Get Your Teach On – Dallas Day 2 Review

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Day 2 was all about Writing, More Games, Technology, Back to School, and Top Tips.  It was just as jam packed with new information as Day 1; I believe I enjoyed it even more, excited to try new ideas, excited to get back to school.  This is something because I love summer time with family and friends.  To be honest, something most teachers understand, school breaks and summer are practically the only time I get to visit with friends.  Luckily I have some golden ones.

However, back to GYTO.  I will give a general review because it would be unfair to give away someone else’s material.  This is to spark interest or remind myself of specific action points.

Writing is an area in which I feel confident.  Yet I feel I will be a stronger teacher this year due to the ideas presented by Hope King.  She has a way of breaking information down for students that stays relevant, yet gives easy clarity for the students.  I kept thinking, “Ooh, I like that one.  Let me add it on my “Try It Out” list.  The index is long enough that I’ve decided to use a Table of Contents this year for Professional Development ideas.  It’s not even August.  I’m even going to follow the suggestion to move out of my comfort zone by trying a couple of content songs taught by the King team, one being about the writing process.  Poor children :).  For writing, Hope uses a hamburger paragraph with on point explanations that are fun for the students.  There were also new ways to learn grammar.

For technology, I plan to look further into tes teach, formerly blendspace,  to congregate links for students and parents under concept categories.  It was a little awkward to be presented with blendspace, then find out the name/format of the website were all changed 10 months before the conference.  There were 4 ideas in this session that look interesting.  Some I already use, but again, the session was worth my time.  For a two day conference, there were no sessions where I didn’t come away with several new ideas.   For games, again, I received new ideas.  One used the human hippos you may have seen on Pinterest, but in an educational fashion.

Amy Lemons presented more math games and fresh back to school ideas.  For math, I really like using the Origo Fundamentals books so this part of the day was probably the least exciting, but only because I feel I have a really strong set of games.  I already own the orange and purple books, and I will buy the green book this year, dependent upon the job I receive.  However, there were still games I can use.  For Back to School, I was excited to see something beyond the same quilt, t-shirt, or books for the beginning of the year.  The games were highly engaging.

Lastly, were the Top 10 Tips for Teachers.  Think of this as the motivational session.  I left feeling as if I had a new perspective on Engagement, new strategies, and new lesson ideas.  Five out of five stars for a comprehensive professional development – definitely worth the money.  Check them out to see if they are presenting on your grade level in an area near you (two at my table were from out of state) Get Your Teach On.  I receive nothing for my review; I’m just a teacher who loves to teach and share.

 

Get Your Teach On – Day 1 Review and Reflection

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Wow – I have met the energizer bunny in human form.  Hope King brings a dynamic presentation about bringing engagement into the classroom, as well as close reading, which is one of the main reasons I chose this workshop.  In addition to Hope, Wade King, her husband, and Amy Lemons of Step into Second Grade.  I don’t want to share too much – you can find the daily breakdown on the website Get Your Teach On as I linked earlier.  However, I have to tell any readers that may wander upon this blog that it was worth it.  I came away with several ideas, and fresh enthusiasm.  After giving our heart and efforts throughout a school year, isn’t this what we are often looking for beyond rest and relaxation?  (On this note, kayaking is in my near future, “Oh yeah!”)

There was so much information that I believe participants can come away with many varieties of strategies that differ from one another.  My takeaways?  To try to insert something different (or novel) every day and to add a smile.  I thought about this.  My students (actually I often call them my children – borrowed, but teachers understand what I mean) know I care about them and try to bring their interests into the room, but during today’s presentation I had to ask myself how often I am not smiling.  I like people.  I enjoy life.  Yet, I don’t think I’m walking through the day with a smile persistently on my face.  When I see someone in the hallway?  Yep.  When I greet or say good-bye?  Yep.  Well, that’s a small portion.  What about during lessons?  Certainly, when I share a great book or a new math game, but the students are seeing my face ALL day long.  I think that’s worthy of upping the smile quota so I’ll add it to my yearly goal.  By the way, the close reading presentation was exactly what I needed.  I can’t wait to implement what I’ve learned.

In addition to these ideas, we learned many new math games.  I look forward to incorporating these.  I’ve been researching more on Guided Math trying to decide if I would like to try rotations.  Right now, we have a number talk or CGI word problem, mini teach, whole class practice, partner or individual practice, then games to reinforce/review concepts.  During this time, I work in small group on concepts missed or number sense.  I’ve asked mentors to observe my lessons with good reviews, but I still have this feeling that I can improve it.

It was a fabulous day, which is ending in solitude in a hotel room.  Happy lady.  Review  for day 2 coming soon!

Interactive Charts

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Going through all of my anchor charts, posters, and large items from my old drawers, I’ve needed to reflect on what has worked well and what needs tweaking.  Much of what I own, I’ve decided to take a photograph, then recreate it once I need it in my new classroom.  However, some are gems that will move with me.  One of my favorites is an interactive Story Map, which I downloaded FOR FREE from Create Teach Share.  Pinterest and Teacherspayteachers are brilliant sites, which take up too much of my time.  Because we have many ESL (English as a Second Language) speakers, I added visuals to my poster.  This chart was used throughout the year as students and I discussed story elements.  It was also used if a student needed some movement towards the end of independent reading or as a lesson extension for an early finisher.  I have to confess to being a post-it snob; I only like the bright colored ones because the adhesive is so much better.  The pale yellow post-its always fall off; I save these for students to record their thinking when reading or for bookmarks.  As for the charts, I have a book called Smarter Charts K-2 by Marjorie Martinelli that I hope to browse through this summer while the teenagers sleep in the mornings.  I included a picture of my Summarize Interactive Chart that I recreated from a pin I found – another favorite.

 

 

The Close and Start of a Chapter

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Yesterday I packed up my many belongings from my old classroom in preparation for a new chapter.  (My husband’s witty comment, “Get a job, you have too much for our house.” – all essential items of course).   It was definitely bittersweet.  Before working at this school, I volunteered in classrooms for many years: working with small groups to help those in need of more review or giving a lesson to provide the teacher with work time.  However, the level of professionalism, compassion, and dedication within this community was inspirational.   At the district level, we were encouraged to meet the individual needs of the whole child.  I liked feeling my support system was in sync with my own views on education.  At work, I appreciated an enjoyable atmosphere that felt like home away from home.  After all, we often spend enough time in our classrooms that we can sympathize with the young boy in Miss Malarkey Doesn’t Lives in Room 10.  Who else buys extra Community Coffee for the months September and May?

Beyond the experience I gained, it is the traits and philosophy mentioned that I wish to carry with me.  I was blessed with strong mentors and new friends, often friends who weren’t even on my grade level or vertical team.  It was a positive, friendly atmosphere.  Do I feel some anxiety about beginning in a fresh environment?  Absolutely, but I enjoy change.  I’ll miss my older kiddos dropping into the classroom for a quick hello before starting their school day or stopping to share a new success.    I’ll miss afternoon get-togethers, especially at Jack Allen’s.  Yet I’ll add more adventures, more tools, more relationships, more memories.  Instead of cheers, I’ll leave with a different toast because I am moving to an area with a strong German heritage:

Genieβe das Leben ständig!  Du bist länger tot als lebendig!

“Constantly enjoy life!  You are dead longer than you are alive!”

I like it; it’s quirky and funny with a good message.

Making Thinking Visible Chapter 3

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This chapter was pretty quick as it is just laying the structure of how the Thinking Routines are set up and why it was chosen this way.  My takeaway?  First, it reminds teachers that like any planning, you need to look at what specifically you wish to teach during planning in order to be more successful.  Though this felt redundant as I read this section, I have to admit I’ve been caught up in the flow of the year, trying to juggle everything that needs to be done, then needing to stop to remember the real reason I am in the classroom.  It’s not a string of activities; each hour is an opportunity to promote real growth.  I think all teachers need this reminder at some point, whether novice or veteran.

The thinking routines are set up under three categories to support the way we plan:  Introducing and Exploring, Synthesizing and Organizing, and Digging Deeper.  More explanation is given to thinking routines with the main idea being that the routines teach skills of thinking  that support and promote curiosity and true thought, that builds upon older ideas to give new learning.  This continues as real learning should come with new questions.  For some reason, the round “And the Green grass grew all around, and around, and the green grass grew all around,” rings in my head when I think of this.

When implemented properly, the skills will become intrinsic to use, teaching children how to learn.  Throw in kindness, respect, citizenship, self-discipline, and a passion to learn – a teacher can ask for no more.  🙂

My favorite quote from this chapter: “Through ongoing use of the routines, this idea that questions not only drive learning but also are outcomes of learning becomes embedded in the learning process.”

I love when children ask questions (with respect of course), some even that other teachers seem to find frustrating.  Their natural curiosity makes the day more interesting, and often entertaining.  It’s the children that keep me accountable.  The smallest comment reminds me why I teach such as a struggling reader who shares, “Mrs. Achée, last night I read just for fun!  Can I share the story with ____ today?”

 

Get Your Teach On Conference – Dallas!

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Each summer I like to learn something new, usually choosing a subject focus such as reading or math. However, I want to try something different, so this year I plan to look for workshops that catch my eye or have been on my never-ending to do list. To Do list – check. That would be the book study Making Thinking Visible for the summer. I’ve already written a couple of posts. To Do list – check again – working to add readily available resources to my Writing Resources page. Eye Catcher – chaching. This came across my Facebook page: Get Your Teach On Dallas Conference. Check out the two day agenda.
I’ll attend the second through fourth grade block. The best ideas often come from our coworkers at large and this conference will give me a little bit of everything: math, reading, writing, technology, and engagement. Deeana Jump and Hope King both hold master’s degrees in education with over 10 years experience so I think I’ll come away with a lot. Deeana is going to talk about close reading, which I’ve tried, but would like to learn more.  Amy Lemons will also present; it was her Facebook post that inspired me. Amy has a reading program, Rooted in Reading, where she focuses on one mentor text a week. The books she has chosen are amazing.  I’ve used her idea some this past year with success. Students feel comfortable with the familiar text, showing higher engagement and thinking.  In this conference, she’s going to cover math.  I have great games and love to use number talks, but I’m looking forward to seeing something new.

I can’t wait to learn from these guys. Let’s be totally honest – I also look forward to Me Time, alone in a hotel room at night. Of course I’ll geek out pouring through my goodies from the day, clicking down internet rabbit holes influenced from my fresh ideas. I bet every teacher can relate.

Making Thinking Visible Chapter 2

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This chapter discusses the idea that students need to interact with material rather than superficially receiving information passively and how we can actively make the thought process visible. I was really struck with the challenge to not let thinking left to chance. As teachers, we must maintain the thought process as our immediate goal before the standards. Does this reduce the importance of standards? I don’t think so. The standards provide accountability that we are providing a well rounded, balanced education. However, my prime goal when I teach is to pass on the value of a good education, the joy of learning.

My favorite quote in this chapter is, “What messages am I sending through the opportunities I create for my students about what learning is and how learning happens?” (p. 29) I model my thoughts and specific learning strategies, but how I can further model learning? The book suggests not using canned questions. It is important to listen to the students, then respond with further questions that is a true response to the student. Then students will feel safe and less likely to give an answer that predicts what the teacher wants to hear. We are also modeling active, respectful listening.

Intentional Opportunities for Thinking
So we do not move through lessons in a blind hope that the students learn, there are several suggestions to make our own and students’ thoughts more visible in order to respond effectively.
1. Questioning – Rather than using a list of essential questions, though I think this is also a valid tool, the book suggests asking questions flexibly, in response to the students, by asking your own questions that arise genuinely. The students are learning through your modeling.
2. Constructing Understanding – When I read this section, I basically think it means to use good Essential Questions – concept related questions that ask the students to analyze and synthesize information.
3. Clarifying Thinking – At my old school we called this facilitating students’ ability to explain their thinking. The more practice students have this, especially if you create a respectful community, the more interactive, collaborative learning you have as students think about what they mean and feed off of each others’ ideas. I think this is the most valuable to teaching the skills for students to succeed within a community – the ability to think, communicate thoughts, respect other viewpoints, contribute, and collaborate.

Practical Ideas
1. Provide specific praise verbalizing thinking strategies used. “I like the way you used your background knowledge to…”
2. When we…, When I read…, I was wondering (modeling own interest)
3. See/Think/Wonder (I’ve used this – like it)
4. What makes you say that? Can you explain that in a different way?
5. Sharing documentation from class discussions with peers to search for misconceptions

NPR Is Launching Its First Podcast For Kids With Updated Review| USA Extra News

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I am so excited! I just stumbled across this on Facebook. I have another way to bring relevant current events to my students. I’ve received great interest from my kids when I use newsela. Now I have podcast to add to the agenda. I’m thinking writing responses, persuasive essays, research inquiry, and teaching standards such as generating questions. This is technology I can use well. I love a good story, but nonfiction fosters engagement and discussion so easily. Click on the title below to learn more.

Wow in the World: NPR for Children Ages 5 – 12

Update Review May 22, 2017

This podcast is divided into multiple segments with highly expressive presenters, Guy Raz and Mindy Thomas.  When I first saw the podcast was 24 minutes, I thought, oh no, this is simply too long.  Once I began listening, I realized the format covers multiple topics.  This means a teacher would need to preview, then notate the beginning/end of each segment.  Since this a method that is effective for auditory learners, plus provides practice in active listening, then my opinion is that it’s worth my time.  Each episode, written by number Ex: Episode 1, has Conversation Starters for the family/class and links to written articles.  If you use only one section in the podcast, you could push the link to the entire podcast and included features through an app such as Bloomz, Remind, or your website.

Introduction 0:00 – 1:44

Planet 9  1:45 – 7:12

Conversation and Creative Story told by young girl, Birdy 7:14 – 9:05

Commercial 9:05 – 9:50

Origin of Humans and How our Brains became Smarter with Seaweed 9:50 – 17:50

Conversation with Kids 17:55 – 18:30

Gratitude is Healthy 18:35 – 22:20

Conclusion 22:21 – 24:16

In the first segment about the search for Planet 9, I thought about how it could be used during a solar system or for a research unit. Questions I would model during this podcast would be: How can kids and adults with simple telescopes help scientists with sophisticated technology find this planet?  Why do scientist estimate the size of this planet to be 15 times the size of Earth?  Visuals could be present for groups to collaborate in putting the planets in the correct order, generating questions, and coming up with a practical plan of how to answer these questions.

How our brains become smarter was mildly interesting.  Mainly I wondered if so much seaweed and eating diet evolved our brains, what will be the long term effect of how we eat today?  I could research, but I might not like the answer. 🙂  In the Gratitude segment, I can visualize setting up a classroom environment of respect and appreciation.

As you can see by the time segments, I’ve noted you can move the cursor forward and backwards to play only the parts relevant to your lesson.  My final thoughts:  I think I will use pieces of this.  The hardest aspect will be making the time to preview and jot down the times.  It helps that the conversation starters and article links included tell you which topics will be presented.  This will save time because you know if a topic may coordinate with the current or future standards which need to be addressed.

 

Making Thinking Visible Self Study

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This past year, I took math professional development courses to round out my training. However, a huge desire has been to study Making Thinking Visible

    by Ron Ritchart, Mark Church, and Karin Morrison. When I glance through the book, I find that I use many of these strategies, but I’m always looking to improve how I can realize what the students are thinking and comprehending. How can I share my own thoughts to spark engaged thought? We use lots of post-its to share with others in my classroom; they’re kind of a favorite. In stores, I stop to see what new ideas can be found in this department – crazy or just the sign of a teacher? It’s an easy strategy to let students collaborate, showing not only their ideas, but their questions too. So my plan is to document my reflections, chapter by chapter on this blog, so I can return to see what stands, what passes, and what changes.

    Chapter One “Unpacking Thinking”
    In chapter one, we as teachers are challenged to understand thinking as the goal rather than the process to achieve a different goal. “Research into understanding…indicates that understanding is not a precursor to application, analysis, evaluating, and creating but a result of it.” Understanding comes through thinking about our observations,conversations, and actions.

    Connections
    One way I’ve used this in the classroom is through book clubs and KWHL charts. Students independently write or draw about what they’ve read by choosing from a list of reading prompts or through specific questions, then come together as a group to share what they thought, noticed, and felt about each chapter. I could see their thoughts in their Book Club Folders, but what I hope to gain from this book is how to improve upon this. I’ve used SeeSaw in the classroom. Perhaps I could incorporate SeeSaw into the weekly discussion or into one of their prompts such as allowing one question to be answered via voice recording.

    Authentic, Critical Thought
    Chapter one also questions what type of engagement is happening within the classrooms. Is it authentic to what real life. As an example, is the writing what real writers would be doing? Then it expands this idea to question how thinking is being applied to these activities. I feel I am doing fairly well here; it’s an area where I receive good review, however there’s always room for improvement. It states that students should be describing, interpreting, reasoning, connecting, comparing, considering multiple perspectives, and forming conclusions. I tend to ask a lot of questions to create critical thinking, but it’s usually spur of the moment. Can I be more intentional with my questions, including them more often within my lesson plans (I do this, but could use more). Absolutely. Each year I type of goals for myself. Goal #1 2017 -2018 Include the Essential Questions within your lesson plans if not already there.

    Conclusion
    The chapter ends with discussing using concept maps within the classroom as a starting point in teaching students to be aware of of their thinking, gaining strategies to deepen understanding. The idea of making thoughts visible is not only for the students, but also to make our thoughts more visible to the students. I’m very excited to learn through this book study.

    Practical Ideas
    Questions with Depth and Complexity
    Concept Maps

    Below is the list we used for Reading Response Stems in second grade this past year. We shortened it to 50 prompts, then students could choose a prompt daily to discuss with a small group at the end of the week.

    100_Reader_Response_PROMPTS (1) (1)-1o1j3br

Growing in Number Talks

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number-talk-pic
It’s been interesting to see the growth in students this year in using Number Talks. Right now, the team is trying to encourage students to subitize and decompose numbers into its parts with ease. With this in mind, we are using ten frames to show numbers in several ways. For this segment, we have shown the number 6 in a ten frame and have now shown the same quantity in a different manner. This will be done a couple of more times with the number 6, though not necessarily in consecutive days. The first student to speak looked at what I had written about there being less dots this week than last week (I was out sick earlier this week), then as he read his statement, he said, “No, wait” and raised his hand to revise his statement. Last week the top row was full with one dot on the bottom row. Some students are still wanting to get creative with the math sentence, such as “13 – 7 = 6.” I usually ask them if that’s what they notice about the image and they will shake their heads and continue looking. Some students are eager to show 1 finger that they have a method, willing to stop there, while other students immediately have 5 or 6 fingers held to their chests to compete with how many methods they have found to explain the math image. However, they are growing. The students now know to expand on what they see with a math sentence. Perhaps this isn’t something I should ask? If a student notices 4 and 2, I’ll ask the student to come up to the board to show exactly how he/she saw 4 and 2 and explain how this would be described in a math sentence. Though, one student did look at the ten frame from a geometry perspective, I didn’t consider it a frustration since it’s one of our current spiral review objectives :).
What’s next?
I’d like to move towards the students talking to one another, asking questions, expanding or supporting one another’s statements. However, right now there is interest in different perspectives and aha moments in spotting a new way to view numbers. Also, some students aren’t sold on participating yet. I’m hoping this will come with time. Lovin’ it.