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Student learning is no accident!

Subtraction with Renaming

Trading to Rename

Standards for Math Practice 4

We have moved on to subtraction with renaming (2.NBT.7). I’ve been doing a lot of this work with students in small groups and it’s amazing  to see students talking and thinking about making trades, or renaming numbers. In a small group full of dialogue, students physically traded one of the ten rods that makes up 60 for 10 unit so they can more easily subtract 13. We talked about the value of 60 at the start, during and after the trade. Students giggled about how I could still buy exactly 60 $1 ice cream cones- no more, no less; at every phase of the trade. They knew that whether 60 was composed of 6 ten rods (60+0) or 5 ten rods and 10 unit cubes (50+10), its value remained constant. We worked through a few more bare number problems that also required renaming to get more ones and I really emphasized how accurately our recording matched their physical manipulation of the base ten blocks as well as their thinking. Students recorded on white boards, just as I had… and I expected we were good to go! Not so fast. About 1/3 of my students were not able to demonstrate their learning with much independence… even with 60-13. Even if I talked about ice cream cones. These students seemed to rely heavily on the scaffolding that came from our discussion throughout the trading process.  So, I decided they needed a trading center- a place where they could be successful and independent with the skills that this high level work demanded. Here are some of the recording sheets that are guiding their work. I needed them to build confidence and more deeply conceptualize the equality of the value of the numbers they were composing, both before and after renaming. They needed to deepen their understanding that values can be represented in multiple ways. After observing students’ success with this work in centers, I realized this center had potential value for all of my students. It provides an opportunity for students to focus on and practice their recording, outside of the context of the subtraction problem itself.  Additionally, it is forcing some of my higher level students to build, revisiting a more concrete experience with numbers. This helps me prepare them to rename to get more tens, hundreds etc. They are finding the challenge numbers particularly fun to work with, and I appreciate the opportunity for students to grapple with these situations in isolation, as opposed to in the context of a subtraction problem. Having this more isolated experience, makes them more confident, and less distracted by the challenge in the midst of a problem.

Teaching with Online Discussions

I decided early this year that I have a responsibility to improve the quality of online discussions. As a teacher, I often feel responsible to improve the world I live in. Knowing each year, that I will spend so many hours every day with so many impressionable, mold-able citizens of the future- can sometimes feel like a lot of pressure. I know my time working on digital citizenship is well spent though, because my students have digital footprints that are growing faster than they are!

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Teaching students to have respectful, productive academic discussions online follows the same construct as teaching anything else. Students need to be taught explicitly. Students need clear, timely feedback. Students need to play an active role in creating/ designing the expectations. Students need to be exposed to and evaluate samples of the work they are being asked to create.
My students used Edmodo a great deal this year to have online discussions. Sometimes we discussed a current event, other times a shared novel. One reason I liked using Edmodo was that I had the ability to give students feedback on their posts. I also liked that I could create small discussion groups. Here is a snapshot of a reading group discussion.

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I found this threaded discussion rubric online and love it! It came from Educational Origami, a blog and wiki dedicated to 21st Century Teaching & Learning. You’ll want to bookmark their page!
Based on this rubric, threaded discussion posts should:

  • Refer to posts and thread
  • Enhance the discussion
  • Be clear and concise
  • Add own opinion based on thread
  • Develop an argument (supportive or opposed)
  • Develop suitable questions
  • Critique other posts
  • Answer questions and defends stance or position

If I could go back in time, I’d have this list in mind as my goal, as I elicited student ideas about what threaded discussions should look like. We revised and narrowed our expectations as a group this year, and ended up with a similar list, but starting with the end in mind always helps!

Do you have any advice for teachers who plan to dive into online discussions this year? Have a rubric to share?

Phew! They’re Chatty!

One of my biggest take aways from a New Teacher Center Mentor Academy last year was, “the ones who are doing the talking are doing the learning.” The focus of that academy was Coaching for Equity, and we spent timing thinking about Conditions that Support Students with Exceptionalities. Early on in that academy, one of my amazing colleagues suggested that all students are exceptional, and that became our platform as a group. We had previously agreed that the strategies that best support students in Advanced Placement classes, provide similarly rich learning experiences for students who might struggle… so this was not a huge leap for us. I spent the rest of the year seeing opportunities everywhere I looked to get kids talking! If I reflected with teachers about one idea last year it was, “the ones who are doing the talking are doing the learning.” We thought hard in kindergarten, third grade and eighth grade about how to make the most of that statement. And we all watched the videos on the NTC Oral Language Development site together.

As I get to know my new community of sixth graders this year, I find myself reflecting on these ideas daily. We often spend a great deal of energy as teachers, doing what we can to diminish students’ chatter. “If not in September, then when?” we rhetorically ask each other as we defend our systems of consequences. This year, a nagging voice in my head keeps reminding me that, “the ones who are doing the talking are doing the learning.”

Now, I know that the kids who are talking about what happened in PE instead of setting up their desks for my class, are not (in that moment) doing the learning in my classroom. Believe me, I’m not proposing a ban on silent homeroom (how could I survive?), silent moments or organization, or silence anywhere else that it benefits student learning. I am wondering though… how I can capitalize on the fact that these students like to talk.

What I am proposing is that we take the chatter and grow it into academic conversation. Let’s turn these talkers into active listeners! I recognized on Tuesday that I am sharing a room with some very social 11 year-olds this year. Today, after a 60 second turn and talk responding to the prompt, “what do you know about a seed story or a watermelon story,” I was sure this was the right move.

One student raised his hand and said loudly (in a lunchroom voice), “Zachary suggested that a seed story was a story about one small thing that happened, but was really important.” He then turned and looked at Zachary for approval, who nodded, and added, “and I agree.” Next, I did 3 internal cartwheels and I calmly provided specific feedback about the way he used his partner’s name, and how actively he must have been listening to provide such a response, and smiled.

This was amazing positive reinforcement for me! And, this incredible moment was no accident… I know, because I’ve been carefully dissecting the moments leading up to what I now realize was (drum roll please) my most successful moment of the entire school year. Here’s what I found supported this amazing moment:

As I gave the turn and talk prompt, I told the students I would be paying close attention to how actively they would be listening to each other. I told them I would not be asking them to share out their own ideas, but instead a partner’s. I listed some sentence stems on the board as they talked like, “My partner______ said…” and “Talking with ___ changed my thinking  because ____…” and “_____ suggested.” I will continue to encourage the use of these sentence stems in my classroom as evidence of active listening during collaboration.

How will you harness the strengths your students arrived with this week? What amazing moment of teaching and learning happened in your classroom today… and what did you do to engineer it?

Looking Forward to Celebrating Successes Together,

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Reflection: Ain’t nobody got time for THAT!

For the last two years I have been welcomed into many classrooms as a coach, or as my favorite mentor Jan so accurately describes: a thought partner. When she used that language two years ago during our first New Teacher Center Mentor Academy, I had no idea just how connected I would feel to that phrase today. I have partnered with some incredible thinkers over these two years. Some of these thinkers have been my fellow coaches, the teachers I support and their administrators.

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How do your students self-asses?

Lately, I’ve found myself having conversations with many educators who think self-assessment is a good idea… but just aren’t sure about putting it into practice. Consequences of thoughtful self-assessment:

1. Students reflect on their process, performance, actions.

2. Students become more aware of their learning and/ or actions- in the moment!! “Johnny, don’t you ever think before you speak?!?” (which never has any impact, BTW) —-> “Johnny, I noticed you stopped yourself  before responding to Maria (how responsible of you)… tell me a little about your thinking.

3.  Students begin using on the language of the self-assessment in their classroom dialogue. (And I wasn’t even trying to teach content specific vocabulary!!)

Here’s a Scientist’s Self Assessment I plan to use this week in a third grade science class. You’ll notice I’ve embedded a home-school communication component as well!

Here’s a Self and Group Assessment Tool I created and have used successfully with grades 4-8 to encourage academic discussions.

Here’s part of a Behavior Chart Self Monitor program my teammate and I have used for a few years now. We tweak it regularly… The weekly self-assessment and twice quarterly goal setting have really strengthened student- family conversations around progress at school. We use the data (student-collected) as the basis of our Student-Led Family Conferences.

 

Before Open House, we complete this Personal Responsibility Self Assessment on our team. Then, at Open House, we weave in some of the elements of Personal Responsibility that we plan to encourage during the school year in our talks with families. We revisit this list often throughout the year, students add new ideas to it and we track our progress.

Here’s another self-assessment that supports student reflection and analysis around Quality of Work. I like to use it on days that we add work to our portfolios.

I hope you’ll consider trying these out! Modify them to meet your needs and please let me know how they impact your students’ learning.

How are you encouraging reflection, goal-setting and self-assessment?

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SPIDER Web Discussion Strategy

Whether you teach math, social studies or general music- if you want to facilitate truly student-led inquiry in your classroom discussions, you may want to give Alexis Wiggins’ version of the SPIDER Web Discussion strategy a try. She has been refining this strategy for seven years and shares her experiences and her rubrics!

While students are the ones discussing, the teacher is still the referee and master of knowledge, offering up the right question at the right moment, redirecting the conversation, correcting misunderstandings, and ensuring that students are being civil to one another.

Maybe that lesson you have planned for Tuesday of next week needs a kick… Try adding this strategy to your repertoire, and let us know how it goes!!

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Dittos & Worksheets & Packets, Oh my!!

So, your school department actually has a manual for you and it’s full of printables… They were designed by educators and statisticians… and people that must know more about teaching this content than you do… so why aren’t you students engaged? Well, I am writing this post to make sure you don’t “throw out the baby with the bath water!” Before you throw away every workbook and ditto in your classroom… let’s put our heads together.

You are right, experts did design these materials, so there’s probably something that works in here…

 Don’t reinvent the wheel- Re-purpose it instead!

Here’s a template for a cube (as well as other amazing ideas- amazing wiki). Why not put the best questions from your packet on the 6 sides of the cube and let students roll and discuss in pairs? Your goal (with the packet) was for students to think about the questions, right? Imagine all the ideas they’ll get from their partner when rolling the cube??!! Two heads are always better than one.

You could listen in on student conversations and assess their Speaking & Listening Skills or their content knowledge. Another idea is to assess student learning with an exit slip at the end of class. When you encourage students to have conversations, arm them with sentence stems and accountable talk to make it as productive as possible.

What will you re-purpose this week? Let us know in the comments & you may inspire someone else to take a similar risk!

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PS… I’m looking to give away a TpT gift certificate to a lucky blog commenter this week! Spread the word- bring a friend!

My Favorite Questioning Resource

As I look at many of the available web resources out there on questioning, I just can’t find one clearer or more to the point than this one from the Tulare County Office of Education. The best part is about halfway down the page, and is titled, “ELA CCSS Bookmarks.” The tittle is fitting I think, because just like when you bookmark a page- what you need is right there. All you need to do is click on your grade level and an amazing pdf opens with a Cliffs Notes style version (my favorite) of the English Language Arts Common Core Standards. Among other helpful pieces of information, for each standard two very important things are listed: Read More

5 Tips to Kickoff this week’s Questioning & Discussion -Apalooza

1. What will you ask? Plan your questions in advance. Know your objective and plan questions that will support students’ deep understanding around that objective.

2. When will you ask? If you plan to ask two questions during a read aloud, sticky note them in the text. Maybe you are interested in students discussing their opinion about a topic you will dig deeply into during class. You may want to ask once in the beginning of class, and again toward the end of class.

3. Encourage thinking. One sure fire way to avoid critical thinking is to ask a question, and immediately begin accepting rapid fire answers from a sea of waving fingertips you’re pretty sure are attached to students in your class. How will you ensure students think before they speak? Will you give them 30 seconds of silent think time? Will you ask them to stop and jot on a sticky?

4. Honor their ideas. So, you’ve created a situation where all 25 of your students have stopped and really thought about how a pink square of chewing gum would change after 10 minutes of saliva rich, horse-like chomping. They thought!! There was smoke coming out of their ears, their sticky-notes are full and their sitting at the edge of their seats! Now what? Which two students will share in the 3 minutes you have? How will your choice impact student motivation the next time you ask a question? Consider a participation structure from the New Teacher Center’s Oral Language Development Website like a Turn and Talk or a Write-Pair-Share, with the idea that those who are doing the talking are doing the learning. (No pressure!!)

5. Encourage Listening. One of the reasons discussion is such an important skill, is because as life-long learners, we seize the opportunity to learn from someone each time we engage in a discussion. If we truly want our students to learn to do the same, we must teach them to listen. (I laugh every the teacher in the the Turn & Talk video describes what turn & talk looked like in September~ she is SO right!!) One way, is to encourage students to share out after they discuss in partnerships or small groups. Here’s the secret, “Boys & Girls, I’d like you to think about what interesting, new ideas your partner shared with you during the conversation you just had. Who heard something they hadn’t yet considered and would like to share with the class?”

I can’t wait to hear how your Monday goes! Remember, we’re thinking about one domain each week. All of this deep thinking around questioning & discussion will take about 5- minutes of actual instructional time… Play with it all week- make it your own- adapt it for your students… I wonder how different if will look by Friday!

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Improving Questioning & Discussion Techniques- 1 week Challenge

Let’s think about where we are starting! If you missed the rubrics I posted yesterday, you may want to check them out.

Level 1: Questions are rapid-fire,and convergent,with single correct answers. All discussion is between teacher and students; students are not invited to speak directly to one another. -> Level 2: The teacher frames some questions designed to promote student thinking, but only a few students are involved. The teacher invites students to respond directly to one another’s ideas, but few students respond. -> Level 3: The teacher uses open-ended questions, inviting students to think and/or have multiple possible answers. Discussions enable students to talk to one another, without ongoing mediation by the teacher.-> Level 4: Students initiate higher-order questions. Students extend the discussion, enriching it. Students invite comments from their classmates during a discussion.
With these descriptors in mind, which level would you say best describes your daily teaching experiences?
Next, consider the difference between your current level and the next level? What is described in the next level that is not in your current level? Knowing this will help you set a goal to make purposeful, explicit change that is directly connected to these indicators.
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