Projects are an investment. They are rewarding yet also frustrating. They require time to put together and don't always yield what you are hoping for.
Over the past 3 years I've done a project where students create an advertisement for a region of the US that native Americans settled in. I'll admit that when I started it in year 1 I didn't have a solid handle of how to get kids to the end I wanted. I said "here's the problem- find the best region" and let them solve it. It was the equivalent of dropping kids in the pool and saying "swim." Ultimately I ended up helping a majority, some far more than others.
Over time I've implemented more scaffolding, laying the project out in a more linear fashion. Now we start with the over arching question from the jump- checking in on it as we mine for information, and do some comparisons. We also work more systematically- gathering information, working in reading and thinking skills along the way in a planned fashion.
As they're finishing their photostory projects, I can see the fruits of that effort. We have developed thought out projects that are really good, particularly for their first time working on this size of project. I am genuinely excited to go through each am provide feedback- even if it will take some time.
Thursday, December 13, 2012
Tuesday, December 11, 2012
Reading Novels
We are finishing our second round of novel study. I'm pleasantly surprised at the progress we've made. We can describe characters and identify story elements. We can make predictions, and provide evidence.
What we still need work on is writing at greater length. Moreover, I need to do a better job modeling what that looks like. I need to give kids a better model of how to link ideas together, knowing that too much is actually better than being brief. My kids, probably like your kids, like to be done so they can move on. Sometimes you need to linger.
What we still need work on is writing at greater length. Moreover, I need to do a better job modeling what that looks like. I need to give kids a better model of how to link ideas together, knowing that too much is actually better than being brief. My kids, probably like your kids, like to be done so they can move on. Sometimes you need to linger.
Thursday, November 15, 2012
Rigor at every level
What do you do when kids don't get it?
What do you do when kids get it, and need challenge?
Two questions I'm giving a lot of thought to.
What do you do when kids get it, and need challenge?
Two questions I'm giving a lot of thought to.
Wednesday, November 14, 2012
The Secret to Being Observed
Being observed is part and parcel to your first 3-5 years of teaching. In year 4, I have 3 formal observations. I also signed up to help pilot teacher learning walks so I have teachers coming into my room (to give feedback) on another occasion (today, Wednesday, in fact).
Observations are a good thing. They I've you information about your practice. They should also give you a chance to be more reflective- not that you aren't, but let's not kid about the realistic time constraints of teaching.
But there is a secret: act like no one is there. Do the things you'd normally do, and get on with teaching the way you know how. No one wants to see a song and dance. If you are concerned about how effective your lesson might be- so something else (a different one) or rethink what you want to accomplish. Otherwise you create more work for yourself.
Observations are a good thing. They I've you information about your practice. They should also give you a chance to be more reflective- not that you aren't, but let's not kid about the realistic time constraints of teaching.
But there is a secret: act like no one is there. Do the things you'd normally do, and get on with teaching the way you know how. No one wants to see a song and dance. If you are concerned about how effective your lesson might be- so something else (a different one) or rethink what you want to accomplish. Otherwise you create more work for yourself.
Sunday, November 11, 2012
Gone 'til November
Around conference time I feel off the map. Yes I was still teaching, but blogging took a back seat. Between conferences, marathon training, an observation, challenge course, and Halloween I simply didn't feel like I had the time. It dropped down the priority list.
Where am I at?
We just finished our unit on Government. Our end tasks were to write a persuasive piece to get someone to vote for a candidate. We used information from CNN, and focused on writing with reasons and examples. The net result? Really impressive writing.
Where are we going?
Next is Geography and American Indians. Typically this comes first, but I moved government forward due tote election (timeliness and relevance). Beyond that I need to get back to blogging more regularly. I'm aiming for a weekly posting set into my Outlook calendar. I've found blogging to be an integral part of thinking lessons through and considering how they went. I need to return to it.
Until Friday.
Where am I at?
We just finished our unit on Government. Our end tasks were to write a persuasive piece to get someone to vote for a candidate. We used information from CNN, and focused on writing with reasons and examples. The net result? Really impressive writing.
Where are we going?
Next is Geography and American Indians. Typically this comes first, but I moved government forward due tote election (timeliness and relevance). Beyond that I need to get back to blogging more regularly. I'm aiming for a weekly posting set into my Outlook calendar. I've found blogging to be an integral part of thinking lessons through and considering how they went. I need to return to it.
Until Friday.
Tuesday, September 18, 2012
We've Got Issues
I struggle mightily with homework. On one hand it is kids' time, and they should do with it as they will. On the other it is an opportunity for extra practice, connecting families (homework help), and good study habits. I dislike the daily homework seeing the legwork on my end to be significant compared to the payoff.
What I started doing 2 years ago was a current event. Kids select an article of their choice to read and summarize. It shows comprehension while also focusing on distilling ideas from a larger article into 4-5 key points. It ties into reading standards in a variety of ways while leaving little legwork on my end, and allowing kids choice.
This year I am going to tweak it a bit. Instead of an open ended free for all we will have a structured context to pick from within. For example, we started with Government this year in order to highlight the 2012 presidential election. The month of October will be focused on election stories- who is running, what they are saying, etc. it will provide some interesting context to go through facts/opinions and persuasive writing also. Later we will highlight other important events/milestones/themes. We will likely do something around community needs in December. January we will come back to government as the inauguration/government start up begin. February might be for finding something you love- animals, video games, etc.
I'm pretty excited about it. The evolution to something meaningful is going on, which is pretty great.
What I started doing 2 years ago was a current event. Kids select an article of their choice to read and summarize. It shows comprehension while also focusing on distilling ideas from a larger article into 4-5 key points. It ties into reading standards in a variety of ways while leaving little legwork on my end, and allowing kids choice.
This year I am going to tweak it a bit. Instead of an open ended free for all we will have a structured context to pick from within. For example, we started with Government this year in order to highlight the 2012 presidential election. The month of October will be focused on election stories- who is running, what they are saying, etc. it will provide some interesting context to go through facts/opinions and persuasive writing also. Later we will highlight other important events/milestones/themes. We will likely do something around community needs in December. January we will come back to government as the inauguration/government start up begin. February might be for finding something you love- animals, video games, etc.
I'm pretty excited about it. The evolution to something meaningful is going on, which is pretty great.
Monday, September 17, 2012
Fluency Testing
Last year I fluency tested my 5th graders that I considered to be low. They were students that missed grade level on the 4th grade MSP (state test), or we're close to the cut line. I opted for that approach, thinking it would be a time saver.... It was.
This year I have opted to fluency test our whole grade level. In a profession where time is of the essence, and oh so precious, it would seem counterintuitive. Why fluency test kids who exceeded grade level standard? The key is in knowing them as a reader. This is my first piece of information in my reading puzzle. From the conference I can see just how easy (by rate/voice) it is, as well as how they retell information. I can ask questions and see where they are, and the additional time is minimal because they are faster (by and large).
How does it inform my instruction? The key is it gives me a subtle benchmark for where to go. I don't fluency test them to the instructional rate because it largely isn't necessary- I can tell if books are right from simple passage reading if needed. But it tells me how the handle inflection while they read, punctuation (do they stop at periods?!), and what do they do in retelling? Do they rely on the cover, or can they give more specifics?
It is an interesting puzzle piece. It only begins to fill in as I continue my running records during reading.
This year I have opted to fluency test our whole grade level. In a profession where time is of the essence, and oh so precious, it would seem counterintuitive. Why fluency test kids who exceeded grade level standard? The key is in knowing them as a reader. This is my first piece of information in my reading puzzle. From the conference I can see just how easy (by rate/voice) it is, as well as how they retell information. I can ask questions and see where they are, and the additional time is minimal because they are faster (by and large).
How does it inform my instruction? The key is it gives me a subtle benchmark for where to go. I don't fluency test them to the instructional rate because it largely isn't necessary- I can tell if books are right from simple passage reading if needed. But it tells me how the handle inflection while they read, punctuation (do they stop at periods?!), and what do they do in retelling? Do they rely on the cover, or can they give more specifics?
It is an interesting puzzle piece. It only begins to fill in as I continue my running records during reading.
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