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"The Educational Corporate Model: Us"


Chapter 1
Motivation For Change-Chapter 1

By davisr (Rhonda)

As I glanced around my classroom, I saw the usual sights. Before me were the perfunctory six rows of stiff wooden desks arrayed like spokes on a half wheel. In almost every seat, perched a student bent over an assignment. In the back of the room stood six black-topped work stations, waiting for eager children to occupy their tall stools. 

Connected to the tables were faucets and sinks for performing chemistry experiments. At the left of me was a fume hood for labs producing noxious odors, a cabinet of goggles, and several animal cages for our pet rabbit, Guinea pig, and hamsters. Those were for enjoyment, and not experimentation. I sighed my usual comfortable sigh, and studied my tenth-grade students--Sophomores.

They were mostly quiet that day, and busy. I smiled at a few as I strode around the room, frowned at others who were looking around as though another student's paper might offer more answers than their own. It was a typical day, and the class period was drawing to an end. Soon the bell would ring, heralding the next set of students.

I glanced at my watch.

"Okay, everyone," I announced, "you have a few more minutes to complete your quizzes. Supervisors, turn around and encourage your teammates to put their names on their papers."

A rustle of papers, and movement of bodies, accompanied my request. I smiled as I continued my stroll up and down the aisles, watching students complete their work.

I was one of the lucky teachers. I got to teach PreAP, or pre-Advanced Placement, Chemistry. Most of my kids were motivated and prepared. Some even enjoyed my well-developed lectures. I could tell they did because their stellar grades reflected interest level.

Naturally, I couldn't reach all students ... who really could? But I was mostly successful, and that felt good. I went home at night, satisfied.

When I arrived at the back of one particular row, I saw John sitting at his desk, a blank paper resting in front of him.

"John, why didn't you finish your quiz?" I asked. What I meant was, "Why didn't you even write your name on it?"

"It doesn't matter," he said.

"Of course it does, John. You're a smart young man, and you need this paper to make sure your grade reflects your ability."

"I don't need the grade, I'm moving soon."

"Well, your group needs it. If everyone on the team passes the quiz, they get points for the contest. You know this. Now, come on, you don't have much time left."

John looked at me, brown eyes defiant, eyebrows drawn down in anger. "I really don't care whether they get points or not. I hate everyone in this school."

"Everyone?" I asked. I graced him with my best injured animal look.

"Yes," he responded, "everyone."

He looked me directly in my eyes, and my blood ran cold. In that moment, I knew he meant it.

"Okay, John, keep your paper. Everyone else, hand them to me."

I stalked toward the front of the room. How could John hate everyone? He was in a PreAP class, for goodness sake! Even worse, how could John hate me? I was a good person, a fair and friendly teacher. 

And then, halfway to my desk, my whole world shifted. Bewildered, I looked around, as though seeing everything for the first time.

I stared at my walls. They were covered with student work, educational posters and old Star Wars calendars. It was warm and inviting. It was me... it was me...

My eyes diverted to the Smart Board at the front of the room. I was so proud when the technology department installed the interactive whiteboard. I could write on it, show videos, and, yes, even display my beloved PowerPoint presentations. It was like a huge computer I could manipulate. The possibilities, as the saying goes, were limitless . . .  the tilting continued.

I turned back around and faced the students. For the first time in thirty-two years of teaching, I saw them - all of them.

A few were busy shuffling papers and stacking them neatly on their desks. Those were the Supervisors, students I had hand-picked because they produced the highest grades on District tests.

Behind the Supervisors were the rest of their group members. These students worked together when they had cooperative learning activities, exciting and pertinent labs, discussion topics, canned food drives, and other teacher-directed activities, but they weren't a team. They were just a group of young people with something in common . . . chemistry . . .  a class, but not a passion.

As I looked at their faces, I could see most students appeared content, or even happy. I recognized them. They were the ones that made my job easier. But they weren't the only ones in the room. I looked into the desperate eyes of kids I had given up on. Why hadn't I noticed them before? My tilting world was almost horizontal. I was dizzy and disoriented.

When the bell rang, I followed my exiting class. I leaned against the doorframe and watched other students filing by. I saw them, too, and I thought about the new teacher evaluation system our district had adopted called, T-tess, or TEXAS Teacher Evaluation and Support System. It required teachers to reach all students; not some... not most... but all. How could I possibly do that? How could any of us?

Standing there in the hall, watching kids I barely knew, I realized I was offered two choices. I could ignore the challenge offered by the new appraisal system and remain teaching as I always had, or l could let my world continue to flip upside down and take the biggest risk of my life. . . But, if I did make changes, what would they be? Where would I start?

The GT Conference in a few weeks! I had already signed up to go. I decided I'd start there.





 

Author Notes
Image came from google.

I am writing this book because my District Science Coordinator asked me to after observing and interacting with my chemistry classes. Wish me luck!

FYI, you'll see John again later, and the changes he and I both undergo.


Chapter 2
Chemistry Corporate Model- Part 1

By davisr (Rhonda)

Chapter 2:

When classes resumed after a two-week winter break, I felt prepared for the new semester and a fresh start. The Gifted and Talented Conference I had attended gave me ideas for ways to differentiate and motivate gifted learners in my class. In addition, I read several books and interviewed a few businessmen to prepare a new teaching model.  

The tilt my world had undergone when I conceived the idea of changing my teaching paradigm had begun to steady itself. It was replaced by a firm sense of resolve, one that could, potentially, take me further than I had ever gone as an educator.

A new semester loomed ahead, and with that, a chance for unprecedented beginnings. I had completed a two week trial run of the rudimentary components of my plan before the break. The results had been immediate, and favorable. Scores on the Unit 6 test showed positive growth from the year before by 5%. It wasn't the result I was aiming for, but it was a start.

When the bell rang to usher students in, I smiled and nodded at each one . . . most smiled back. They knew I had instructional changes planned, and were almost as eager to start them as I was. Fifteen-year-olds possess both a great sense of adventure and loosely defined comfort zones. I was about to challenge both.

"Do we have a new seating chart?" the first student in the room asked. He waved a hand toward the row of empty desks.

"For now," I replied, "sit where you'd like. There'll be some shuffling of students due to schedule changes and new groups."

"Can I sit in my old seat for now?"

"Sure, go ahead."

The student sat down and waited for his peers.

One-by-one, the other youngsters entered the classroom and found a place to sit, each clearly pleased they were not being told which desk was theirs.

The bell rang for class to begin. I called roll to see if everyone on my list was present, and then turned my attendance in online. I couldn't help reminiscing about the days when we used paper roll sheets we hung on the door for students to collect and take to the office. Ah, times had changed, and technology was great. I stood up and faced the class again.

"As promised," I said. "We're going to do things a bit differently. Some of what I'll tell you, you're going to love. Other things will be a bit uncomfortable."

There were general nods of understanding from the collective. Most kids were eager to get started, but a few were still apprehensive. John who, it seemed, hadn't left yet, sat in the back, an eyebrow cocked, unsure. He hadn't responded to the trial run, and I didn't harbor much hope for this model, either.

"The way we're going to do this," I said, "is to get all of you to help me with the PowerPoint. Someone in row one will read the first slide, another student in the same group will interpret it, and then a third will share their thoughts. I'll comment, then open the floor to discussion.

"After we talk about the slide, we'll move to the next one, and the procedure will repeat with group two, and so on until the presentation ends."

"Miss," a student said. She raised her hand. "Should we take notes?"

"Not this time. I'll upload it to Google classroom by the end of the day. I just want you to listen and comment. In fact, put away your chromebooks and cell phones, so your focus is up here."

The student nodded. They were prepared for an unusual day.

I turned on the Smartboard and the giant screen at the front of the room lit up. The first slide glowed for all to see.



"Group one, have you chosen a reader?"

"Yes, ma'am. I'll do it." Isabel was a supervisor from the trial run and had already taken authority in the row she was presently in. She read what was on the slide.

As though on cue, another student from her row began to speak. "Since you told us you were going to build on what we did before break, I'm guessing you are going to use things from the business world to help us in our groups."

"You're so right. Who in your row is going to share their feelings about the concept?"

"I know a little about business," one of the girls said, "and this sounds like fun. My family owns a Mexican restaurant in town."

"Good, maybe one of your family members can come speak to us. How do you feel about the part that says, 'student-led'?"

A girl from another group raised her hand before she could answer. "Does that mean students are going to stand in the front like you and lecture? If so, no disrespect, but what will we need you for?"

I smiled at the students. I had anticipated this question, and attitude, so no offense was taken.

"It means," I explained, "things are going to rearrange a bit about how you learn. When we're through with the presentation, maybe you'll get a better idea of what I mean. As far as whether I'm needed, I sincerely hope I am, but not in the way I was. The walls of this class are about to disappear, along with the time you're in chemistry. This will no longer be just one of your classes, it will become an adventure into your future, and chemistry will be happening all around you."

I waited so see if there were any more questions, and then switched to slide two. Another image appeared on the board.

Author Notes Image came from google.

I am writing this book because my District Science Coordinator asked me to after observing and interacting with my chemistry classes. Wish me luck!

FYI, you'll see John again later, and the changes he and I both undergo.


Chapter 3
Chemistry Corporate Model - Part 2

By davisr (Rhonda)

The end of Chapter 2:

"You're so right. Who in your row is going to share their feelings about the concept?"

"I know a little about business," one of the girls said, "and this sounds like fun. My family owns a Mexican restaurant in town."

"Good, maybe one of your family members can come speak to us. How do you feel about the part that says, 'student-led'?"

A girl from another group raised her hand before she could answer. "Does that mean students are going to stand in the front like you and lecture? If so, no disrespect, but what will we need you for?"

I smiled at the students. I had anticipated this question, and attitude, so no offense was taken.

"It means," I explained, "things are going to rearrange a bit about how you learn. When we're through with the presentation, maybe you'll get a better idea of what I mean. As far as whether I'm needed, I sincerely hope I am, but not in the way I was. The walls of this class are about to disappear, along with the time you're in chemistry. This will no longer be just one of your classes, it will become an adventure into your future, and chemistry will be happening all around you."

I waited so see if there were any more questions, and then switched to slide two. Another image appeared on the board.





Chapter 3 begins:

I looked around the room at the collective students. They seemed to expect more of the same teaching style they had always known, just wrapped in a new package. Who could blame them? It was all they had ever known. . . it was all I had ever known. I hoped to change the perception for all of us.

"Group two," I began. "I know there is nothing to read on this slide, so we are going to slip out of our pattern. I want three of you to make observations about what you see."

The students nodded. This was a science class, and they understood observations.

"A cell phone," one girl said. She paused to let another student speak.

"Love."

"Good," I said. "What else?"

"A Chromebook."

"Yes, I see that, too," I said. "Now let's hear from group three. Give one observation, please."

"I don't know," a boy said. He paused to look at the huge glowing screen in the front of the room. "I see a group of kids taking a selfie."

I paused while the students giggled. They were, after all, sophomores.

"Group four?"

"Man, I see a hamburger and fries."

The observations continued in a semi-orderly fashion, until we returned to group two and stopped.

"Before you make another observation," I said, "please wait until I turn out all the lights."

I walked over to the light switch and turned it off. The students sat quietly, waiting for my next move. I pressed the remote to change the presentation to the next slide.



"What do you see now?"

"A lighthouse," they responded in unison.

"That's right," I said. "It was hidden beneath the other objects that might distract you from learning. You are the lighthouses and the job of the Chemistry Corporate Model is to help remove the detractors that get in the way of you learning chemistry.

I completely expected to hear the usual negative comments from the class as they poked fun at my analogy. They did not, rather they nodded approval. Okay, I was doing well so far. I switched to the next slide.





"Group three," I said. "We'll go back to the original format. One of you read the slide, another comment on it, and a third tell how it makes you feel."

One student read the text, which wasn't very long. After she finished, another student in the group said, "I'm guessing this program is going to let us make mistakes so long as we learn from them."

Another student from the group spoke up. "I've heard this before. We learn more from our mistakes than we do from getting things right. I like the idea. In most classes, our mistakes give us lower grades. Are you trying to say you aren't going to do that?"

"You're right, we're going to allow each other to make mistakes so we can learn. This whole program is a work in progress, and we'll have to allow each other to grow as we develop it."

A student from group four raised her hand.

"Yes?" I asked.

"Our group is allowed to comment now, right?"

"Yes."

"So, you'll make mistakes, too?"

"I expect so. I've never tried anything like this before, and I hope to learn as we go, just like you are."

"So you care what we think?" John spoke up. "I mean, like we can help make decisions?"

"That's what I'm counting on."

John flashed the hint of a smile as he looked at the screen. I had his attention, now what was I going to do with it?

Author Notes Image came from google.

I am writing this book because my District Science Coordinator asked me to after observing and interacting with my chemistry classes. Wish me luck!

FYI, you'll see John again later, and the changes he and I both undergo.


Chapter 4
This is Real

By davisr (Rhonda)

End of last chapter:

"So, you'll make mistakes, too?"

"I expect so. I've never tried anything like this before, and I hope to learn as we go, just like you are."

"So you care what we think?" John spoke up. "I mean, like we can help make decisions?"

"That's what I'm counting on."

John flashed the hint of a smile as he looked at the screen. I had his attention, now what was I going to do with it?

Begin Chapter 4:

I looked around the room at a sea of focused eyes. Like John, I had their attention. I knew I needed to move quickly to keep it, and to share my new plan. I switched the PowerPoint to the next slide.




A member of group five read the writing on the screen. Another child began his interpretation.

"I don't know what a modified flipped classroom is," he said, "but my biology teacher last year used what she called a flipped classroom. She put videos on google classroom for us to watch about the subject we were studying. When we got to class, we did worksheets on it, or maybe a quiz. How is this different?"

"Well, it's sort of the same, but with more teacher direction," I explained. "I will produce my own videos where you can hear my voice, and see me work problems and discuss material. I'll have other videos posted to help you understand the material, but my lectures will be designed more after our local district tests."

"Will you ever lecture directly to us?" another student asked.

"Only when you ask," I said. "But don't worry, we'll ease into having you do the whole thing with less guidance. The first few videos I'll show in class where we can discuss them together. After I've modeled what I want you to do, you can watch the lectures and take notes."

"Will you have some worksheets or practice?" the student continued.

"Yes, and I'll post answers so you can check your work. After you feel comfortable, you and your group will take a quiz. You must get an 80 or above to move on to the next lecture."

"Sounds pretty good," a student from group five said. "But what do you mean about assignments not being counted late? I mean, isn't our work always marked down if it isn't turned in on time?"

"True, but you can choose what order to do them in. There will be a hard deadline each week of about three assignments. You choose which ones, until the test day, when everything is due. As we go on with the presentation today, maybe you'll get a clearer idea. Let's proceed to the next slide."




"Group six, your turn."

After reading the material on the Smart Board, a student raised her hand.

"Yes?"

"I think you're telling us what you're planning to do, and how it's going to be organized. It looks more like an introduction."

"It is," I agreed. "Anything stand out as different to you?"

"The part about asking for our input is good, but I'm not sure what that's going to look like."

"To start with, I'll give you choices about who the leaders will be in your groups," I said. "Also, as the program grows, I'm going to ask for your advice, and that of your parents, on different aspects of the structure. The idea is to grow this project together."

"What technology will we use?" John asked.

"Well, you have your Chromebooks and cell phones. I have a Smartboard. The rest of it is up to you and your imagination. I won't even begin to understand what you and your generation know about technology. Teachers today are afraid of that fact. I embrace it. . . I have to or you won't grow."

"Okay." John nodded, but I happened to catch a gleam in his eye. Hmm . . .  so technology was his specialty.

"Any more questions?" I asked. I was acutely aware that the students had fallen into their own routine. The organization I set up was still holding, but was morphing to meet their needs, and that was exactly what I wanted to happen. 

I smiled as I went to the next slide.




"Group one, again," I said. "You're back up."

"Whoa," the reader said. "What's a Fortune 6 Company? Is that something like, Fortune 500?"

"Very much, but I only have six class periods, so the top 6 producing companies, one in each class, will get honors. Now, please read the whole slide." I did, after all, have to try to keep a modicum of order.

The student finished reading but squirmed in her chair.

"Do you have another question?" I asked. 

"Yes, Ma'am, but let someone else talk," Isabel said. 'We have chosen our next speaker."

"Very well." I waited for their chosen speaker to talk.

A boy responded. "What are CC's?"

"Chemistry Capital," I said. "I'll explain later how you get them, but, basically, they're virtual money your company earns by completing tasks and getting good grades. We'll call them CC's. The group with the most at the end of each three weeks, will be designated a Fortune 6 Company."

"Thank you," the young man said. "So, it looks like this slide is telling us that we'll set up our groups like real companies. We'll have real roles or jobs, and that they will give us experience we can use in the future."

"That's exactly what we'll do," I said. "I mean, we'll certainly learn chemistry in the process, but more as adults, and less as children."

"So, this program, these groups," he continued. "They're legit. It's more than just school."

"That's my plan. I want you to learn something in here you can take with you when you graduate. In fact, I'll write each of you a letter of recommendation at the end of the year to use in interviews for scholorships, college entrances, or job interviews."

"This just got real," Savannah spoke up, "and that means something to me."

I nodded, It did to me, too.

 

Author Notes Image came from google.

I am writing this book because my District Science Coordinator asked me to after observing and interacting with my chemistry classes. Wish me luck!


Photos on the PowerPoints are of products me or my students have produced during the course of this half year, which is as long as the project has continued.

The first slide is a picture from one of my online (YouTube) videos.
Second slide: Products the students have made or performed in their corporate groups. The heart is a word-wall assignment.
Third slide: a product from a group, and their ID badges (more on that later)


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