Math Journals

For my ROL and AR I have been implementing writing and recording of thoughts in math class by incorporating math journals.  When I started my research, I wanted to see how math journals help my 3rd grade students grow as a learner in math.  Research indicates that by writing down thoughts and ideas, students will remember it better.  Also by putting it into their own words and having them express their thoughts helps them think about what they are learning!  

To start my AR process, I had the students divide their notebooks into three sections: 

1. Math Thinking: where they would do their writing about what they learned or what they didn't understand.  I gave them prompts to write in this section.  For example: "I learned today...."  "I still don't understand..."   "This is how I solved my problem..."
2. Math working: where they would work out problems that were on the board.  I used this a lot with our math message or mental math from Everyday Mathematics.  They would work on the problem in the notebook and show me how they got their answers.  We then would discuss the different ways to solve a problem.  Opening up the room with lots of "Math Talk!" 
3. Math Learning:  This is a place to take notes.  I have found that we don't take a lot of notes in third grade.  I found that their thinking about the math was more important then them taking notes.   I could see this section being more beneficial to the upper grades.  

I am currently wrapping up my AR data collection.  Overall, I have enjoyed implementing the math journals into our math class. I find that it helps me understand what the students are getting out of lessons and what they are struggling with by looking at their work in their journals.  Also, the students take ownership of their math work in their journals.  

Students and teachers need to understand that respect is something that is earned not something just given.  In the book called Understanding Learning in chapter seven "Moitvation for Learning."  There was a very interesting chart that I want to share with you. 

The chart gives 15 behaviors of mutual respect:  

1. Calls on everyone in the room equitably.
2. Provided individual help.
3. Gives "wait time"
4. Asks questions that require more thought.
5. Asks questions to give the student clues about the answer.
6. Tells students whether their answers are right or wrong.
7. Gives specific praise.
8. Gives reasons for praise.
9. Listens.
10. Accepts the feelings of the student/
11. Gets within an arm's reach of each student each day.
12. Is courteous to students.
13. Shows person interest and gives compliments.
14. Touches students (appropriately).
15. Desist (does not call attention to every misbehavior).

I was happy to read through these 15 behaviors and be able to say I do these with my students.  How about you?   

GoNoodle...Brilliant Brain Breaks for the Busy Classroom

GoNoodle...Brilliant Brain Breaks for the Busy Classroom

GoNoodle has given me a one stop shop for brain breaks that my third graders so desperately need in our classroom.

There is...                       No special equipment or setup.

All you need is a computer and a screen 

the whole class can see. You don’t 

even have to upload student data.

Zero prep.

Log in, click play, and give your students a break. 

Move along with them or take a minute 

to transition to your next teaching task.

Tons of content.

Run, jump, stretch, dance to get your students active, 

or calm them down with deep breathing exercises.

Based in science.

Release endorphins and get the blood flowing.

 It's scientifically proven to improve mood and cognition.

We think the best part about GoNoodles is growing our Classroom Champ. It's a feature where we get to choose an avatar, and each time we log physical activity time our class critter grows bigger!

You can only imagine the whoops and hollers that occur when our Champ exits the Transmogrifier. They love the challenge!

Here are few examples:

They will make you laugh too...Wiggle It, then let me know what you think! 

Are you ready to GoNoodle? Visit their website {here} 

to get started for FREE.

Your kids will thank you too for using your Noodle...

End of the Day Jar

Reflecting on Our Day

 Here is something I found on Teacher Pay Teachers that I started using with my class. The End of the Day Jar is a great way to finish up the day with community circle. Have students join you at your group space. You can pull out a card or have a student read the card. There are several ways to respond. You can call on students, have the student that chose the card respond or have students buddy talk and share.

Here is sample of some of the questions that are found in the jar:

• What is one thing you learned today?
• Did you do something kind for someone else today?
• Did anyone do something nice for you today?
• Did you give your best effort on your work today?  Why or why not?
• What are your goals for tomorrow?
• Share something about your day?
• What can you do tomorrow to be a better student?
• Name an adjective that would describe your day.

It is something to try with your class!  My kids are loving it!  I feel it is a good way to reflect on our day!

Poverty and Education

In my masters class, we have been talking and reading about how poverty affects our students.  Here is a graph stating that education is a foundation to human development and has a clear multiplier effect with benefits in health, broad-based economic growth and poverty reduction.  I was unable to make this infograph fit so you can read it.  So I will explain what it is telling you.  It states

• that a child born to an educated mother is more than 2x as likely to survive to age five.
• Educated mothers are 50% more likely to immunize their children mothers without an education
• Every extra year of school increases productivity by 10-30%
• A girl who completes basic education is 3x less likely to contract HIV/AIDS 
• Individual earning increase by 10% for each year of school completed  
• Educated women re-invest 90% of their income to their family.  Men invest 30-40%

But Still Today:

• 1-4 women around the world cannot read this sentence
• Girls make up 53% of the children out of school 
• 98% of people who can't read live in developing countries

With this information, we as educators need to remember the importance of teaching to all students.  We need to remember how it is important to get to know each student for who they are and understand that they might not come to school having the same home life as ours or the kid next to them. And with that, we need to understand where they come from to help them grow and learn! 

Math Journals

        My research was based on the use of Math Journals in a third grade classroom.  I have started implementing our math journals into my math class.  We divided our journals into three sections: math thinking, math working and math learning.  Each section has a purpose. The math thinking is where the students write how they came up with a solution, what they have learned or still have questions on (a place for reflection).   The math working section is where they work out problems.  The problems can be ones that I give them or ones they get from their math workbooks.  The math learning section is designed for a place to write notes and math vocabulary in.  The last thing we added to the back of our notebooks was a string to use as a book mark.  This way they can place it in the spot they are working and it easy for me to find!

      Through my many hours of research I found that writing in Math is beneficial.   According to Marilyn Burns, a national known mathematics educator, “Writing in math class supports learning because it requires students to organize, clarify and reflect on their ideas, all useful processes for making sense of mathematics." Burns has a great book and many great articles on the subject that you can read if you want to see the research on how using math journals can enhance the learning of your own students. Here a link to an article written by Burns called Math Journals Boost Real Learning.

Community Building

It's back to school time!!!  The first few weeks of school, I strive to set the tone and environment for my students by creating a community where they all feel they belong!  One of the ways I do this is by having my student help set the rules for the classroom.   I involve them in the decision making and how our classroom should be run!  We are team and we need to work as a team!  I teach them that every rule there is can be under the following three words:
 , , and    We make a list of rules that are written in a positive manner.  We brainstorm ideas and we think of how they fit under one of the three listed (respect, responsibility, and safe).  The kids do a really good job creating the rules!  I find by doing this, they take ownership in them and follow them better than as if I came up with them on my own and told them.
Here is a link to learn about how to create rules and why it is important to do with students from Responsive Classroom!

Homework and Grading

Homework and grading was a HOT topic at my last Master class.  

I have always thought there needs to be a good balance to how much and what type of homework needs to be sent home.  As a third grader teacher, I require my students to do a math assignment twice a week to practice what we have learned in class (practice, practice, practice is my motto), to study their spelling words for the Friday test, and nightly reading of 20 pages.  The conversation had and reading the article, really made me think.  In the article Rethinking Homework by Alfie Kohn, he states that there are negative effects of homework like frustration, lack of time for other activities and possible loss of interest in learning.  He also states that there is no evidence of any academic benefit from assigning homework in elementary or middle school.  This really made me think.  I felt I was helping my students learn responsibility of accomplishing a goal outside of school.  Besides being a teacher,  I am a mother of two different girls.  One can get her homework done in 10 minutes and the other one, takes hours to get it done.  I find this frustrating as a mom!  With all this new information it has changed my thinking of what to assign for my students at school! 

What are your thoughts about homework?

If you are interested in reading the article is a link to the website:

http://www.alfiekohn.org/teaching/rethinkinghomework.htm

Get your kids moving with Go Noodle

It has been proven that active kids are healthier and learn better!  I was introduced to a site called Go Noodle.  It is site that is free and easy to use.  You need a computer hooked up to a smart board or projector. The site is full of quick and fun brain breaks that the kids just love.   As they move/exercise they get to earn minutes and grow their class champ!  There are calming, energizing, (introduced by Olympic athletes) and focus activities.  My kids loved doing the many different activities the past few days.  They ask to do more!!!  Check it out!  Your kids might enjoy this too! 

  

DoJo

I started something new and fun with my class to help with the end of the year behaviors that seem to arise.  It is called   What is Class DoJo?  It is a real time behavioral management and skill tracking tool that is easy to setup, easy to use and completely FREE!  It helps improve behavior and build strong learning habits.  It helps engage students effortlessly.  It tracks data with no date entry required.  It gives the students immediate feedback to improve behavior.  And my favorite part, it focuses on building positive behavior rather than punishing and disciplining.   I started using this in my classroom on Monday of this week.  I wanted to try it before blogging about it. I can say that I have had great success with it!  My kids are loving it!   As a class, we set up awards for different point values.  I  Here is a link if you would like to check it out yourself...http://www.classdojo.com/

The Complete Brain Warm Up

MCA testing continues in 3rd grade!  The kids are doing great!  I am excited to see the end results from all their hard work!  

It is been said that it is important to get up and move before taking a test.  So before each section of the test, I gave my students the opportunity to get up and move, to warm up their brains!  I found this cool video from You Tube https://www.youtube.com/watch?v=VL4an7UC3wA that goes along with the all the different brain gym activities that I have added into my classroom! 

 Check it out!   My kids enjoyed doing it!

Brain Gym

At our spring conference, I was introduced to some brain gym activities.  Today, I tried one of them with my students!   They asked many questions on what we were doing and why we were doing them.  The activities and questions tied in perfectly with what we have been learning about: the brain!  Brain gym is to help or improve a students:

• Concentration and Focus
• Memory
• Academics: reading, writing, math, test taking
• Physical coordination
• Relationships
• Self-responsibility
• Organization skills
• Attitude

I introduced my class to the Lazy Eights before we started our writing!  The kids enjoyed the activity.  Some said that..."this is easy,"  some said "this is hard!"  

Why Blog

I feel this quote fits in so many aspects of my life.  From my classroom to my home life to my friends to strangers I don't even know.  But most of all I feel it fits in my adventure into blogging.  
I read an article called Blogging: Who Should, and Why.  As I read the article, I used one the strategies that I teach my 3rd graders, when it comes to taking notes and that is to highlight important words and phrases that are important to you.  I would like to share with you my findings.  Blogs are for reflecting, finding your voice and receiving immediate feedback with a constant change of your audience.  
When I was first asked to start a blog I was very nervous about it.  I didn't feel confident to share my thoughts with the world.  The first thing the article stated was "the courage to publish."  That was me.  I had to find the courage to put my thoughts out there in the world wide web for everyone and anyone to see.  When you find the courage to write a blog, you find your voice.  Finding your voice is done by reflecting, sharing ideas and receiving that immediate feed back from others.  Maybe that is one of the reasons I was so nervous, I don't know what others are going to hear, what voice, through my writings.  This unknown is scary to me.  Through readings and my masters class, I am finding more and more out about how important it is to write your own reflections.   This is true for our students as well.  They need time through the day to reflect on their learning!  A blog is great place to reflect and receive others feedback! 

Happy blogging everyone! 

Planning for Learning

            Isn't that a true statement?  We as teachers, want our students to be able to think through problems, think for themselves, and think about what is yet to come!  We want them to become creators, the next Steve Jobs.  And we want them to love what they are doing, their neighbor and life itself!  
             I recently read chapter 9 called "Planning for Learning"  from the book Understanding by Design.   It was a chapter about what the learning activities need to be to help our students to understand the concepts that we are teaching.  The activities need to be both engaging and effective, interesting and relevant.  When considering what I am doing to help make my activities become both engaging and effective, I realized that I do a lot of what the book suggested: by stating clear goals, hooking my students by making the topic interesting, equipping them with necessary experiences and tools.   I love the ideas that the book gave on ways to hook our learners: by immersing them in puzzles, challenging them to solve a real-world problem and engaging them in a role play to explore relevant issues from different perspectives.  Another idea is starting with a mystery that they need to solve! 
      I need to concentrate on improving the reflection piece.  By giving them time to reflect on what they are learning and rethink through their work.  So much of my time is spent getting to that end product that I don't allow time for them to reflect on the process or even the work that was done.  Also having them reflect on their work, self assess.  This made me think of how I assess my work each day.  How a lesson went.  How I made a connection with a student.  How I help a student get to the "Ahhh moment!"  (I love those moments.)  So why don't I have my students do that? (My Ahhh moment!) 
       Also the chapter states that I should become the facilitator or coach instead of the teacher.  If any fellow learners are reading this, I would love to hear how you are the facilitator instead of the teacher in your classroom?  This idea is something that I just can't wrap my finger around!  
        I want to leave my reflection of this chapter with these two questions that stood out for me to help me remember what I need to consider when making my activities: 
         1.  What do learners need, given the desired results?
         2.  What is the best use of time spent in and out of the                            classroom, given the performance goals?   
*Always keeping in mind what the desired results and performance goals are! 

Kirchenwitz’s Top 10 List: “Thinking Like an Assessor”

After reading chapter 7 of Understanding by Design. I made this top 10 list of important things to consider when thinking of how and what to assess.

Kirchenwitz’s Top 10 List:

“Thinking Like an Assessor”

1.  The evidence needs to align with our goals.

2.   What kinds of evidence do we need to find hallmarks of our goals, including that of understand?   (ex. comparing/contrasting or summarizing)

3.  What specific characteristics in student responses, products, or performances should we examine to determine the extent to which the desired results were achieved?  (ex. criteria and rubrics)

4.  Effective teacher-assessors gather lots of evidence along the way: informal checks for understanding, observation and dialogues, tests and quizzes, academic prompts, performance tasks.  A simple tool is the “one minute essay”: what was the big idea you learned and what are some unanswered questions you have.

5.  Assessment for understanding must be grounded in authentic performance-based tasks.  To be authentic it needs to:

• realistically contextualized:  the person’s knowledge and abilities are tested in real-world situations
• Requires judgment and innovation:  the students have to use knowledge and skills wisely and effectively to develop a plan for solving a problem that is unstructured.  
• The student has to DO the subject
• Students need to experience what it is like to perform tasks like those in the workplace and other real=life contexts, which tend to be complex and messy

6.  Performance tasks typically present students with a problem: a

real world goal, set within a realistic context of challenges and possibilities

7.  Can use the design tool GRASPS to aid in the creation of performance task: Goal, Role, Audience, Situation, Performance, Standards  (great example on page 158 of Understanding by Design)

8.  We need to know the learner’s explanation of Why they did what they did, their support for the approach/response, and their reflection on the result that we may gain fuller insight into their degree of understanding.  

9.  Assessment of understanding is enhanced when we make greater use of oral assessments, concept webs, portfolios, and constructed response items of all types to allow students to show their work and reveal their thinking.  

10.  The six facets of understanding signal the types of performances we need as valid measures of understanding:

• Explantation: tell the big idea in their own words, make connections, show their work, explain reasoning and induce a theory from the data
• Interpretation: make sense of stories, art works, data, situations and involves translating ideas/feelings in one medium to another
• Application:  use their knowledge and skill in a new situations
• Perspective:   see things from different points of view, see the big picture, recognize underlying assumptions and take a critical stance.
• Empathy:  develop their capacity to walk in someone elses shoes.
• Self-Knowledge:   self-assess their past as well as their present work.    A simple strategy is to make the first and last written assignments the same question.
• The tasks and performances should require reflection, explicit self-assessment, and self-adjustment, with reasoning or rationale made as evident as possible!

Assessment Of, For, As Learning

How do you assess your kids in your classroom?  I read a chapter by Lorna Earle called Assessment of Learning, Assessment For Learning, Assessment as Learning. It was interesting to find out what the difference between the three were. It made me think of how I use assessment in my classroom and what I want to improve.

Assessment Of learning was one that I use basically so I have "proof" to show parents. When I first started teaching a fellow teacher told me that we do assessments so that if a parent ever questions us that we have prove to show them. I have always questioned this idea. I understand that the parents want to know how their child is doing but I don't like the idea of everyone being compared to one another and ranking them in this type of assessment.  What are your thoughts about comparing students? Is it important that we have a curve to show the ranking of students?

Assessment For learning is the on going process of collecting data to help understand where your students are and where you need to take them. This I feel is a daily assessment that most teachers do even if you don't see it on paper. I know I do it! I do it because I want to know where to take my teaching next. For example: We just finished a fraction unit and took a test. I use the test to see who gets fractions and who doesn't. I take the information to see where I am going next with my teaching and with whom! Do you have a favorite assessment tool that includes collecting data to help guide you with your teaching?

Assessment As learning is the students are motivated! This happens when students personally monitor what they are learning and use the feedback from this monitoring to make adjustments, adaptations, and even major changes in what they understand! Wouldn't it be great to have all our students be driven and take their learning in their own hands? This is one type of assessment that I would love to see more of in my classroom. I am not quite sure how to achieve this though. Any suggestions?

A new thought came into my mind that I am really dappling with and using in my classroom. This new thought came to me when one of my masters instructors introduced in the beginning of our program, that one of our goals of our class was to see growth. She explained we all come in with different backgrounds and are at different places in our learning. Isn't this the same as our students? They all come in at different levels of learning, with different learning styles and different background knowledge. With this we need to find a balance between the three types of assessment to help our students grow.

I will leave this post with you to ponder this quote....