Alison.Board Anti-bullying, Differentiated Instruction, Diverse Learning Needs, General, Integration, Literacy, Resources

Engaging Idea

A new year is an opportunity for introducing new routines or learning opportunities. If your routines are already established and your planning is complete, you may just want to add a new “twist” to the assignments, addressing different learning styles and increasing student engagement.

Depending on the age group that you teach, – receive infographics on a wide-range of topics at Daily Infographic, see http://dailyinfographic.com/. This is a great way to get comfortable with the use of infographics. View before sharing with students.  Infographics (information graphics) are all around us in subway maps, advertisements, and historical representations. They provide students with an alternative way to read information as well as present information. An infographic is a graphic visual representation. Larger amounts of data or information are presented in a visually appealing way that the reader is able to easily retain. Infographics can include timelines, maps, charts, graphs, illustrations or photographs, making them a useful and beneficial resource for social studies, math, language, science and art.

Suggestions for introducing or integrating infographics:

– receive infographics on a wide-range of topics at Daily Infographic, see http://dailyinfographic.com/. This is a great way to get comfortable with the use of infographics. View before sharing with students.

– in Google search a selected topic and “infographic” to find a reputable author/creator of an infographic that connects to your lesson or subject. Preview the infographic. Provide it to your students to read individually or have them discuss in small groups.

– use infographics for specific knowledge-building. For example, if studying First Nations treaties with the Canadian Government, a government produced infographic is provided at: http://www.aadnc-aandc.gc.ca/eng/1380223988016/1380224163492. This infographic provides factual information in an interesting format for students that is easy to understand.

– after using infographics and understanding the components that make them effective, have students create their own infographics. It could be their own life story, their community or outer space. It could replace the pamphlet idea for presenting information on another city, country, or issue.

– create a campaign against bullying (or address various social issues) using student created infographics modelled on a reputable resource such as the infographic at Stop Bullying Gov, see http://www.stopbullying.gov/image-gallery/what-you-need-to-know-infographic.html.

– students can design their own infographic with pencil or paper, or electronically with tools such as Infogr.am or Piktochart.

 

Enjoy introducing something new to your students for the New Year!

Photo of Erin G
Erin.Grewar Building Inclusion, Classroom Layouts, Classroom Management, Diverse Learning Needs, Students as Teachers

Reaching All Learners – Flexibility in Core French Class

Out of all the challenges you are confronted with as a teacher, it seems to me that one of the most difficult of all is making sure that you can meet the needs of all of your students (simultaneously!). Everything else seems to hinge on this; if your students can function/are sufficiently challenged, they are engaged. If they are engaged, they are motivated and will not cause problems in class. Seems like once you can identify the root problem, implementing a solution is easy…As we all know, this is seldom the case. Core French being a second/third language makes it that much more challenging. In essence, EVERYONE is needy and that much more dependent on the teacher. It can be exhausting and difficult to be pulled in so many directions. See if this sounds familiar (keep in mind, the key word is once again “simultaneously”).

 Do you have your project with you today?

What project?

 The one we worked on together yesterday? I had given you sentence starters and we spent 20 minutes working on key vocabulary?

 No, I lost it.

 (Great) Well, start it aga…(interrupted) 

I can’t find my sheet!/He stole my pencil and won’t give it back!/How do you say “is” in French?/If I write double the sentences, do I get a level 4?

  So on and so on. No matter how much experience you have (and I have a lot), it is still a difficult task that can leave you feeling overwhelmed. This year, I’m trying out a different approach with my grade seven class with the following scenario: 33 kids in a small space (not my classroom), 4 gifted, 3 on IEPs and 2 HSP students with identified learning disabilities. Already seated in groups of four, I have them now sitting with at least 1 “expert” per group. They are those students who are not only high functioning but are also good communicators. Their job is to make sure that everyone in their group is following along and if they are having difficulties of any kind, they are the “go to” people. I am hoping this will allow me to circulate more and really help those in need (for remediation or enrichment) in a focused way.

 

Photo of Mike Beetham
Mike Beetham Anti-bullying, Building Inclusion, Celebrating Success, Classroom Management, Diverse Learning Needs

Update on J

When I last shared (September), J had arrived  in a foreign school, classroom and community. After three months of focussed work to help J realize his potential, celebrate his uniqueness and work through his challenges, I am ecstatic to report on a young boy who has blossomed. He comes to school each and every day with a smile on his face (and most importantly) a belief that he is a capable learner who now views school as a safe place to be.

Our journey is not over, but rather just beginning. J is now in an emotionally safe  place where the academic and social gaps that will help him return to a regular classroom can be addressed. As with all good instruction, the front loading work established the foundation that was necessary to build the bridge to allow J to join the learning community that awaited him.

I hope you all have a wonderful holiday and that you are able to enjoy it with family and friends.

 

Photo of Erin G
Erin.Grewar Diverse Learning Needs, Use of Technology

Bitstrips – Incorporating Technology in the Core French Classroom

Using technology in the Core French class sounds like a good idea but, in reality, is fraught with difficulty. Despite a ton of great online resources and programs, I find that in my experience, one of the following scenarios takes place: 1) your classroom (if you’re lucky enough to have one) is not equipped with a functioning computer 2) frequently, the school’s equipment on the whole tends to be unreliable and you end up being stuck with a class of 30 kids waiting as you frantically try to get your program/media to play 3) Core French is not deemed high priority in terms of getting access to equipment such as smartboards and projectors.

This year I really lucked out by booking our Librarian for a two week block of Partner’s in Action sessions and thus gained access to the computer lab in the library. Since we happened to be working on a dialogue, I chose to have them convert it into a comic using the program Bitstrips. They offer a free subscription to teachers and is available at the website www.bitstripsforschools.com.

As with any assignment, you must be careful to properly set it up so that you aren’t left with 30 google translated abominations (chances are, you’ll end up with at least a few of these no matter what). Below are some couple of suggestions that will hopefully be helpful.

  1. Begin with a story/poem/dialogue which can be altered by students using familiar language structures and vocabulary (see attachment of dialogue Vouloir, c’est pouvoir- Addison Welsley).
  2. For those students needing accommodation, I provide them with a copy of the dialogue with certain sections highlighted along with a reference sheet from which they can modify and create their own version. Something else I’ve done in the past is to provide them with a choice of three things written in and they must choose accuratetly.
  3. Provide a sample level 3 text and then, as a class, show how to extend sentences and incorporate more advanced structures for a level 4.
  4. Make sure to provide ample time to complete project (which usually takes much longer than expected) and make sure students are accountable for completing subtasks to keep their project moving along.

In my next blog, I’ll talk about some ideas for what to do once projects are complete and provide some examples so you can see what the students were able to accomplish.

Vouloir, c’est pouvoir text

Venetian Glass
Ryan G Building Inclusion, Diverse Learning Needs, Learning About Your Students, Making a Difference Through Education

In Praise of Fragility

Teachers spend a lot of time trying to identify students’ strengths.  Through the lens of an attributes-based approach, we can use those identified strengths to intentionally structure tailored learning opportunities.  The Heart of Teaching and Learning reminds us that we can empower our students by simply acknowledging and purposefully using their positive attributes.  Truly, at the heart of teaching is the belief that every child is special, that every child is strong in a way.

Such a heavy focus on student strengths makes me wonder if we adequately acknowledge our students’ weaknesses.  In our quest to identify strengths, what do we do when we discover that some of our students are, in fact, quite fragile?

Admittedly, all of us are fragile a little bit, but we keep it very hidden.  “Most of the the time, we have to be strong, we must not show our fragility.  We’ve known that since the schoolyard,” writes contemporary philosopher Alain de Botton in his new book, Art as Therapy.

It’s unfortunate that we often unassumingly teach the lesson that fragility should be replaced with strength.  “Just ignore him, Sally,” we say to the girl who comes to us in tears for the umpteenth time because of a classroom bully, “and if you don’t give a reaction, he’ll stop bugging you.”  “Walk it off, Scott!” we say to the boy who hurts himself on the pavement.  “No, you don’t need a Band-Aid.  Go.  Play.”  We’ve all dished out the unhelpful advice that really teaches this lesson:  toughen up already.

But fragility has its place.  Alain de Botton gives us this object lesson using Venetian glass goblets:

Venetian glass doesn’t apologise for its weakness.  It admits its delicacy; it is confident enough to demand careful treatment; it makes the world understand it could easily be damaged.

It’s not fragile because of a deficiency, or by mistake.  It’s not as if its maker was trying to make it tough and hardy and then – stupidly – ended up with something a child could snap, or that would be shattered by clumsy mishandling.  It is fragile and easily harmed as the consequence of its search for transparency and refinement and its desire to welcome sunlight and candle light into its depths.  Glass can achieve wonderful effects but the necessary price is fragility.  Some good things things have to be delicate – the dish says:  ‘I am delightful, but if you knock me about I’ll break, and that’s not my fault.’  (Excerpt from Art as Therapy).

Not unlike Venetian glass goblets, some of our students require delicate handling, and we would be remiss to think that the associated character attributes were undesirable.  Light bulbs demand to be treated delicately, and when they are, they can shine beautifully.

As teachers, we need to create spaces where fragile children can thrive.  Where shy children can interact with others at their own pace. Where children who are easily hurt can find refuge.  Where children who are simply unsure of themselves can find acceptance.

Is your school a place where being fragile is okay?

 

Alison.Board Building Inclusion, Integration, Learning About Your Students, Planning

Building Community

 

September has been all about building community in our 5/6 classroom. It is difficult not to move full-steam ahead into the curriculum and feel pressured by time. However, by slowing things down and making time for community circles, Tribes activities, and more discussions, the students feel valued as contributors to their classroom and also their learning.

To build community we:

  • Start each morning with a community gathering  – I say a gathering rather than a circle as we are challenged with space and don’t have a carpet to sit on. So we gather near the reading corner where there is a small carpet and some bean bag chairs. Students are welcome to sit on the cushions, the small rug, or pull up their chairs in a semi-circle. It has an informal feel to it and the options allow students a choice in their seating, which they appreciate. We initially started our meetings with prompts that everyone responded to, such as favourite hobbies, number of siblings, etc. Now we open the discussion to anyone who wants to share. Last week, a student shared that she had just got a puppy the night before. This led to an engaging talk about dogs as pets and the fears that others had experienced with dogs.
  • Writer’s workshop – To launch our writing workshop, we used Tribes activities that created discussions about our interests and selves. We then spent the first week writing lists that reflected those discussions, which will later be used to generate ideas during independent writing times. We all took a survey home to find out the origin of our names and why were given our particular names. After sharing our information in small groups, it provided a good starting topic for writing. We also wrote about our birth order after a fun Tribes activity that involved separating the class into four corners of the room for discussion, grouped as: oldest, only, middle, and youngest child.
  • Reading workshop – We are also going slow with our development of reading workshop routines. To do this, we are following the 20 day plan that is simply laid out by Fountas and Pinnell in their book, Guiding Readers and Writers (Grades 3-6). On the Heinemann website it describes the book as presenting, “the basic structure of the language/literacy program within a breakthrough framework that encompasses the building of community through language, word study, reading, writing, and the visual arts.”
  • Math – Starting with data management, the students have had the opportunity to survey each other about their interests and make graphs. We also took an online Multiple Intelligence survey and are graphing the strengths of the class on a large graph to be displayed and referred to in the classroom.
  • Social Studies and Art – Our first art activity followed a read-aloud about totem poles created by the Haida. We used a chart that described the meaning about each crest and the significance of colour. After selecting crests that reflected each individual, the students drew their crest using pastels with bold black outlines, then used brown paint around the crest to resemble the totem pole. We have attached the rectangular drawings into groups of 5 or 6 crests and formed 3D cylinder shapes to resemble poles. We are preparing to hang them in the hallway outside our classroom.
In addition to slowing down to build community in September, it is something to consider incorporating into subjects and activities throughout the year to maintain an ideal environment that continues to be inclusive and engaging for all students. Check out suggestions for inclusive activities and lessons in the Matrix of Ideas at the back of The Heart and Art of Teaching and Learning!
Children must be taught how to think
Carmen.Oliveira Differentiated Instruction, Diverse Learning Needs, Equity, First Week Reflections, Learning About Your Students, Professional Learning and Growth, Resources

Let’s Get This Learning Started

This year I begin a new journey as I welcome the opportunity to teach Grade 4.  For the record, I must admit that I was a bit nervous simply because I’ve been teaching Grade 6 and above for the past five years.  However, the first week has proven that if we enjoy getting to know our students and work to create engaging opportunities for them to learn about each other, the classroom environment becomes a comfortable place to be, no matter which grade we’re teaching.

Although I’ve had to be more mindful of the way I communicate by constantly keeping in mind that the students in front of me just left Grade 3, I continue to be amazed at how capable children can be when they’re given guidelines for learning and are then left to explore and build on their understanding of the world around them.

This year, my goal is to be very intentional about the feedback I provide, the conversations I have, and how I approach character education.  This goal stems out of the learning I experienced (and continue to do so) with some very powerful books I decided to read this summer.  “How Children Succeed,” by Paul Tough and “Mindset: The New Psychology of Success,” by Carol S. Dweck, really got me thinking about the way I approach conversations, feedback, and teaching in my classroom.  The books focus on the power of building a strong character based on resilience in children and how to help them understand that more than our talents or abilities, it is our mindset that influences our learning.

If you want to start off your year by exploring how a simple idea about the brain can create a love of learning and a resilience that is the basis of great success in every area of a child’s life, I recommend you take some time this year to read the books I’ve mentioned.

For a quick overview, I’ve provided an article by Carol S. Dweck below where she explains the growth mindset and how it can positively affect and change the way students learn, think, and perform.

Dweck: MiindSets and Equitable Education

Photo of Mike Beetham
Mike Beetham Before School Starts, Building Inclusion, Diverse Learning Needs, Learning About Your Students

Begin With The End In Mind

Welcome to another school year and no matter whether this is your first year or your 29th year of teaching (that is me), the beginning of September brings forth both the anticipation of thrills and chills.  I have spent the last 29 Augusts anxiously preparing, planning and remodeling my classroom to create just the right start for my classroom. A start that will engage my students, a start that will let them experience what a fun and active learning environment they are entering into and most of all, a start that will make them believe that they will be valued, challenged and will work together to help everyone reach their potential.

Together Everyone Achieves More Success

My name is Mike Beetham and I am starting my 29th year of teaching. I have the amazing opportunity to teach an area behaviour class in the Waterloo Region District School Board. I work with some of the most complex Junior age students in our board.

There are five things that I attempt to accomplish with each start to my classroom.

First and foremost is to make a connection with my students as people first and then as students.

Secondly, I set a tone of fun, hands on learning.

Thirdly, I dive headlong into academics by selecting a starting unit that will engage my audience. This year I am starting with a theme of  ‘Then and Now’. We will examine a variety of items or trends about the year they were born and compare them to our current year. Items will include, popular video games, winning sport teams, popular movies, and cost of items. I will be learning along with them as I model the task using my year of birth (1959). Did you know that a postage stamp only cost 4 cents back then? I am aging myself.

The fourth is that our classroom is community whereby everyone has a responsibility to make it work. I start this process through the development of a classroom agreement that is worked out by the end of the first week and the sharing of the expertise within the room. I do not nor do I need to know everything about everything. I will capitalize on the talents and skills within the class.

Finally, I demonstrate to my students that this room is going to be a safe place physically, emotionally and intellectually. The message is sent often, consistently and in a calm and straight forward way to students that in no way, shape or form will disrespect toward each other be allowed.

The plan for the above five items are a proactive approach rather than a reactive response. They are all carefully thought out, planned and put in place based on my understanding of the grade level, individual student needs and setting that I will be working in. Good luck with your start!

 

A butterfly on a finger
Katie Pryde Celebrating Success, Diverse Learning Needs, Inquiry, Learning in a Real Life Context, Year End Activities

Life Cycles in Kindergarten

For the past few weeks, we have been exploring Life Cycles in my Kindergarten classroom. First, we started off by learning about plants. I read some stories to my class including The Tiny Seed, and we discussed how a plant is created. We also discussed the different parts of a plant. This lead in nicely to some discussions about various life cycles.

As a Kindergarten team, we ordered caterpillars (from Boreal) so that we could watch the life cycle of a butterfly occur.Our caterpillars will turn into Painted Lady Butterflies. We watched some youtube video clips so students could see what it was that would be happening in our classroom during this process. We also read a lot of various books, both Fiction and Non-Fiction, about butterflies. We were able to observe our tiny caterpillars turn into bigger, fatter caterpillars, form into their chrysalis and then into butterflies. The students really enjoyed seeing this process first had, authentic learning at its best! I allowed my students to have opportunities to observe and even read to the caterpillars. We also kept a butterfly journal, where students would record daily what stage it was in.

 

After a few days of having living butterflies, we were able to go outside and let our butterflies free into the environment. This also helped our Eco School status. Overall, my students really enjoyed this! They loved coming in each and every morning and checking on the progress. I would highly recommend any kindergarten teacher to use this in their classrooms! It was also a wonderful tool to use at the end of the year when the students are a bit “over” being at school. I felt that by studying the life of a butterfly was able to keep their excitement and engagement right up until the end of the year.

Photo of Tina Ginglo
Tina.Ginglo Differentiated Instruction, Diverse Learning Needs, Student Ownership

Differentiating the Learning Environment

Differentiated instruction can be challenging for a teacher, new or ‘not so’ new.  There are so many ways we can differentiate our instruction that it can be overwhelming trying to get the “differentiated” ball (or should I say cube?:)) rolling.  Where do we start?    I suggest that if you are just beginning to explore ways to differentiate your program that you take it one step at a time.  For me, I feel that the self directed and open-ended nature of my writing program helps me to differentiate student learning in many ways.  Guided reading is another example of how we differentiate content to meet the different interests and readiness of our students.  What I need to explore further are ways I can differentiate the learning environment.  This has been one of my professional learning goals for this year.

I believe that all students need experiences to work independently and collaboratively regardless of their learning preference.  However, in order for students to be successful, we must provide for their learning needs by giving them the structure and opportunity to demonstrate their knowledge and skills in ways that best suit them.

Over the winter break I purchased a dozen privacy panels for my third grade classroom.  They were not too expensive… about twenty dollars. When we returned from the holidays I introduced the panels to the students.  Everyone liked the idea of the panels and wanted to use them ALL the time.  At first, it was a distraction.  My students sit in groups of 4 and every student in a group wanted to use a panel.  I had to explain on more than one occasion that if one or two used a panel in each group then the other students in the group wouldn’t need the panels.  There were times when I had to say, “No panels! Get to work!”

By the time we returned from March Break the novelty of the panels finally wore off.   Now, whenever the need arises, some students will get up from their groups to get a privacy panel and it doesn’t start a “stampede” for the remaining panels!  Students go on with there work indifferent to the colourful cardboard that pops up at different groups throughout the classroom.  I am glad that I didn’t give up on the panels.   I had patience, well… most of the time, and trusted my intuition and the process.  Whenever we introduce something new to the classroom there is usually some excitement and then it just becomes part of the routine.

I have managed to find another way to address the different learning needs in the class.  It is interesting to observe which students decide to use the panels and when.  Jamie, for example, tends to set up a privacy panel when she is writing a reading response in her journal.  Jennifer, on the other hand, needs the panel when we are working on problem solving in math.

It is important for me to create a learning environment where students have as much choice and control of their learning as they can handle at such a young age.  When students are working on an independent activity, I encourage students to support each other in their groups.  As long as they are using small voices and staying on task, I encourage the collaboration.  However, not all students can learn this way.  Some students need to limit the distractions in the environment in order to learn.   These students may choose to work at a desk away from their group, on the carpet or simply put up a privacy panel.   The goal is to teach students to independently decide what learning environment they need in order to be successful in the classroom.    Privacy panels are one way we can offer students choice and control of their learning environment.