A Community Planning PBL

I designed this PBL after a middle of the night idea. It took me just a few hours on a Saturday to sit down and get the bones of the project laid out. I like to use the Project Design Template from the Buck Institute for Education. I modified it a little to make it work better for me. This blog post will be the narrative version of the plan I wrote including my reflections. Some of what I planned, didn’t happen and some things we did, were not on the plan. I like to take the lead from my students during a project like this which changes the plan sometimes!

In this PBL, students will design a community that meets the wants and needs of the people who live there. Students will consider the producers and goods and services needed to meet the needs and wants of the consumers. Students will create a blueprint and build a model of their community.

Driving Question

How can you as a community planning committee ensure that the needs and wants of your citizens are met through the goods and services you will provide?

Goals and Standards

Common Core Reading

  • RI1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
  • RI1.5 Know and use various text features (e.g., headings, table of contents, glossaries, electronic menus, icons) to locate key facts of information in a text.
  • RI1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., illustrations, descriptions, or procedures).

North Carolina Social Studies Standards

  • E.1 Understand basic economic concepts.
    • E.1.1 Summarize the various ways in which people earn and use the money for goods and services.
    • E.1.2 Identify examples of goods and services in the home, school, and community.
    • E.1.3 Explain how supply and demand affect the choices families and communities make.
  • G.1 Use geographic representations, terms, and technologies to process information from a spatial perspective.
    • G.1.1 Use geographic tools to identify characteristics of various landforms and bodies of water.
    • G.1.2 Give examples showing the location of places (home, classroom, school, and community).
    • G.1.3 Understand the basic elements of geographic representations using maps (cardinal directions and map symbols).

21 Century Skills

  • Critical Thinking/Problem Solving – Designing a community with spatial constraints that fits the needs of the people who live there
  • Collaboration – Students will work on teams of 4-5 students to design their community. Each student will have a role.

Hook

For this project, I had students read 3 different books on communities and community helpers from Reading A-Z. We discussed the similarities and differences in the books and added our wonders to the wonder wall.

Student process

After reading and comparing the texts, I split students into groups of 4-5. I revealed the roles for this project:

  • Commissioner- makes decisions on behalf of the community
  • Architect- creates the plan and sees that plan is followed
  • Engineer- Checks for structure safety
  • Economic Development Specialists – Makes sure there is a balance of goods/services and producers/consumers

I knew these terms would be beyond their understanding, so I created a slide deck to explain each one in child friendly language.

Students then had conversations within their groups to select their roles. Groups with 5 students, decided which role they thought deserved 2 people. We have selected roles in my classroom before so students are familiar with the process. Basically, they go around the group and say which role they would like and why. If no one else selects that role, it’s theirs. If more than one student selects the same role (and they can’t both do it) they use one of our protocols to make a decision (rock paper scissors, bubble gum bubble gum, pick a number, group vote, etc.).

Their first collaborative task was to create a list of needs and wants of citizens in a community. Then using those lists, students made a second list of the goods and services that could provide each need and want. The commissioner needed to make sure they could meet all the needs of their citizens.

On chart paper, architects made a map to plan out their community. The engineer needed to make sure the roads were clear for the safety of their citizens. Then they labeled the stores on the map. The economic development specialist made sure that there were goods and services to support the citizens. The commissioner made sure that citizen needs were met before their wants. The planning process took us about 3 days.

The building process took us a while. Students used cardboard and construction paper to build their communities. They needed signs for each structure. The architect was to ensure the build followed the plan they drew on the map. The engineer needed to make ensure the buildings were sturdy and the roads were clear.

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Students shared their projects with the other groups in the classroom and with parents who came in for a genius hour writing celebration.

Mini lessons and how I knew students needed them

Needs and Wants – Even though this is taught in kindergarten, we had conversations that broadened their understanding. First, whole-group we completed a needs and wants sort. Then discussed additional things the people need in their community like doctors, police officers, housing options, etc.

Goods and Services – We completed a sort of goods and services using a smartboard file I have. Then we talked about the businesses they have selected to put in their communities and whether they provided goods or services or both.

Bird’s Eye View – When I asked my students to draw a map of their community, they began drawing a skyline view of it. I had to stop their work right away and talk about drawing from a bird’s eye view. I used google maps to show our community and how the bird’s eye view is different from the street view.

Building Shapes – Students really struggled with cutting down cardboard or using construction paper to build their buildings. Fortunately, we were covering 3D shapes in math and I was able to show them how to construct cubes and rectangular prisms to construct their buildings and tie it to our geometry standards! When sharing their community,  one student said, “we built it this way after Mrs. Diorio showed us how to build 3D shapes with paper.”

Community Helpers – Students did not initially include police stations, fire stations, doctor’s offices/hospitals, etc. in their plans. We talked about the different community helpers that citizens might need for their safety within the community.

Trash and Recycling – Right as we were finishing our build, it was Earth Day. This was the perfect opportunity to talk about how they would plan to keep their community free of pollution. Students added trash cans and recycling centers in their communities.

Mini lessons I had in my back pocket but didn’t need

Zoning – I totally skipped this entire part of the project I designed.

Naming a Business – Students chose to use the names of businesses they knew from in our community or they agreed quickly on other names.

Safety of structures – Engineers seemed to already know that the buildings in their communities shouldn’t wobble when touched and made sure they were secured to the ground.

OOPS!

I planned to focus more on taking anecdotal notes and using a rubric to help me grade students’ communities, but I got so involved in our building process, I completely forgot to carry around my clipboard! I will tell you that every student in my class understood the goals of the project and could explain them to others. I’ll do better next time!

Things I’ll do differently next time

Notes and Rubric – I plan to be more intentional with PBL in taking anecdotal notes and using a rubric to keep track of what and how my students are doing during the process.

Writing – This project would have been the perfect chance for students to write an all about book on communities. They also could have written opinion/persuasive pieces about the stores they wanted in their communities or to attract citizens to live in their community.

Zones – I initially designed this project to talk about how communities are zoned into housing areas and shopping areas. However, I never ended up doing anything with that. The next time I do this project, I will be sure to talk more about zoning.

History – We didn’t really touch on the change over time standard during this project. Next time, one student will have the role of town historian and will need to take pictures throughout the process so students can mark how their community has changed over the time they spent building it.

Self Reflections – I planned for students to fill out self-reflections during the process so they can see their own impact on the bigger project, but ran out of time every day to do this. Next time, I will have reflection days for students to think about what they are doing and how they are impacting the community.

 

I would love your feedback on this project. Please leave comments below!

Blended Learning with Littles

A blended learning environment is one in which technology and “offline” teaching are seamlessly intertwined throughout the day. Blended learning environments allow for student agency, passions, and mastery to grow.

21st Century Learning

In the 21st Century Framework, students use digital tools, collaboration, communication, creativity, critical thinking (The 4 Cs), and other career readiness skills to curriculum standards. In the 21st Century Framework, teachers design lessons, and experiences that pull in multiple skills listed above. Teachers must model risk-taking and perseverance. Teachers must also look for ways to include a global perspective in their curriculum. A blended learning environment provides teachers with tools to use to teach the skills and perspectives outlined by the 21st Century Framework. In a blended learning environment, students can use devices to share their learning with the world through Twitter, Instagram, a Seesaw blog, or other tools. Students can complete work in a way that makes sense to them. They can use a digital tool like Seesaw, Flipgrid, or Google Classroom to collaborate and communicate with one another. They can use their creativity to respond to assignments or teacher prompts using tools like pic collage, Seesaw, Chatterpix, and more. Students can apply critical thinking by considering their digital footprint prior to sharing with the world, solving problems with a team, or deciding which digital tool works best for them when given a choice.img_0862default

The 4Cs

Blending technology into your lessons allows for opportunities for students to experience the 4Cs. Blended learning can consist of student choices in response to learning. Students need to think Critically (1) about the task at hand and the best way to Communicate (2) their learning with others. I have given students choices for Letterland phonics sorts to use either Seesaw or paper and pencil. My kindergarteners figured out which way worked best for them and stuck with that method. In my kindergarten and first grade classrooms, we use #BookSnaps to reflect on text reading. Students have a choice in how they respond to that text and are very Creative (3) in their text annotating using labels, drawing, and emojis to annotate the text. I encourage students to Collaborate (4) and work together on one device. You know the saying 2 heads are better than one. Well, it still holds true when kids are creating content using technology. They aren’t only sharing their learning but they are learning ways to work on a team. Because a blended learning environment encourages collaboration, we don’t need to be 1:1 with students to devices in order to have a blended environment. There are times in my classroom where we use 1:1 and times where only 4 devices get used and the kids work together.

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Access to multiple types of devices grows flexibility

I’ve heard people say they don’t like technology in the classroom because technology changes frequently and just when you get used to something there is something new out there. I love that technology changes all the time. It forces us to be flexible, a super important executive functioning skill. In my classroom (not by choice) I have 2 desktop computers, one laptop, 5 iPad 2s, 1 newer iPad, my teacher laptop, my old iPhone 6, and 2 of my personal devices I let kids use occasionally (a chromebook and an iPhone 8 plus), and because of BYOD we have various models of iPads and iPand minis. Soon, we are getting new chromebooks from the district. The variety of devices that my students have access too requires them to transfer skills to different types of operating systems and to problem solve when something doesn’t work. I have kids who prefer the desktop computers for one task, an iPad for another, and my old phone for another. We have that flexibility for them to find what works best for them.

Learning first Technology Second

It is important to remember that the learning always needs to come first. Technology should support the learning. It never comes first in my planning process. I start by looking at my standards and unpacking what that means for students. My next step is to decide how we will approach the standard and how it should break down for student learning. Sometimes technology fits in and amplifies the learning, other times it doesn’t. Sometimes my devices sit without being touched all day and sometimes we use them in every block. Sometimes I don’t plan for technology but my students find a way to amplify their own learning and voices during a lesson or learning experience using technology and clearly I have to allow it! Like I said at the top, a blended learning environment includes both technology AND “offline” learning. It is important to know your standards, know your kids, and plan appropriately.

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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!

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?

Protols for Learning with Littles

A big part of teaching littles is having clear and consistent routines. A big part of teaching in the 21st century is deep thinking. Combining these 2 can be tricky for an early childhood educator. Littles need direct instruction and modeling in clarity to be successful in deep thinking. Setting clear and consistent thinking routines have gotten my students to think more deeply across the curriculum. And be able to share those thoughts with one another.

Thinking routines and protocols ensure equity in your classroom by structuring they way students respond to prompts. Protocols and routines allow for every child to think and respond. Not just those who raise their hands. It’s also provides access to deeper thinking through clear steps and predictable routines.

Turn and talks are great and all but sometimes littles need more to get going. After reading the book Making Thinking Visible, I added some new routines to my classroom. Then I was inspired to seek more protocols to add to our tool belt of routines.

I see, I think, I wonder

In this protocol, students look at an image or the cover of a book and complete each of the statements. Students can respond to the sentence stems orally or through writing (teacher’s choice). I like this protocol because it is predictable and focuses littles on what we want them to notice through observations. It also allows them an outlet for their natural curiosity. I have used this protocol to introduce a new book, launch a science unit, and as a close reading activity. I have also extended this protocol with a digital image displayed on my smart board. I began with the image zoomed way in and asked students to complete the statements with a partner. Then, I zoomed out a little and asked them to make their statements again. We repeated this a few times until the image was whole. This protocol has become so routine in our classroom that I hear students using it during partner reading!

What makes you say that?

This one has become second nature to me. I respond to my students frequently with this little line. I like it because it is a subtle shift from asking, “why?” and doesn’t sound accusatory. When I responded with,”why?” students automatically thought they were wrong and changed their answer. When I respond with this question, they explain their thinking and reasoning that led them to their conclusion. It even pushes them toward finding and sharing the evidence they used to answer the question. Add this one to your back pocket now!

I used to think… Now I think…

This one is so easy to add to any nonfiction read aloud or unit!  Students start by activating their prior knowledge (I used to think…) and then focusing on finding something new in a text or video (But, now I think…). I have used this as a conversation starter, turn and talk, and response in a notebook. I have included this protocol in reading nonfiction, a math video on a new strategy, and split up as part of a launch to a science or social studies unit. I like this protocol because it sets a purpose for reading or viewing. Even for students who may be dinosaur experts, they are focused on finding that one new bit of information they didn’t already know while you read that nonfiction book.

I’ve also added some routines from other sources.

Chalk Talk (not sure where this one came from)

This is a fabulous and tricky protocol for littles! During Chalk Talk, students write their thoughts, ideas, or what they know about a topic on a large chart paper. When I do this, I give every student a different color marker so I can tell who’s is who’s. After completing their response on the chart paper, students then read what their classmates wrote and respond to others. During a Chalk Talk, students are not supposed to talk to each other, their marker is supposed to do the talking for them. This is where it gets tricky for littles. Littles need to stretch their words out loud so they can hear the sounds. Littles need to orally rehearse their writing prior to recording it. Littles struggle to write words and sentences others can read. I love this protocol because it challenges littles to focus on the reader when they write. I find my students are more concerned about recording exact sounds and writing neatly when we do a Chalk Talk than when they write a during writer’s workshop. I provide access to this protocol for my littles by allowing them to use their voices to help them write but encourage them not to talk to their friend and by allowing them to choose between sketching or writing. And they CAN do it, with practice and gentle reminders. I have used this protocol with students as a number splash (where they have to show a number in multiple ways – a math routine in my district), classroom rules, problems and solutions that might occur at school, relationship building activity for morning meeting, recording ideas for personal narratives, and responding to a read aloud. Sometimes I do 1 chalk talk and focus on responding to others, sometimes I have multiple chalk talk charts at once and focus on sharing ideas and debrief later.

Snowball Toss (SOS from Discover Education)

This protocol is “snow” much fun! It’s also a great way to use some of that scrap paper that builds up in your room! In this protocol, students respond to a prompt on a piece of scrap paper, then you gather in a circle, ball up the paper and toss it in the middle like a snowball. Students then grab a paper snowball open it up and read then respond to what their classmate wrote or respond to a new prompt and repeat as many times as you want! This one has some of the same challenges as Chalk Talk when it comes to students writing and being able to read each other’s writing. I provide the same choice (sketch or write). I have added my own spin to this protocol by having students respond with “I agree” or “I disagree” statements or if the snowball they picked has a sketch then they have to respond with a sketch. This is a newer protocol for me, but the kids are loving it! We used it to discuss the Eclipse of 2017 and as a response to a character strength we were discussing as part of Positivity Project. I’ll be using it again this week with a lesson on time! Watch for me to tweet it out @AubreyDiOrio.

Back to back/Front to front

I picked this one up from a tweet by my friend Nathalie Ludwig.

We use this one ALL. THE. TIME. In this protocol, students get up, find a partner, and stand back to back. The teacher asks a question and provides think time. Students cannot respond to the question until the teacher says, “Front to front.” Then each time you have a question, say, “back to back” and students find a new partner. This is a great way to change up your turn and talk with some movement and different partners. This protocol adds equity for your students with differences through built-in think time. I have not had an issue this year with students always picking the same few friends or talking at the same time, but you can add some control by assigning kids as either ketchup or mustard. Then littles have to find someone to complete the pair and you can have ketchups talk first, mustards talk second. I use this protocol to respond to a read aloud, as a morning meeting activity to discuss a character strength, to share a math strategy, to compare judy clocks, share a hypothesis, and SO MUCH MORE!

Glows and Grows

Glows and Grows is a protocol for collecting feedback. Glows are something great and Grows are areas for improvement. This one is accessible to students because they grasp on to the word Glow as a positive and Grow as something to get better. It encourages them to take a growth mindset and look for something that could be better. Through this protocol, I’ve noticed students focusing on kindness and helpfulness rather than looking for the work that is the best. I have used this protocol to collect feedback from experts during a PBL, with writing or reading partners, and student-led conferences.

My favorite part of having thinking and learning protocols is that they can be applied to any subject area and once my students get used to them, I don’t have to give a ton of directions. I just say, “we are going to do a Chalk Talk. Please write about ____.”

Have you tried any of these protocols with your littles? Have you used other ones? I’d love to hear your experiences in the comments below!

Seesaw! My go to for student choice

What is Seesaw

Seesaw is a digital portfolio platform that can be scaled for students pre-k-12. It is simple and intuitive for littles but also provides opportunities for critical thinking, communication, and feedback that can reach students through 12th grade. Seesaw allows students to post to their journal and a class feed with photo, video, text, drawing, or google doc integration responses. Students can scroll through the class feed and like or comment on their peer’s responses. Student responses can be organized in folders for easy searchability. Parents can connect to their child’s Seesaw journal and like and comment their work as well as see progress over time.

Why I Seesaw

I seesaw because it provides students with opportunities to express themselves through multiple methods. I love the choices it provides students as they share their learning and reflections. I love that kids can practice citizenship by commenting on each other’s posts. Seesaw is like social media for kids. It is a great way to model appropriate digital behavior and moderate as they practice.

How I Seesaw

For the last 3 years that I have used Seesaw, my students have quickly become Seesaw experts. They are able to post to their journal quickly and independently. I use Seesaw for a variety of things. The list below includes things my students have posted (both kindergarten and first grade):

  • Math Story Problems
      • Students need to be able to create their own story problems in order to fully understand how they work. Writing their own helps them play with the language used in a story problem and therefore provides them access to better understanding story problems that need solving. After posting a story problem, students then scroll through the feed to solve others’ story problems. They have learned to write better problems that require multiple steps and make sure to include a question at the end and not the answer! This has been one of my math stations for the last 2 years and they LOVE it! I change out the manipulatives for them occasionally to keep things fun and interesting! (#math1OA2)

    https://app.seesaw.me/pages/shared_item?item_id=item.42ce1265-2173-43c2-9814-bd8f33ddf75f&share_token=gTvKg3TwQAGdICDoLdcVOg&mode=embed

https://app.seesaw.me/pages/shared_item?item_id=item.42ce1265-2173-43c2-9814-bd8f33ddf75f&share_token=gTvKg3TwQAGdICDoLdcVOg&mode=share

https://app.seesaw.me/pages/shared_item?item_id=item.a43f96cc-65f3-482c-b175-361d04a19641&share_token=6XyASDNIRAGDSxX36yJHwA&mode=share

https://app.seesaw.me/pages/shared_item?item_id=item.ded27a4f-dcb4-4f67-b671-ced42b19c3c0&share_token=FSelo5GOTWSLmfdIY_fF6Q&mode=share

https://app.seesaw.me/pages/shared_item?item_id=item.62d78ca1-2eea-45bb-9717-22da9d82b64d&share_token=ycae-zyARtu7maMObWaQ9w&mode=share

https://app.seesaw.me/pages/shared_item?item_id=item.d9c52808-a4cc-4ed8-b867-ca8aa6736bb2&share_token=cjhglUSHSY-vTjCAaRcWWw&mode=share

https://app.seesaw.me/pages/shared_item?item_id=item.08e03b4e-6b56-4ec7-a594-42be62810f4a&share_token=kNoufDy0Qumkv0s1AzPqOw&mode=share

  • Relationship building
    • Students also share photos on Seesaw at home. I love getting notifications on the weekend of baby brothers and sisters, road trips, a book they’re reading, and songs they made up. I even had a student upload a video to Seesaw in the car as they were moving to another state!

I would love for you to share in the comments why you Seesaw or your favorite things for students to upload on their student Journals!

Not included in this post: encouraging positive interactions through likes and comments and family involvement! Those are blog posts for a different time!

Scooters, Science, Goal Setting

Yesterday as I stood in my driveway waiting for AAA to jump start my husband’s car, I watched as the neighbor boy (5 years old) played on his scooter in his driveway. The street leading into our cul-de-sac is a hill and his driveway is also sloped. Our driveways have a little bump so rain water goes down the storm drains instead of flooding our driveways. He went to the top of his driveway and realized he only needed to push once to make it to his garage. Next he went to the bottom of that bump and got frustrated with the number of pushes he needed to make it over the bump before he could coast to the garage. He went a little ways into the cul-de-sac and pushed off. He had to push again to make it over the bump in the driveway and then coast to the garage. He went farther into the cul-de-sac and pushed off. He made it to the peak of the driveway bump but didn’t make it over it. He went to the top of the cul-de-sac as his sister yelled for him to come back inside. This time he made it all the way down to the driveway, up and over the bump, and all the way into his garage. I could tell by the look on his face as he rode faster and faster down the hill that he was so proud of his accomplishment. He knew before he reached the garage that he was successful.

The whole time I watched as he problem solved, tried multiple strategies, failed, made adjustments, but never gave up until he succeeded my teacher brain was going wild!

  1. Wow! I can use this story to teach forces and motion in science to my firsties!
  2. Woah! This kid has some serious growth mindset and was so determined to race to his garage with only one push. He never once gave up or thought he was a terrible scooter rider.
  3. If kids can use these skills when they play why not for academics? Why aren’t academics at school approached through play?
  4. How can I use this kid’s perseverance and apply it to myself?

Yes, I plan to tell this story to my firsties and see if they can apply it to our science unit as well as pull out the character strengths he used while working to solve this problem.

I believe in play based learning as best practice for littles. Kids learn so much from their play. We as teachers need to pull our curriculum objectives out of children’s natural play. We need to guide and inspire play where children can apply curriculum knowledge to their games. Play allows children to feel safe in order to take risks. Risks allow children to learn and grow in deeper ways.

His perseverance inspires me. I am a goal setter but I often don’t make clear plans to take the necessary steps to meet my goals. I need to be more mindful about making plans and following through on the steps I need to take to meet my goals. I also need to take time to reflect on my progress and make adjustments to my plan in order to meet my goal. I need to go farther up the hill to get over the bumps in the path toward my goals.

What does this story make you think about?

Strengths Based Approach (3 blog posts under 250 words – post 2) #IMMOOC

Feedback is the most influential, powerful practice teachers can implement in their classrooms. Research (Hattie) shows that no single other practice in a classroom has a greater impact on student learning than feedback. However, how often does feedback come in the form of negatives.

  • “You need to start your sentence with a capital.”
  • “Did that sound right? Try a different strategy.”
  • “Check your counting. You made a silly mistake. “

I’m guilty of this type of feedback myself. I think I’m helping my students. But what message are they actually hearing? I worry that it could be:

  • “I’m a terrible writer.”
  • “I can’t read.”
  • “I’m not good enough.”

I have to be mindful daily to focus on my students strengths. It’s a decision I have to make every 5 seconds: tell them what they did great or what they need to fix.

I find that I get my fristies’ attention and interest when I start with something they did great. They love to hear how amazing they are. I try to make a point of telling each of my firsties something I love about them every day. They need this positive affirmation.

Today on flipgrid, one of my firsties was WAY off in her response but I didn’t even address it right away. I started by telling her how amazing she is at selfies (and she’s better than I am!) She lit up and hung on my every word after that! We hit her grow area after she was able to glow!

Purposeful Focus Areas (3 blog posts under 250 words – post 1) #IMMOOC #ObserveMe

I try to pick 2-3 areas I want to improve on each school year. This summer I was introduced to the #ObserveMe challenge. Teachers post a sign outside their door, share on social media to invite others into their rooms to observe them and provide feedback.

This year my focus areas are:

  1. Student collaboration
  2. Evidence of inquiry based learning
  3. Positive student relationships

My action steps include:

  1. Regular opportunities for students to collaborate combined with direct instruction on how to collaborate effectively.
  2. Professional Development and book study on inquiry based learning, and Project Based Learning. My goal here is to teach all my science units as PBLs and my challenge is to try at least one PBL in another subject area.
  3. Read the Morning Meeting book and practice and improve upon morning meeting daily! My goal is to never rush morning meeting because that time together is so powerful for relationship building.

I chose to participate in #ObserveMe in the hope that I could collect feedback from peers, parents, and administrators frequently. Then have the time to reflect on that feedback and act on it. I’m struggling with actually getting people to come into my room. I would love to hear your ideas for getting people in my room!

Below is my #ObserveMe sign! I challenge YOU!