For most of our students, summer brings several weeks of unstructured free time. While spending time with friends and family doing all the great activities that can only be done during this wonderful (but short in Minnesota) season is just what some students need. What we as teachers know is that this time away from academic learning also causes what has been termed, “summer slide”. It is when unpracticed skills become lost. This loss can take several weeks in the fall to regain.
According to Education World, “ more than 70 percent of recently-surveyed middle school math teachers recognize that students regress more in math than in any other subject during the break—and take longer to get back up to speed in the fall.”
So what can we do to keep math and science learning alive this summer for all students? Here are some suggestions and websites that offer some great resources.
There are so many valuable math skills as well as interpersonal skills that can be gained from playing board games. Take some time at the end of the school year to play some games with your students and encourage them to start a game night at home with their families.
Remember Everyday Math has many math skill games that could be played at home with a regular deck of playing cards and or dice. Review those games before the end of the school year and show how a regular deck of cards could be used.
Summer Math Garden
Education World encourages us to grow a Summer Math Garden. What they mean by this is getting families to think about how mathematics is embedded in all their favorite summer activities and incorporating that mathematical thinking. They include the follow directions:
Another great local resource for students and families is Quarry Hill Nature Center. This summer the Quarry Hill Nature Center is offering many exciting summer camps and events for all ages. Some of these camps include Whiz Kids, Mission Explore, and Scales and Slime, just to name a few. Registration opened in March but there is still available space in many of the classes.
Community Ed Programs
Remember that Rochester Community Education also offers many opportunities for kids to continue to grow their skills in their Youth Brochure.
Fun at Home
In researching for this blog the best website for suggestions that I found was Math Geek Mama. In her blog Fun Ways to Engage in Math this Summer, the author lists 50+ fun and simple math actives that can be played by any age elementary student.
If you’re wondering about an easy way to share this information with parents, remember that the C and I website is open to the community. Just share the link and they can have access to this blog and resources for themselves. Let's empower our parents with ways to have fun with their children while practicing valuable skills at the same time.
This post brought to you by Julie Ace, Elementary Implementation Associate
As the school year becomes more and more visible in our rear-view mirrors, it is not only our students whom we may have difficulty keeping engaged, but also ourselves. Often we do not even realize that we have begun to “tune-out” as the year begins to drift away. Let’s face it – we’ve had a few things our plates and have been working our tails off for the last 9 months. So with less than three weeks remaining, how do we remain engaged and energized to help get our students to the finish line?
Here are 4 ideas for keeping it fresh and fun right up to the last minute you have with this years kiddos.
Field Test Something
Remember that great idea you had back in October when things were crazy busy and you just didn’t have time to explore it? Remember that conversation you had with a colleague about an idea from an article you read and would love to try in your own classroom? Now is the time! The end of the year can be a great time to pilot something new and see how it goes because it will come to a definite conclusion in a manner of weeks. Not sure what to give a try? Check Best Idea Ever for more than 35 ideas!
Take time to Reflect
Since we are already looking in the rear-view mirror, you might as well focus on reflecting. You have almost an entire year of instruction under your belt. It’s time to look back on what worked well, what could have been even better, and what should not be repeated next year. Perhaps even ask you students to reflect on the year and even on your teaching and give you feedback for going forward. Getting Student Feedback and Tools for Gathering Feedback offer ideas for soliciting advice from your students.
Create Something New
After you and your students have done all that reflecting, you will likely have things you would like to improve upon or change for the next school year. Start making those changes now. The end of the year is a great time to start preparing for next year. Even better, get your students involved in making those changes. How to Experiment is a great article about how to go about trying something new in the classroom.
What do you want your students to remember about their year with you? Take some time to gather those memories and put them in a place that students can take with them. These last few weeks of school are a great time to collect and share the highlights of the year. Education World and Edublogs have some fantastic ideas to wind up learning and find the bright spots of your time together.
Recently, I came across the quote from the image above and it really spoke to me when I read it. I hope it speaks to you, too. I encourage you to take some time in these last few weeks to take your ending and turn it into a new beginning.
This post brought to you by Rebecca Mecikalski, Elementary Implementation Associate
Originally posted on the Secondary C&I website on 4/18/2018
The recent spike in temperature plus the spring rain has those of use at C&I thinking about the sunny and warm days of summer. Summer: the season of new growth and of rejuvenation--not just for our gardens and our lawns, but for our souls as educators, too.
As you begin to think about your summer plans and how you personally would like to grow in your instructional practices and rejuvenate your classroom approaches, consider enrolling in one or both of the following C&I summer professional development opportunities.
New this Summer...
If you have ever wished that X, Y, or Z were offered as RPS Professional Development sessions, disappointed occasionally that they are not, then this new opportunity might be for you.
Returning this Summer...
So, as you start to think beyond this snow and focus on the new growth of summer--don't forget about opportunities to grow yourself, too. Maybe we can even grow together.
This post brought to you by the Elementary C&I Team
Oprah Winfrey often asks people, “What do you know for sure?” As my retirement date fast approaches, I find myself reflecting about my career, the people I have met, and the impact I hope to leave behind. After 40+ years of working in various settings with children, here are my thoughts about
1) Children will always need significant adults to care deeply about them. We need to protect them, guide them, celebrate them, and open up their world through our teaching. Nothing will ever take the place of a student coming to school and knowing that someone cares.
2) Every interaction we have matters. We only get so many days each year to influence those around us. We never know which lesson, which interaction, which comment will make the difference for that one person we encounter. Nothing brings me more gratification than when a student, a teacher, a para, or a colleague tells me that something I did or said mattered to them.
3) With rare exceptions, people become educators because they want to make a difference in students’ lives. I have worked with countless teachers, paraprofessionals, principals, and administrators. Whether you are in a school building or work “down town,” you find honorable, dedicated people who truly care about students.
4) Integrity matters. No matter what another person chooses to do or say in a given situation, you can choose to respond with grace and integrity.
5) Amuse yourself and at least one person in the room is having fun. I often tell people this is my “educational philosophy.” After I became a teacher, I ran into my fifth grade teacher who I credit with changing my life forever. I asked about her teaching philosophy. Her response? “A day without a good laugh is a wasted day of school.” Humor builds relationships, lightens our hearts, and promotes learning.
6) I know for sure that I have LOVED being an educator in Rochester Public School. I will always be grateful for the opportunities I have had and the amazing people I have known. This is a special place and I was most fortunate to be part of it.
So, my friends, I wish the very best for you in the future. May your journey be as happy as mine.
This post brought to you by Carol Lucido, the K-8 District Math Coordinator
Although many of us are excited by the warmer weather and the thought of summer closing in, many of our students will start to feel the anxiety and loss of the school year coming to a close. Many children rely on the consistent schedule, the dependable meals, the strong relationships and the peer connections that school provides.
As you are planning lessons, no matter the age, consider incorporating books or read aloud times that revolve around the end of the school year. This can give students time to reflect on the year and process the emotion of closing a new chapter in life and opening a new one. If there are unresolved issues and thoughts of anxiety, it gives you the opportunity to connect with your students and better prepare them for how to have a successful summer.
Remember, the end of summer is exciting for many students but for many others it brings about sad emotions and anxiety. Consider ways to prepare your students and allow them time to process and discuss their fears with you before that final day of school!
This post brought to you by Kate Palmquist, POSA overseeing Elementary Curriculum and Instructional Coaching
Minnesota standards require us to teach about the indigenous people to our state. From that point, it is our responsibility to ensure that what we are teaching is accurate. Minnesota state standards require that our students encounter different teachings about Dakota and Ojibwe people throughout their K-12 experience. Learning about Indigenous People and the history of our area before America’s colonization is fundamental to understanding the relationships between people and place. We cannot truly understand the dynamics of our area if we do not include a long and multi-perspective history. Teaching accurately about Indigenous People benefits not just our Native students, but also all students.
In my short time working for the school district, I have noticed there is never enough time in a day to teach all the things that need to be taught and there is an ever-present desire to find new resources. I have also noted the increasing number of blogs and information hubs, such as Pinterest, that have easy ready to use ideas.
Unfortunately, by using these resources, what ends up happening is an overload of information that often times isn’t well researched or vetted through any credible sources. Inadvertently, this can lead to activities that perpetuate stereotypes, keep Native Americans in the past, and demote native culture to cute crafts.
Something we want to work to avoid is only exposing students to historical views of Native Americans. Today there are 572 federally recognized tribes, 11 of which are located in our state. We want students to understand the sacrifice these tribes have made at the benefit of our country, as well as learn about tribes that have called Minnesota home for 100s and thousands of years to help build well-rounded learners.
An example of how we can begin to do that is to help students make connections and understand the differences between the various Native tribes. Many people know southwest Indians use adobe dwellings to stay cool, but let’s not stop there. We should build on understanding that each tribe has its own traditions, clothing, types of dwellings, etc. dependent on the region they inhabited. It is important to learn about tribes from around the country, but Minnesota state standards require us to place an emphasis on learning about our tribes here in Minnesota.
As educators, we can be better equipped to teach our students about Indigenous people by taking advantage of events and professional learning opportunities provided by various education associations and societies. Here are some of the great upcoming opportunities, most of which happen on an annual or even more frequent basis.
As we approach summer and think about professional development in our upcoming year, I encourage everyone to consider one of these amazing opportunities. Let us all strive to teach Native American content in the humanizing manner with which we teach all other subjects. As always, I am here to help in whatever way I can.
Originally posted on the Secondary C&I website on 3/1/2018
Finding a video on YouTube and inserting it into a lesson often feels like a no-brainer.
Want to introduce a concept in 10 minutes or fewer? Find a video!
Want an activity any substitute teacher could easily facilitate? Have her show a video!
Want a way for students to review an idea outside of class? Link a video to class website!
Unfortunately, although videos are often easy to find and play, they’re not always what is best for student learning. Time and time again, educational best practices show us that if students are really learning the material it’s because they are reading, writing, and/or speaking about their thinking.
Does that mean video has no place in the classroom? That’s not at all what I’m saying. Rather, we need to be intentional about why and how we use video as an instructional tool. We need to ensure that our students are thinking about what they are watching.
With each video you show in your classroom, there are some key things to consider (1) before, (2) during, and (3) after you hit play.
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Before the Video
Establish its purpose
Students are more engaged with a video’s content when they know why they’re watching it.
The first year I showed the first fifteen minutes of the video Grand Isle (the film version of the novel The Awakening by Kate Chopin), my students who had already thoroughly read the opening chapters of the book tuned out: feeling as if they were getting the same material in video form as they had just read, they disconnected from the video. Whereas the next year, I took a few moments to explain that the Creole culture of Louisiana is hard to understand on the page, but hearing the way the characters shift from speaking in French to English and then back again is critical to understanding why the main character—who only speaks English—feels isolated. Suddenly, with just a sudden explanation of why the video mattered, almost all students leaned in, took notes, and stayed engaged.
Many students need to know the purpose of an activity before they will devote their full attention to it.
Use an Anchor Activity
Grounding students in the topic of the video before you begin will often increase student understanding of and engagement in the video’s content.
Consider trying the following anchor activities with your own students:
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During the Video
Use Closed Captioning
When a narrator or character talks too fast, in an accent, or uses words that are new to the viewers, Closed Captioning can be a lifesaver. Especially for our EL and DHH students, Closed Captioning is a must for any video watched in class.
Stop, Rewind, and Re-watch
Some videos are fast-paced, introduce complex ideas, or have a lot going on visually. As adults, we know we can always pause, backup, and watch a section over again; however, this is not intuitive to many of our students. This is a skill we must model and teach.
In all of my English classes, I commonly used various Crash Course Literature videos. The students found John Green, the narrator of this YouTube Channel, to be funny and enduring; but, his delivery is so fast that students often missed key pieces of what he was saying. For this reason, we often stopped the video, skipped back to each of those key moments, and re-watched them. Sometimes, we even watched an entire video twice. Knowing this would be my approach, I would always tell students ahead of time that we would stop, rewind, and re-watch as needed: this helped reduce students’ anxiety levels, because knowing that all key ideas would come around again, they did not panic whenever they missed pieces the first time around.
Monitor Student Understanding
It is critical to stop a video from time to time to ensure student understanding, especially with videos that are longer than a few minutes, quickly narrated, or that contain new information. If students do not understand the information, they most certainly will not retain it.
Consider trying the following activities with your own students to ensure understanding during video viewing:
To see the above example of PlayPosIt:you may need to create a free PlayPosIt account or select a class (choose IA Institute).
The video in not optimized for playing on a small device, such as a cellphone.
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After the Video
Provide a way to re-watch
It’s a simple thing, but when a video is available online why not link it somewhere so students can re-watch it later? Linking videos used in class to your class website or Google Classroom, means that students then have a way to re-watch the material if they are still struggling with the content, to watch it if they were absent, or to review the material later prior to an end-of-unit assessment.
Connect to future learning
Just because the video is over, does not mean the learning is. As you teach future lessons, connect them back to the material watched in the video. This increases the importance of the material learned, which will not only help students build connections but will also help them pay closer attention to future videos, as they will now understand what an important role each video plays in your classroom.
So, while video commonly seems like an easy lesson enhancer, remember that while a video used well is wonderful, a video used without purpose and planning can end up being a waste of class time. For each video used, there are things to consider before, during, and after we share it with our students.
If you would like to tweak how you use video in your classroom, consider reaching out to your instructional coach or one of us on the C&I team; we would love to help you enrich your lessons with video. Or, consider diving in to some of the additional reading suggestions noted below.
This post brought to you by Heather Lyke, Secondary Implementation Associate
Suggestions for future reading on this topic:
Podcasts have been around for quite a while, however, many educators still have not tapped into their learning potential. Podcasts can be used for your own personal interest, as an easy source of professional development or for student use in the classroom. As the popularity of podcasts continue to rise, here are some creative and easy ways to use them in your elementary classrooms.
Podcasts for Educators
There are many educators out there who have started their own podcasts! If you are interested in learning more about a topic or if you are interested in getting new ideas, a podcast is an easy way to learn. While you are doing the laundry, driving down the road, preparing for your day at school or if you are interested in engaging teachers in a new way at a staff meeting, try listening to a podcast. Below are some Podcasts to check out!
Podcasts for Your Students
Students can also take part in learning through podcasts. They are available currently to them on their on iPads. Ask them to bring headphones, provide them with a list of pre-approved podcasts and they can get started. The podcasts below are currently used in classrooms around the country. Once students download their podcast on their iPad or phone they can listen to them anywhere. Consider taking them outside on a warm day or on a walking field trip. It can even be a station of learning in your classroom or a resource to use while writing a paper. If you want some ideas on where to start, below are some student friendly podcasts!
New to Podcasts? Here are simple directions on how to get started!
In iTunes you can find and subscribe to podcasts in several ways:
Things like Podcasts are the educational future. They open a whole new world of learning possibilities for adults and children alike. Explore. Engage. Enjoy. Of course, should you find something wonderful, be sure to share!
This post brought to you by Kate Palmquist, POSA overseeing Elementary Curriculum and Instructional Coaching
Don’t you sometimes wish that students could just see inside your head and understand exactly what you are thinking? That may be every teacher’s dream. If someone would invent a tool that allowed students to see inside our heads, they would become a millionaire! Unfortunately, this invention hasn’t been created yet, so we need to find a way for students to “see” what we are thinking through strategic teaching methods. Marcia Dove and Andrea Honigsfeld call this idea “making thinking visible” in their newest book Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection. In their book, they give several strategies for making thinking visible for students so that they can begin to magically see inside our teacher heads to increase reading and writing skills.
Think Alouds are one way that makes thinking visible for students. It seems so simple. Just talk about what you are already thinking. Yet it is extremely powerful for students. Teachers can model their thinking by making text-to-text, text-to-self, and text-to-world connections. Check out this video to see a Think Aloud in action:
A Write Aloud provides a scaffold for students to guide them through the process of writing. Teachers can model a piece of writing so students can see the steps and procedures in the writing process. Throughout the process, the teacher explains verbally what he or she is thinking. The teacher can talk about why they selected a particular vocabulary word, phrase, transition word, or structure. Write alouds can be done with one teacher, or in a co-teaching partnership. In a co-teaching partnership, one teacher can do a think aloud while the other teacher takes notes or writes out what the other teacher is thinking in a structured format (or with a graphic organizer). Another idea is to have one teacher think aloud and write out what they are thinking, and then the other teacher performs a separate think aloud to show the differences in their writing and thinking processes. If you have a paraprofessional, it would be helpful to give them a frame for the think aloud so they can assist and/or provide other think aloud strategies.
A Scaffolded Comprehend Aloud is another version of a Think Aloud. While think alouds support different reading and writing strategies, Dove and Henigsfeld believe that scaffolded comprehend alouds “make thinking visible about processing and analyzing the language of complex readings at the word, sentence, and text level” (pg. 85). Dove and Henigsfeld provide the table below with different sentence starters (pg. 85-86). Each content area, and grade level, may have to adapt these, but this list can provide a start to using think alouds and/or scaffolded comprehend alouds.
Think Alouds, Write Alouds, and Scaffolded Comprehend Alouds are three great strategies to make our thinking visible to students. They provide a way for students to see inside our heads, model good reading and writing strategies, and allow students to use critical-thinking skills.
If you would be interested in trying any of these out with students, reach out to an instructional coach, or I would be happy to come out and model them beside you.
This post brought to you by Katie Miller, K-12 EL Implementation Associate
Dove, M.G., & Honigsfeld, A. (2018). Co-teaching for English learners: a guide to collaborative planning, instruction, assessment, and reflection. Thousand Oaks, CA: Corwin, A SAGE Company.
One of the goals I hear most consistently from teachers is their desire to get their students to think more deeply and to be more cognitively engaged in the content they are studying. I have the distinct privilege of getting to be in many classrooms and here are some brilliant ways I’ve seen teachers shift the cognitive load from themselves to their students.
If you would like help with implementing any of these four metacognative approaches, or any metacognitive approach for that matter, consider reaching out to your Instructional Coache(s) or one of the Elementary Curriculum and Instruction team.
This post brought to you by Heather Willman, APOSA overseeing Secondary Curriculum and Instructional Coaching
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