UEA Conference

Rachael Mata
This semester I attended the UEA conference. Friday was devoted to new educators. I
was able to attend three workshops and the key note presentation. Below is a summary
and reflection on each session.
Session 1:
Problem-Based Learning and Instruction
Presenter: Tony Pellegrini
Mr. Pellegrini focused his presentation on how to introduce problem-based
learning into our classrooms. Problem-based learning provides a context for learning
critical thinking and problem solving skills. Problem-based learning can come with an
increase in emotion, so the key is finding non-emotional experiences or addressing the
emotional barrier. Successful problem-based learning is authentic, curriculum-based
and interdisciplinary.
Mr. Pellegrini outlined 5 steps for problem-based learning and had us participate
in a problem-based activity following these steps.
1. Present the Problem
a. How will students meet the problem? What is the hook?
b. Have students identify the problem f
2. Research Potential Solutions
a. What are other doing about similar problems?
3. Make a plan
a. Plan should relate to course
b. Plan should be detailed and include motivation for a solution
4. Start implementation
a. Do not expect plan to be completed
b. Take one step at a time
5. Report to group
a. What did you find?
b. What is your solution?
c. How was your solution received?
I really enjoyed this presentation. I struggle reading instructional theory and
knowing how to best implement it in the classroom. To have steps outlined and an
opportunity to participate in a short problem-based activity helped me see how I could
introduce problem based instruction in my classroom.

Keynote Speaker
Erin Gruwell

Erin Gruwell, teacher of the Freedom Writers, came to speak about how she
influenced her students by creating a safe classroom environment. Her goal was to
change a classroom to a home. In her first year of teaching, Ms. Gruwell was given the
lowest 150 students. The principal was just waiting for them to drop out. Thanks to the
effort of Ms. Gruwell, all 150 graduated, and many went on to college.
The change in her classroom did not come through the curriculum. First, she had
to reach her students on their level. Several times she removed everything from her
classroom that had to do with education. She used these opportunities to reach out to
her kids and learn about them. She also used this time for the students to learn about
each other. Another time, she used the time to have students make a toast to
themselves. These toasts were not what many of us would think of. Instead of
graduation, full ride scholarships, college and family, one of her students toasted to not
getting pregnant at 15, staying out of jail, and not being dead by 18.
Erins experience was powerful. Erin made a huge impact on her students life
and their community. Her experience was not easy. She had a lot to learn, but she did it.
We will impact every student we come into contact with. Whether that impact is positive
or negative is up to us. I can impact my students life by providing a safe environment for
learning and experimenting with mathematics.

Mindfulness in the Classroom and Meditation for Student Learning

Presenter: Cindy Formeller

Mindfulness is presence in the moment or non-judgemental awareness. Cindy

talked about ways we can help students using mindfulness. Cindy shared the picture
above with us. We talked about the importance understanding students stress or
distress. Recognizing students stress allows us to make a connection with them. We
then practiced some methods we can use to help our students be present in the
classroom.
1. Meditation Questions

a. What gifts/skills did you bring today?

b. What gifts have you received?
c. What change can you make tomorrow?
d. What is important today?
2. The Great Coverup
a. Identify what we do to ignore stress. Opportunity to find allies
and share with others.
b. What is the cost of coverup?
c. What are problems of covering up?
d. How do you address coverups?
3. Take care of yourself first
4. Recognize feeling and just be.
Cindy also shared a variety of books with us that have mindfulness activities in
them for all ages. I was very excited to see these ideas being shared. As a student,
these activities would have been beneficial many times. Some of my best teachers were
the ones who recognized the stress I was feeling. Even if they couldnt help, it was
comforting to know that someone noticed. I know from experience how hard it can be to
learn when there is so much going on. I am very excited to work with these tools and
research some more tools that can be used in the classroom to help my students.
Quick Student Engagement: Ideas for Busy Teachers
Presenter: Russ Johnson
Russ Johnson, an economics teacher, presented on student motivation and
engagement. He conducted a survey with students and teachers and found that
students want bite-sized information and application. Herbert Simon said a wealth of
information creates a poverty of attention. Students want more interactive and
engaging instruction. One student responded Quit keeping us chained to our desk. To
address this problem in our classrooms, Mr. Johnson shared his 4M Engagement
Model.
Movement
Sitting is the new smoking. Provide less
seat time. Get students up and moving
by:
1. Outside of class field trips
2. Think pair square
3. Jigsaw puzzles

Material
Bring materials for class to support
engagement.
1. Show N Tell (donuts, yo-yo,
etc)
2. Articles
3. Tinker toys
4. Manipulatives

Mindfulness
Help student flex their mind muscles.

Media
Make use of short, engaging tools

Involve students in classroom planning.

1. 1 minute papers
2. Hot issues
3. Response papers
4. Scrapbook
5. Student written quizzes
6. Have students help with
syllabus.

1.
2.
3.
4.

Blog
Youtube
Podcast
infographics

I liked the quick methods that Mr. Johnson used to engage us in the session. He
used many of the methods he was talking about, and I was engaged for the entire
session. Allowing students to get up and move around can take more time, but I think
more meaningful learning can take place in the time that is used.