Tag: elementary

Posted on

10 Tips for Transitioning to Daily 5 & Daily 3

The Daily 5 and 3 for literacy and math: perfect for addressing some questions I’d had on inviting more student choice and ownership. Unfortunately for me, my school adopted it the very year I began my extended parental leave. However, I was thrilled when I was invited to mentor a student teacher that fall, allowing me to still test out the Daily 5/Daily 3 waters for myself.  And after a few weeks, the students and I agreed that it was a worthwhile change.

Meanwhile, not everyone at the school welcomed the transition with such enthusiasm. Some worried about not spending enough time on spelling. Others worried about students squandering time. Others were simply entrenched in their existing routines. If you are considering either program, here are some tips to keep in mind to foster a smooth transition.

Allow a LOT of training time

This is no joke. Most students have learned “school” pretty well, but that tends to be more of a teacher-directed perspective. The autonomy of evaluating how they need to spend their learning time is going to be quite novel for most of them. Take each Daily 5 or Daily 3 choice one at a time, emphasizing not only stamina, but metacognition to support their ability to reflect upon their own strengths and needs.

Use status of the class–especially starting out!

One of the recommendations in the current Daily 5 book for monitoring which Daily 5/3 choices students make is roll call or status of the class. It enabled me to track their choices and to offer brief feedback so they could learn to really plan their time well.

Many teachers I spoke with felt it would be too time-consuming to call out each student’s name for their response. However, after a period of training on this process as well (we even timed ourselves to make it a competition), we were able to finish in under 2 minutes. Especially for older students, over time, you may be able to eliminate this step and let students simply move their name or picture on a choice board (such as the example below).

Daily 5 choice board
via Sarah’s First Grade Snippets

However you decide to track their choices, avoid the temptation to regularly assign them to stations. This eliminates one of the fundamental purposes of Daily 5/3, which is to foster students’ ability to determine how they need to spend their learning time.

Make the schedule work for you

Don’t be intimidated by the way blocks of time are outlined in the book. Interruptions to the school day are almost always a package deal, but the good news is that Daily 5/3 are designed to be flexible.  

If the time you have available for student choices time is a bit shorter than ideal, add one more Daily 5 block (without any whole group time) during the day for them to choose another station to revisit and catch up on. See the example schedules at the bottom.

Don’t skimp on wrap-ups

Despite the flexible nature of Daily 5/3, don’t skip the wrap-up! This moment of reflection is invaluable both for you and students to gauge the progress, problems, and successes.

Stagger the mini-lesson one day and assignment the next

If you don’t have enough student choice times for all students to get to a station that includes an assignment based on the mini lesson, simply give the assignment the day after the corresponding mini lesson.

Make an assignments board

Simplify where students should look for Daily 5/3 assignments (and possibly a reminder on essential agreements) by designating a bulletin board or a corner of your whiteboard. See below for a great example.

Daily 5 assignments baord
via The Daily Cupcake…A Kindergarten Blog

Don’t drown their choices with teacher-centered worksheets

It may be especially tempting in Math Daily 3 to make each of the stations different kinds of worksheets from the lesson manual. However, keep in mind that one goal for Math Daily 3 is to foster more hands-on learning experiences. Both “Math by Myself” and “Math with Someone” are intended for games and exploring math manipulatives (see next tip). “Math Writing” is appropriate for students to show their understanding on paper.

Create a running bank of games/activities for math

As students learn each new game or math manipulative activity, write down the title on a sentence strip. Then, for Math by Myself & with Someone, you can just pull out familiar games for new concepts (or for review, especially at the beginning of a unit). Examples:

Play with which Daily 5 and Daily 3 stations you use

Feel free to adapt which stations you use. For older students, you may want to eliminate “Listen to Reading,” and if your students blog, maybe they would like to add a “Math Blogging” station for them to create Educreations to display their math understanding online.

Get strategic with noisy “With Someone” stations

If the noise level is reaching a distraction for students in independent stations, seek out solutions as a class. For instance, they might find limiting the number of partners that can work during a block to be helpful.

EXAMPLES OF SCHEDULES/CHOICES FOR 2 DIFFERENT CLASSES:

Daily 5 5th grade example

For more on Core Ready, click here.

Daily 3 1st grade example

What about you? Do you have any tips for other starters on Daily 5 or Daily 3? Please share in the comments!

featured image: DeathtoTheStockPhoto

Posted on

If We Strip Away The Arts at School, What Do We Have Left?

In a fit of sentimentality, I recently looked up my old grade school: Laguna Road Elementary. After soaking up memories of scraped-knees on the blacktop, Oregon Trail in the library, and art projects in the patios, my thoughts turned to the crowning glory of those years: the sixth grade play.

Winter 99, 7
Me on the left!

Moments from our class’ rendition of Into the Woods are forever etched in my memory–my absurd shoe-fitting as wicked stepsister Florinda, the princes’ hilarious performance of “Agony,” our paper mache Milky White cow. My thoughts also turned to my older sisters’ productions of Midsummer Night’s Dream, Oliver!, and another Into the Woods.

My reminiscences were suddenly interrupted, however, by a startling parent review on GreatSchools.org.

“They spend too time on the 6th grade play and little time reviewing for the CST (California State Testing).”

Another parent wrote:

“Best part of all….when they get [to their new school], our kids will not be wasting their 6th grade at this new school putting on a play.”

I was shocked. Perhaps these reviewers’ children were simply disappointed at the roles they received for their plays (I know I sure was at first). Maybe they just felt uncomfortable with public speaking. Or maybe they do in fact value standardized testing over performance arts.

If the latter is true for these and other parents, my question is, are the arts really a waste? And what happens to schools when we strip them away?

At the recent passing of legendary David Bowie, Stephanie wrote a brief but thought-provoking reflection on why everyone was taking the time to exchange favorite songs and memories. Her bottom line? “Because music matters.”

The case for the arts in school is also well-backed by research. One study at the University of California Los Angeles found:

“…”arts-engaged” students from low-income families demonstrated greater college-ongoing rates and better grades in college. As an example, low-income students from arts-rich high schools were more than twice as likely to earn a B.A. as low-income students from arts-poor high schools. Moreover, the UCLA researchers found the students engaged in the arts were more likely to be employed in jobs with potential career growth and more involved in volunteerism and the political life of their communities.”

The list goes on; other studies spanning the last couple of decades detail the many irreplaceable benefits of the arts for kids, ranging from greater proficiency in academic subjects to increased capacity for community connection to higher graduation rates.

As for me, the answer to what would be left without the arts is–very little. I honestly remember almost nothing else from sixth grade–least of all the testing. But I will forever and vividly recall that play. Furthermore, I don’t find it a coincidence that sixth grade was a major turning point in my confidence and interest as a learner.

What has been the longterm effect of the arts in your life? And would you have traded it for more time testing?

featured image: DeathToTheStockPhoto

Posted on

3 Reasons High School’s Too Late to Teach Digital Citizenship

As we read yet another news article about a high school paralyzed by a student’s social media threat, or a student pushed to the brink by cyberbullying, it makes us question. Are these just anomalies? Kids acting out despite all the support they’d received in digital participation? Perhaps.

But we still can’t help but wonder whether there’s a pattern here. A pattern rooted in the neglect of one essential 21st century principle: digital citizenship.

When high schools experience online-related trauma, they sometimes turn to programs advertised as prevention measures. And maybe such programs prove helpful. But we contend that if we’re waiting around until high school to cultivate meaningful digital citizenship, we have waited far too long. Here are three reasons that lead us to this conclusion:

The Digital Age is Their Birthright.

One of our favorite definitions of digital citizenship is as follows, “The quality of habits, actions, and consumption patterns that impact the ecology of digital content and communities.” And it is every bit as relevant to our kindergartners as those units on traditional citizenship. 

As Sheryl Nussbaum-Beach explains,

“…things have changed. We don’t only want students to be good citizens of their physical spaces and geographic regions, but now we’re all global citizens, connecting with people all over the world through digital means.”

Most teachers already value and teach citizenship from the youngest ages, which helps students understand that they belong to a community. But we must expand this priority in helping them realize how they belong to a digital community, too. Because Will Richardson reminds us, “If you think that your kids won’t be interacting with strangers on the Internet the rest of their learning lives, you’re crazy!” We must teach safety, etiquette, literacy, and responsibility–both online and offline.

Waiting until high school gives kids more time to cement the idea that tech is just a toy.

Encouraging deep understanding of the multifaceted nature of technology is no one-time lesson. It takes authentic modeling. It takes opportunity for exploration. And it takes continual in-depth discussion. Only then will our students gradually discover that resources like Youtube can be incredible learning tools–not just entertainment.

But the issue with neglecting digital citizenship reaches beyond just shallow personal amusement. As we mentioned earlier, cyberbullying and threats of violence crop up in news feeds on a regular basis, and each time, administrators and policymakers ask how it can be prevented. Introducing and cultivating digital citizenship from a young age can curb this kind of abuse. After all, when students have been encouraged to see themselves as members of a real global community, they are less likely to see themselves as anonymous outsiders, and more likely to recognize the impact of their online actions.  

Kids are capable of positive online social interaction much earlier.

We’ll let recent tweets from hashtags like #Comments4Kids, #HourOfCode, and #MysterySkype speak for this point.

Above Tweet via Orchard Place Elementary at Des Plaines School District 62.


What difference does digital citizenship make at your school? What are some of your favorite ways to help students become better digital citizens?

featured image: DeathToTheStockPhoto

Posted on

An Open Letter: To Pinterest, from a Teacher

https://honorsgradu.com/an-open-letter-to-pinterest-from-a-teacher/

First, I want to thank you. I’ve loved your many ideas for organizing my pantry, throwing my five year-old’s princess party, and introducing the blue-Dawn-and-vinegar trick to my shower.  Not to mention the hilarious memes and marshmallow treats.

Your resourcefulness has carried over into my classroom through the years, too:

Like the sponge of glue,

glue

the hand sanitizer bathroom passes,

pass

the visually-appealing display of learning objectives,

objectives

oh, and that fantastic example of comma use that had my whole class giggling.

commas

And of course, you know you’re my go-to for holiday art crafts and kid-made decorations.

 

ornaments

But I have to tell you, I’m worried. I’m worried about those ultra popular pins that circulate because they have all the glitz and appearance of learning, but that really promote something…else.

Like micromanagement,

ticket

compliance,

bbbfd9ad4c4b14cba518ffc0c92d3710

or perfectionism–

9984dc650cd83745344fb0ae41333706

–all with an adorable flair.

ce000719df218ed149bb7ce737f4f372

Of course, you and I both know that truly inspiring, learning-based pins are out there. Why, I recently came across a whole slew of fabulous self-assessments to help students become more metacognitively aware. But as I searched out those pins, I waded through what felt like an endless supply of teacher-centered fluff.

I must say, I’m not blaming you. After all, I’m the one who sometimes gets mesmerized by all things color-coded and lovely. But “it’s not you, it’s me” aside, now that I’ve identified the problem, I can move forward. I can reflect. I can ask why. I can rethink even some of the most commonly accepted practices. And I can guide my future curative efforts with questions based on what matters most, including:

  • Will this help me better understand and reach my students?
  • Will this enhance student ownership over learning?
  • Will this encourage the 4 C’s (critical thinking, communication, collaboration, or creativity)?
  • Will this help me personalize student learning?
  • Will this help me pursue greater challenges as a professional?
  • Will this help my students better understand their own thinking and learning processes? (metacognition)
  • Will this help all my students to better access resources in and out of the classroom?
  • Will this help my students investigate concepts?
  • Is this centered more on empowering student-directed learning, or on getting students to sit still and listen?
  • Is this trying to solve a problem that I could actually just open up to my students for discussion instead?
  • Will this help my students grow as leaders?
  • Will this help my students build an authentic audience and/or community?
  • Will this help me reinforce my core values as a professional?

So thanks for everything, and I look forward to richer pins to come on my education board!

featured image: DeathToTheStockPhoto

Posted on

4 Outstanding Alternatives to Private Student Blogging

An authentic and global audience of peers and professionals–what could be more exciting when it comes to students pursuing meaningful collaboration?  Yet in the name of safety, many schools still choose to keep student blogs private, viewable only to students and their families. And while safety is an essential priority, these schools must understand the importance of digital citizenship, and its role in enhancing students’ online safety.

Meanwhile, for those teaching under such restrictions, the good news is that there are a growing number of alternatives available to still foster global connections. Here are four we’re sure your students will love!

Quadblogging

Meet the digital version of pen pals. This is a great compromise with an administration that is wary of public blogging–ask for permission to connect with just 3 other classes so they can learn about their peers in other places. Your class will become part of a Quad of four classes. You each take week-long turns as the focus class, meaning the other 3 classes visit and comment on your students’ blogs. The year I did this with my fifth graders, our quad included fifth grade classes from the U.S., the U.K., and China, and our students couldn’t get enough of seeing comments on their work from their quad friends across the globe.

The Wonderment

The Wonderment is a new creativity-sharing platform that makes me want to be a kid again. It allows students to share and connect with kids around the world using their WonderBots. Students can share their work, participate in creative challenges, and participate in discussions with other kids–all while filling up a WonderMeter that opens up the Wonderment to new locations in the world. “When we create things together, good things happen.”

 

Class Twitter Account

Twitter allows teachers to easily share snippets of student learning throughout the day in just 140 characters. A group just brainstormed phenomenal questions for a project? Just snap a photo and share on your classroom Twitter account with hashtags that will help their ideas reach beyond just the walls of your classroom (ie, #comments4kids, grade level chat like #5thchat, etc.).  Invite parents to follow your class account to give them a window into your classroom, too! To see it this in action, check out Mrs. Cassidy’s first grade class account. (For more inspiration, check out “Unlocking Twitter’s Classroom Potential“).

MysterySkype

Can your class guess the location of another over Skype?  Not only does MysterySkype give your students an opportunity to connect with kids around the world, but it allows them to cultivate communication, problem solving, collaboration, and organization.  Before you launch a session, be sure to check out how other teachers have set it up, like fifth grade teacher, Paul Solarz.

Though none of these options allow students to create individual and flexible digital portfolios like student blogging does, they are a start. Meanwhile, maintain forward-moving conversations with your administration and/or parents by making the case for public blogging, addressing safety concerns, showing them how beneficial digital connections are for us all.

What are ways you help your students build an authentic audience?

Featured image: DeathToTheStockPhoto

Posted on

Daily First Impressions: How to Maximize the First 5 Minutes

Insufficient sleep, lack of breakfast, trouble with parents–there are a lot of reasons students may enter class with less-than-chipper attitudes in the morning. And while we should encourage them to take charge of their own mindsets, we should also consider empathy as we design the first 5 minutes of each day.

So in those first few pivotal minutes, let’s consider how we are setting the climate for the day. Do we orient the students into an atmosphere of meaningful connections? Do we remind them that their contributions matter here? Do we set the tone of shared ownership and responsibility for learning?

Suggestions:

Class mini-meeting:

If a 30+ minute weekly class meeting isn’t in the cards with your schedule, consider holding condensed mini-meetings each morning, pulling out just the essentials like High-Lows,  essential announcements & changes to the schedule, or a quick Talking Circle.

Read aloud:

We are going to defy the many discussion threads on, “When is my child too old for picture books?” by declaring NEVER! No matter what grade you teach, you will not go amiss by starting class with a quality picture book. Not only are they full of essential life-lessons and values, but they’d also be a great incentive for kids to come to class on time!

Recap Yesterday:

Especially useful if your schedule prevents a solid wrap-up the day before. Activate the discoveries, concepts, and difficulties from yesterday by using strategies like visual thinking routines (we find “Compass Points” or “Used to Think” especially intriguing for this purpose).

PZ Thinking Routines from Sue Borchardt on Vimeo.

Logistical Tips:

Keep the morning routine student-centered:

• Instead of taking roll, create a check-in board where students move clothespins, magnets, or pocket chart cards labeled with their names or numbers

• Instead of calling out for hands for who is ordering hot lunch, make the check-in dual-purpose by adding lunch choices, like in the example below: 

via Pinterest
via Pinterest
Keep it well-oiled:

• Model clear and high expectations for the start of class–if you spend the first few minutes double-checking your email or making last-minute preparations, the students will follow suit. Instead, model readiness and enthusiasm to start right away!

• Take the time to teach and then occasionally practice the morning routine expectations. For instance, you might teach them the following routine:

• Hang backpacks, make lunch choices, unstack chairs, turn in papers, and gather at the rug (if you’re doing a read aloud, start reading as soon as you have greeted each student at the door to help encourage them to join you quickly).

 

Prioritize and Strategize:

• Sometimes, we come across pet activities that can distract us from what will matter most for students’ present and longterm self-driven learning.  We must honestly evaluate them for their authentic learning value for students, especially when placed next to other possibly more worthy ventures. Some culprits may include:

» Having students write down your entire week’s worth of plans in their planners

» Logic puzzles–especially when it’s almost always of the same variety (Pretty sure my fifth grade teacher made us to Hink-Pinks every morning of the school year)

» Arbitrary worksheets

• For those self-starters that may be completely non-negotiable, such as math fluency practice, strategize the timing. Is first thing in the morning really the optimal time for that practice, or could there be a better time when students are more alert and ready?

As we work to start each day with more purpose, we, along with our students, will more clearly glimpse the big picture of what matters most for our learning throughout each day.

What about you? What morning routines and strategies help you and your students start each day out right?

Featured image: DeathtotheStockPhoto.com

 

Posted on

High-Lows: Highlighting the Human Experience

High-lows is a simple ritual of sharing our high and low moments each day. It can strengthen your student rapport, inform you of your classroom climate, and offer closure each day–all in less than 5 minutes!

The Human Factor

In the bustle of standards, projects, and assessments, do you give students time to step back and reflect? Do you encourage them to consider their personal responses to the various learning experiences each day? Do you encourage them to vocalize their emotional state in appropriate ways? And do you model all this YOURSELF?

Theories & Goals of educationHigh-lows is a tangible way for us to consider our students as human beings–and for them to view us as such, as well. Spending just a few minutes on this at the end of each day has taught me about my students’ interests, disappointments, priorities, and delights. My students in turn became familiar with what I consider to be moments of triumph or frustration–which gave them insight into my learning process as a teacher.  

Better understanding one another on such an honest, human level enhanced our mutual trust, communication, and respect. 

Tips

  • Spend the last couple minutes of the day (often wasted on door loitering anyway) with high-lows.
  • Introduce high-lows by modeling your own high-lows from teaching that day (“My high was during social studies today because the questions many of you asked were so inspiring and deep! My low was math because I felt like I spent too much time talking and not enough time letting you guys practice–I’ll be fixing that tomorrow, though!”). Feel free to occasionally share non-teaching high-lows when appropriate, too (“My high was when I found out my daughter will be my sister’s flower girl in her wedding! My low was taking my dog to the vet last night.”).
  • Model sharing your why for both highs and lows.
  • Keep the lows honest but light. Tell students that we should never give names, or even situations that could point to an individual who frustrated us. For an outlet for students to voice personal concerns, consider an alternative like a suggestion box.

What are other ways you show your students you consider them to be human beings?

featured image: Death to the Stock Photo