Persistence

We've been focusing a lot on PERSISTENCE lately in our masters class. I'm going on a bird walk for a while, so join in if you'd like.  Persistence is an interesting word. I like to think of this word as an overall summary of a process, not a word to describe a "goal being met." One of the biggest things I've taken away from my experience with this program is the fine line between being persistent on one thing and being spread too thin in all others. There is a lot to be said about someone who can juggle a full time job along with a full time masters program. I give credit to anyone who attempts it, and I tip my hat to anyone who attempts, completes and can truly put forth their best effort in all areas of their lives. I'm a firm believer in having priorities set and sticking to them, and this process and been a challenge. It has exposed me to many of the great things I am capable of, but also has shown me what can happen when my attention slips from one area to refocus on another.

This journey has been exciting, stressful, engaging, contemplative, exhausting and overall a great opportunity and experience. I hope, that now, when all is said and done, I can continue to apply the PERSISTENT attitude to other areas of my life.

Using the Running Record App

This app provides embedded formulas for the accuracy and self-correction rate.  But, of course, the teacher does all of the corrections and data entry.  Once the running record is complete, it can be saved in a file or emailed.  In addition, the app records the student’s voice while the teacher simultaneously takes the record.  When replaying the running record, the oral reading and record are synced. This has been great for daily work and has shown to be beneficial for conferences.

Little Writer App by Alligator App for iPad

This app was very useful when used alongside students who are working towards more hand control when writing numbers, letters or spelling complete words.  To incorperate the app, I was able to pull two or three students at a time with a 1-1 ratio. I was able to individually set up what letters or numbers I wanted them to work with. You can also add in your spelling words for the week to have students practice. It is a free app, with many features. Try it out and see what you think. 

Using the Educreations app for Reading

Yesterday, I implemented the Educreations app during our reading time. We used the app to help us identify the Main Idea and Details of a story. To start, we began using categories. I posted several "main idea" cards in the hallway labeled with things like, "Things with Circles" or "Stories with Characters." The students first took a picture of one of the Main Ideas with the app, and then had to find three details in the room that would fit with the main idea. They took pictures of the details and created a web with the drawing tools in the app. We then read the story Short Shadows, Long Shadows that went with our reading curriculum. The students had a great time, and it was easy for me to do a quick formative assessment on the their understanding.

QR Codes and Google Forms

Over the last few weeks, I've experimented with QR Codes and Google forms. The codes were coupled with a math a few of my money math lessons. I used 15 different bags, with various. Ones amounts in them. Each bag had a code on it. After the students had counted the money, they used the QR Reader app to check their answers. The codes were easy to make using an online creator, and the app was free for scanning. The students enjoyed it the activity.

I've used google forms to start tracking my phone conversations with parents. After completing a phone call home, I record the name of the students, date, time, reason and a few notes, and submit this information. All of the info gets sent to a google spreadsheet were it can be viewed and interpreted. It's easy to see patterns and to fall back on to review if needed.

TIES Conference 2013 and My Own Implementation

Recently, I was able to attend the Ties Conference and came home with several new ideas of things I'd like to try in my classroom over the next half of the year:

Here they are in no specific order:

Flipped Elementary Classroom Resources:
https://docs.google.com/document/d/1ks2OyHMp7_ERXKoXe3_hSzZ_UF7PaJHfxg64EsLA7eg/edit?pli=1

https://docs.google.com/document/d/1Pi-CfFwk7NmUNLZbuOD-Ow1K3J3MxD1qc7yjEofbohE/edit?pli=1

iPads and Marzano:

https://docs.google.com/document/d/1xApBeaG1eHa1MKqUVY40c0LnZg2WSCyYF92tRJthmRQ/edit?pli=1

Scratch App-Computer Programing
http://technoconstructivist.wikispaces.com/Using+Computer+Programming+Environments+for+Student+Engagement+-+Scratch%21

Using One iPad in a Classroom to Achieve Success

https://docs.google.com/document/d/1bSft2eIhmwTZCp78cCfKxggrv8Kv95g5CEXRnh-kOuc/edit?pli=1

Current Progress with Classroom Management Strategies

Over the last few weeks, I've tried to sit back and analyze and implement what I would consider to be more effective strategies to improve classroom management. I think this is an area that is always evolving and there are always was to improve. I've based this implementation plan with the backing of Marzano's-What Works in Schools (Classroom Management). 

The areas that I was focused in were:

Carrying out disciplinary actions- My focus here was to be more accountable with my students when it came down to a disciplinary action to take effect. I'll start by saying that most of my students are pretty accountable when it comes to their own ability to manage their behavior and discourse. My end of the relationship needed to be tightened a bit. The problem: At times, I fail to follow through with a consequence. If the consequence will be applied later in the day, I forget throughout the day and realize later that afternoon after the kids have left that I’d forgotten. The solution: For me, it has worked to write down the consequence and the action taken on a note card. The note card goes onto my computer, where it is visible to me all day. I look at the computer right before students exit to recess and give a quick reminder to the student about their consequence. Honestly to me, I would be in favor of another approach, just because the time between the action and consequence is so great, that the student might have a hard time remebering why they are receiving the consequence the first place.

Establishing and enforcing rules and procedures: I've begun to allow my students to be more accountable with each other. The use of Whole Brain Thinking Strategies has been one way to accomplish this task.

Teacher and student relationships: Problem: My learning goals were not being mentioned throughout our whole group lessons. The solution: I've implemented a timer, every 5 minutes of me talking, we stop and revisit the goal. It is a great accountability check for me.

Tech Notes

Recently I've used two tech related tools in new ways. For some, this might seem like old news, but for me, it seems like I am always finding something new out. First, I'll discuss reading. I began using the app Educreations a while back to help add some dynamics to my instruction portfolio. Last week, I put it into the hands of three of my students as an experiment. We were discussing sequence of events for our week's skill. I had the students draw and record the events of a story we had read. They were able to recall with the app and the results were interesting. Although the recording and drawing does take time, it was interesting to see the detail of characters within their drawings and also the characteristics they gave their characters while they were retelling the story. With time and practice, ( remember this is first grade) this would be a great alternative to worksheets, and/or the typical graphic organizer.

The second tool I began using was I tools. I received this from another first grade teacher, and it is great to have in the tool kit. It comes with the Math Expressions curriculum. Although it doesn't work with iPads, it is great to use as a whole group or on a computer.

Technology Goals

Classroom Goal: Differentiation

I have continued with my plan to differentiate more often in the classroom during whole group reading. I've found opportunities to change student requirements and have modified work for specific skills and fluency practice. Students have seemed responsive the new challenges that I have been providing them. These are at or near their ability level. I've noticed that my students who are "beyond" level are able to work more independently, compared to their peers who might be "on or approaching" grade level. I've also been able to incorporate several iPad activities that have challenged my students to think differently. Instead of having each student complete the same graphic organizer each week to show the application of a specific skill, they've had the option of using the Educreations app to show their understanding. For some students they have enjoyed this outlet and have welcomed the change.

During math, I've started a new "extra center" for two of my high achieving students. After they've shown that they have mastered a math concept, I have them working on a math operations story book, and a small research project based on their interests.

Technology Tool

I've been able to incorporate my technology tool several times in my classroom. The tool is titled "Screencast-O-Matic" and it is free to download. The tool serves several purposes. First you can record your computer screens movements to give various directions about a webpage layout, or you can use it to instruct students on how to understand a concept (similar to teaching through a flipped classroom model). Secondly, you can save your recording for future uses.

Through use, I've found that this tool does a great job at allowing me to move around the classroom while teaching. It would be great for a technology class, in which directions were needed to get through a website. With this program, all students can do is listen to your voice, unless you have a computer camera set up to view your face as you speak. Overall, for a free product, it's worth it.

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.