Classroom

Explain Your Answer

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Shifts in Math

2000px-math-svgOne of the bigger shifts in math, aside from the building blocks in the CCSS Framework, is the ever dreaded ‘Explain your answer’. When this first came out, I wasn’t sure what they meant, the frameworks hadn’t been written yet. I had students explaining that they ‘added the ones then regrouped to get the answer.’ And while they were technically correct, there was a lot missing.

Better Understanding

Now, I have a better understanding of what is needed. The students need to break down each step and explain, using academic language, what their thought process is. I furthered my understanding when I went to a training on this. Honestly, it wasn’t the best training, but it got me thinking. I used some of the techniques to create a better lesson.

The Lesson

First, I created a template that the students were going to be using. Then, as a group, we walked through each part of the template and filled it in. There was  A LOT of guidance this first time. I’m hoping with practice, they will become more independent. Students worked in table groups to solve their table problem. Finally, they were to film their process of solving the problem. Using their ‘scripts’ students explained the process for division. Here’s an example:

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Beast Mode Writing

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We have been reading Bud, Not Buddy (fantastic book; read it if you haven’t already) and writing in our Response Journals. The kids have been doing an ‘okay’ job, and I want to challenge them. So yesterday, I asked a few students if I could display their work to the class and we would talk about it. That’s when one student shouted out, “Put mine up.” I asked if I would be impressed (I tell them to impress me as a challenge). He assured me that his writing was ‘Beast Mode’.

This is when I diverted from my lesson. I asked what would a ‘Beast Mode Writing’ look like. What attributes would it have? And so the class generated a list of what they thought ‘Beast Mode Writing’ would be (or to the rest of us, a quality writing piece).

And this is what they said:

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For a while now, I have struggled with Rubrics. On one hand, I like that the students know what is expected. On the other, I feel that some look at the least amount of work needed to pass and do just that. However, with this, it gives the students the highest standard, nothing else. This way, they will shoot for the best and nothing less. I like it! And it was student generated to boot! And yes, that includes the – Appropriate font (size and style). Okay, I had some influence on the ‘NO comic sans’ earlier this year.

FAIL

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Remember that Mult/Div math paper I was sooooo excited about the other day? Well, it was an EPIC fail. Monday morning I introduced the paper to the class. They freaked out. Okay, that’s normal. It was new and unexpected. We walked through each part together…slowly. Oh. So. Slowly. They could almost handle the paper until…division! Yup, that killed ’em. And here is where the fail occurred. I was so excited, I didn’t worry about the 2 numbers they would be dividing. BIG mistake!

failCreative Commons 3 – CC BY-SA 3.0 NY – http://www.thebluediamondgallery.com/scrabble/f/fail.html

I don’t remember what the numbers were, but it was a HOT mess! They were over it, I was over it, and they were super confused – it didn’t divide evenly and decimals were needed. For 5th graders who forgot how to divide in most cases, it was too much. So last night I reflected. I needed to choose the numbers (not let the kids) at least for now.

Today I went into class and discussed how that was an EPIC failure. I got jazz hands. Yes, we celebrate failure in my class. I told them what I thought and how I think it could be fixed. Then I asked what they thought. They agreed, the numbers needed to be smaller. So we went through the paper in a slightly different manner. We chose the whole number first. THEN, we went to the tool box and created equations. From here, we were able to find a decimal (first number box) that we knew would divide evenly. We had to manipulate the number (multiply 1/10 or multiply by 1/100) to get our desired decimal, but it worked. And hey, they are getting extra practice with place value!

I am happy to report that things went much more smoothly today. They kids were still a little perplexed as to how to confidently divide, but that’s why we’re in school; to learn. They got to see me fail, which is always a bonus. And they saw how the reflection and iteration are a part of the failure process.

Multiplication & Division Basics

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In the beginning of the school year, I created Place Value Basics. This was meant as a daily review to get students thinking quickly about some of the basics we learn. It was a big hit! My students went from doing it in 40 minutes (I know, but they needed the time) to around 8 minutes. Pretty good, right!?

Well, they had been bugging me to change it up. THIS is a good sign. So I came up with Multiplication and Division Basics. As some were still having a bit of trouble with Prime Factors, I kept in on this version.

Each year I teach this before Winter Break. Then after this, we head into fractions. Fractions take up all of the 2nd Trimester and by the time 3rd Trimester and the State Test roll around, students have forgotten how to multiply and (deep sigh here) divide. The problem is they have a shaky footing on these concepts before hitting fractions. I know, I’m the teacher… I should go with what they know and base lessons around them. Yes, in an ideal world that is happening. However, the pressure to do Benchmark Assessments and my district’s pacing (don’t get me started on that), and prepping them for the next grade are all too much for me – and them I suspect.

I have seen a great success with my students and the Place Value Basics. I am hoping that they can have the same success with this. How long will it take us in the beginning? Ugh, I hope not the 40 minutes! It’ll take us a while the first week or so, but in time they will successfully complete it in 8 minutes or less! Again, I will start off doing this whole class.

Which One Doesn’t Belong

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Last year I was introduced to a great website called Which One Doesn’t Belong by my friend, Nancy Minicozzi. The site is full of visuals in which students must decide which of the 4 images doesn’t belong.

Looking at the following, which would you say doesn’t belong?

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Based on your perception you may have said the heart because it is the only one that is NOT a polygon. Or perhaps you thought the star for the lack of the red outline. Possibly you were drawn to the green arrow as it is comprised of two different shapes. Or maybe it was the last shape because it lacked a color on the inside. No matter what you thought, you were right.

This is a fantastic, low-risk activity for students to participate in. I have done it a few different ways. I have had students study the image and then move to different parts of the room. While gathered there, they talk about why they chose the image they did. Other times I have used tools like Padlet for them to record their thoughts. No matter what method I use, they enjoy the activity.

This year I have 1 non-English speaker. At first, he was reluctant to participate, but now he regularly raises his hand to explain why he chose the image he did. I also have students moving from table to table because they can see how the different images don’t belong.

In addition to the low-risk appeal, I am able to teach my students how to have conversations. We begin sentences with, “I agree with…. because…”, or “I disagree with… because…”, or even better, “In addition to what … said…” Quality language, thought process, and communication skills that are being utilized daily.

Student ‘Ransomes’

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This year I have been giving out a few ‘Ransomes’ each week. I know what you’re thinking, no I did not hijack personal objects from students and offer to return them in exchange for payment of Kit Kat minis (my totes faves!) No, Ransomes are little notes I leave for students like this one:

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I do usually put their name on them as well.

I didn’t think much of the habit. I just thought it was cute and a nice way to send a positive message to my students. It wasn’t until Parent-Teacher Conferences last week that I realized how much they mean to the students. Sometimes it’s easy for us to overlook how much a simple gesture means to a child. One of my parents told me that the Ransome I had given her son had made his day. He was so proud of that note, he put it in his room at home. It was something that made his day and the mom’s day, too.

What I Do

Go to Ransomizer and type your message in the box provided. When you’re ready, select the ‘Ransomize’ button. You can customize the font, colors, etc. I then take a screenshot of the Ransome Note and place that in a Google Doc to print. I print 5 per week.

Give it a try. Your kids will love it and it’s a great way to connect with your students.

Mini BreakoutEDU Games

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This week I wanted a fun review of the objectives that we have learned in Math thus far. So my ‘brilliant’ idea was to create 5 mini BreakoutEDU games for the students to rotate through. I have 5 tables groups, thus the 5 mini games. I went through our math program and copied some challenge problems for the students to solve. I gave them 5 minutes to complete each game.

img_4672Yes, one of the breakout boxes is a backpack! This was their first exposure to BreakoutEDU. At first, they thought it was going to be easy. A few decided that they would just ‘mess’ with the locks. They soon figured out, it wasn’t so easy!

So during the first round, only 1 of the 5 groups was successful. The other groups were disappointed that they didn’t succeed. I also think they thought it would be much easier than it was. The next round was a bit more successful: 2 groups succeeded. I even had one group that went 3-2 for games. All in all, 11 of the 25 games were successful. Not bad for our first try.

At one point, one of the groups that hadn’t cracked any locks asked if we were going to do it again on Monday. I was a bit nervous that the lack of success with this group (based on the kids in the group) was proving to be discouraging. However, when I answered no they were disappointed that they WEREN’T doing it again on Monday! They went on to tell me how much fun it was! This will be happening again this year.

Finding Your Learning Style – FTW

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This week in Social Studies I have students using a Hyperdoc to research information on the Great Plains Indians (the information is then recorded on a Google My Map). This is the 3rd installment in a 4 part study series. In the first 2, I told the students to only use the information provided. I intentionally incorporated videos  as a part of their resources knowing that this learning style suits some of my students better. However, this time, I left off any video resources and added the task of finding at least one of their own resources. They are to record information and the search query used.

Then this happened…

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I know what you’re thinking, “Uh, huh. A student found a video and is taking notes. Um, wasn’t that the assignment?” And yes, yes it was. BUT…this is no ordinary student. This is the student that has declared (several times), “I hate reading! Don’t make me read. I’m not reading anything!” This is the student that will play around in order to NOT do work – I suspect much of it is too difficult for Student X. This is the same student that can’t sit still for more than 30 seconds. YET, after Student X stopped freaking out that I didn’t include a video and realized they could look one up, Student X then sat for 40 MINUTES watching the video and taking notes…away from the group…working the entire time.

THIS is what happens when we give students the Freedom to learn in a style that best suits them. Student X knew what style worked best for him/her. Student X researched and learned the necessary material in order to support the group project.

This was a HUGE win!

Standing Desk

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Recently I submitted a project to Donors Choose for a Standing Desk with a swing bar. It’s not uncommon for any teacher to have fidgety students. I wanted to try one out and gauge its effectiveness to those students. I have heard about many teachers trying it with great success. This week my standing desk arrived.
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I also had a matching stool ordered for the desk. This gives students the option to stand or sit. Either option gives the student/students the ability to use the foot swing bar. As I found out, the desk is large enough to have 2 students share it comfortably. Needless to say, the desk has been a big hit with many students testing it out.

This year I have a particularly wiggly student. The student is great, just has LOTS of energy. Wiggly ventured back to the new desk. One afternoon this past week, wiggly student declared that (s)he was going to use it all next week. (S)he has decided (s)he loves it. I silently agreed that the desk was perfect for her/him. At one point the wiggly student was working while (s)he had the swing bar going a mile a minute. The amazing part was that the rest of her/him was content and focused. After being with the student for less than a month, it was the most focused I had ever seen her/him.

I am officially a fan of these types of desks. Will the ‘newness’ wear off with my students? Possibly, but I’m sure that my wiggly student will find success with this desk for the rest of the year. In fact, I’m such a fan I’m going to submit another project for a second Standing Desk with Stool on Donors Choose. So if you are thinking of getting one of these, I say go for it!

Elementary Mornings

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I HATE busy work! I am done with the ridiculous morning routine of giving the kids something to do – usually a worksheet – while I take attendance, check in on certain kids, and take lunch count.

So many of us give our students a ‘spiral review’ sheet to work on. Which we then have to check. Which sucks up more precious time during our day. And since we assigned it, we want the kids to at least pretend to take it as serious as we do and actually complete it. Which leaves me being the drill sergeant getting after the ‘usual suspects’. You know, those same students that talk and never complete the assigned morning work.

Yeah, I’m done! My mornings are so much nicer and more relaxed. Over the summer, a colleague and I were talking about things we were going to change in our classroom. She relayed an idea she had read in a blog post. Have the kids do low risk, NO paperwork, play type activities.

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So now my students come in and play games: Uno, Connect 4, Snap Circuits, checkers, or geometric shapes. I will switch out certain items throughout the year, but for now, everyone seems happy. And most importantly, I don’t have to get after anyone for not completing a paper that no one really cares about.

As I said, my colleague gave me the idea. She is using this in her 1st-grade classroom. She allows her students, by table, to choose their daily activity. By contrast, I set out an activity for my students. They have the same activity for a week. This allows them to dig in or really learn strategies of a game. Many of them are learning to play checkers or Uno properly for the first time.

This is a great way to start the day!

NOTE: I would like to give credit to the teacher who originally wrote the blog post, but I don’t know who it was.

UPDATE: Credit goes to Brown Bag Teacher (@brownbagteacher) for the idea and conversation starter.