You know that buzz of collaboration and learning that you hope for everyday? It happens when we play this game. Every. Single. Time. If you like Boggle, you’ll love this game. Word Wrangle is a fun classroom word game inspired by my love of Boggle and also my love of quiet. Once upon a time, I bought SIX Boggle games for my first year teaching sixth grade. I let my students open the shrink wrap (for effect- because this was going to be so awesome)… and then I heard it. The sound of 25 solid letter cubes banging around in a hard plastic echo chamber, multiplied by six. After that, the Boggle games went away.
Why I Love This Game
This is absolutely my favorite game to play with my class. I make it a point to teach this game early in the year as we are learning procedures and routines. As a result, this is an amazing back up plan, sub activity and party game in my classroom. We start by playing as a whole group until students understand how to play. After that, I group students in so many different ways! I often think about their spelling success as I group them. The game is more fun when kids play against others with similar skills. When this kind of grouping is done- every board is challenging to every student! I never see my strongest students work as hard as they do when they are Wrangling Words against other students who are just as strong in reading and spelling. Likewise, students who often give up on challenging tasks, expecting they won’t have the skills to succeed- LOVE this game. I group them thoughtfully, so that they are playing against others with a similar skillset- and they are always begging for one more round. Lastly, every year I am surprised to find some struggling learners who excel at this game. So, mix up those groupings often, and you will learn so much about your kiddos!
I print out my game boards on different colors of card stock. When my class plays in small groups, every group plays with the same game board. at the same time I do this so that after each group has determined a winner, we can share out some of the winning words from each group. As they share, players’ eyes dart around their card searching for each word. I hear lots of “oh man” and “how did I miss that?” Every minute of this game is a learning experience. Usually, I place two game boards at each group so that in a group of 4-6, no one is looking at an upside down card. I do not give students their own game boards because I think managing the materials and sharing is an important part of this game. I set a 3 minute timer for students to hunt for words. When the timer goes off, we switch gears and start the the share out and cross out part of the process.
I used to cringe watching students stuff papers into their folders to be lost in the locker abyss… after I had spent so much time thoughtfully providing feedback on their work!! I spend so much time writing thoughtful questions about their math thinking and comments aimed at pushing their scientific curiosity… It was killing me to know that none of my feedback was likely going anywhere but the bottom of a messy locker!!! The ultimate frustration.
A few years ago I decided to tackle this problem head on. I knew that students could learn and grow if they sat, and really thought about my feedback. So- I made some changes. I decided to protect some time for exactly that. How could I expect students to read my notes, review the content and reflect on their learning if I didn’t show them how? Students needed to see that I valued their interaction with those assignments if I wanted them to value it too. And so began RRR&R. I dedicate a class period every few weeks to this and students and parents alike have seen the benefits.
My Goal: Students will think about the content, their work habits, and their progress.
This work is not about simply giving students time to change their answers and fix mistakes. This is the time when students will reflect upon the better answers they can come up with for the science test they weren’t proud of, and realize the study guide would have helped! Students need time and repetition to make those connections and draw those conclusions. And, they need to do it themselves.
Things that Matter
Oftentimes, I give students a few choices of assignments they may work on during this time. I don’t want anyone revising spelling homework or a math quiz with a score of 98% correct- I want students to dig deep and to grow. There are many times that I will notate right on an assignment (when I am grading it) that I want it revised. Sometimes I do that when I think my feedback is particularly powerful or if I feel a student is on the cusp of a breakthrough.
Home School Connection
These assignments and reflections might go home to families (there’s a Celebrating Success at Home Page), but ultimately end up back in student portfolios in our classroom. These make great conversation starters for student and family conferences. Students are empowered by their growth, and the language they develop as they learn to describe their learning is powerful.
I hope that this serves you and your students and families well!
We have moved on to subtraction with renaming (2.NBT.7). You might call this regrouping… but really- if we think literally about what’s happening- we’re also giving the values new names! 50+10 is a different name for 60. So, renaming, regrouping… you know what we’re doing!
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. I hope these ideas work as well for your kiddos as they did for mine!!
What better way to develop an Environment of Respect and Rapport than by developing a 1:1 relationship with each student??Watch Rick connect with students about their reading during conferences. What does he do/ say that develops an environment of respect and rapport? What does Rick communicate to his students with his verbal and non-verbal language? I’ve seen similar successes with Experimental Design Conferences in a middle school science class as well as Think Tank conferences in a high school math class. In each instance, teachers demonstrated great respect for their students’ thinking by honoring scheduled time with everyone. How could you make something like this work in your context? What do you & your students stand to gain?
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!
PS… I’m looking to give away a TpT gift certificate to a lucky blog commenter this week! Spread the word- bring a friend!
Regardless of the subject, brain research tells us we need many rehearsals (+20…yikes!) for new learning to stick! Learners rehearse learning when they are actually engaged in it. And, just to be clear… a worksheet with 20 math problems does not equal 20 rehearsals…( awwww, maaaan!) So, let’s consider the value of a jigsaw!
In the video P21’s video library, the section titled “In Practice,” features sample lessons incorporating 21st Century Skills for any grade level/ content area. This is a video jackpot! I’d love to know what videos you found most valuable and to which you made connections. Please share your thoughts in the comments!
Carol Ann Tomlinson writes, “The idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education (Tomlinson & Allan, 2000). It is an approach to teaching that advocates active planning for student differences in classrooms.”
The teacher in this video creates an opportunity for all students to be successful with a very challenging written assignment. Watch this 5 minutes video to see what he does to support all students. Any ideas or questions come to mind for your own teaching? Share in the comments!
In my upcoming posts, look for go-to strategies to ramp up already planned lessons and ways to re-purpose assignments, lessons and resources that need a 21st Century kick! Also during this challenge, a lucky teacher who supports readers by sharing his/her experience in the comments will receive a TpT gift certificate!!
If you are back for round two… congratulations on your successes during week one! If you’re just joining us, welcome~ we’re thrilled to have you here and hope you join the conversation! Let’s think about where we are starting!
Level 1: Projects, activities and assignments lack challenge, are inappropriate, or do not cognitively engage students.-> Level 2: Projects, activities and assignments inconsistently challenge all students appropriately and only cognitively engage some students.-> Level 3: Projects, activities and assignments are appropriately challenging for all students, require 21st century skills, and cognitively engage almost all students in complex learning.-> Level 4: Projects, activities, and assignments are appropriately challenging for all students, require 21st century skills, and cognitively engage student in complex learning.
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: Continue reading “My Favorite Questioning Resource”
Lately, many of the teachers I support have been expressing a desire to take risks with new and different teaching strategies. One strategy many teachers are investigating is station teaching. Over the next two weeks I will attempt to respond to their needs as best I can through group work sessions, classroom observations and modeling.
Here are some videos from Teaching Channel.com that provide examples!