Learning Together

Yesterday I embarked on a new unit, Adaptations!  I was exhilarated because students were both engaged and motivated by the project. Last night, I tweaked the project description, directions and example.

Today, I shared the enhanced example with students.  I told them about the research I did. One girl piped up, "Ms. Devlin, that information is right on the website."

I looked for the information on the website and could not locate any.  "Where is it," I asked. Then she proceeded to teach me where the information is located. Later she showed me her latest project example. Unlike my example, she was able to import her creature without a border making it look much more natural in the setting, hence I asked, "How did you do that?"

Then she proceeded to teach me again explaining, "I emailed the image to myself, imported it into KidPix and colored in the background to make it look the same." Not only did she teach me, but she taught all her classmates too.

More than ever before, learning in the 21st century is a process of learning together as we navigate multiple tools and limitless information.  As I've mentioned time and again, it's an exciting new age of education and I'm happy to be a part of it.  Aren't you?

Sometimes It's Okay to Jump Right In: Adaptations!

http://www.buildyourwildself.com/

That's what I did today.  I've been thinking about the fourth grade animal adaptation rotation I manage each year for all fourth graders for the past couple of months.  Each year I teach it a bit differently, and last year I even tried a new project with each class.  I've never been disatisfied with the unit, but with only three lessons for each rotation, I wanted to make it more engaging, fun and imaginative while also covering the material.

I put my thoughts out on Twitter, and a faithful member of my PLN sent me this exciting website a month or so ago.  Please remind me if you were the kind colleague who sent it to me as I am very grateful.  I tried out the site and found it to be lots of fun.

Then I created the unit design including:

• A website for project links, procedure, and publishing.
• A quick introduction to adaptation.
• Project Design (located on website)

Then we got started.  I introduced adaptation, the project outline and let students begin.  The tech savvy students followed the directions quickly and got to work on the project.  I literally ran around the room helping those that needed redirection or help.  As soon as some students finished the first leg of the project, I asked them to help me help the others.  The room was buzzing with activity.

Then I sent them back to their homeroom with paper instructions in case they wanted to work on the project at home too--the project can be completed in three short classroom periods or extend to many hours depending on the students' interest and creativity.

It's a bit daunting to jump right in, but if the rationale is solid, and the students are willing, the spontaneity and vitality of a project's birth can lead it in wonderful directions.  Don't hesitate to contact me with content/project revision ideas.  I'm always open to learning.  And, stay tuned for updates.

Evening Note:  The students were so excited about this that they've been sending me their Adaptations via Google docs tonight.  Here's one terrific example to begin with:

Teacher Voice?

How would you describe your teacher voice?  How fast do you talk?  Is your tone warm and friendly, cold and commanding or somewhere in the middle?  Does your tone change throughout the day?  Do your words reflect that of a storyteller, corporal, parent, friend, and/or mentor?  How lengthy are your dissertations--short and crisp, long and meandering or varied dependent on the reason for speaking?

Every time a teacher starts a lesson, edit or redirection, that educator thinks about his/her speak--they consider the time at hand, the focus of their discussion, and the motivation and instruction they want to impart? Rarely do teachers get to listen to each others' tone and discussion, and it's almost impossible to hear yourself as you teach, so I'm wondering how to best understand, develop and manage this aspect of lesson choreography.

If you're a visiting teacher, coach, mentor, leader or cooperating teacher, you've probably had the chance to hear many teachers during instructional endeavors--what are your thoughts on this topic?  What aspects of teacher voice are most effective, and which are least effective?

As a student, which teacher's voice prompted your best listening and interaction? I bet answers to this question will vary greatly.  I always preferred the professor who spoke quickly, didn't repeat, used visuals and was willing to say "no" when a student answer was wrong--I like the quick, exchange these professors provided (similar to a Twitter chat).

To start, I recognize the following:

• Positive environments create better brain-friendly learning environments.
• Storytelling sticks.
• Speaking more than ten minutes has been shown to be ineffective in most cases.
• Teacher modeling trumps teacher instruction.
• Letting students do most of the talking leads to greater learning.

Please send me your thoughts, links and ideas with regard to this important aspect of lesson choreography with students' success as the focus.  I'm looking forward to understanding this area of instruction with greater depth.

It's a Big Job!

Teaching is a big job.  Hence the return to school after a relaxing break is a bit daunting.

It's a big job for many reasons:

• The time on task, intense.
• The contact time, incredible.
• The time to think, plan and follow through, limited.
• The decision making, constant.
• The work and potential, limitless.

The best way to meet this hefty endeavor is to create a reasonable, effective pattern that includes time to think, research and plan, time to teach, and time for your personal health, recreation and relationships.

That pattern will differ from educator to educator and one time in life to another, but it is one factor that's essential when it comes to the big job we do.

New Year's Nuts and Bolts

The New Year is upon us.  A week of rest, relaxation and family fun has energized me.  I'm ready to start the next leg of the school year with focus and intent.

To give vision momentum, there are a number of details that I must attend to first.

1. Tech Equipment Storage, Organization and Use.  We are fortunate to have many, many tech tools at our fingertips.  It's essential that I organize these materials in safe and useful ways to best assist student learning.  It's also imperative that I revisit how to use these tools with students and possibly put one or two students in charge of each tool.  I have asked our tech department to help me out with this.  If these tools are accessible and ready to go, then students will be more apt to use them to enliven and deepen learning.
2. Global Connections.  Our holiday-related schedule and activities were so busy that we lost touch with our global partners in Edina and London.  Hence, during the first week back we have to reestablish those friendships by writing and sending responses to recent letters and projects.
3. ePortfolio Focus:  We started our ePortfolios in September.  They are wonderful collections of student writing and project work.  It's time to revisit our portfolios to finesse and reflect on our work as well as to set the course for future portfolio work.  Prior to student report cards, I will ask every child to sit down with a family member and review their portfolio.  Together family members and students will reflect and assess the work using a Google form.
4. Clean Desks and Room: I had hoped that we'd do that prior to the vacation, but Creativity Days precluded that activity.  Hence upon the return, we'll clean, organize and unencumber .
5. Revisit and Revise Schedules: My students learn in many settings with many teachers. Hence, we have a complex weekly schedule.  Together we'll revisit that schedule.
6. Classroom Goals and Needs: Together we'll discuss the classroom goals and needs.  I'll have children share their thoughts about what will help them succeed in the second half of the year.  Together, we'll figure out ways to meet those needs.

Once the nuts and bolts are in place, we'll embark on the next leg of the school year with a flexible, positive attitude towards learning together.