Classroom Integration

LO’s, SE’s, and all that implies

March 7, 2013 by Amber Leave a Comment

We’ve been talking about writing LO’s and I walked around and saw some REALLY good examples on campus yesterday! I know that many of you are still unsure of what you’re actually writing so I did some research. I found many sites that supported the use of LO’s in the classroom, and even some tips on how to most effectively write them for your classroom. I also found these great sample pics from Pinterest, 🙂

There is an argument on the “twitterverse” (@8Amber8) that the more a teacher “instructs” a student to become curious, the less likely that student is to become authentically curious. While I can see this for a high school student, I think the clarity provided with the LO for our elementary students is unarguable.

However, the same as with ANY tool, if the written objective is nothing more than something that looks good in the classroom but is not actually used to enhance learning, like a word wall that is never touched by teachers or students, then it defeats the purpose. INVOLVE your students in understanding the LO. This would be the L in the more traditional KWL chart.

Anywho, off rant.

Here are tips for writing effective LO’s…make them as grade level as possible, without losing the intent…

1. Create a stem. Stem Examples:After completing the lesson, the Lion will be able to . . .
After this unit, the Lion will have . . .
By completing the activities, the Lion will . . .
At the conclusion of the course/unit/study the Lion will . . .

2. After you create the stem, add a verb:analyze, recognize, compare, provide, list, etc.

3. One you have a stem and a verb, determine the actual product, process, or outcome:After completing these lesson, the Lion will be able to recognize foreshadowing in different stories.

ELA examples:

re-tell in his/her own words _____.
summarize the plot of _____.
make inferences from the text . . .
demonstrate understanding by writing three facts about . . .

Math examples:

use collected data to answer the question(s): _____
construct _____ (picture graphs, bar graphs, etc.)
create a series of mathematical steps to be used to . . .

Science examples:

demonstrate an understand of _____ in terms of _____
create a visual representation of _____ (the water cycle, etc.)
understand the basic structure of _____ (an atom)
identify states of matter . . .

objectively,

Amber

the silver bullet…

March 7, 2013 by Amber Leave a Comment

(caveat: I don’t like guns. my title does not endorse guns. or bullets. :))

(another caveat: this is also not about a blender.)

One of the first conversations that my principal engaged me in was about the use of “workbooks”. While it wasn’t a practice that his mindset and philosophy embraced, he recognized that it was a means to an end. Scores were inevitably higher, skills were inevitable ingrained, and it seemed successful.

While in technology, we worked a lot with test prep programs. No names needed, you know which ones I’m talking about. I embrace these programs, I do. I’ve even done some consulting for them. That being said, I don’t feel that they replace authentic teaching and learning. Nor do I think a workbook does.

What I do think is that they resemble a candy bar. A snickers, if you will. It serves its purpose in the short term. Your belly is sated, your brain thinks you’re full, and it seems successful. In about an hour though…you’re hungry again. This was the analogy we used when talking about test prep, whether it be a program or a workbook. Short term memory is great…in the short term. When we’re talking about authentic learning, long lasting learning…applicational learning that can be drawn on for the years to come…we’re not talking about a snickers.

Which brings me to the magic bullet. I mentioned on Twitter that I was really resistant to using ANY of our limited budget monies for workbooks, even as a reference tool. Had a teacher in my PLN (@JamieVanderG) tweet me that “we use them because anything but top notch test scores mean we get told we don’t do enough and have to do better”, that :”on paper kids feel the pressure too”. which made me SO sad. I really hope none of my LL’s feel that the only way they can be effective, that their “silver bullet” is to use a workbook. Another tweep, @ScottElias, said, which I thought was genius, “Why are we always looking for the silver bullet? We have time & instruction directly in our control. There’s your silver bullet”.

YOU are the silver magic bullet. YOU are the difference in a child’s learning. You can manipulate the time in your day to make SURE a student sees the lesson objective and grasps them. Teachers are the masters of invention. Utilize every minute of your instructional time. I saw a class on Friday reviewing vocabulary words while lining up in the hall on Thursday. Every single minute counts.

Todd Whitaker, on a previous post left a comment that “One of the best things about teaching is that it matters. One of the greatest challenges about teaching is that it matters every day.” That’s never been more true!

Minute manager,

Amber

Mystery Skype

March 7, 2013 by Amber Leave a Comment

I have to get this idea down via blog so that I don’t forget to tell all you LL’s about it come Fall. If you weren’t already aware, our awesome PTA bought web cams for all the classrooms that didn’t already have one. (YEA!) I know several classrooms that had some Skypeccess this year, 🙂

One of the great things about Twitter that it can be tailor made to suit YOUR grade level or interests. (or even Nate Berkus…or say, ummm, Troy Aikman, ;))

One of the most beneficial chat lists I’ve come across are the ones that pertain to your grade level. (A list of chats can be found here.) I was following along with a 5th grade chat the other night and the idea of a mystery skype came up. I asked what in the world that was and tada. A new idea was shared.

Basically, your students have no idea what class you are skyping with. The goal to cooperate as a team to try to figure out the location of the mystery class.

There are only a few rules to Mystery Skype. Students have to ask closed questions with yes or no answers. Classes went back and forth asking questions to help them find the location. If a class asked a question that received a yes answer, they got to ask a follow up question. Think of how you, as the teacher, could facilitate your students into creating social studies, geography, mathmatical, or scientific questions. You could specifically seek out a class in an area that relates to a place in a story you are reading, or has a tie in to a science lesson.

I know what you are thinking, my LL’s. Where in the world would I even FIND a class to Skype with? Ala Twitter, here ya go…

Also, before any of you already start deciding that this was a 6th grade class and there’s just no way your little kiddos can do it, yea huh, yes you can. Create a list of questions FOR them and let them use their thinking skills! you help LEAD them in the right direction…FACILITATE their discovery! 🙂

To read more about @mr_avery and his chat session including the roles some of his students played throughout the chat, check out his blog!

I know I’bve told you before what a big fan I am, but seriously, Twitter offers a nonstop stream of views, ideas, opinions, and activities. Get yourself in the flow or get left behind!

all a’twitterD,
amber