New Kent High School Presentation
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One Day Professional Development for New Kent High School
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New Kent High School Presentation
- 3. Your Story • Your Name • Years Teaching • Courses you Currently Teach
- 4. 1993
- 5. What do you teach?
- 6. How do you Teach?
- 7. Why do you Teach?
- 13. Your Story • Your Name • Years Teaching • Courses you currently teach
- 20. Instant Empowerment Free Daily Infographics Light a spark in your classroom. Challenge, delight, & excite your students every day. Project your infographic and let the curiosity & exploration begin. https://www.jonathanmilner.org/starters/
- 24. Infographic Reflection Reflection 1)What content was learned? 2)What skills were learned? 3)What did you learn about infographics?
- 25. Guide to Making Infographics • Choose a topic –Demographics • Narrow it down-US population changes • Find an infographic on the narrowed topic
- 27. Write a compelling question– What race will be US majority in 2050? Write five analytical (critical) questions* about the topic Critical questions go beyond description: who, what, where, when; towards analysis: why, does it matter, therefore; and into evaluation: what do you think? 1. What trends do you see in the charts? 2. If you had to draw in a chart for 2095 what would it look like? 3. What is causing the changes in the charts? 4. What are two consequences of the changes? 5. Explain whether these changes will be good or bad for the US: Allow students to write (create) 1 critical question of their own: Extend – Push students to learn - Learn more about American demographics at the Pew Research Center and to act on their knowledge - Investigate how demographics have changed at your school or in your community over the past half century through interviews & research. Share - Have students work in teams to find the best answer (collaborate) and share their answers (communicate).
- 28. Action Extension Learn more about American demographics at the Pew Research Center and make a chart comparing your school’s demographics to the US.
- 29. Work in teams of three or four and make your own infographic using the blank infographics provided. If you don’t like the infographics I’ve provided, feel free to open your class textbook or go online and find an infographic that’s perfect for your content and students.
- 30. Infographics Questions What’s the best thing about the infographics? How and when might you use infographics in your classroom? Infographics work great for any class. What topic in your content area would be especially well suited to an infographic? Extensions Teams use data to make infographics about their own class content. Share with class. At Piktochart it’s quick, free, & easy to make your own infographics. http://piktochart.com/ jonathanmilner.org
- 32. Did You Know?
- 40. How Do We Vote? Use your knowledge of US politics, the internet, and any other resources to answer the questions below. Predict how each person below will vote in the 2016 presidential election: D=Democrat; R=Republican. Highlight each demographic feature of each person and put the letter D or R above each feature. Extra: Write the % likelihood of that person’s vote. Use the 2008 Exit Polls and the 2012 Exit Polls to complete this assignment.
- 42. 1. I am a female Jewish lawyer who lives in New York City. 2. I am a white male Protestant banker who lives in Charlotte, NC. 3. I am a male Catholic Latino consultant who lives in Miami, FL. 4. I am a male Muslim African-American teacher in Cleveland, OH. 5. I am a white male rancher who lives in Cody, Wyoming. 6. I am a 72 year-old retiree living on Social Security in Denver, CO. 7. I am a white male entrepreneur from Jackson, MS who earns more than $250,000 a year. 8. I‘m a White pizza delivery high school dropout from Philadelphia, PA. 9. Create your own strongly partisan person here: Bonus • Do you think a Republican can win the presidency in 2016? • Using the demographics of the American electorate and your creativity, create the perfect candidate and the worst possible candidate. Run the perfect candidate for president by making them a campaign slogan, a campaign ad, and then participate in a mock election in class.
- 43. ACTION EXTENSION • 1) Register to vote • 2) If you are under 18 register someone else to vote • 3) Write a letter to the leader of the national Republican or Democratic Party explaining 3 concrete steps they need to take to win the next election. • 4) Create and post a flyer on campus urging students to support a particular candidate.
- 44. 10 Forms of Civic Engagement 1. Petition the government about an issue of importance. Get people to sign your petition or create an online petition at change.org 2. Contact your local board of elections & make your own voter registration drive 3. Hold a teach-in on a topic of importance to you and educate your peers about something of importance to you 4. Attend a public meeting and speak out for something you believe inCall in to a talk show and express your opinion on a topic of importance 5. Write a letter to the editor about something important to you 6. Speak to a politician or member of government on the phone or in person 7. Invite a member of government/politician to speak to your class/group 8. Send a press release to a local media outlet promoting an interest of yours 9. Tag a public sidewalk in erasable CHALK (do not use any permanent materials!) espousing a particular idea or belief 10. Print and disseminate posters, pamphlets, or flyers supporting your opinion
- 47. Empowering Lessons Questions What’s the best thing about Empowering Lessons ? When and how might you use Empowering Lessons with your class? Extensions What topic in your content area would be especially well suited to a data quest? Teams make an Empowering Lesson about their own class content.
- 48. Tons of examples of empowering lessons at http://www.c3teachers.org/inquiries/
- 54. You’ll find this and other professional development materials & support at jonathanmilner.org Contact Jonathan at milnerjonathan@gmail.com
Editor's Notes
- Hello, I’m Jonathan Milner. I bring greetings from North Carolina. I want to thank you for taking time out of your challenging and busy teaching days to be here with us today. I’m a teacher and I know that you are very busy with classes to teach, papers to grade, lessons to plan, clubs to run, athletes to coach. I know that when I sit in professional development I spend half of my time thinking about all the things I could be doing. So today I want to promise you a great return on the time you are investing, and that you’ll return to work energized, inspired, with lots of practical and effective methods and materials and a template for empowering lessons to lead your students with engaging, exciting and empowering learning.
- I’m always curious about the teachers who are here. ¿How many have taught for less than ten years? ¿Who has taught between 20 and 10 years? ¿Anyone taught between 20 and 30 years? ¿Anyone taught more than 30 years? Give that person a hand and maybe a cup of coffee! ¿Anyone taught over 230 years? There’s always some old geezer who has taught for like 50 or 60 years. Seems like he’s always a history teacher, and he doesn’t have teeth or hair. And I’m like, sir, you don’t teach history, you are history. Well I haven’t taught for that long but I’ve actually been a public school teacher for over twenty years. Actually, to look at it another way, I’ve taught over two centuries. In fact, my teaching career has spanned two millennia. How’s that sound for experience?
- So I’ve been a teacher for a while and I think I’ll have something to offer everyone here because I’ve taught all sorts of subjects in all kind of schools. I mean people who aren’t teachers ask me what I teach as if I just teach one thing – wouldn’t that be nice. It would be like if I asked a mail courier which house he delivers to. All my friends think I teach history. I don’t just teach history. I teach world history, US government, comparative government, US history, European history, civics, advanced civics, geography - often at the same time - and I’ve even taught ESL and English. So, yeah, I teach history. And I’m sure you’re like me, you’ve taught all kinds of stuff, to all kinds of students. And I’ve taught in a lot of schools, and all kinds of students: urban, rural, suburban, rich, poor, Black, White, Hispanic, Asian, American, and foreign. I’ve taught at UNCSA, Career Center, Wake Forest, The Governor’s School, Robert E. Lee High school, Stonewall Jackson Middle School.
- EMPOWERMENT– Every one of my 1000+ students – from Jackson Middle to UNCSA - has one thing in common. I am no longer their teacher. But if I’ve done my job well I have helped teach them to learn. The key is for students to learn to learn. That’s the empowerment part. And when I’m not doing my job right, I’m doing all the work. I’m talking and telling, and showing, and doing. But the goal isn’t for me to learn it’s for them to learn to learn. And we’ll be working towards that today. And if I’ve done my job right, I’ve empowered my students to become autonomous learners.
- Drivers’ Ed analogy The US isn’t headed in a good direction… 46% of all American meals are consumed alone! The average American teenager spends over 10 hours a day on electronic devices! Less than one-third of Americans say most people can be trusted! Did you know: the average person checks their smart phone over 150 times a day. That’s once every six minutes. We need to get the US back on track…
- I’m always curious about the teachers who are here. One of the nice things we can do today is celebrate all the experience and expertise in this room. Since we’ll be collaborating today, we’ll share lots of our wisdom with each other. Let me find a little out about you. ¿How many have taught for < 10 years? 40-50% of teachers leave < 5 yrs. ¿Who has taught 10 > 20 years? ¿Anyone taught 20 > 30 years? ¿Anyone taught > 30 years? Give that person a hand and maybe a cup of coffee! ¿Anyone taught over 230 years? There’s always some old geezer who has taught for like 50 or 60 years. Seems like he’s always a history teacher, and he doesn’t have teeth or hair. And I’m like, sir, you don’t teach history, you are history. What was life like before cars? Well I haven’t taught for that long but I’ve actually been a public school teacher for over twenty years. Actually, to look at it another way, I’ve taught over two centuries. In fact, my teaching career has spanned two millennia. How’s that for experience?
- Today I want to tell you something I learned in my first year of teaching at Stonewall Jackson Middle School. My first year teaching was in a tough school in Duce Ward, inner city Houston, Texas. I remember being surprised by the giant Roman numeral IIs graffitied across the Jackson schoolscape. As a naïve first year teacher, at first I guessed there must be a very active Latin club or perhaps a super-engaging world history teacher behind these hand-painted Roman numerals. I was very, very wrong. The smartest person in the whole school was a kid named Jimmy. He didn’t have good grades or high PSAT scores or anything like that, but in his gangsta Dickies and long white t-shirt he burned with intelligence. With Jimmy, all the cognitive channels were open wide, and you could feel his brain whirring as he devoured all my class had to offer. Jimmy-the-kid was rumored to be a Southwest Cholo gang member, and at age 14 he already had Gothic gang tattoos on his knuckles. I’d been trying to connect with Jimmy all year but nothing seemed to work; not the little talks we’d have after class, not the sports analogies I’d land in class, not the Spanish slang I’d throw his way (time to write your essay, Ese). I wasn’t getting through, but I wasn’t about to give up on this brilliant kid and see his big brain put to work selling drugs or leading a gang.
- One crisp Friday afternoon in October, Jimmy raced up to me at the end of class. He looked nervous, his eyes darted around the room. He was pale and sweat ran down his face. “What’s wrong, Jimmy?” I asked. “Meester,” he said. (All the students called all the male teachers Meester. It could make for confusion whenever a student needed one of us in the teachers’ lounge.) “There’s something I really want to talk with you about. Can you walk me to the bus Meester?” I was elated. I’d finally broken through. I was just 25, hardly older than some of my students, and Jimmy wanted to talk to me. I was becoming a man. What, I wondered, did Jimmy want to talk about? Was he going to ask for more details on the Emancipation Proclamation? Did he want to borrow my favorite biography? This was my Stand and Deliver moment! I was ecstatic. At long last I was about to connect with Jimmy. As we walked to the bus I was grinning ear to ear, but Jimmy was distracted, his gaze darting around every corner. “Jimmy,” I said, “Why do you keep getting in fights, man? I mean, I don’t fight when I have problems.” “And you don’t live in my neighborhood, Meester.” Which was true – thank god! A softie like me wouldn’t have lasted a second at Jackson. “But Jimmy, you’re so smart. You could really go somewhere! You could really make something of yourself with that big brain. I mean why don’t you even try, or turn your work in for once? You could be a star in my class!” “No disrespect, Meester,” said Jimmy, “but it’s not like I’m planning to be a historian or nothin’.”
- And that’s when I realized, smack in the middle of my first year teaching, that I wasn’t really trying to make my class into a little army of historians. In fact, I wasn’t really teaching history. What I was actually doing was teaching my students skills: critical thinking, collaboration, communication, and creativity - the Four Cs. And what I’ve learned in my 22 years teaching since then is that the best teachers always use their subject-- math, English, science, or whatever it is-- to teach their kids successful habits of thinking and of being. We teachers were all taking different routes, but we were headed towards the same place.
- As I spoke to Jimmy, I realized that these skills I was trying desperately to teach in my class were probably much more valuable in the Deuce Ward than they ever were back at my Alma Mater. At Wake Forest, if you couldn’t think critically or communicate creatively, then you’d have to suffer Daddy having bought you a Volvo instead of a Lexus. Here in the ‘hood, thinking fast could be a matter of life and death. We arrived at the bus. “So, Jimmy,” I said as he mounted the stairs to the bus. “What was it you were so desperate to talk about that you asked me to walk you out to the bus?” “Oh nothin’, Meester,” he said casually. “Nothin’? So why’d you ask me to walk with you? What was so important?” “Oh yeah. That. Sorry Meester.” He paused and scanned the horizon. “So this other gang, Meester, they have a hit out on me. So I figures if a teacher walks to the bus with me, I’m less likely to get shot. You know what I mean? Capped!” So that’s was the first time I saved a life! And you know, saving a life is something that you feel really good about, but you don’t particularly want to do again. And that’s when I learned the second important lesson in my first year of teaching. When a gang member asks you to walk him to the bus, you tell him to download the Uber app. I guess this is just a long way of saying content is not the ends, content is only the means to practice the skills and habits of critical thinking, collaboration, communication, and creativity. And the good news is that the hit never happened; Jimmy ended up graduating from Jackson Middle; and we all practiced the 4Cs happily ever after.
- Do this individually, then teams of 3 answer #8, do Action Extension and share.
- Why Here’s why we need to do this!
- Then I tell story about Macon and no wifi. A couple of summers ago I was at a school giving a talk on 21st century schools and technology. The Mesozoic school where I was speaking didn’t have internet. I shouldn’t have been surprised. It was in Georgia. Actually, the school had plenty of internet - they just blocked it from teachers and students. I guess they didn’t want any one getting any ideas - or information - in their heads. I was flabbergasted, and I couldn’t exactly lead my workshop on technology without technology. That was when I understood what life must be like for Amish computer science teachers.
- A school without the internet is like a library without books. Imagine going to a library to check out a book and the librarian says, “Oh no, there’s some dangerous books out there. We don’t want anybody getting their hands on those.” Or you go to the airport. “I’d like a ticket for Miami.” “Miami, oh sorry, there was a crash last summer. Flights are dangerous. We don’t do flights here.” A school’s chief job is educating students, and the internet is the greatest source of information in the history of the world, a tool, so magically amazing that it contains all the questions, answers, and knowledge of humankind at the touch of a button. Imagine having that kind of power at your disposal and deciding not to use it. Shame on them! Compare Macon students – who must know the who, what, when, where. - Knowledge Economy. Compare with my UNCSA students who are working on the WHY. - Innovation Economy.
- Content is dead – it’s been killed by your smart phone. Anybody can get any content any where and any time they want so it’s not content we’re after, but the skills of being able to master that content: think about it, share it with others, communicate it in new creative imaginative way. No matter how much content you or any of your students have, it’s going to be exponentially less than what my phone has.
- TELL STORY OF PATRICK AND KATIE
- For tennis fans like me, this is a very exciting time of the year. Imagine you are at the US Open. All the best players in the world are there: Roger Federer, Rafa Nadal, Novak Djokovic, and my favorite, Gael Monfils. The eager crowd roars when it’s time for the matches to start, but instead of taking the court to play, all the players are marched down to a basement room, seated at desks, and told to answer multiple-choice questions about tennis like: How do you score a tennis match? What’s the difference between a forehand and a backhand? What woman has won the most grand slams in tennis history? Wouldn’t that be exciting! Wouldn’t people just line up to watch the test? Imagine the ratings! “And Nadal has just taken to the desk. Look at him write, look at him write! He’s a lefty and he’s just tearing through that test. I love how he knocks down those multiple choice questions! Just look at his powers of deduction, see how he eliminates, and marks through incorrect answers! You’ll never see a finer clay court test taker!” The last time I took a pen and paper test was about two decades ago; I am judged almost solely by what I do, schools, however, seem to care only about what we know. It’s hard to care about how much someone knows, when Google always knows more! And why should knowing about a thing be more important than doing a thing? Mostly, the outcome, the goal, the end result of school is knowing, not doing. This is not to say that knowing is bad. Knowledge is the first step to doing, but it’s just a step, and about 99% of the time it’s where we stop. We don’t judge athletes, or artists, lawyers, mechanics, or deliver truck drivers by what they know, but rather by what they do. Why then do schools measure only what we know, and never what we do? This week, my personal teacher challenge is to focus on the outcome of my lessons. As I prepare each and every class, I’ll relentlessly ask myself: “what can my students do with their knowledge?” Which is hard, because it’s easier and faster and we’re certainly more accustomed to measuring knowledge instead of action. But I didn’t go into teaching because it’s easy, or to save time, or to just do what’s always been done. I went in to teaching for the money! I went into teaching to do big things! So let’s work together to reach the peak of education by moving from knowledge to understanding to action: Education! Let me be specific. It’s election season (it has been for years!) It’s important for citizens to know about the candidates, campaigns, and elections; but only insofar is it leads to their voting or taking part in some sort of civic action. So I’ve come up with a couple of examples from my current teaching practice to illustrate action learning. Knowing - good What date do presidential elections take place? How old do you have to be to become president? Who are the top presidential candidates this year? Understanding - better What is a consequence of the American political campaign process? Why don’t we allow minors to vote for president? What is the effect of money on the U.S. presidential election process? What impact will Donald Trump’s hair have on voter turnout? Doing - best Using your knowledge of the US political process, presidential campaigns, elections, and the presidential candidates, make a flyer to post in the hallway or a post for facebook explaining why people should support and vote for the candidate of your choice.