Hello Everyone! Back on track with the blog although I hope you have been using the book throughout your school year as the ideas within this book will help you be very successful with next years evaluation tool. Next years evaluation tool will concentrate on well made lesson plans, articulation of your purpose and can do statements, and the gradual release of responsibility. This month as I circulate into your classrooms, I'll be looking for that "I do, we do, you do" model found in chapter 3. In fact, I'm going to share it with a large part of our staff. So, for this entry, let's think about the model and please blog with your thoughts about the following key idea "a successful lesson is rarely marked by a teacher's getting a good intellectual workout at the front of the room. Push more and more of the cognitive work out to the students as soon as they are ready, with the understanding that the cognitive work must be on task, focused and productive.
Another key piece to this years evaluation as well as next years is our ability to measure our students understanding of a skill/concept. Gone are the days when we can write objectives as the students will understand ______. We now have to make those goals measurable. How will we know they understand? What will be your measure? A great way to measure is through exit slips. I would like everyone to post some exit slip ideas on the blog this week. I heard a great tip this week:
Take as old desk calendar and laminate one of the months with 30 days. You can cut off the name of the month as the only thing you really want are the numbered blocks. Assign each child a block. At the end of lessons, provide sticky notes and have each child put their answer in the box assigned to them. What a great way for a visual spot check as to who is on track and who needs to have a reteach moment.
Have a great week!
Sunday, February 3, 2013
Monday, November 12, 2012
Chapters 1 and 2
Wow...I love to read books that can make you look at your classroom with fresh eyes regardless of how long you've been in the classroom. So, grab your book and then try to implement one of the 5 techniques from chapter 1 (no op out....without apology) and then let us know how it goes on the blog.
By the end of November, I would like to be invited in to your room to watch the BORINGEST (is that a word?) content you have to teach. I want to watch it come alive and then I'll blog about it. And, Sophia, don't worry...I instantly thought of your lesson when I read this so I'll share that soon.
Finally, look at the post it technique and then look at your I can statements. Reflect on how the two meet in the middle and how you can most effectively use your I can statements in the classroom.
Happy Reading and Posting!
Annie
By the end of November, I would like to be invited in to your room to watch the BORINGEST (is that a word?) content you have to teach. I want to watch it come alive and then I'll blog about it. And, Sophia, don't worry...I instantly thought of your lesson when I read this so I'll share that soon.
Finally, look at the post it technique and then look at your I can statements. Reflect on how the two meet in the middle and how you can most effectively use your I can statements in the classroom.
Happy Reading and Posting!
Annie
Sunday, October 28, 2012
Mind in the Making
Hello all,
I am reading Mind in the Making: The Seven Essential Life Skills Every Child Needs by Ellen Galinsky. I have a very challenging group this year both in the AM and PM sessions, and right now I am devoting time to the first skill - Focus and Self Control. There are so many things in our world that compete for our attention, and that can be especially true for a preschool child in a classroom with 20 three and four year old children. Self control can be huge hurdle for little ones. So to begin intentionally teaching focus and self control I have introduced the game - Red Light Green Light. It is a simple game but requires the children to pay attention, remember the rules, and inhibit their initial response (which would be to continue with the fun action rather than stop on red). I use visuals for the game and the children so far in both classes enjoy the challenges presented to them.
I also came across a blog where a kindergarten teacher used blowing bubbles to teach self control. I have used bubbles to teach 'gentle touches' in the past, and it helped children to understand how to be gentle towards others. I decided to try the self control bubble lesson. The first time I blew the bubbles I allowed the children to pop the bubbles. They were giggling and squealing and had a great time. I told them that I could see how much they loved popping bubbles. The second time I instructed the children that they were not allowed to pop the bubbles, even if they wanted to really badly. I told them it would be very hard, but they had to keep their hands down. I blew the bubbles a second time and it WAS REALLY HARD for them. We have done this activity twice now and the second time was much better for most of the children.
I don't know if any of you are familiar with Walter Mischel's Marshmallow Test done many years ago at Columbia University. Children were offered a marshmallow to eat right away, or if they waited they could have two marshmallows later. Some children could wait, and some of course could not. They followed up with those children as adults and the children that could wait had higher test scores, they had graduated high school and attended college, and were successful in many areas of their lives. Dr. James Heckman refers to these skills as 'soft skills' and they are just as important to develop as the cognitive skills. I am very focused on being more intentional in our preschool classroom to work with children to develop their 'soft skills'. When I think back to when I taught kindergarten I was thrilled to have a child that could sit still, listen and follow directions! I know there are many more expectations of children now but I feel strongly about investing more time getting them ready to learn in the preschool classroom.
I am reading Mind in the Making: The Seven Essential Life Skills Every Child Needs by Ellen Galinsky. I have a very challenging group this year both in the AM and PM sessions, and right now I am devoting time to the first skill - Focus and Self Control. There are so many things in our world that compete for our attention, and that can be especially true for a preschool child in a classroom with 20 three and four year old children. Self control can be huge hurdle for little ones. So to begin intentionally teaching focus and self control I have introduced the game - Red Light Green Light. It is a simple game but requires the children to pay attention, remember the rules, and inhibit their initial response (which would be to continue with the fun action rather than stop on red). I use visuals for the game and the children so far in both classes enjoy the challenges presented to them.
I also came across a blog where a kindergarten teacher used blowing bubbles to teach self control. I have used bubbles to teach 'gentle touches' in the past, and it helped children to understand how to be gentle towards others. I decided to try the self control bubble lesson. The first time I blew the bubbles I allowed the children to pop the bubbles. They were giggling and squealing and had a great time. I told them that I could see how much they loved popping bubbles. The second time I instructed the children that they were not allowed to pop the bubbles, even if they wanted to really badly. I told them it would be very hard, but they had to keep their hands down. I blew the bubbles a second time and it WAS REALLY HARD for them. We have done this activity twice now and the second time was much better for most of the children.
I don't know if any of you are familiar with Walter Mischel's Marshmallow Test done many years ago at Columbia University. Children were offered a marshmallow to eat right away, or if they waited they could have two marshmallows later. Some children could wait, and some of course could not. They followed up with those children as adults and the children that could wait had higher test scores, they had graduated high school and attended college, and were successful in many areas of their lives. Dr. James Heckman refers to these skills as 'soft skills' and they are just as important to develop as the cognitive skills. I am very focused on being more intentional in our preschool classroom to work with children to develop their 'soft skills'. When I think back to when I taught kindergarten I was thrilled to have a child that could sit still, listen and follow directions! I know there are many more expectations of children now but I feel strongly about investing more time getting them ready to learn in the preschool classroom.
Hello Champions!!! Are you ready for your first assignment as we start this journey together? The introduction is packed with information and aha's that will get you thinking right from the beginning. This week we are all going to read the introduction and then post three things.
1) Give me one aha that will probably change pretty quickly. For example, after I read about giving directions and standing still I thought about how many times people give directions while passing out the assignment. My mind immediately goes to the paper in my hands instead of the words the instructor is saying. As a teacher, I'll never give important information again while handing out a paper.
2) Watch the video clip and comment on routines. Whether it be one you could share or something you thought of as you watched or read.
3) The section on teaching assessed standards is very applicable given our pushes in TEEP. What information from the chapter will help you as you begin to apply the TEEP "I can" philosophies to your classroom?
Please post by Nov. 4th
1) Give me one aha that will probably change pretty quickly. For example, after I read about giving directions and standing still I thought about how many times people give directions while passing out the assignment. My mind immediately goes to the paper in my hands instead of the words the instructor is saying. As a teacher, I'll never give important information again while handing out a paper.
2) Watch the video clip and comment on routines. Whether it be one you could share or something you thought of as you watched or read.
3) The section on teaching assessed standards is very applicable given our pushes in TEEP. What information from the chapter will help you as you begin to apply the TEEP "I can" philosophies to your classroom?
Please post by Nov. 4th
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