tag:blogger.com,1999:blog-72295504985973985122024-03-05T14:39:45.600-05:00InterGrade: Instant Teaching IdeasIdeas and tips that you can implement instantly in your classroom.J. Kornoelyhttp://www.blogger.com/profile/05638834800098642150noreply@blogger.comBlogger45125tag:blogger.com,1999:blog-7229550498597398512.post-60940448523957487362011-06-09T11:17:00.000-04:002011-06-09T11:18:11.227-04:00Is this an activity or a strategy?<p class="MsoNormal" style="line-height:150%">The difference between an activity and a strategy is an important concept for teachers to take away from their workshops. The question comes up when discussing the importance of teachers being able to transfer new ideas from the staff room to the classroom. Robin and I know that to get authentic transfer, it’s best to emphasize the strategies as much as it is to present the content.<o:p></o:p></p> <p class="MsoNormal" style="line-height:150%">Classroom teachers who are sacrificing valuable instructional time to attend a professional learning opportunity, become frustrated if they think their time is being wasted. They understand that they need to be there to learn the latest content vital to doing their job, yet, they know they have gotten a bonus when they leave the session with a good idea to take back to their classroom.</p><p class="MsoNormal" style="line-height:150%"><o:p></o:p></p> <p class="MsoNormal" style="line-height:150%">This good idea, or what we call the “take away”, is more likely to transfer authentically if the teacher sees it as a strategy rather than as an activity. An activity is something that is done once, or something done in a similar way every time, in the same content and in the same context.</p><p class="MsoNormal" style="line-height:150%"><o:p></o:p></p> <p class="MsoNormal" style="line-height:150%">For example, the activity called Signing Name Tags, is a great way to get movement, conversation and accountability. The presenter has everyone get up and move around the room and have at least three conversations with three different people about their goals for the day. After each conversation they sign each others name tags. The only criteria is that they can’t have a conversation if their name tags have been signed by the same person. This simple guideline ensures that there will be a comprehensive mix of people meeting and talking. There is accountability, movement, collegial conversations and a focus on the expected outcomes of the day.</p><p class="MsoNormal" style="line-height:150%"><o:p></o:p></p> <p class="MsoNormal" style="line-height:150%">A capable staff developer may encourage their participants to try, Signing Name Tags in their classroom and teachers may do just that. Yet, if teachers transfer Signing Name Tags to their classroom and use it at the beginning of each semester, and the students discuss goals every time, and they always sign name tags, then this teacher has conceptualized and transferred Signing Name Tags as an activity.</p><p class="MsoNormal" style="line-height:150%"><o:p></o:p></p> <p class="MsoNormal" style="line-height:150%">However, when teachers see, Signing Name Tags as a way to get movement, accountability, collegial conversations about specific content the participants are seeing Signing Name Tags, as a strategy that can be parlayed into varying strategies. In fact, teachers begin to see more dynamic ways to transfer not only the strategy Signing Name Tags, but specific components of the strategy. For example, they may have students walk and discuss their homework while signing each others papers.</p><p class="MsoNormal" style="line-height:150%"><o:p></o:p></p> <p class="MsoNormal" style="line-height:150%">Or a teacher may transfer only the movement aspect of Signing Name Tags, knowing how to get students to engage verbally but not considering having them move while they talk. Or another teacher highlight the accountability aspect of Signing Name Tags and uses this as part of the strategy with her poster projects, having students comment on their peer’s posters.</p> <p class="MsoNormal" style="line-height:150%">When teaching for transfer, special emphasis on the components of the strategies that are used, increases the frequency of authentic transfer of strategies from the staff room to the classroom. Teachers who are taught engaging strategies, explained what makes the strategies engaging and are encouraged to transfer the strategy into their content and context, are empowered with new learnings in enhanced and relevant ways.<o:p></o:p></p> <!--EndFragment-->Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-7229550498597398512.post-1859565588794966652011-06-02T22:47:00.002-04:002011-06-07T19:47:06.785-04:00Fractions, Decimals, and Percents: Kinesthetic Math IdeaYou're teaching fractions, decimals, and percents inside the classroom. Outside, it's sunny and 75 degrees. Some kids are taking sideways glances toward the window. Others aren't even trying to hide it, they blatantly stare out the window. Heck, even you are looking out the window at the beautiful day. Why not have the best of both worlds?<br />
<br />
You can. It's easy. Read on.<br />
<br />
<b>Materials</b><br />
1 sport ball for each group (soccer ball, four-square ball, spongy ball)<br />
1 <a href="https://spreadsheets.google.com/spreadsheet/ccc?key=0Ap3q3HmiOGT7dDhud2NQTVdyYm96RUh0eThqUkFvbkE&hl=en_US&authkey=CPrgr60K">data sheet</a> for each group<br />
1 clipboard for each group<br />
Pencils, calculators (optional)<br />
<b><br />
</b><br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWg9madn7XURifT6vMiI7X4GsDFUD1tCmS02Hk8b6b8OsQlWx_vaRp4JtvOxKnppS3o_Ooophdu1WGqQi9d8P04PSiAOrryFC8UqNWPt6r8aSTry7s_fpQ_2YfG4frmqH5s1DVNWfJICc/s1600/kneejuggle.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWg9madn7XURifT6vMiI7X4GsDFUD1tCmS02Hk8b6b8OsQlWx_vaRp4JtvOxKnppS3o_Ooophdu1WGqQi9d8P04PSiAOrryFC8UqNWPt6r8aSTry7s_fpQ_2YfG4frmqH5s1DVNWfJICc/s1600/kneejuggle.jpg" /></a></div><b><span id="goog_1932802890"></span><span id="goog_1932802891"></span>What To Do</b><br />
I tell the class that we are going to apply math into a real world situation. We are going to see who is going to represent the class in the "World Championship of Knee and Head Juggling". I tell them that we will determine who is going to represent the class by keeping track of their percentages for each activity: head juggling (consecutive bounces of the ball using their head) and knee juggling (consecutive bounces using their knees and feet).<br />
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This scenario helps <a href="http://instantteachingideas.blogspot.com/2010/11/why-you-want-needy-students.html">create a need</a> to learn how to find percentages so they can determine if they will represent the class.<br />
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I teach a quick mini-lesson on how to change a fraction into a decimal and a decimal into a percent. For further explaination I also show either a <a href="http://www.brainpop.com/">BrainPop</a> video, or <a href="http://studyjams.scholastic.com/studyjams/index.htm">StudyJams</a> video (see a post about StudyJams <a href="http://instantteachingideas.blogspot.com/2011/03/study-jams-free-math-and-science.html">here</a>).<br />
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I create small groups by <a href="http://instantteachingideas.blogspot.com/2011/02/create-small-groups-in-seconds-and-so.html">pulling sticks</a>. The students gather a clipboard, data sheet, calculator, and a sport ball. We head outside!<br />
<br />
Once outside, I show the students how each challenge is accomplished. I explain the roles of the partners. They aren't picking daisies, they have to work too. For example, while one partner is doing the challenge, the other partners are either counting the number of consecutive juggles, or recording the results in the data chart.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiu329glGKu55F8U9sgrlXx41e8zEIzAzsIs-Z8dIg1Pqjs-7nKiO1FM8KrNZEYE804cRQARji-PTqs_y4Ps4aBZx_w81uGCbM0cPUHRjhMFYfYsiueqtkLIe8AAxIKgZ-Wrn4LazxNbnk/s1600/header.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiu329glGKu55F8U9sgrlXx41e8zEIzAzsIs-Z8dIg1Pqjs-7nKiO1FM8KrNZEYE804cRQARji-PTqs_y4Ps4aBZx_w81uGCbM0cPUHRjhMFYfYsiueqtkLIe8AAxIKgZ-Wrn4LazxNbnk/s1600/header.JPG" /></a></div>For knee juggles I set the maximum of consecutive bounces to 12. So, if a student manages to bounce the ball 4 times it would be 4 out of 12 or 4/12.<br />
<br />
For head juggles, I set the maximum to 10. Percentages of 10 are simpler than 12, and may lead to pattern discovery as they go.<br />
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<b>Good Tip</b><br />
Make a partner find another partner's percentage. More often than not, the student who actually did the activity will be looking over the shoulder of his/her partner making sure they are calculating it correctly (two students engaged instead of one).<br />
<b><br />
</b><br />
<b>Reflect</b><br />
Once everyone is finished, we head back to analyze the data to determine who will represent the class in the World Championship. We also reflect upon any patterns they may have noticed, (e.g. finding the percent of a decimal is easy if you know that you move the decimal to the right two places). We also talk about some other areas we could use the math skills we learned.<br />
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It's a win-win for both you and your students. You get some educating and applicable learning done on a beautiful day. They get to have fun while learning--always a good thing.<br />
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I hope you get to use this idea in (or out of) your own classroom.J. Kornoelyhttp://www.blogger.com/profile/05638834800098642150noreply@blogger.com0tag:blogger.com,1999:blog-7229550498597398512.post-30261136468657426982011-06-02T21:18:00.001-04:002011-06-02T21:19:52.067-04:00Classroom Time Saver Idea: Grade Entry & Hand BacksThis idea comes from my wife, who is an excellent educator, and master teacher (see some of her wonderful blog posts <a href="http://instantteachingideas.blogspot.com/2011/02/teaser-tuesday.html">here</a>, <a href="http://instantteachingideas.blogspot.com/2011/01/two-stars-and-wishrevisited.html">here</a>, and <a href="http://instantteachingideas.blogspot.com/2011/02/current-event-website.html">here</a>). I love this idea because it is a great way to save myself precious time, and find out who hasn't handed back assignments.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiG_XNzY7Fw8szjkYoOo_DEPoRaZeJfa0RK3JJJqALxSf8iQfU6ZTK7EC7KCOJGiHMCdCeMoiSXNb3nFPOIj82bGJzzNpD6tpZVceW3n-vCGP3iMOeQ6M3Id0incYwVb3bqfQJRDfGPt8/s1600/grading.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiG_XNzY7Fw8szjkYoOo_DEPoRaZeJfa0RK3JJJqALxSf8iQfU6ZTK7EC7KCOJGiHMCdCeMoiSXNb3nFPOIj82bGJzzNpD6tpZVceW3n-vCGP3iMOeQ6M3Id0incYwVb3bqfQJRDfGPt8/s1600/grading.JPG" /></a></div>After correcting the assignments, I place them in a pile by my computer. I usually hand back assignments either first thing in the morning, or at the end of the day. Sometimes I do it when I have five an extra minutes because a lesson wrapped up earlier than expected. I open my <a href="http://instantteachingideas.blogspot.com/2011/03/learnboost-too-good-not-to-try-out.html">gradebook</a>, input the score, call out the student's name, and then repeat the process with the next student.<br />
<br />
When I've recorded the last score, I quickly scan my gradebook to see who hasn't turned in their work. I call those students to the desk, and follow up with them. This is also a good way to find out who forgot to put their name on their paper (A post about never having no-name papers again is found <a href="http://instantteachingideas.blogspot.com/2011/05/no-name-papers-never-again.html">here</a>.)<br />
<br />
This plan kills two birds with one stone. I record and hand back the papers in one fell swoop. What a handy time saver it is!<br />
<br />
I hope you can use this idea in your classroom tomorrow!J. Kornoelyhttp://www.blogger.com/profile/05638834800098642150noreply@blogger.com0tag:blogger.com,1999:blog-7229550498597398512.post-18852659137741128052011-05-14T21:27:00.002-04:002011-05-14T21:31:17.540-04:00No-Name Papers? Never Again<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYUMNrsmqpPQt_C2rAp-jJd8ogNFVIk7WXkrHU-l4TKq2DhT2_VsBa9PbbvxOJtvJGmmWsjlPEUIBYX1pYLwGnvxsq3xPWSblRDxqKG-Vd-zAoWlElNhO3ri4M0Ghoez1Y2VS87fqBf40/s1600/assingment.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYUMNrsmqpPQt_C2rAp-jJd8ogNFVIk7WXkrHU-l4TKq2DhT2_VsBa9PbbvxOJtvJGmmWsjlPEUIBYX1pYLwGnvxsq3xPWSblRDxqKG-Vd-zAoWlElNhO3ri4M0Ghoez1Y2VS87fqBf40/s1600/assingment.JPG" /></a></div>You're cruising through your students' assignments, and then you hit the dreaded no-name paper. One of the biggest pet-peeves I have. You really want to wad it up and throw it in the recycle bin, but that wouldn't help you or the student...even though it would feel really good to do so.<br />
<br />
If this has ever happened to you, I have a tip that will make sure you never have a no-name paper again. Well, never say never...<br />
<br />
<br />
It goes like this:<br />
<br />
You hand out an assignment. You say, "Please put your name on the paper as soon as you get it." When everyone has the assignment, you add, "Now find an elbow partner (someone nearby) and check to make sure they have written their name on their assignment."<br />
<br />
If it's an assignment done at home, ask the students to check their elbow partner's paper to make sure there is a name before they turn in the assignment. <br />
<br />
It takes five seconds. Since I've been using this idea, I have never had a no-name paper come across my desk (knock on wood).<br />
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I hope this idea helps you keep your sanity.J. Kornoelyhttp://www.blogger.com/profile/05638834800098642150noreply@blogger.com0tag:blogger.com,1999:blog-7229550498597398512.post-16670365401389581662011-05-03T23:28:00.000-04:002011-05-03T23:28:40.910-04:00Creative Writing Tool: Scholastic Story GeneratorMaybe you've been here before. It's writing time in your classroom. You spot a student exhibiting these behaviors:<br />
<br />
First sign: The deer in the headlights stare.<br />
Second sign: The pencil doesn't move.<br />
Third, fourth, and fifth signs: The sudden urgency to get a drink, use the bathroom, and then snap the lead of the pencil for the sole purpose of getting to leave the seat again to sharpen it. Then, the inevitable phrase...<br />
<br />
<b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZK8Sbuntbt0sCwtwO0k5z_Ov9fYthwzg3mCcBo5tmTsaexEEXrXtipANmyHzfbS8ChU7_uhJ74M6c8IBNKY47IZnbv0mGDq07PIt5iVHIGDOhxZOMAm76A9Ma6YEDZoRlOG7lbiNQ3Ec/s1600/schostorystart.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZK8Sbuntbt0sCwtwO0k5z_Ov9fYthwzg3mCcBo5tmTsaexEEXrXtipANmyHzfbS8ChU7_uhJ74M6c8IBNKY47IZnbv0mGDq07PIt5iVHIGDOhxZOMAm76A9Ma6YEDZoRlOG7lbiNQ3Ec/s1600/schostorystart.jpg" /></a>Student</b>: I don't know what to write.<br />
<b>You</b>: You don't say?<br />
<b>Student</b>: I don't have any good ideas.<br />
<b>You</b>: You have nothing to fear. I've got just the tool you've been searching for. I couldn't help but notice you were looking in all the wrong places: the bathroom, the drinking fountain, and the pencil sharpener. You didn't find it there did you? No. Let me show you what you've been looking for, and where you can find it. It's called <a href="http://teacher.scholastic.com/activities/storystarters/storystarter1.htm">Scholastic Story Starters</a>, it's right here on the computer, and it's been waiting for you.<br />
<br />
<br />
I have a card stock flip book in my classroom that gives students writing ideas by providing a character, a situation, and an action. My students love to use it when they have full on "writer's block". It got me thinking that there had to be an online version of a story generator like the one we have in the room. Sure enough, there is, and it's called <a href="http://teacher.scholastic.com/activities/storystarters/storystarter1.htm">Scholastic Story Starters</a>, and it's so much more than a story generator.<br />
<br />
<a href="http://teacher.scholastic.com/activities/storystarters/storystarter1.htm">Story Starter</a> is pretty straight-forward. You type in your name. You choose your grade level (which correspond to writing standards and offers suitable options for different age groups). The next step is where the fun begins, the story starter machine appears on the screen. There are four buttons that correspond with sections that are randomly generated by the machine. Here is a small list of the 4-6 grade options:<br />
1. <b>Writing Format</b>: list of characteristics, T.V. commercial, a newspaper ad, myth, birthday card, etc.<br />
2. <b>Descriptor/Adjective</b>: greedy, handsome, awkward, horrible, chivalrous, stubborn, etc.<br />
3. <b>Character</b>: screenwriter, monkey, cantaloupe, Venus flytrap, rock star, etc.<br />
4. <b>Situation</b>: talks in rhyme, discovers a secret city, wins the lottery, discovers a talking frog, etc.<br />
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You have some freedom at this point. You can pull the big SPIN handle to randomly select all four sections at once, or you can choose to change as many or as few options you wish by clicking each button separately. The first time I used it, <a href="http://teacher.scholastic.com/activities/storystarters/storystarter1.htm">Story Starter</a> created a zany and wonderful writing idea. This is what I got: <i>Write a list of characteristics about an awkward rock star who only talks in rhyme.</i><br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjetcZ6UqQVYdHZ_0ZJVyqCZ6vdwYLykIkcLYZNEAEESWno1CH2C02wVF3gqGWdl_WG0zxyqLhN4Am_3AZ1yvSbkd_C2NHIFAHr5kOFQDmBP2yzG3i8UdDt5_AMN2nhvE58hlyKjaQJYhk/s1600/machine.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjetcZ6UqQVYdHZ_0ZJVyqCZ6vdwYLykIkcLYZNEAEESWno1CH2C02wVF3gqGWdl_WG0zxyqLhN4Am_3AZ1yvSbkd_C2NHIFAHr5kOFQDmBP2yzG3i8UdDt5_AMN2nhvE58hlyKjaQJYhk/s1600/machine.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Scholastic Story Starter Machine</td></tr>
</tbody></table>It didn't take long for me to begin a list in my notebook. When I was done, I had an amazingly interesting character who alone conjured up several story ideas. <br />
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Now, you can stop using <a href="http://teacher.scholastic.com/activities/storystarters/storystarter1.htm">Story Starter</a> at this point and return to your writing journal, or you can move on to the next step, and choose a format like, newspaper article, letter, postcard, or notebook. Upon making your choice, you arrive at another page where you can type your story directly onto the page, draw a picture (optional), and then print it. <br />
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Oh, by the way, if you have an interactive whiteboard, <a href="http://teacher.scholastic.com/activities/storystarters/storystarter1.htm">Story Starter</a> is compatible!<br />
<br />
Scholastic has a great <a href="http://www2.scholastic.com/browse/article.jsp?id=3749809">teacher's guide</a> article about using <a href="http://teacher.scholastic.com/activities/storystarters/storystarter1.htm">Scholastic Story Starters</a> in the classroom. It has wonderful ideas and some handy resources. I urge you to give it a look.<br />
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I hope you can use this tool in your classroom soon! I know you'll love it, and more importantly, so will your students!J. Kornoelyhttp://www.blogger.com/profile/05638834800098642150noreply@blogger.com0tag:blogger.com,1999:blog-7229550498597398512.post-48980151107433416412011-05-01T23:08:00.000-04:002011-05-01T23:08:38.786-04:00A Tale of Two Stories: Storyline Online and StorybirdThis is the post I wrote as a guest on<a href="http://www.freetech4teachers.com/2011/05/tale-of-two-stories-storyline-online.html"> Free Technology for Teachers</a>.<br />
<br />
I'd like to share with you two free technology tools that I use, in tandem, to get my students working creatively and collaboratively, <i>and</i> liking it!<br />
<br />
1. Listen to a story, get inspired<br />
2. Brainstorm ideas<br />
3. Create your story<br />
4. Share your story with us<br />
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Those are the four directives I give my students before they embark on a writing activity I call the "Picture Book Challenge". The Picture Book Challenge culminates in students working together to make a well written digital picture book. When the challenge is over we embed the books on our class wiki. That way peers and family members can enjoy the fruits of their labors. I use two tools to help my students accomplish their goals. One tool is called <a href="http://www.storylineonline.net/">Storyline Online</a>, and the other is called <a href="http://storybird.com/">Storybird</a>. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgC1pgQYffdork6AHLT-D_Yvit0PTeVY91nAWYuwI4berxkQNWmMbqQhr8SBSIafed_2apNFuomDjJMnhFDcqJ2x-qbciCpM6uS_Jdn7LgLQloYCv25AairywokigCMxjCj0ZYQ_-WTie6v/s1600/storyline+online.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgC1pgQYffdork6AHLT-D_Yvit0PTeVY91nAWYuwI4berxkQNWmMbqQhr8SBSIafed_2apNFuomDjJMnhFDcqJ2x-qbciCpM6uS_Jdn7LgLQloYCv25AairywokigCMxjCj0ZYQ_-WTie6v/s1600/storyline+online.jpg" /></a><a href="http://www.storylineonline.net/">Storyline Online</a> is a free website where members of the Screen Actor's Guild read popular children's picture books. There are plenty of well loved selections: <i>Stellaluna</i>, <i>A Bad Case of Stripes</i>, <i>Thank You, Mr. Falker</i>, <i>Enemy Pie</i>, and <i>To Be a Drum</i> are just a few. For the purposes of the Picture Book Challenge I use <a href="http://www.storylineonline.net/">Storyline Online</a> as a way to inspire my students to come up with ideas for their own work. You could also use Storyline as a listening center to improve reading fluency. Also worth mentioning is the captioning function which can help struggling readers and students who are English Language Learners. <br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPe0cUhbcbTIAed7dfZcPsyrGNeV3rQowHYv3OODLQ2gBzf99K7KL64JDT6DPRxgbFQpg9GEviJb61nlZnbhg_Ev0tCBl5SKuDvzkO3QHDXAzpJttzEk7TSyO3osYsZJz_VgDKgreo-85R/s1600/storybird.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPe0cUhbcbTIAed7dfZcPsyrGNeV3rQowHYv3OODLQ2gBzf99K7KL64JDT6DPRxgbFQpg9GEviJb61nlZnbhg_Ev0tCBl5SKuDvzkO3QHDXAzpJttzEk7TSyO3osYsZJz_VgDKgreo-85R/s1600/storybird.jpg" /></a></div>The second technology tool is an interactive and collaborative writing webtool called <a href="http://storybird.com/">Storybird</a>. <a href="http://www.freetech4teachers.com/2009/10/storybird-digital-story-creation.html">Richard has blogged</a> about <a href="http://storybird.com/">Storybird</a> before; which is how I first heard about this amazing tool. The user interface is simple by design so students can concentrate on the creative process (see the video below). Adding text couldn't be easier. You simply type the text and move it to where you want it go on the page. Images are added in much the same way, they are easily dragged and dropped on the page. The artwork available to students will not only inspire creative prose, but they are highly interesting and diverse enough to suit different tastes. Your students will be creating digital books in no time and enjoying themselves while they're at it.<br />
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Much to my students' chagrin, <a href="http://storybird.com/">Storybird</a> is lacking a print feature. They love their projects so much they want to actually hold on to it. Currently, the only way students can share digital picture books is by HTML code for embedding, or via a web link. <a href="http://storybird.com/">Storybird</a> developers are working on making printing available in the future, but it appears there will be a cost associated with printing books.<br />
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I love using <a href="http://www.storylineonline.net/">Storyline Online</a> and <a href="http://storybird.com/">Storybird</a> together. Storyline inspires my students to think about how to write their own wonderful pieces. While <a href="http://storybird.com/">Storybird</a> allows students to write, and create beautiful pieces with very few barriers. My students' reactions have been overwhelmingly positive. The best thing about these tools is that even my most reluctant writers are excited to write.<br />
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It could be for that reason alone to make these educational technology tools a part of your teaching toolbox.<br />
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<i>Jason Kornoely is a fourth grade teacher at Forest Hills Public Schools located in Grand Rapids, Michigan. He has his Master's degree in Educational Technology. Jason's blog: <a href="http://instantteachingideas.blogspot.com/">InterGrade: Instant Teaching Ideas</a> </i>focuses on providing tips, tricks, and strategies that educators can use right away in their classrooms. You can also follow Jason on <i><a href="http://twitter.com/#%21/Jason_Kornoely">Twitter</a>.</i><br />
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<iframe frameborder="0" height="260" src="http://player.vimeo.com/video/6178690?portrait=0" width="400"></iframe><br />
<a href="http://vimeo.com/6178690">Storybird Quick Tour</a> from <a href="http://vimeo.com/user1522649">Storybird</a> on <a href="http://vimeo.com/">Vimeo</a>.J. Kornoelyhttp://www.blogger.com/profile/05638834800098642150noreply@blogger.com1tag:blogger.com,1999:blog-7229550498597398512.post-19241754235494073322011-04-27T22:19:00.001-04:002011-04-28T14:57:14.871-04:00Adjective Attack: Descriptive Language Idea<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhktI0rX3fXJ3lVuGhdufn2-OoYMTNGcITUvgsiMl_q2aDZ31GU4pKi0g8FcGRuLbSNrdViLwPbTRLu2oCjpYXMAxGjAKMDIPiu3KxZ7g752A9L1ZQhq7eo_aYmlac0HUIanguA9f9TwoA/s1600/adjectives.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhktI0rX3fXJ3lVuGhdufn2-OoYMTNGcITUvgsiMl_q2aDZ31GU4pKi0g8FcGRuLbSNrdViLwPbTRLu2oCjpYXMAxGjAKMDIPiu3KxZ7g752A9L1ZQhq7eo_aYmlac0HUIanguA9f9TwoA/s1600/adjectives.jpg" /></a></div>I'd like to share a 3-5 minute tactic that allows your students to describe something you've just read or looked at. This idea is wonderful for developing vocabulary and practicing descriptive language. It's called <b>Adjective Attack</b>. Here's how it works.<br />
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My class is currently reading <i>James and Giant Peach</i> by Roald Dahl. We were looking at the pictures in the book together and wondering out loud what could be going on in this part of the book. A picture walk through is a great pre-reading tactic to promote inferring, and as a way to activate schema (read <a href="http://instantteachingideas.blogspot.com/2010/08/top-ten-think-abouts-numbers-7-4.html">this post</a> for more information about schema). We came upon a picture of a tunnel that leads to the peach pit. The picture shows peach juice dripping and oozing through the inside of the tunnel. I thought this picture would serve as a perfect place to have my students practice <b>Adjective Attack</b>. Roald Dahl is well known for his descriptive language, so I wanted my students to have a go at descriptive language too.<br />
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I asked my students to think about 2-3 adjectives that would best describe the tunnel. I gave them some think time, and then ask them to pair up with a neighbor. Once everyone has a partner, they share their ideas with each other. By the way, this pairing idea is called, "<a href="http://instantteachingideas.blogspot.com/2010/09/top-ten-think-abouts-numbers-3-1.html">Think-Pair-Share</a>".<br />
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I briskly walk around each group as they share, listening for great adjectives. Sometimes I don't hear adjectives, but other parts of speech. I don't correct that student on the spot, because I want to make sure I get to every pair before they finish sharing, but I will come back to address the miscue later.<br />
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Once every partnership is done sharing their adjectives with their partner, I pull sticks to have students share their ideas with the class (see <a href="http://instantteachingideas.blogspot.com/2011/02/create-small-groups-in-seconds-and-so.html">this post</a> for more on using craft sticks). When the sharing is done, I do the correcting of the mistaken part of speech that I heard minutes earlier. I don't point anybody out, I simply say, "As I was walking around I heard ___. That word was actually a noun, a great noun to be sure, but not an adjective."<br />
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This idea could be customized to fit any skill you wish your students to practice, just change the name. Here are just a few ideas:<br />
<ul><li>Other parts of speech</li>
<li>Pronouns</li>
<li>Affixes</li>
<li>Transition words</li>
<li>Story beginnings (leads)</li>
</ul>I hope you'll get to use this idea in your classroom soon!J. Kornoelyhttp://www.blogger.com/profile/05638834800098642150noreply@blogger.com0tag:blogger.com,1999:blog-7229550498597398512.post-90324620969605354472011-04-21T08:00:00.002-04:002011-04-21T08:00:11.606-04:00Gradual Release of Responsibility Idea: Side by SideIf you have a student that is having a hard time with a new concept or skill, and needs that helping hand, you might want to try this idea. It seems like I've seen this idea before, but in case I haven't, I'll call it <b>Side by Side</b> until I hear otherwise.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEFR5mX3wVXX2CeJjxbP27dKg4Qepl0qM5Rvku8BJYL9ZFylVaxes8u5Onr1j_AZttEeJBTv8UqNkRV0DDgxtpM3-xzJL02gIGsRgHPysyQCq1z0c736tsgxXgSqWu6QnD8LprjCzmj5o/s1600/Puzzled.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEFR5mX3wVXX2CeJjxbP27dKg4Qepl0qM5Rvku8BJYL9ZFylVaxes8u5Onr1j_AZttEeJBTv8UqNkRV0DDgxtpM3-xzJL02gIGsRgHPysyQCq1z0c736tsgxXgSqWu6QnD8LprjCzmj5o/s200/Puzzled.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Henry is puzzled</td></tr>
</tbody></table>I recently used <b>Side by Side</b> with a student, let's call him Henry. Henry wasn't quite getting the multiplication of decimals. He is one of my students who doesn't feel confident about his math abilities either. To help Henry become a self sufficient mathematician, he needs to learn to do it on his own with out my help. This is where the <a href="http://www.blogger.com/goog_1713482534">Gradual Release of Responsibility</a><a href="http://www.literacyleader.com/?q=node/477"> </a>(GRR) teaching theory comes in.<br />
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Basically, GRR boils down to the following steps, using math as an example:<br />
<ol><li>The teacher models how to multiply decimals as the students watch.</li>
<li>The students try a problem with the teacher.</li>
<li>The students do a problem on their own as the teacher observes their work and gives feedback and correction.</li>
<li>The students work independently on the problems.</li>
</ol>Sometimes a student can display independence, but then runs into some tougher problems that throw them for a loop, especially if they don't feel confident in their math abilities. As was the case with Henry.<br />
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We began with me showing him how to do a couple of problems on scratch paper. Then I divided another piece of scratch paper in fourths. <i>To get a visual please see the image below. My writing is in purple and Henry's is in black pen.</i> We do a problem together, step by step. Then I start to give him more and more responsibilities until he has taken full control with very few nudges from me. <br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsVK0oLjU1nUzeIH19QBvNvyquzAzIaTbNFj7EoZuNGkxP0hf7vQDa6fI3P65dVaDHLS72av_JJpODUWEy3UMYqtcjQIi8gwdOI6A2phfMW2oH84pUg3ZBwroCRajGeoeSRtmIpDGUk6E/s1600/Feelinggood.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsVK0oLjU1nUzeIH19QBvNvyquzAzIaTbNFj7EoZuNGkxP0hf7vQDa6fI3P65dVaDHLS72av_JJpODUWEy3UMYqtcjQIi8gwdOI6A2phfMW2oH84pUg3ZBwroCRajGeoeSRtmIpDGUk6E/s200/Feelinggood.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Henry is feeling good</td></tr>
</tbody></table>After a while, Henry was on his own and going strong. Judging from his smile I think he was feeling pretty good.<br />
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This idea could be used for just about any content area, not just math. Writing sentences with sparkling word choice, drawing diagrams of food webs, drawing a compass rose, or writing words with a certain spelling patterns, and much more are all fair game.<br />
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It's really an easy tactic. I hope you find it as useful as I did.<br />
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<div style="text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwpvHJpdxGs6X4wjMqAUCDexmEc8T7neWG1_Zv_ZdbznldItNux7L1THc3h5RQJC6ZVfd60zUIBz4nwty0UxQt2UfhH_7syeP7Nu2NNG0_kwh2G5380dMP60JfzJHJbiNRtftIhiAUp6Q/s1600/sidebyside.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwpvHJpdxGs6X4wjMqAUCDexmEc8T7neWG1_Zv_ZdbznldItNux7L1THc3h5RQJC6ZVfd60zUIBz4nwty0UxQt2UfhH_7syeP7Nu2NNG0_kwh2G5380dMP60JfzJHJbiNRtftIhiAUp6Q/s400/sidebyside.jpg" width="400" /></a></div>J. Kornoelyhttp://www.blogger.com/profile/05638834800098642150noreply@blogger.com4tag:blogger.com,1999:blog-7229550498597398512.post-10973376584204650192011-04-18T22:23:00.003-04:002011-04-18T22:40:38.577-04:00My Favorite Modern Educational Revolutionaries<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLu5HzSpqRb8gqNgb6S80PBCu4alHplgMJuJLAXFVlGH_d8fbm7zA8c53Vs2JiRFl4StCZjN8T551nzbLgHiRI01fOqjUKvk3tz0erWjDvR0NiTf9am6d1GWVZlvM6rtOVTzYV_w8xKPk/s1600/simple.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="105" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLu5HzSpqRb8gqNgb6S80PBCu4alHplgMJuJLAXFVlGH_d8fbm7zA8c53Vs2JiRFl4StCZjN8T551nzbLgHiRI01fOqjUKvk3tz0erWjDvR0NiTf9am6d1GWVZlvM6rtOVTzYV_w8xKPk/s200/simple.jpg" width="200" /></a></div>A colleague and I often discuss how much simpler education should be. We talk about how music, fine arts, and creativity are (some, not all) school reformers' red-headed step child. How teachers (some, not all) should be teaching kids to be learners rather than filling them with facts and hoping they remember. Why teachers (some, not all) are still practicing under the belief that they are the only source of information their students have when we are so clearly not?<br />
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We also discuss how slowly real change will occur if policy makers continue to emphasize the importance of standardized testing.<br />
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<i>How do we rank among the other developed nations of the world?</i>--let's look at test scores.<br />
<i>Are students learning?</i>--let's look at test scores. <br />
<i>Are teachers effective?-</i>-let's look at test scores.<i> </i><br />
<i>Are charter schools better than public schools?</i>--let's look at test scores.<i> </i><br />
<i>Does a school deserve funding?</i>--let's look at test scores.<br />
(Notice a pattern here?) <br />
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Testscorestestscorestestscores...<br />
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Policy makers know best. Surely standardized test scores, and the subsequent, "teaching to the test" are the right paths we need to tread in order for our students to become globally competitive. Let's measure a teacher's effectiveness with standardized tests and then, if the tests scores are high enough, let's pay them more, even though we know full well that each classroom of students is vastly different. That will surely solve everything!<br />
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Not so fast.<br />
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Enter stage left, my top three modern-day educational revolutionaries: <a href="http://sirkenrobinson.com/skr/">Sir Ken Robinson</a>, <a href="http://weblogg-ed.com/">Will Richardson</a>, and <a href="http://www.alfiekohn.org/index.php">Alfie Kohn</a>. I appreciate these guys because I agree with them. They make sense to me. They push my thinking. It's because of them that I find myself in the midst of a complete teaching transformation--a renewal.<br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiU_sJmg2fURZoMFpXeN1CmWpqkTGhfIueDEEU3v9mi1ybF-dr1UQOW6BopXMhQ3Q_9e09tOC2cPNpDwq5ZEhOcYggbTR4M1411T3RTugjIR7BMaYpEdMu2zfzmq7a7o5ddTFbvkaGsD6o/s1600/sir+ken.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="149" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiU_sJmg2fURZoMFpXeN1CmWpqkTGhfIueDEEU3v9mi1ybF-dr1UQOW6BopXMhQ3Q_9e09tOC2cPNpDwq5ZEhOcYggbTR4M1411T3RTugjIR7BMaYpEdMu2zfzmq7a7o5ddTFbvkaGsD6o/s200/sir+ken.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Sir Ken Robinson</td></tr>
</tbody></table>Let me begin with Sir Ken. I was first introduced to Sir Ken through his <a href="http://www.ted.com/talks/browse">TED Talk</a> about how an antiquated educational system is teaching students out of their inherent creativity (see video below).<br />
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In his presentation I heard things that struck me to the core as an educator. It confirmed my suspicions that we are over-emphasizing "testable" areas of education and under-emphasizing areas that matter just as much as reading, writing, and arithmetic. When I was done listening to his words, I asked myself, "What am I doing?".<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAr51KFlHFRwRscY8xJJqZLiL-KqXJwwiZc2ZhYConlFUzmWv9xzrqk36MJF89eH-MrW0ecopBO4SDSN-KH_niIbnhk2t8-QIu0klCOOuYYnW0VNoqKyRaB4XifUAzkATXc4KxPvhM9ho/s1600/hm_alfie.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAr51KFlHFRwRscY8xJJqZLiL-KqXJwwiZc2ZhYConlFUzmWv9xzrqk36MJF89eH-MrW0ecopBO4SDSN-KH_niIbnhk2t8-QIu0klCOOuYYnW0VNoqKyRaB4XifUAzkATXc4KxPvhM9ho/s1600/hm_alfie.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Alfie Kohn</td></tr>
</tbody></table>Alfie Kohn is an educational researcher and author of several books on education policy. I first heard about Alfie while taking a class in my undergraduate studies. I was intrigued by his book, <a href="http://www.alfiekohn.org/books/pbr.htm">Punished By Rewards</a>, which took a shot at the reasoning behind giving students grades. Alfie is known for attacking educational practices that aren't substantiated by research, yet passed off as if they were. He speaks against the misrepresentation of educators, a fierce defender of what is best for kids, and questions why current "school reform" isn't working. (<a href="http://www.wpr.org/cardin/index.cfm?strDirection=Prev&dteShowDate=2011-04-15%2006%3A00%3A00.0">Listen to this radio interview</a>).<br />
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Several years later I got to hear Alfie speak in Kentwood, Michigan. He spoke about homework, rather the needlessness of homework, based on his book <a href="http://www.alfiekohn.org/books/hm.htm"><i>The Homework Myth: Why Our Kids Are Getting Too Much of a Bad Thing</i></a>. After his presentation, I asked myself, "What am I doing?". <br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv-Mv67sIvH-k_CEzC8VpairHyIHC4PV5rIVgl3KRHwOQbLjhMGefLQSeUeWLuIbINOFockkgtbNTTAzLb7guZW1Ck36NB1WBsO0YAbzYb-4_FZBFJ4QchuH6XSXjyv-XVTvLxIqp_4dI/s1600/will.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv-Mv67sIvH-k_CEzC8VpairHyIHC4PV5rIVgl3KRHwOQbLjhMGefLQSeUeWLuIbINOFockkgtbNTTAzLb7guZW1Ck36NB1WBsO0YAbzYb-4_FZBFJ4QchuH6XSXjyv-XVTvLxIqp_4dI/s1600/will.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Will Richardson</td></tr>
</tbody></table>Last, but certainly not least, is Will Richardson. Will is the author of the book, <a href="http://www.amazon.com/Blogs-Wikis-Podcasts-Powerful-Classrooms/dp/1412927676">Blogs, Wikis, Podcasts, and Other Powerful Web Tools</a>, speaker, and expert blogger on how education can be changed for the better. He came to my school district to talk about leveraging technology in the classroom, and how to push students into becoming creators, not just consumers, of information. Will was one of the first teachers to use blogging in the classroom. I was inspired by his passionate counseling of "You can do this. Why aren't you doing this?"<br />
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Will is a forward thinker who demands that education, as we know it, should change--needs to change. He pushes against educational dogma. Why standardized tests? Why standardized <i>standards</i>? Are all students in all of the states alike? (<a href="http://youtu.be/Ni75vIE4vdk">watch this video</a>). After listening to his talk at my school, and reading his blog posts on <a href="http://weblogg-ed.com/">Weblogg-ed</a> I ask myself, "What am I doing?".<br />
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What I truly appreciate about all three men is they are looking beyond standardized tests (rightly so) as the key to improving education. What's more, they are fighting the good fight on our behalf. They ask: Why are the policy makers, in a vain attempt at measuring learning on a state, national, and global scale, mandating ideas that do not work? Why are the few (who aren't teachers by the way) driving the policies that many must follow with very little input from the people in the trenches?<br />
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Keep it simple. Let's teach the child. Let's hear from the teachers.<br />
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Noticing a pattern here? That's why I appreciate them.<br />
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<object height="326" width="334"><param name="movie" value="http://video.ted.com/assets/player/swf/EmbedPlayer.swf"></param><param name="allowFullScreen" value="true" /><param name="allowScriptAccess" value="always"/><param name="wmode" value="transparent"></param><param name="bgColor" value="#ffffff"></param><param name="flashvars" value="vu=http://video.ted.com/talks/dynamic/SirKenRobinson_2006-medium.flv&su=http://images.ted.com/images/ted/tedindex/embed-posters/SirKenRobinson-2006.embed_thumbnail.jpg&vw=320&vh=240&ap=0&ti=66&lang=&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=ken_robinson_says_schools_kill_creativity;year=2006;theme=how_we_learn;theme=how_the_mind_works;theme=the_creative_spark;theme=master_storytellers;theme=bold_predictions_stern_warnings;event=Bold+Predictions%2C+Stern+Warnings;tag=Culture;tag=children;tag=creativity;tag=dance;tag=education;tag=parenting;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;" /><embed src="http://video.ted.com/assets/player/swf/EmbedPlayer.swf" pluginspace="http://www.macromedia.com/go/getflashplayer" type="application/x-shockwave-flash" wmode="transparent" bgColor="#ffffff" width="334" height="326" allowFullScreen="true" allowScriptAccess="always" flashvars="vu=http://video.ted.com/talks/dynamic/SirKenRobinson_2006-medium.flv&su=http://images.ted.com/images/ted/tedindex/embed-posters/SirKenRobinson-2006.embed_thumbnail.jpg&vw=320&vh=240&ap=0&ti=66&lang=&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=ken_robinson_says_schools_kill_creativity;year=2006;theme=how_we_learn;theme=how_the_mind_works;theme=the_creative_spark;theme=master_storytellers;theme=bold_predictions_stern_warnings;event=Bold+Predictions%2C+Stern+Warnings;tag=Culture;tag=children;tag=creativity;tag=dance;tag=education;tag=parenting;"></embed></object>J. Kornoelyhttp://www.blogger.com/profile/05638834800098642150noreply@blogger.com1tag:blogger.com,1999:blog-7229550498597398512.post-82074571322666762592011-04-02T14:43:00.003-04:002011-04-03T17:32:14.677-04:00Formative Assessment: "I Would Like..." Quick Write<div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div style="text-align: left;"></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhICxqBcv-K6D2m9LSJ1_-Ifwmxbm8WYbxWuEL6VGkxJvvFn8zKVH83HZHED1SO4ZMSUiFLpTUMBYBDa9wBGFgQ5RDqPmCRG8BYXXWilknCa5JR7uzP0eB2XGucJz06OZoL59tP_WrngPM/s1600/target.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhICxqBcv-K6D2m9LSJ1_-Ifwmxbm8WYbxWuEL6VGkxJvvFn8zKVH83HZHED1SO4ZMSUiFLpTUMBYBDa9wBGFgQ5RDqPmCRG8BYXXWilknCa5JR7uzP0eB2XGucJz06OZoL59tP_WrngPM/s1600/target.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Targeted Learning</td></tr>
</tbody></table>I've written about formative assessment in <a href="http://instantteachingideas.blogspot.com/2010/09/formative-assessment-activities-serial.html">earlier posts</a>. Here is another idea to help target what each of your students need. There isn't a snappy name for it, no acronym either, it's called <b>I Would Like...</b><br />
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Students write a quick note to the instructor about which skills they wish to improve. I used this idea immediately after my students self-corrected a <a href="http://brainpop.com/">BrainPop!</a> quiz about fractions. I asked them to write me a little note on their quiz paper about what they would like to practice more. I gave them some guidelines to help them construct their responses.<br />
<ul><li>Be specific on which area(s) you'd like to have more help.</li>
<li>If you feel comfortable with fractions already, how would you like to be challenged?</li>
<li>Be honest with yourself. Honesty will help you grow as a learner.</li>
<li>Keep your responses to 2-3 complete sentences please.</li>
</ul>Keeping the responses to 2-3 sentences does two things. One, it keeps the activity efficient. It takes approximately five minutes, and provides quality insight into student needs. Second, the responses are succinct and will make for quick reading on my end.<br />
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I was pleased with the written feedback my students gave me. I've shared two examples of student responses below.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFMdCIISU5KGGLkDuu8Rt-nv8b3yVIhlvlcV9gMJtSY4UQDTO3rDhCODxoo8w0bSoXcCT6YWPzfKYK6HzMWenaiZ-oze657_8YjUIsaNcoOg3HNSzVt4P8VuXMe1ipHmaJlYeJk015uWI/s1600/Fractions+Feedback+2.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFMdCIISU5KGGLkDuu8Rt-nv8b3yVIhlvlcV9gMJtSY4UQDTO3rDhCODxoo8w0bSoXcCT6YWPzfKYK6HzMWenaiZ-oze657_8YjUIsaNcoOg3HNSzVt4P8VuXMe1ipHmaJlYeJk015uWI/s200/Fractions+Feedback+2.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Student Response</td></tr>
</tbody></table>After reading their quick writes, I made little piles of the responses that had similar areas of need. I used these piles to help me make small groups with which to work. There are three wonderful benefits to grouping students in this way. The groups are skill-based, not ability-based. The lessons are focused on what the student <b>wants</b> to learn, so there is <a href="http://instantteachingideas.blogspot.com/2010/11/why-you-want-needy-students.html"><i>student need</i></a> already in place. The skills are targeted and focused, so we will make great use of classroom time by <i>tackling what they're lacking</i>, and/or <i>demanding deeper understanding</i>.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxfoFelWt0LEJMg3zAl_tpxr84KXBONsg1mLN0TSE3OEKiUJ6rhVT7PujrZfIWCmXimQiaML-9OFcM1XEbMGfBzISu9amo7CG3r2Qolhj4lIUz9OVS6LY0s1ek2UgwIZrYdcifUusXeaw/s1600/Fractions+Feedback.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxfoFelWt0LEJMg3zAl_tpxr84KXBONsg1mLN0TSE3OEKiUJ6rhVT7PujrZfIWCmXimQiaML-9OFcM1XEbMGfBzISu9amo7CG3r2Qolhj4lIUz9OVS6LY0s1ek2UgwIZrYdcifUusXeaw/s200/Fractions+Feedback.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Student Response</td></tr>
</tbody></table><br />
I can't wait to see my students, get them in groups, and help them overcome their challenges. I'll feel satisfied, and more importantly they will feel satisfied.<br />
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I hope you use this quick and effective idea in your classroom soon.J. Kornoelyhttp://www.blogger.com/profile/05638834800098642150noreply@blogger.com1tag:blogger.com,1999:blog-7229550498597398512.post-8765409542823602192011-03-25T23:01:00.000-04:002011-03-25T23:01:19.070-04:00Did You Hear That? Immediate FeedbackMy students and I were working on episodes for our podcast on biography books recently when two wonderful things happened: Unsolicited student response to feedback and peer coaching.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEic9uTWoOyvRVVcaxT-DAMRkeU4ek6JBhiMCxyRP1zQjfAbj-1mDygWji0bONKx0W1bbqnooRIASr2zkxqKkMi1SndUzjzlmsyPI8WF_qbn0mO33PFO6Sl0Rl5c8hvXLErgzL6qWRnyzZQ/s1600/microphone.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEic9uTWoOyvRVVcaxT-DAMRkeU4ek6JBhiMCxyRP1zQjfAbj-1mDygWji0bONKx0W1bbqnooRIASr2zkxqKkMi1SndUzjzlmsyPI8WF_qbn0mO33PFO6Sl0Rl5c8hvXLErgzL6qWRnyzZQ/s1600/microphone.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Microphone</td></tr>
</tbody></table>From time to time I would play back what a student just recorded due to inadvertent background noises, line flubs, or speaking volume issues. A good number of students would blush or feel embarrased when they first heard their own voices. However, with almost every student, that bashfulness quickly subsided, and something wonderful and unexpected happened next.<br />
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They wanted a "do over". <i>They</i> <i>wanted</i> <i>to do it again</i>! Do you know how many times I wished my students would <i>voluntarily</i> do their assignment over just to get it right? Imagine my surprise when they said:<br />
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"Can I read that one again?"<br />
"I think I can do better, if I had another try."<br />
"I want to change something."<br />
"I thought of a better sentence just now." <br />
"I sound like a robot. I want to do it again."<br />
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The benefit of immediate feedback was evident. In almost every case (not all, because some of them did a super job the first time) students wanted to re-record their lines. Upon a second or third go, the improvements were remarkable.<br />
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The second added benefit was the peer coaching. My students worked in small groups on these podcasts, and they were helping each other with suggestions about delivery and emphasis, and their suggestions were on the money! It was fantastic!<br />
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This idea is good for any student, but especially great for students who need coaching with diction.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJ_WiEP06OUK-EZAABiRFtVMTCOKXiWqu5R8AauA42vY-6T5WGJocuO4CUUy1btGUdF5aiPzFCX1ye45batnQlQpulnDHWLJQ-qQ9jLhSwpbQQWaOfQlGLbBF7Ivaw5Ky2EL2qJX7fE00/s1600/myna.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJ_WiEP06OUK-EZAABiRFtVMTCOKXiWqu5R8AauA42vY-6T5WGJocuO4CUUy1btGUdF5aiPzFCX1ye45batnQlQpulnDHWLJQ-qQ9jLhSwpbQQWaOfQlGLbBF7Ivaw5Ky2EL2qJX7fE00/s1600/myna.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Myna from Aviary</td></tr>
</tbody></table><b>Get Started</b>!<br />
A USB microphone is relatively inexpensive. You plug it into any open USB port, and you're good to go. I purchased my microphone at a big box electronics store for about $20.00. Once you buy your microphone go to this free web-based program for podcasting called <a href="http://www.aviary.com/tools/audio-editor">Myna</a> from <a href="http://www.aviary.com/">Aviary</a>. You can watch a demo of Myna below. Skip ahead to 2:05 to listen to the part about recording voice.<br />
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<object height="390" width="640"><param name="movie" value="http://www.youtube.com/v/_3-VWMKpQiI&hl=en_US&feature=player_embedded&version=3"></param><param name="allowFullScreen" value="true"></param><param name="allowScriptAccess" value="always"></param><embed src="http://www.youtube.com/v/_3-VWMKpQiI&hl=en_US&feature=player_embedded&version=3" type="application/x-shockwave-flash" allowfullscreen="true" allowScriptAccess="always" width="320" height="195"></embed></object>J. Kornoelyhttp://www.blogger.com/profile/05638834800098642150noreply@blogger.com0tag:blogger.com,1999:blog-7229550498597398512.post-45946736122618957592011-03-21T00:40:00.000-04:002011-03-21T00:40:52.073-04:00I'll Confess: I Teach My Kids the Wrong WayIt's true. I teach my kids the wrong way. In fact I was a bit surprised to learn that more good teachers weren't teaching students the wrong way. But, before you go jumping to conclusions, let me explain.<br />
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I was in a professional development session after school talking about the <a href="http://www.thedailycafe.com/">Daily 5</a>. Several teachers had commented on one particular technique authors <a href="http://www.the2sisters.com/the_sisters.html">Gail Boushey, and Joan Mosey</a> suggest. When teaching classroom procedures and expectations, a teacher should show students the wrong way as well as the right way to do something. Some of my colleagues said they would never have thought of showing their students the wrong way. It feels unnatural, and counter intuitive. However bizarre it may seem, it truly does work.<br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpumBF_QOHhdMm45q98hQ0C1m-_YxMUNUOhrpgWNonv4CfxwGIqA5R0j-oUD5sEWn1CdY9E9HMt4DJMRpniei6VCtMmfWGYsQyThc08vSPsxSI170JN8vbxw-fGY_aANFmJL5SDSjDzOc/s1600/WrongWaySign.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpumBF_QOHhdMm45q98hQ0C1m-_YxMUNUOhrpgWNonv4CfxwGIqA5R0j-oUD5sEWn1CdY9E9HMt4DJMRpniei6VCtMmfWGYsQyThc08vSPsxSI170JN8vbxw-fGY_aANFmJL5SDSjDzOc/s200/WrongWaySign.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The wrong way can be the right way.</td></tr>
</tbody></table>During the first month of school my students and I discuss and practice our classroom procedures and expectations. It sets the tone for the rest of the year, and students seem to feel much more comfortable when they know what is expected of them. While practicing a procedure or expectation, we will do it the wrong way and the right way.<br />
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<b>Here is an example:</b><br />
Let's say we are talking about listening expectations. I'll ask a student to pretend to be the teacher, and I sit in his/her seat and pretend to be a student who isn't following the expectation. I'll start a conversation with a neighbor while the "teacher" is speaking. I'll get into my desk and rattle papers around. I'll tap my pencil. I'll get out of my seat to get a drink. You get the idea.<br />
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The students really get a kick out of seeing their teacher act up, and frankly, I think it's a lot of fun too. Afterward, we have a good discussion about why it was the wrong behavior, what I should have done instead. We also talk about what implications my rude behavior might have on the classroom environment. After the discussion, I'll have several students demonstrate the correct behavior.<br />
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Not only is it a wonderful technique at the beginning of the year, it's useful throughout the year. I use this tactic to revisit expectations that need to be readdressed. I also use it anytime I need to introduce a new procedure mid-year.<br />
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Have you ever tried teaching your students the wrong way? Share your creative teaching techniques.<br />
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*There are plenty of other great tips and tricks found on the right-hand side of the blog page under the section titled, "More Instant Ideas".J. Kornoelyhttp://www.blogger.com/profile/05638834800098642150noreply@blogger.com0tag:blogger.com,1999:blog-7229550498597398512.post-7626188019899936802011-03-14T19:50:00.001-04:002011-03-14T19:57:45.514-04:00How To Use All Of Your Great Literature<div>I love teaching! I especially love to share great literature with my students on a daily basis. Learning about reader and writer's workshops years ago has given me the framework to pass on those passions to my students. Unfortunately, after a few years my book collection got so big, I was forgetting which books were great for which mini-lessons.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4j-_eOGoobPyyUvUIGL1lX_d-mKyIGXrS8t3hkbqgnSFxbEAeGsE-pilI9FVSkk5D9h1N4xabHHmRZmV3y0y8cK4rN9iKer2YTY0s7CO7r3dmAhUpkh-exBnMA2V79koOKd_wvSe-oic/s1600/writing.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4j-_eOGoobPyyUvUIGL1lX_d-mKyIGXrS8t3hkbqgnSFxbEAeGsE-pilI9FVSkk5D9h1N4xabHHmRZmV3y0y8cK4rN9iKer2YTY0s7CO7r3dmAhUpkh-exBnMA2V79koOKd_wvSe-oic/s1600/writing.jpg" /></a></div>So, I've created a list of the books in my collection and which writing mini-lessons I have used those books for in the past. This list allows me the chance to finish my weekly lesson plans that much quicker! No longer am I spending lots of time trying to remember the titles I used in the past.<br />
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I hope this list can be of help to you as well. Use it as a starting point, continuing to add books to the list and improving your craft.<br />
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Please follow this<span style="font-size: large;"> <a href="http://www.scribd.com/full/50749742?access_key=key-df4inf1x4twl3ekhnl3">link</a></span> for an extensive list of writing mini-lessons.</div>Puzzlemanhttp://www.blogger.com/profile/14044756749346263922noreply@blogger.com1tag:blogger.com,1999:blog-7229550498597398512.post-16208501094071160252011-03-10T22:40:00.002-05:002011-03-13T17:41:37.106-04:00LearnBoost: Too Good Not to Try Out<div style="font-family: "Trebuchet MS",sans-serif;">There are countless web-based tools for educators. I follow an outstanding blog called <a href="http://www.freetech4teachers.com/">Free Technology for Teachers</a> authored by <a href="http://www.freetech4teachers.com/p/work-with-me.html">Richard Byrne</a>. It was in one of his posts that I discovered one of the most amazing web-tools I've ever used. It's called <a href="https://www.learnboost.com/">LearnBoost</a>. LearnBoost is a free web-based gradebook, yet it is truly much more than that.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">First a little disclosure. I am not paid by LearnBoost, but I am a "power user" and featured as a case study on their website. All that means is that I appreciate their product, and so will you. </div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div class="separator" style="clear: both; font-family: "Trebuchet MS",sans-serif; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_7gp4qADMXxu6dba_eUuRhXcLHT6680oRCG7ZhT-36V4ebdoHrrp4yz0fu7VE9dfGQiSIWCEZtbr8vhh0XgBIr8X1ntv9xH8qKYJIysut2NpJKqcgm0B9PJUG4iylepLh24AWYKSRhwQ/s1600/images.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="88" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_7gp4qADMXxu6dba_eUuRhXcLHT6680oRCG7ZhT-36V4ebdoHrrp4yz0fu7VE9dfGQiSIWCEZtbr8vhh0XgBIr8X1ntv9xH8qKYJIysut2NpJKqcgm0B9PJUG4iylepLh24AWYKSRhwQ/s320/images.jpg" width="320" /></a></div><div style="font-family: "Trebuchet MS",sans-serif;">LearnBoost just might be the best educator tool you've never heard of. It's a relatively new product that has earned a <a href="http://www.readwriteweb.com/archives/top_10_startups_of_2010.php">Top-Ten Web Start Up award for 2010</a> from <a href="http://www.readwriteweb.com/">ReadWriteWeb</a>. If you're looking for an easy to use <a href="https://www.learnboost.com/tour/gradebook">gradebook</a>, <a href="https://www.learnboost.com/tour/lessonplans">lesson planner</a>, <a href="https://www.learnboost.com/tour/reporting">grade reporting system</a>, <a href="https://www.learnboost.com/tour/othergoodies">calendar</a>, and/or <a href="https://www.learnboost.com/tour/attendance">attendance manager</a>, it's all delivered by LearnBoost. To learn more about each feature take the <a href="https://www.learnboost.com/tour">LearnBoost Tour</a>.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;"><b>Here are some impressive highlights of LearnBoost:</b></div><div style="font-family: "Trebuchet MS",sans-serif;"></div><ul style="font-family: "Trebuchet MS",sans-serif;"><li>Easy to use</li>
<li>Lesson plans can be linked with the national common core standards</li>
<li>The calendar feature is fully linked with Google Calendar</li>
<li>You can share student grades with your students and their parents</li>
<li>Customer service is top notch (see below)</li>
<li> Web-based, so LearnBoost works anywhere you have Internet access</li>
<li>Teacher-centered approach to product development</li>
<li>Free-free-free</li>
</ul><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">One of the most amazing things I've experienced about the LearnBoost team is the customer service. They care about what teachers want. One example of their way of thinking is the feedback tab found on nearly every page of the LearnBoost website. The LearnBoost team uses teacher feedback as one of the main driving forces behind their product design.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">The second example of customer support is how amazingly quick they are at answering any questions you have about their product. On a Sunday afternoon I asked a question about their newly released reporting feature. I didn't expect an answer until Monday because it was Sunday after all. To my surprise, the CEO of the company emailed me back in 5 minutes with a solution! On a <i>Sunday</i> <i>afternoon</i>!</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">The third example is their quick video tutorials that are easy to follow and informational--perfect for the busy teacher. Check out one of their videos below as a sampling of their dedication to making teachers' lives easier.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">I really enjoy using LearnBoost. I'm proud to call myself a "<a href="http://blog.learnboost.com/case-studies/">Power User</a>". If you are searching for a web tool that will make your life easier give <a href="https://www.learnboost.com/">LearnBoost</a> a look today.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">Example of a LearnBoost Video Tutorial </div><div style="font-family: "Trebuchet MS",sans-serif;"><iframe frameborder="0" height="210" src="http://player.vimeo.com/video/13589168" width="400"></iframe></div><div style="font-family: "Trebuchet MS",sans-serif;"><a href="http://vimeo.com/13589168">How to Add Students to a Class Roster and Have Them Appear in Attendance</a> from <a href="http://vimeo.com/user4336773">LearnBoost</a> on <a href="http://vimeo.com/">Vimeo</a>.</div>J. Kornoelyhttp://www.blogger.com/profile/05638834800098642150noreply@blogger.com2tag:blogger.com,1999:blog-7229550498597398512.post-35179696319164186452011-03-06T23:17:00.003-05:002011-04-16T14:59:50.246-04:00Study Jams: Free Math and Science Animated Videos<div style="font-family: "Trebuchet MS",sans-serif;"><a href="http://studyjams.scholastic.com/studyjams/index.htm">StudyJams</a> from Scholastic is a wonderful educational website. I first heard of this great website from Richard Byrne's blog <a href="http://www.freetech4teachers.com/">Free Technology for Teachers</a>. StudyJams has a library of over 200 videos and slide shows about various math and science topics. Most of the videos include a quiz "Test Yourself", and a section about vocabulary. I know that the information is solid, the entertainment value is there for my students, and it's free!</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div class="separator" style="clear: both; font-family: "Trebuchet MS",sans-serif; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcgVr91lUyn6d87tRPEQEPkOa326QtCu55a7BabX7wlE6x3vToR7x65DjmJHg0Di87sjbruwbGuhPaWm4Xibv0uxPN8HZMPUPBE1oAtFXL0KMptiK2ahGVEVXCeobMStdccge0eW8R6Y0/s1600/studyjams.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcgVr91lUyn6d87tRPEQEPkOa326QtCu55a7BabX7wlE6x3vToR7x65DjmJHg0Di87sjbruwbGuhPaWm4Xibv0uxPN8HZMPUPBE1oAtFXL0KMptiK2ahGVEVXCeobMStdccge0eW8R6Y0/s1600/studyjams.jpg" /></a></div><div style="font-family: "Trebuchet MS",sans-serif;">I use StudyJams a few different ways. I use it as an introduction to a concept or skill, as a mid-lesson support, or I use it as a wrap up to the unit or lesson. </div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
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</div><div style="font-family: "Trebuchet MS",sans-serif;"><b>Using StudyJams as an Introduction</b></div><div style="font-family: "Trebuchet MS",sans-serif;">My students were studying heat energy a while ago. To start off the unit we did a <a href="http://olc.spsd.sk.ca/DE/PD/instr/strats/kwl/">K-W-L</a> about heat. After a nice list was built, we watched <a href="http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/heat.htm">StudyJams: Heat.</a> I ended up pausing the video a couple of times because some of the ideas that were discussed in our K-W-L discussion was explained in the video. When the video ended, we continued our discussion. The students had been armed with a little more schema, thank you StudyJams, and they wanted to know about more heat and it's applications in their world.</div><div style="font-family: "Trebuchet MS",sans-serif;"><b><br />
</b></div><div style="font-family: "Trebuchet MS",sans-serif;"><b>Using StudyJams as a Mid-Lesson Support</b></div><div class="separator" style="clear: both; font-family: "Trebuchet MS",sans-serif; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZQ-8GPbHUBMP0saTRe_ZuXD9s_ABoiEWPHQF4ZxN1I1I2khcpFiS7saLvQ1y6oNS8dnaseBbyN-BJySlLhMIOlX5reeDqTKYVTG5iY6blPxZOBSSGe_YNUDCZdavfvbYbUfAYUJM3RfA/s1600/fractions.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZQ-8GPbHUBMP0saTRe_ZuXD9s_ABoiEWPHQF4ZxN1I1I2khcpFiS7saLvQ1y6oNS8dnaseBbyN-BJySlLhMIOlX5reeDqTKYVTG5iY6blPxZOBSSGe_YNUDCZdavfvbYbUfAYUJM3RfA/s1600/fractions.jpg" /></a></div><div style="font-family: "Trebuchet MS",sans-serif;">I was teaching the class fractions. I began with breaking a candy bar into equal pieces, and shared some with a few lucky students (see "<a href="http://instantteachingideas.blogspot.com/2011/02/create-small-groups-in-seconds-and-so.html">Craft Sticks</a>" post). I then launched into explaining what the numerator and denominator represent in a fraction. I was talking too much at this point, and needed to change gears, so I played the StudyJams video on <a href="http://studyjams.scholastic.com/studyjams/jams/math/fractions/fractions.htm">Fractions</a>. The video totally supported what I had just talked about, helping me deliver the message twice with different mediums.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;"><b>Using StudyJams as a Wrap Up</b></div><div style="font-family: "Trebuchet MS",sans-serif;">As I was previewing the <a href="http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/magnetism.htm">Magnetism slide show</a>, I couldn't believe how much the slide show reinforced the topics we explored during our magnetism unit. I decided to use the slide show as a nice tidy wrap up for the unit. A nice feature of a StudyJams slide show is it either plays on it's own, or gives you complete control over the slide show. I was able to pause the show, and then review what we discussed, and I was also able to quickly and easily flip around to other slides.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">No matter how you end up using these videos, I urge you to give them a try in your classroom soon.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><span style="font-family: "Trebuchet MS",sans-serif;">*Note: Don't forget to check the archived teaching tips found under "More Instant Ideas" for more great tips! </span>J. Kornoelyhttp://www.blogger.com/profile/05638834800098642150noreply@blogger.com0tag:blogger.com,1999:blog-7229550498597398512.post-51636433749062626272011-02-28T22:05:00.001-05:002011-02-28T22:07:22.272-05:00Create Small Groups in Seconds and So Much More<div style="font-family: "Trebuchet MS",sans-serif;">This is one of those "oldie but a goodie" ideas that I've been using since I began teaching seven years ago.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">There is one other tool in my classroom that gets almost as much use as my document camera and projector--a cup of craft sticks. I have a cup of jumbo craft sticks (tongue depressors) with the names of my students written on them. I want to share with you a handful of...<i>crafty</i> uses for these sticks.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4MVulftO7bCATFgCZWVxuSovhZQ3rS7UGSKQJeLAuLmucH6AiYu8FLh7WDcoPj2SSJTcAiU2DouH4DiHK8vH__2YNYCR5CpzB9Gb7qgGcSKMByVDeqyuQI6j3kS2GiJHF0_E-7ezsky4/s1600/craftsticks.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4MVulftO7bCATFgCZWVxuSovhZQ3rS7UGSKQJeLAuLmucH6AiYu8FLh7WDcoPj2SSJTcAiU2DouH4DiHK8vH__2YNYCR5CpzB9Gb7qgGcSKMByVDeqyuQI6j3kS2GiJHF0_E-7ezsky4/s1600/craftsticks.jpg" /></a>I use the sticks a lot when I need to make partnerships or small groups for a quick activity. I pull any number of sticks (depending on the size of the group I desire) to make grouping students happen in seconds. I also like the randomness of this method, because it ensures that my students get a chance to work with each person in the class at some point over the year.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">Keeping my students awake and on their toes is another added benefit of the sticks. Instead of calling on the student with his/her hand raised I pose the question, allow for some thinking time, and then pull a stick. You should see them sit up a little straighter when I announce that I'm going to pull a stick to get an answer.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">Here's another use for the sticks...I use them as a bias-free way of choosing which student gets to help out with those little tasks that mean a lot to them. Here's an example of what mean that happened just a few weeks ago: our music teacher needed a couple of students to help him set up for the recorder concert. Of course everyone of them wanted to help, but I used a few sticks to settle the debate quickly and fairly. </div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">One more. We fill out a planner/calendar at the end of each day. I pull a stick and use that student's planner under my document camera as my model. I write the day's events as students copy it down.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">There are a lot more creative uses out there, and I'd love to read what you do, or plan on doing with your own set of sticks. Stop by your local art supply or craft store and pick up a box of jumbo craft sticks, and give it a try tomorrow!</div>J. Kornoelyhttp://www.blogger.com/profile/05638834800098642150noreply@blogger.com0tag:blogger.com,1999:blog-7229550498597398512.post-8535264019854549602011-02-16T18:38:00.005-05:002011-04-02T15:54:16.570-04:00Teaser Tuesday!Jason and I are both reading "<a href="http://bookwhisperer.com/">The Book Whisperer</a>" by <a href="http://blogs.edweek.org/teachers/book_whisperer/">Donalyn Miller</a>. At the beginning of Chapter 4, Miller writes about using a 'teaser' to share books with students to get them excited to read. Basically, you read an excerpt from a book which, in Miller's words, "gives you a taste of the book without revealing the entire plot." The goal, of course, is to motivate your students to pick up the book and read it independently.<br /><br />I thought a fun quick routine you could do with students is have 'Teaser Tuesday'. This would be a designated time each Tuesday to share a teaser from a different book. Something fun, quick, and, with the use of alliteration, at least one of my students would remind me about Teaser Tuesday...which I would inevitably forget once in while!<br /><br />Need a book ideas to start? Donalyn Miller has a great <a href="http://bookwhisperer.com/rec_reading.php">list of recommendations</a> across many genres!Erinhttp://www.blogger.com/profile/04375953604696831499noreply@blogger.com0tag:blogger.com,1999:blog-7229550498597398512.post-91712383880566356162011-02-12T14:51:00.006-05:002011-02-14T16:11:45.594-05:00Current Event WebsiteI just came across this "<a href="http://teachkidsnews.com/">Teaching Kids the News</a>" website and wanted to share it. It is an online newspaper written for students ranging from second to fifth grade. I was impressed because the articles were well composed and written at a level most elementary students kids could comprehend. This is a Canadian newspaper, so some of the current events may not connect as strongly with students in other countries, but there are articles for broad interests that it is worth checking out.Erinhttp://www.blogger.com/profile/04375953604696831499noreply@blogger.com1tag:blogger.com,1999:blog-7229550498597398512.post-74937881183519959862011-02-04T23:50:00.001-05:002011-02-04T23:56:30.903-05:00"Stickerize" Your Way to Grading-Free Evenings<div style="font-family: "Trebuchet MS",sans-serif;">I got this great idea from a veteran teacher. It's one of those great "work smarter, not harder" ideas.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
<b><i>Stickerization</i></b> is a term my students have coined that describes a fun and smart way to <a href="http://www.nctm.org/news/content.aspx?id=11474">formatively assess</a> student work in real time. <a href="http://www.marzanoresearch.com/about/about_dr_marzano.aspx">Dr. Robert Marzano</a> and company urge teachers to give instructional feedback to students as soon as possible to help maximize student learning and achievement.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">All you need is some cheap dollar store stickers (I use small little smiley face stickers) to get started. The best part is, when it's all said and done, you are correcting work <i>during</i> class instead of after school. If you think about it, it really doesn't make sense to correct work when the student isn't even there to get the feedback.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh22QesDx9nYKPIBTO-R_njJy1-ueD_Hmt2WK9e_lyK8lIf2qkd2NniTeIqpa9VYn8XjL3m1xaydv2UAJuKrw1Y4ewfUL79o6zJ7dv_u62l98VFGyhM1aJO52UEgOOmUz6BYE4RZ3AHrVY/s1600/stickers.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh22QesDx9nYKPIBTO-R_njJy1-ueD_Hmt2WK9e_lyK8lIf2qkd2NniTeIqpa9VYn8XjL3m1xaydv2UAJuKrw1Y4ewfUL79o6zJ7dv_u62l98VFGyhM1aJO52UEgOOmUz6BYE4RZ3AHrVY/s200/stickers.jpg" width="154" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "Trebuchet MS",sans-serif;">Stickerize</span></td></tr>
</tbody></table><div style="font-family: "Trebuchet MS",sans-serif;">I use stickerization mostly in math class. I teach fourth graders. I have them do a lot of group work and partner work. They are expected to work on the practice pages in their math journals first on their own, and then check it with their partner. Before they begin in their journals I tell them what problems or pages I want to check, or <i>stickerize</i> as they call it. I don't necessarily need to check the whole page of problems to get a good sense of their understanding. So, ahead of time I choose several problems that I feel will show their understanding of the skill I want them to learn.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">When the partners come to me for checking, I look over the work. Students know that they got it right if I put a sticker over the problem number or page number (formative assessment). If I see some problems done incorrectly I don't issue a sticker, and then I take a minute to investigate with them where they might have gone wrong (immediate feedback driven by formative assessment). After a little coaching, they go back to work the problem again. When they think they've got it they come up and check back with me. And hey, kids are kids, and they love to get stickers.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><span style="font-family: "Trebuchet MS",sans-serif;">When the work is handed in for the day, I have a pile of graded work ready for my <a href="https://www.learnboost.com/">gradebook</a>.</span> <span style="font-family: "Trebuchet MS",sans-serif;">A 10-20 minute chore after school it's magically turned into a 2-3 minute chore all because of a little sticker.</span><br />
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<span style="font-family: "Trebuchet MS",sans-serif;">Who doesn't want to save time and have a little bit of fun? Try it soon!</span>J. Kornoelyhttp://www.blogger.com/profile/05638834800098642150noreply@blogger.com1tag:blogger.com,1999:blog-7229550498597398512.post-80348536344198518152011-01-24T15:41:00.005-05:002011-01-24T16:02:50.063-05:00Two Stars and a Wish..RevisitedHave you ever done "Two Stars and a Wish" with your class when they were peer revising? This is a strategy where one student shares their writing piece and the other student(s) tells two things they enjoyed about the piece and one thing they wish was different about the piece. I love this strategy because it gives the students a concrete way to respond to student writing. However, many times I have not been impressed with outcome of the 'wish' part. Often I found the student comments to be shallow and too general. Also, even though the student would start with two compliments for their peer's writing, they were still uncomfortable giving the wish. Because, let's face it, no matter how we try to disguise it, we are asking the student to point out to their peer what is wrong with their piece.<br /><br />After reading a chapter in <a href="http://www.stenhouse.com/shop/pc/viewprd.asp?idproduct=389&r=&referer=">Choice Words</a> by Peter H. Johnson, I started to think about the language of "Two Stars and a Wish" and how we could make peer revision a more positive experience. One thing he discussed was when having a writing conference with a student (teacher to student) to try not to use the word 'but' when giving a suggestion and instead to use the word 'and'. For example:<br /><br /><span style="font-style: italic;">Do: "You have a great piece here about your birthday party AND if you added dialogue in the introduction it would be stronger."<br /><br />Don't: "You have a great piece here about your birthday party BUT if you added more dialogue in the introduction it would be stronger."<br /><br /></span>Can you hear the difference?<span style="font-style: italic;"><br /><br /></span>Now, back to "Two Stars and a Wish".<span style="font-style: italic;"> </span>What if instead of saying tell two good things and one to change, we taught kids to say two good things AND one thing that would make the writing even stronger. This would take out the negative connotation that something was wrong with the piece. Would students be more comfortable giving a suggestion? Would the writer be more willing to revise?<span style="font-style: italic;"><br /></span>Erinhttp://www.blogger.com/profile/04375953604696831499noreply@blogger.com1tag:blogger.com,1999:blog-7229550498597398512.post-43493128114506933212011-01-06T23:18:00.000-05:002011-01-06T23:18:09.801-05:00Reading on the Web<div style="font-family: "Trebuchet MS",sans-serif;">In this post I'd like to highlight four of my favorite reading websites (technically, the first two are web tools). I hope you find them as useful as I do.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div class="separator" style="clear: both; font-family: "Trebuchet MS",sans-serif; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbBWx3j4s-qPo7qBommlSOyoIpN0i5Ldcv_nbExnSGUlyUqXaOq2cqaeaVfGHK5HceHYz1PbljbOAuhY4In-RCrU3z7KZg8FffarJxTqc6HTr80G1KJlJcaK0zLJjheHQgf7-L6nPeEFU/s1600/lexile.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbBWx3j4s-qPo7qBommlSOyoIpN0i5Ldcv_nbExnSGUlyUqXaOq2cqaeaVfGHK5HceHYz1PbljbOAuhY4In-RCrU3z7KZg8FffarJxTqc6HTr80G1KJlJcaK0zLJjheHQgf7-L6nPeEFU/s1600/lexile.jpg" /></a></div><div style="font-family: "Trebuchet MS",sans-serif;"><a href="http://lexile.com/fab/">The Lexile Framework for Reading</a> website is very helpful for matching your student with an appropriately leveled book. You can type in a book title and it will give you the Lexile level for that book (for more information on Lexile levels click <a href="http://lexile.com/about-lexile/lexile-overview/">here</a>). If the book title isn't in their database, then you can type in a paragraph of text from the book, and it will give the general Lexile level of that text. You can search by author, keyword, and ISBN number if you'd like. This website includes the same search tools for books written in Spanish. The Lexile Framework for Reading website is very user friendly and easy to navigate. </div><br />
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</div><div class="separator" style="clear: both; font-family: "Trebuchet MS",sans-serif; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrVU-qK_swWEXOIvCfriEYsBpdGYfcHYUzCzmfTDkXQrZV7yB5w_SCP-C_4l-d87Qk56W8x9PVv1sOjIX5EU9tXaOaSUq94mItSLLcU6ie58_n5NHUrWwRedYHiBzdOUs2G2YacR9PU2M/s1600/Google.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrVU-qK_swWEXOIvCfriEYsBpdGYfcHYUzCzmfTDkXQrZV7yB5w_SCP-C_4l-d87Qk56W8x9PVv1sOjIX5EU9tXaOaSUq94mItSLLcU6ie58_n5NHUrWwRedYHiBzdOUs2G2YacR9PU2M/s1600/Google.jpg" /></a></div><span style="font-family: "Trebuchet MS",sans-serif;">Google's search engine includes a </span><a href="http://www.google.com/advanced_search?hl=en"><span style="font-family: "Trebuchet MS",sans-serif;"></span></a><span style="font-family: "Trebuchet MS",sans-serif;"><a href="http://www.google.com/advanced_search?hl=en">r</a></span><span style="font-family: "Trebuchet MS",sans-serif;"><a href="http://www.google.com/advanced_search?hl=en">eading level filter</a>. Let's say your students are researching wolves of North America, and you want some appropriate articles for them to read. You can use Google's reading level filter to help. I have added hyperlinks to three web articles on gray wolves that Google considers to be at <a href="http://kids.nationalgeographic.com/kids/animals/creaturefeature/graywolf/">basic</a>, <a href="http://animals.nationalgeographic.com/animals/mammals/wolf/">intermediate</a>, and <a href="http://fieldguide.mt.gov/detail_AMAJA01030.aspx">advanced</a> reading levels.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjn-NPgYXeyigMUJRw-ZggkTwK_Jr4CFd5kYGARhJ_9IhWtsR93n76Icq0RF_8rs5kbAGTA2Dy8g3Dy7ypkN3b8GIqlJal2PN5O80vs-qesMbl1M2LMQ7FpQzJ1n0_n2XPxTNhNeNkC0Po/s1600/kidsreads.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjn-NPgYXeyigMUJRw-ZggkTwK_Jr4CFd5kYGARhJ_9IhWtsR93n76Icq0RF_8rs5kbAGTA2Dy8g3Dy7ypkN3b8GIqlJal2PN5O80vs-qesMbl1M2LMQ7FpQzJ1n0_n2XPxTNhNeNkC0Po/s1600/kidsreads.jpg" /></a><span style="font-family: "Trebuchet MS",sans-serif;"><a href="http://kidsreads.com/">KidsReads.com</a> is a fantastic website for young students to read reviews about books they might like. There are book reviews, interviews with authors, and trivia questions based on favorite books. The best part is students have an opportunity to have <i>their</i> review <a href="http://tbrnetwork.com/content/reviewer.asp">posted on the website</a>. This is a great place for kids to get excited about good books.</span><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAvIJTX0gxIpD_tntkDiK9SxqIA_rsCOh8shDPw4wzrsjZAmD5zfDQNcZuTML1fWzzlX7J9JBcIf1yKI4rdWkCVsh3Vw43f_oEMkbC9hzNqnnheSpSvOl4TVxKd3nlWXT1MX76nYJc7IQ/s1600/storylineonline.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAvIJTX0gxIpD_tntkDiK9SxqIA_rsCOh8shDPw4wzrsjZAmD5zfDQNcZuTML1fWzzlX7J9JBcIf1yKI4rdWkCVsh3Vw43f_oEMkbC9hzNqnnheSpSvOl4TVxKd3nlWXT1MX76nYJc7IQ/s1600/storylineonline.jpg" /></a></div><span style="font-family: "Trebuchet MS",sans-serif;"><a href="http://storylineonline.net/">Storyline Online</a> is fantastic. If you haven't been there, go there. Members of the Screen Actor's Guild read aloud picture book favorites. Your students can read along with the narrators</span><span style="font-family: "Trebuchet MS",sans-serif;">, or just sit back, relax, and enjoy.</span> <span style="font-family: "Trebuchet MS",sans-serif;">As a special feature, each book comes with lesson plans and activities.</span>J. Kornoelyhttp://www.blogger.com/profile/05638834800098642150noreply@blogger.com1tag:blogger.com,1999:blog-7229550498597398512.post-5394610205439071382010-11-21T21:30:00.000-05:002010-11-21T21:30:22.657-05:00Why You Want Needy Students<div style="font-family: "Trebuchet MS",sans-serif;">I'm going out of bounds a bit. This post is not an Instant Idea, but rather a thought to let bounce around inside your head.</div><div style="font-family: "Trebuchet MS",sans-serif;"> </div><div style="font-family: "Trebuchet MS",sans-serif;">I was listening to a talk given by <a href="http://www.shanehipps.com/author2.htm">Shane Hipps</a> this Sunday morning. Hipps said, "Do you recognize your need?" When you have need, you seek the solution. You are driven to seek knowledge to help you solve your problem.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">You may already notice the transfer to the classroom.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgR6jGPOK4510crb-wFJCaUGjG-TPQvBwAFOecuwxAY9FvLXxKra_bJVfDFVRkbDh642ccLHkI0nXgYEVLsRjkVD9rHlFbLqANFIqZQ_ygh2uY-3aUDfIL42841Vp0wZaxUCmi_5FyKiuc/s1600/PBL.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="123" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgR6jGPOK4510crb-wFJCaUGjG-TPQvBwAFOecuwxAY9FvLXxKra_bJVfDFVRkbDh642ccLHkI0nXgYEVLsRjkVD9rHlFbLqANFIqZQ_ygh2uY-3aUDfIL42841Vp0wZaxUCmi_5FyKiuc/s200/PBL.jpg" width="200" /></a></div><div style="font-family: "Trebuchet MS",sans-serif;">If you dabble in <a href="http://www.edutopia.org/project-based-learning">project-based learning</a> (PBL), you recognize the underlying theme of creating a problem for your students to solve. The solution often requires students to learn certain skills and concepts to ease the process of solving the problem.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">As a PBL teacher you create need for your students. </div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">If you subscribe to this way of thinking, you agree that it's the students that need to ask the questions, not you. Instead of us saying, "Today I'm going to show you how to make a bar graph." It should be our students asking, "How do I create a graph?" Instead of, "Let me show you how fold a paper airplane that does a lot of stunts." It should be our students asking, "How will I go about choosing the right paper airplane that does the most stunts?"</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">When <b><i>need</i></b> is there, the learner seeks the knowledge. The tricky parts, I've discovered, are getting my fourth grade students, who are used to being told what to do, to become those learners who take initiative and take action, and (even more difficult) letting go of the reins.</div><div style="font-family: "Trebuchet MS",sans-serif;"><b><br />
</b></div><div style="font-family: "Trebuchet MS",sans-serif;"><b><u>Theory in Practice: The Science Process</u> </b></div><div style="font-family: "Trebuchet MS",sans-serif;">I put a bag of medium sized foam balls on the table in front of the class. I broke my class into small groups. I then told them that they must decide who will represent their group in the World Championship of Foam Ball Juggling. I showed them what juggling the foam ball looked like (bouncing it on my knee like a soccer player would). I explained that the World Champion would be the one who could bounce the ball on their knee the most times in a row with out hitting the ground.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">I wrote down three requirements on the whiteboard:</div><ol style="font-family: "Trebuchet MS",sans-serif;"><li>Organize your data in a table.</li>
<li>Create a graph of your data.</li>
<li>Based on your data, I need you to explain who you choose to represent you in the championship.</li>
</ol><div style="font-family: "Trebuchet MS",sans-serif;"></div><div style="font-family: "Trebuchet MS",sans-serif;">Go.</div><div style="font-family: "Trebuchet MS",sans-serif;"></div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">Crickets...Blank stares.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div style="font-family: "Trebuchet MS",sans-serif;">My students were waiting patiently for me to give them the "next step". When nothing further was given, slowly (painfully slow), quietly, they began to take action. I saw collaboration. I heard good discussion. I heard respectful arguing. When the required materials (listed above) started coming in, I noticed they were not up to snuff. So I posed this question to each group, "Where could you go to find out how to make a professional looking data table, and graph?" and then walked away. Soon groups were jumping up to get a math reference book to find out how to do it.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhU2t0PR84rfm2te4umZNo1iOP5PI02zUF2A-TpGDTcV_Q9TYinbrT1pZabssz8wOzV5XpyJjttRYGPFu4En5QevB94AzP6xfLMhXUYuCrNhYOrKiZg1c7-JYZTmNMbUlF08sVAYUIaiZA/s1600/2010-11-17+09.23.26.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhU2t0PR84rfm2te4umZNo1iOP5PI02zUF2A-TpGDTcV_Q9TYinbrT1pZabssz8wOzV5XpyJjttRYGPFu4En5QevB94AzP6xfLMhXUYuCrNhYOrKiZg1c7-JYZTmNMbUlF08sVAYUIaiZA/s200/2010-11-17+09.23.26.jpg" width="200" /></a></div><div style="font-family: "Trebuchet MS",sans-serif;">The next day, I gave each group a rubric. I told them that the top score is very similar to how scientists in the real world would have to explain their findings. With that in mind, I asked them to score themselves on how they think they did with their: group work, participation, graph, data table, conclusion statement, and mechanics. They evaluated their progress, and to a group, they went back to refine what they've done.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">Over two days, I gave less than a paragraph of instruction--<b><i>they</i></b> talked the rest of the time.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">Don't get me wrong, I had some stinkers who didn't work, and fooled around, but it gave way to an opportunity for their teammates to practice confronting project team slackers. Not all of the products were to my liking; the data tables and graphs need refinement, but I'd like to believe we took a good step toward true <i>learning</i>.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div class="separator" style="clear: both; text-align: center;"></div><div style="font-family: "Trebuchet MS",sans-serif;">The experience was 100% worth the anxiety I felt on both days, wondering if they were learning, because I was not their primary resource. Moving from the sage on the stage to playing the supporting role is not easy, but it's worth it. Don't you think?</div>J. Kornoelyhttp://www.blogger.com/profile/05638834800098642150noreply@blogger.com2tag:blogger.com,1999:blog-7229550498597398512.post-25634170895896604562010-11-11T12:24:00.008-05:002010-11-21T21:51:31.445-05:00Brian Pete on: Santa Fe Staff Developers<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='530' height='266' src='https://www.blogger.com/video.g?token=AD6v5dxiB2Lkc2uh3Qir-cHPCcSKJpZQmTddd9K-RUT98QKTXKRiHafcsP5b5kbD7GrkhMoHQ3c683blFt03uYpukg' class='b-hbp-video b-uploaded' frameborder='0'></iframe>Anonymousnoreply@blogger.com1tag:blogger.com,1999:blog-7229550498597398512.post-22353933432683280002010-11-03T22:30:00.000-04:002010-11-03T22:30:33.179-04:00Is Spelling Worth Teaching? We'll See.<div style="font-family: "Trebuchet MS",sans-serif;">I heard <a href="http://www.leadandlearn.com/about-us/biography/douglas-b-reeves">Doug Reeves</a> say that if teachers give spelling tests, then students should use the spelling words in a sentence.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">So it began. </div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">It's taken some years, but I think I'm on to something. A colleague and I working out the bedrock of a spelling assessment that requires students to write their spelling words in sentences, offers choice, and is, (YES!) easy to grade. What I'm about to describe is a prototype of our idea.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;"><b>What Research Says: </b></div><div style="font-family: "Trebuchet MS",sans-serif;">Dr. Randall Wallace's <a href="http://slc-gno.info/Spelling%20Strategies%208-06.pdf">meta-analysis</a> (PDF) of research on spelling best practices guides the reshaping of the spelling idea. </div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;"><b>How it Works:</b></div><div style="font-family: "Trebuchet MS",sans-serif;">The spelling words are based on word patterns such as adding -ed and -ing endings. We post 25 words that follow the pattern(s) for the unit. Students get to choose 10 words that they will use in a sentence. The sentences are recorded in a spelling journal. The teacher checks the sentences for proper word usage and spelling. The journal is given back to the student the next day. Students then <a href="http://www.scribd.com/doc/40934973">practice</a> their words over the week.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">On test day students pair up and swap journals. The spelling partner reads their sentence, and the student writes down the sentence.</div><div style="font-family: "Trebuchet MS",sans-serif;"><b><br />
</b></div><div style="font-family: "Trebuchet MS",sans-serif;"><b>Options Worth Looking At:</b></div><div style="font-family: "Trebuchet MS",sans-serif;">I discovered a teacher's <a href="https://sites.google.com/a/themuseumschool.org/ms-love-2nd-grade-classroom/curriculum/word-study-spelling">website</a> that gave us some other good ideas that we are trying.</div><ul style="font-family: "Trebuchet MS",sans-serif;"><li>Test students on words that follow the pattern, but were not on the list. I like this idea because it assesses student knowledge of the pattern, not on memorizing the structure of the word.</li>
<li>Test students on everyday words. Reading fluency improves with quick recognition of sight words.</li>
</ul><div style="font-family: "Trebuchet MS",sans-serif;"><b>Issues We've Noticed:</b></div><ul style="font-family: "Trebuchet MS",sans-serif;"><li>What to do when a student forgets his/her spelling journal on test day?</li>
<li>Editing of sentences. Is it important? How can it be done efficiently for both student and teacher?</li>
<li>How to best "teach" the patterns? How often? </li>
</ul><span style="font-family: "Trebuchet MS",sans-serif;">It is an interesting process as we work through this idea. Any feedback is welcomed. </span>J. Kornoelyhttp://www.blogger.com/profile/05638834800098642150noreply@blogger.com0tag:blogger.com,1999:blog-7229550498597398512.post-46019318548334810712010-11-03T11:19:00.002-04:002010-11-03T11:22:21.713-04:00Pix of Little books<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://4.bp.blogspot.com/_YJAxVeBsqSI/TNF-ENQwV8I/AAAAAAAAAEE/CRp6URDIea8/s1600/Little+Books.027.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 150px;" src="http://4.bp.blogspot.com/_YJAxVeBsqSI/TNF-ENQwV8I/AAAAAAAAAEE/CRp6URDIea8/s200/Little+Books.027.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5535344027759564738" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/_YJAxVeBsqSI/TNF-EHcPrrI/AAAAAAAAAD8/fmVgmFz6oJM/s1600/Little+Books.021.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 150px;" src="http://3.bp.blogspot.com/_YJAxVeBsqSI/TNF-EHcPrrI/AAAAAAAAAD8/fmVgmFz6oJM/s200/Little+Books.021.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5535344026197143218" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/_YJAxVeBsqSI/TNF-DzyDYjI/AAAAAAAAAD0/uTLnICJh3cs/s1600/Little+Books.012.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 150px;" src="http://2.bp.blogspot.com/_YJAxVeBsqSI/TNF-DzyDYjI/AAAAAAAAAD0/uTLnICJh3cs/s200/Little+Books.012.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5535344020919902770" /></a><br /><br /><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div>Thanks for the video of how to make the little book -<div>here are samples from teachers including book case idea</div></div>Anonymousnoreply@blogger.com1