What are the necessary elements of the new reading program that must be taught for the integrity of the program? Is there anything I can leave out this year because of lack of time? How could I restructure my reading block to fit more in?
Baseline - I am very familiar with the Wisconsin Teaching Standards. Each year I set goals for sixteen hours of staff development. For each goal I state which standard(s) I am working on. I am becoming familiar with the National Boards Propositions, am on the math committee at school, and have looked at grades 2-8 Core Standards for math. Constructivism in the classroom is relatively new to me. I have never put together a professional development plan.
CONSTRUCTIVIST CLASSROOM:
In Search of Understanding: The Case for the Constructivist Classrooms.
Figure 2.1
Include one paragraph personal baseline, specifics/evidence when applicable to clarify.
1. Curriculum is presented whole to part with emphasis on big concepts.
Baseline: On a scale of 0 -10, I’m a 3.
The first I heard about lesson planning with a big idea was when a coworker was working on her master’s through a learning community about 5 years ago. Two years ago I took a class at UW-River Falls
2. Pursuit of student questions is highly valued. Baseline: On a scale of 0-10, I’m a 5.
I understand that if I’m doing all of the talking/presenting, then I’m the one learning. Students need to be engaged and actively involved. I am always interested in hearing the questions of my students. In math, I don’t know how to proceed unless they tell me they are ready to move on, or that they are struggling with a concept. In reading this year students will have a small group inquiry project to work on one day a week for 4 weeks. I don’t know everything about it, but it should be a beginning for me to try the ideas presented in “The Power of Questions” that I read yesterday. I feel I value student questions, but I have not allowed them to investigate, search, and work to find these answers within the classroom as described in Sue and Susan’s classrooms. I would have rated myself higher if not for reading the text mentioned above, where the pursuit of student questions being highly valued leads or impacts instruction in investigatory ways.
3. Curricular activities rely heavily on primary sources of data and manipulative materials. On a scale of 0-10, I’m an 8.
In math, we use hands-on manipulatives, like connecting cubes, 100 charts, skip counting charts, calculators, and decks of cards to play games that reinforce the concepts being taught. In my old reading curriculum, I would bring in cotton growing on a plant, a blue willow plate, a Braille book, a gold miner’s bowl; anything to help make a connection from the page to the students. In history, I also have copies of documents we study, like the Declaration of Independence, but I probably have too many posters and not enough other materials. We will study immigration using a game board, and our book does have primary sources, like diary entries from the time we are studying. When we study Wisconsin Balsam Lake
4. Students are viewed as thinkers with emerging theories about the world.
Baseline: On a scale of 0-10, I’m a 3.
In some ways I still see myself as a giver of knowledge, doling it out to the students to pack into their brains. I’m not thrilled with that image, and although I do think of my students as thinkers with emerging theories about the world, I’m not sure I give them many chances to voice, investigate, and share back to the class. In our new reading curriculum, Lead 21, students will be involved in an Inquiry Project one day each week. After 4 weeks they will present. I understand after reading “The Power of Questions” that students should have much more learning through discovery. The reading curriculum should help to begin this transformation in my classroom.
5. Teachers generally behave in an interactive manner, mediating the environment for students. Baseline of 0-10, I’m a 6.
Years ago I was teaching from a traditional teacher-directed math series, walking the students through double-digit multiplication. Some students would have these steps memorized on the first day, others on the second day, and pretty much all students were on board by the end of the third day of reviewing and repeating the correct steps. I was in control, it was all teacher-directed, and I loved that I could get everyone to this place. For the past ten years I have been teaching from Pearson’s Investigations, and it is much more student focused. It has taken time for me to learn to be a facilitator, but I believe that whoever is talking is the one doing the learning. My math class now is much more student focused, with lots of student interactions, and solving of problems in a variety of ways. Students have deeper understanding and potentially many ways of solving a double-digit multiplication problem as students share their learning and teach each other. It is easier to teach this way because the curriculum is designed this way. I still struggle with day-to-day lesson planning/unit/project planning and implementation with Social Studies.
6. Teachers seek the students’ points of view in order to understand students’ present conceptions for use in subsequent lessons. Baseline of 0-10, I’m a 5.
In Math, I believe I am always assessing student work and responses, and using that information to drive instruction. I will carry a clipboard this year to jot my observations on labels with student names, and compile them in a binder for each child. I believe that I am able to make good assessment of my students’ math abilities, and many times release them at different stages within a lesson, once they show me they are ready to proceed independently or with a partner.
In Social Studies I will often begin a new unit with a KWL (what I know, what I want to learn, and what I’ve learned) Chart. It gives me a starting point, and an introduction to our new topic. Unfortunately, I don’t often let those responses impact my next lesson. I have already planned out on paper what pages I am covering and what skills/topics we will learn about. In history, the text still drives too much of my instruction. I do have some projects with immigration and Wisconsin Indian tribes that are much more student driven. In those cases I do use where they are each day to gather resources (books, websites) for the next class time. I would like to use exit slips more.
7. Assessment of student learning is interwoven with teaching and occurs through teacher observations of students at work and through student exhibitions and portfolios.
Baseline of 0-10, I’m a 5.
In Math I use the observations I make during class discussions, group work time, and previous completed worksheets to move in and provide more support to small groups during math workshop. I also prepare ahead extensions for those I believe will be able to complete and move to further challenges. Because I will be working with guided reading groups every day this year, I will be observing and documenting reading fluency, vocabulary, and comprehension data on every student four days a week. My students are taught to review their work, evaluate how they have done, and write it up for inclusion in a portfolio for Parent-Teacher Conferences in February and we update it at the end of the year. We talk about quality work, and that each piece should tell its own story. (This shows mastery, this shows something I learned, this shows something I’m still struggling with…) My students also present a power point on a famous person or a book, share a written animal report, present their pet during Pet Week, give an oral book report, read poems to demonstrate fluency, and have other chances to exhibit in the classroom.
8. Students primarily work in groups. Baseline of -10, I’m a 6.
In Math class, students primarily work in groups. I begin the lesson, release students, observe and interact, assisting where needed. One thing I need to do is “wrap up” at the end of class and restate the learning goal. The last few years I have had 4-6 low math students, and then I would work with that group at a table, or pair them with higher ability students when I could. In reading this year, I will be teaching guided reading, and students will move independently or with groups to and from different stations. I know the success of this will be in the planning, organizing and setting expectations on my part. In Social Studies, I still do too much presentation. Yes, students work in groups, but I believe it needs to be more.
The Case for the Constructivist Classroom: Section Two
UW-LACrosse – Learning Community
Janet Anderson
October 10, 2010
There are a few ideas from the constructivist classroom that I currently relate to and can agree with. One is that the relationship of the student and teacher is invaluable. I believe it is the teacher’s job to set a positive tone in the classroom which should encourage, invite, and engage students. I believe students will be more motivated to learn in a place where mistakes are allowed as stepping stones in the learning process, and where the activities can be fun and engaging. The learning must be the responsibility of the student. Conversation between teacher and student about their learning is important; their relationship is intertwined. A second idea that I agree with is that of relevance. Students need to make a connection to themselves with the material they are learning, or it will become memorizing facts for the sake of passing a test. When this happens and connections to themselves have not been made, the learning will be lost or soon forgotten. A third idea that I relate to is that in many American classrooms today, assessment is driving instruction, because of local, state and national testing, and possibly No Child Left Behind and those implications for a school district’s funding and subsequent label as a school in need of improvement. As a fourth grade teacher I see more low motivation in my classroom from some students and can see at times a lack of connection in relevance for the child. I also believe that I recognize some teacher and parent pleasing from other students who wish to do well and gather self esteem from doing well in school. Reading about and seeking to understand these ideas more has opened Pandora’s Box for me. My question is, “How will I change how my teaching so my practice is better aligned with my beliefs?”
One idea that I currently completely disagree with is also related to assessment. The idea is that the teacher should ask questions to place the responsibility on the student for assessing his or her learning. In one example from our text, the student was pretty sure she was confused when she wrote her paper, and felt that confusion could be read by the reader. By the time the teacher questioned and clarified with her, I felt the student changed her mind about being confused, and was willing to adopt the ideas of the teacher. I understand that this was to be a positive example and convince me of the constructivist view, but it did not. I question the constructivist view that a student in a constructivist classroom would be less likely to look for value and judgment by the teacher than in the more traditional classroom. If the teacher is to direct the student in the gaining of knowledge in the constructivist classroom, then how can the students not looking to the teacher to help them evaluate, and grasp their judgment of themselves through the teacher?
A brand new idea from the constructivists relates to the big idea getting broken down into pieces that initially teach a concept theme. The art activity where students focused on positive and negative space, so eventually they could draw the stool and plant and learn to draw from various perspectives seemed like a perfect fit. Teaching classification through a bookshelf activity and then relating it to why the periodic table would be arranged the way it is makes connections for the students. My own high school chemistry experience is an example of memorizing these elements but not having a firm grasp of anything else about them. Maybe I would have retained more about these elements had they been taught with a conceptual theme.
I am skeptical of the idea that only a constructivist teacher would be able to use assessment to further student learning. A reflective teacher would look at the papers she is correcting throughout the school year and move students who mastered those skills on to new challenges while students who did not master those skills would benefit from remediation. A reflective teacher would ask the questions necessary to understand current student thinking. A reflective teacher would plan lessons based on student need.
There are many difficulties I see in the constructivist practice. Teachers may need training to implement a constructivist classroom. There would be a loss of comfort level of everyone in the classroom as change is never easy (even if the change is good). Being good at asking the right questions and ascertaining the correct follow up might not happen with every teacher. It worries me that the correct help wouldn’t be given and the student could get lost in a constructivist classroom. There is a vast amount of curriculum to cover each year. Many district wants students at a grade level to have the same education, so pacing guides are being used. Schools are giving more assessments each year, and teachers feel the pressure of having their students do well on the test. It seems that entire schools and school districts would need to be change if a teacher were to implement a constructivist practice.
The Case For Constructivist Classroom: A Meaningful Victory – Month 3
The meaningful victory I am dreaming of achieving would be the inquiry project that goes with each of our reading units. We will begin Unit 3 reading on the Mid Atlantic States on November 8th, and students will have their first chance to develop an inquiry question and investigate it for 4 weeks. I need to do my homework on how to set this up, but word from other teachers in another district is that students love the inquiry projects. This activity seems very constructivist. I hope the students will become engaged in following their own questions, they’ll work well in groups, and I will be able to assist in supplying resources and questions to further their learning. Even if it doesn’t go perfectly, I will have another chance to grow my learning with a new inquiry for each successive unit.
Update for Month 4 Homework
I did not give up the necessary time for the inquiry project to get off the ground during Unit 3. I did create space on our board for students to post questions, and some good questions were formed. But I realize that I basically expected them to research it on their own, without giving any classroom time for their inquiries. They could have used their computer time, but I never encouraged or reminded them to do so. I will need to clear some substantial time during each week. I also need to be O.K. with being the first at our grade level to seriously undertake this project. I need to be well planned, and willing to lead the others through the process of the inquiry project. I’m beginning to believe more in the necessity of being well-planned and well thought-out, so lessons stay on schedule and have better chance of success.
I’ve read through the Inquiry Project for the next unit. These are my steps to getting this project off the ground in my classroom. These need to be done in the next two weeks (by 12/10), as Unit 4 begins 12/13/10.
1. Day 5 (Friday) of each week is designated for Inquiry Project. 12:15 – 2:00. This means that all lessons need to be delivered and workbook pages finished and corrected by Thursday afternoon. Also, students need to have their differentiated readers assigned reading completed by Thursday. Anything that doesn’t get done because of interrupted schedule will be done during Social Studies time, or may not get done.
2. Make a Promethean Lesson for each of the 4 inquiry project days (to give a visual to the students and organize the process for the teacher).
3. Gather Internet Sites for students in Lab Folder. These need to be about folk tales of patterns in the sky, patterns and cycles in space, technology in space, etc.
4. Gather Library books for students to peruse. Talk to Marcia (school librarian) about ideas to help students get started.
5. Gather suggested books for this theme at public or school library. (TM 310-311)
6. Designate Computer Lab time and Classroom Computers for collaborative research. Have a mandatory assignment that students need to check out 2 sites or research 2 ideas they have. Get worksheet ready.
7. Create differentiated groups from my Strategic, Benchmark, and Advanced readers.
8. Create Inquiry Project Folders with necessary Resource Masters. Designate a place in the room to keep these.
9. Check out BRAINPOP and do some Science/Space videos as a class to generate interest and ideas.
10. Talk to Heidi in 5th grade and Clare in 3rd grade to get pointers for the inquiry project.
11. Be ready for lots of questions. Don’t expect everything to go perfectly.
12. Trust the process.
The Case for the Constructivist Classroom
On page 102, Brooks and Brooks assert that, “…becoming a constructivist teacher is not as overwhelming as many teachers think.”
I am beginning to believe this statement to be true, and I am surprised by my change in thinking! Some of my initial reactions or concerns about becoming a constructivist teacher are still present. Is there time during my day for the discovery needed? Am I wiling to give up control of the classroom? How will I keep curriculum that is scheduled for the year on pace? Will it create behavior concerns? What about those students who do seem to “learn” well under the model of teacher handing out the information, student completing a worksheet, taking a test, and showing learning? How do I assess a grade on an ongoing investigative project? Am I smart enough to know the questions to ask to further student understanding? Becoming a constructivist teacher and having a constructivist classroom has been an idea that I have had difficulty wrapping my mind around since the beginning of this class. I have not been able to even think of ideas to implement. But as I corrected papers last night, and students didn’t show understanding of the language concept taught, I asked myself “In what other ways could this material be presented?” I am excited to try out an activity that I believe is at least a little bit constructive.
In thinking that I could never be a constructivist teacher, I have to ask myself, what about the students in my classroom who are not showing mastery in the skills they are “learning” in a more traditional style? What about the students who are not engaged in discussions, either in voice, posture, or excitement? I have disengaged students in my classroom. My concern for them, as well as for the other students, is that they learn something they will be able to retain for more than the upcoming test. It is for all of my students that I am willing to try to become a constructivist teacher.
CESA11 sent an email offering a History Kit using artifacts and photographs as a way for students to learn about Wisconsin’s history. I sent for it, feeling that it might be a good activity for my students and appropriate for me during my master’s classes. My students worked in groups to measure, observe, and hypothesize about the use of an artifact from the past. They had a worksheet to write down their observations. They then presented their findings to the class, and finally stated what they thought the object was used for. Classmates also made final conjectures, and then they were told the objects real use. Students had very good reasons for thinking that the object was used in the way they thought, and were able to learn what the actual use was. (The most amazing artifact to me was the one used to scrape off the hairs on a pig after it was slaughtered, but before it was processed.) Seeing the students look to each other for ideas, take turns with the artifact, with the writing, and with the presenting showed me that I could be an observer, students could learn from each other, and that I could facilitate questions for them to ponder. I do not feel that I have mastered this, though! I would like to begin my social studies next year with this kit. This is my meaningful victory.
The meaningful victory I am dreaming of achieving would be the inquiry project that goes with each of our reading units. We will begin Unit 3 reading on the Mid Atlantic States on November 8th, and students will have their first chance to develop an inquiry question and investigate it for 4 weeks. I need to do my homework on how to set this up, but word from other teachers in another district is that students love the inquiry projects. This activity seems very constructivist. I hope the students will become engaged in following their own questions, they’ll work well in groups, and I will be able to assist in supplying resources and questions to further their learning. Even if it doesn’t go perfectly, I will have another chance to grow my learning with a new inquiry for each successive unit.
BEST PRACTICE BOOK ASSIGNMENT:
Karen Best and I chatted about Chapter 9: Content Then Process: Teacher Learning Communities in the Service of Formative Assessment, by Dylan Wiliam. He states that we must raise student achievement, because it impacts society and individuals in areas of living longer, being healthier, earning more money, and costing society less as they are independent beings who are contributors, not takers.
Formative assessment is minute to minute and day to day. It uses evidence of learning, and adapts teaching to meet immediate learning needs. Assessment is done daily. Students in the most effective classrooms learn at four times the speed of those in the least effective classrooms. Primarily it’s the teacher, and what they do, not what they know.
So, 5 Key Strategies are:
1. Clarify learning intentions & share criteria for success. We relate that with those of us stating or posting learning targets. This includes sharing exemplars, which Karen and I thought really important for writing projects.
2. Have effective classroom discussions the elicit evidence of learning. Use all student response systems like activotes or dry erase boards.
3. Provide feedback that moves learners forward. Karen said she’ll tell students there are 5 errors on their page, and have them “find it and fix it”. This is a good example of moving learning forward.
4. Activate students as owners of their learning. Have green (I understand), yellow (I’m not sure) and red (don’t understand) cups or circles on their desks. They change their color as the lesson proceeds, and teacher can check to see where the students are at.
5. Allow students to be instructional resources for one another. Trade papers, and have students check for a list of required elements. Sort of a “pre-flight” checklist, before turning it in.
I believe Wiliam said that he as a book of strategies for each of these five areas, and I think it would be an excellent resource, and will need to scout it out.
As far as establishing teacher learning communities in your buildings, he suggests 5 approaches.
1. Be gradual, take small steps.
2. Be flexible, make adjustments to the techniques you’re using.
3. Allow choice. Teachers choose which strategies to try that best fit their teaching style.
4. Accountability – teachers are free to choose what to change, but they must change something and justify it as likely to improve student learning.
5. The teacher learning community is supportive, and a meeting of equals. When one teacher/member sets him- or herself up as the formative assessment “expert”, the learning of other members is compromised.
Overall, we are to adjust our practices and concentrate on what is right, which leads to student improvement, which leads to teacher satisfaction. He believes we need to invest in the teachers who are in the field, a “love the one you’re with” approach!
According to our community, a master teacher…..
· Is honest, open, understanding, human, reachable
· Is reflective in own practice
· Is reflective in student work
· Is flexible and willing to deviate from lesson plan
· Is knowledgeable in subject matter(s)
· Is creative and spontaneous
· Has fun teaching
· Makes learning fun
· Is willing and able to differentiate appropriately
· Is aware of the age level characteristics, behaviors, abilities, attributes and interests of the kids in his/her room
· Is a lifelong learner
· Is a manager of people, time, and of the classroom
· Is a backwards planner with goals in mind
· Works cooperatively with parents
· Works cooperatively with professional peers
· Understands and uses data
· Uses technology effectively
· Communicates effectively
· Connected to the community in which he/she teaches
· Focuses on student-centered learning
· Acknowledges and accommodates differences through differentiated instruction
· Understands/caters to different learning styles and multiple intelligences
· Is constructivist
· Helps kids make connections in their learning
· Changes practice to meet unique needs
· Knowledgeable about current trends in education
· Sets professional goals for improvement
· Has an organized and effective system of reflection
· Is a leader in his/her school
· Is knowledgeable in local and/or state curriculum standards
· Integrates standards into lessons
· Exhibits passion
· Demonstrates desire for excellence
· Comfortable with and open to change
· Teaches the whole child (academic, social, emotional)
· Builds community in classroom
· Encourages student ownership in learning
· Manages student confidence in learning
· Initiates, establishes, and demonstrates a love of learning
· Utilizes brain and body breaks
· Plans are detailed enough to be able to follow, but broad enough to be adaptable
· Teacher understands that finding, understanding, using best practices takes effort
· Effective communicator
· Is upbeat
· Is organized
· Brings excitement to school
· Cares for students
· Keeps safety in mind at all times
· Creates lifelong learners
· Gives students meaningful and new experiences
· Teaches socially acceptable behaviors
· Sets up exploratory learning experiences
· Is true to who he or she is/understands his or her weaknesses and strengths
· Goes above and beyond what a “normal” teacher does
· Connects with students
· Acknowledges all students
· Builds positive rapport with kids
· Meets all needs of learners
· Helps kids make connections between learning and their own lives
· Believes that all kids can learn
· Identifies strengths and weaknesses of students and adjusts accordingly
· Builds on prior knowledge
· Designs lessons within different learning domains—cognitive, affective, and psychomotor
· Models thinking
· Provides specific, clear, and timely feedback
· Creates a structured learning environment
· Establishes procedures
· Is a master motivator
· Maintains high standards
· Holds students accountable
· Takes risks
· Maintains professionalism and is emotionally stable
· Takes pride in work
· Is a team player
· Is able to view situations from different perspectives
· Empathizes
· Is humble
· Uses humor
· Volunteers to help
· Utilizes collaborative small-group work
· Conferences with students
· Allows for student choice that increases student ownership and responsibility
· Minimally uses whole class activities/lectures
· Doesn’t use much rote practice, memorization, drill worksheets, solitary seatwork
· Displays student made artwork/products/displays
· Utilizes student input for rules/community/norms
· Allows for students to set and achieve goals
· Focuses on instruction that allows for knowledge application and problem solving
· Creates a balance between teacher-directed and student-directed work
· Seeks out parental involvement
· Consults with students
· Creates a least restrictive environment
· Sets the stage for student discovery
· Seeks out advice and knowledge
· Possesses humility and can admit mistakes
· Seeks out answers to questions that cannot be immediately answered
· Has time for students
· Inspires students
· Inspires colleagues
· Creates an environment in which the content in relevant and meaningful
· Teaches for the students
· Teaches because of the students
National Boards Propositions:
Five Core Propositions
Teachers are committed to students and their learning. Teachers know the subjects they teach and how to teach those subjects to students. Teachers are responsible for managing and monitoring student learning. Teachers think systematically about their practice and learn from experience. Teachers are members of learning communities.
The Five Core Propositions
NBPTS was created in 1987 after the Carnegie Forum on Education and the Economy’s Task Force on Teaching as a Profession released A Nation Prepared: Teachers for the 21st Century. Shortly after its release, NBPTS issued its first policy statement: What Teachers Should Know and Be Able to Do (PDF - 104kb).
This policy set forth our vision for accomplished teaching. The Five Core Propositions form the foundation and frame the rich amalgam of knowledge, skills, dispositions and beliefs that characterize National Board Certified Teachers (NBCTs).
Proposition 1: Teachers are Committed to Students and Their Learning
NBCTs are dedicated to making knowledge accessible to all students. They believe all students can learn. They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice. NBCTs understand how students develop and learn. They respect the cultural and family differences students bring to their classroom. They are concerned with their students’ self-concept, their motivation and the effects of learning on peer relationships. NBCTs are also concerned with the development of character and civic responsibility. | |
Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students.
NBCTs have mastery over the subject(s) they teach. They have a deep understanding of the history, structure and real-world applications of the subject. They have skill and experience in teaching it, and they are very familiar with the skills gaps and preconceptions students may bring to the subject. They are able to use diverse instructional strategies to teach for understanding. | |
Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning.
NBCTs deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused. They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals. NBCTs know how to assess the progress of individual students as well as the class as a whole. They use multiple methods for measuring student growth and understanding, and they can clearly explain student performance to parents. | |
Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience.
NBCTs model what it means to be an educated person – they read, they question, they create and they are willing to try new things. They are familiar with learning theories and instructional strategies and stay abreast of current issues in American education. They critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into their practice. | |
Proposition 5: Teachers are Members of Learning Communities.
NBCTs collaborate with others to improve student learning. They are leaders and actively know how to seek and build partnerships with community groups and businesses. They work with other professionals on instructional policy, curriculum development and staff development. They can evaluate school progress and the allocation of resources in order to meet state and local education objectives. They know how to work collaboratively with parents to engage them productively in the work of the school. |
Hopes and Dreams August, 2011
1. STAY POSITIVE!
2. RESPONSIVE CLASSROOM ~ Professional Language & Classroom Structure
3. REFLECT! ~ Journal Frequently
4. FIND JOY! (Remember the social curriculum needs of students and adult learning community, too!)
5. BUILD LEARNING COMMUNITY
(grade level/classroom/building/master’s class)
6. LEAD! Assist teachers in their teaching, students in their learning, school district in its goals.
7. Set the IDEAL/HIGH STANDARDS and STRIVE for it!
8. Be ORGANIZED! Use time effectively ~ Stay focused!
9. Keep LEARNING and SHARING!
10. “SEE the BIGGER PICTURE” Understanding for coworkers, students, families, master’s class, master’s work. Don’t get lost in the details. Talk less. ~ Listen more.
9/12/2011 Last night I read an article by Steven Farr called Leadership, Not Magic. I received the article as part of the math coach training I attended last year. I made a notecard of some of the things effective teachers do. My plan is to read and review this notecard and to put its ideas into my practice. Some of them follow. Set big goals to creat urgency, focus and allignment of effort to make tremendous progress. Rally students and families. Convince students that their personal investment does make a difference. Deliberately create and maintain a welcoming environment where students feel safe taking risks. Build strong relationships and create a sense of community. Create a classroom culture when academic success for students and the group is highly valued. Empower students whith choice and responsibility in their own learning. Backward Plan. Continually improve (reflect, and share lesson failures). Some of these are already being implemented after just one day in the classroom. These are good goals to start this school year.
Understanding by Design, Chapter 9 synopsis Grant Wiggins and Jay McTighe
Stage 3: Planning for Learning pp191-226
Stage 3 is about planning for appropriate learning activities. We should focus our thinking on who the learners are, and what they will need, individually and collectively, to achieve the desired results (Stage 1) and perform well at the tasks proposed (Stage 2).
1. Resist temptation to fall back on comfortable and familiar techniques.
2. Ask yourself: What kinds of instructional approaches, resources, and experiences are required to achieve your goals (Stage 1 & 2)? Stage 3 essential questions are: What do learners need, given the desired results? What is the best use of time spent in and out of the classroom, given the performance goals? Focus on learning, not on the teaching.
3. Consider the ongoing use of assessment as a key to improving learning.
4. Design your lessons so teacher and learners can get the feedback they need to rethink, revise, and refine their work.
THE BEST LESSON DESIGNS ARE ENGAGING AND EFFECTIVE.
Engaged learners will find the lesson thought provoking, fascinating, and energizing. It pulls them all deeper into the subject. Engaged means hands-on, involves mysteries or problems, provides variety, and offers opportunities to adapt or personalize the challenge, balances cooperation and competition, self and others, has meaningful challenge, and involves authentic accountability for results..
Effective means that the learning design helps learners become more competent and productive at worthy work. Students develop greater skill and understanding, greater intellectual power and self-reflection, as they reach identified goals. Learning is effective when work is focused on clear and worthy goals, students understand the purpose of the work, models and exemplars are provided, they can monitor their progress, limited fear and maximal incentive to try hard, take risks, and learn from mistakes, activities like students’ experiences to the real world, and many opportunities to self-assess and self-adjust based on feedback.
CHARACTERISTICS OF THE BEST DESIGNS FOR LEARNING:
1. Clear performance goals
2. Hands-on approach throughout; less front-loaded “teaching” than typical
3. Focus on interesting and important ideas, questions, issues, problems
4. Obvious real-world application; meaning for learners
5. Powerful feedback system; opportunities to learn from trial and error
6. Personalized approach, with more than one way to do the major tasks, and room for adapting the process and goal to style, interest, need
7. Clear models and modeling
8. Time set for focused reflection
9. Variety in methods, grouping, tasks
10. Safe environment for taking risks
11. Teacher role resembles that of a facilitator or coach
12. More of an immersion experience than a typical classroom experience
13. Big picture provided and clear throughout, with a transparent back-and-forth flow between the parts and the whole
WHERETO : serves as a tool for checking the elements of the design rather than a sequence for how to construct the design. WHERETO REPRESENTS A WAY OF PLANNING AND TESTING UNITS rather than a formula for building them.
W – WHERE AND WHY. Make the goals clear to learners, and tell them why it is worth learning. Students don’t need to know about the teaching, but they do need to know what the learning requires them to eventually do. The work must be purposeful from the students’ point of view. Where are the students going to, and where are they coming from? Use of a K-W-L chart is effective and efficient.
H – HOOK AND HOLD. Find powerful, thought-provoking “hooks” for engaging all students in the big ideas and performance challenges. Developing understandings requires students to work hard, not just take in, memorize, and give back. Tap intrinsic motivation. The H asks us to act on our knowledge about engagement (and disengagement) to achieve our goals as teachers. The most engaging and effective courses can be organized around controversies or opposing arguments. Use weird facts to provoke interest. Provide a mystery. The best lectures keep us engaged by raising questions and providing interesting insights and anecdotes. Don’t front-load too much information; instead let an essential question give rise to the “itch” for the information in the students’ minds.
E – EXPLORE AND EXPERIENCE, ENABLE AND EQUIP. It is the teacher’s job to equip and enable the learner to eventually perform with understanding. Students cannot transfer their understandings to new situations if we as teachers don’t equip them to. Good design involves providing enough real or simulated experience to enable understanding to grow. Use graphic organizers to plan as a teacher, but also to help the students organize ideas.
R – REFLECT, RETHINK, REVISE. How will you guide students to rethink their understanding of important ideas, improve their products and performances through revision based on self-assessment and feedback, and encourage students to reflect on their learning and performance?
E – EVALUAGE WORK AND PROGRESS. How will students be guided in self-assessment, self-evaluation, and adjustment, identify remaining questions, set future goals, and point toward new learning? Self-understanding is the most important facet of understanding for lifelong learning. Successful people have the capacity for honest self-assessment, clarity about their understanding, self-monitor and self-adjust, and do this in timely and effective ways. Metacognition should be integrated into the curriculum as this internal dialogue needs to be made aware to our learners.
T – TAILOR AND PERSONALIZE THE WORK. Differentiate instruction to accommodate the various developmental needs, learning styles, prior knowledge, and interests of students. Tailor the learning plan to maximize engagement and effectiveness for all learners. Differentiate learning in terms of content, process, and product. Content – content standards remains the same when we plan in Stage 1. Process – meet learner needs by varying the resource materials, and allow learners options as to how they work (alone, in a group) or how they present learning (orally, visually, or in writing). Product – appropriate choices of products and performances for assignments and assessments.
O – ORGANIZE FOR OPTIMAL EFFECTIVENESS. Sequence the learning experiences in the best way to develop and deepen student understanding, while minimizing misconceptions, and maximizing engagement and effectiveness. A powerful sequence is desired here.
Overall, make sure that the big ideas are still present, and that the design leads to successful long-term understandings that can be transferred to other areas. Use 6 facets to remind you of the kinds of understanding-related work that needs to happen in Stage 3 to support performance aims from Stage 2. These 6 facets can be used to construct a design for learning, and also to help list possible activities for your plan. They are explanation, interpretation, application, perspective, empathy, and self-knowledge. See pages 223-224 for general questions in these 6 facets to help get your ideas started for your design.
Best Practice Intervention, 11/8/2011
I have been doing an intervention with a student since September 27th. I meet with her one-to-one during Spanish, every other day, for 30 minutes. Last year she had many behaviors which interfered with her ability to grow in any academics. She was pulled out of LLI (Leveled Literacy Intervention) with a 3:1 student/teacher ratio due to her behavior. I was told she would not be considered for LLI this year until a behavior program was put in place.
She misbehaved on a minor scale the first month of school, but would admit to her behavior and pay a loss of recess. During this time, I started to build rapport with her. Since her behaviors are within the normal range, a behavior program would not be appropriate.
The intervention I am using is under behaviors, Choice: Allowing the Student to Select Task Sequence. Purpose: Allowing the student choice in the sequence of academic tasks can increase rates of compliance and active academic engagement. The power of allowing the student to select the sequence of academic tasks appears to be in the exercise of choice, which for ‘biologic reasons’ may serve as a fundamental source of reinforcement (Kern & Clemens, 2007; p. 72). This is supposed to be for independent work time, but I have found fourth grade work to be too difficult for my student.
We have a variety of activities to complete each day. She is allowed to choose which book she will read and how she will practice her spelling words, and likes to be in control. She also seems to thrive on the 1:1 interaction. I am able to give her remediation in reading, spelling, and writing, and positive reinforcement for school behavior. Two weeks ago she began LLI, 1:1, and is working with the program Sounds Abound. She is working very hard, and wants to succeed. I will continue to work with her 1:1 until she is at grade level, which may be all year.
Update 11/19/2011
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Update 11/22/2011
I am going to continue to work with my student, as I have in the past. A few time I have needed to share her time with other students who have fallen behind, she has complied (worked on math or reading on the computer), but I feel it interferes with the relationship we have built. I need to keep working with her 1:1 not only for her academics, but so I can work with her on her social issues. Less important is her need to have choice. She still may choose at times, but doesn’t always need to in order to get her to work hard. This past week I started her on a daily slip for homework completion and bringing back her planner. I am raising the expectation that she complete her homework (study for spelling tests, math worksheets, read each night) and holding her accountable for behavior in less supervised areas. This intervention is probably the key to the much better year she is having, along with being separated from a few select girls from last year. I also need to be documenting the behavior problems she has, in case she needs a further intervention in this area. This intervention has been beneficial to me and her. I am seeing that a paper trail is important to providing evidence for future steps. My data is in an RtI folder at school.
I agree with Rick. It has been a beneficial assignment, and I was able to suggest Intervention Central to another teacher I am working with as a math coach.
12/7/2011
Behaviors continue to be an issue for this student. My principal said she has shown the first remorse this year (nothing last year). She has lost recess due to behavior. I saw tears this week, and she worked some academics while holding down anger. She chose to eat lunch in the office and salvaged the rest of the day. Today, two other students didn’t want to work with her. I looked at her and she said she would behave. She likes control. I will continue to work with her so she can learn to share the control.
Best Practice Pedagogy - 12/07/2011
Teacher Leadership – Sharing within my School Community – Third Semester, Fall 2011
Two Truths & One Lie(Mary)- Students are to mention two things that are true about themselves and one thing that is not true. Then classmates are to guess which one is not true. ***Very hard to not laugh when some students say a very obvious untruth!!
iChoose Board (Mary) I set up a bulletin board in my room with the title iChoose (after iTunes). I have as many squares of scrapbook paper as I do students in my class. Each student gets one square for the whole year and they can display anything they want in the square(appropriate of course:)) and change it as often as the want.
Class Books (Karen Hull)-I include everyone in the entire 4k by displaying their work in a variety of class books. The books are located throughout the room in centers, dramatic play, the library, and hallway at Parent Teacher Conferences. Some of the books we make are for names with pictures (recognzing print), everyone’s home phone number (dramatic play with calling and learning numbers), and individual pictures of the children after a special project (Dr. Seuss cooking project, they each have to make a “thing” out of pretzels and marshmallows) (acting out a positional word).
Buddies (Karen Hull)-Last year I paired one class of my 4kers with a Kindergarten class. We saw our buddies once a week for approximately 30 minutes. The buddies read to us and we shared our favorite books to them. We played games in small groups, we’ve completed projects in which we’ve needed help with labeling, we’ve done arts and crafts where we’ve decorated common hallways, and we even went on a few walking field trips together. Once we visited the nursing home residents with a craft we made together and another time we looked for signs of spring.
Closing Circle - (Tony) Last year, my class ended the day with a closing circle. We went around circle and students shared something that they learned during the day or something that was a positive. We really focused on keeping it positive and on the things that went well.
Star of the Week - (Tony) Each week, a student will be star of the week. This student may bring in photos, favorite book, and a few other items to share with the class. They share the star of the week questionnaire/survey along with items and then the class has the opportunity to ask questions. Then the photos and items are placed on the bulletin board to be displayed throughout the week. Each child will be star of the week.
Morning Meeting - (Paula) I do a Morning Meeting every day with my class. As part of the Responsive Classroom approach, the Morning Meeting consists of four parts: Greeting, Sharing, Activity, and News and Announcements. I find that my students really look forward to this every day and that it is a great starter to a day full of learning. All students are acknowledged during this time, and all have an equal voice. It is a great social piece, and it is also very easy to pull in academics into the different parts.
Ball Toss Greeting - (Paula) As part of the Morning Meeting, we sometimes do the Ball Toss Greeting. During this greeting, we first start by tossing the ball to someone and greeting that person. I tell students to remember who they got the ball from and who they threw the ball to. After the initial greeting, we try to replicate the same order without using words. I time this with a stopwatch and we try to get quicker each time. We even add in a second or third ball sometimes! It’s a great way for all students to work together.
Mystery Person (Janet) Much like Abby’s Rare Birds activity, I have collected responses to questions from each student. Then when we have a few minutes, I will read the responses and students will have 3 guesses to find the mystery person. What I like about Abby’s that I hadn’t done before, was to have students work in groups to try to figure out the mystery person.
Scavenger Hunt (Janet) The first day or two of class we have a get up and move scavenger hunt to locate the person who has been to Florida, loves beets, walks to school, loves fishing, etc. Every student has to try to get everyone elses’ signature. I always play. It gets everyone interacting and learning about their classmates right away. We get to find out who has those things in common, and what our friends’ interests are. Since I have a new student from another district this year, I will not want to skip this activity.
That’s Me! (Janet) From Responsive Classroom, this activity asks for a “That’s me!” response as the teacher poses questions. I did this last year during morning meeting after Thanksgiving. We learned a lot about each other’s break in a short amount of time, yet still allowed students to share. Example questions: Who ate turkey over break? Who did not eat turkey? Who traveled out of state? Who went to the movies? Who played a board game? Who visited relatives? Who cleaned their room? Who played on the computer? Who played outside? Who went shopping?
Treasure Map (Rick) I begin the school year with this. On the first day, I meet the students at the door with a greeting, a smile and a hand shake. I give each student a note card with their name on it and a bunch of symbols. The symbols represent their seat in the room. There are clues provided all over the room as to what the symbols represent. All I tell the students is that I have only had one class ever fail (a failure is not having everyone in the correct spot), and to help each other out by providing explanations as to what the clues mean as opposed to telling a person where to go with no explanation.
Human Graph (Rick) Throughout the year, students work with graphs in their math classes. We create a giant Cartesian Plane either in the classroom or somewhere else inside/outside of the building (but I prefer to go outside). In order to better visualize what we are studying, the students are all assigned an x-coordinate for a particular function and they have to go to their respective y-coordinates based on the function. This gets the students to work together and “graph a function” as a class.
Motivational Fridays (Rick) I think I have shared this with all of you, but my students take this serious and we get some great discussions and some students really open up during these at times. Every Friday (and students beg for them on the last day of a short week...but I stand firm) I show a video clip of something “motivational.” This is a broad term, but really it comes in many different forms. Some topics include overcoming adversity, successes, poems, etc. There are some great videos out there on a number of websites (Youtube, any news specials, other websites...just google and you will find:). We watch this video clip and then a discussion follows. The discussions have no particular restrictions (I may impose some if students get out of line...which has not happened yet) and flow from the students. I may have a couple of prompting questions ready, but these are used only if necessary. These provide a great break from math in an educational setting.
Tap Someone Who/Acknowledgment Ritual (Abby)
I just learned this community builder this past summer, but I am excited to use it this year! Students sit in a circle on chairs. The teacher asks all players to close their eyes, and then selects four students to be the “tappers.” The tappers open their eyes and stand. Everyone else must still keep their eyes closed. If someone opens their eyes he/she should be removed or tabbed out, so this behavior stops. The teacher states categories of people to tap. (Prior to starting it would be a good idea to talk about appropriate places to tap, such as the shoulder.) The teacher would then say, “Tap someone who...
Reflection Questions:
How did it feel being tapped? Why?
How did if feel to be the Tapper? Why?
What other categories can we include next time?
How does this activity help make us a more caring classroom?
All My Favorites (Abby)
At the beginning of the year I ask students to fill out a form on all their favorite things. It is a list of categories, and students fill in the blank with their response. For example, I will ask them their favorite television show, musical group, athlete, book.... I read them and file them. Then during the year, when I write problems I try to incorporate their favorites into the word problem, instead of using a generic Sally or John. It’s something pretty basic, but including their favorites sometimes makes them more interested in what we are learning. I think it plays a small part in building a community they are happy to be a part of. It also keeps me current on the most populars with my age group. :)
Mid-day meeting? (Amanda) I love all of these community builders, but it’s making me feel a little inadequate. I think “community” functions a little differently in my classes; social interaction is inherent in musical ensembles, and I don’t regularly have non-musical community builders. I do like to start my classes with news, announcements, and acknowledgements- I fill students in on anything happening and often congratulate students for outside achievements. This is also time for students to share anything they would like, and my students often like to chime in with events from the previous evening or earlier in the morning. This also keeps us a little better on track for the rest of the class.
Greetings (Amanda) This might be obvious, but I always make a point of greeting all students I meet in the hallway with their names (there are only a few I don’t know in the elementary school) and a smile. There are so many students (and adults!) that will just pass others without any acknowledgment at all, especially in the high school. There are still a few students who don’t really respond to me, but I think my effort creates an atmosphere of caring and respect.
Diamond/ Stone- (Tabetha) At the beginning of class, each student is to quickly share 1 diamond (positive) and 1 stone (negative) about their day. This is the 1st year that I have used this and I am liking it. It gives me an opportunity to guage where my students are at and it gives each students an opportunity to share.
Game Day (Tabetha) Every Friday, in my math class, we play a board/card game. I generally try to have it relate to math. I enjoy doing this because it not only gives the students a ‘break’ but it also always them an opportunity to talk with each other and find out about each other. Depending on the class dynamics, I will either ‘facilitate’ the conversation or I will be a member of the group like the students. It is a great way to learn more about my students and what activities they enjoy doing during the weekends.
Who Am I Bag (Karen B) On the first day of the class, I model the activity by bringing in a bag with 5 or 6 items that really capture who I am as a person and as a teacher. I usually bring a photo of my family, a Harry Potter book, a lifeguard whistle, a soccer ball, a bear with the Spanish flag, and maybe one or two other variable things. I use the items to explain myself and let students get to know me. Then I give them the assignment: They must bring in their own Who am I bags to class the next day. Each student brings 5 items and stands up in his or her own place to hold the items up and explain why they are significant to them. I sit with my class list and take notes on the types of items they bring. I have NEVER had a student refuse to do this, and it is amazing the kinds of things I learn in passing. Example: one girl brought a picture her dad, a tattoo artist, drew, and went on to explain that she keeps it in her room because her parents are in a custody battle and she might not get to see him much. The rest of the class is looking at the artwork, while I just found out something very valuable about the home life of my student. Also...it gets them all up in front of the group and talking in a very non-threatening way.
Team Juggling (Karen)- A short activity to help groups work as a team. Each group gets in a circle and numbers themselves by counting around the circle. Then they rearrange themselves to they are not next to either of the people they were before. They use their original numbers and count off again, paying attention to the numbers before and after them. Then each group gets a tape ball. They start on their knees and throw underhanded, following their numbers, but saying the next person’s name instead of his or her number. When they get that mastered, they can stand up and try again. Add tape balls as needed, up to 4.
Big Booty or Shambooey
This is a keep the rhythm game which can be used to get the team to focus and listen to each other. The object is to become the Big Booty. You can call the leader a different name if you prefer, but most kids like this game because they get to say “booty”. You can explain that it’s another word for Pirate’s Treasure, if they can’t settle down.
Stand in a circle, for younger kids, draw on the ground with sidewalk chalk BB for the leader, then 1, 2, 3, 4, 5 (for however many players) clockwise. For older kids, they number off and have to remember their number.
The rhythm is a slap (on the thighs), clap, slap, clap. The players have to say their number first and then a number they are passing it to. Big Booty doesn’t have a number, s/he is referred to as Big Booty. And the Big Booty starts every round by holding their hands up and making the first slap, saying, “Oh yeah, Big Booty, Big Booty, Big Booty” then s/he makes the call, “Big Booty, Number 3.” slap, clap. Whoever is Number 3 then says, “Number 3, Number 5.” slap, clap. Whoever is Number 5 might say, “Number 5, Big Booty.” slap, clap, and so on.
When someone messes up they go to where the highest number was standing (in this case 5), and everyone moves forward (if they can) toward becoming Big Booty. If Big Booty gets out, Number 1 becomes the new Big Booty.
Best Practice Growth April, 2012
I updated my best practice growth on my homepage. One best practice that I have struggled with this semester is keeping up on my work. I am not the best multi-tasker, even though I am a woman.:) I feel that I am so far behind right now, that I don't know if I can catch up. I do not want this to be the way that I end my master's program. When Keith, my husband, went to the Ukraine to work for six weeks in March and April, I knew I had to dig my head out of the work mode I was in. I did not want Kari and Kyle to feel abandoned, so I spent time with them on the weekends. The jobs like making supper and feeding animals on the weekends, and making sure the kids did their chores was now mine. Many nights I felt exhausted just from juggling my teaching day with home life and extracurricular activities of my kids. I spent time skyping Keith and Sam (at Iowa State) and taking care of paper work and bill-paying that wasn't normally mine. I know it doesn't make me any less responsible for my course work, but I am trying to accept that my grades will not be exemplar, even though I am a changed teacher because of this program. Writing down all of the reasons why I am behind in my work all add up to FAMILY. I will not regret putting them first at this time. I will accept my lot.
My new best practices include:
*Responsive Classroom (more rigorous adherance to the program) *Inquiry Projects *Daily 5 *CAFE *Reflection *Reading professional magazines like Teacher Leadership *Including Social Justice Topics and books in my curriculum.
Teacher Leadership – Sharing within my School Community – Third Semester, Fall 2011
Inquiry Project - Research Project – My research project came out of our need to add inquiry projects to each of our eight reading units. All teachers, K-5, need to implement this, and we are doing a lot by trial and error. I was able to share at a meeting this fall the things I have tried. Here are some ideas that I shared from my research thus far. 1. Use a rubric for student interactions where they grade themselves and each other. 2. Take time for students to ponder and wonder about the topic. 3. Gather books for students to peruse, and give time for them to share what intrigues them. 4. Even though the unit is 4 weeks, student research doesn’t have to be started the first week when they are just beginning to learn about the topic. Keep the lessons going and then at the end of the unit there will be consecutive days for students to really dig in to their project.
Social Justice – This fall I updated the social justice lesson that I created last year, using Abby’s poem. It now includes famous people who struggled in school, were diagnosed with ADHD, or learning disabilities. It culminates with the book The Junkyard Wonders, by Patricia Polocco, a famous children’s author. The story is based on her and her classmates’ experiences in a learning disabilities classroom. I was able to share this with coworkers, and know that two other teachers at my grade level shared these lessons with their classes. My class was deeply moved by the lesson and book. I believe it is helping them to see themselves and others as a work in progress. Students also participated in the “Tap Someone Who” community builder. This was another way to show them we are all different with different strengths, but that everyone counts.
From a La Crosse session I was able to copy and share the Diversity Children’s Literature Book lists and descriptions with 30 teachers in my building. Our librarian emailed that we have about half of these books in our collection. She ordered for preview many of the others, and I and other teachers will be able to preview, share them with my class, and recommend for purchase.
I attended Leveled Literacy Intervention training, and brought back writing ideas for my grade level. The trainer said that teachers find a very strong connection between their students’ reading and writing ability, and use both to determine how the students are progressing. From this sharing our grade level is requiring written responses to weekly small group readings. We also brought back spelling sentences for the last four words on our spelling lists. One teacher made the worksheet we will use; another teacher created the sentences we will use. Common and worthwhile assessments are one result of this training.
As a Math Coach, I have been spending time discussing classroom best practices and teaching strategies with two teachers in my building. The third grade teacher has asked for help with a math intervention. I have checked out two kits on addition and subtraction. He is also thinking that maybe a behavior intervention is needed first. I sent him to Intervention Central. I will continue to assist him with either or both interventions, and move forward our building learning community initiatives. The other teacher wants to begin the observations by coning into my room. We will set that up for December. I am hopeful that they will see everything we do together to be centered around student performance.
I implemented a weekly language activity in my classroom this year called Making Words. Students take the letters presented on a Monday and work to make 2-letter, 3-letter, 4-letter, etc. words. Their goal is to make at least 20 words and find the mystery word that these letters create by Friday. Students are motivated and collaborate throughout work time during the week. Many times they find 60-90 words. This activity gets students working with spelling patterns, prefixes, and suffixes. After sharing several times with my team, two other teachers are beginning to use this activity. A fifth grade teacher saw this when she was in one of those classrooms and emailed wanting to know more. I have one student who is two years below in reading and spelling. She has been benefiting from Making Words at a lower level during my one-to-one time with her.
I have asked our librarian if she would like to catalog my ASCD Educational Leadership magazines from this past year and into next year, to share them with teachers in my building.
I have modeled new technology by using the HPLL Cart and sharing with my team the experience of requesting the program, cart, and room. I commented on how interactive, motivating and educational the program was. I am looking to collaborate with a teacher from the Atlantic States with our reading curriculum. This is something all fourth graders could benefit from. I will keep my eye out for other programs, and continue to encourage other teachers to use this technology.
Common Assessments in Math – We began the process of using End-of-Unit common assessments in math last year. I have taken this a step further this year. At the beginning of each unit, I bring the other progressive assessments to our meeting. I use the series expectations and mark student responses that fit the benchmark, partial benchmark, and not-reaching the benchmark requirements. We are talking about how the middle of the unit formative assessments can be used to further inform us about student understanding. These students may benefit from small group re-teaching. It also informs us of students who may need challenges if they are consistently scoring proficient in these ongoing curriculum assessments.
Updating Promethean Flip Charts for Math – I have given my math homework procedures a lot of thought since beginning this program. I have shared with my team that I want to go over homework in class, rather than correcting it, grading it, and then sending it home with my students. So, I obtained a password to the middle school scanner/copier, scanned our student worksheets, and put them into the first two flip charts. All five of my colleagues benefit from having the homework pages within the math lessons. We are using best practice in viewing homework as practice. Everyone at my grade level is using the homework pages. A colleague volunteered to put the third unit worksheets in. I added homework pages to Unit 4. If someone volunteers, I will let them do the next five units. Otherwise, I will do this, as it meets the goal that I set for improving math instruction this year.
Reading Vocabulary Power Point – Last year a first grade teacher shared with the K-5 staff that she runs a vocabulary power point during a transition time in her room. I inquired, and she shared with me how she set this up. I took the first two units (four weeks per unit) and created these power points for my grade level. There were about 36 words for each week, for 8 weeks. I shared these with my grade level. Another colleague volunteered to add our language vocabulary to them, and has made the four power points for Unit 3, and said she will continue to do this for the rest of our reading series. I am empowered by her support and feel good that all fourth graders are having this practice with their many vocabulary words. All teachers have found this a valuable use of transition time during reading at least a few times a week.
From La Crosse Conference, I shared with my team the session on using Twitter as a professional connection to new ideas. I have not implemented it, and I don’t believe other teachers in my building have either. I explained that teachers of different grade levels connect on a certain day of the week at a certain time. It is all about time right now; when I and other teachers feel we have the time to investigate this, we will join in the Twitter connection.
Community Builder Master List: Third Semester
Two Truths & One Lie(Mary)- Students are to mention two things that are true about themselves and one thing that is not true. Then classmates are to guess which one is not true. ***Very hard to not laugh when some students say a very obvious untruth!!
iChoose Board (Mary) I set up a bulletin board in my room with the title iChoose (after iTunes). I have as many squares of scrapbook paper as I do students in my class. Each student gets one square for the whole year and they can display anything they want in the square(appropriate of course:)) and change it as often as the want.
Class Books (Karen Hull)-I include everyone in the entire 4k by displaying their work in a variety of class books. The books are located throughout the room in centers, dramatic play, the library, and hallway at Parent Teacher Conferences. Some of the books we make are for names with pictures (recognzing print), everyone’s home phone number (dramatic play with calling and learning numbers), and individual pictures of the children after a special project (Dr. Seuss cooking project, they each have to make a “thing” out of pretzels and marshmallows) (acting out a positional word).
Buddies (Karen Hull)-Last year I paired one class of my 4kers with a Kindergarten class. We saw our buddies once a week for approximately 30 minutes. The buddies read to us and we shared our favorite books to them. We played games in small groups, we’ve completed projects in which we’ve needed help with labeling, we’ve done arts and crafts where we’ve decorated common hallways, and we even went on a few walking field trips together. Once we visited the nursing home residents with a craft we made together and another time we looked for signs of spring.
Closing Circle - (Tony) Last year, my class ended the day with a closing circle. We went around circle and students shared something that they learned during the day or something that was a positive. We really focused on keeping it positive and on the things that went well.
Star of the Week - (Tony) Each week, a student will be star of the week. This student may bring in photos, favorite book, and a few other items to share with the class. They share the star of the week questionnaire/survey along with items and then the class has the opportunity to ask questions. Then the photos and items are placed on the bulletin board to be displayed throughout the week. Each child will be star of the week.
Morning Meeting - (Paula) I do a Morning Meeting every day with my class. As part of the Responsive Classroom approach, the Morning Meeting consists of four parts: Greeting, Sharing, Activity, and News and Announcements. I find that my students really look forward to this every day and that it is a great starter to a day full of learning. All students are acknowledged during this time, and all have an equal voice. It is a great social piece, and it is also very easy to pull in academics into the different parts.
Ball Toss Greeting - (Paula) As part of the Morning Meeting, we sometimes do the Ball Toss Greeting. During this greeting, we first start by tossing the ball to someone and greeting that person. I tell students to remember who they got the ball from and who they threw the ball to. After the initial greeting, we try to replicate the same order without using words. I time this with a stopwatch and we try to get quicker each time. We even add in a second or third ball sometimes! It’s a great way for all students to work together.
Mystery Person (Janet) Much like Abby’s Rare Birds activity, I have collected responses to questions from each student. Then when we have a few minutes, I will read the responses and students will have 3 guesses to find the mystery person. What I like about Abby’s that I hadn’t done before, was to have students work in groups to try to figure out the mystery person.
Scavenger Hunt (Janet) The first day or two of class we have a get up and move scavenger hunt to locate the person who has been to Florida, loves beets, walks to school, loves fishing, etc. Every student has to try to get everyone elses’ signature. I always play. It gets everyone interacting and learning about their classmates right away. We get to find out who has those things in common, and what our friends’ interests are. Since I have a new student from another district this year, I will not want to skip this activity.
That’s Me! (Janet) From Responsive Classroom, this activity asks for a “That’s me!” response as the teacher poses questions. I did this last year during morning meeting after Thanksgiving. We learned a lot about each other’s break in a short amount of time, yet still allowed students to share. Example questions: Who ate turkey over break? Who did not eat turkey? Who traveled out of state? Who went to the movies? Who played a board game? Who visited relatives? Who cleaned their room? Who played on the computer? Who played outside? Who went shopping?
Treasure Map (Rick) I begin the school year with this. On the first day, I meet the students at the door with a greeting, a smile and a hand shake. I give each student a note card with their name on it and a bunch of symbols. The symbols represent their seat in the room. There are clues provided all over the room as to what the symbols represent. All I tell the students is that I have only had one class ever fail (a failure is not having everyone in the correct spot), and to help each other out by providing explanations as to what the clues mean as opposed to telling a person where to go with no explanation.
Human Graph (Rick) Throughout the year, students work with graphs in their math classes. We create a giant Cartesian Plane either in the classroom or somewhere else inside/outside of the building (but I prefer to go outside). In order to better visualize what we are studying, the students are all assigned an x-coordinate for a particular function and they have to go to their respective y-coordinates based on the function. This gets the students to work together and “graph a function” as a class.
Motivational Fridays (Rick) I think I have shared this with all of you, but my students take this serious and we get some great discussions and some students really open up during these at times. Every Friday (and students beg for them on the last day of a short week...but I stand firm) I show a video clip of something “motivational.” This is a broad term, but really it comes in many different forms. Some topics include overcoming adversity, successes, poems, etc. There are some great videos out there on a number of websites (Youtube, any news specials, other websites...just google and you will find:). We watch this video clip and then a discussion follows. The discussions have no particular restrictions (I may impose some if students get out of line...which has not happened yet) and flow from the students. I may have a couple of prompting questions ready, but these are used only if necessary. These provide a great break from math in an educational setting.
Tap Someone Who/Acknowledgment Ritual (Abby)
I just learned this community builder this past summer, but I am excited to use it this year! Students sit in a circle on chairs. The teacher asks all players to close their eyes, and then selects four students to be the “tappers.” The tappers open their eyes and stand. Everyone else must still keep their eyes closed. If someone opens their eyes he/she should be removed or tabbed out, so this behavior stops. The teacher states categories of people to tap. (Prior to starting it would be a good idea to talk about appropriate places to tap, such as the shoulder.) The teacher would then say, “Tap someone who...
made you smile this week
is a good friend
helped you today
made you laugh this week
you admire
you would share a secret with
Reflection Questions:
How did it feel being tapped? Why?
How did if feel to be the Tapper? Why?
What other categories can we include next time?
How does this activity help make us a more caring classroom?
All My Favorites (Abby)
At the beginning of the year I ask students to fill out a form on all their favorite things. It is a list of categories, and students fill in the blank with their response. For example, I will ask them their favorite television show, musical group, athlete, book.... I read them and file them. Then during the year, when I write problems I try to incorporate their favorites into the word problem, instead of using a generic Sally or John. It’s something pretty basic, but including their favorites sometimes makes them more interested in what we are learning. I think it plays a small part in building a community they are happy to be a part of. It also keeps me current on the most populars with my age group. :)
Mid-day meeting? (Amanda) I love all of these community builders, but it’s making me feel a little inadequate. I think “community” functions a little differently in my classes; social interaction is inherent in musical ensembles, and I don’t regularly have non-musical community builders. I do like to start my classes with news, announcements, and acknowledgements- I fill students in on anything happening and often congratulate students for outside achievements. This is also time for students to share anything they would like, and my students often like to chime in with events from the previous evening or earlier in the morning. This also keeps us a little better on track for the rest of the class.
Greetings (Amanda) This might be obvious, but I always make a point of greeting all students I meet in the hallway with their names (there are only a few I don’t know in the elementary school) and a smile. There are so many students (and adults!) that will just pass others without any acknowledgment at all, especially in the high school. There are still a few students who don’t really respond to me, but I think my effort creates an atmosphere of caring and respect.
Diamond/ Stone- (Tabetha) At the beginning of class, each student is to quickly share 1 diamond (positive) and 1 stone (negative) about their day. This is the 1st year that I have used this and I am liking it. It gives me an opportunity to guage where my students are at and it gives each students an opportunity to share.
Game Day (Tabetha) Every Friday, in my math class, we play a board/card game. I generally try to have it relate to math. I enjoy doing this because it not only gives the students a ‘break’ but it also always them an opportunity to talk with each other and find out about each other. Depending on the class dynamics, I will either ‘facilitate’ the conversation or I will be a member of the group like the students. It is a great way to learn more about my students and what activities they enjoy doing during the weekends.
Who Am I Bag (Karen B) On the first day of the class, I model the activity by bringing in a bag with 5 or 6 items that really capture who I am as a person and as a teacher. I usually bring a photo of my family, a Harry Potter book, a lifeguard whistle, a soccer ball, a bear with the Spanish flag, and maybe one or two other variable things. I use the items to explain myself and let students get to know me. Then I give them the assignment: They must bring in their own Who am I bags to class the next day. Each student brings 5 items and stands up in his or her own place to hold the items up and explain why they are significant to them. I sit with my class list and take notes on the types of items they bring. I have NEVER had a student refuse to do this, and it is amazing the kinds of things I learn in passing. Example: one girl brought a picture her dad, a tattoo artist, drew, and went on to explain that she keeps it in her room because her parents are in a custody battle and she might not get to see him much. The rest of the class is looking at the artwork, while I just found out something very valuable about the home life of my student. Also...it gets them all up in front of the group and talking in a very non-threatening way.
Team Juggling (Karen)- A short activity to help groups work as a team. Each group gets in a circle and numbers themselves by counting around the circle. Then they rearrange themselves to they are not next to either of the people they were before. They use their original numbers and count off again, paying attention to the numbers before and after them. Then each group gets a tape ball. They start on their knees and throw underhanded, following their numbers, but saying the next person’s name instead of his or her number. When they get that mastered, they can stand up and try again. Add tape balls as needed, up to 4.
Big Booty or Shambooey
This is a keep the rhythm game which can be used to get the team to focus and listen to each other. The object is to become the Big Booty. You can call the leader a different name if you prefer, but most kids like this game because they get to say “booty”. You can explain that it’s another word for Pirate’s Treasure, if they can’t settle down.
Stand in a circle, for younger kids, draw on the ground with sidewalk chalk BB for the leader, then 1, 2, 3, 4, 5 (for however many players) clockwise. For older kids, they number off and have to remember their number.
The rhythm is a slap (on the thighs), clap, slap, clap. The players have to say their number first and then a number they are passing it to. Big Booty doesn’t have a number, s/he is referred to as Big Booty. And the Big Booty starts every round by holding their hands up and making the first slap, saying, “Oh yeah, Big Booty, Big Booty, Big Booty” then s/he makes the call, “Big Booty, Number 3.” slap, clap. Whoever is Number 3 then says, “Number 3, Number 5.” slap, clap. Whoever is Number 5 might say, “Number 5, Big Booty.” slap, clap, and so on.
When someone messes up they go to where the highest number was standing (in this case 5), and everyone moves forward (if they can) toward becoming Big Booty. If Big Booty gets out, Number 1 becomes the new Big Booty.
Best Practice Growth April, 2012
I updated my best practice growth on my homepage. One best practice that I have struggled with this semester is keeping up on my work. I am not the best multi-tasker, even though I am a woman.:) I feel that I am so far behind right now, that I don't know if I can catch up. I do not want this to be the way that I end my master's program. When Keith, my husband, went to the Ukraine to work for six weeks in March and April, I knew I had to dig my head out of the work mode I was in. I did not want Kari and Kyle to feel abandoned, so I spent time with them on the weekends. The jobs like making supper and feeding animals on the weekends, and making sure the kids did their chores was now mine. Many nights I felt exhausted just from juggling my teaching day with home life and extracurricular activities of my kids. I spent time skyping Keith and Sam (at Iowa State) and taking care of paper work and bill-paying that wasn't normally mine. I know it doesn't make me any less responsible for my course work, but I am trying to accept that my grades will not be exemplar, even though I am a changed teacher because of this program. Writing down all of the reasons why I am behind in my work all add up to FAMILY. I will not regret putting them first at this time. I will accept my lot.
My new best practices include:
*Responsive Classroom (more rigorous adherance to the program) *Inquiry Projects *Daily 5 *CAFE *Reflection *Reading professional magazines like Teacher Leadership *Including Social Justice Topics and books in my curriculum.
