Understanding Where Students Come From...

Today, I had the pleasure of doing Walkthroughs at Long Elementary, and while there, I was inspired by some things I saw.  I've shared my "ah-has" in the pictures below, so think about how we can apply some of these ideas to middle school.  Plus...it's helpful to know what has been expected of kids before they arrive on our steps.

In this second grade classroom, students help design the objective for the day/subject.  This is a simple way to get students to have input and to reinforce purpose behind their learning.

 This 1st grade writing center gives kids samples they can reference.  Notice how they have different genres of writing and different levels of expectations.  This helps kids feel more comfortable with the writing choices they make.

In this primary classroom, students have a quick visual of their expectations.  This is their rubric with anchor examples to guide them in their own work.

  Here's a quick formative assessment that gives feedback on student's learning growth.

 In elementary school, students work on building their reading and writing stamina. In some classes this is written as a goal, but overall, it's a good method to build student confidence and increase their learning/practice over time.

 QR Codes are used to provide direction for student centers.  What a great way to save paper and have consistent expectations for how students can use extra time in the future.

I love the opportunities I have to see what learning looks like at different levels.  It's inspiring to see what our kids have done in the past and opens the door for us to think about what they can do in the future!

Teaching with a Purpose!

I bet you thought this post would be about teachers teaching with purpose, but no...

It's about kids teaching with a purpose.  In this class, students are taking chapters in their book and developing lessons to teach their peers.  Each gender group worked collaboratively design engaging learning for the other group.



Students had to design their presentation materials, and like in any good presentation, accuracy and attractiveness matter.

How about some technology to enhance the materials?

And, what's a good presentation without some practice.  All good teachers know that practicing what you'll say will add to clarity of your information.

Students hit on so many great learning elements in this lesson:  creativity, collaboration and communication.  In addition, I expect that have the added bonus of really understanding the content!

We Have Class at TMS!

We have math class; we have English class; we have art class; we have FACS class; ....and...we have Flyertime class.  Thinking about Flyertime as a class really helps to give it focus and purpose.  Consider these techniques to improve the identity of Flyertime as a class...

Give it its own space - a bulletin board where student work is displayed is one way you can highlight the "Class."

Identify it's objective - just like any class, we have objectives for what we want students to learn in Flyertime.  Highlight that so that students have a better sense of purpose for the class as well.

Forming a Collaborative Partnership!

CT is a powerful resource.  Whether you get to collaboratively teach with a special education, general education or student teacher, this is an opportunity to reach more kids with more effective instruction.  So consider how you set up your collaborative teaching partnership...

Do you introduce your partner in first day activities, on Open House?
Do you both lead whole group instruction?
Do you divide the class into smaller groups to share instructional leadership?
Do you take turns providing assistance to students?

As the year progresses, we will be focusing on this collaborative journey, so start considering now what you can do to improve your partnerships.

Learning is Messy Business

Look at this mess!                                                BUT.....here's learning in action!

      

Students in 7th grade math had a task:  build a tall tower.  That was it.  No other directions.  No other facilitation.  Given a short period of time, students had to analyze, discuss and solve the problem.  And, the result was a better understanding of problem-solving and integrated science concepts.

Each PLC member chose their own way to teach the concept; in the below classroom, stations (You know I love those!)were used to incorporate this activity as well as nitty gritty, must do details in an engaging and sytematic way.

 

Station:  Building the tower          Station:  Getting their data tracking sheets ready

  

Station:  Getting their math books              Station:  Practicing white board use and math problems

Station:  Practicing using math measurement tools

Taking Care of Business Everyday...Everyway!

How do you set up routines and procedures in your classroom?  Do students know what their learning expectations are? Do students understand how to treat technology in your room? Take a look at these great pics which emphasize clear classroom expectations.

Here, students understand their learning objective, the agenda and their homework expectations - no questions need be asked!

In this example, technology displays the learning objectives, agenda, and homework.  Technology can be used in this way either throughout the class or as an overview at the beginning of the class where students are reminded to write their homework in their agenda (or other tool).

.  Look at this beautiful display of technology:  students know to put their computers back with cords plugged in and safely tucked away to ensure no "oops" result in broken technology.

Rollin Out the Google Apps

Let's build student leadership and knowledge with Google Apps! Check out how 8th grade engaged students in the use of new technology and gave them a sense of purpose while initiating them to Google Apps and the expectations of their use.

It all started with a challenge - students work independently to master each task.


It continued with those students who were most comfortable with the various Google applications offering to be "experts" to help their peers better understand the skills. 

It's important that we all know what kids are learning so we have consistent expectations school-wide.

What tone did you set?

We often take for granted the importance of first impressions.  But today, we've made great first impressions with our students.  Not only have we taken care of the "nitty gritty" details that kids need to know, but we've also shown them that we value them as members of the class.  

By actively engaging students, we tell them that their participation is important and necessary for success.  Check out these great examples of introductory lessons!

You know I love a good station!  In this class, students are getting acclimated to the learning that will occur throughout the year by demonstrating prior knowledge and practicing essential skills for success. 

How about a little kinesthetic activity to get to know your students and build classroom climate?  In this class, students listen to descriptors and remain standing if the descriptor fits them.  Students and the teacher know a lot about the last one standing.  

And, a little BYOD.  In this class, students find the QR codes hidden around the room.  Each code takes them to a question about themselves and their learning.  This is a great way to get kids to use their devices to provide feedback about themselves.