Blogger Behind This Blog #7

Teacher Mummy

Bad mummy - son plays ipad while
waiting for takeaway dinner!

Today I thought I'd write about what it's like to be a Teacher Mummy or, depending on your perspective, a Mummy Teacher. Some days it definitely feels like the lines are blurred, particularly when I come home to readers and homework, or find myself comforting a student who has fallen over! As I drove home from work one night this week, I found myself puzzling over this situation and realised how much being a mummy changed the whole game of teaching.

Before

My class used to be "my kids". I was with them all day at school and then they were in my thoughts all night. I worried over them constantly and spent my spare thoughts planning our learning experiences. As I spent all my spare time focussed on their learning, I thought they could be using their spare time to learn as well. I encouraged them to use online resources like Mathletics, SuperClubs, Spellodrome etc. When a student didn't get their homework done, or had a dodgy lunch, or even came to school when they were sick, I made a judgement - and more often than not, blamed the parents. At the same time, I blamed myself for my inability to fix all the problems the kids had with learning and behaviour. It took a while for me to realise that some things are just personality things that can only be guided, not fixed. 

After

My class are still my kids, but they are not my only kids. They get me during work hours, and still invade my thoughts, but when I am at home, the Mummy kicks in. It has to. There is so much to do, and so few hours. I don't have as much time to do all the extra bits. I still plan all the lessons and try to be creative and innovative, but it needs to be done with less time for pausing and pondering. I use the driving time to iron out the wrinkles. Haven't worked out the certificates for assembly yet? Think it through as I drive. Not sure how I'll play out the grammar lesson? Bounce some ideas on the way to work. Frustrated with how the Maths lesson went? Work out how to approach it next time as I sit and wait at the lights. Lunch is a quick breather, a bite to eat, and then an opportunity to get things done.

Benefits

There are, however, some special benefits to being a Teacher Mummy, especially this year as I teach Year 1 and my son is in Kindergarten. My class benefits because I know more about the things that interest 6 year olds. I can talk to them about Minecraft and Pokemon Go. I understand about playing soccer on weekends or going to swimming lessons. I know what all the latest Lego sets are! I know what has worked to grab my son's interest in reading, and how to help him understand something mathematical - so can use this with my class. If I'm not sure how a lesson will go, I can test the lesson out on him first or run it by him and see what he thinks. 

Teacher Mummy - son plays a game
to learn about numbers!

The flip-side also has its benefits. I share with him the things that have worked with my class. His learning is stretched beyond what he gets in class. I'm usually able to weave learning into our time together without it feeling like learning. I'm able to prompt him as he reads or writes and feel confident that I'm not messing him up! When he needs to write a speech, I have an idea of what that should look like.

I understand now how parents feel when it comes to their kids. They love them, want the best for them and also have challenges when it comes to managing time. I get what it's like to try and get a kid out the door in the morning with everything he needs for the day. I get what it's like to deal with a bouncy kid in the afternoon when you just feel wrecked yourself. I get what it's like to have your heart break when your kid tells you that someone was being mean to him. There are times when I've forgotten to pack a fork and others when I have refused to buy another spare hat for the week in the hopes that the old one will show up. I've even stalled buying new shoes as it got close to the end of the year. It's nice to know how parents feel and to be able to relate to them with a different level of understanding.

Challenges

I feel that the challenges for me relate mostly to my connections with my son's teacher and school. 

I find I'm always trying to evaluate whether he's in the best place - and that's even when he's at the same school. I rarely get to any of his excursions or special events (even when I was at the same school). I barely know his teacher and how he's REALLY doing at school.

Time is also a challenge. There are times where I feel a terrible parent, dropping my son at before school care as soon as the doors open and picking him up from after school care after a staff meeting. When I've been at the same school, it's been just as guilt-laden. I struggled to get work done in the afternoon once he was in the room, asking for afternoon tea and wanting to play with me. There are also times when I really want to be able to spend more time working on something school related and just can't fit it in once I'm home.


What are your thoughts on this? How do you balance your home life and work life? Please leave a comment to share your thoughts.

Tech Tips Tuesday

Using Notability to Support the Teaching of Spelling

My current school uses THRASS resources to teach students to spell. Our methods work from a phonographic model, whereby the focus is on the phonemes (sounds) and the many ways these sounds can be represented in the English language. My class has been looking at the sound j like in jam, giant, cage and bridge. I grabbed a bunch of whiteboards and markers and sat down with my class ready to start a spelling activity, but then I started feeling guilty. Also beside me were the iPads we had used earlier in the day for research. So, instead so handing out the whiteboards, I handed out the iPads.

My first attempt was far from beautiful. I gave a brief introduction to Notability and then asked boys to simply write the four graphemes we had identified (j, g, ge, dge) and then type in words under the right  headings as I said them. I wished that I could set it up in a table, but in hindsight, I think that was just a bit of residual from years of working in a word processing environment. I needed to find the way to do this in a note taking environment.

I had a bit of spare time one night, so played around a little with it, and found a way to make it work well. This new method involves using a sticky for each of the graphemes. As I played, I also realised there was another common grapheme, dg as in budget - b like in bird, u like in bus, dg (like in budget), e like in garden, and t like in tap. When I taught my students this grapheme, they struggled to understand why it wasn't just dge, given that combination is there. What I needed to show them was that in this group of words the letter e had a different sound it represented, whereas in bridge the e doesn't represent another sound, so can be grouped with the dg. Tricky!

So....the steps are:

1. Students make a new note and change the title to something relevant by selecting the heading when in typing mode. 
2. Students click on the plus symbol and make a "typing" sticky for each focus *grapheme and label these. To change colour, tap away from sticky, then back on sticky, and option tabs will come up above. Choose "paper" to select the sticky background colour.
3. Teacher calls out words with focus *phoneme and students type these on the appropriate sticky.
4. Students share their work with a partner and discuss their reasoning. Students can make changes.
5. Teacher shows correct groupings. Students make changes as necessary.
6. Students use the highlighter tool to show the focus grapheme in words.
7. Students select a word from one of their stickies eg. Judge. They click on the plus symbol to add a figure and draw a relevant picture. They crop the picture and then select "done". They move it to the appropriate box and then tap on "Add a caption" to write a sentence about the picture (with appropriate punctuation). Repeat for each grapheme.
8. Students who finish early can record audio of them saying and sounding out words from their page.
9. Students share their work - showing iPad, using Air Play, printing screenshot, email...

*grapheme - letter or letter combination that represents a sound in a word

*phoneme - unit of sound

What's the point?

When I try to integrate ICT I often find myself asking, "What's the point?" Is there a significant reason for using this strategy over pencil and paper, or whiteboard and marker? Is this same old but just with fancier toys? I'm still not 100% sold on this idea, particularly because it takes so long I the early phases, but there are definitely some benefits.

Reasons I would do it:

• Next year my students will be required to bring their own iPads to school and will be using this app. By helping them grow accustomed to it now, they will be ready to use it independently in the future.
• My students are highly motivated when using the iPads
• Students are learning how to use technology to create documents to record their thinking  and learning
• The spell check function supports students with their writing and placement. If they spell a word incorrectly, they will have this information immediately and can consider other options.
• When you have students record their sounding out of words, it makes it easier to identify their errors with breaking the words down into sounds

Life After NAPLAN

Having taught Year 2 last year and Year 3 this year, I feel that my work over the past two terms has been distracted by preparing students for NAPLAN. In my heart of hearts, I know this should not be the case - that teaching shouldn't be about preparing students to take four tests over one week. But at the same time, I want my students to feel confident as they sit down to the test, and to be able to show what they know. Also, with the pressures of the My School website and the newspaper league tables, I feel that my performance as a teacher is on parade, in the form of our results.

So, what did I do to prepare?
I ensured that I explicitly taught students how to write both Narrative and Exposition in Term 4 of last year and Term 1 of this year. I taught students to use paragraphs (with an introduction/orientation and conclusion/resolution), include interesting vocabulary, and edit their work for punctuation.

In Term 1 of this year, students went onto Mathletics and sat NAPLAN practice tests. I used the results data on the site to inform me of the areas of strength and weakness in my class. I used this information to focus firstly on improving the areas of weakness.

In the weeks prior to the test, I gave students a NAPLAN practice test for Numeracy. On completion students worked in small groups to mark their answers. Where there were inconsistent results in their group, I told students which was the correct answer and those with the correct answer explained to those with the incorrect answer. With common errors, I demonstrated to the whole class how the correct answer could be found.

I also gave students a practice Spelling and Vocabulary test which we marked together as a class. At this point, the practise was more about familiarity with the style of test than using the information to support learning.

How were the tests?
Generally, my students were quite happy working through the tests. There was no grumbling about them, and they were actually excited to be setting up their desks with barriers and following a set procedure. Some students even went home and told their parents that they enjoyed taking the tests.

Personally I found the Reading and Numeracy tests enjoyable, as did many of my students. My students love to read and the texts in the Reading test were interesting and varied. For me, the Numeracy test was filled with fun puzzles to solve.

I was happy with the writing task given that I feel my students are stronger with exposition writing than they are with narrative. As I wandered around the room, looking over shoulders, I felt that for the most part what I saw was a fairly accurate representation of what my students produce in a writing lesson.

I found the Spelling test frustrating, as I don't agree with this method for testing spelling. I also find that many of my students are still representing the sounds - but with the wrong grapheme. I always find spelling a frustrating thing to teach. As a child, I could just memorise the spelling of words, but as an adult, I realise that is not the case for everyone. I was hoping that THRASS would be the magic answer to that dilemma, but I'm not convinced. Maybe one day, I'll create the magic answer! Or realise there is no such thing! Or realise that it's part of our lives already in the form of spell check!

Is it all pointless?
When I look at the past two terms, I don't see it as wasted teaching, or pointless teaching. It definitely hasn't been ALL about NAPLAN. And really, there were some great teaching moments. My students really enjoy writing stories and they can confidently write an exposition to put forward a point of view.

It felt really good to be working on areas of Maths I knew my students needed rather than just blindly going through a set curriculum. I think that they learnt a lot from that process as well, as we went through the answers together and developed a much stronger understanding of the content.

Now that NAPLAN is over...

• I can teach the other text types as they relate to the Inquiry unit that students are working on.
• I can teach the other areas of Maths and return to a stronger focus on problem solving combining the use of manipulatives and mental strategies.
• I feel as if a weight has been lifted off my shoulders as there is nothing more I can do about it now!
• I feel free to be creative - to explore and to go with the flow of learning.
• I am excited to experiment more with the iPads in the classroom.
• I am keen to work more on applying thinking routines across curriculum areas.

Mentoring University Students

This term I have a university student with me for her Professional Experience. She is completing two of her pracs back to back and will be finished her degree on completion. We have just completed the first prac and now head into the final prac. This is not the first time I have had a student, but I have been very aware of my style this time. I thought I would share a few of the things that have made it work for me.

Put Yourself In Their Shoes
I clearly remember how difficult it was to start out a new prac - particularly those first few lessons, when you are trying to juggle behaviour management, effective communication, interesting lesson, monitoring students, and keeping an eye on the time. That's not to mention the nervousness you feel to have all those little eyes watching and judging AND your mentor teacher watching and judging! Of course, when you finish the lesson, all you can think about is all the things you either did wrong, or forgot to do!

As a mentor teacher, it is important to appreciate the difficulty of that juggle and to be supportive and encouraging. Of course the student is not going to get it all right the first time. They haven't been in a classroom practising every day. That's why they're here! Notice the things they are doing well, and pick just one thing to work on at a time.

Encourage Reflection
Even as experienced teachers, we don't always perfect a lesson the first time we try something new. The reflective process is very important for improvement, and for acknowledging the things that have and have not worked.

I admit that I have a tendency to share what I have thought of a lesson, before asking my student what he/she thinks. This is a no-no as it may prevent the student from reflecting and sharing their own thoughts! If you allow the student to share their thoughts first, you can gain a greater understanding of the things they feel they are struggling with and help them to work through those issues first. This year I have been trying a "Professional Conversations" format provided by the University. This has a list of questions for both mentors and students.

Plan Their Learning Experiences
As the student is there to learn, it is important to plan the experiences that will help them to demonstrate the skills they are required to practise. I go through the report format with my student and we discuss possibilities for meeting the requirements. I also encourage the student to look at what they will be asked at interview so that we can include those aspects as well.
We try to include:

• a variety of curriculum areas
• a sequence of lessons, including assessment of the concepts
• extra curricular activities
• meetings
• article for the newsletter/or other parent communication
• visits with other specialist teachers in the school
• integration of ICT
• differentiation 
• transitions between activities
• behaviour management strategies/resolving conflict
• duties
• team planning, assessment and moderation 
• grading/reporting

How about you?
If you've mentored university students, what things do you find are helpful for making a successful learning experience for them? Please leave a comment.

Tech Tips Tuesday

National Library Of Australia - Digital Collection

This year is Canberra's centenary and there have been many events celebrating the life of Canberra during this time, with more still to come. For Canberra's birthday at school, I was asked to put together a 5 minute silent 'movie' showing footage and photos of significant events and the building of Canberra into what it is today. 

I can't share it here due to copyright restrictions, but it was enjoyable to put together and explore the images available through the National Archives and the National Library of Australia. I used iMovie to edit the clips and create the movie.

I have been back to the National Library of Australia's site this week looking for resources to use for another lesson I am designing, and again the results have been very pleasing. I am fascinated by the images of Lake Burley Griffin in its construction phase, and struck by the concept of such a complex task to make something that looks like a natural environment. I remember being just as amazed (if not more) when I first learned of the planning and design that went into Central Park in New York City. It is interesting to look back at our history and do so with articles from the past. The digital collection includes: pictures, maps, manuscripts, books & serials, printed music and oral history.

So, today I want to encourage you to check out the resources available at the National Library of Australia either through their website, or through their app, particularly when teaching a unit about Australia's history.

Comparing and Measuring Mass

In recent weeks we have been focusing on mass during class maths lessons. Given the success of our comparing and ordering capacity lessons, I decided to create a similar sequence of lessons for comparing and measuring mass using balance scales.

The first lesson was a cooperative task whereby students worked in groups of four to select items, compare them, measure their mass in a uniform unit and record their results in both written and video form. Students enjoyed this hands on approach and worked effectively in their teams. We then had a sharing time for students to select a video to show the class.

The second lesson was a rich task for assessment purposes. Students were required to select items for Little Red Riding Hood to take in her basket to her grandmother's house. They needed to choose five or more items weighing a total of less than one kilogram. While the task went well, it got pretty hectic when I tried to have everyone doing the assessment task at the same time and recording their measurements as well. I got students to finish off one at a time at stations and that was much more sane, so that's what I would recommend for anyone trying to do this. I would also recommend students only video recording an explanation of their results when they have completed the measurement rather than the whole process.

I have uploaded the lessons to my Teachers Pay Teachers store.
The packet includes:
Instructions and recommendations for use
Cooperative task and worksheets (including version without video cameras)
Rich task for assessment with worksheets and rubric

I'm really enjoying creating these measurement tasks with rich tasks relating to fairy tales. I wonder what I'll do when I get to length and area!

Tech Tips Tuesday

Improve your Google Searches

Lately I have been thinking about a Google course I did last year to improve my search skills. There are a couple of things I learnt that have been useful on a regular basis, and others which I have drawn on less frequently. Today I thought I would share a few which are useful for teaching.

1. Searching for a file type
You have the ability to determine what type of file you would like to search for when conducting a Google search. This can save a lot of time by eliminating other types of files with similar content. Simply use filetype:[file extension] So...
If you are wanting a Powerpoint presentation to use with your class, include filetype:ppt in the search terms.
If you are wanting a SMART notebook file, include filetype:notebook in the search terms.
Obviously, the same goes for other file types.

2. Searching for printable images
You can search for worksheets to use in your classroom by doing an image search and then selecting Search Tools to specify for the search to include only black and white images. Be aware that some of the images that come up may be only thumbnails, or may be protected by copyright. I've noticed that you can now search by image size as well.

Search tools button and Black and white selection for images. Also searching only within teachingchallenges.com.

3. Searching a particular site
You can search a particular site, or type of site in order to limit the span of the search. To do this, type site:[extension] For example if you only want to search .gov sites, type site:.gov. Or if you only want to search edu. sites, type site:.edu. This can also be used to search a particular site eg. site:teachingchallenges.com or sites within a particular country eg. site:.au.

4. Searching a particular time frame
You can search for a particular time frame by selecting Search Tools and choosing the time frame you would like results for. This is useful for finding relevant news stories or other timely resources.

These are the tips that I think are most useful for teachers to use to enhance their Google searches. I hope that you find them useful too.

Tech Tips Tuesday

Integrating ICT with Maths

Last week I had a great lesson planned for Maths. I was going to get the laptop trolleys and have my students use a Microsoft Word template to insert 2D shapes into a table. It was fairly straightforward and I had my template ready to go.

Unfortunately, on arrival at school, I found a big red sign on one of the trolleys stating "DANGER. DO NOT USE". I wasted no time tracking down someone who could give me more information. As it turned out, the trolley had been sparking, and was thus deemed unsafe until it could be looked at further by someone in the know. Needless to say, that didn't help me with only 20 minutes until my class walked through the door!

As is often the case when you plan to use technology, I had to rethink what I would do. There were still four laptops and I have a student computer in my room, so I grabbed them. As I went to leave the storeroom, I noticed the iPads, which I hadn't yet utilised. I had no idea what apps were on them, but a plan started forming in my mind - and all it required was the camera and a drawing application.

So what I ended up with was four Maths centres:
1. Using the laptops with the Microsoft Word template to draw and describe common 2D shapes: triangle, square, rectangle, pentagon, hexagon, rhombus, trapezium and octagon. The second page involves students creating their own design with polygons of their choice - but students did not get to this in the time allotted, and finished during our lab session.

2. Using iPads to photograph five shapes in the classroom environment and then using Draw Free to trace the polygons in the photos and label them.

3. Using rubber bands and geoboards to explore quadrilaterals and then draw them in their maths books.

4. Using plastic sticks of various sizes and pins to create polygons with a variety of sides and explore how these shapes change when tilted and manipulated in other ways.

What resulted was a really enjoyable set of Maths centres focused on exploring polygons. I should also mention that I used the Mathletics dictionary and concept search to support my definition of polygons and quadrilaterals prior to the activity centres.

It's great when things work out, even when they don't initially go to plan!

Friday Fun - 26/2/10

Where did this week go? We had a great week, despite the number of afternoon meetings we teachers had to attend. I must admit, it's nice to be a teacher again this year, and not one of the leaders needing to organise and run the meetings! I'm enjoying the time I get to spend with my students, the easier pace, and the better work/life balance.

Fun This Week

Build it Up

Students looked at a Flickr slideshow of images of bridges. They then filled out KWL charts to jot down the things they know about bridges (K), and the things that they want to know about bridges (W). We made a list of their suggestions and later in the week we used a 'hot-dotting' procedure to determine the most popular student interests. To 'hot-dot' students placed dots next to the suggestions they liked most. They had a purple dot to represent 3 points (for their first preference) and two green dots to represent 1 point (for their next two preferences).

Monet's Bridge

1/2R and 2P students created artworks inspired by the work of Monet. They drew a bridge landscape using watercolour pencils and we will be finishing them off and adding the water next week.

Insect Close-Ups

As part of their Biodiversity unit, the Year 1 students learnt about a variety of mini-beasts and created magnified drawings of them. They used oil pastels to colour these in.

Recorder

Students had their first recorder lessons for 2010 this week. The Year 2 students took off from where they left at the end of last year, and my Year 1 students had an introductory lesson with me. They learnt how to hold a recorder, how to blow through it, and the fingering for notes B and A. The Year 1 students also joined the Year 1 unit for a singing lesson in the afternoon.

A Class of Spies

1/2R read the big book "The Spy Meeting" by Jill Eggleton this week. Students then drew pictures of themselves as spies wearing "hats for hiding in", "shoes for slinking in", big jackets, dark glasses and carrying spy paraphernalia. They then named their spy and wrote about their spy. We put these together to create another Overnight Take Home Book. I also found this unit plan for the big book - too late for me, but it may be handy if you are going to use it!

Little Visitors

The Year 1/2 class had some little visitors on Monday when one of the students brought in his baby mice to show us. Apple Strudel and Berry Strudel enjoyed their visit and everyone was keen to have a pat.

Doubles Facts

This week our Maths lessons focused on the link between addition and subtraction. My Maths group made ladybirds to learn the doubles facts and the subtraction facts to go with them. We used the ladybirds from Sparkle Box.

How Long is a Metre?

1/2R and 2P played with the concept of a metre. Students began by estimating a 1m line with wooden blocks and then checked it with a metre tape. I was impressed with how close the estimations were. They then measured items around the classroom and completed a table to show things that were less than a metre, about a metre and more than a metre.

Octopus' Garden

Next week the 1/2 and 2 classes will be hosting the assembly at school so we began preparing a song to perform. We will be singing "Octopus' Garden" with the guitar accompaniment of one of the teachers. (The Beatles version is pitched too low for our students.) I sense that we will be doing a lot more practice next week!

Swimming Carnival

We had our annual swimming carnival on Friday and the younger students enjoyed time with structured activities: tyre relay, noodle relay, kick board relay, cork scramble, ball games, hoop activities etc They also had some time for free play including the use of the slide. The older Year 2s had their first time at the big carnival and enjoyed cheering for their house and swimming in races.

Space Spectacular #4

Week 6 and 7 - Finding Out, Sorting Out, Making Conclusions, Going Further

The activities in these weeks were designed to provide opportunities for students to find out about space and sort their ideas in a range of forms. Students took a test to demonstrate the conclusions they had made from their learning. We then had an excursion to Questacon for students to take their learning further and explore other scientific concepts through hands on exhibits and shows.

Science

Gravity
One of the focus questions for our unit this term is: What is gravity and how does the force of it pull things on or above the Earth's surface towards it?In preparation, I took the text from Ask an Astronomer for KIDS! and spread out the key ideas on a worksheet:

What Is Gravity

View more documents from pennyryder.

As we discussed each key idea, students drew a picture to illustrate the concept. I found that this was a helpful way to unpack the ideas. I particularly liked the last point and showed students these photos from when I stood on the special scales in the American Museum of Natural History in New York City.

We also read and discussed this simple explanation.
We then made artificial satellites as explained in this NASA activity. The gravity of the larger clump of plasticine balances out with the centrifugal force of the smaller clump of plasticine, keeping it 'orbiting'. I'm not sure that this is the best way to describe how orbits work, but it was fun to do anyway! You can see a video of the result below:



Earth's Atmosphere
Jonathan, my teaching partner, crafted the following lesson using this lesson plan found online. In teams of four, students drew the Earth and then added the atmospheric layers using a scale of 1mm=2km. We used this website for further information and also watched this animation to see it all in motion. The only change I would make is that I would make sure the Earth is to scale next time as well, by checking out the diameter of the earth and using a compass to draw it. (I just found this animation that would be helpful as well - too late for us this time, but may help others).

Guest Speaker
"Commander Cooper" (AKA Captain Lister) came to talk to us about his experiences with Space travel. We actually combined two grades - the Year 1s who are learning about transport and the Year 4s who are learning about Space. Yet again, Commander Cooper did an awesome job of engaging students with costumes, photos, videos, student participation and valuable, kid-friendly information about Space travel. Thank you Commander Cooper!

Making Conclusions - Taking the Test
I created this test to determine whether students had achieved the key learning outcomes for the unit of work. I asked them to give as much detail as possible and not just take short-cuts with their answers. I was impressed by how much students demonstrated in their responses and was also surprised when some students asked for a spare copy so they could do it again at lunch, just for fun! As you can see, the test ties very closely to the activities we did throughout the unit.

Space Test

View more documents from pennyryder.

Going Further - Excursion to Questacon
I've found no better place to take students to experience science on a large scale, than Questacon. It is fun, kid-friendly and brings science to life. Rather than post all the photos separately, I've added a slide show here for you to see.


Integrating with Literacy

Journey to the Moon
Jonathan crafted and taught this lesson. He began with astronaut training, briefing students on some key information about the Moon. They then buckled in as Jonathan used Celestia to take them to the Moon. As they got close, their lunar module experienced difficulty and crash-landed on the surface of the moon. Students worked in small groups, to prioritise a list of items they would need as they travelled toward a space station for support. I found a similar lesson plan here. Students then reported back to the group giving justifications for their choices. This was a very engaging activity and provided students with opportunities to use language to discuss the problem in small groups and also to share their ideas with the whole class.

Descriptive Writing
This activity is similar to one we did about spiders earlier in the year. We looked at some photos of nebulae and created a list of words that could be used to describe them. Students then played with the words (and their own adjectives) to create descriptive pieces of writing. Some had a poetic structure and others were descriptive paragraphs. My plan is for students to type these up and display them with their Nebula Watercolour Paintings from Week 4.

Evaluating Explanations
Earlier in the term students wrote explanations of the life cycle of a star. This week I displayed their posters around the room and gave students mini post-it notes on which to write constructive feedback (one + and one - ) for each other and attach to the posters. I asked that they ensure every poster had some feedback. They continued with this process of reading and providing feedback for about 10 minutes, collecting additional post-it notes as necessary. At the end of the 10 minutes, students collected their own poster and made a circle sitting on the floor. We went around the circle with each student sharing the feedback they received and what they had learnt about themselves as a writer and the process of writing an explanation. It was a great way for students to reflect on their work and learning and to consider areas for improvement in the future.

Reading with Expression and Comprehension
We have had a strong focus on writing during Literacy this term, so I wanted students to have an opportunity to practise some reading as well. Some of the students in my group have become a little lazy with their reading: not self-correcting when reading aloud, and not focusing on what they are comprehending. I decided to address that with some reading aloud about space.
We only had 7 copies of a book called "Life in Space" which provides explanations about elements of space travel, so I grouped students to read together.
Each person was given a topic to master. They needed to be able to read it fluently with expression and to have full comprehension of what it is explaining. Students took turns to read aloud to their group, who then provided feedback on their expression/volume etc.
Next week students will 'perform' their reading to a larger group and explain their topic and/or any diagrams on the page.


If you enjoyed this post, why not check out previous posts in the Space Spectacular Series.

Space Spectacular #3

Week 4 and 5 - More Finding Out and Sorting Out

The activities in these weeks were designed to provide opportunities for students to find out about space and sort their ideas in a range of forms. Students typically "found out" through books, videos, websites, songs and experiments. They "sorted out" using writing, diagrams, reports and art.

Science
One of the focus questions for this unit is: "What are the relationships between distance and apparent size of objects to an observer?" My first thought was, "Huh?" closely followed by "Hmmmm." The models we made in weeks 2 and 3 touched on this but didn't really EXPLAIN anything or help students to make these deductions. I found an explanation of Emmert's Law on Wikipedia, but it was still too confusing for Year 4 students to really grasp. Somewhere along the way I thought about the funny photos you can take that play with this concept. Like this one by Andy Hay:


http://www.flickr.com/photos/andyhay/ / CC BY 2.0

I found a bunch of these at 100+ Funny Photos Taken At Unusual Angles and pulled out some appropriate ones to use with my class. (WARNING: Some are inappropriate, so do not use this site uncensored with your students.)
We looked at these at the start of the lesson and discussed the concept about apparent size and distance. I compared this to the apparent sizes of the sun and moon from Earth. I then gave students two different sized balls which they took outside and had to space apart in such a way that they looked the same size when viewed through the camera. Students then glued these pictures into their books and wrote an explanation of what they did and what they learnt. Those who finished early had time to create their own funny photos using their creativity.


Integrating with Literacy

Writing an Information Report

We needed to assess students' writing in preparation for end of year progress reports, so we decided to have students research and write about the sun. Information was provided through:

• a double-page spread from a book about space (including a diagram)
  
• this NASA diagram of the sun
• this Space School video on the sun
• and the following 'music video'

Students took notes while we explored these together. We watched the videos twice each and I demonstrated how I would take notes and add to them during the second viewing. Students then had the rest of the session to begin sorting through their notes to determine which ideas could be grouped together and to consider paragraph headings.
In the following session students began writing their report and drawing a diagram. In our next session students will review their work. You can see a copy of the Assessment Booklet below:

An Information Report About The Sun

View more documents from pennyryder.

Integrating with Art

Nebula Watercolour Paintings

Having just explored the lifecycle of a star together, I showed students some photographic images of nebulas and super novas. We discussed the range of colours and the shapes and lines that were used. We then looked at these watercolour paintings by Ken Bandaruk. I gave students a large sheet of paper and some watercolours and left them to their own creativity to make nebula watercolours of their own. Once the painting was complete, students used a bamboo skewer and some white paint to add a layer of stars. Students who finished early went on to create super nova paintings using crayons and watercolours.

One Point Perspective

Building further on the concept from Emmert's Law, I taught students how to draw with one point perspective using these step-by-step instructions. Now that students have the basics, they are going to take it further, creating scenes of their own.

If you enjoyed this post, why not check out previous posts in the Space Spectacular Series.

Friday Fun - 16/10/09

This week was the first week of the last term for 2009 and I have to admit that I found it a struggle to get back into the right head-space. During the term break I visited New York City again. I think it is where my heart is most at home. (More about that later). Also while away, I didn't blog or do uni work - it was a true break from work. So, now my brain is out of the habit, and I'm trying to get things rolling again! This term I am continuing in my Acting School Leader C role, which means that I am on the executive team - teaching for some of the week and supervising/managing/leading as well.

Fun This Week

More Pigeon
While in New York City I did some book shopping and picked up "The Pigeon Finds a Hotdog" and my very own stuffed Pigeon. I was very excited to share my new purchases on the first day of term and we enjoyed reading the book together. We had only "The Pigeon Wants a Puppy" left to read - which my husband owns, but was apprehensive to share. My literacy class wrote my husband letters to try to persuade him to let us read the book. I gave them some tips on what was preventing him (fingerprints, ripped pages etc) and what he likes (sense of humour, pictures, not too wordy). They wrote some great letters which I took home and shared with my husband. He loved them and sent me off to work with the book the next day. We enjoyed reading "The Pigeon Wants a Puppy" and have now completed the Pigeon books to date.

Mass in Maths
This week we looked at mass and where it fits into the big picture of measurement. We looked at photos of some grocery items and sorted them by whether they are labeled in grams, kilograms, millilitres, or litres. We used hefting to order pencil cases from lightest to heaviest and then checked our estimates using a pan balance. Students also worked on mass with the teacher who shares my class this term.

Handwriting
We are now starting each morning with a handwriting session. We scan in a page of handwriting for students to copy in their books. We hope that this will give their writing and presentation a boost. We also hope to be able to give out a few more "pen licences" to students who master cursive writing.

Integrated Inquiry
This term we are investigating Earth and Beyond for our Integrated Inquiry Unit. I will be writing a separate post for this unit so that it is easier for people to access for their own Space lessons. You can read about it here.

Friday Fun - 18/9/09

We've almost made it to the end of the term and with holidays just around the corner, we've been madly trying to finish all the things we've started. As a result, there wasn't a lot of new learning taking place, but rather refining and completing. We did, however, have an exciting excursion to the CSIRO Green Machine...

Fun This Week
We joined in one of the great programs offered at the CSIRO. Students learnt some background information about colour and then explored the colours that are used to make a black marker:

They then created T-shirts using permanent markers and ethanol to spread the colours:
The kids had a lot of fun and proudly wore their new creations. Some thought they should be adopted as part of school uniform!

Before we left the CSIRO, our teacher showed us this awesome experiment using ethanol:


We then walked to the Botanic Gardens for lunch on nice green lawn in the shade of big trees. We took a walk through the 'rainforest' and saw some lizards down by the loos, before hopping back on the bus and returning to school.

9th Teaching K-6 Carnival

Welcome to the September edition of Teaching K-6 carnival. As readers in the Northern Hemisphere head into the new school year there are many bloggers sharing their advice on how to make the most of this important time of year. For those of us slogging away in third term, there are also a number of lists of useful resources for integrating technology in the classroom. Whether you're heading toward Fall or bounding toward Spring and the warmer weather, I hope you find something beneficial here this month.

Starting the New School Year

Mathew Needleman presents Back to School Week: Resources and shares his thoughts on Back to School Week: It’s a Marathon Not a Sprint posted at Creating Lifelong Learners.This timely reminder encourages us to spend time getting to know our students and looking for the gems of personality that make each person unique. He reminds us that it takes longer than a week to see the depth to the people who make up our classrooms.

Meaghan Montrose presents Study Tips and Learning Strategies for the New School Year and Back to School Tips to be Successful in Class posted at TutorFi.com. You might like to share some of these tips with your students or add them to your class website.

I also came across Back to School Overload by dobrien of Lifelong Learning about managing stress as school starts back. She shares her reflection of the adjustment period when returning to school after the summer break.

Wesley Fryer shared a video in his post Believe in Me at Moving at the Speed of Creativity. This video helps us to think of the big picture and to consider the preferences and futures of the children with whom we work.

Michaele Sommerville presents What This Teacher Thinks About Early Starts to Kindergarten posted at Kindergarten's 3 R's: Respect, Resources and Rants.

Brain Strain

At SharpBrains: Your Window into the Brain Fitness Revolution, Dr David Rabiner writes about experimental research Comparing Working Memory Training & Medication Treatment for ADHD. Results from this study indicate that working memory training yields greater benefits in WM for children with ADHD than are provided by stimulant medication treatment. Furthermore, memory gains following training persist for a significant period.

Gary Andrew focuses on memory this month with his 10 Tips to Improve Your Memory posted at best online graduate degree, as does Justin Ontong with 7 Tips to Improve Your Memory and Study Power posted at phd degree.

In the News

Melissa Hedding presents Kids love Justice posted at Finds For Families. She says that when kids feel safe in the classroom, they're free to learn. She encourages us to use our authority to promote kindness and stop teasing in our classrooms today.

Wesley Fryer of Moving at the Speed of Creativity wrote about the inspiring story of Damon Weaver, student reporter, who achieved his dream of interviewing President Obama.

Madeleine Begun Kane presents Republicans Bring "Classiness" To the Classroom posted at Mad Kane's Political Madness. Will Richardson also shares his thoughts on the Obama Speech at Weblogg-ed.

Innovate - Beyond the Slate

Thinking about starting up a dramatic play space in your Early Childhood classroom? This month Kelly Rockey shares 25 Incredible Kid’s Costume Ideas and Resources for Parents posted at Star Costumes Blog. Dressing up is so much fun for kids and with these links you will be able to build your dress-up box, providing new opportunities for imaginative play.

Katie Glennon reminds us to get outdoors and explore learning through real experiences in Using Nature Study to Study all Areas of Science posted at Katie's Homeschool Cottage. Katie points out how you can study science the natural way through nature, including areas of biology, physics, and chemistry, and without a textbook.

I was recently asked about which digital media students should become familiar with in Years K-6. This month Margaret Garcia presents an overwhelming list of 100 Essential Web 2.0 Tools for Teachers posted at Online Degree. She also shares 100 Awesome iPhone Apps to Organize Your School Life posted at Online Bible Colleges.

For those of you wanting to pretty-up your websites or blogs, Alisha Harmann presents Top 50 Web Design Education Blogs posted at Designer City, USA. It looks like you could spend a good day working your way through the links here and picking up tips. In 13 Enlightening Case Studies of Social Media in the Classroom posted at Best Online Universities.com Alisha shares what is happening with social media in a number of schools (predominantly universities, but you may still find ideas that can be translated to a K-6 setting).

Still on the topic of social media, Allison Johanson presents 25 Excellent Social Media Sites for Teachers posted at Top Online University Reviews. She separates sites into those to share with students and those for teachers only. These suggestions are great for connecting with other teachers and students for collaboration and networking.

This month I share Tech Tips Tuesday from my own blog where I give examples of how you can use an Interactive Whiteboard to take the roll and monitor early finishers.

Look No Further

Hannah Watson has some great links to share with parents in 100 Best Websites for Free Homework Help posted at Online Courses.org. You may even find some useful for personalising learning in the classroom.

Barbara Williams presents 25 Surprising Facts About China’s Education System posted at Teaching Tips. This makes for an interesting read, but as with all facts you read online, I recommend checking the sources rather than blindly accepting these representations.

Kakie at Bur Bur & Friends: Community Park shares some books with GREAT ideas to get kids moving in all areas of the curriculum. "Here are some fun ways to incorporate learning different things and physical activity. Early education is the key to promoting a healthy lifestyle. What a way to create memories in your classroom!"

One Family presents List of Elementary School Textbooks – ISBNs, Used and List Prices – Teachers and Home School Editions posted at One Family's Blog. This is a listing of elementary school teacher's and homeschool edition textbooks used in the USA.

Anne Simone presents 100 Terrific Twitter Feeds for Teaching Advice posted at Online Universities.com, 100 Useful Resources for Teachers and Students of Open Source posted at Online School and 50 Eye-Opening Unschooling Blogs posted at Online Best Colleges.com.

Kate Hopkins presents 10 Lessons Every Student Can Learn From Einstein posted at Online College.org and 15 Predictions for the Library of Tomorrow posted at Online Degree Programs.org.

Karen Schweitzer presents 25 Places to Find Free Printables, Worksheets, and Lesson Plans Online at I Want to Teach Forever and 20 Free Learning Technology Resources at Teaching Challenges.

Emma Taylor presents 100 Best Blogs for Teachers of the Future posted at Clear View Education Blog. Teaching Challenges didn't make the cut, but there are a number of my favourites that did, so the list is definately worth checking out. She also presents 100 Most Educational iPhone Apps posted at AccreditedOnlineColleges.org.

Christopher Dawson promotes Variquest in Variquest proves it’s OK to use paper sometimes posted at Education IT.

Why not submit your post for the next carnival?

The Teaching K-6 Carnival is posted monthly on the 7th, however will be on hiatus for the month of October. I will be collecting submissions throughout the next two months, looking in particular for posts that discuss and exemplify innovative teaching and the integration of technology in the K-6 classroom. I also invite some discussion around education related news articles and a few "brain strains" to keep our minds alert and challenged. Please submit only articles of which you are the author and refrain from using this merely as a sales pitch. For full details, please read my call for submissions.

If you have a relevant post that you would like to submit to the next edition of teaching k-6 carnival use our carnival submission form. Past posts and future hosts can be found on our blog carnival index page.

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