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.

What Was I Thinking When I Wore White Pants Today?

I'm messy, I spill things constantly, so what was I thinking?  By 9 a.m., the splatters of my Diet Dr. Pepper clearly indicated that I took a bad risk.  But so what?  What's the worst that will happen? Okay, I have to explain my stains to CO when I go there for my meeting this afternoon, but I'm pretty sure that the stains are treatable and my white pants will be saved to be stained another day...

And now, you're wondering, "What in the world does this have to do with instruction at TMS?"  Well, a lot actually because what's the worst that can happen when you take an instructional risk?  The kids won't get it?  You'll have to teach the lesson another way?  You'll have lost a little instructional time?

But...

What about the benefits to that risk?  I mean, I love these white pants and the whole look of my outfit, so I think the benefit of being "cute" outweighs the risk of spillage.

The potential benefits of trying something new with teaching and learning are rewarded when kids transfer knowledge because of deeper and more authentic learning.  Consider these risk-taking moves from the 2012-13 school year:

Online book clubs in Edmodo
Blowing up nitrogen in the science lab (not sure I recommend this for everyone)
Flipped classrooms
Creating bills to become TMS "laws"
One-note usage
Student collaborations with Padlet
Making books for children without access to literature
Letting control of classroom instruction to allow more student autonomy
Use of CT strategies
Station Teaching
Screencastomatic to support student learning
And so much more that I can't think of right now....

This year, I plan to take more risks in my own use of technology, working to model strategies that can be easily transferred to the classroom.  Mike plans to ride Bus 2 (and trust me, that's a risk!)

Now, what instructional risk will you take in 2013-14???????

My Someday List

Nancie Atwell has students dedicate a page in their journal to "Someday Books."  These are books that students learn about and find intriguing enough to want to read when they get a chance.  I have so many someday books on my list, starting with the literature in our own curriculum:

Sorry, Wrong Number
Chain of Fire
I Am Nujood, Age 10 and Divorced
The Birchbark House
Of Beetles and Angels
Count of Monte Crisco
Before We Were Free
The Kitchen God's Wife
Zlata's Diary
Tasting the Sky
Code Talker
Elijah of Buxton
Cracker
Esperanza Rising
Sunrise over Falluja
Mockingbird

Plus, on a recommendation from Nancie Atwell, I'm going to read:

Purple Heart

Because I want to finish the series:

Reached

On then, for my own pleasure:

The Fault in Our Stars
Beautiful Ruins

Let's see how I do...

So what....

are your summer goals? This summer, I'm focusing on improving my own technology proficiency.  It started yesterday with familiarizing myself to Gmail - it only took me the entire morning to figure out how to login to my new Lindbergh account, and then I determined how to merge my Google Calendar from my personal account into my work one.  I was quite proud!  And, I'm determined to master all of these Google Docs, including Google +.

But today, is all about making my blog better so that I can enrich your interaction with it.  Hopefully, by the time we return for school, I will be using the Blog to enrich your conversations about teaching and learning and using it for "Flipped Faculty Meetings."  Let's see if I reach this goal by the end of the summer.

But for now, here's what I've learned:

1)  How to embed videos into the Blog.  Let's face it; I'm in summer mode so it's much more fun to post a video from my windy summer travels in Ireland than it is to post something about school :)  However, beware, because now I know how to do it and that means your classrooms will be appearing here soon!



2)  Adding Gadgets!!!!  Now you can search the blog for ideas and you can sign up to follow the blog.  By following the blog, you'll be emailed any new posts - this keeps you from having to look for new posts on your own.  And oh oh! I've also learned how to use my labels better so that you can easily find topics of interest.

I hope you have fun with these blog updates - and consider, how can students blog in your classroom?

Say "I Do" to Integrated Learning

Merging learning between content areas is a little like marriage. In a marriage, two different personalities learn to live together, blending their individual priorities into one cohesive lifestyle. In education, we have to do the same. So often we have competing priorities: MAP Word of the Day, Literacy Across the Curriculum, Character Education, Differentiation, Authenticity, Engagement, BYOD...it's just so much...

But, like in marriage, we can merge these priorities, building stronger learning opportunities for kids. So, here it is, all merged into one great lesson.

Students in this social studies class are "justifying" their main idea, merging their MAP Word of the Day and CCSS Literacy. Additionally, you can differentiate the learning depending on the level of student need: some students can be given 3 main idea options and be required to "justify" their choice within their small discussion group while others can design the main idea in their own words.