New classroom method inspires students and teachers
May 2, 2018
A handful of middle school teachers recently volunteered to implement a new instructional strategy in their classrooms, model it for their colleagues, and get feedback on how it worked.
The method is called “Reading for Meaning,” and its goal is to help students better understand complex materials, gather evidence from their readings to build an argument, and fully participate in classroom discussions.
Soehl teachers Michael Manning and Frank Lysick talking with students in Suzanne Rothauser’s seventh-grade math class.
Teachers at each school who volunteered to model the lesson. At McManus, left, are Principal Peter Fingerlin, teachers Erin Slack, Brenda Kaneaster, Caryl Ederer, Susan Kreisman of Silver Strong & Associates, teachers Jennifer Fernandes and Giuliana Pasquarelli-Stier. At Soehl, right, are Kreisman, teachers Suzanne Rothauser, Jennifer MacDonald, Kim Leight, Peter Citera, and Principal Richard Molinaro.
“The purpose is to help students navigate complex texts in any discipline,” said Reina Irizarry-Clark, Linden’s instructional coach. “It can be done in science, social studies, language arts — and also in math, as it provides a strategy to help students persevere through word problems.”
Soehl Middle School teachers Suzanne Rothauser (math), Jennifer MacDonald (language arts), Kim Leight (science), and Peter Citera (social studies) modeled lessons on Monday, April 30.
McManus Middle School teachers Eric Slack (social studies), Brenda Kaneaster (science), Caryl Ederer (language arts), Jennifer Fernandes (math), and Giuliana Pasquarelli-Stier (basic skills) modeled lessons on Tuesday, May 1.
Both days’ lessons came under the watchful eye of Susan Kreisman of Silver Strong & Associates, which developed the method. She laid out the process for the observing teachers, who then went into the classroom of the demonstrating teacher to see the lesson in action. Afterward, they all gathered in another room for a debriefing to discuss how the lesson went and address any concerns.
Soehl teachers observing from the back of class as Suzanne Rothauser teaches a lesson using the Reading for Meaning method.
Kreisman explained the Reading for Meaning method as presenting students with statements rather than questions, then asking the students to prove or refute those statements. She used an example based on a lesson about Shakespeare’s “Othello.”
“I wouldn’t say, ‘Is Iago evil?’ I would say, ‘Iago is evil,’ ” Kreisman said. “Then they go about reading whatever the source material is, looking for evidence to support or refute the statement. So it’s really motivating. They love digging into anything to prove themselves right about something. But it helps them prepare by digging in deeply into their reading material.”
During Rothauser’s math lesson at Soehl, students were given a word problem about how many teachers and tutors were needed to supervise a certain number of students. Rothauser’s students then read statements about which facts were pertinent to solving the problem, and they had to agree or disagree and explain why.
“We’ve seen some amazing things happen,” Kreisman said. “Youngsters digging into the information, going back to the text, and back to the text, and building arguments that were really very strong and substantive.”
In Citera’s social studies class, students debated the statement, “Alexander never deserved to be called ‘the Great.’ ”
“The kids had read five different primary source documents and were marshaling arguments pro and con,” Kreisman said. “And then at the start of class they were assigned a side, and they debated. And it was just wonderful to watch them. Somebody makes a statement, and somebody on the other side says, ‘I disagree. Please go into this document over here and find this statement.’ It was really great.”
Irizarry-Clark said the possibility of expanding the use of Reading for Meaning in the district is exciting.
“We’re really looking to see how our students are being engaged,” she said, “and how this is extending their thinking in the classrooms.”
Soehl teachers talking with Susan Kreisman of Silver Strong & Associates in a debriefing session about how the Reading for Meaning lesson worked out.
On March 14 — Pi Day (3.14) — Ms. Berns’s and Ms. Rogowski’s 7th-grade math classes competed in a ‘Digits of Pi’ contest. Students had to memorize as many digits of the number pi as they could and then recite those digits in front of their whole class. Congratulations to all the winners!
Zachary Valentin (1st place), Gabriela Bosak and Steven Henry (2nd place)
Tineka Campbell (1st place), Luis Vargas (2nd place)
Jose Granillo (1st place), Elaina White (2nd place)
Kevin Vega and Shayla Green Mack (1st place), Denzel Joseph (2nd place)
Ms. Rothauser’s 7th-grade math classes recently demonstrated their understanding of proportional relationships and their ability to apply this knowledge to real-world problems. Students used multiple representations – a table, a graph and an equation – to calculate and then model the relevant data. Mastery of these important concepts will prepare students for Algebra I next year.
ExxonMobil encourages the pursuit of science, technology, engineering, and math (STEM) careers through a variety of programs. One important avenue for this effort is STEM outreach at local schools. Recently, ExxonMobil’s local PRIDE chapter from Clinton, NJ visited Soehl Middle School. PRIDE is ExxonMobil’s LGBT employee resource group where members of the LGBT community and their straight allies encourage awareness and understanding of diversity and inclusion issues.
Armed with hands-on activities, four PRIDE member volunteers (Brian Moreno, Christine Elia, Sara Green, and Ana Kaplun – a Soehl Middle School alum) interacted with students from the Alliance Club and the National Junior Honor Society to build roller coasters with marbles. The marble roller coaster activity is a hands-on way to understand basic physics concepts, such as potential and kinetic energy and momentum. The students broke into teams to design and build a roller coaster using foam tubes and tape. Through building, testing, and then redesigning (if the marble could not successfully maneuver the course), the students also got a taste of the challenge of science and engineering.