Teaching Mindscape

From the start of the school year until the end, the children you teach become a part of your mindscape--you think about them often: strategizing, organizing, planning and responding to effect positive, engaging and life-enriching learning experiences.

Hence, I woke up this morning with the following questions in my head:

• I notice that there are a small number of students who don't engage with independent reading; how can I find time to make a responsive, engaging book group for those students? What books will intrigue them?  Will they work best as a small group, independent readers or a couple of groups?
• We have several complex math concepts to master, yet the class math skills, attention and abilities range significantly. How can I utilize the resources at hand, time and tools to best effect positive learning for all in this regard?
• The schedule that was put together two months ago needs to be changed with regard to use of the computer lab, assistant teachers, recess and more to meet current needs.  How can I make those changes or do I try to fit the new learning goals into the old schedules?

Teaching in many ways is like a giant, interactive puzzle.  You, your colleagues, students and families are working in response to each other as schedules, lessons, activities, and projects unfold to meet desired goals, engaging events and positive interaction.  This is what makes teaching an engaging, creative and challenging endeavor, and what keeps me coming back to the profession year after year. 

Moving Up in Education?

There should be a sense of excitement and encouragement with regard to "moving up" as an educational professional, but in many ways this movement is met with a range of emotion.  Why?

I think this is true because for some "moving up" means "moving away" from students and teaching.  The upward mobility in education is a path where moving up is seen as a positive movement and suggests that staying in the ranks of classroom teaching and coaching is not as positive. The financial rewards and role/time flexibility of "moving up" support this notion. In many cases though, we're talking about two very different jobs as what a classroom teacher does and what an educational administrator does differ in many regards.

There needs to be leadership in education, and there needs to be highly qualified teachers and coaches.  The best leaders recognize the difference in the two jobs and work to support, encourage and lift up the potential and possibility for classroom teachers, while those who are not as positive put "ambition ahead of mission" and don't serve teachers or students as well.  Those leaders that don't serve teachers or students well have a top-down, controlling attitude that puts them above the teacher or coach whereas the most positive leaders have an attitude of collaboration, shared problem solving, respect and transparency.

To "move up" in some systems is tricky business that necessitates political savvy and favors, while systems with clear mission, role definition and practice create "moving up" processes and roles that are fair pickings for any professional interested in a role change.

I'm in favor of role audits and reviews in education today.  I believe the skills, talents and interests of positive education leaders differ in many ways from the roles of teachers--I don't always think that "moving up" means that a teacher moves to leadership, but instead I think there should be many ways to "move up" and many roles of advancement in education. I think the current education roles are too narrow and mirror old factory notions in too many ways.

I'm not sure what the new roles would be or how new pathways to advancement and leadership would be created, but I do believe it's an area in education that needs reconsideration and revision. What do you think?

Learning Design: Fraction/Decimal Time!

Our class will study fractions in earnest in the next few weeks.  Students had an introduction during our fall measurement unit, and practice with initial concepts using SumDog and Symphony Math.

As I think about the new unit standards for our grade level, my class's learning profile, and the multiple tools available, I look forward to crafting and teaching this unit for best effect. In a year, the tools and information online as well as the time for collaboration and student-centered teaching efforts in-house have increased dramatically hence I'm delighted to work with my team to plan a terrific learning unit.

First, I'll start with the Standards for Mathematical Practice.  I'll set up a chart so that as I plan the unit activities, I include each standard.

Next, I'll attend to the fraction and decimals standards which are outlined on a Fourth Grade Standards' Presentation (images of these standards are located at the bottom of this post). Each standard is accompanied by a short introductory film to refresh my memory and model one approach to each concept. I'll watch each film and study the standards.

I've also hung up wonderful posters of the grade-level fraction/decimal vocabulary in the class, and plan to create a number of crossword puzzles and other presentation tools to help students practice saying, writing and figuring out the meaning of these words by using the clues, posters and classmates' help.

I will assess students preliminary knowledge and skill as they complete the Fraction 360 packet.  Students will also make their own fraction bars using Google table.

Our grade-level team will meet at PLC for the next two weeks to review the concepts and share materials. Prior to this meeting, I'll re-look at last year's efforts which are documented in part on my blog and math website. We'll review the pages and activities in our math curriculum online and hard copy that teach the standards.  We'll also share other materials that we plan to use to teach the unit. The intermediate math coach will share his knowledge and information related to this unit too.

In my class, I'll start teaching the unit with a a review of the measurement and fraction concepts we worked on in the fall utilizing the ruler as a model for a fraction number line.

After that, I'll give the class a pre-assessment to see what students already know with regard to the concepts, knowledge and skill.

Once I analyze the pre-assessment, I'll plan a learning path that helps every child achieve the standards with a number of activities including explicit teaching, paper/pencil practice, online videos and games, crossword puzzles, problem solving and a differentiated project that will probably use digital tools to help solidify students' discussion, thinking and understanding. I'll utilize a number of formative assessments along the way to support students work, and also employ our RTI Math time to foster this learning.

This will be a valuable learning journey for the fourth grade student-teacher team, and a chance for our learning community to invest in planning and executing content/process with focus and depth.

Related posts/Links:
Khan Project
Khan Project Continues
Using a Ruler to Teach Fractions
Learning Fractions in a Flipped Classroom
Fourth Grade Fraction Project Film
Math Website: Fractions
BBC Fractions


Grade Four Math Standards

Classroom Writing Program

When I started teaching 27 years ago, writing workshop was just taking shape in my school system.  I really loved that model then and continue to love it today.  Writing workshop, when does well, engages readers in the process with authentic, engaging activity.

Loving writer's workshop doesn't mean that I always do it right or that I never hit roadblocks in the process.  The truth is that one never knows it all when it comes to writing--there's always something to learn.

Now that we're at the point when students are about to take the MA MCAS composition test, I find myself analyzing our class writing efforts this year with an eye to next year.  What will I do the same, and what will I do differently:

• Craft: I will continue an early year emphasis on writer's craft as children write about their friends, families, interests and experiences.  It's a great way to introduce all the wonderful craft writer's use, and learn about students' too. 
• Poetry: I like the way that craft matches a poetry unit at the start of the year since the text is short and accessible to all making poetry a good assessment genre as well as you get to know students.  I'd still like to place this at the start of the year.  It's a good time to write personal, "get-to-know" each other prose too. 
• Digital Stories, Presentations and Poems: I will continue to employ the use of digital media in storytelling and presentation as I believe this work builds voice, fluency, engagement and a sense of audience.
• Paragraphs: We were able to teach paragraphs as part of our culture unit presentations.  Ideally I'd like to move that teaching up to the start of the year, and make both personal and informational paragraphs an early writing goal.
• Reading Response: I'd like to match this work more tightly with our writing/reading genre studies and our science and social studies units.  I started the year doing this and then it tapered off (time is always an issue for all the standards).  Next year I'd like to make this a two-lessons a week focus that integrates with our current themes.
• Personal Narratives: We had a lot of fun with this genre as we wrote and published digital stories--this unit is a keeper.  The timing worked well too as a mid-year project.
• Personal and Persuasive Essays: This unit was a nice follow-up to personal narratives.  I'd like to move this unit up a few weeks so that it doesn't push up to the testing period so tightly. 
• Test Prep and Review: There are many fun, light writing exercises you can employ right before the testing period to review craft, organization, voice and genre.  This is a good mini unit to schedule just before the testing period.
•  Informational Reports and Presentations: We will embark on this unit at the end of the year as we embark on endangered species, U.S. Regions and plate tectonics study.  I'd like to bring more persuasion into this unit, and also offer the chance to create fiction stories based on fact.

As I think about the structure of the writing program, I have the following thoughts.

• Next year, I'd like to employ a simple, meaningful start of the year writing assessment so that I can identify the students who really need extra support with writing.  I think a letter to the teacher in September is a perfect way to assess writing.
• I really like the writing folders we bought this year as they served as helpful, easy to locate organization pieces.
• Early introduction to the writing workshop process, tools and protocols will help to make writing a fluid, engaging part of the day.
• Digital (Google docs and sites) and hard copy writing notebooks will be introduced and used throughout the year.
• Weekly word study related to our read aloud and informational content will inform our writing.
• Read aloud will also inform our writing as we notice the organization, craft and voice wonderful authors use.
• I will schedule writing periods about 3-4 times a week and try to stick to it since it is such a big goals at fourth grade.
• I will edit one-to-one with students as much as possible.
• Students will use mnemonic devices, employ self regulation talk and actions and collaborate regularly.
• I will also carve out writing niches in my classroom that host materials, posters, books and tools. 
• I will continue to weave illustration and writing efforts together as when they work in tandem for young children the stories and essays have greater detail, depth and voice. We will use multiple tools for illustration. 
• I will also continue to use multiple graphic organizers to develop writing fluency and skill. 
• I will continue to explore SumDog as an engaging tool for practice and skill with regard to writing conventions.  
• I will have students type most stories as that's the best way to write a story today, and a way that consistently works on students' spelling and grammar skills. 

I've always enjoyed writing, and often say that writing is my sport.  I still have a lot to learn and look forward to continued teaching of writing this year and in the year to come.  If you consider my list, please let me know what I've missed or what you might revise.  This is one area of the curriculum that can profit from shared inquiry. 

More About Learning Design

Learning design is an action and notion that brings all members of the learning community together with vital questions and best intent.

This morning when I opened up my computer to read the latest posts, I was struck by two motivating posts about learning design.

The first was an interview with Charlotte Danielson related to teaching the common core, and the second was a post by Chad Sansing, Teacher Remixed. Conversations and discussions related to learning design have potential to move the education profession forward with greater autonomy and respect as we delve deeply into what it takes to teach children well.

I continue to add to my learning design summer study list of articles, a list which mainly reflects the ways in which I want to develop my practice. I also wonder about the ways school systems will continue to support this process in an effort to develop learning communities.  I support the following practices in this regard:

• Teacher directed PLCs (professional learning communities) with system commitment to time and place.
• Information share and discussion: timely systems and protocols which foster professional sharing.
• Attendance at virtual and real-time conferences with an obligation to share learning.
• Greater professional time for research, planning and response in an effort to develop craft.
• Transparent systems and communication which allow all in the learning community to have voice, choice and understanding related to the system's performance, goals and vision.

I also support a growth mindset with this in mind.  No teacher can know it all, and there is always more to learn.  Hence, it is essential that we all invest in learning design with an "I want to grow and learn" attitude, a willingness to challenge ourselves and learn from each other.

In the weeks to come, I will be writing a lot about learning design.  I welcome your thoughts and ideas as I travel this rich path of teacher growth and development. 

Best Games and Tools?

There are lots of tools out there, but I bet if you consulted the list of tools that you and your students use most often, you could make a shortlist of 25 or less tools.

I've been busy using a host of games and tools for student practice, learning and review. I typically choose a tool based on recommendations of teachers near and far that I trust, and then continue to use the tools if the students demonstrate growth and engagement while using the tool. I also choose tools based on the following attributes:

• 24-7 access.
• simplicity so that most time is spent learning.
• engagement.
• offers progress reports.
• grows at a students' rate of learning, accomplishment.
• offers diverse paths to learning
• free or cost-effective.

My favorites tools right now include the following:

ELA/Multimedia Composition

• Sum Dog English
• Google Docs, Sites, Presentation
• KidPix
• iMovie
• Animoto
• Garageband

Math

• Symphony
• Xtra Math
• That Quiz
• Sum Dog

I'm ready to explore more tools such as Atlantis Quest.

I'd like to explore more tools for math, ELA, executive functioning skill and brain coaching.  What apps and computer programs do you suggest I try.  Please send me the names of tools you and students find most helpful and engaging so I can further my exploration for best effect. Thank you. 

Building a Holistic Learning Environment

We've come a long way with regard to learning design, tech integration and student engagement this year.  I like what we're able to do now so much more than teaching in the past.  Due to digital tools, PLCs, and RTI we have greater ability to serve students in differentiated, personalized and responsive ways.  This increased ability to service students well has served to develop student engagement, investment and growth.

Now we're working on further growth. To grow further, it's first important to realize what we have.  Here are the program elements that are serving our students well.

English Language Arts

• A strong developing multimedia, student-centered writing/composition program that focuses on organization, voice, genre and craft.
• Literacy studio that focuses on students' reading interest, comprehension, fluency and response writing.
• Read aloud that promotes reading comprehension strategies, story elements and further literary discussion.
• Multiple digital tools available to further develop students' literacy skills including iPods, Kindles, iPads, and laptops.
• Many wonderful programs that support student learning including KidPix, iMovie, Google docs, Animoto, Garageband, Lexia, SumDog English and more.
• Wonderful school and classroom libraries.
• Terrific cultural enrichment events, a weekly school assembly and frequent interdisciplinary classroom learning events
• Streamlined data sources: GRADE test, Progress monitoring, MCAS
• Reading Intervention Teachers and an ELA Director

Math

• Great software program support including Symphony Math, SumDog, That Quiz and Xtra Math.
• Multiple digital tools and programs that support math project work such as Google docs/apps, iMovie and YouTube
• Clear, learning standards. 
• Streamlined data sources: GMADE, CBM, Symphony, Xtra Math, That Quiz, MCAS
• Manipulatives, games and hands-on tools to develop math skill, knowledge and concept.
• Math Director support. 

Social Studies and Science

• Interdisciplinary units to grow content knowledge, skill and concept.
• A great playground, healthy lunches and Open Circle/Responsive Classroom efforts which support optimal health and time for social skill development. 
• Just Like Me Program which develops understanding for those facing challenges. 

As I think about our current program, the areas that stand out for growth and development include the following:

• STEAM work and study (science, tech, engineering, art and math). Our students are hungry for this. 
• Assistive Technology: tools to meet our learners with greater personalization including writing, reading, ELL, math and enrichment tools that focus on specific skills.
• Creative, multimedia composition tools to develop students' repertoire for presentation and content creation.
• Greater work in the area of guided research, discovery and presentation via unit research websites.
• More hands-on materials for in-depth science and social study inquiry and project work.
• Greater project planning and work related to units and field studies. 
• Revision of curriculum map, student reporting vehicles and data collection schedules.
• Guided social media use.  Family Twitter and student social media platform to be identified.
• Brain coaching and executive functioning software, tools and activities. 
• Greater inclusion of service learning in our social studies/science work. 
• Greater use of "grow-at-your-own-rate" digital programs such as Lexia, Xtra Math, Symphony and others for home study to decrease need for parent help and teacher response, thus creating greater time for teacher response and planning for significant teaching/coaching efforts. 
• Greater access and use of digital books that are accessible 24-7. 
• Multiplayer social studies/science gaming such as Atlantis Quest.
• More outdoor, nature exploration and study.

My team is meeting soon to begin the process of outlining and obtaining tools to develop our program more.  This collaborative process will serve to strengthen the work we do with regard to student learning and engagement.  Let us know if we're missing any primary tools, content or processes that make a difference.  Thank you!


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