Curating and Evernote

I found this exercise very helpful.  It challenged me to try to explore new resources.  I updated my filter on Twitter to pull posts regarding “Reluctant Readers” rather than “Struggling Readers.”  The posts seemed to be more relevant to elementary education.  There also appeared to be fewer advertisement links popping up in the posts.  I have no issue with folks advertising their books, lesson plans, and teaching tools, but I’d rather be referred to the site by a teacher who has used them in their practice.

When I looked back through the links that I had pulled in the previous quarter, I found that I wanted more information up front, so I’d know whether or not the link was something I needed at that moment.  I started writing a small description to accompany each link that I posted to our shared EVERNOTE notebook.  I believe this made the notebook a better reference tool.

I found myself most drawn to booklists. I pored over all the ideas for great stories that would support reading comprehension strategies.  I was excited to have more options beyond the leveled readers.  I found myself flipping back and forth between the lists and my local library link to see if I could add some of them to my own reading list.  Those that weren’t available at my library, I added to my Goodreads account.  I now have a virtual pile of books that must be close to topping over.  I can barely wait to get started.

I have to admit that I did not collaborate with my co-curators as much as I probably should have.  I have followed the links that they posted.  But I haven’t explored them thoroughly.  Neither have I used any of the communication tools to interact with my teammates on what we found while curating.  We were mostly a team of individuals working on the same subject.  I attribute this to the heavy course load and the increased teaching responsibilities, not to any lack of effort by any member of our team.  I can see this being a great tool for collaboration in the future when supplementing a Unit of learning or when simply researching a learning issue.

I’ve included a link to one of my favorite finds.  This link will take you to a playlist of videos.  They are all very short clips, most less than a minute, of educators sharing their ideas.  I loved watching them and hearing suggestions that connected to readings in our coursework.  I loved listening to other teachers share what works for them.  I loved how passionate and enthusiastic they were to help someone else have success with their own students.

http://www.scholastic.com/worldofpossible/

Technology and Teaching

There were two main impressions that were made during my journaling of technology use in the classroom.  First, the access to technology is very inequitable district to district, school to school, and even classroom to classroom.  My CT is something of an expert using Donorschoose.org to purchase technology for use in his classroom.  He has received funding for 8 iPads.  His students use iPads on a daily basis during literacy rotations.  I’m planning to use them to support my Science Unit Plan on Butterfly Lifecycles in the Spring.  Other teachers in our school come to him for support writing proposals for Donorschoose and to borrow his iPads to support the special needs of their students.  In the district that I visited for my dyad placement, there were enough Chromebooks for each student in the classroom to use them to support lessons for up to 2 hours each day, then the cart of Chromebooks would roll out to another classroom.  I had serious technology envy when I watched the teachers at Ben Franklin use their ActiveInspire Whiteboards to support the learning in their classrooms.  This envy was deepened when we went to the training and saw some of the additional capabilities.  It was painful for me to hear that some teachers just use them to as a convenient place to stick post-it notes.  [I'm not judging those teachers, I don't know them or know what kind of training or support they've received.]  I would be happy to trade them a large corkboard for their electronic whiteboard.   I am challenging myself to figure out how to support my lessons with technology the way that I want to no matter what technology is made available in my classroom.  

The second impression was that most of the time the technology is being used to present material in the same way that it was presented before, but with fancier tools.  I think that it is wonderful that there are several apps that making drilling on math facts much more interesting and fun for the students, but I want to go further.  I feel that we are now able to reach out and see the world from our classroom.  I want to share ideas with other teachers across the hall, across the district, across the state, and across the world.  I want my students to be able to do the same things.  We had a great time listening to a legend written by an Australian author, but how much more engaging and informative would that lesson have been if my students could actually talk to students in Australia, see what was outside their classroom door, find out how school and life is the same and different in different parts of the world.  I would like my students to feel that their work is important.  If they are publishing their writing in a BLOG and they know there is an audience, they will really think about what they are trying to communicate.  How amazing if someone was able to ask them questions about what they wrote.  Imagine their joy if they find out they liked the same book as children from Norway, South Africa, and Argentina.  Think about how exciting it would be for them to have a conversation about their favorite characters or about questions they had about why something had happened.  We have the technology to have International Book Clubs.  How awesome!

How do I get started?  I don’t even have a classroom yet and I am making plans for my kids.  I don’t know what kind of technology I will have.  I don’t know how much flexibility I will have with my curriculum.  I don’t know what kind of professional development will be available.  I need to build a solid network of support.  I feel that we have started that in our Cohort, but what happens after June 5^th?  I need to keep it going.  I work much better when I am able to bounce my ideas off someone else and I am constantly inspired by my cohort’s ideas.  I’ve been wanting all quarter to learn how use Twitter for more than just a one-sided conversation.  Where do I go for that?  I know that I will need to be my own Technology Advocate for a while.  But, I’m hoping at some point to have that network of professionals that can help me improve my teaching practice and just support me when things aren’t working.

I want to learn to expand my thinking and my teaching with technology.

Universal Design for Learning

UDL

Universal Design for Learning - take into account all of the diversities in your classroom: language, culture, special needs, physical accommodations, learning styles, etc. when planning, implementing, and assessing learning.

Provide Multiple Means of Representation - When you present content to students you need to consider how it will be perceived.  What method will work for your diverse student body.  Content should be presented in multiple ways so that it is accessible for everyone.

Provide Multiple Means of Action and Expression - Teachers need to allow students to demonstrate their existing knowledge and their learning in many different ways.  This immediately brought to mind the video we recently watched in our Science course where the student with fine motor skill challenges worked with support to draw his observations.  He described what he wanted to draw and the support personnel guided his drawing with her finger.  The student would not have been able to record his observations in the same manner that the rest of the students had.

Provide Multiple Means of Engagement - Determine what types of activities will initiate and sustain student excitement.  Different activities will motivate different students.

http://www.teachingenglish.org.uk/article/learner-diaries

Our focus was on Assessment and Self-Reflection.  There was a section called Learner Diaries.  The site showed how to set up the process (scaffolding) and provide accessibility (voice recordings vs. written diaries) based on varying student needs. The diaries allowed the students to have individual and private conversations with their teacher about their own sense of how well they were learning, their goals, and what support they needed to support their goals. It was a great way to show the kids their progress across the year in their own writing all in a framework where the students were assessing their own learning.  Additionally, it was helpful for students to listen to their own speaking.  This could be valuable for students who are working on specific speech impediments or are language learners.

Coincidence?

Early this morning I was highlighting and making notes in the reading for our Intermediate Math course.  I came across a passage that talked about mindset and immediately wrote two notes:  1) re-read information on Growth Mindset and look at videos from Dweck; 2) Think about how this can help your focus group student who appears to be firmly entrenched in a fixed mindset.  This student is so capable and needs encouragement and confidence building to recognize it for themselves.  Just now I was reviewing the UDL Guidelines Examples and Resources and what do I immediately find, links to both the book Mindset by Carol S. Dweck and a video of an interview.  These were exactly the tools I needed.  Was this planned?  Or is this just the happy "coincidence" of carefully coordinated and planned instruction?  I hope that my students will feel those same connections across disciplines and experience what feels like real learning.

Inservice

I have this idea that when students and parents imagine what teachers do on 1/2 days and teacher inservice days, it goes a little something like this:  The teacher is sitting, no lounging, at their desk.  Their feet are up and there is some lively music playing softly in the background.  A steaming cup of coffee or maybe a venti caramel macchiato is close at hand, probably right next to the plate of scones.  The teacher is engrossed in the charming writing projects that their students recently turned in.  They are smiling and making a checkmark next to each student's name as they finish reading their papers.  The time floats by, the teacher notices it is nearly time to go home and puts away the graded papers and lesson planning books to go home and relax with their family.

This week was the first time that I got to see a good portion of what ACTUALLY happens on a 1/2 day.  I came in at the time that is stated on the contract for teachers at this school.  Everyone was already in their classrooms and it was apparent that they had been there for quite some time.  Decorations were up for the Valentine's party, the day's schedule was on the board, the Morning Message was written, and individual valen-grams for each student had been personalized.  The teachers were consulting with other members of their grade level groups about the three assessments that they hoped to complete before the celebration, lunch, and then early dismissal.  They also reviewed to triumphs and challenges from the previous day's technology training in our 2nd grade classroom.  Parents began arriving about 20 minutes before the starting bell, delivering cookies, juice and valentines.  It seemed like one millisecond later, the bell rang and the students started pouring in the door.  Assessments were completed, short video watched with another class of 2nd graders, valentines were distributed (yes, there were 29 very excited children bouncing around the room delivering valentines to all of their classmates), children read their valentines (who am I kidding, they just counted up the pieces of candy), lunch was eaten, and then the kids packed up all their pink and red loot to take home.  The teachers walked their students out to the buses and stayed out there.  They had been told that parent volunteers would take on bus duty today, but it was barely contained chaos so they stayed until the buses left.  That left about 7 minutes for the teachers to eat lunch and gather up any materials they needed (COFFEE!) for the next series of meetings that would occur over the next 3 hours. 

Before the 1st meeting started, the teachers had already put in a full day's effort.  They then participated in technology training; a new writing curriculum adoption overview; review of smarter balanced testing resources & lesson plans; discussions about the grading system and grading inconsistencies within the district, within the schools, within grade levels, and within classrooms.  The teachers were eager to work to address these issues.  The principal acknowledged that this was a very important issue that needed attention, then reminded them of a dozen other issues that also needed immediate attention.  Time was up.  The meeting was over.  The contract day had ended.  The teachers were speed-walking back to their classrooms to get some preparation done for their next day in the classroom.  They walked out the door with their arms piled with curriculum books, folders, and papers to be graded (remember those three assessments from earlier today?).  I'm fairly certain that they were not going to be relaxing all weekend.

The teacher will tell us the answer

There was a recurring theme in so many of our readings this week.  I felt inspired a few times to start my BLOG before my brain became a bit too overloaded and mushy.  I wish I had.  Luckily my texts are still strewn about my office floor with messy highlighting and scrawled notes in the margins.  I was able to piece together at least this much.

In Tovani we read about students who did not feel they needed to read the text or even pay much attention to the discussion.  If there was a question that no one answered, the teacher would simply give up and tell everyone what it was.  In the reading regarding Improving the Quality of Discourse in Mathematics Classrooms we read that "teachers are often too quick to answer their own questions when no one chimes in."  We discussed the outdated approach in Science lessons of providing all the details of a concept and then performing an experiment to confirm what you already know.  Recognizing these issues is just the start.  Implementing solutions is hard!  Designing lesson plans that will be engaging takes creativity and depth of knowledge and TIME.  Determining how much wait time is productive and when you are beginning to lose your students take constant attentiveness.  And it's not just one lesson for one student, it is figuring out a way to reach each and every one of them and help them move forward with every bit of content that you teach.

I have spent more than 10 hours today reading, researching, and planning just so that I feel prepared for the lessons that I will be teaching TOMORROW.  And, I'm not done.  I realize that in the future I will not be balancing my own homework and the looming edTPA, but I can't help but think that there will be other challenges that replace them.  As I work to provide engaging instruction for my group of 2nd graders in only 3 of the content areas that we will cover tomorrow, my hat goes off to those teachers who seem so calm, controlled, have classrooms full of excited learners, and seem to float through amazing integrated lessons with ease.  Every day I gain more respect for what truly great teachers do for their students and realize that this is just the beginning of my learning.

Brave Old World

Due to the long commutes to school and back, I have begun listening to audio versions of books that I have on my "Want to Read" or "Want to Read Again" list.  Tonight as I was driving to pick my husband and children up from a Super Bowl Party, I listened to a bit more of Brave New World by Aldous Huxley.  It is early on in the book and one of the characters is telling the story of how they happened upon sleep conditioning.  There was a description of a long list of facts that had been read to a child while they were asleep.  Specifically, they spoke of the length of rivers in the world.  When the child who had received the sleep conditioning was prompted, they could recite the facts that they had heard in their sleep.  However, if they were asked a question about the facts, they had not actually learned anything about the rivers and could not answer any questions.  This was terribly frustrating for the child and brought them to tears.  I could not help but think of drilling students for standardized tests.

The Separation Is In The Preparation!

Yesterday I was so caught up in reading both The Reluctant Disciplinarian and I Read It, But I Don't Get It that I completely forgot it was time to start my Salt Crystal Science Experiment.  I thought, no big deal, I'll just adjust the start and end dates by one day.  I felt I had written out my experiment thoroughly and thought through all of the required materials.  Last week I had a rather lengthy discussion about What We Think We Know About Salt with my fellow scientists (my daughters).  Earlier on Saturday we had talked about predictions and observations.  We'd also talked about the ABC's of scientific drawings A-Accurate, B-Big, C-Colorful.  We discussed how we would try to write down everything we thought and observed, even if we weren't sure if it was important to the actual growing of the salt crystals.

I figured it would take us about an hour to set up the experiment and write down our observations, even if they were fairly thorough.  Really, we just needed to experience the two kinds of salt again and then put water, salt, and a string in jar.  How hard could that be?

I was very excited to try this experiment without knowing much about what would happen.  It would be fun to have this new experience alongside my students/fellow scientists.  I now firmly believe that you should try every experiment on your own, before you try to teach it in a classroom!

I did not anticipate the time it would take to just figure out how to use the microscope and how important it would be to set behavior expectations for the handling of the microscope, the slides, and anything within a 5 foot or so proximity to the microscope.  I also hadn't set up a schedule for who would use the microscope first and for how long.  After several minutes of frustrated waiting by two of my scientists, I realized that they could not draw and look in the microscope at the same time.  Aha! they could take turns looking into the microscope and spend the majority of the time trying to capture their observations with pencil and paper.  I did remember to have them write descriptions as well as draw what they saw.  That was important.  Although we all looked at exactly the same grains of salt, we had very different illustrations.

I did not know (in fact I still don't) whether or not it is important to have the salt crystals completely dissolve in the jar of water.  I'm not even certain it is possible to completely dissolve them, unless the water is heated.  The experiment did not mention heating the water, so I didn't.  I was impressed with my daugthers' perseverance.  They held out longer than I did.  I finally said, "Okay, Stop Stirring and Start Writing."  We made sure we included the observation that it seemed like it would take forever to make the salt dissolve.

I did not anticipate how difficult it would be for me to tie tiny knots onto the toothpicks.  I also should have pre-measured the lengths of string.  Luckily only one of my guesses was so far off that it had to be re-done.

At 9:12pm, my fellow scientists were asking if they could please just go to bed.  They didn't really think they would write anything very good now anyway because they were so tired.

I did really like the fact that I didn't have all of the answers and could honestly say "I guess we'll just have to wait and find out."  But, since you never really know what will happen in a classroom situation, you would be honest saying that even if you'd performed the same experiment for the last 8 years.  My children were very forgiving and it is very important to them that I succeed in learning how to be a teacher, so they made this first evening full of missteps very easy on me.  I can't imagine that my regular class of 29 second graders would have been as patient and helpful.  Maybe I am underestimating them, but I wouldn't want to test it out.

"Science is about investigating and explaining how the world works."

This week, in my primary placement, I was so excited to see a familiar Science lesson.  I had a Science rotation the year before in my children's co-op school and remembered leading a small group through exactly the same activity.  When my CT asked if I wanted to lead Science today, I hesitated a bit and then decided to just jump in.  I remembered all of the fun of the inquiry and exploration but forgot all about the actual instruction.  The kids had a great time trying to figure out how to make their shapes balance on their popsicle sticks by placing the clothespins in just the right place.  I knew that they had performed similar experiments the day before using the tagboard crawfish, but I neglected to call upon their prior knowledge and what they had recently discovered.  I was so excited about getting the students to the part where they started to explore on their own that I didn't do any modeling or really set any expectations for behavior or noise level.  I just wanted them to get to it.
I followed the instructions from the science kit (mostly) and had them perform all of the different experiments.  I was quite pleased with myself for not telling the students how to balance their arches and triangles and letting them figure it out on their own.  However, I'm not sure how much of it will be retained.  I missed a big part.  At the end of the lesson (I knew it was almost the end because we were running out of school day) I did notice there were words pertaining to the previous science lesson written in their word bank.  I called their attention to the words and asked the students if they could tell me what "stable" and "balance point" meant.  As I collected the materials and the students got ready for dismissal, I felt like I'd robbed the students of a great educational opportunity.  They had made a number of observations and many had figured out that their counterweights needed to be below the balance point.  Some even figured out that they could balance with one counterweight if it was directly below the balance point.  I was wishing that I had asked if they had Science Journals.  I was sad to find out that they did and I hadn't taken advantage of the opportunity for them to record their observations and realize/reinforce what they had learned.  It would have been great to have them not only figure out how to make the shapes balance, but to also have a discussion about why.  If the students had a chance to sketch examples of what balanced and what didn't, maybe they would have seen the relationships between the counterweights and the balance point.

I certainly don't think the time was completely wasted.  Because this was one in a series of lessons on Balance and Motion, I think that some of their ideas from their discoveries will stick with them.  They likely learned something.  I know I did.  The discovery and exploration seems to come very naturally, however it is important to also guide the students toward asking questions, making predictions, explaining why they've made a particular prediction, recording and analyzing their observations, comparing their observations to those made by other students, and revisiting their initial question(s) and prediction.  When I read in the Zembal-Saul chapter about Scientific Explanation "the predominant approach has become hands-on activities, which can minimize the importance of big ideas and meaning making" I was quite sure it was a description of my lesson from this week.  It was definitely a strong reinforcement for thorough planning of a lesson and deep knowledge of the subject matter.

I'm revisiting this post after finishing the two chapters in Ready, Set, SCIENCE.  This sentence at the end of chapter 3 seems to make the point that I was trying to articulate above, "While children may have amazing skills and capabilities to learn science, people do not spontaneously generate scientific understanding."  (Michaels et al, 2007 p. 57).

Don't tell me what I know, let me show you

While I was reading "Ready, Set, Science!" this past week, I found myself writing a little note in the margin to remember to BLOG about an experience with one of my students.  The idea of setting our expectations high and not imposing limits on our students' capabilities seems to be a recurring and incredibly important theme.  On one of my last days in one of the classrooms where I was a Teacher Candidate, I had the opportunity to just sit and read with one of the students with whom I worked closely on both math and reading skills.  This was the first time that I'd sat down with her one-on-one.  I took a quick look at the text she had chosen and felt a little pang of concern that she had picked something well beyond her reading level.  However, if this book had piqued her interest, I was perfectly willing to read it with her.  We sat down and decided that we would take turns reading.  She would read until she wanted me to take over, then I would read until a new page started.  The book was wonderful.  It had great descriptions and illustrations and a wonderful story.  We were both very engaged.  I found myself quickly "helping" the student each time she paused on a word.  A few pages in, another student asked if she could come read with us.  My reading partner said it was fine with her.  Soon, she had two people jumping in to "help" with words that seemed difficult.  A page or two later, the student who had joined us asked me a question.  While I was thinking through my answer and quietly responding to her, my reading partner continued reading.  I didn't jump in quite as quickly since I was conversing with the other student.  She was struggling with a word and I found myself thinking back to a recent reading where I learned that students sometimes guess at words based on their beginning sound and the shape of the rest of the letters.  She seemed to be doing just that.  I also noticed that she was saying her "guesses" aloud to check for meaning.  She went back to the beginning of the sentence and read it again a few times, trying out a couple word choices.  I am so glad that I had been distracted, because she came up with the correct word on her own.  I had seen many looks on this student's face before, but never this one.  She felt successful.  I'm sure she was feeling smart!  This is exactly what I wanted her to feel.  I had just seen her confidence grow in an experience with one word.  Had I been reading along with her, I might not have allowed her the time to figure it out on her own.  I would have assumed that she simply didn't know the word and should tell her what it was.  What a loss that would have been.  We immediately changed our strategy and only offered to help with words when asked.  She was very happy to struggle with some of them and asked for help on others.  By "helping" her, I'm rather certain I was getting in the way of her learning.  I do not wish to see students struggle and become frustrated to the point that they lose confidence and give up. But, I am so grateful that I had this experience and hope it will serve as a reminder to me that students often know more, are capable of much more than I expect.  I will try to remember that they need the chance to show me what they know.