Above and Beyond

Barbara Bray, who recently wrote an article called 4C’s Gives Students Wings gave me an idea on an activity to use during the first week of school.

First, we’ll watch this short animated video.

Then, in a Socratic Seminar format we will discuss the 4C’s

  1. Communication
  2. Collaboration
  3. Critical Thinking
  4. Creativity

There are a few points that I really like about this video.  One is the fact that the personalities of the two characters are very different from each other, yet they find a way to work together. There is no doubt that learning can be messy and that we each have our individualized learning style or preferences.  However, these two students discovered a “win-win” scenario and ultimately created something better than they would have alone.

Here is a list of a few guiding questions to help facilitate dialogue within the group.

  • What were the some of the learning differences between the Charlie and Maya?
  • Which way of thinking is better?
  • Do you have to follow directions to create something spectacular?
  • When is it o.k. to not follow directions?
  • Which type of character are you more like?
  • What do you think Maya meant when she said, “we’ve only just begun?”
  • The final scene shows Charlie and Maya going Above and Beyond and then joined by others with similar inventions.  If someone creates a spectacular invention is it o.k. to use their example to create your own similar design?

What other questions could I ask?

Process Systems of Reading

I do believe that teaching literacy well requires a fine mixture of art and science.  I have just finished reading The Book Whisperer and the Passion Driven Classroom which certainly gives out heavy doses of the “Art.”  I have received a bit of the “Science” on the teaching of reading after attending this years Reading Workshop at our District.

Here’s a bit of the Science.

Take a moment and consider the strategies proficient readers use in the graphic below.  It can be overwhelming at first.  As adult reader we use these reading strategies effortlessly and probably without much consideration.   For many students however, that is not the case.

A_Network_of_Systems_for_Reading

I will use this wheel as a way to begin to observe students reading behaviors to determine which strategies they have:

  • control
  • partial control
  • or no control at all

As the year unfolds and I design small reading groups this wheel can help facilitate and guide many of our mini-lessons and guided reading lessons.

Collecting Data: First 20 Days of School

As we are gearing up to start our new K-5 Standards Based Report Cards I have been trying to piece together how I can begin to collect effective data.

Where do I begin?

The First 20 Days of School (*pdf) are traditionally spent with many team building activities and discovering my new students strengths and passions.  Within the context of our Reading class much of my data collecting is done through anecdotal notes and observations during those first weeks of school.

How can I use my observations to effectively report out on student learning?

First: I listed the Reading Competencies

  • Monitors own comprehension
  • Answers literal questions
  • Answers inferential and critical/application questions
  • Identifies and summarizes main ideas and details from the text.
  • Draws conclusions/makes inferences using text information
  • Compares and contrasts to gain understanding

Second: I Designed a Google Form to Begin to Collect my Observations

Google_Form_for_Reading_Observations
During the Independent Reading portion of my Reading Workshop I usually conference with students and have a discussion about the books they are reading.  The questions I ask may or may not be directly related to the days Mini-lesson, but ultimately that conference is spent trying to help that student become a more effective independent reader.

During these 3-5 minute conferences I keep a clipboard where I jot down my anecdotal notes.  This data has traditionally helped me create reading groups and determine what skills and strategies will be taught.

At this point, I can see myself using a hybrid of this type of data collection.  I will still use my almighty handy clipboard, but one of the computers will also have the Google Form open where I can quickly insert the data.

The beauty of using this Google Form is that all the data will be dumped into a Spreadsheet where I can quickly analyze and identify common strengths and needs among my class.

For years, we teachers have used our keen sense of observation to make instructional decisions.  However, in the light of R.T.I. and Standard Based Reporting we are now being asked to provide more data to support those decisions.  I for one think this will ultimately improve our craft which will translate into more effective student learning.

This idea was inspired by Bill Ferriter after reading What I Would Do with an iPad in My Classroom.  Thanks Bill.

An Anchor

There is no doubt that if you populate your RSS Reader, create a PLN, read, write and reflect on the times in which we live that you will quickly experience the tsunami of possibilities and questions.

Where is one’s anchor in the midst of exponential change?

  • Is it in the curriculum?
  • Is it in the Common Core Standards?
  • Is it in your teaching rationale?
  • Is it in effective first instruction?
  • Is it your passion?

I have discovered a framework for my anchor ~ and it can be summed up in this quote from the book titled The Passion-Driven Classroom:

“Honoring passion is more than simply giving students the technology, tools, and a few books on topics they find interesting.  It is a commitment to helping students to discover for themselves-the emotional reasons linked to motivation that drive us to want to study or know something.”  p.52

Passion Driven Classroom

Seedfolks by Paul Fleischman

Seedfolks by Paul Fleischman has been sitting on my bookshelf for quite a while in my fifth grade classroom, and it wasn’t until this summer that I dusted off the pages.

What a great little book with a incredibly promising message of hope and community.

seedfolks

It all started with Kim, a young Vietnamese girl living in a rough neighborhood in Cleveland.  In an attempt to honor her deceased father, who was a farmer in Vietnam before moving to America, she planted six lima beans.

The catch however, is that her planting ground was in a vacant lot that was filled with the town’s garbage.

Each subsequent chapter is told from a different character’s point of view.  As the story unfolds you are introduced to about 10 different characters, each with their own set of problems, and each finding their way to this planting ground.  The community garden is slowly created and ultimately transforms the lives of these folks.

Ana, who sees Kim digging in the vacant lot, thought she was up to no good.  She quickly discovered Kim’s secret as she began to clear the soil away and, “she felt like she’d read through her secret diary and had ripped out a page without meaning to.”

Another character, Wendell, whose life has been filled with despair realizes what he can change…”a patch of ground in this trashy lot.”

Each succinct chapter will take the reader on a wonderfully warm and honest journey that is sure to shoot an arrow of empathy through the heart.

I cannot wait to share Seedfolks with my students.

Google Searchin’

Here’s an interview with the author Paul Fleischman about his ideas that inspired the story.

Others who have written about Seedfolks

Berlin Street Brawlin’

I suppose every kid needs to be good at something and I eventually became good at boxing.

I was 10 in the early 80’s and I was the only white kid that lived on my street.  There was a collage of color and ethnicity in my neighborhood but for those of you that have never experienced being a minority, well…you quickly become a target for some serious hazing.

The 80’s was a time you’d let your kids outside in the morning after breakfast and not see them again until lunch.  I loved it.  All the kids on the street would ride bikes, jump rope, play tag, have foot races, or we’d just use our imaginations to come up with games.

However, most days ended up with some sort of scuffle. Innocent as it was with no more than bloody noses or the loss of breath from a punch in the stomach, I was usually the receiver of such innocence.

I remember running home time and time again after being “beat up” with my temper flaring, yelling, and screaming about how either Lamont, Kenneth or Jr. hit me.

My parents never made a racial issue out of any my problems on Berlin Street and I am incredibly fortunate they didn’t.  I have seen racism up and close for all of its ugliness, but my parents never once mentioned the color of any one’s skin.

My dad, who wanted me desperately to fit in and have friends and have fun tried to give me his fatherly advice, but “just ignore them” never really worked.  So, one day he came home with a pair of boxing gloves, and I do believe it made all the difference.

You can see the inherent problem: I was the only one with a set of gloves.

The solution: Rock, paper, and scissors for the right handed glove.  The loser would get the left.

Each day we’d pick some one’s backyard to have our “boxing match” in.

The rules were simple: You could only punch with the gloved hand and when you gave up…you lost.

I had to fight Lamont first.  Lamont was fast.  He was a fast talker, runner, bike rider, and…a fast puncher.  I had been on the receiving end of Lamont’s speed on more than one occasion, and I was not looking forward to boxing against him. On this particular day I won the right handed glove that he desperately wanted.

In all the boxing matches there was never more than one round.  Sometimes it went for 5 or 6 or 7 minutes but it never went past round one.

All the neighborhood kids gathered in Jr.’s fenced in backyard for the daily “fight.”  The summer sun forced us to take our shirts off as Lamont and I had our friends tie the gloves on our hands.  The shouts from all the neighborhood kids and chaos ensued.

The sweat was running down my brow as I was standing in my corner of the yard anxiously waiting.  I had seen enough boxing matches to know that I had to get “loose” so I was bouncing a bit and throwing punches in the air.

Kenneth, the unspoken leader of our pack, made the imaginary bell sound to signal the beginning of the fight.  There was an instant flurry of left handed jabs thrown by Lamont. I stopped each one with my face.

The yard was large and allowed me to run from side to side until I could catch my breath and stand toe to toe with the speedy 10 year old.  My right hand was the stronger of the two and with a few wild swings that connected I was able to slow his lefts down a bit.

What happened next I didn’t expect.

As I was throwing right hooks and he was jabbing with his left I instantly felt an open handed slap across my face.  Lamont was punching me with his gloved left and slapping me using his right hand.

Apparently, my punches were getting Lamont so frustrated that he lost his temper.  I had never seen Lamont so enraged.  Our friendly boxing match had turned into a full blown brawl. So, in the midst of the chaos I kept my composure and meet his anger with my right and my own left handed slap.

The rules had changed.

He charged and tackled me to the ground when Kenneth then called for a break so we could stand back up and fight.

My face was burning from the constant blows but neither of us called it quits.  The fight seemed to go on for days but in reality it only lasted about 5 grueling minutes.  Pure exhaustion set in and both of us found a way to give in without ever declaring it quits.

The fight was a draw.

Lamont and I gave each other tired high fives.

The backyard brawls continued for a few weeks after that first fight but we quickly realized that riding bikes or playing kickball was much less painful.

For all the gifts my dad has ever given me those boxing gloves not only empowered me but gave me a way to fit in despite the fact that I was so very different from everyone else on Berlin Street.

I wonder how I am empowering my own children for the challenges that lie ahead of them.

How the Internet is Revolutionizing Education

How the Internet is Revolutionizing Education
Via: OnlineEducation.net

Stealing Reading Moments

I have started reading Donalyn Miller’s new book titled The Book Whisperer and there have been a few nuggets that I have taken away.  Here’s one:

Time is the ever consistent challenge in an educators world and Miller has found  ways to “Steal Reading Moments.”

Miller, early in her career, realized and began to keep track of the number of interruptions she had during her Reading and Writing classes.  Whether it be phone calls or other teachers coming in, the time taken away due to these interruptions added up pretty quickly.  So, she discovered a way to widen her circle of influence.

She trained her 6th graders to take out their books whenever there were classroom interruptions.  She started this training early in the year by prompting students at first during these times, but they quickly internalized this procedure and it became a habit.  As time progressed they became more independent at “stealing the reading moment.”

So I have been wondering where else I could steal reading moments during my teaching day.  Here’s my list so far.

  • Entrance Task in the morning
  • walking to classes
  • waiting for assemblies to begin
  • picture day
  • waiting in the lunch line
  • waiting in the playground line

The one change I will make next year is I will have students carry their books with them where ever they go.  There is so much time between transitions that could be used more effectively and if my students have a book with them they too will find ways to “steal reading moments.”

Where else can we steal reading moments?

A Mantra

Some of you are naturally healthy and fit and lean and mean.  I, on the other hand tend to gain weight with the mere thought of food.  It’s a gift really.  So perhaps like most of us I tend to consider exercising and eating healthier, but it usually goes no further than just a simple consideration.

However, after attending Steven Covey’s Seminar: 7 Habits of Highly Effective People I have reconsidered, and what started out as a 1 week goal has now turned into something much, much more; a mantra.

Eat less and move more.

It’s a simple equation that I believe will effect every aspect of my life.

A phrase I heard often within Covey’s Seminar was to, “Live life by Design and not by Default.”  We are all going to end up somewhere … if we make conscious efforts along the way based on what we value, we are more likely to end up where we want.

So, I have chosen to eat less and move more so that I can be highly effective in all that I do.  Research has proven that it takes 21 days to create a habit.  I am on Day 14 of a life long journey toward healthier living.  It’s not easy but I am working toward a greater purpose, something bigger than just myself.

Photo by Nina Matthews PhotographyPhoto by Nina Matthews Photography

Lessons Learned From a Potato Farmer

At first glance you may think learning from a potato farmer is simply ridiculous.  However, I challenge you to glance a bit longer.

Consider the following Principles of a Potato Farmer.

  • Daily Preparations
  • Resist Temptation
  • Set Long Term Goals
  • Be Prepared for Hard Work
  • Mother Nature – There are Some Things Out of Our Control
  • No Short Cuts
  • Maximize Time
  • Adaptability
  • Sound Decision Making

These can easily be transposed into our personal and professional lives.  Could this same list be used for a teacher or student?  Absolutely.  Could this same list be applied to our lives as parents?  You betchya!

I’m reminded of Malcolm Gladwell’s 10,000 hours concept.  He suggests that to be truly effective at something there is usually about a 10 year or 10,000 hour period of time needed to master your particular craft. There are no short cuts.

Dig in daily to that which you are passionate about and remember the lessons learned from your potato farmer.