Search results matching tags 'teachers' and 'classroom'

Why We Do What We Do! (Formative Assessments and Learning Targets in ACTION in 7th Grade Math)

Anonymous — Thu, 27 Sep 2012 23:18:04 GMT

My goal is to never be so far removed from the classroom that I forget what it’s like to be a teacher. Over the last few weeks while I’ve been adjusting to my job and new responsibilities, I’ve been running from meeting to meeting, a million miles a minute, task after task, running out of time before I realized time had passed.

I needed a quick reminder of why I am doing what I’m doing, a refocus, if you will. Which led to my totally informal observation in a 7th grade math class at one of our buildings. I know they say you know good teaching when you see it, and today I saw good teaching. Selfishly, I was excited to be around kids again (even if they were awkward middle schoolers); I have missed the interactions, and the teacher was gracious enough to let me talk to the kids while they worked. They were doing a neat activity that got them up and moving around the room through a “Math Scavenger Hunt.” Posted around the room were numbers paired with an equation, exponent, etc. for students to solve. The solution to the equation, exponent, etc. was another number around the room; they would move to that number and answer its associated equation, exponent, etc. Really cool idea.

But what I wanted to share is the awesome work the teacher is doing with formative assessment. I apologize in advance for the picture quality, but my iPad should be in soon

First, she had a “Math Map” wall that clearly lists the learning targets in the unit.

Note a couple of things:

Learning targets are specific and directly connected to the 7th grade standards.
Learning targets include info about when and how they will be addressed using the textbook.
These are not daily targets, but represent instead the learning that is to take place.
The “stop” sign is a planned formative assessment, although she also informally formatively assesses as she goes.
The ending stop sign is a summative assessment.
Check out the Lightning McQueen and Mater characters representing current location within the learning.

She gives students the following document at the beginning of the learning, and they indicate dates when they reach each target.

How cool!

Finally, posted at the front of the room (and I’m assuming making their way around the room) are the learning targets they have already focused on in previous units:

Having read this post, the teacher wanted to relate new learning back to targets they already addressed and/or revisit the learning as they grow. So she uses racecar stickers (very small in the picture) to indicate targets as they revisit them.

It is observing good teaching that makes me feel reinvigorated and excited about being in education. This teacher’s work was awesome!

Tech-Shy Students

Anonymous — Tue, 24 Jul 2012 12:00:00 GMT

I use to think that all students know how technology works and since I love using different types of technology in the classroom, that all students of the high school and middle school setting love using technology in-and-out of the classroom. This may not be the case for some students who either can't afford high-end technology or have other means.

Encouraging these students to become more comfortable using technology is vital, in order to prevent them being left behind by the educational technology bandwagon. Moving education on in new and exciting ways is fantastic progress, but it is vital to make sure that nobody is being left behind. It would be tragic if the advancement of education technology meant a growing learning gap between the most privileged pupils and the most disadvantaged.

Identify tech-shy students: students who don't know much about computers and technology might be much more shy and embarrassed about it. Observe students and pair them up with students who have a deep understanding of technology. Once you identify the students who need help, your in a position to get them the resources they need.
Partner Up: Allowing students to teach each other is a great way of encouraging correct communication skills. It allows the students to look like they don't need the extra help, even though they are getting it. It normalize the situation which allows learning to take place.
Encourage Device Sharing: Even though BYOD (Bring your own device) seems common-place inside school districts allowing students to bring in their own devices and share them makes sure everybody has access to the same resources.
Use Simple Resources: Students who use technology everyday use complex, high-tech programs to get their information, which is great, but students who are just learning to use technology and the material need less complex online resources that are easy to navigate.
Praise: As with any new skill, students who are learning how to use technology in the classroom for the first time need plenty of praise and encouragement to celebrate their achievements and stay positive. Not one child needs to be criticized of using technology, if they turn off of technology because of it then it will be harder later on to turn them on to it when you are trying to complete projects or assignments.

More information can be located here: http://www.fractuslearning.com/encourage-tech-kids/

Located below are two great resources for emerging technologies and technologies set in place that teachers can use to engage and motivate students to use technology in their classrooms.

http://www.onlineschools.com/blog/top-10-emerging-technologies-in-education

http://njtechteacher.blogspot.com/2012/07/teaching-math-four-years-later.html

Creative Learning Spaces

Anonymous — Wed, 04 Jul 2012 12:00:00 GMT

How do you facilitate learning in your classroom? Is work done in desks, tables, up moving around, in bean bag chairs, on the floor, at the board, or in explorations? The space in which a child learns is important. If a school gets it wrong, learning can be constrained or even completely stifled. Some learning rooms are unique learning spaces like Plymouth University has a converted planetarium where users have a 3D immersion. Most are low-teach where students have desks made of whiteboard material that can be written on, including doors, walls, and other surfaces.

It's clear that learning spaces are a vitally important component of the school to get right. If we don't provide the best possible spaces that are conducive to learning, we are letting the students down. It's not what we provide in schools, but how we provide it.

In a blog post I was reading, it spoke about metaphors for creative spaces that are used to contextualize learning:

The Camp Fire: This is a social learning space where students face each other, and in doing so gain an expectation that each should contribute something to the discussion and activities.

The Cave: This is a personal learning space where students can be on their own. Personal learning spaces enable them to reflect on their learning, and create their own learning pathways.

The Sandpit: Sandpits are places where young people can try out new ideas and experiment without fear of failure. They can take risks and ask the 'what if' questions, in a psychologically safe environment.

The Watering Hole: Informal spaces where students can gather spontaneously, either inside or outside the school. Children can meet at the foot of a stairwell or under a tree to discuss anything, whether it is school related or not.

The Mountain Top: Here young people can share their work and ideas. They can publish or broadcast them in a public performance space, or use blogs, podcasts, videos and other technology tools to share their content with their peers and the world.

You can find the link to the blog site here: http://steve-wheeler.blogspot.co.uk/2012/04/creative-learning-spaces.html

What Great Teachers Do Differently

Anonymous — Wed, 30 May 2012 17:38:00 GMT

While I was at ASCD, I had the opportunity to hear Todd Whitaker speak. Some of the thoughts that he expressed have really been rolling around in my brain lately. His advice is plain old common sense, but like one of students said, "You know, common sense isn't so common." Sometimes, we may need reminding of these things to give us some persepective....especially as the school year is winding down and we are making plans for the next year.

We have a choice of what comes into our room whether it's positive or negative. As the teacher, we set the tone. We are the filter as to what gets through to our students and impacts our days, positively or negatively. We must treat every student with respect every day for the entire school year. We all know that learners who are treated with respect will, in turn, treat others with respect. This creates a positive culture where students feel open to exploring new ideas and trying new things.

Parents send us their best kids. I laughed when he said this, but as I pondered it, I realized that it is absolutely true. Those kids are the best the parents have. It is our job to nurture, educate, and give them the best that we've got. Making excuses does not help anyone. It's a waste of energy.We know that students don't have a choice in where they live, their socioeconomic level, or their family situation. Our job is not to judge them, but work with each of them, nuturing their talents, finding their challenges, and empowering them with the ability to be successful people who can make a difference in this world.

Great teachers are intentionalists. In a great teacher's classroom nothing happens randomly. Great teachers plan and guide students into correct behaviors instead of fighting those discipline fires that will continue to pop up throughout the year. They understand that they have the ability to respond to something or not to respond, remembering what is best for each of the students within our classrooms. In a great teacher's classroom, the students don't know how to push their teacher's buttons because they've never seen their teacher's buttons. It's easy for us to pulled into the "reality show" mentality where using sarcasm, insults, and outrageous behavior is acceptable. However, it is our job to make sure students know that being a teacher is an honorable career. We are professionals who carefully and intentionally make educated decisions for ourselves and for them.

Here's the good news: what teachers do matters. The bad news: what teachers do matters EVERY day. We never know what will stick with our students, good or bad. Sometimes a flippant response to one of them can stick in their minds for the rest of their lives (some time I'll have to write about why I became a teacher). We all have those days where we are exhausted, stressed, sick, or feeling blue. However, we need to remember that everything we say and do in the classroom has an audience. What we do matters. One comment or action can really impact our students positively or negatively. We are the professionals. We need to remember it's not about us...it's about them.

I know at this time of year, in spite of being exhausted, all of us are planning for our next group of students. I hope that these bits of wisdom help you (as they've helped me) to focus on what's most important...our students.

photo credit: mkrigsman via photo pin cc

Elementary Math

Anonymous — Sun, 20 May 2012 12:00:00 GMT

Since it is my sister's birthday today and she is going to be a future elementary educator. I have decided to dedicate this post to elementary teachers who are looking for materials or resources for elementary math.

Mathlanding is a resource and tools for elementary math specialists and teachers. You can search by math topic and grade level. You can find goodies for the classroom and professional development. A team of math experts review and evaluate all resources and populate the site with thousands of engaging, high quality lessons, interactive games, activities, videos, and articles.

The professional development is the perfect platform to enhance the skills and knowledge of elementary math teachers. http://www.mathlanding.org/

I used to love dinosaurs and most elementary schools are going away from using dinosaurs in the classroom, but coloring and doing math at the same time can't hurt. This link takes you to pages of coloring math activities that feature dinosaurs. http://www.enchantedlearning.com/subjects/dinosaurs/activities/mathcolor/

Another awesome page that includes math coloring pages is: http://www.coloringprintables.net/math-coloring-pages.html

Math Reasoning Inventory

Anonymous — Thu, 10 May 2012 12:00:00 GMT

Math Reasoning Inventory helps teachers find out what your students really understand about math. It focuses on students' strategies, understandings, and misconceptions. Teachers can learn how students respond to questions to standards. (MRI) is an online formative assessment tool designed to make teachers' classroom instruction more effective. An instant report can be used to inform instruction, monitor progress, and identify students who would benefit from intervention and communicate with parents. The MRI interview reveals strategies to students that reason with whole numbers, decimals, and fractions.

There are multiple levels that you can sign-up for the first is free. It also allows up to 160 individual students you can use it with. Here is the link: https://mathreasoninginventory.com/Home/Index

Alan Lomax Project

Anonymous — Wed, 11 Apr 2012 12:00:00 GMT

I was watching Stephen Colbert one night (a re-run) and it presented a great free resource for the classroom. Alan was proudest of his driving — his thousands of miles and days down nameless roads seeking out the jewels of the human spirit. He is most famous for his work in the penitentiaries, plantations, and lonely farms of the Mississippi Delta, where he returned no less than seven times between 1933 and 1985 to listen, observe, fraternize, and record night after night, year after year; but he repeated this feat with astounding results in hundreds of obscure places in the U.S., the Caribbean, Europe, and North Africa. Jelly Roll Morton, Woody Guthrie, Lead Belly, Muddy Waters, and the Reverend Gary Davis were only a few of the many geniuses, famous and obscure, who were in reality telling us the true story of our country over Alan’s microphone. The sympathy, connoisseurship, and technical avant-gardism he poured into his work in every platform.

Featured below is a little more about Alan Lomax and his project, but I know you don't want to read about that you want the free resources for the classroom and I will give them to you now!

http://www.culturalequity.org/rc/ce_rc_teaching.php

This music and the cultures that created them are a valuable resource to courses in history, geography, language arts, social studies, visual arts, music and dance. Teachers are asked to help in how they use them in the classroom.

Erase Board Activities

Anonymous — Sun, 26 Feb 2012 13:00:00 GMT

This is just introductory information for teachers who are interested in introducing more dry erase activities in to their classroom. Dry erase boards we all know present information in an animated fashion. Since I am not a an expert in this area I am going to provide you with links that will get you to the places that you need.

http://www.eraseboards.com/content/view/88/52/
http://www.tips-for-teachers.com/guided_math_groups.htm
http://www.crayola.com/products/splash/educator/dry_erase_activity_center/

Do you have ANY stories you'd like to SHARE????

teachertellALLs — Tue, 13 Sep 2011 01:42:17 GMT

Hi,

I'm an elementary teacher - or was for several years. With this economy, I've been out of work for a couple years and have been substitute teaching in the meantime. I've thought about writing a funny book about the life of teachers - the good, the bad, the venting ... LOL. So if anyone would like to send me their stories ... I'd love to hear them. I will be changing names but feel free to change them yourself if you'd like. I chose this site b/c I've already seen some of the stories that interest me and actually felt a sense of relief come over me that I wasn't the only one dealing with the feeling of the "popular" teacher cliques, the absolutely horrible principal, etc., etc.

But amongst those, please feel free to include the good stories with students --- the cute things that get us through the day. I was actually just subbing at a high school the other day in the library and one side was really quiet and the other NOT. I kept reminding the 'chatty' kids to quiet down. And finally, jokingly said, "Look at the other side, they are being so quiet, you guys are making me look bad. One of the boys said, this side of the library is the cliquey side so it's always louder. Don't worry, you're doing a great job." It just reminded me why I've been interested in going back to school to get endorsed to teach the older kids. It's the wit and sarcasism and attitude that I share with them that just cracks me up.

Anyway ... I really hope to get a great response and hope that I can turn it into something great.

Literacy Beginnings Chapter 1

Anonymous — Mon, 27 Jun 2011 12:27:03 GMT

Welcome to the Literacy Beginnings book study blog party! Today I am covering the introduction “Living and Learning in the Pre-Kindergarten Classroom” as well as the first chapter, “Growing Up Literate: PreKindergarten for the Future Generation“. I hope you will join in the conversation by leaving a comment below or posting reflections on your own blog. Bloggers, you can grab the button at the bottom of this post. I plan on offering several resources you can print and use in your classroom throughout the book study so make sure you are following Pre-K Pages and all the other participating blogs so you don’t miss anything.

Literacy Beginnings is written by Irene Fountas and *** Su Pinnell. Irene Fountas is a professor at Lesley University and *** Su Pinnell is a professor at The Ohio State Univeristy. Fountas and Pinnell have researched and published many books about literacy learning. In Literacy Beginnings they have applied their vast knowledge and expertise to the prekindergarten classroom; their recommendations are based on observations conducted in those classrooms.

After reading the entire book on an airplane (oh yes I did!) the message of this book came through loud and clear:

Children learn through play
A pre-k classroom should be full of joy and fun
A strong foundation for literacy learning must be established from the very beginning

I feel badly for the passengers sitting near me on the plane because I know I shouted “Hallelujah” a few times and there might have even been a few “Amen’s” in there too. Much of this book affirms what I have been doing in the classroom for almost 20 years. What “a-ha” moments did you have while reading this chapter?

In the introduction, Living and Learning in the Pre-Kindergarten Classroom, the authors describe a typical day in two different classrooms, one is a class of three year-olds and the other is a four year-old class. What I liked most about the daily routines they describe is that literacy is infused throughout the day, not isolated in one big chunk. The day alternates between brief whole group times and opportunities for play and hands-on learning. I know that when my day is not well balanced my students are not as focused and not as much learning takes place. We will explore full and half-day schedules in more detail in Chapter 5.

Chapter 1, Growing Up Literate, begins with a fantastic quote by John Dewey,

“If we teach today, as we taught yesterday, we rob children of tomorrow.”

I can recall my preschool experience very clearly, I remember singing “Where is Thumbkin?” blowing bubbles with a straw in the sand and water table, and eating sugar cookies with milk for snack every single day. Today’s prekindergarten classrooms may look a little different, but different doesn’t mean “wrong” or “inappropriate”. A quote from the book sums it up nicely:

“The playtime and social training of traditional prekindergartens has not been replaced but rather infused with literacy”

We are preparing children for a different tomorrow therefore the instruction they receive today will also look a little different. Another point the authors make is that teachers in today’s pre-k classrooms are intentional in planning their literacy instruction, I like to think of it as guiding the students. A good teacher focuses on the natural curiosity of his or her students and uses that curiosity to guide them towards literacy learning. We can motivate our students to want to read and write by providing plenty of fun, playful, and hands-on experiences.

The picture above shows my classroom library which we will discuss in more detail in Chapter 4.

The authors reference the International Reading Association (IRA) and National Association for the Education of Young Children (NAEYC) joint position statement which recommends including the following in the pre-k classroom:

The picture above shows my Alphabet Center. We will be discussing letter learning in more detail in Chapter 5. The item on the list above that poses the most difficulty for teachers is finding appropriate big books for shared reading. The authors address selecting texts for shared reading in Chapter 12 and offer suggestions.

Finally, my favorite part of Chapter 1 comes near the end when the authors denounce the use of worksheets and advocate for play and play activities that support language and literacy. I can’t tell you how great it is to see these words in print from the gurus of early literacy. As a public pre-k teacher I have become accustomed to not having my voice heard or being dismissed because there is nobody to back up my beliefs- at least nobody the people in charge have ever heard of. Now that Fountas and Pinnell have added prekindergarten to their repertoire I know administrators will listen because they are already familiar with and respect their work. I am certain this book will become the foundation of early literacy learning for many years to come. Do you think this book will change the way you are perceived as an early childhood educator?

Deb from Teach Preschool will be discussing Chapter 2 soon so stay tuned!

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