RCSD Podcasting

It's been a while since my last post, but this one is worthy of the wait;)

IM&T Interns were asked to assist Steve LaMorte, Director of the Social Studies Department with creating the Reframing Rochester Podcast Series.  Our first podcast focused on the life of Ana Murray-Douglass, Abolitionist, Underground Railroad Conductor and wife of Frederick Douglass.  Our hope is that more High School students will take part in podcasting about Rochester's rich history. 

Click here to learn more about Ana Murray-Douglass

A Morning with a Strong Teaching Team and Wonderful Students

I spent a morning with Christina Galambos and Leanne Fuller and their students, to learn the logic behind their classroom space organization, successful team teaching approach and use of technology.  The teachers have twenty two students in their 3rd grade ICT classroom; Sheila Eagan provides pull out ELL services to small groups of students at various times during the day.  The ladies use technology throughout the day in their center rotation schedule.  They rarely teach with whole class instruction.     

Student Teacher Conference

Their day started at 7am with a meeting between Christina, her student teacher and coordinating College Professor discussing next steps for the student teacher in her placement.  Leanne was busily setting up her teaching space and prepping the breakfast area for students.  The sun had yet to show itself.  

Students began arriving at 7:30am, greeted by Christina at the door with Leanne in the room to ensure students were getting ready for their day; starting with breakfast.  Steps for morning routines were clearly posted (words and pictures) on the SMARTboard:

1. Unpack backpacks
2. Eat breakfast
3. Sharpen pencils 
4. Use the bathroom
5. Visit with neighbor or read your book quietly

The first thing you notice upon entering the room is the lighting. Each of the fluorescent lights have been fitted with covers that not only dim the lighting, but illuminate scenes of the sky and clouds, flowers, and insects busily pollinating.  The blinds are drawn to minimize the glare on  SMARTboards, chromebooks, computers and laptop screens.

Entrance to the long closet.  Exit on the other side.

Classroom Management is seamless due to clear, simple rules posted and a teaching team that consistently communicates/references the expectations. The behaviour expectations are quickly established in the first two weeks of the school year and only need quick reminders at this point in the year.    

The closet has been organized with an entrance and exit to promote a safe and efficient flow of student movement from arrival to departure.  Students only return to the closet for lunches or backpack items if they ask their teacher. Furniture, including student and teachers tables/desk, cabinets, tables and banners are organized for efficient flow of students and teachers throughout the day. Teachers have opted for kidney shaped tables for desks/center work locations and have removed teacher desks to make room for a learning space that meets their needs, and most importantly the needs of their students.  When students are not in a center rotation with other students and a teacher, they are at their designated desk/table or carpet, working independently on computers/chromebooks.         

Layout of Classroom

Student and teacher voice volume in the room is a hum of student and teacher academic discussion.  Teachers ever so slightly raise their voices to move students between centers every 15-20 minutes.  The classroom does have an audio system with teacher microphone that is used sporadically to communicate whole class instructions.  The school uses a ticket reward system (Eagle Bucks) and each teacher occasionally rewards for on task, focused work or responsible interactions.  The teachers have opted not to use Class Dojo or other reward/ding systems. Eagle Buck tickets can be used for the upcoming Valentine Dance or other store purchases.   

The room is very organized with features that promote calm and easy access to teaching and learning tools. Technology is accessed independently by students when they need to use it for their learning.

Special seat cushion

Classroom Management is seamless due to clear, simple rules posted and a teaching team that consistently communicates/references the expectations.  The routine is quickly established in the first two weeks of the school year.  “Antonio I need to set up a meeting with you to review reading your book.”  Christina calmly communicates to Antonio, sitting at his table a different center from where Christina is working with a small group of students.  Antonio quickly redirects to reading instead of tapping his book as if it were a drum.

Technology use by students was mapped out before the year began.  Tech use is not back to back in center rotation and student bathroom use occurs only during technology use, not direct teacher lesson activities.  

Recess is available for all students and is not contingent on behaviour.  Most of the students choose interactive games to play with one another; games like Legos, Lincoln Logs, Uno.  Students venture outside during the good weather and get 30 minutes of free time before lunch to play.

“Students get what they need and move in this learning space.” Leanne shares as students move from her station to the next.  

See below for clips from the Eagan, Fuller and Galambos 3rd Grade Classroom.

Click here to view Christina reviewing the morning centers and students transitioning to their first center. Students desks are organized into three color groups. One group with Christina, one with Leanne and a third working independently on technology.

Click here to view Leanne using her laptop to develop schema while the SMARTboard is used in another center.

Click here to view Christina work with a small group of students on reading comprehension strategies while another group of students work with Leanne, and the third group works independently on computers and chromebooks with RCSD apps (Compass, Lexia, Raz-Kids).

Click here to view Leanne posting and reviewing learning targets with her students.

Click to view Leanne uses her laptop to project math concepts during small group instruction.

Click to view Christina efficiently transitions students from math centers to recess.

Yi...

Yi Love the App Challenge

By Pete Hilling

I think many teachers believe they engage in inquiry based learning on a regular basis.  I myself, use to think that when I first began teaching.  I soon learned that true inquiry based learning does not often happen in the K-12 classrooms unless there is careful thought, planning and risk for both the teacher and more importantly the student.  Of the many inquiry learning definitions out there from education academics, I find Terry Hicks outline the most succinct and understandable by both students and teachers:   

“Several general elements of an inquiry based approach to teaching and learning:

1. Learning focuses around a meaningful, ill-structured problem that demands consideration of diverse perspectives

2. Academic content-learning occurs as a natural part of the process as students work towards finding solutions

3. Learners, working collaboratively, assume an active role in the learning process

4. Teachers provide learners with learning supports and rich multiple media sources of information to assist students in successfully finding solutions

5. Learners share and defend solutions publicly in some manner”

T. Hick https://www.teachthought.com/pedagogy/4-phases-inquiry-based-learning-guide-teachers/

For the 2017 App Challenge I included each of these four steps with the Digital Solutions Students.

1. Students first reviewed apps created by students across the nation who previously took part in the Congressional App Challenge.  This provided students with an opportunity to see exemplars, generate their own ideas, think about problems that need solutions or a creative game they have in mind or skill that needs support. The hope is that by opening up the topic to one of their personal interest, they would be more motivated to create!  Consequently, one student mentioned interest in creating an app that would help others understand the steps involved in becoming a lawyer, another was interested in creating an app that would help people easily contribute to the homeless community in Rochester, and yet another created a game with digital art work and a story line they created.

2.  The academic content was found from the app creation tool Thunkable.  Students used their district Google accounts to log into Thunkable, using the computer or chromebook for creation and then HP Slate for testing.  Students do not have access to their phones so the Slates came in handy.  

3.  Many of the students chose to work independently.  They were able to collaborate with one another when trying to figure out the design and block features of Thunkable.  One would figure out how to upload an image or program a block and then could share with classmates.  Two students worked collaboratively on one app with one creating the digital art work and the other building the screens, buttons, etc.  Several students struggled with the "A"in active.  There was explicit discussion with students that they were given the tools to create and needed to use the tutorials to figure out/build their app. There would be limited teacher support.  Rely on yourself, your classmates, etc. When questions were posted to me I would ask the class if they knew how or sit with the student and watch the tutorial.  

 

4.  The Thunkable site has at least 10 video tutorials 5-10 minutes in duration that walk the students through the steps of app creation.  These youtube videos provide students with the support needed to create.  Additionally, the Thunkable site has an ask the Thunkable staff option.  Several students emailed the Thunkable staff questions and they were quick to respond with information or links to video content that could provide students with an answer.

5.  Finally, students have been invited to share their apps at Central Office, enjoy a lunch and discuss their likes/dislikes of this challenge.      

yi

So trying something new here. yi is something I'd like to use as a tool to better understand myself and more importantly, my students. yi = Why I; a writing prompt I'd like to use to promote deep, rich writing. yi Teach, yi love school, yi hate school, yi play football, yi roll my eyes, yi love my phone, yi love music/musician, yi love specific food, yi you get the idea;)

My Personality

I, along with my Digital Solutions students, took a personality test recently to discover my/our personality strengths and weaknesses. For the most part, I agree with the results. Not sure I agree with the graphic of a woman wearing a yellow dress for the "Entertainer," but I do agree that my personality is assertive, more feeling than thinking and observant. Ok, so why take a personality test in a Digital Solutions class? A major part of my job, and that of DS students and interns, is providing solid customer service with respect to our interactions with students, teachers, administrators. Being aware of personality strengths and weaknesses will help me when I support others with their technology needs.

How much is too much?

Screen Time! It is different for every child based on several factors. Age, access to technology at school and at home, teacher and parent perspective on screen time and communication between all parties. Finally, the American Academy of Pediatrics has not only published recommendations, but developed a tool to guide parents and their children with Screen Time.

My Math Reflection

Student Reflection Example: What is it that I learned about myself as a mathematician? I need to carefully line up my numbers in columns when multiplying. My calculations and notes need to be neater and better organized. How can I use the information about what I learned from this mistake? I can turn my paper sideways and use the lines to keep me organized. Why is this important? I have to multiply and add individual numbers when multiplying double digits (or more) numbers. Being organized will increase the likelihood that my answer will be correct. My math will involve more complex calculations and thinking in the future. Being organized will help me be successful.