Endangered Species Projects: June 2012

Students are completing their endangered species projects.

As mentioned in earlier posts, students had many choices with regard to their written, film and creative aspects of the project.

Many chose the traditional venues of a Google presentation, iMovie public service message and the large color pencil illustration.

Students are also choosing to add the following presentation pieces to their museum exhibits:

• crossword puzzles
• word finds
• animoto films
• sculptures
• signs

This is an example of one exemplar slide show and public service message.

This is an example of an artful public service film. I'll add images of our Endangered Species Open House later next week after the event.   Enjoy!

Oration: It Matters

Today I had the occasion to listen to talented orators.

I was struck by the impact of their delivery.

How often do we give students the chance to orate?

Also, this week two students gave Olympics "ted talks" at our school assembly.  They did an amazing job.

Every year we should give students the chance to speak aloud to an audience. Next year as part of my fourth grade curriculum I'm going to add an "It Matters" unit.  During the unit students will research a topic that matters to them. Then they'll craft a one-three minute "ted talk" about the topic.  They'll practice, and then they'll deliver their speeches.

Oration matters.  In what ways do you give students an opportunity to grow this skill?

Endangered Species Continued. . .

The furniture has been shifted to make room for our upcoming endangered species open house.  The projects are nearing completion.

Now it's time for the final project list:

1. Finish your Google presentation. Spell check. Share with teacher by Friday, 6/8.
2. Finish your iMovie, export to desktop or Youtube, upload to presentation by Friday 6/8
3. Finish your animal drawing by Friday 6/8
4. Choose from this bonus list to make your exhibit inviting.
• create a word find.
• practice presenting your presentation.
• make a crossword puzzle
• create a diorama.
• write a song or poem.
• make signs about the animal's amazing facts.
• do you have another idea? If so, let me know.
5. Or help out with an open house job:
• make an open house invitation.
• make a welcome sign.
• help to organize and clean up the room.
6. Download a powerpoint version on 6/11 just in case the server doesn't work on the Open House morning. 

On the 14th we'll share the projects with family members as a way to celebrate a job well done. 

Fourth Graders' 2012 Summer Olympics Intro Film

Students enjoy making films, and there are so many tools for easy film making available today. If you've made a film, you understand how challenging it is.  It is especially challenging to stop and say, "good enough," as a film can be a limitless project.

My small book group worked with a professor from BC and me to craft a script and create a movie.  They had a difficult time reconciling that the movie would not look just like a Hollywood film due to our inexperience and time limits. However we were able to include their ideas, voices and creativity.  They'll present the film at our upcoming Summer Olympics Assembly as a way of introducing the whole school to the games.

Take a peek at their final product.  This is one of many films to come for this small band of learners.

We'll end the school year crafting films for our endangered species projects. I'll challenge students to think deeply about their audience and message as they create each film.  I'll also take into consideration that creativity is a step-by-step, contagious process that will spread about the classroom with joy if I allow it. 

Endangered Species Project: The Research Stage

We've finally started the endangered species project. Throughout the next two weeks students will read and collect information about the endangered species they chose to study using a myriad of resources.

Models: I will read and show students past endangered species slide shows, story books and videos to give students models they can follow for their project research and presentation work.

Library: While students were anxious to go to Google and other search engines to research their animal, I began the research effort in the library. I told students that one great aspect of using our school library as a resource is that the librarian has collected a large number of well written books about endangered species over the years.  The books are written with many reading levels in mind, and provide wonderful information about the animals.  One child remarked that some books might have outdated information. I agreed that when it comes to population, current habitats and efforts to preserve that current websites would be better.

Video: Using a tip from a visiting author, students will watch one video about their animal and take notes for their introductory paragraph, slide or line.  The author encouraged us to look for unusual behavior to write about in order to make an engaging lead for the beginning of their story. Students will also choose one or two short videos to embed into their written online presentations. Later they will create their own public service message video as part of their presentation.

Internet Resources: I will guide their research using the Internet. I've created a resource website filled with great Internet resources.  I'll help those students who need to search in different ways online for specific information.

Zoo/Museum Visits: I'll encourage students to visit museums and zoos with family members to collect information and observe the animal they are studying.  I'll encourage them to take photos and videos at the site.

Skype: I'd like to try Skype Educate if we have time allowing students to converse with experts working in the field to save the animals they are researching.

Illustration/Sculpture: We'll discuss how drawing and sculpting an animal helps one to imagine that animal with greater precision and detail. Then we'll use the art materials available to draw and sculpt the animals we're studying.

Once we complete the research stage, we'll move into the presentation creation and writing.  Students have a menu of options for their project including a fiction story based on fact, a slide show, video, factual report or a combination of one or more of the options.  What's important is that they create their presentation with lots of information and a focus on the audience they will present to and the message they want to strongly convey.

Stay tuned. . .

2012-2013 Prep: Updated List

August starts tomorrow and I'm energized for school year prep and planning.  I'm revising this earlier list to share with colleagues near and far and to organize my work in the days to come. As teachers know, there is a great deal of work that goes into planning and preparing for the school year ahead--work, when well done, results in optimal student learning, engagement and success.

School Year Planning and Preparation Action List

Update website.  Delete outdated material and update with new pages, links and information.  The goal of the website is to serve as a quick class reference site that parents, students and colleagues can easily refer to during the summer and school year to learn about and interact with the classroom program. (completed)

NING: Our class social media, NING, is up and running and ready for student-family guided social media exchanges this year. Some families have already signed up and are actively involved.  I will work at getting all families to sign on during the first weeks of schools and taking the time to teach children how to use this media effectively.

Communication Protocols and System: I will devise a streamlined, regular communication system for our classroom learning team. I will outline the system on our class website, and introduce the system during Curriculum Night at the start of the school year.

Room Organization: Put aside about 40 hours for room prep--I'm going to give this task extra time this year as I know it makes a significant difference in student learning, engagement and success.

Program Review: I've organized the essential goals and process, the next steps include sharing, discussing and revising this work with the learning team i.e grade level teachers, coaches, curriculum directors and assistants.

Field Trips: It's almost impossible to plan and schedule field trips during the school year so I'll try to do as much of that work as possible during the summer months.  I've pruned this list down and now I have to spend a few hours making phone calls and completing forms to organize my share of this job.

Summer Study: I will center my summer study on learning more about brain-friendly education. I will continue to work away at my reading list and continue my efforts related to Hattie's Visible Learning for Teachers #educoach chat.

iPad Exploration: I continue to not find the time for iPad exploration since I utilize the computer mainly for composing and I like the quick access to multiple windows, the keyboard and the many other tools the computer has that the iPad doesn't.  I will set up a schedule for iPad exploration with students in the fall, and let that exploration continue with student learning. Also one of my new colleagues is an iPad aficionado, so I'll learn from her.

Schedules: Once schedules are shared with staff, I'll create a draft schedule plan for the class to make sure I include all program objectives.  Then I'll work with the many specialists and assistants that work with my class and students to make sure we make time for all targeted instruction. I'll add the schedule to the website as soon it is available so students and families will know what to expect.

 Program review and collaboration with colleagues: During the first days of school, we'll meet as a learning team, grade level teachers, specialists and leaders, to discuss the following topics:

• computer share schedule
• year-long calendar, rotation schedule
• schedule for special programs i.e. Just Like Me, Plate Tectonics, Immigration Museum, Field Trips.
• Nuts and Bolts for first six weeks.
• Materials sort, extra ordering if needed.
• Parent-student tech mornings.
• Curriculum Night: agenda, sign-up sheets, parent conference sign-ups.
• Recess duty schedule.

Establish optimal routines including a birthday routine: I will think through the main routines for the classroom and work with grade-level colleagues to draft a plan, then I'll work with students to finalize a plan for the important patterns for a happy, productive classroom.

Committee Work/Professional Development: I'll have an open ear about the initiatives, professional development and committee work presented during the initial days of the school year.  I'll choose a few areas to commit to, areas where I feel I  have something to both learn and offer.  I also plan to use my student teaching voucher for a local University math course. 

First Six Weeks Curriculum Preparation: I'll also begin to prep and plan materials for the first six weeks of school lessons including the following:

• Literacy Studio Introduction
• Classroom Library
• Literacy Studio Routines: I'll use my research from last year and our PLC work to guide my work in this area: Daily Five Personalized and Literacy Studio Applied
• Learning to Learn Lessons
• Standards for Mathematical Introduction and "Fact Smart" Lessons
• What's Your Culture? Unit
• Self Portrait Poetry Anthology

What have I missed?  What would you add?  Note that this is a working list I'll modify and enrich as the weeks unfold. 

One Tough Day!

Today was one of the toughest teaching days of the year.

Typically I work with a well-crafted schedule that provides students with a positive choreography of teaching/learning modalities during the week. This pattern lends itself to happy, productive days of learning. The pattern also includes a fair number of supports with respect to specialist teachers and assistants therefore students' needs are met with care.

This week teachers were pulled in all directions in order to provide the supports necessary to administer the MCAS tests, and that meant changes in the support and specialist schedules. Hence it's been a week with fewer supports and less variety. It's also been a week where students' patterns have changed, and yes, there's been a bit more stress since everyone feels the test pressure.

What's the answer?

To run schools well you need the kind of well-crafted schedule with supports that we typically have at our school. And, to give the tests legally and responsibly you also need a tremendous amount of personnel since many students take the tests with special accommodations. Hence to teach well and give the tests well on the same day requires more staffing than a school typically has.

One teacher suggested that classes not taking the tests schedule field trips on those days.  That's a good idea particularly for grade levels that don't take the tests. It's difficult for grades that take the tests as teachers like to give that last minute review of the concepts taught throughout the year.  Another possibility would be to just have those students taking the tests come to school that day and let the other students have a day off--that would take care of the staffing problems, but it would also create significant issues for families who rely on school to care for their children each day.

It's a difficult issue that I don't have the answer for.  In fact, every day this week I've tried a different solution to keep my class engaged, on track and happy, yet every day we've been challenged by students who really need the supports or specialist activities. I'll keep thinking about a better way, and if you have the answer, please let me know. A good school is similar to a complex jigsaw puzzle-many pieces that fit together to meet many needs in optimal ways. The tests pose a challenge to this delicate balance.

Challenge: Inspiring Optimal Tech Integration?

edcampbos is an example of inspiring tech integration
 and professional development

Challenge: Inspire a large group of educators to integrate technology with skill and enthusiasm to better educate students.

Rationale: Technology is an awesome tool that is revolutionizing the way we learn, interact, innovate and experience life.

Starting Point: 

• Foster this initiative with time and intent. Take away some existing expectations and replace those outdated expectations with this endeavor--essentially make time for it, don't make it an add-on.
• Prepare the environment by ensuring that teachers and students have access to engaging tech equipment and a solid infrastructure so that all tools work well when needed.
• Ask educators to note how technology invigorates, personalizes and deepens learning for all.   Provide examples.
• Show instructors the ways that technology develops independent, passionate, innovative learners, and how it changes their role from expert of knowledge to activator of knowledge acquisition. 
• Encourage an environment that teaches in ways that mirror the best cognitive and interpersonal strategies.
• Challenge educators to begin or continue to employ technology in the following areas of school life. Support their endeavor by modeling and assisting in the efforts outlined.

Communication: 

• Create virtual learning environments that mirror and support the real-time learning environments independently or in conjunction with department, grade-level, discipline or school. These learning environments should act as resource centers, discussion platforms, presentation stages and news vehicles that have 24-7 access at home, in the community and in school.
• Create communication protocols:
• Student/family protocols for access and exchange in digital and real-time learning environments.
• Teacher access protocols for real-time/digital environments.
• Protocols for process and content related to communication.
• Make protocols simple, consistent and easy to follow.

Essential Skills:

• Determine essential skill needs, and identify technology tools that successfully develop those essential skills in engaging, efficient ways that students can access independently at home, in school and anywhere there is Internet access.
• Create and implement essential skill menus of activities, tools, programs and assistance.
• Target educators' response to intervention (RTI).
• Determine assessment tools and process for essential skill development.

Project/Problem Based Learning:

• Determine template(s) for project/problem/inquiry base learning design.
• Implement project/problem base learning endeavors to develop learning independence, differentiation, content/standard knowledge/skill and 21st c skills: creativity, communication, critical thinking skills and collaboration.
• Employ passion-based learning endeavor in this realm often.

Professional Development:

• Discuss and develop guidelines for 21st century learners, and promote that learning design for both student learning and educators' professional development. Encourage educators to model the learning attributes we expect of students.
• Encourage and assist educators' professional development with the following tools:
• PLNs (professional learning networks)
• Professional blogs and websites.
• Professional presentations and attendance at online/real time conferences.
• Collegial sharing/collaboration.
• Access and creation of webinars and other online learning venues.
• Membership in professional organizations.
• School-Community-World Partnerships.

Structure:

• Continue to evolve schedules and physical structure to compliment the implementation of successful student-centered, blended learning environments.

Response:

• Create response systems to drive this initiative in educator/student driven ways in order to encourage optimal process and growth.

To invigorate a tech-friendly environment, the community members, administrators, educators and students need to communicate, model and share expectations and knowledge. Most of all, those involved have to work towards this challenge with student success as the central mission.  Process needs to trump content since the evolution of tools and pedagogy in this arena is constantly evolving, and "learning to learn" often trumps discrete knowledge, yet we still understand that a solid knowledge base is essential for optimal communication, innovation and endeavor.

How have you invigorated tech infusion in your learning environment?  What strategies have served to develop teacher/student knowledge in authentic, engaging ways?  What have you removed from the existing program to make way for this change?  

Essentially it is time for schools to embrace the technology habits and venues that exist throughout society, and also work to innovate and create new processes that promote learning and living success and happiness. 

Don't Hesitate!

Last night I participated in the #leadfromwithin chat.  That chat always pushes my thinking. The discussion centered on "mental models."  It took me a while to wrap my brain around the concept--I wanted to have a visual image, but basically, as I understand it, your mental model is the neural pathways created by life's experiences, biology and other factors that affect (effect?) your decision making and activity.

Awareness of one's mental model allows you to move forward rather than remain static.  I was struck by the many comments that suggested ways to vitalize and energize one's mental model, essentially the ways to embrace life. I also found myself thinking about the "mental models" of students who succeed versus those that are reluctant, challenged students.

Essentially, the chat let me to the recognize that it is great to risk, try new endeavors and explore the rich possibilities life offers.  Hence, don't hesitate to try something new to advance your knowledge, career and experiences.  It might be a bit frightening at first, but you'll reap the benefits of a vibrant, able attitude towards change and growth, and paths you may never imagined you'd travel.

With summer around the corner, it might be a good idea to set aside a few days to risk, explore and try something new--a summer activity that has the potential to revitalize teaching and the schools we work in.  What will you choose?

"Khan" Project: Day Three

The "Khan" Project continues....

Snapshot
Students spread out in the school.  Some teams are working in the classroom filming.  Others are creating models and text in the computer lab, and still more are filming in quiet corners around the school. I'm in the lab coaching teams and helping out with the process.

Revision
After watching a few of the students' video drafts last night, I decided to create a script template to help some students with language. One student reacted strongly to the template as he didn't want all the movies to sound the same. I agreed and added that the template was meant to be used as a guide for groups that were interested in using it.

Tip
Students video taped themselves or their screen with Quick time screen recording or Quick time movie.  Both venues work right on the lap top and don't require a third party to videotape. Also, these venues can be used in any nook or cranny in the school which is helpful when it comes to noise control.

Struggles
Similar to any collaborative group project, there were differences of opinion and a few negative comments which called for conflict resolution.

Finding quiet places to videotape is always a challenge.

The project takes time.  Try it yourself and you'll see how much time it takes an adult to create a "Khan" video. Yet, I believe it's time well spent.

Triumphs
The films, the learning and the sense of pride.  See your for yourself:

Next
We finished the movies yesterday, about 4-5 lesson hours after we started the project. I want to do a similar project again soon to help students remember the steps and apply what we learned from this project.

As I think about the next project, here are some steps I want to employ.

• Intent: Why are we making these movies, and what do we want to prove?
• Audience: Who are we teaching with these movies? How will we craft the movie with the audience in mind.
• Script: What language do we want to use in the movie?  What words are essential?
• Images: What images will help us to convey our message, and teach the content?
• Voice/Tone: What kind of voice do we want to you with this movie?  Can we add humor, expression and other strategies to create interest and attention to our movies?
• Tool: What is the best movie making tool for our movie?
• Process: How will we work together?  What steps will we follow to complete the film?  Where are quiet places that we can film?

Soon, we'll present our videos to the third grade students.  I will have students observe student response and have the third graders fill out a short survey and assessment to see what they thought about the films and what they learned.

Facilitating Learning in the Blended Classroom

Blended Classroom?

A learning environment that employs multiple tools to facilitate responsive, engaging learning.

What does it look like?

That depends on the learning focus, but here's one example.  Today students were working on creating short, math teaching videos. They were working in pairs utilizing computers, paper/pencil and math models.  Positioned in make-shift studios throughout the classroom, the outside lab and the unscheduled library, students worked together to craft scripts, draw the models, write equations and film via Quicktime screen recording or Photobooth video.

I moved from group to group to edit, solve problems, encourage and respond.

Students created film after film as they reached for an acceptable, accurate final copy.

How do you manage and facilitate this learning environment?

Typically I use what I call the "fortran" method--if, then, or else.

I start with a short story and the rationale for the learning topic.  I might add a short video or another high-interest activity to excite students about the topic.  Then I offer a menu of activities.  The menu items are listed in order including "must do's," check-in points, and choices.  This is an example of a blended learning workshop menu:

Making Math Movies Menu
See me with questions if you're stuck or don't understand.
1. Complete film template with partner online or off.
2. Film your teaching movie using Quicktime screen recording or Photobooth.
3. Upload to your Google docs and share with the teacher.
4. Sign up for a teacher edit.
5. While waiting for your edit, choose one of the following:

• This week's That Quiz tests and/or MCAS prep tests.
• Greg Tang, TutPup, Xtra Math.
• Let me know if you have another choice.

The blended classroom is an active learning environment where students' independent, collaborative learning skills are utilized and strengthened. It's a great alternative to the "everyone sit and listen lessons of old."

The "Khan" Project Continues

Earlier this week students began their "Khan" Project.

Now we're into the messy part of the project. Students are working throughout the classroom in make-shift studios writing scripts, creating models and explaining their thinking as they compare two fractions.

Some of the strengths of this project so far are the following:

• Students are engaged and working for long periods of time to figure out just right ways to explain their thinking.
• Students are thinking deeply about mathematical concepts and processes.
• Students are developing collaborative practice and skill. 

As the project evolves, I find myself adding and modifying pieces to best meet students' needs.  Here are some of the initial changes:

• Adding the "audience" factor:  I forgot to do that initially and as soon as I took the time to designate and discuss our audience, students' investment and care grew.  Our audience is the third grade classes. Students are eager to share their learning with the grade below them and the teachers they had last year. Further, their short films will be helpful to third graders as they learn about fractions, prep for State tests and look forward to fourth grade.
• Showing Examples:  I created and showed my examples one day and Khan examples the next. Students enjoyed Khan's humor and the fact that his videos were short. I told them the story about Khan and they liked that too. Then I explained how they can use Khan's videos as a tool to help their learning.  Some students added that they regularly use the videos for homework help.
• Editing on the Big Screen: As groups completed initial drafts, I played their films on the "big screen" (white board).  We sat together and watched the videos, discussed the highlights and decided if it was ready to go or needed a retake.  It was fun to sit with the group and discuss the film together with a focus on third graders ability to learn from the video.
• Good Enough: This is the first draft and my students are ten-year-olds, not adults.  So as long as the math is correct and the voices clear, I accept the film. Having created a film myself, I know that it's a project with many possibilities, but we don't have the time (or the will) to explore them all.

This is a lengthy project.  We're on day two and students are wrapping up their first film drafts.  I expect that all students will be done by day three.  Next week we'll make appointments to share the work with third grade classes.

Stay tuned as I'll write a final project post that includes examples of the students' films.  Let me know if you have any suggestions.  

Students' "Khan" Project

To teach is to learn.

That's what students will do this week as they create their own Khan-like videos.

I just worked on my own example for a couple of hours--it's not as easy as it looks as it takes time to choose the best language and models to explain your thinking.

Tomorrow or the next day, I'll show a Khan video related to equivalent fractions and I'll share my video draft too.  My video is not finalized yet because I made one mathematical error during the process. I'm going to show the film with the error to give students a chance to find it--they love finding my errors.  I'll also give students a critique sheet to fill out as they watch my video.  Then we'll discuss what would have made my video stronger, and the steps to creating their own fraction videos.

Students will work in teams to compare two fractions. Using models and words students are required to do the following:

1. Using a draft template students will explain which fraction is greater or if the fractions are equivalent. They'll also prove their point using fraction models, a number line and words. (Fraction pairs will serve to differentiate the assignment.)
2. They will meet with a teacher to edit their draft.
3. After that, they'll create a short video that teaches their lesson using Quicktime screen recording, Photobooth or iMovie.
4. Finally they will share their video with the class. 

Sometime during the process, I'll edit and correct my film and reshow it to the students to model the revision process.  

Creating "Khan" like math movies will develop students' understanding of fractions and also give them a greater ability to access and use Khan's and other similar videos as a learning resource.

Have you tried this project?  If so, let me know how it worked.  Also let me know if you have any suggestions for the students or me.  

This is a fun part of teaching, don't you agree?

Project Update
Since I found the time, I corrected the error and published both videos for students' reference and critique.  Here are the links:
Ms. Devlin's Equivalent Fraction Movie
Ms. Devlin's Simplifying Fractions Movie

Khan's Simplifying Fractions Video
Khan's Equivalent Fraction Video

Endangered Species Preview: Informational Text Groups

As part of our RTI implementation, I work with a small group several times a week. My group has a lot of energy and an equal amount of curiosity.  I've been using many different genres and activities with the group as we develop reading fluency, interest and comprehension.

This week we've been using Delta Education's Seeds of Science/Roots of Reading short texts to build understanding of vocabulary and concepts that underly our upcoming endangered species unit.

This work has been successful for many reasons.

First, the text is short, but rich.  The illustrations are wonderful, and the questions elicit thoughtful, enthusiastic discussion.

The vocabulary is clearly marked and easy to build upon as we discuss prefixes, suffixes, similar words and phrases.

Students are clearly developing a rich knowledge base for their upcoming independent research projects.

Our group meets for an hour three times a week.  The number of students in the group varies dependent on the interest and needs at hand.  We spend as much time discussing concepts as we do reading about them.  Students find themselves teaching each other as we learn.  It's an invigorating, engaging endeavor that I'll continue in the weeks to come.