State Testing

This has been a very stressful month in our household. It started with my third grader going ballistic about having to take state mandated reading tests, math was just fine, but reading was a totally different story. The child did not simply cry, whine, or fake illness, he screaming, cried, hung on to me, and went into a fit of hysterics when it was time to get on the bus. Since he did not get on the bus, I drove him to school. When I tried to pull him from the car, he entered into a fit, the likes of which I have never seen! He was beyond reason.

This happened twice in a week.

While I refuse to let my child get away with such behavior, I still have to wonder how much emphasis was placed on the test in school. When I teach third grade and come upon the yearly exams, I have the kids set up "offices." We move desks into private locations in the classroom and I allow the kids to bring in a few pictures to place on their desks. We talk about the fact that the state wants to make sure kids are learning. Since they can't come sit in our classroom to hear the kids read, watch the kids to math, reading their writing workshop pieces, and so on, they use this test. My pep talk includes something like... "It is time for you to show all of the exciting things you know!"

I know my child has entered into a "contol" period where he is trying to see just how much he can control, test, and push. Another thing that I am absolutely certain about is that my child's halo is held up by horns. I am just wondering how the testing environment is "set up" in his school. I will find out next year when I return to third grade I suppose.

High stakes testing, right or wrong, is a sign of the times.

Do I want to do away with testing completely? No. The concept is a very good one.

Would I like to see their value put into a different perspective? Yes. Data is important, however, it is one piece of the puzzle that determines a child's progress.

Ok, rant over. If you have any cool tips or tricks to help relieve test anxiety for your students or own children, please share.

FLIP Camera + 8 year old, part 2 ---> Incorporating Story

In my previous post, I sent my son on a Geometry Hunt. (see post) After hearing Jason Ohler and Daniel Pink speak at PETE&C, my new challenge to myself is to find a way to incorporate "story" into my students' school experiences.

If you have not yet seen The Greedy Triangle, by Marilyn Burns, I highly recommend you get your hands on a copy. The main character, a triangle, has grown very dissatisfied with his life. It is boring to only have three sides and three angles, so he goes to the Shapeshifter time and again to get just one more side and one more angle. The reader follows the triangle through his adventures as a quadrilateral, pentagon, hexagon, and on and on! With each transformation, the triangle discovers different activities. For example, as a pentagon he was privy to top-secret information, but he couldn't share with his friends. While this book is excellent for reviewing and/or reinforcing many common polygons, it is also a story about being happy with yourself.

So, using The Greedy Triangle as a springboard or model, I could have students incorporate digital storytelling with the treasure hunt. Let the planning begin!

Additional Academic Standards Addressed:
1.4. Types of Writing
1.4.3 GRADE 3
A. Write narrative pieces (e.g., stories, poems, plays).
Include detailed descriptions of people, places and things.
Use relevant illustrations.
Include literary elements.

Write with a sharp, distinct focus identifying topic, task and audience.


1.5 Quality of Writing
1.5.3 Grade 3
Write using well-developed content appropriate for the topic.
Gather and organize information.
Write a series of related sentences or paragraphs with one central idea.
Incorporate details relevant and appropriate to the topic.

Write with controlled and/or subtle organization.
Sustain a logical order.
Include a recognizable beginning, middle and end.

Write with an awareness of the stylistic aspects of composition.
Use sentences of differing lengths and complexities.
Use descriptive words and action verbs.

Revise writing to improve detail and order by identifying missing information and determining whether ideas follow logically.

Edit writing using the conventions of language.
Spell common, frequently used words correctly.
Use capital letters correctly (first word in sentences, proper nouns, pronoun "I").
Punctuate correctly (periods, exclamation points, question marks, commas in a series).
Use nouns, pronouns, verbs, adjectives, adverbs and conjunctions properly.
Use complete sentences (simple, compound, declarative, interrogative, exclamatory and imperative).

Present and/or defend written work for publication when appropriate.

FLIP Camera + 8 year old

A recent Woot purchase was my Flip videocamera. The primary reason for my purchase was to have a videocamera that my third graders could manipulate easily. So, I gave my 8 year old the camera, a list of geometric shapes, very little instruction, and set him loose. From the quality of the video I can tell that we would need to work on video taping skills, but, all in all, I am impressed. I think this camera will be a fine addition to my elementary classroom.

Here are the steps Ry and I followed to make a finished product:

1.Hooked the Flip to the Macbook's usb port (cactus, as he calls it)
2.Dragged the video from the camera
3.Opened the video in Quicktime, exported it as a .mov
4.Opened iMovie09, imported the video
5.Added a title slide ... by this time I lost him to his Lego collection, so I did the rest without his assistance.
6.Exported the completed movie as Quicktime.

So now I am thinking, with some training, this type of project is feasible in the elementary classroom! We have many "treasure hunts" as part of our math program. Wouldn't it be incredible to have kids film their treasures instead of writing them down. Sharing back to the group could be much more clear! The alternative is having kids describe their findings. What if they could actually see them. And... what if the camera went home and the treasure hunt took place outside of school. Oh, the possibilities, without cords and tapes to manage.



PA Academic Anchors:


ISTE - NETS:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.


Warning: Video may cause motion sickness:
http://gallery.me.com/lorips#100221

Special thanks to my son, who has been stuck with many challenges since I haven't had my own third graders. :)

Also...I know Ry needs to understand the difference between circle and sphere and he could point out what part of the windows, table, and tv are parallel. I was focusing on process. If I did this in the classroom. I would insist that the content be correct as well. :)

Powering Down

In 1995 I bought my first computer, a power mac. As a substitute teacher I began to explore the world wide web using the Mosaic web browser. From there, I became intrigued with how technology could be used in the classroom. From then on, I was "plugged in" to the world of technology.

During the last two years my ventures into the web 2.0 world has been exciting. Devouring books and blog posts, creating wikis and google docs, connecting via twitter, plurk, Discovery Educator Network, Keystone Technology Integrators, and Classrooms for the Future coaches, using, mac, pc, and iphone has become an integral part of my life.

Currently some professional development efforts have failed miserably. I have started to really ponder the concept of "professionalism" and to reconsider "putting myself out there" so to speak in terms of sharing with others. My passion for reaching our digital learners, making learning meaningful for them, and for the concept of instilling life long learning has driven me in my ventures thus far. As I am readying myself to leave the role of technology integration coach and re-enter life as a third grade teacher, I am saddened. In order to protect myself emotionally I have decided to step back a bit. Perhaps it is time for a break from the intense world I have been experiencing, not because I am overwhelmed, but because I am not making a difference.

My recent purchase was a regular cell phone. My iphone has become an ipod. It's time to refocus. I am not discouraged, but disheartened and am looking forward to some clarity of thought and restoration of some self-esteem.

I am a Teacher

Reflecting back on the last year I have discovered that I truly miss the classroom! For the last year I have been serving as our district's "Classrooms for the Future" coach, a temporary position required for our district to receive technology in the high school. The main concept behind the grant is one of high school reform. Professional development is also a component of the grant. So my role has been to assist the teachers in making the shift from 20th century classrooms to ones that infuse technology.

When I think back to the factors that led me to make my decision....

Once our district's technology director gave me Palm Pilots to try out in my 3rd grade classroom (2003), I started to see how technology could be used as a tool to meet the different needs of my students. Through the years I found ways to weave technology into the curriculum, attended (and presented at) PETE&C and learned of new and exciting ways teachers were engaging their students, and was named a Keystone Technology Integrator. After the Keystone Summit, a week long event centered on enhancing learning while using technology as a tool, my professional life took a huge leap forward.

I became connected with some other educators who shared my vision and passion of learning. Daniel K. Pink's A Whole New Mind helped me to see that we, as teachers, have an obligation to teach in ways that incorporate both sides of the brain. From here I moved to Wikinomics and The World is Flat. My connections to other grew through the use of twitter and skype. Suddenly I had a personal learning network and quickly discovered the true meaning of life-long learning. Exploring blogs, wikis, rss feeds, podcasts, and aggregators gave me more ideas and my teaching started to truly transform.

It was at this point that I was asked to consider leaving my classroom to become our district's Classrooms for the Future coach. I decided to apply and signed on, learned that I would leave 3rd grade half-way through the year. My emotions were so mixed. I had only just begun to blog with my students and to work with wikis and project based learning. I was ready to collaborate with a first grade class in western PA via skype. There was so much to try, I was not sure I wanted to leave this class! Then, the concept of getting an opportunity to bring about this kind of learning in the high school excited me.

Over the last year, I attended 12 different required training session, most two days or more, all over the state of PA, networked with other coaches from all over the state, and started to share what I was learning with the high school teachers. Then things started to change....

My coaching job started to become more about troubleshooting and trying to manage online courses, tracking every minute of my day and capturing them in daily logs, and defending the entire project to many. A half year position turned in to a year and a half of coaching.

While I have been enjoying my job and exciting things are happening in the high school, I am starting to really miss my own class. As my class wiki and blog remain dormant this year, I realize that, well, this did not need to be the case. :(

I do not regret the decisions that I have made as I have learned so much. When this year ends, so does the grant and I can't wait to return to teaching. Having worked with "smart" classrooms I am going to search out grant opportunities to bring some of this technology into my classroom. I am going to continue to build my lessons and resources for a new year, a new beginning. I can't wait!

Blogging Buddies!

It's time for the K12 Online Conference! In case you are new to this one, it is a conference for teachers by teachers, where presenters put together 15-20 minute talks that can be viewed or downloaded. I enjoy it because I gets tons of great ideas, for free, from the comfort of my living room!

After viewing “We Like Our Blogging Buddies: The Write Stuff with Blogging Mentors” my mind started to spin! First graders were paired with college students (aspiring teachers) and they became blogging buddies. First graders blogged, college students commented on their blogs. It was a positive learning experience for all involved.

Last year I had my third graders blogging, but in small groups. We used blogging as a reflection/reporting tool. I could see some real possibilities for collaboration here! This would be a wonderful opportunity for students in a practical writing class! The high school students who typically struggle with writing could actually become mentors for younger students. In this way, everyone is writing for a real audience, with an authentic purpose, bonds are being formed, and, everyone is learning! This could be an opportunity for some struggling learners to feel helpful and needed.

In the presentation each student had his or her own buddy and they exchanged pictures. I think I would have my students describe themselves to their buddies and vice versa. They could draw pictures of each other, and then do a meet up on skype. In my future elementary classroom there are 3 laptops so this could be done with a learning center approach, after modeling and guided practice.

The high school students could also benefit from this revising, editing, and commenting process because it could be a great opportunity for review lessons on specific skills. hmmmmmmmmmm

Until I get a chance to try this out, I might have to attempt to recruit a friend or two. I would love to see this in action! Well, back to the conference!