Blended Math: Place Value Table 1

Example of student's work today.

Today I'll guide 23 students and a number of teachers in a complex-for-fourth grade activity.  I will start the activity by telling students that this will be tedious at first, but in the end they'll learn valuable tech skill and math skill.

These are the steps involved.

1. Open a Google doc. 
2. Name the Doc: Place Value Chart 1
3. Place title on top of doc.
4. Set the font size and type: 18pt, bold
5. Make a 2X1 table.
6. Label the table" Column one: base-ten numeral name, Column two: model.
7. Type the number 1,234 in base-ten numeral form (standard form) 1,234, number name (word form): one thousand, two hundred thirty-four, and expanded form 1,000+200+30+4 
8. Open a new window and google, "everyday math etools"
9. Open the etool site, open base-ten blocks, and make a model for 1,234.
10. Screen shot (shift-command-4) the model.
11. Go back to Google doc table, insert and size the image.
12. Click "insert page break"
13. Repeat the process three times with three new numbers: 406, 2,091, and 34,678 (note as numbers get bigger, students may need to make two or more screen shots to make the number.)
14. When students complete all four tables, they should review, print in b/w, show the teacher.
15. Then if they have time, they can attempt to make a challenge number 2,345,678. Note that they will need multiple screen shots for this and use creativity. 

Learning to make tables is a very effective tech skill--a skill that can be applied to all learning areas and a skill that can help students organize information in useful, memorable ways.

Today's lesson will be tedious as the children will want to jump ahead, but I'll take the time upfront to set the stage for their thoughtful, step-by-step investment. 

Let me know if you have any tips, and if you try the lesson, let me know how it goes. 

Righting the Teaching Ship in Wavy Waters

I've noticed that the Internet buzz amongst teachers seems a bit quiet these days, and I'm wondering if the reason is that many teachers are righting their classroom ships in the wavy waters of new evaluation systems, RETELL, new standards, and other matters that create the busy waters of school life.

This week I'm working hard to keep the ship directed towards student learning; sharing the journey's choices along the way with students. For example, the new standards find us working with a bit more precision and detail when it comes to our usual studies. We're thinking deeply about reading strategy, writing craft, and the standards of mathematical thinking.  This precision is fostering even greater emphasis on "learning to learn," habits of mind, and collaboration as we work through the sometimes tedious vocabulary, close reading, and math detail. That's one part of the complex steering mechanism alive in the classroom, yet we know that too much detail can serve to diminish creativity and excitement, hence we've also got the STEAMship and PBL gears oiled and active. The daily conversation about learning, focus, priorities, tenacity, and curiosity keep us energized and ready to learn.

Choreographing this ride well is the key to running a good classroom. Keep the focus, include the right mix of precision, creativity, collaboration, and effort, and don't lose sight of your destination: teaching children well. Happy Travels.

Common Core Creativity at Fourth Grade

I spent the day digging into the Common Core Standards for fourth grade. The specific language of the standards, numerous resources on the Internet, knowledge of my students, and summer learning design research served to set the stage for some great work.

The key to the Common Core is to embed these standards into worthy learning design, design that responds to students' developmental level, essential skill needs, interests, and passions.

Hence with each standard I attached a learning experience that I feel will engage my students, support essential skill development, and prompt further inquiry.  I used a blended approach for the learning design which includes tech integration, video, collaborative work, field studies, hands-on explorations, paper/pencil/tech practice, and celebrations.  The lessons range from one-period detail lessons to multi-period units. Also, with every lesson there's a 1-2-3 range of learning with 1 as a review level, 2 for grade level, and 3 for enrichment opportunities. In addition there's a rubric with which students evaluate their own work then review the evaluation and work with the teacher.

At present, I'm designing many of these lessons for UClass which are available for a small fee. UClass is providing me with a platform, editing, and team to promote my work.  I'm also using all the lessons I create with my fourth graders so that we meet local, State, and national standards. I continue to be excited about this opportunity to dig in deeply with the common core standards in a creative, student-centered way. I am attempting to blend the best of both worlds by combining the essential skill development of the Common Core with project/problem based learning whenever possible.

Take a look if you're interested.  Let me know if you have further ideas.



Disclosure: Just as an author of a book receives royalties, I'm receiving a fee for my work from UClass.

Maker Station/STEAM Share Grant

Our collegial work on our Maker Station/STEAM Grant continues.  We've been researching tools, materials, and processes over the past few days to write this grant.  We'll add the finishing touches tomorrow.

What do we think is important when it comes to this effort?

First, students, in our tech age are hungry for this kind of collaboration and learning.  One boy has been asking me daily when STEAM share will start?

Next, I'm excited about the fact that we've chosen a relatively "dead" teaching time for this invigorating activity as we're planning this grade-level learning exploration and share for Friday afternoons.  Certainly I'd like to schedule this as a daily event, however the standards we're required to teach in order to develop a foundation of essential reading, writing, and math take up most of that time.

After that, I'm really excited that we might be able to start true STEAM exploration at a young age, an age before minds start to close and opportunities narrow.  I'm hoping that we'll inspire some future scientists, mathematicians, artists, tech experts, and engineers.  In particular, I'm excited about reaching out to young girls with this exploration.  The STEAM emphasis provides many inroads to science; avenues that are often not made available to young girls.  I keep thinking about Cornell's School of Human Ecology, a place where interdisciplinary work often takes place to create solutions to world needs and issues.   STEAM supports this kind of thinking and work.

Finally, I look forward to the carrot STEAM will provide for my students who are sneaking Minecraft rather than doing their reading/writing work.  Now I can say, "Hey, Friday is right around the corner, and that will be a time that you and your friends can collaborate with multiple tools to create, innovate, explore, and discover.  Do your skills work now, and then you'll even be stronger at doing what you want to do during Friday STEAM!"  I know this probably doesn't sound wonderful to those outside of the field, but we still do have to shore up those essential skills--skills that some children don't learn easily or gravitate to with zest.

I'm grateful to my colleagues for supporting this effort, and for Ms. Cherwinski (@susan_cherwinski), in particular, who is leading the way with countless hours of STEAM research and exploration.  I'm also grateful to my PLN for supplying me with a multitude of ideas and links that got this effort going last year.  Stay tuned and keep your fingers crossed--I hope we get the funding we're looking for, and just think ten years from now our students may return to tell us stories of the amazing STEAM work they're doing as young adults.


Related Posts:
Building Something That Matters
STEAM Labs, Tools, and Play
STEAM Share
Full STEAM Ahead

Macro-Micro Focus

I move between the macro- and micro- focus of education constantly.  As soon as I challenge the macrosphere of education, I return to the microsphere so that I'm exemplifying in my tiny sphere what I'm asking for with the greater picture in mind.

For example, I just asked for greater response and share in my post, Sharing Ideas, so now it's time to ask myself that question--Am I meeting the need for share and response of my students?

There's always room for growth in this regard since most of the effort lies in your personal time--weekends, nights, and early mornings, but like most teachers, I'm committed to this because I know feedback and response matters.

Hence, over the next week I'll attend to the many papers the students have produced--wonderful stories, reflections, responses, and creations.  I'll also continue to check Edmodo and e-mail daily for updates, questions, and ideas.  Further, I'll continue a commitment to updating the class website, daily Twitter about class learning, and a weekly newsletter with information about efforts achieved, current learning, and future plans.  An open door policy invites parents to partake in the learning, join the class for special events, and have meetings when needed.

If I ask a lot of others, I need to ask a lot of myself too.  Time to get busy.

Sharing Ideas

A leader recently chided me for sharing too much.  My response was to say, "Then what do I do when I have an idea or question?"  The leader left without answering that question. Another leader simply never answers my emails--that's another way to send the message, "Questions aren't welcome here." I have other leaders who are responsive, straightforward, and supportive. Leadership matters in schools because supportive, encouraging leadership that takes the time to listen and respond with truth and transparency invigorate the environment and grow the potential possible when it comes to teaching children well.

It's probably troubling to some leaders to have staff who ask questions--another issue to consider, another email to write.  Yet, I think systems of idea share and exchange can serve to move learning communities forward.

Yes, I have lots of ideas. When you sit at the front line of education like I do you are always coming up with ideas to make teaching and learning better because you're forever met with more to do than time to do it--your job is one of constantly prioritizing who and what gets the attention. Most educators accept the fact that it's not their place to think "outside of their role" and don't share their ideas further than the water cooler or the teaching team.

Hence today when I was about to share a few ideas with leadership, I decided to place my ideas on the blog instead.  This morning's awesome and riveting #satchat prompted this share--the chat was great because there was lots of debate and disagreement--the kind that serves to teach you and move you forward.

Therefore my ideas:

How do you keep the vision alive?
School systems will thrive if collective vision is kept alive regularly rather than infrequent attention to our common goals.

Listen to the voices of all stakeholders?
Sometimes teachers get discouraged because no one is listening or answering questions. For example, teachers have strong opinions about what they need to do a good job, but we are rarely asked, and if asked, our responses are not shared with each other.

What's being said at the leadership table?
When the leaders' goals and focus are clear and specific with transparency, the whole organization benefits.  Where are we hitting the mark?  Where are we not hitting the mark?  What is the main focus?

Efficient Process
We've instituted many new structures to move schools forward.  It's clear that some of those new structures are inefficient and don't reap results at least not apparent results.  I wish we could have honest discussions about that--what structures make a difference, and what structures do not make a difference.

Teacher Success
What teachers are reaching wonderful success, and how are they doing that?  I want to know that.  Leaders have all kinds of ways of looking at teachers' success with depth, but that data is often not shared--sharing that data in meaningful, inclusive, authentic, respectful ways can serve to move us all forward.  The data, however, has to be looked at well with all factors in mind.  For example if one class has all well-cared for, advanced students and the other has a pocket of children who struggle for a number of reasons, those factors need to be considered.

Timelines
What's on the agenda today, tomorrow, and in the weeks to come.  How are we going to meet the new State standards, and what's our approach?  It's embarrassing to go to a teacher meeting and not know what's going on in your own system as teachers discuss new initiatives, efforts, and mandates. 

Vision
What is the long term vision?  What are we reaching for?  Where are our rough spots?  Where are our success spots?  How can one advance in our system?  What questions are welcome and what questions are not, and why?  

Yes, I ask a lot of questions.  Yes, I share a lot of ideas.  Yes, I believe that communication, transparency, and shared ideas and vision do work to forward a learning community. Perhaps I'm wrong about this, and perhaps there are issues I'm not aware of.  I welcome your insights.

It's difficult to be passionate and inquisitive and told to not ask questions or receive no response. I'll remember that as I work with my students with similar attributes in the days ahead.

I welcome your thoughts on this matter.

Scores

The Massachusetts' MCAS (standardized tests) scores are in.  The scores are posted and ranked in the local news, and no we were not number one.  Of course, like anyone, I like to be #1 and that's the aim each year, but with all competition aside, what can we cull from this report?

First, I work in a fortunate system.  The children are well cared for and the parents typically have the means to meet basic needs and more.  Hence, our scores are typically good overall.  We all know there's an economic edge to scores.

Next, the scores are one of many indicators from which to assess our work and draw conclusions. I typically analyze the scores with scrutiny and make new goals dependent on what I notice. Over the years my classes have had a range of scores, and when I analyze carefully I can see trends, areas for improvement, and areas that affirm our collective efforts.

After that, I remind myself this is one indicator of overall success for students.  These are relatively short tests where children (my students are fourth graders) sit at their desks for a l o n g time to answer paper/pencil questions that require a good memory, fine grasp of the skills/concepts, and the ability to apply those skills.  That's a lot to integrate for many fourth graders so there needs to be room for variability in scores.  The main area of importance is growth over time, and a positive attitude towards learning.  If we looked at successful adults' childhood scores, I imagine we'd see quite a range.

So let's take these scores for what they are, one indicator of collective and individual performance. Let's see what goals and potential growth for our teaching and student learning we can cull from these reports, and then let's continue on a renewed path of teaching children well.

Complexity!

This week was complex. Multiple initiatives were in gear, and I was pulled in many directions including standards-base report card review, Math Institute share, new evaluation system details, PLC protocols/roles discussion, writing unit start, teacher collaboration meetings, and parent meetings.  This was on top of the regular teaching day. I know I'm not alone. The week felt like someone stepped on the gas with a heavy foot as we jerked ahead into the school year.

The calendar next week is much more reasonable.  The choreography of daily work, initiatives, collaboration and more is a delicate process, and it's likely that at times that choreography will liken a mosh pit rather than a symphony.  I survived. All intentions were good--the new year like a new driver includes lots of staccato that hopefully will smooth out as routines and roles take shape.

The week's finale was a great collaborative meeting of the four members of our grade-level team. I was reminded of a conversation I had at a Google round table during last year's Intersection Event which emphasized five with one more or less as a good collaborative number.  We were able to support one another, share perspectives and experience, and create an awesome collective teaching approach for our upcoming persuasive unit, a unit guided by an outside consultant as well as other resources. That's the kind of collaboration that feeds the soul and inspires good work. This successful event reminded me that we need to think carefully about the collaborative groups we form with regard to size, strategy, and goals. Groups need to be sized right for the task at hand.

School transformation and good work create a rocky road--there's so many variables involved in the process, and in many ways little time for thoughtful steps or communication, hence complexity.  Now, on this Friday afternoon, I'll put the week to rest as all work and no play makes teachers dull.  Next week will bring new triumphs and challenge.  Stay tuned.

A Range of Friday Reflections

Contrived vs. Authentic
Situations that are contrived do not lead to the same kind of rich, real learning that authentic situations lead to.

Who do you structure for?
Your school structure is your focus, routine, physical space, and schedule.  Who do you structure your day and space for--who does that serve?  When we structure the day for authentic student learning, we are doing a good job.  When we evaluate that structure we should look at efficiency, results, and ways to improve.

Is your time on task with students effective?
I believe that the skilled time on task with students is the best way to build better schools and respond to student needs.  When you are with students is your time effective?  Are you spending most time working with students or most time planning for working with students?  

Have you chosen the right goals?
Do your professional goals truly impact and enrich student learning?  

Do you advocate effectively for what is right and good for students?
How do you advocate? What approaches do you use?  Are you successful, why or why not?

The end of week three is a time of refining goals, structures, and focus as I move forward in the school year.  Summer study and idealism set me up for some big expectations and disappointments at the start of the year, now with my "place" in  mind, I'm reworking the goals and focus.  The upside is that I teach a terrific group of young children who have tremendous family support.  Onward.

Classroom Close Reading Continues

The first week's close reading exercises were a true s t r e t c h.  The stretch actually gave us a chance to focus on how to figure out words you don't know, and the scientific words in the passage had many great clues embedded in each word. The format of the text also allowed us to apply Bill Belichick's "chunking" strategy--we took the article sense by sense. The article's challenge especially captured the attention of a few future doctors who particularly enjoyed the content and vocabulary the article offered. We finished the task with a related crossword puzzle and deeper knowledge about how our senses work.

Next week, I'll strive for use a mostly grade level text about habitats.  I'll use this process:

• Students will take a few minutes to apply the 5 p's with independent preview.
• We'll review their work together and decide on a class reading plan.
• Students will read the text with partners or small groups.  Some small groups will be led by teachers, and others will be independent. 
• I'll review completed work and offer a challenge vocabulary activity to strengthen understanding. 

Week by week I'll continue this process as I work to develop students' close reading and reading response. I look forward to reading more articles on the topic. 

Injustice?

Injustice exists big and small, and the truth is that we're all perpetrators of injustice at one time or another, perhaps knowingly and perhaps unknowingly. I've always held the words of Martin Luther King, Jr. close, "Our lives begin to end the day we become silent about things that matter," yet as I grow older, I realize it's more than silence we have to be mindful of.

Speaking up is important, but that's only a first step.  Follow-up steps include the actions you take before, during, and after you speak up--the follow-through.  What does that include?  What process works the best when it comes to truly dealing with injustice?  How does one effectively respond to injustice in order to make change?  These are questions I'll be thinking about as I encounter injustice on a small scale, and as I possibly contribute to it without thought on a large scale with regard to the things I buy, the places I frequent, and the people I vote for.

I'll also think about what is just work, action, and thought?  How does one become mindful of this in his or her work, contribution, and investment?  Big questions with much room for thought, action, and commitment--a deeper path to travel?

If you have authors, prose, links, research, or ideas to support my journey, please let me know.  Thank you.

A Standards Routine

Yesterday our teaching staff met to discuss standards base report cards. Yes, yet another change, but a promising change that will serve to direct our eyes and practice with specificity.

The new standards are upon is in multiple ways including revised scope and sequences, new language, and updated weekly routines to meet all standards language and intent.  Further, I'm working diligently to embed these standards into worthy learning design, design that's brain-friendly, student-centered, engaging, and rich in breadth and depth.

The only way I can do this is to continue to build an efficient lesson planning and response pattern each week on my own and with colleagues.  How will I continue to grow this practice?  In what ways will the collegial groups I work with use time to optimize this effort?

1. I'll continue to use UClass as my inroad to the standards--as I create lesson after lesson to match current units, I'll use their templates and resources to help me with the process.

2. Next, I'll work to incorporate a successful feedback system both to inform teaching efforts and to build a learning conversation with parents and students.  Right now as students learn and work, I'm collecting a host of assessment data to use as parents, teachers, and students set goals in the coming weeks.  On a daily basis, I'm checking in with students with regard to their classroom work.

3. I'll create a chart of the report card standards and student names.  I'll target lessons on these standards and keep track of students' progress as we move forward.  That will provide a clear picture of how we're doing with regard to meeting each standardards for each child.

4. I'll continue to read about renewed processes such as close reading, writing process, and math problem solving--processes which serve as the foundation for most other standards. There's lots to learn with regard to detail and action with regard to these processes--processes which are truly life long goals.

5. I'll focus on my SMART goals--goals which I've chosen after analyzing student data from last year.  I noted areas of my practice and the weekly routine that could be changed for better effect.

Why do I continue to write and write and write about the same topic, repeating often.  I do this, as I've mentioned before, to cheer myself on as I embark on this teaching/learning journey as there are so many distractors in the school setting which can easily take us away from our primary mission which is to teach each child well.  Hence continued effort to create a meaningful, efficient, targeted process to embed best practice, new research, optimal tools, and student-centered, engaging efforts remains.  I look forward to the continued encouragement and insight of my PLN near and far as I travel this road.

UClass Enthusiasm

I continue to be enthusiastic about UClass.  I signed on a couple of months ago to participate in this start-up for a small fee.  Recently some of my PLN challenged my association for a number of reasons--reasons that caused me to make the following positive responses:

• Adding a disclosure to my blog stating that my blog comments and actions are my thoughts alone (see disclosure at the bottom of the blog).
• Public acknowledgement that I'm receiving a small fee from UClass.
• Published posts about beta testing and public/private collaboration.

I continue to work with UClass for a number of reasons.

First, I like working with these facile, young, and energetic start-up founders.  They're eager, excited, and encouraging!  They don't sweat the small details and they're quick to try out new ideas.  I like this fast-action development and response as it feeds my creativity and encourages the work I'm typically responsible for.

Next, UClass has provided an easy framework with which to create and publish multiple lessons, lessons I have to write on my own time to meet new standards and student learning.  I enjoy the synthesis that goes into new lesson writing, implementation, and assessment.

UClass has also provided me with a new team to work with.  As I work with my global team of lesson creators, I'm learning a lot from their creativity, investment, and voice.  These are educators I typically wouldn't work with on a daily basis, and I like the way this opportunity is broadening my lens through their work.

Also, I like being part of a new idea, innovation, and process--I like the energy innovation brings to creativity and share.  Plus, I'm learning about how start-ups work which is valuable information to share and replicate with my young learners as they start-up new investigations, inventions, and explorations during our Maker Station/STEAM work and project base learning.

Finally, UClass is an easy way to share lesson ideas in tight packages with my PLN near and far.  Yes, it's not totally free share, but like any teacher who writes a book, presents at a conference, or publishes articles, the platform allows me to share in an easy way, and it's stepping stone for me with respect to further share, learning, and publishing.

I'll continue the journey with UClass as I continue to embed all the new standards into my current curriculum in student-centered, engaging, blended ways. Take a look at UClass to see if it serves your needs at this time. Also, reach out to start-ups and other tech organizations to get involved if you're interested in exploring this work.  Let me know how it goes.

Learning Journeys: Fourth Grade

Elementary school teachers journey with their students down multiple content/skill paths during the year. Defining those paths helps with efficiency when it comes to the necessary research, materials, and prep time. What journeys will my fourth graders travel this year?

Read Aloud: About three times a week we'll read a book together. During that time we'll focus on story elements, comprehension strategies, the author's intent, writer's craft, and genre.  I'll choose a wide variety of books to read aloud, books I believe will capture this class's attention while also introducing the students to many genre. Assessments at the end of each book will help to determine the next read aloud focus.

Close Reading: Two to three times a week we'll focus on short text and close reading.  During this time students will practice multiple close reading strategies as they gain to tools to understand and respond to text with depth. Through a series of lessons and assessments, I'll continue to build this process throughout the year.

Reader's Workshop: During this time students will read books of choice independently, with partners, and in small groups.  Students will have the chance to write reading responses related to those books as well. The next step in this effort is student-teacher one-to-one conferences where we set reading/writing goals, discuss interests, and determine ways that I can help the student develop best.

Writing Books: Our online and offline writer's books will be used during free write times in school and at home. Now that classroom routines are set it's time to make time to let student share their wonderful writing with me, classmates, and visiting volunteers and teachers.

Writer's Workshop: During writer's workshop we'll focus on specific genre including persuasive, narrative, and research topics using the writing process. This week begins our persuasive writing unit. Writer's workshop will also include focused lessons on grammar and spelling.  Further grammar and spelling will be included with Lexia, grammar/spell check, Sum Dog English/Writing, and other tools.

Math: Math will be taught standard by standard using a unit approach that embeds the standards for mathematical practice.  This teaching will include multiple modes of learning and teaching including hands-on, games, online practice and learning, projects, discussion, and models. Our first unit begins next Monday now that we're nearing the end of many assessments and the start of practice/study routines.

Social Studies will mainly be embedded into our reading and writing activities as well as related field studies and special events. Class culture, meetings, and decisions are part of our social studies work.  Our first efforts to learn about the history and current day aspects of Native American culture begin this week.

Science activities will be embedded into our Friday afternoon Maker Station/STEAM Fourth Grade Explore lab.  This will be a time when students can utilize the scientific process to research and create using online and hands-on tools and resources in self guided, teacher assisted ways. Next Friday will mark our first STEAM afternoon led by a talented colleague for the entire fourth grade.
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Tech will be integrated throughout the curriculum and during our Wednesday and Friday tech workshops where students will learn specific tech skills and utilize those skills for interdisciplinary project work. Our tech specialist and fourth grade teachers began this process by creating a wonderful "Be the Architect of Your Own Learning" bulletin board.

Field studies are planned throughout the year to give students a chance to learn and explore in the field. Soon we'll begin our first adventure, Farm Days.

Each ingredient in the fourth grade journey is a limitless ingredient, one that students could eventually spend their life using and developing as a career and/or passion.  At this level, however, it's our aim to develop a broad foundation of multiple skills, concept, and knowledge in student-centered ways so that every one can find themselves in the curriculum offerings and information.

Is your fourth grade menu similar to ours?  What additional activities and events do you include? What efforts do you make to integrate all of these components into meaningful work and study for children?

The Language of Learning

Note that much of this language came from John Hattie's book, Visible Learning for Teachers, Maximizing Impact on Learning 

Today students took a math assessment. The assessment will provide a baseline for an individualized math fact program.

Prior to the assessment we discussed learning.  I told the students that true learning causes change--a change in action, attitude, ideas, and/or knowledge.

Then I told them that there is a success process when it comes to learning.  I showed them the diagram above and we reviewed each step with the story of how I learned to teach my son to ride a bike, and how they'll use this process to meet their fact fluency goal:

Step One: A desire or need to learn.
My son was seven, and he couldn't ride a bike.  The children in the neighborhood were riding bikes, and we were going on bike rides as a family.  The fact that he couldn't ride a bike meant he was left out of friend and family activities.  He desired to ride a bike, and we knew that this was a need.

Similarly, students need to become facile at math facts in order to learn math at a higher level with ease and success.  This isn't true in all cases, but it is true in most cases, hence this is a fourth grade goal. 

Step Two: Determine Success Criteria
In this case, it's easy, the success criteria is riding a bike.

For facts, our goal is 50 facts of each operation in three minutes or less with three or fewer errors. 

Step Three: Assess
What did my son know at the start of this learning journey?  He could ride a bike with training wheels.

What do students know as they start their math fact learning journey.  Students took a series of That Quiz tests to find out.

Step Four: Plan and Strategize
I planned to hold on, push forward, and run close to my son to help him learn.  

Students will make a plan to reach their fact goal. Students will choose from a number of strategies.

Step Five: Act, Adapt, and Assess.
At first I tried to teach my son to ride his bike on a bumpy, hilly tar road.  That didn't work.  Then I brought him to a flat, part pavement-part grass school playground.  I also added a $ bribe to encourage him to try.  That worked.

Students will try out their plan.  We'll assess regularly and adapt the plan as needed so that they reach their goals.  There will be in-school parts of the plan and at-home parts.

Step Six: Final Assessment/Next Steps
My son's final assessment was done by observation.  I observed that he had learned to ride and was ready to ride wherever he wanted to.  The next step was to take him on some bike hikes and teach him about safe bike riding.

In class, students will choose when they are ready to take the test for each operation.

Step Seven: A New Goal!

We'll revisit this learning process regularly this year as children begin to understand that they're in the driver's seat of their education--they are the most important people when it comes to setting and meeting worthwhile learning goals.

Classroom Close Reading Starts

I've begun to think about close reading strategies in earnest as I teach my students this year.  I've heard a bit about the topic, and I've had to do a lot of close reading throughout my life for a large variety of reasons. Hence I'll combine my experience to date, classroom teaching, and regular research and reading to grow this practice throughout the year.

First, why is close reading important to teach. As I told my students today, there are many strategies that can help one to understand complex text, and if we understand how to read and understand complex text, we won't be tricked or left in the dark about subjects--we'll be in the know, and that's an important place to be for many reasons in life, reasons related to money, work, law and more.

With this in mind, we started the year learning about pre-reading strategies and the purpose of pre-reading. Yes, I realize that some close reading experts don't want to spend much time with "pre-reading," but we all know that pre-reading strategies set the stage for purposeful, efficient, and targeted reading.

Hence we took some time to answer these questions related to the selected text:

Purpose: Why are we reading this text?
The text was selected to teach us more about the five senses, senses we'll use as naturalists during our upcoming field trip to the farm.

Prior-Knowledge: What do we already know about the topic? What do we want to know?
Listing prior-knowledge and questions wakes up the brain and helps us to make connections to the new information.

Preview: Take a look at text structure and the author's intent by looking at titles, subtitles, illustrations, diagrams, length, and organization.
We learned how the author structured the text sense by sense.  We noticed diagrams and illustrations to make the information easier to understand.  We noticed there was a subtitle for each section.

Predict: What do we expect to learn from this text?
We made the prediction that the text would teach us how our senses work.

Plan: What's the best way to read the text?
We made many decisions about this including the following:

• Read slow enough to see a picture in your mind.
• Circle unknown words and try to figure them out by using the following strategies:
• Read the whole sentence or section to figure out what the word might mean
• Look for little words in the word to figure out the meaning.
• Use the diagrams and illustrations to help you figure out the words. 
• Consult a dictionary or ask a teacher if you're able.
• Underline key information, information that matches our purpose.
• Write questions and draw pictures in the margins as a way of having a "conversation" with the text.
• "Chunk it" as Bill Belichick suggests the Patriots do at each game. We decided it was best to chunk it sense by sense.  Then after reading each "chunk" write a short summary including questions if you have any.

Since I started using the 5 P's of pre-reading for my own reading, I've been much more efficient, targeted and successful with my research.  Tomorrow students will have a chance to read the material with like-ability partners.  They'll follow the plan we set and answer a few questions at the end of the text.  

This is simply step one of our year's close reading activity.  I look forward to learning from my PLN and research about other ways to teach and facilitate practice of this important skill.

Resources

Close Reading: Am I Getting Close? by Kathleen Perret
Video Synopsis

Pulled in Many Directions

Classroom teachers are pulled in many directions.  I've written about this many times.  There's committee work, multiple leaders' initiatives, student needs and interests, standards, curriculum programs, and more. All of these initiatives and needs can serve as a forceful tide to nowhere if you're not cognizant of the pull's weight and the need to choose the direction that matters.

What matters most in schools is student learning--that's what we're there for.  We teach so that we can give students the best possible gift of education--an education that is engaging, forward-moving, rich, and broad.

How do we make this happen?

1. Stay true to a solid weekly routine--a routine that meets the most important student needs and interests.
2. Don't overbook yourself with regard to outside initiatives and efforts--keep time for the important work related to student learning. 
3. Find a professional learning network near or far that serves to support, encourage, and develop your knowledge and efforts. Contribute to and learn from that community.
4. Assess, adapt, create, and implement continuously in an effort to teach children well. 
5. Evaluate opportunities before signing on to make sure the work supports the primary objective: teaching children well.

Teachers need to work together to make the time and efforts to teach children well sacred in schools.  I'll use this guide as I move forward today and in the days to come. 

Third Week of School Promise

The first two weeks of school have passed. Those weeks were very busy as we began routines, tweaked schedules, and hosted parents for a curriculum night.  As week three starts today, I'm looking forward to a student-centered week.  The lessons are planned, the focus targeted, and the team informed.

What will the week bring.

First, there are a number of assessments this week. I'll watch closely as students tackle math, writing, and reading assessments. Will they meet the tasks with energy and an open mind or will they be resistant, worried, and challenged?

I'll also dive into the first close reading lessons this week. How will I generate enthusiasm and investment into this important process--a process which will serve to give students critical reading and writing skills as well as an information foundation for upcoming field studies and projects.

We'll continue our read aloud making connections along the way and charting how the main character's actions, thoughts, and feelings affect her life's events.  We'll also create a timeline as that's one good way to keep track of a historical fiction.

Edmodo, Kahn, SumDog, and Dragon Box will serve as at-home bonus study spots--I'll check in to see who is gravitating towards this enrichment work.

Finally, there will be a number of opportunities to hone my collaborative skill as our team works together on the persuasive writing unit, shares learning materials, grasps the new evaluation system, and sets the stage for a year of successful, fruitful PLCs.

A busy week ahead, but a good week.  Thanks to my PLN near and far for all their support, great ideas, and encouragement as I move forward in this teaching year.

Frustration and Solution

Frustration often leads to compromised work.

Often frustrations are given little time at the education table so they persist.

I'm thinking about the frustration in order to minimize the distraction to good work.

What are they?

1. Ineffective process. How can we make process effective and efficient to teach children well?
2. No breaks. How can we find time in the day so that everyone gets a short break every two or so hours. In some cases that doesn't happen. This might mean a subtle change in the schedule.
3. Lead time. How can we make sure to give educators lead time for tasks noting that most educators are busy from the time they step into a school on Monday until Friday afternoon. The best think time is usually the weekends--that's the time to plan ahead, take a close look at agenda items, and schedule appropriately.
4. Timelines. Initiatives that come with a "loose-tight" timeline foster vision and production. When an initiative lacks this there is no structure, and when there is no structure much falls through the cracks of the initiative.
5. Transparency. Straight talk matters and makes a big difference.  f others are spending time trying to figure out what's going on, that wastes time. 
6. Respect. Have a positive attitude and respect the actions and attitudes of others. Be open to questions for clarity as clarity helps to build respect. 
7. Office Hours. Make time for your constituents and make those times or communication protocols transparent--be available for those you serve.
8. Guidelines and Communication. Share the news on a regular basis through weekly memos, updates, or feeds--keep people in the loop of the organization's accomplishments, focus, plans, and needs. 
9. Delegate. What can you delegate for best effect. Often we don't take the time to realize that we don't have to do it all.  There's often eager volunteers ready to help out. 

I write this list for my own work as well as anyone else who finds it helpful?  What frustrations do you have, and what would bring resolve?  The more we can smooth out the rough edges of our own work and efforts, the better we'll be able to do.  Agree? 

One of Many

A challenge for children in classrooms is that they are one of many--one of many who needs the teacher's help, one of many who want to use a particular toy, and one of many waiting in the lunch line to get their lunch.

Similar to students, teachers too are one of many.  One of many who wants to share an idea, one of many who waits for a leader's time, and one of many who stands at the copier before school to copy that last minute inspired lesson for the students.

As we move forward towards greater collaboration in schools, we have to consider this "one of many" factor--the so many times that you have to wait your turn to be heard, use a tool, or ask a question.

This can be troubling, and can serve to encourage strong wills or silence.

The key in this regard is to take a look at the waiting time both teachers and students are doing in school--when is it necessary and when are there other ways to deal with the situation.

With regard to committee work or student learning, when is the team too big for voice and choice?

With regard to leadership, when are the numbers to lead too many?

When it comes to coaching and support, is it clear who a child or teacher is to report to, consult with, or ask when issues arise?

Streamlining and defining systems and supports in school well can take that "one of many" issue and manage it well so that when the important question, issue, or need arises, it's your turn or at least it's your "one of a few" turn.  What do you think?  How do you solve this issue?