Presence (Lasallian Concept)

To me, the concept of Presence involves being continually, and willingly able to change and grow personally and professionally for the better. It also means that you are empathetic and accepting with others first, before determining your own pre-conceived notions on others or their ideas. To have Presence, you are willing to take risks and are spiritually healthy with yourself.

In my classroom, it means being unbiased towards individual students and their backgrounds. It means working alongside students to guide them in their educational journey with a willingness to try new approaches to change my  teaching strategies if needed. It requires me to create a class based on togetherness instead of a teacher controlled atmosphere.

Lastly, Presence means looking out for the other person, before yourself. It’s making sure no one is left behind. It means making sure everyone that has an idea and shares, is listened to and respected as an important voice in our classroom.

Marzano's Teacher Led Factors

After reading Marzano’s chapter on teacher led factors, I found all factors mentioned differed from those I’d predicted. I originally was more focused on a teacher's ability to create an environment based on mutual respect and rapport with students. I hadn't given much thought to a school’s dynamics. Marzano states the three factors that influence student achievement are instructional strategies, classroom management, and curriculum design. I agree all three of these factors, and might add a fourth from Creemers (1994) research based on student grouping to the mix, but Marzano could have included this into instructional strategies. I also agreed with Marzano’s conclusion that states “if a school is willing to do all that it can at the school level and if all teachers in the School are at least competent in their profession, the School can have a tremendous impact on student achievement (p.76).” I would conclude that school support, consistency, and guidance seem to have drastic effects on student achievement over time.

Goals with Technology in Education

1. Implement technology on a schedule (morning, afternoon, daily, weekly).
Currently, we have 7 iPads for 7 teachers in first grade. I've tried to create a schedule to follow for our teachers to use, which has just begun to gain more interest. It is, at times, difficult to take the iPads on a regular basis, just because of limited supplies. Realistically, I could plan on taking them 3 times a week, morning or afternoon to use while in the classroom. I currently have about 8-10 students who work on 1-2 iPads daily for about 15 minutes. They are using apps to reinforce reading concepts. I'd like to give more independence to them to search and explore the variety of things they are interested in. If I could even get a 2:1 ratio 3 times a week for 15-20 minutes, I think I could see a benefit to their learning.

2. Incorporate creative and augmented learning activities that challenge and allow students to be creative.
I'd like to give more independence to them to search and explore the variety of things they are interested in. Students have currently been active in story building and movie making. They are just becoming familiar with how the iPad works and have a basic understanding of its functions. I will need to do some research to plan out a few more extensive activities that line up with our standards and objectives to make the best use of our time.

3. Engage in more training on how to use them effectively and efficiently.
Time is of the essence when it comes to school and concepts taught. If we are going to do this it needs to be planned and implemented correctly. I'd like to take a few more courses to see all of the possibilities.

2-3 things you need to learn to be able to honor key finding #7: From-http://www.projectred.org/about/research-overview.html

Finding 7: Daily use of technology delivers the best return on investment (ROI).

Schools must incorporate technology into daily teaching to realize the benefits. The daily use of technology in core classes correlates highly to the desirable education success measures (ESMs). Daily technology use is a top-five indicator of better discipline, better attendance, and increased college attendance.

I NEED TO LEARN:

1. What amount of time consists of "daily use" per day. 50%, 75% or more?

2. What types of activities can account for the ESM's? Independant or teacher led?

3. Who will teach the teachers how to successfully implement the technology?

Response to Marzano’s What Works in Schools - Read Chapter 1

It was the best of times...
This sentence prompt can mean so many things in the education world today. We are surrounded in a world with endless opportunities for gathering information from a variety of resources, we have access to most new technological devices and software and have data running out of our ears and noses for each student that walks into our classrooms.

We are changing lives for the better daily! Students who walk in our doors are exposed to some of the best teaching strategies and ideas that have ever come about. Students are learning at a quicker pace than ever before.

It's easy to chat with teachers from outside your daily physical environment and collaborate with others around the world. Websites like Pintrist, Blogger and YouTube can give you endless ideas of how to engage and enrich your students beyond anything you could ever fathom.

It was the worst of times....
Marzano states heavily that the data we've accumulated about what works in education isn't being looked at and isn't being used to drive our instructional styles and classroom practices to reform. Although we do live in a world full of data we seem stuck with teaching styles that mirror a traditional classroom from the early 1900's.I feel that we have an array of teachers who have the skills and talents to educate all students from many backgrounds, but who are stuck with government mandates and educational guidelines that keep us somewhat trapped in the ways of old. We want to educate individual students and meet their needs, but are forced to cover a wider range of curriculum quicker than time allows. Students are lost in the gaps and forced to catch up through Title programs and other support programs. Though the technology is there, some schools can't afford it, or can't afford to have their teachers trained to use it successfully. It's like a doctors office, who has docs ready to operate and tools that are either outdated for the surgery or not enough training on how to implement and use them successfully.

With all of the data we have on students, teachers can't comprehend and compact it into meaningful uses. We see it, try to digest it, and try to make changes in our teaching, but by the time we've tried something new, another data set is on our desk.

Differentiating in my Classroom during Math

Recently, one of my main goals in my classroom was to polish up my differentiation plan during math class. I had heard of several ways to accomplish this and techniques to use. To start, my class has 22 first grade students. I have about 2 students at a 2nd grade level for math, 4 at an end of year first grade level, 10 which are on-level and 6 that would be considered approaching. With this much diversity, the traditional "teach all" at once hasn't worked well. Of course, it is possible to do that, but it's at the expense of my more advanced math students as they sit through a lesson typically bored and ready to move on at any moment. Here are a few things I've been trying.

1. Math Journals: Math journals have been the topic of my action research. At first, I was anxious to use them because I was hoping they would give me more insight into what my students were understanding. To a point they do show this, but I've found that with an assignment scheduled most days, I've already gathered an understanding to each students knowledge. If anything, the math journals have supported a students current ability level in math. Currently, they act as more of a math vocabulary book. We put many things into them using illustrations and words to know. This has been somewhat difficult for my students who have trouble copying things from the board. I will use an iPad, take a picture of our SMART board, while we are completing it and I will place  the iPad next to those students who have trouble looking up and down. I'd like to start using journals to give me knowledge on what students prior knowledge is regarding future math topics, but haven't found time to get that in. I will hopefully work on that soon!
2. The second thing I've been using is our math curriculum's challenge cards. We use Math Expressions, which has a tiering model approach. It provides teachers with an on-level, challenge and approaching level learning plan each day. After we've discussed a new concept as a whole-group, I've got an "unofficial" idea of which students should be able to move on, with limited teacher support. I have also started asking them-"Do you think you'd be able to complete these sets of questions on your own?" or "Who thinks they need a little more help?" I've found that by giving them a little more accountability and independence, they've risen to a higher level of work during math. You need to use your teacher judgement on these questions! If they are ready, my students will take the tiering activity (best suited for them). I have the instructions already recorded via iPad. I will point students to the activity I think they will be the most successful, and they move to that "center." They watch the video for instructions. Students who need more guidance, work with me on the on-level assignment. Now, I'm not going to stay this model is perfectly clean and polished day in and day out. We are a work in progress, and it has taken some loosening of the reins on my behalf, but the expectations haven't changed. There is some noise during math, but the kids are learning and are engaged while applying math knowledge to their own work. Instead of sitting and going through examples of skill problems which they've already mastered. The biggest change I've noticed, is that we've moved from students listening, to students applying and creating. 

Tech Integration in My Classroom

• What have you observed about children when it comes to engaging with technology as a learning tool? What would it mean for your students if you were able to integrate more technology? 

  
  

  If my students had access to more technology on a daily basis, the effects are unknown. At the first grade level, when my kids have been exposed to technology, they've shown a definite change attention. Even though they are surrounded by technology in almost every aspect of their lives, the familiarity of various tools within the technology can be limited.  The still need guidance with proper use, if any activity is going to be done that involves more than just playing an app, or use a few of the creativity tools. I know that after the technology has been introduced it's interesting to see them choose the proper tool for the activity at hand. I believed that sometimes we think they know more than they do, so it's important to take things slow

  
  

• What philosophical or practical ideas do you have about integrating technology in a way that gets students to the Modification and Redefinition levels of the SAMR Model?

  
  

  1. Give up some control. From what I've seen in classrooms in relation to integration and technology is merely substitution. Teachers need to take a big leap of faith, and a release of some control to truly see the effects that technology can have on student learning.

  2. You don't need to be an expert. Let the kids be the experts.

  3. Start small, and then build. 

  4. Look at what you can start to replace in the classrooms I th technology, and go from there.

  
  

  
  

  
  

Fall 2013 SMUMN Conference

After our Fall 2013 Conference wrapped up and I was on my way home, I was thinking back to the BIG ideas I was able to obtain while there. I was in a Math K-6 session, with a group of teachers who had some pretty inspiring stories and ideas to use in the classroom. One of the main concepts we discussed was the idea of flipped classrooms. Christine, a teacher from Duluth, has implemented a flipped classroom model during math in her first grade classroom. I was inspired to see her hard work and effort to get this concept rolling in the primary grades. I hope to do more research on this topic and possibly implement it during the 2014-2015 school year. 

We also discussed guided math. Joy and Becky had wonderful ideas on how to use this teaching style in their classrooms, and their energy was magnetic! I am curious once again to see how this model would look in my classroom. 

Bill, our facilitator was able to discuss some of the things he was doing in his fourth grade classroom pertaining to flexible grouping. He truly made me re-think of the way I was traditionally assessing my students. Typically, I was pre-testing before each unit. He gave me the idea to do a pre-test before each lesson, to see student understanding. I am still brainstorming ways on how this would look and operate in my first grade class, but where there is a will, there's a way. One possibility is to use my math journals at the end of each lesson and have students answer a question, to the best of their ability for the next day's skills. I could then see who understands the concept, and who needs more assistance. 

Overall, the Lasallian principles were very apparent. Bill set up community right away with community building activities. He then gave us time to build a caring environment by laying out a list that looked like this:

Today: Our Norms

1. Speak Your Truth

2. Stay Engaged

3. Experience Discomfort

4. Expect and accept non-closure

We all started from here and made it a beneficial day.

AR Blog Entry

How will interactive journal writing influence student mathematical achievement In first grade?

The question guiding my research is as follows: How will multiple interactive journal writing experiences, influence student mathematical achievement in first grade? A review of literature suggested several benefits to journal writing during math class. First, journal writing allows students to convey their understanding of math concepts through pictures and words. Second, journal writing enhances the communication of ideas. Third, journal writing promotes the correct use of mathematical vocabulary. Finally, by having students writing more often, teachers have a better understanding of student knowledge. As a result of my literature review, the areas I’ve targeted for change in my practice include 1) 10 minutes of journal writing 3 times per work after a math lesson 2) Prompting questions that allow for picture, word or number responses and 3) interacting with each student’s journal to provide adequate feedback. Skill development for myself has included allowing for more math time to fit in journal time 2) differentiated ability groups for specific guidance on journal questions and 3) multiple modeling sessions to show how to journal effectively.

Throughout the implementation of this action research, I’ve learned that each one of my students is at a different skill level with writing and showing understanding. I have needed to adjust the amount of work required based on student skill level. I have used the journals to show more than just answering questions, I am using them for basic counting assessments from 1 - 120, skip counting, and pre-assessments which can be completed before we start a new concept in class. I have also been contemplating using these journals for conferencing with parents to discuss progress. 

One area I need to continue to be diligent with, is taking the time to get 3 journaling sessions in per week. With the busy schedules and certain math lessons taking longer than others, I’ve had to pick and choose which prompts I can use and which I need to toss. I am also working on getting the journal feedback done promptly.

What impact has UbD made on me?

Looking back at the impact on UnB has had on my thinking, teaching and classroom, it's easy to say it's changed the way I've done things. Naturally, the UbD layout process allows you to have a much better understanding of where you are going with any specific topic. I love that concept of picking your endpoint, or intended understanding, and then cutting a path back to the start to figure out how you are going to get their. I also love that it enables you to be empathetic with what students will be thinking and going through as they are facilitated by you. When you are designing your assessments, and lessons, you can really get down ask yourself, is what I am wanting my students to complete really "practical?" Will they be able to do this? How will they be able to complete what I am wanting? 

In the first grade classroom, there can be many items that don't "fit" in with any curriculum standard or content objective on the surface. But, with the UbD planning process, it is much easier to link and connect these "random"pieces of curriculum under a specific concept or essential understanding. 

For me, UbD is a very unique planning process that enables teachers to be effective, efficient, and meaningful, most often.

My questions about UbD:

When a curriculum has been purchased for a school district, and the curriculum's layout is similar to an UbD layout, does it make sense to re-create your own UbD unit rather that use the resource you have? Or is this curriculum just a "tool" to be coupled with other resources?

As an elementary teacher, I have many lessons I create each week. I understand the overarching ideas and concepts, but how can the elementary teacher utilize UbD in many areas, without spending hours trying to make many UbD units?

Differentiation Ideas for the Classroom

A.. Opportunities to show understanding using different graphic organizers or pictures.

• With my first graders at many different academic reading and writing levels, and with the current push towards comprehension and fluency at an earlier age, I needed to give my students the opportunity to show their understandings in various ways. We teach new reading strategies every week (characters/setting, sequence, BME etc.). This week, I modeled how to find the characters/setting and BME of a story using a graphic organizer. I gave my students a chance to then respond to another story and choose their own graphic organizer to summarize the BME, characters and setting. Each "GO" has a similar layout, but with each one they could choose to write or draw the parts. They loved it and everyone was successful!
• One Option: https://docs.google.com/drawings/d/1DGZ-2rFoAc20Y0OmaKGWwHVUF5JoG6pZtExQTAxD2p4/edit?usp=sharing

B. Using "student" experts to facilitate learning.

• Students who complete work earlier than others, can bring it to me and become an "expert" for a few minutes. They can walk around the classroom and help those who are finishing if they wish. 

C. Reading Buddies - This strategy is particularly useful for younger students and/or students with reading difficulties. Children get additional practice and experience reading away from the teacher as they develop fluency and comprehension. It is important that students read with a specific purpose in mind and then have an opportunity to discuss what was read. It is not necessary for reading buddies to always be at the same reading level. Students with varying word recognition, word analysis and comprehension skills can help each other be more successful.

• I've used this to work on fluency. One student gets to be the teacher, the other the student. The first reading is timed for 1 minute. The "teacher will follow along. Then the roles reverse. We time for one more minute.Student listen for punctuation, inflection and other read-aloud strategies.

Children's Principles of Learning

Safety: Creating a caring, inviting environment must be established if students are going to put forth all of their effort, and trust that you will take them to the place that they need to go. Included in this principle, is the idea of mutual respect. I believe students must also be able to feel safety in the classroom to make mistakes and understand their will not be devastating negative responses or consequences. 

Caring: Throughout the learning process, the students individual needs must be assessed, both academically and emotionally. As I think of my classroom, I think of every different aspect that goes into each relationship that is being built. I was listening to a pastor last year who used the analogy of a living organsim in comparison to the health of his church. I found this image useful for thinking of my classroom. For instance, if you take a tree, the leaves can represent the students. Each leaf is a part of another network of leaves and are connected. If one part of the plant is effected by something positive or negative, chances are a moajority of the plant will be suseptible. For my classroom, the main part of the plant is built upon a set of core values and beliefs which represents the stem and foundation. The stem stands for "safety". The "life blood" of the organism is care. Everything is done through care. 

Engagement: The deeper the subjects are engaged in their learning, the more delight and accountability they will get from learning. The topics and the implementation of concepts should be age appropriate and student centered. Now that the safety net has been established, use the trust that students have given you, to engage them. Using a concrete idea and moving to an abstract idea.

Valuable: The material and topics covered need to be valuable and applicable. I must ask myself, is this something my students can use right now? I also need to think of the immediacy that can follow any particular lessons. My students might not always be able to use the skills at this particular moment, but in the future will they be able to? I also ask myself, what are the objectives, and have we met the objectives? Can you apply it to what the students already know?

Collaboration: Teamwork is ideal, because it models the a “real world setting.” Students are capable of teaching each other. They can revisit topics you’ve already discussed with them, and apply them in their own words.  This idea can be done in a group setting, or as simplistic as "Think, Pair, Share."

Praxis: Because growth is imperative for learning (Jackson), key points need to be revisited and discussed regularly. When students are invited into assessing their growth, they take accountability for their learning. This can lead to managing behavior and learner growth. 

Successful: Students need to see evidence of success and progress, goals and objectives. They need to be focused on mastering learning. Through various sharing opportunities in the classroom, students can see each others work and also have a chance to share their own. Students in the classroom can adjust their work quality based on the efforts of other students. 

Sequence and Reinforcement: I am a firm believer in the fact that students need to be able to connect new concepts to prior knowledge. Students need to be able to go from concrete ideas to abstract and vise versa. I believe students also need to be able to see ideas many ways and in intertwined in various content areas.

Priority: Education needs to be viewed as a priority. I believe that too many people (including teachers) get caught up in the blame game between students and parents. At times one side will point the finger at others because of specific beliefs on the importance of education or lack thereof. Lawmakers, teachers, students and parents need to all view education as a priority to help support students as they develop GRIT towards their goals. Everyone involved in the education process needs to view education with utmost importance.

Persistance and Grit

I'm glad this topic of persistence and grit in teaching has come up. It reassures me, and I assume others, that there is no one right answer for any specific situation. In my classroom, I feel like I am trying new things out on a daily basis in order to reach my goals for myself and my students. Reflecting on these daily practices and processes continues to be an inspiring part of this "gritty" process. I like brainstorming new techniques and strategies and how, where and when I am going to try them out. 

One connection I was making while reading the article on persistence, was related to a book I am currently reading through my school called "What Great Teachers Do Differently." There are some commonalities between the authors perspective on what a great teacher in relation to grit and persistence. The author, Todd Whilaker, makes a statement that great teachers work through people, not programs. He views teaching as a profession of people and an appreciation for helping people reach their potential, whatever obstacles may be present. Great teachers a great in any situation. They mean what they say and they get things and they are successful in an situation. That viewpoint of never giving up and enduring under any circumstances, with the students best interest in mind a very powerful concept. 

I feel that in certain cases, we are able to teach students how to have "grit" and persevere to meet their  potential. I agree that many students come from households, in which their parents are supportive and provide guidance to promote the growth of grit in their children. This is a jump start for them.I also agree that there are children, who severely lack support and guidance. This deters their potential for "grit" because they haven't been exposed to its potential. As teachers, we need to promote the growth of perseverance and persistence, and support the students' daily gritty behaviors to ensure that our students are building strong habits and behaviors. Our hope is that this will allow them to drive through stressors and road bumps to achieve their potential and goals throughout their lives.

Response to "The Principle of Unique Life Lessons" Houston and Sokolow

A quick metaphor for this chapter can be explained as such; Throughout life, you are like a growing organism, who is shaped by growth and pruned by your experiences. During shaping experience, you will be confronted by both negative and positive outcomes. The authors state that with each "life lesson" especially when it seems to be negative, most people run at it and try to solve it as soon as possible. Rather than focus on how to solve the problem right away, they suggest you should step back, absorb all that is happening and embrace the problem. Each problem may be an opportunity for you to grow and better yourself. If you change your lens on your experiences and ask yourself how your life is being guided and what you are supposed to learn from your daily lessons, your ability to grow and change for the better will become apparent. You might also find something wrong with you instead of pointing the finger at someone else to avoid self-guilt. In times of difficulty, look to people you tryst to give you honest feedback and to hold up an accurate mirror of what is unfolding.

What every teacher should know about using math journals...

Why should teachers use journals during math class?

1. Math journals provide an opportunity for students to communicate and process their understanding/thinking with themselves and others.
2. Math journals give a teacher an opportunity to communicate personally with students. 
3. Math journals provide an opportunity for students to use correct math vocabulary in real world contexts.
4. Math journals allow students the opportunity to see the BIG ideas and make connections with other concepts and patterns.
5. Math journals allow a students who traditionally would be quiet and less likely to participate, to share what they know through drawings and writings. 

What are the BIG changes I've seen in my class and in the weeks to come?

1. First, math journals have provided my students the opportunity to personally communicate their understanding with m, and also show me exactly where they are with understanding a particular topic. 
2. I am looking forward to the day when my students can look back at their previous journal activities and see their progress as well as connect the dots to their learning. I want them to see their growth over time, in hopes that they can make several connections to patterns. It is also important for them to notice what areas in math they might have struggled with and had been successful with. 

What does this currently look like in my teaching?

1. Currently, I am implementing my journals on Wed. and Friday. I've found these days to be most effective in regards to time. When working with first graders, I've tried to keep things simple for the first few entries, because of experience. A majority of my students need plenty of modeling which in turn means we are taking it slow now-to go faster later. Another piece I am currently thinking about pertains to the workbook pages that we are "nudged" to complete every day. I'd like to substitute several of the pages for a journal entry to save time, but if that was the case, the students would lose out on opportunities to practice previous lesson concepts on the worksheets
2. Instead of having students copy down the prompt for the day, I have been printing and cutting out the journal entries every day-in order to save time. Students will then paste the prompts in their journals. 
3. Collecting the journals and its process is taking time to get used to. Most correcting is completed once per week and once on the weekend.