How to get ALL kids to succeed?

I've spent a lot of time over the past few weeks thinking about my role in getting kids to accomplish at least 60% of my class. I spent 3rd quarter coaching kids through the 6th grade science fair and wound up assigning no Failing grades to students. Out of my 151 students,only 6 students earned a D on the project. 100% of the kids did the project and were able to present.

Possible reasons students achieved at this level:
-Students were given the opportunity to choose their own project
-I spent countless hours coaching and providing feedback to students
-There was an element of pressure that students were expected to perform and achieve and the class culture reflected that.

For next year, I would like to try a PBL approach where students have at least 2 out of the 3 of the above elements per quarter to encourage their success. So far, here are my ideas.


Q1: Unknown- something with a class presentation/speech
Q2: Space? Human body? Other?
Q3: Science Fair
Q4: Chemistry Portfolio


The sacrifices I will make for carving out time to do the actual projects must be outweighed by the benefit of the learning that will occur as students take on projects.

Human Impact Projects

For the second year in a row, I've had students read articles and then present to their classmates in groups about various human impacts on the environment. They are asked to identify what the humans are doing, what the problem is, and how to solve the problem.

This year, I had them log onto newsELA and all read the same article about Fossil Fuels to start off the lesson. Then, they went in and read the article assigned to their individual tables. They independently read and then answered two questions about the articles. I then told them that they need to talk with their group members about the various articles and put together a poster project about the article they read. Once they present, I will be able to score the projects and then we can hang them in the hallway for the rest of the school to enjoy.

Even writing this lesson plan out, it seems so efficient and brilliant and easy-going. For some reason, it has been SUCH a struggle to get these kids to go from reading the article independently to talking/working with the groups on the poster part of the project! What I wanted to take 3-4 days will take us at least six, if not seven days to get through!

I think a few things might be helpful when I do this project next year:
1. Dedicating a day to TALK (and maybe teach speaking frames with it) about the articles at the table.
2. Have students write out the Human impact, the problem and the solution on a sloppy copy to make sure they are on the right track.
3. Show examples of what the human impact posters could/should look like.
4. Provide questions (INDIVIDUAL and GROUP) as a handout on each table.

Teaching the 3R's

What a difference a year of learning routines with sixth graders makes for the first week of school! I've spent the last 5 school days going over all the different routines in sixth grade science. Students have practiced over and over entering the room, collecting lab notebooks, starting class with warm-ups, using supplies... and the practice works.

This group of kids is SO kind, polite, good at school and WANTING to learn. Yes, they get a little squirrely. But they re-direct really well, too.

I'm convinced this year will be successful due to the mix of kids AND the way I've taught them the rules and routines of the year.

Student Data Tracking/ SLGG

I'm kicking around this idea of having students track their own test scores as one of my student growth goals this year. The data will be SUPER easy to collect, either the student tracked their data or they didn't.

Draft of goal:
100% of sixth grade science students will track their test score data to visibly see their progress.

Teacher will:
-walk students through how to set up data tracking in their lab notebooks
-provide time after each test to go over each specific test question and which standard it addressed
-Teach that 1/2/3/ means big misake/small mistake/PERFECT

Students will:
-spend time after every test tracking their progress on science standards.

6th grade science fair

I held a science fair the day before spring break of the 2016-2017 year. Here are my thoughts on the endeavor.

Curriculum
LOVED the formatting and the way the assignments flowed together. I would change a few things:
Question: (white) require a diagram of the setup and the question on the lines.
Research: (white)I loved that there was an extension piece built in that I could easily take off for students who were falling behind.
Hypothesis: (yellow) I would put this as the back page of the question.
Variables: (yellow)I really liked that students were able to work with these terms. I would like to post these around the room... maybe make that part of the lesson... creating variable posters.
Materials and Procedures:  (salmon)  fit really well together. Maybe list out the numbers for students.
Data: (blue) Only make one-sided and open-ended for students to draw/record any information as it happens
Results: (gold) I liked giving students the space to draw a graph/model AND right in words what happened during their experiment.
Conclusion (purple): I liked the questions offered.
Abstract (white): I loved introducing this word to students and having them think of it as their speech, summarizing their work. I helped them write their speeches by showing them the speech I would give.
Miscellaneous
Next year folders need to be purchased ahead of time for students.
maybe organize by color for each class.
I liked the way students lined up in the hallway and came through to pick up the whole set of papers.
Make sure to have 50 extra copies of each page
Make students write their name on each page right away.
The timing was just about perfect. February 28 was the first deadline and the science fair was on March 24.
The dress rehearsal the day before the science fair was awesome because everyone was done and got to see the posters of those around them.            
carrots don't grow fast
Having students leave their poster boards in stacks based on period and then sorting them into sixth period classes the night before the science fair is effective because it allows double checking of who is missing poster boards and speeches.
Kid responses:
the stands that I made for the poster boards did not work as well as I thought they would.
Stay on task and meet your deadlines
Speak up and stand tall when you say your speeches
bring parts of your project to show off

6th Grade seating arrangement

Throughout the 2016-2017 school year, my tables have been in 4 different arrangements. Yes. 4. My janitor thinks I'm funny and trying to make him work harder.
Before school started, August me described seating woes as follows:

As a student teacher I learned that you can make groups by having students in line one turn around and face line two. In my new classroom my desks are at an angle, so this is a bit confusing. I am color coordinating the groups and assigning each four person group an element. Here are my table groups... It was hard to find these on the internet so I made my own.

Then, school started. 6 out of 7 class periods were awesome. I ended my day with a rowdy bunch of misfits who would take the classroom by storm and leave me feeling like I was going to lose it every single day. my classroom morphed from lined tables into groups. my groups morphed into different sized groups, and recently groups of different sizes AND shapes. I'm finally happy with the tables I have and don't anticipate rearranging any time soon. Hopefully.

Quick and Dirty book reviews

I'm holding up at least one of my summer goals.... reading more books! For the books that I read, I will post one or two lines on why I liked the book. Most of my books come from amazon. I would love to chat about any or all of them:)

Science Magazine- Mosquitos, Viruses and the Immune System

Interesting article that highlights a symbiotic nature... with a virus...which isn't living.... Definitely more for older students (high school). Great representation of a scientific article.
http://www.sciencemag.org/news/2016/06/mosquito-spit-helps-viruses-make-us-sick?utm_campaign=news_daily_2016-06-21&et_rid=17056523&et_cid=576463

classroom job applications

I keep running across articles talking about teaching kids life skills in school. What if students had to apply for jobs in the classroom? Write a cover letter, fill out an application, answer basic interview questions and then get hired or hear feedback for why they didn't get hired. Also, science offers a unique place where you can write an abstract, which is basically telling people why they should read your article.... easily equatable to a cover letter where you spell out why you should be hired. Additionally, it adds to classroom culture and student ownership of their learning

6th Grade Science:
Note-taker for students who are out sick

Zootopia Review

I live in a relatively small town and one of the coolest things about small town life happened this week. I substitute teach in the area and I have subbed consistently in one particular 5th grade class. As a school reward, the fifth grade had the opportunity to go to the movies during school in a small venue downtown. I happen to live 3 blocks from the theater and I was invited by one of the fifth grade teachers to tag along. I walked down and met the fifth grade to watch Zootopia.

I LOVED IT. The story kept my attention, there is SO MUCH humor and the characters are well developed. I would show this movie from 3rd grade up through high school. There is one portion of the movie where a "nudist colony" is visited and the animals are... well... nude. The kids thought it was SO scandalous. It wasn't. It was HILARIOUS.
Lesson Ideas:
What do the "predators" vs. "prey" represent in the human culture?
Is it realistic that the predators and prey can coexist?
What sort of accommodations did businesses come up with to cater to various creatures?

Summer Goals

2016 Summer Goals:
READ!
I have gotten out of the habit of reading and instead binge watch any show I possibly can. My mind is sluggish and I partially blame my lack of reading.

WORK ON CHEMISTRY CURRICULUM
I used to LOVE chemistry. I haven't taught it in so long and I feel a little rusty.

EXERCISE CONSISTENTLY
I was feeling so strong and good getting ready for my trip and then walking ~20,000steps/day on my trip but I have slacked off lately:/

GET OUTSIDE
Sometimes with my freetime I end up hanging out inside working on crafts or projects in my house. Even though those projects are great (and necessary) I want to keep my tan and enjoy the beautiful place I live.

EXPERIENCE JOY
Getting caught up in "what's next" and "where is my life going??" can be so easy. This summer I want to take the time to open doors for my next steps, but enjoy where I am and the freedom I have RIGHT NOW.

Common Core: Key Details

Key Ideas and Details:

CCSS.ELA-LITERACY.RST.6-8.1
Cite specific textual evidence to support analysis of science and technical texts.

Honestly, I have no idea how to interpret this. Does anybody have any insight into what a lesson might look like to cover 6-8.1?

CCSS.ELA-LITERACY.RST.6-8.2
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

 The "Tree Octopus" article would be a great way to teach 6-8.2. Prior knowledge and opinion would dictate that octopi don't live in trees, but the article concludes that they do. Teaching kids to provide evidence directly from the article to support the conclusion. 

CCSS.ELA-LITERACY.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Achieved with any laboratory procedure. Make sure to include an experiment with measurements and daily observations during the year. 

Five weeks of packing

I put together a collection of clothes and accessories that I packed. I spent a LOOONGGG time putting together a packing list and as a result I wore everything I brought at least twice. You may not be, but I am very impressed with myself!
A few comments:

**The ONLY regret I have- I didn't bring the right pants for Africa (Kenya, Malawi, Zambia or Morocco). What you need to be comfortable in Africa is FLOWY pants. Culturally it isn't acceptable to wear shorts or short skirts so if you want to be culturally sympathetic and not be labeled an obnoxious tourist, bring flowy pants. 

***The purse I have in most of these photos was an anti-theft purse. I really liked it but ended up buying a leather purse in Marrakesh (real leather, $26 USD, what??) and ended up sending the anti-theft one home with my Dad. 

**** I didn't really wear make-up in Kenya, Malawi or Zambia. It was too effin hot.

***** Toe photo included to show off my gnarly sandal tan. Thank you Teva's! 

Lisbon, Portugal and Rome, Italy (pretty mild, but sunny)

Prague, Czech Republic and Madrid, Spain (Prague was a bit chilly and Madrid was beautiful!)

South Luangwa, Zambia, Nairobi, Kenya and Mzuzu, Malawi (Hot.)

Paris, France (warm but cooled off at night)

 

Pants: 2 pairs of leggings 2 pairs of jeans 1 pair black pants running shorts 2 pairs of jean shorts	Shirts: White and black short sleeves White and black long sleeves striped sweater an assortment of tank tops
Overwear: 1 grey cardigan 1 lightweight jacket (I had to do surgery on this early on in my trip.... I suggest buying a better quality version than I did!) 1 rainjacket 1 sporty pullover 1 chambray button-up	Dresses: 2 long sleeve thin cotton dresses 1 halter style thin black dress
Accessories: 1 swimsuit 4 pairs no-show socks 4 pairs of shoes (2 pairs of tennies-grey and white, 1 pair of Old Navy flip flops, Teva sandals) 3 scarves (one of my scarves doubled as a skirt several times) black spandex blowdryer (probably could have done without. Don't tell my friends that though!) Straightener (really glad I had this a few times!)

Hope these comments and lists were helpful in any of your upcoming packing plans. Also, Teva has no idea who I am.

Visiting the Baby Elephants

After I had decided to travel to Malawi to visit my best friend, I realized I would only be about 1000 miles from the Daphne Sheldrick Wildlife Trust. I grew up loving elephants and my mom and I have followed the progress made through the Trust for years.
Dame Daphne Sheldrick is one of those people who animals trust. Since she was little animals have allowed her to care for them.
Elephants in particular have had a rough time due to the illegal ivory trade and the Trust works diligently to end elephant poaching.
The Trust raises these elephants after they have lost their families. Elephants are incredibly emotional and there are a few elephants that are visibly depressed. As hard as that is to watch, The evidence of the keepers' love is tangible. You can read more about the Trust and the progress of the elephants here.

I love this picture because it shows the care taken for the grounds. This is a garden surrounding a house. I'm not sure what the house is used for, but it is right in the middle of everything and representative of how all the houses and structures are loved on the grounds. 

A Keeper took this picture for me. He noticed me trying to capture the little one sleeping and he offered to take a few for me due to his angle advantage inside the pen.

I ended up sponsoring 4 elephants Roi, Kamok (for my Mom), Kora (for my Dad) and Mbegu. These elephants all have unique stories that you can view if you select their names from the drop-down menu on the website linked above.

I also had the opportunity to meet Pea and Pod the ostriches, Kiko the baby giraffe, and Maxwell the blind, black rhino.

Visiting the Trust and the baby elephants was an amazing experience. The Keepers are steadfast and incredibly helpful. They are willing to talk to the public and answer questions or help you get the best shot of the sleeping babies. They clearly love their charges and their jobs.

I am so thankful for the opportunity to go see these amazing creatures and the beautiful haven created just for them.

P.S. DSWT has no idea who I am or that I wrote this blog post. All pictures taken by either myself or my Dad. 

Travel Diary: Intro

I just got back from the trip of a lifetime. Here are some of the places I visited. Over the next few weeks I will be posting highlights from different aspects of my travels.

• Prague
• Lisbon
• Rome
• Daphne Sheldrick Wildlife Foundation
• Lilongwe, Malawi
• Marrakesh Morocco
• Spain
• The Louvre
• London

I plan on creating several blog posts highlighting my packing list, comments on several of the places above, modes of transportation and what it was like to travel with several different types of people. Normally a blog to store my thoughts on education, this seems like the best forum to capture my thoughts and opinions of these travel experiences!

5th Grade Free Write

Having students participate in a "free read" or "free write" successfully, takes some practice. One thing that seems to be motivate most students simply involves watching the teacher participate in the activity. I typed up what I wrote during a fifth grade free write activity in one of the classes that knows me pretty well.

"Free Write 2/16/16

 I LOVE being a teacher. I love watching students learn, grow, change, experience new things, make new friends and start figuring out what they are interested in. I think, looking back, that I taught my high school guys at ~ a 5th grade level. There are so many new things being learned in 5th grade. They are learning how to LOVE reading and writing. Things I love! For so long I wanted to help people figure out how to be successful in college, but now I'm learning that what I REALLY want is to teach people how to LEARN. Learning how to LOVE reading, how to LOVE math, how to LOVE writing. 5th grade seems like a good place to accomplish this."

Thinking about what grade I want to teach the MOST, is difficult. Some of my favorite things to teach:

• Lab Reports!
• Genomics
• DNA

These subjects are not really applicable in 5th grade. So, what do I do? Teach middle school? Go back for a masters in elementary ed? Tough it out in an affluent high school? It's weird to be at a crossroads once again in my teaching career, but exciting and exhilarating at the same time.

 

Teaching Economy in 4th or 5th grade

I am not a licensed elementary teacher. Subbing this year has shown me so much about the workings of the lower grades. I have tried to piece together how teachers work with state and national standards, and it's a bit confusing. One aspect is teaching financial and economic literacy. In several classes I have been in, part of the reward/consequence system involves "payment" and "fines."

Here are the methods I have seen in action:
Method Ja
background: This is a fifth grade class with GLAD influence.

• students have jobs they get paid for. Some jobs are paid better than others (teaches that resources are allocated differently)
• Students make wallets where they keep their money.
• Students are fined for misbehavior and not turning in homework. They must take home their fine and get it signed and then pay the teacher out of their wallets. 
• Students may buy privileges from the BANKER (one of the classroom jobs) 
• examples include comfy toes, teacher chair, teacher desk, seat bump, computer time, etc.
• loans can be given and interest is collected. 

Method Je

background: This is a fourth grade class with GLAD influence. 

• students start with 5 fuzzies. They can be taken away for misbehavior.
• Fuzzies can be turned in for raffle tickets.
• raffle tickets buy objects students may need (pencils, spiral notebooks, emergency bathroom passes, etc.) or want (sharing time, extra recess, homework pass, lunch with teacher, etc.) (teaches the difference between need and want at a financial level.)
• students are responsible for their own tickets, BUT teacher has set up baggies in each cubby to hold tickets and fuzzies. 

At some point during the school year, students should be prompted to write about their experience with the fuzzies or job scenarios. This would likely be done without the students even knowing it was an assessment for economy standards. 

Student Swags

Creating swags are so popular right now and they could be used in classrooms in a variety of ways.

1. For each assignment hang a collection of student work to display the activity. 

2. Have students create their own swags as a portfolio to show off their work for the year.

3. Create a swag to show students what work they are currently working on (A way to show the week's assignments.)

A GLAD 4th grade 9 (J)

I subbed two days in a row in a fourth grade class that is probably 1/2 bilingual. She runs her classroom with heavy GLAD influence.

Observations from her class:
1. Fuzzies. She uses fuzzy balls to reward students for good work. I LOVE this. They are fun and fun to say.
2. She has baggies pinned to the inside of each cubby for students to hold fuzzies and raffle tickets that they can then use to buy different things in the classroom, either privileges or objects.
3. Her reading time is set up basically as a rotation. They have the choice to read to self, read to someone, word work, listen to reading or free write. They have to do a variety of options throughout the week.
4. She has taped reminders to each of their desks, the names with the multiplication chart, ruler, etc., talk moves, and their group number (GLAD component).
5. She has a list of week assignments for students to be working on at all times. This includes items like scholastic news, etc. for automatic filler.
6. She has a cork board with pushpinned sticky notes alerting students to what hw is missing. I love this because I do it anyways!

Books to read

I was in a bit of a book slump. Nothing could really hold my interest. THEN, all of a sudden I can't get my hands on enough books. EVERYTHING is interesting. I am seriously thinking about transitioning my license to elementary school. This means that I need to get caught up on some common reading group books!

Here is my list:

Rats of NIMH

Wonder

The Tale of Desperaux

The story of Ruby Bridges

Hatchett

Peak

The Light Princess

The Wall

Babe Didrikson Zaharis: The Making of a Champion

The Year of Miss Agnes

A Single Shard

Older YA books:

How it Went Down

Chain Gang Elementary

Working in the correctional facility last year, I realized how important it is to find culturally relevant books. I'm still looking for books for a primarily hispanic community, primarily african american community and a "projects" community where there is a lot of diversity. Small town books seem to be pretty well covered.