One of the challenges of having a split class is going on separate field trips. We decided (the administration and I) that it would be best if the Kindergartners went on field trips with the other kindergarten classes and the first graders with the other first grade classes for this year since this split class is a new concept for our parents. While I was filling out forms today, I realized that one of the kindergarten trips coincides with a trip that 1/2 of my first graders are going on with another first grade class. (The other 1/2 is going on another day with another first grade class.) So that day I will only have 5 kids. What to do...what to do?? I think it will be a good day to get some assessment done, spend some time teaching these 5 some new games that they can teach the others later, and maybe teach them a new technology tool.
Parent Conference time comes around in October. The other kindergarten teachers and I decided to try a group conference for our kindergarten parents. We will go over the kindergarten fall profile and expectations for mid-year and the end of the year. Parents will have a copy of their own children's profile while we go over what each area means. Then if parents still want an individual conference we will schedule one with them. We'll see how it works and I'll let you know!
Saturday, September 18, 2010
Sunday, September 12, 2010
Welcome Home!
You know when you class has become a community when this happens! My kinders returned from their class with the guidance counselor and the first graders spontaneously said, "Welcome home." Brings joy to my heart! The first graders are taking their role seriously as the leaders in our class. On the way to carpool, I heard one of the first graders say, "Let's let the kinders go first so we can make sure they get to the right place." The kinders are getting ready to do a performance with the other kindergarten classes. The first graders have given them suggestions for improvement and also coached them in their dance moves. I love my class! Can you tell?
Monday, September 6, 2010
Blog Post from Creating Lifelong Learners
I read this blog regularly and enjoy reading and reflecting on what is written. I found this article valuable and wish every teacher would read and heed!!
I like to think of myself as a proponent of using multimedia in the classroom to better engage students in the curriculum. I’ve amassed a large collection of movies from youtube, teachertube, itunes podcasts, and commercial dvds that I show in frequent short bursts in the classroom with adults and children to help make my points and show visual examples of what I’m talking about.
I think it’s time to clarify how to show movies effectively.
1. Showing movies in class should not be a Friday fun day activity. Okay, I don’t mind if you show them on Friday or even if students enjoy watching them. However, students should not view watching a film in class as any less rigorous than reading a book. If they do then you’re doing nothing to teach media literacy or enhance your curriculum. Brains should turn on when watching multimedia, not turn off.
2. Show curriculum movies at the beginning of units and not the end. Give students background information that they need to understand a unit before teaching that unit. That background knowledge then pays dividends throughout the unit. If you wait until the end to show the movie as a “treat” it implies that the rest of your unit is not a treat and the benefit of having background knowledge to carry students through the unit is lost.
3. Do not clean your desk, file papers, or correct homework while students watch the movie. You will need to be front and (off)center.
4. Set up expectations about the content and the delivery of the movie as well as student behavior.
Content. This is a movie about X it relates to what we’re learning about Y because Z.
Delivery. Working with English Language Learners in primary grades, often any selection I choose will have language students will not understand. I tell them straight up, there will be a lot of academic English in what we’re about to watch and some of it you won’t understand. Still, you’ll be able to understand a lot of it and figure out the rest based on what you do understand. If you still don’t understand, right down what you hear and raise your hand, we’ll stop for a moment to clarify it.
Behavior. When watching a movie about animals, for example, I tell students, you’re going to see a lot of amazing animals that you know in this movie. You’re going to feel like shouting out every time you see an animal you know. Instead of shouting out, I want you to raise one finger like this (I model) every time you see an animal you’re familiar with. And every time you hear an interesting fact, I want you to write it down. Also, write down any questions you have about anything you hear.
5. I sit up front at a 90 degree angle to the screen so that I can see both the TV and my students. This keeps students on task and allows me to see the screen. (If you have problems with students talking during movies, see #3).
6. Don’t put down the remote control. You will need to stop the movie frequently. I stop whenever I want to clarify something or students raise their hands to ask questions. Students absolutely comprehend more and retain additional information if you stop along the way rather than waiting until the end.
7. At the end of the movie, ask some students to ask the question they’ve written down but don’t attempt to answer all those questions. Students can record their questions on a concept/question board or KWL chart. These questions become the basis for research in the coming unit. Also assist students in clarifying information that was confusing. Try to model how to figure out confusing language rather than handing them the definitions of unfamiliar words.
8. Have students recap what they’ve learned and explain how the movie is related to the unit. This helps transfer the new knowledge into long term memory. If students can explain what they’ve learned, you can assist but if they still can’t explain, you need to re-evaluate showing that movie or better frame the movie discussion next time.
9. Ask students to evaluate the movie. Not just did you like it but did this movie add to your knowledge about X? If they say yes, be sure to ask why…you’re starting to make them aware of themselves as learners. If they say no, then that’s learning for you.
The Right Way to Show Movies in Class
posted on Creating Lifelong Learners blog and authored by Mathew Needleman
http://creatinglifelonglearners.com/
http://creatinglifelonglearners.com/
I like to think of myself as a proponent of using multimedia in the classroom to better engage students in the curriculum. I’ve amassed a large collection of movies from youtube, teachertube, itunes podcasts, and commercial dvds that I show in frequent short bursts in the classroom with adults and children to help make my points and show visual examples of what I’m talking about.
I think it’s time to clarify how to show movies effectively.
1. Showing movies in class should not be a Friday fun day activity. Okay, I don’t mind if you show them on Friday or even if students enjoy watching them. However, students should not view watching a film in class as any less rigorous than reading a book. If they do then you’re doing nothing to teach media literacy or enhance your curriculum. Brains should turn on when watching multimedia, not turn off.
2. Show curriculum movies at the beginning of units and not the end. Give students background information that they need to understand a unit before teaching that unit. That background knowledge then pays dividends throughout the unit. If you wait until the end to show the movie as a “treat” it implies that the rest of your unit is not a treat and the benefit of having background knowledge to carry students through the unit is lost.
3. Do not clean your desk, file papers, or correct homework while students watch the movie. You will need to be front and (off)center.
4. Set up expectations about the content and the delivery of the movie as well as student behavior.
Content. This is a movie about X it relates to what we’re learning about Y because Z.
Delivery. Working with English Language Learners in primary grades, often any selection I choose will have language students will not understand. I tell them straight up, there will be a lot of academic English in what we’re about to watch and some of it you won’t understand. Still, you’ll be able to understand a lot of it and figure out the rest based on what you do understand. If you still don’t understand, right down what you hear and raise your hand, we’ll stop for a moment to clarify it.
Behavior. When watching a movie about animals, for example, I tell students, you’re going to see a lot of amazing animals that you know in this movie. You’re going to feel like shouting out every time you see an animal you know. Instead of shouting out, I want you to raise one finger like this (I model) every time you see an animal you’re familiar with. And every time you hear an interesting fact, I want you to write it down. Also, write down any questions you have about anything you hear.
5. I sit up front at a 90 degree angle to the screen so that I can see both the TV and my students. This keeps students on task and allows me to see the screen. (If you have problems with students talking during movies, see #3).
6. Don’t put down the remote control. You will need to stop the movie frequently. I stop whenever I want to clarify something or students raise their hands to ask questions. Students absolutely comprehend more and retain additional information if you stop along the way rather than waiting until the end.
7. At the end of the movie, ask some students to ask the question they’ve written down but don’t attempt to answer all those questions. Students can record their questions on a concept/question board or KWL chart. These questions become the basis for research in the coming unit. Also assist students in clarifying information that was confusing. Try to model how to figure out confusing language rather than handing them the definitions of unfamiliar words.
8. Have students recap what they’ve learned and explain how the movie is related to the unit. This helps transfer the new knowledge into long term memory. If students can explain what they’ve learned, you can assist but if they still can’t explain, you need to re-evaluate showing that movie or better frame the movie discussion next time.
9. Ask students to evaluate the movie. Not just did you like it but did this movie add to your knowledge about X? If they say yes, be sure to ask why…you’re starting to make them aware of themselves as learners. If they say no, then that’s learning for you.
Saturday, September 4, 2010
K/1 Split? Will It Work?
Three days before school started, my room was ready, had my class roll, and was headed for the beach for a last hurrah before the start of school. That's when I got the CALL from my principal asking if I would be willing to teach a K/1 split class and I started on this grand adventure. The Kindergarten parents were thrilled that their children would have older role models but the first grade parents were not convinced that their children would receive the attention they needed. Armed with my research and the experience I've had in a multi-age program earlier in my career, I faced the parents on Parent Night. They were great and after I answered their questions, seemed secure in knowing that their children were going to be well taken care of. Scheduling has been a nightmare though! I'm still not sure we have the best schedule to meet our needs so it is a work in progress.
Below is an article about my class that appeared on our school system's curriculum blog:
Ms. L. Joseph, principal at GES, is pleased to announce the creation of a combined class for kindergartners and first graders. Research shows that multi-age education provides for true differentiation, including rich intellectual and social benefits. Mix-aged groups encourage self-respect, autonomy, and respect for others. Children are viewed as individuals with performance expectations adjusted as needed for each student.
Ellen Stubblefield, teacher of this multi-age class, states, “Teaching a multiage class is exhausting but so rewarding! It has been a joy watching the kindergartners and the first graders interact with each other. The first graders have been great models for the kindergartners, and it is amazing how fast they have learned routines and procedures. We are creating a caring environment. The kindergartners are just as concerned about their first grade friends’ feelings as they are their own. Children get to experience a different role than they have in their families. For example, one of my kindergartners is the oldest child in her family. Now she gets to experience what it is like being the youngest in our classroom. This experience is teaching me to look at each student as individuals with a multiplicity of qualities and capabilities instead of a member of a grade. Our system's professional development in differentiated instruction has prepared me well for this amazing opportunity.”
Below is an article about my class that appeared on our school system's curriculum blog:
Ms. L. Joseph, principal at GES, is pleased to announce the creation of a combined class for kindergartners and first graders. Research shows that multi-age education provides for true differentiation, including rich intellectual and social benefits. Mix-aged groups encourage self-respect, autonomy, and respect for others. Children are viewed as individuals with performance expectations adjusted as needed for each student.
Ellen Stubblefield, teacher of this multi-age class, states, “Teaching a multiage class is exhausting but so rewarding! It has been a joy watching the kindergartners and the first graders interact with each other. The first graders have been great models for the kindergartners, and it is amazing how fast they have learned routines and procedures. We are creating a caring environment. The kindergartners are just as concerned about their first grade friends’ feelings as they are their own. Children get to experience a different role than they have in their families. For example, one of my kindergartners is the oldest child in her family. Now she gets to experience what it is like being the youngest in our classroom. This experience is teaching me to look at each student as individuals with a multiplicity of qualities and capabilities instead of a member of a grade. Our system's professional development in differentiated instruction has prepared me well for this amazing opportunity.”
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