My Teacher Heart is so Full

There are days the teaching is incredibly difficult. It’s not an easy job. There are days that teaching is incredibly rewarding. We have the ability to impact so many lives. There are days that teaching is incredibly draining.  We are given other people’s children to love and nurture daily. There are days that teaching is incredibly energizing. It can be a lonely job but, if we are intentional we can make some amazing connections!

Today is a day that I feel rewarded and energized. Today is a good day.

Yesterday was #EdCampWake. Yesterday was #TheEdCollabGathering. Yesterday was a day for learning, growing, and connecting. Were you at (physically or digitally) one of these events? I would love to continue connecting with you.

I went to my third #EdCampWake yesterday and presented at my first #TheEdCollabGathering. I love EdCamps because it is conversation based. Teachers show up on a Saturday morning, write down topics they would like to discuss, choose a session, and have conversations around the topics. There is no presenter. People just share and ask questions. Sometimes you are the expert and sometimes you know nothing! I attended sessions on Digital Portfolios, Equity, and PBL. In each session, I was able to both share and ask questions. I made some connections with educators I know and ones I don’t. I’m super excited for #EdCampBeach next weekend! Let me know if you are going. I would love to connect.

My buddy, Caitlin McCommons and I presented at a digital conference called The Education Collaborative yesterday. We shared tips and tools for Inquiry and Technology with Littles (#innovate4littles). We were so nervous because we couldn’t see the audience and how our message was received. We were so energized after the presentation! I’m so excited to go through their archives to see all the other presenters!

But that’s not all! This week was another Slow Flip Chat with #InnovatingPlay and #GAfE4Littles. I absolutely love this community! This week’s topic, Play through Nature, really stretched my thinking! I love the style of this chat because we participated on both Twitter and Flipgrid. It is slow and runs through a whole week with a different question each day.  It’s flexible and I can participate whenever I can fit it in. Jessica and Christine always manage to stretch my thinking through their questioning. I love connecting with educators through the reply videos on Flipgrid. I encourage YOU to check out this community and participate in the next chat! Reach out to me and I’ll make sure to share it with you!

How is your teacher heart this weekend? Are you feeling challenged? Rewarded? Drained? Energized? I’d love to hear about it in the comments! But most importantly, be mindful of it and take the time for YOU!

Organisms Launch

I picked up this idea at the Charlotte STEM conferences at UNC Charlotte in January, 2018. This conference was an amazing start to the year! I presented on #innovate4littles and attended some amazing sessions by educators around North Carolina. This activity was shared by presenters from Carolina Wolf Trap. This organization pairs artists and teachers to create integrated experiences for young learners. They moved all the tables out of the way and set up a pond in the middle of the room complete with plants, animals, and water. They played music. We danced, we moved, we did yoga all while learning important vocabulary about a pond. They shared strong texts to pair with this activity because we know that a print-rich environment is best for students. I was inspired by this experience and decided I was going to recreate it for our organisms unit in the Spring. The presenters shared a book with me that would pair well with the organisms I we learn about and make connections to a garden – Up in the Garden, Down in the Dirt. I started gathering materials in January and finally was able to complete the experience with my students and some visitors in April!

The Set Up

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It was field day. After the games, I had 1 hour with my students. The day before, we completed our unit on communities. This was the perfect storm for an experience like this. I laid out a piece of brown fabric. On top of that, I placed fabric leaves, plastic insects, seeds, and rocks. Then came the green fabric, more leaves, insects, and rocks. I also added sticks, garden gloves, a spade, a hand rake, a hoe, fringe for tufts of grass, and pictures of flowers. I set up while my students were out of the room because I wanted it to be a surprise for them. I put on Vivaldi’s Four Seasons and went to bring my firsties into the room for the big reveal.

The Activity

I invited 2 other teachers to join us for this experience and they joined us! We had 50 first graders in the room! Welcomed everyone and began by asking students to turn and talk with a shoulder buddy about what they could see. I had a few firsties share out what they saw. Then I introduced our first vocabulary word – organisms. I mentioned the items the kids said they saw that were organisms and then examples they shared that were not organisms. I know that providing examples and nonexamples is a great way for students to define words. Then I asked students what they thought organisms are. We defined it as, “living things.” Students then shared some other things they saw that were organisms. We decided the leaves and sticks were part of an organism.

I then had students grab an organism from our classroom garden. We watched to make sure what they took was for sure an organism as a quick assessment of their understanding. I turned up the music and asked students to move their hands like an organism while trying to match their movements to the music. We selected a few students to get up and move their whole body like an insect to the music. We defined some ways that insects move as we observed our firstie insects. Some of the plastic organisms were amphibians. I asked if they thought amphibians would move the same of different from the insects then students began moving their hands to the music like an amphibian. A few others had the opportunity to move their whole body like an amphibian while we defined their movements with a vocabulary word.

We then looked at some of the tools in our classroom garden. I first asked students to name them so they could connect their schema to the new vocabulary word. Then, students modeled a safe way to use the tool.

And then it was time to look beneath the surface. We called on some more students to take a piece of the green, plant life, fabric.

 

The slowly lifted and lowered the living layer of the earth. Everyone scooted closer so they could get a good look at what was beneath the surface. 

The surface layer students the lifted the fabric again and we removed it. We were not looking at the organisms and non-living things that live down in the dirt.

I love in this picture how everyone is as close as they can get to the dirt layer and kids are standing behind them so they could get a good look.

We repeated some of what we did with the surface layer with the organisms and nonliving things that are found down in the dirt. In addition, we talked about the seeds and the organism they will grow into.

I then asked students to stand up and plant their feet in the ground. Everyone moved in even closer so they could plant themselves in the dirt layer in the middle of our circle. We imagined our roots reaching deep into the ground and what they are pulling into our plant bodies. Students complained about being squished, a perfect opportunity to discuss that plants also need SPACE to grow. Students immediately spread out around the room so they could grow bigger. I asked for other plant parts and firsties called out, “stem, trunk, branches, leaves, flowers.” Students grew taller and reached their arms into the air. I turned the music up again and had the firstie plants move and sway with the music.

The next day, we talked about our experience and I read the book Up in the Garden, Down in the Dirt. They made connections to what they saw the day before and we identified the organisms in the book that were garden friends or garden foe. And I told them that we will be spending time in our school garden as we learn more about organisms and they will see out there.

Standards

North Carolina Science Standards

L1.1 Understand characteristics of various environments and behaviors of humans that enable plants and animals to survive. 

L1.2 Summarize the needs of living organisms for energy and growth.

E1.2 Understand the physical properties of earth materials that make them useful in different ways. We connected back to our work with rocks and identified rocks and soil. Rocks help provide space and air in the soil. Soil is a mixture of rock material and dead organic material. (We need to revisit this as we continue our organisms work.)

Next Generation Science Standards

LS1-1 Use observations to describe patterns of what plants and animals need to survive.

ESS3-1 Use a model to represent the relationship between the needs of different plants and animals and the places they live.

LS1-1 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

LS1-2 Read text and use media to determine patterns in behavior in parents and offspring that help offspring survive.

LS2-1 Plan and conduct an investigation to determine if plants need water and sunlight to grow.

Common Core Standards

SL1 Participate in collaborative conversations with diverse partners about topics and tesxts with peers and adults in small and larger groups.

SL4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

SL6 Produce complete sentences when appropriate to task and situation.

L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on content, choosing flexibility from an array of strategies.

Next Time

  • I need plastic worms, fake flowers, and other plants to add to the setup.
  • Begin with the protocol: see, think, wonder not just see.
  • Model a way to not use the tools. (I chose not to this time because there were too many students in the room.)
  • Students should have the opportunity to act out the growth from seed to plant.
  • Close up the experience with this is what you will see in our garden as we work.

Classroom Arcade PBL – all work, more play!

Caine’s Arcade is a Project Based Learning (PBL) unit in which students design and create an arcade game out of reusable materials such as cardboard while thinking about the forces and motion needed to make the game work. This is the first PBL my team planned and implemented this school year. One of my teammates found resources on Teachers Pay Teachers. We used some of the ideas she found and made some of our own. This being our first PBL, we were happy to have a guide as we worked and planned. I will admit that this is much more of a columnating project than a true PBL.

Goals and Standards

  • Understand how forces (pushes or pulls) affect the motion of an object. (In North Carolina this is an  Essential Standard for first grade. In the NGSS this is a standard in kindergarten.)
    • Explain the importance of a push or pull to changing the motion of an object.
    • Explain how some forces (pushes or pulls) can be used to make things move without touching them, such as magnets.
    • Predict the effect of a given force on the motion of an object, including balanced forces.
  • Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some closure. (ELA1.W2)
  • Collaborate with others to plan and build the arcade game and think interdependently toward a common goal.
  • Think creatively to use reusable materials to construct the arcade game.

Hook

We actually used 2 hooks for this PBL. First, we watched the Caine’s Arcade video online. The kids thought it was really cool! We launched this on a Friday and had an optional community outing that weekend. We went to the local arcade and had families meet us there. While students were playing arcade games, we asked them to sketch and label forces and motion they noticed in the games. We brought sketch papers with checklists of different forces and motion. The kids had spent Monday – Thursday that week completing some STEM challenges that would give them an anchor experience for the different types of force and motion. We knew they would need this in order to completely analyze the games.

Student process

    • STEM Challenges:
      • We provided students with a small bucket and some dowels. The challenge was to move the bucket without touching it. This challenge allowed us to define push and pull as a force.
      • We gave students a ball and a pumpkin and asked them to predict and test which would move faster when rolled. This challenge allowed us to define speed as a factor of force and motion. Students then made a video explaining what they did.
      • Movement activity- we had students move in a roll, spin, zigzag, and straight line. Then we gave them playdoh spheres and asked them to change the shape of the playdoh sphere to make it move in those different ways.
      • 3 Little Pigs STEM challenge – Students were asked to build a house the wolf couldn’t blow down. This allowed us to show kids how to build a structure that would stand even when there was force or movement against it.
    • Watch the Caine’s Arcade video and discuss it. We used both chalk talk and back to back/front to front protocols to respond to what we noticed. The chalk talk was focused on I see, I think I wonder statements. I asked comprehension questions, asked students to make connections to their life experiences, and then had them get creative and start planning for the back to back/front to front protocol.
    • We then met at a local arcade for some field research. Families came to the arcade ready to PLAY! We asked students to closely observe at least 3 games. The sketched and labeled the game and made note of the types of force and motion in the game. There were some really great academic conversations happening with parents and students about force and motion.
    • For students who didn’t come to the arcade, I took photos and video for them to view at school the next day. Students then worked with partners to compare Caine’s cardboard arcade from the video to the real arcade we visited.
    • Students spent a few days sketching their arcade games in small groups. I let my students choose their teammates. They worked in groups of 2-3 students. They worked together to decide what type of arcade game they wanted to build and then began sketching how it will look. Then they made a list of materials they thought they would need to create the game.
    • Prior to building, students shared their sketches with another group to collect feedback.
    • Before beginning this PBL, I sent a note to parents asking for reusable things from home. They sent in tape, bottle caps, cardboard boxes, egg cartons, and all kinds of other things. I looked at student’s sketches and sent another request for other materials like different types of balls, string, things we could use for prizes, tickets, and some other things. Students used these makerspace materials to build their arcade games.
    • It took a little over a week for them to completely build their games in 20-30 minute sessions. We had some extra time before game day and students were able to paint their arcade games to make them look nice. (That was a messy day!) While students worked, I observed and jumped in to help where needed. I was surprised at students ability to direct me to help with things they struggled with. I also looked for misunderstandings so that I could stop them to teach a minilesson or plan for a minilesson the next day prior to building.
  • The day before parents came in to play students games, groups wrote directions for how to play and designed a sign that would draw customers to their game.
  • On the day of play, families and other first grade classes came in to play our students games. We planned 2 different arcade days so that kids could play games in other classes. Customers walked around the arcade in our room and another room to play the games, win prizes, and have fun! I asked parents to talk to the students about the forces and motion in their games. I eavesdropped on these conversations to assess my students understanding. Customers read the directions and played the games. I closed 1 game at a time so students could play for a little while. It was a huge success!

Assessment

  • This PBL required a lot of observation for assessment. Next time, I need to plan ahead and have a way to take anecdotal notes so I have clearer evidence of skills and proficiencies.
  • I used their game directions as one of our writing samples in our all about writing unit. This was a fantastic real-world application of that standard!

Minilessons and how I knew students needed them

    • This PBL was front-loaded with a bunch of vocabulary building STEM challenges that cut out the need for a lot of content based minilessons. That is something I would like to change.
    • I taught a minilesson on collaboration in which we discussed how we can tell if a group is working together on the same goal or if they are just going with their own ideas. We had to do this a few times throughout the PBL. I knew I needed to cover this when I noticed groups that were working independently on the same game. One group had all members sketching their game rather than working together on one sketch. I used their pictures for one of the minilessons. We identified things in the sketch that were similar and different and gave suggestions for how they can make it into one sketch. For revisiting this skill, I used a Padlet of videos I’ve collected on collaboration. We watched the video and identified the ways the characters collaborated. I then asked groups to try that as they continued to build. This was pretty much the only minilesson I taught whole group.

https://padlet.com/embed/wxjheok9dr7o

  • It only took about 1 day of building before my claw machine groups realized they needed prizes or it would never work! The next day we had a class meeting to talk about what types of objects could go in the claw machine and how other games should have prizes or tickets for players. They cleared out my treasure box for their prizes.
  • In small groups, I noticed that I needed to revisit some of the vocabulary from the unit and revisit the types of forces and motion they were using. We tried the moving parts in their game with different force to see how the game worked and then I asked them to redefine the forces at work in their games.

Minilessons I had in my back pocket but didn’t need

  • The next time I use this PBL, I won’t do the STEM challenges at the beginning. Instead, I’ll use a video that quickly teaches the vocabulary students will need. Those STEM challenges will become the minilessons I can pull from to teach as groups or the class needs them.

What I’ll change next time

    • I’d like to change the fieldwork note sheet to not be so vocabulary heavy. Rather than students looking for specific examples of force and motion, I would like to have them describe how things are moving in the game. This sheet also needs to make it more clear to families that they are looking for games with actual moving parts and not computer games.
    • While allowing students to decide on their own arcade game to build, next time, we will have a group discussion so groups don’t build the same type of game. I had 2 claw machines and I think we could have had a better variety had we had a class meeting prior to sketching.
    • During the sketch share, I will use this feedback form for students to collect meaningful, focused feedback on their ideas:
  • Next time, I need to have a prepared list of skills and standards so as I’m observing and conferencing with groups I can take notes as I look for growth and understanding in each area.
  • Magnets – this is a part of the standard we didn’t even touch. We didn’t have access to magnets and therefore did use them in games or for minilessons. Next time, I will request parents send in some magnets we can use. I’ll need to develop some minilessons to teach how magnets can change the force and motion at work. Magnets could add a whole new level of gameplay!

This is probably my longest blog post ever! I would love your feedback! I hope this type of break down of one PBL is helpful for you. If I get some positive feedback, I’ll breakdown some of the other PBLs I’ve used or written in other blog posts!

From Makerspace to Maker-classroom

My school created a large makerspace in our media center and technology lab 2 years ago. This year I decided to create my own mini makerspace in my classroom. I decided to have a makerspace because this year, I decided to shift my instruction to include more inquiry. We have done multiple PBLs (read more about that here) that include a build and STEM challenges. Our morning work is open-ended and includes our makerspace materials. My students have open access to our makerspace unless it is limited by the PBL build or STEM challenge.

A makerspace doesn’t need to be expensive and can include anything you can get your hands on. Our makerspace includes:

  • cardboard
  • paper towel/toilet paper tubes
  • tape
  • popsicle sticks
  • tooth picks
  • paper
  • tape
  • pipecleaners
  • reusable food containers (boxes, plastic containers, lids, etc)
  • legos
  • tape
  • magnetic connecting toys
  • playdough
  • dowels
  • k’nex
  • tape

A lot of what is in my makerspace was donated by families. At the beginning of the year, I put out a list of items that I wanted and asked for donations. I also mentioned that I would be happy to take some old toys they were ready to part with. One great way to build up your lego collection is to ask each student to bring in 5 bricks each year as part of their school supplies. They won’t miss just 5 bricks and if everyone does it, you easily end up with about 100 bricks a year.

The only thing in my makerspace that I have spent my own money on is playdough. It dries out quickly because we use it a lot. I know I can make my own, but I’m a little lazy. I would love for my students to spend a Genius Hour learning how to make it, but I haven’t had any takers yet.

Below is the makerspace shelf I set up at the beginning of this year. The book collection at the top (which has now grown) is there to inspire making, building, and problem solving. We re-read this books frequently. It is hard to keep this shelf organized and clean. I have some students who are really good at it and I try to remind them to tidy it and train their friends to help keep it clean.

I said at the beginning that I was building a mini makerspace this year. My makerspace has grown a mind of its own and now there are things stashed all over the classroom. I have a cabinet full of materials, a big box full of small boxes, a shelf full of supplies and games, our math manipulatives were added to our makerspace, and kids bring things from home to use for our makerspace. My whole room is now a makerspace. The decision to bring making into my classroom has inspired my students to be creative as they build. They come up with new ways to combine materials and are always asking questions. Which is EXACTLY what I wanted for them.

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Do you have a makerspace in your classroom? How do you organize it? How do you stock it? How has it changed your classroom culture?

I Have a Fever. Flipgrid Fever!

My mom loves to tell this story from when I was a little girl. I was sleeping over at my Grandparent’s house. I woke up in the middle of the night. Walked down the steep farmhouse stairs and started running around the kitchen island repeating, “I have a fever. I have a fever. I have a fever.” Until everyone in the house was awake and knew I had a fever.

My name is Aubrey DiOrio and I have Flipgrid Fever. This is one fever I hope is contagious.

I use Flipgrid to hear every voice in my class. Realistically, it isn’t possible for me to hear every child’s response to every question I ask. With Flipgrid it is. I use Flipgrid when I want to hear from every student and I want them to hear from every single one of their friends. Fliprid is a student voice machine.

One reason I love Flipgrid is that it has a flow that makes sense. Whether you access through the web or the app, it automatically prompts you to put in a grid code. Once you have accessed the grid there is a HUGE GREEN PLUS SIGN. From there it leads you through a selfie video response and the posting process. There are few options making it intuitive for all students. Once students understand this flow, they need very little support.

Other things I love:

  • I can attach content of my choice to any topic.
  • The directions for the topic show up with the selfie video so you can focus your video as you take it.
  • All the topics I assign to my class are connected to 1 grid and they can get to any of them by backing out of the current one.
  • Emoji reactions. Enough said.
  • Grid/Topic sharing for a global connection
  • Video replies (paid version – makes it SOOOO worth it!)
  • Video length requires students to be concise.
  • Video length is adjustable.
  • The stickers are so fun!

I have used Flipgrid with my class to reflect on a lesson, share their writing, share ideas, as a quick assessment, connect with each other over snow days, discuss books, celebrate holidays, connect on curriculum with other classes across the district and country. My students are learning to communicate clearly through these videos. They are learning to speak so others can hear and understand and truly listen to one another through these videos. Flipgrid takes away any anxiety they may have for speaking in front of the class because they can practice and re-record.

 

I also use Flipgrid professionally. It has amazing potential to connect PLNs on a more personal level. I participate in a twice-monthly slow flip chat in the #InnovatingPlay and #GAfE4Littles communities. I’m also co-moderating a book study with Caitlin McCommons using Flipgrid as a flexible connection tool. The ability to see faces and hear voices allows you to make connections that feel deeper than a Twitter connection. I feel like I have a professional relationship with people who live far away because of the conversations we have on Flipgrid.

Have you caught the fever? Share your favorite ways to Flipgrid below. If you are ready to catch Flipgrid Fever, I’d love to help you get started!

Gently Down the STREAM (soft starts in K and 1st)

Seriously! I love these additions to STEM! Reading and art are also important to 21st Century learning and broadening students’ experiences. I plan fo regular STEM challenges with my students but STREAM is my way to make sure my students are getting daily doses. I shifted to soft starts about a year ago when I was teaching kindergarten. I read Purposeful Play (read my reading reflection) and decided to include soft starts as a way to have more opportunities for play for my students. This decision was affirmed after reading The Curious Classroom which dedicates an entire chapter to soft starts.

Soft starts are a way to begin your day. Rather than assigning morning work for students to complete as soon as they walk into the room, they engage in playful, open-ended activities. I decided on incorporating soft starts because morning work seemed like busy work. Because the students who really NEEDED that extra practice rode the bus that was last to arrive at school and went directly to breakfast. Then they walked in the room with minutes to spare before the late bell rang and began their day already behind their peers.  I empathized with them. How stressful for a 5-6 year-old to begin their day at school already rushing to catch up and more likely to miss some fun thing because they needed to complete some worksheet left by the teacher. I no longer saw any benefits to the extra practice I was giving in the morning.

My first go at soft starts, I allowed students to choose right from the start. I know that student choice is huge in their feeling important and successful. I wanted them to spend their time doing something they wanted to do. We already had daily free-choice play in the afternoon so it was easy to open those centers first thing in the morning and allow the same choices. I noticed quickly that many of my students wanted to work on technology (iPads, computers, or BYOD). I wanted them to use this time more for collaboration, communication, creativity, and critical thinking which they were not doing on technology individually so I closed that for morning play centers. I was honest with my students, this morning playtime was good for them, but in order for them to keep it going, they would need to be respectful of their time and stay engaged and clean up quickly when it was time. I didn’t want this to run into the other work I had planned for the day. There were a few times where something didn’t get cleaned up correctly or quickly enough and the consequence was that center got closed for a period of time. I was still concerned that my students who needed this the most were the students on the last bus and eating breakfast in the cafeteria. I still don’t know what to do about that, but at least they weren’t starting their day already lagging behind their peers.

This year, I’m teaching first grade and don’t have access to all the play materials that were in my kindergarten classroom. 😔 I had to change the way I did soft starts to work with what I have. I saw someone on Twitter sharing about STREAM (which was the first time I had seen reading and art added to STEM) and realized this was where I needed to take my soft starts. I made a STREAM to put in my students’ cubbies so they could keep track of which choices they were making. These are laminated and student cross off each one with a dry erase marker after they complete it. Then once they have spent time at each one they can erase and start over.

STREAM

I chose to make open-ended materials available to my students rather than specific STEM tasks because I give them specific challenges at other times. I was hoping they would take those experiences and extend them during their STREAM time. I store most of our materials on a shelf in my room we call the “Innovation Station.” Materials are marked with the letters of STREAM that I think it fits, but I’ve had students tell me they think something matches one or more than one of the areas, I will label it for them. I want them to know they have input in our classroom too. Below I’ll go through some of the materials we have in our STREAM centers.

Science

  • magnets
  • shells
  • magnifying glasses
  • kinetic sand

Technology

  • iPads
  • computers
  • ozobots

Reading

  • classroom library
  • read aloud bin
  • Student book boxes
  • big books
  • Students also use this as an opportunity to change the books in their book bins

Engineering

Art

  • construction paper
  • crayons and makers
  • pipe cleaners
  • beads
  • clay
  • playdough
  • legos (because)

Math

  • math manipulatives
  • worksheets that come pre-copied from my district (I was recycling ones we didn’t use and they were pulling them out of the recycle bin to complete for fun. So, I added a bin for worksheets they could choose from.)
  • tangrams

Let me know your thoughts on STREAM centers or soft starts in the comments below!

#ncties18 reflections

It’s the Sunday after 3 full days of learning at NCTIES. I went to so many great sessions and had so many great conversations. I missed out on the vendors and I wore the wrong shoes (my feet are still sore). In my opinion, the best part about being at a conference is adult conversations and meeting new people. I attended this conference with my friend Caitlin McCommons. It was my first time going to NCTIES and we presented together. (#Innovate4Littles – Tech tools for Inquiry Learning)

I was thrilled to meet Kristin Ziemke on Wednesday afternoon. Our teacher nerd was in full effect and we got a photo with her and asked her to sign our Amplify books. If you haven’t read Amplify, you should.

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We attended her workshop: Read the World Now. It was a great conversation about the evolution of literacy and best practices for capitalizing on all the new literacies in our digital age. It was a huge affirmation to hear the science behind using images and videos regularly in the classroom. Images increase memory and are processed faster by our brains. I use the “I see, I think, I wonder” protocol often with my students. She shared some great nonfiction text and image resources with us that I can’t wait to dig into: Wonderopolis, What’s going on in this picture, Wordless News, The Kid Should See This. I loved her talk about modeling and a gradual release of responsibility.

Kristin was also the opening keynote speaker. I was moved by her talk about leveraging technology tools to teach students to not only tell their stories but to really listen to other’s stories. She said, “These [technology] tools are about people.” It is so important not to disconnect from the people when connecting through technology. Don’t forget to cover what is missing from the common core:

I went to another of Kristin’s sessions on microwriting. We used Today’s Meet as a form of microwriting while analyzing a video. I’m so excited to use Today’s Meet with my students!

I attended a session with Kathy Schrock on finding your ed tech passion. Her website is JAMPACKED with amazing resources I need to dig into! My passion for technology is providing access points for littles to use technology. There are so many great things out there and I want teachers to appropriately leverage technology for early childhood education. I’m hoping to find some good information on her website on where to take my ed tech passion.

My favorite session was with Jennifer Lagarde I have a huge list of books in my Amazon cart to diversify my classroom library! Her live bibliography has resources for prek-12! I could spend millions of dollars a year on books for my classroom and still want more! I will definitely keep checking back to this resource because she adds to it as new amazing books come out!

I also went to a session on creating with Chromebooks. I was drawn to this session because I just got a new Chromebook and because my district is pushing Chromebooks into the schools this year. The session shared some great digital resources. I’m most excited about using Google Drawing and templates, pear deck, and book creator with my students.

The closing keynote – Kevin Carroll was AMAZING! He definitely spoke my language about the importance of play. He was such a motivating and inspirational speaker. I could have listened to his stories for hours.

Caitlin and I presented in #Innovate4Littles – technology tools for inquiry-based learning. We had an amazing group of teachers in our session that were interested, engaged, and full of great questions. We were so nervous! I am proud of both of us for stepping out of our comfort zones and sharing our knowledge with other teachers. Check out our presentation!

Let me know if you were at NCTIES and which sessions were your favorite!

3 Act Math Tasks with Littles

act 1

I heard about 3 act math on Twitter (where else?) I didn’t understand it but I also knew that some of my coworkers were using this method with their students. This fall, I attended the High 5 Math Summit at NC State. When I saw a 3 Act Math session on the schedule, I made sure I was first in line for that session. In this session, the presenter took us through a 3 Act Math Task as if we were students. She stopped along the way to comment on how she, as a teacher, pushes her students thinking and provides assistance as students work. At the end, she shared with us resources to find already created 3 Act Math Tasks. I was interested in trying 3 Act Math with my students but until I lived it as a student, I couldn’t wrap my brain around how this would work with littles. I finally decided to give it a try. I decided to have all of my students attempt the task. I disagree with only giving these types of tasks to high performing students because I believe that all students should have access to challenge in a real-world context.

act 2

After the Math Summit, I brought many great things back to my classroom to try with my littles. 3 Act Math is one they LOVED from the first moment we tried. As a teacher, I thought the first 3 Act Math Task I gave to my students was a huge failure, but in their eyes it was amazing. I used one of the resources she shared with us, Graham Fletcher, as my first 3 Act Task. Graham publishes 3 Act Tasks he creates on his website. They are ordered by grade level and the common core standard is listed beside the task. I love that he puts the standards out there so the curriculum connection is clear. 

We tried the Cookie Monster task. Most of them loved the process. The hook video got them thinking and asking questions. Their questions weren’t math based and I had to redirect their thinking. By the end of the 3 Acts, only 2 or 3 of my students reached the correct answer. I was intentional about not jumping in to save the day and lead them in the correct direction because I wanted to see how they reacted to the struggle and their incorrect answers. Most of them loved the process. The hook video got them thinking and asking questions. Their questions weren’t math based and I had to redirect their thinking. They handled it well.

I had some students share their strategies with the class (this was something they hadn’t done before and I had to do a lot of prompting). I only had the few students who were successful at the task share. Some students quickly found their mistake while their friends shared and fixed their work. I celebrated their mistakes. For the few students who were still very confused by this task, I pulled them in a small group and walked through all 3 Acts with them again and helped them through the problem-solving process. Since the fall, I have completed 3 more of the tasks on Graham’s website and have even attempted creating 3 of my own tasks.

This tweet was during another Graham Fletcher 3 Act Task – The Juggler.

act 3

Each 3 Act Task I give my students, I have learned something different. I always give my students the opportunity to try the problem on their own and wait until the end to provide supports. Because I don’t jump in to save them, my students have become skilled at failing and finding their mistakes. They have become better at these 3 Act Tasks and are able to use the problem-solving strategies I have taught them in real-world applications.

Sharing has changed in a big way after the 3 Act Task. As I observe my students solving the problem, I mark their dry erase board with a dot to let them know they will be sharing. I strategically choose who will share based on the strategies they chose or the mistakes that they made. Yes, you read that right. I have students share even if they made a mistake or didn’t reach the correct answer at the end. We can all learn from each other’s mistakes.

One thing I am going to try next is to have those fast finishes not only show multiple strategies but to then write about their problem-solving process. Writing about math will help to deepen their understanding of the task they completed. I would also like to have students create a video that will teach others how to solve a problem like this. Their instructional video will not only help them fully comprehend the problem and strategies but also benefit students who struggle with this problem type or strategy. I really want my students to learn from each other and not just me.

Have you tried 3 Act Math? What are your experiences? What are your favorite resources? How have you made this accessible to littles and struggling students?

Learning through Genius Hour

Full Disclosure:

I tried Genius Hour in an effort to prove it couldn’t be done in kindergarten. That was 2 and a half years ago. I was wrong.

How I got into Genius Hour

I first heard about Genius Hour from my former principal, Dr. Sandy Chambers. She encouraged teachers to be innovative and to try Genius Hour in their classrooms. No strings attached. No expectations. No pressure. No risk. No reward. I did very little research on Genius Hour prior to my first attempt. All I knew is what Sandy told us – students choose their topics, they spend time researching their topic, they create something to share what they learned. So, I went with it so I could prove that it couldn’t be done in kindergarten.

My First Genius Hour

My first Genius Hour was chaotic. It was loud. It was confusing. The kids froze. I froze. But we didn’t stop. It was such a mess that I really don’t remember details. I just remember how excited they were each week and how proud they were of their final project. I couldn’t even tell you what their topics of choice were and I can guarantee that multiple kids changed topics every week. The process was there. The kids picked a topic. I taught them how to use Wonderopolis and Brain Pop Jr. to research. I got books from the library on their topics. The students spent some time with each resource and then they had the option to share their learning through a video on Seesaw or making a poster to share. Then they shared with the class. Start to finish the whole thing took about 3 weeks and we spent a few days each week working. Some days we worked for a half hour and somedays we worked for nearly 2 hours. As messy as it was, it was fun. I felt energized. But, I knew there had to be a better way. I also knew I was wrong. Genius Hour CAN be done in kindergarten.

Genius Hour Pase 2

The following year, we did 2 rounds of Genius Hour. One during the third quarter and one during the fourth quarter of the school year. I was more intentional about planning some mini-lessons prior to Genius Hour sessions. We had Genius Hour about once every 6 days because of our rotating schedule. I launched each round of Genius Hour with a mini-lesson about asking and writing questions. We identified the difference between right there questions and questions that lead to learning. Then students wrote a question on a sticky note and posted it on our wonder wall. The next session, we revisited those questions and students selected their topics and got into groups based on their topic. For the next few sessions, students used library books, Wonderopolis, Brain Pop Jr., Pebble Go, and Youtube Kids to complete their research. Then they made a video or poster to share their learning.

I was not intentional about taking notes as I worked with students. I did not teach them how to document their learning through research. And, I did not give them many choices for sharing. I did do more research on Genius Hour. I read blog posts, I participated in Twitter Chats, and I attended EdCamps. I spent time connecting with other teachers who used Genius Hour in their classroom. I also knew I had a lot of room for growth and could make this even better for my students.

First Grade Genius Hour

This is my third year exploring Genius Hour. I’m not an expert and I don’t think I’ll ever be. Each round of Genius Hour, I pick 1 think I want to improve on for myself as a facilitator and I focus my own research and work with students on that. The first round of Genius Hour this year, I was intentional about my mini-lessons and the order in which I taught tools, documenting, and sharing. The second round of Genius Hour, I focused on my own note-taking. I wrote anecdotal notes as I worked with students and groups. I looked for evidence of growth, standards they were hitting, and misunderstandings I could address. I’m in my third round of Genius Hour right now and I’m working on clearly connecting my students’ work and research to the curriculum and telling them how this big work is important to the work they must do at school. My next round of Genius Hour this year, I plan to focus on better ways for my students to share their work with the world and not just our classmates.

Why I’ll Always Set Aside Time for Student Interest Inquiries

I’m pretty sure the joy on their faces is all I need to remind me why I need to always have interest based inquiry in my classroom. These girls researched different slime recipes and created their own. It didn’t work, but one of them took it home and figured out how to fix it so it wasn’t so sticky. She’s my chemist.

I will always have interest based inquiry because it helps me build relationships with my students. I get to know them for more than their academic data. We have fun working together. I learn new things as I guide them through their own work. I get to model lifelong learning and curiosity for them and we get to practice learning and curiosity together.

And to throw some teacher jargon in the mix, I’ll always have interest based inquiry because:

  • 4Cs
  • 21st-century learning
  • blended learning
  • life skills
  • problem-solving
  • digital citizenship
  • student voice and choice
  • passion

FAQs on Dropping the Clip Chart

This is my first year without a clip chart of some kind and Life. Is. Grand. I will never go back! I’m going to address some common questions I see float around twitter and some facebook groups I’m in in an effort to reflect on the behavior system shift I made this year.

Why did you drop it?

I dropped it:
because it focused too much on negative behavior
because it’s a public display
because everyone has a bad day
because using it as a consequence doesn’t fit any offense
because it is not how the real world works.

Now, I know what you will say because I said it too:
“Kids can move up or down.”
“They aren’t stuck at the bottom, their choices can move them back up.”
“It’s in the back of the room where no one can see it.”
“My kids like it.”
“The parents like the feedback.”
“It works for me.”

Mainly I dropped it because my kids fixated on it. In their 5-year-old brains, the color they were on at the end of the day mattered way more than something they learned, something that was fun, something new, the friend they played with, or anything else that happened at school. The color they were on defined them.  I realized that school should be full of positive experiences and memorable moments. And a behavior chart is neither a positive experience nor a memorable moment. I realized that the color of their day should not be their identity. I started to care more about their interests and obsessions and started to pick my battles.

What have you tried?

This year is my first year kicking the habit. One thing I know is I’m not turning back. Another thing I know, I have a lot of learning to do. I started the year with brag tags. I passed out laminated cards to my students for their positive choices. I tied it to our school PBIS – SOAR (Self-control, Own a positive attitude, Act responsibly, Respect myself others and the community). I passed out brag tags rapid fire to students who were SOARing and used them to mark the positive behaviors I was looking for. I never took the brag tags away for undesirable behavior. But then it hit me… how are these really different than a clip chart? They’re just as public. The kids know who has hundreds and who has 2. It is not how the real world works. I haven’t stopped using them because my kids really like collecting them all. (Yes I know I sound a little contradictory.)

I’ve tried (what I think are) restorative justice circles (I need to do more research). When something happens that warrants a consequence, we meet either as a whole class or small group depending on the action. We discuss what the problem was, what may have caused those choices, and how it makes others feel. Then we talk about what consequences would make sense and how we can make sure it doesn’t happen again. All parties involved make a promise to be kind and helpful to each other to become better. I have noticed that these conversations have helped my students be more honest about their behavior choices and admit when they did something wrong. They seem to be less worried about getting into trouble because they know the consequence will be fair and from a place of love.

What are you doing differently?

Behavior skills need to be taught just like reading, writing, and math skills. This year I have been more intentional about teaching expectations with clear modeling and students explaining and acting out examples and non-examples so we can label specific behaviors. We make a plan together for our behavior goals and practice how to respond to someone who is not making the right choices. It requires a lot of patience and practice. I have found myself doing a lot less assuming and a lot more question asking. This year, my school adopted a Social Emotional program called Positivity Project. It focuses on teaching students about the 23 character strengths, noticing them in others, and making a plan for how to apply them to their everyday choices. I have found this language so helpful not only during our morning meeting but also in literature discussions and our discussions about behavior.

What mistakes have you made?

It’s easy to fall back into old habits. At first, I caught myself just before telling a student to clip down. I had to learn a new replacement behavior for my responses to student behavior.

I’m loud by nature. I have to be very careful when speaking with a student about their behavior. I don’t want to embarrass them. I have to consciously make the decision to use a soft and even tone when speaking with my students about behavior. I need to model this for them if I expect them to do it for each other.

What are your next steps?

Next, I’m going to research Social Emotional Learning programs. I want to know more about restorative justice and the responsive classroom. If you have resources you love or ideas about these in an early childhood setting, I would LOVE to hear about it!