When the new year starts, how will we efficiently and effectively assess students' needs for optimal learning, and then how will we respond to those needs?
After reading Intentional Interruption yesterday, I find myself rethinking the way I respond to new information and learning. Hence those notes will impact this post.
I will meet my new students in June for a few minutes. I'll conduct the meeting as I always do by asking students to introduce themselves and tell me about one activity or event that they have really enjoyed in school, and that they'd like to have repeated in fourth grade. That short share provides me with lots of information about my students' interests, desires and personality.
Then I'll invite students to correspond with me over the summer through a yet-to-be-determined social network. I used to use NING, but had to stop due to their under 13 rule, though in hindsight I think as long as parents agree to manage their family NING account, it is one of the safest, most facile ways to create a virtual classroom. I've yet to find a network that replicates NING's strength for the under 13 crowd, but I have some ideas about how to create my own using Google sites.
I'll encourage students to strengthen their rote skills over the summer months with keyboard, math facts, reading and writing sites, incentives and tools. I found that students who played SumDog last summer came to fourth grade a bit ahead of the game and that gave those students greater confidence and readiness for learning. Also, by inviting summer conversation, students came to school relaxed and ready to learn--their questions had been answered via email or social network contact.
When students arrive, I'll assess essential skills including writing, reading and math. I'll work with specialists to set up schedules and pinpoint collaborative focus and goals so our efforts are integrated with the best interests of the child in mind. I'll spend a lot of time upfront working with students to strengthen, discuss and share "learning to learn" mindsets, habits and ideas--we'll become a strong community at the start.
During curriculum night, I'll give parents plenty of time to learn about our classroom routines, tools and efforts. I'll invite questions and teach parents how to access our many online activities and learning platforms. I'll also introduce the idea of teacher as coach for both students and family members, and invite parents to partake in coaching sessions if they're interested. The focus will be on our collaborative efforts to support and respond to children's needs, interests and passions. I'll acknowledge that I won't know it all, and as parents and teachers we are always learning. Further, the more we model that learning for our children, the better our children will embrace an attitude and effort of life long learning.
As the year gets going I'll carefully craft a routine that makes room for all areas of primary focus--as suggested in Intentional Interruption, I'll narrow that focus in an effort to strengthen the learning in our priority areas. I'll advocate for our PLC to choose a narrow, common focus for inquiry to better our collective craft.
The authors of Intentional Interruption suggest that we don't spend enough time on problem analysis. As I think about the year ahead, the broad problem is how to teach each child well, and the more narrow foci include teaching the essential skills outlined in the standards in engaging ways that respond to students' needs, passions and interests. I look forward to working with my team in this regard as we complete the year at hand, and head into the new year of learning.
