneurs and found that 35% of them said that they suffered from dyslexia, compared with 10% of the population as a whole and 1% of professional managers. Prominent dyslexics include the founders of Ford, General Electric, IBM and IKEA, not to mention more recent successes such as Charles Schwab (the founder of a stockbroker), Richard Branson (the Virgin Group), John Chambers (Cisco) and Steve Jobs (Apple).

All that said, however, there must be balance between the “creatives” and what the article refers to as, “The Organisation Man,” or the “‘well-rounded’ executives.” The writer goes on to explain,

Where does that leave the old-fashioned organisation man? He will do just fine. The more companies hire brilliant mavericks, the more they need sensible managers to keep the company grounded. Someone has to ensure that dull but necessary tasks are done. Someone has to charm customers (and perhaps lawmakers). This task is best done by those who don’t give the impression that they think normal people are stupid.

All of this hints at the need for the real career-ready skill of knowing simply how to get along — to not just tolerate differences, but to appreciate and leverage these differences as opportunities to innovate and become more than the sum of our parts. Our learning communities can be (and already are) incubators of the social relationships that, in part, define a student’s path beyond graduations, for better or for worse.

What if we were so bold as to decide that each student is a learner, learning changes lives,  learning happens in different ways, and learning empowers, and therefore we need to ensure that each student feels the work of schooling matters to them and that their strengths and affinities are not only valued, but embraced and employed as essential to the success of the community?

Do we need to wait until these “misfits” graduate and enter the workforce to change the following?

Those square pegs may not have an easy time in school. They may be mocked by jocks and ignored at parties.

Because, after all,

. . . these days no serious organisation can prosper without them. As Kiran Malhotra, a Silicon Valley networker, puts it: “It’s actually cool to be a geek.”

We, as educators and advocates of all students, have the power to change this trend. There is no need for students to wait until adulthood to find that their strengths matter, and no research suggests this is in the best interest of students, especially those “creatives, oddballs, and/or square pegs among us.

Photo Credit: BrittneyBush via Compfight cc

One Story About Embracing Diversity and Empowering Students

In this powerful and inspiring TEDxManhattan talk, teacher Stephen Ritz shares a program he started with his students called Green Bronx Machine. More important than the program itself, though, is how the experiences have transformed and empowered his students — their present and their future.

Jackie Gerstein describes his work in her post “Learners as Entrepreneurs,”

Stephen Ritz’s Bronx classroom features the first indoor edible wall in NYC DOE which routinely generates enough produce to feed 450 students healthy meals and trains the youngest nationally certified workforce in America. His students, traveling from Boston to Rockefeller Center to the Hamptons, earn living wage en route to graduation.

One of the things that makes his talk so incredible, besides the breakneck pace of it and his constant stream of witticisms, is how the program embraces the diversity — of mind, body, class, and culture — of his students. The student variation becomes a proof point for the validity and integrity of the program. Take a look and see for yourself.

What other projects / programs do you know of that support diverse student profiles and bring about good in a community? Share in the comments.

7 C’s of Resilience

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A recent piece at KQED’s MindShift blog titled, “How Free Play Can Define Kids’ Success,” explores some of the ideas from Kenneth Ginsburg book Building Resilience in Children and Teens. It is part of a growing trend of research and theories related to student efficacy, tenacity, and persistence.

These are important ideas for anyone working with students and kids in today’s schools. With so much focus on test scores within a limited scope of “basic subjects” we sometimes lose sight of the larger goals in “schooling” students: We want them ALL to be successful in whatever they choose to do.

In looking to reach all students, regardless of their learner profile, we might do well to consider how we might foster resilience in our students. Below are Ginsburg’s “7 C’s of Resilience” which should lie at the foundation of our design and delivery of learning experience for meeting the needs of all students.

7 C’s of Resilience

1) COMPETENCE: Young people need to be recognized when they’re doing something right and to be given opportunities to develop specific skills.

2) CONFIDENCE: Confidence comes from building real skills that parents and educators can teach and nurture. Confidence can be easily undermined, but also bolstered by tasks that push learners without making the goal feel unachievable.

3) CONNECTION: Being part of a community helps kids know they aren’t alone if they struggle and that they can develop creative solutions to problems.

4) CHARACTER. Kids need an understanding of right and what wrong and the capacity to follow a moral compass. That will allow them see that they cannot be put down.

5) CONTRIBUTION: The experience of offering their own service makes it easier for young people to ask for help when they need it. Once kids understand how good it can feel to give to others, it becomes easier to ask for that same support when it’s needed. And being willing to ask for help is a big part of being resilient.

6) COPING: Kids need to learn mechanisms to manage their stress by learning methods to both engage and disengage at times. Some strategies for doing this include breaking down seemingly insurmountable problems into smaller, achievable pieces, avoiding things that trigger extreme anxiety, and just letting some things go. After all, resilience is about conserving energy to fit the long game and kids need to know realistically what they can affect and what should be let go.

7) CONTROL: In order to truly be resilient a child need to believe that she has control over her world. Feeling secure helps engender control, which is why kids test limits.

Photo Credit: MadRussianPhotography via Compfight cc