Math Learning Stations in Kindergarten
Jody Abraham
The focus of this project was to create an effective way to organize and facilitate math centers that engage kindergarten students in independent and small group practice time that would reinforce the math skills taught. I focused on the Daily 3 framework by Gail Boushey and Joan Moser. I was already familiar with Daily 5, so it was a natural transition to implement Daily 3 in my math block. I created a variety of math cards and organized all of the station materials by topic. Counting collections and writing about math are the two new activities that I am finding most beneficial for my students.
Distance Personalized Learning
Maria Winkels
How does one implement personalized learning effectively throughout distance learning? I wanted to explore the best ways to effectively reach and teach students at independent levels but keep learning as simple yet meaningful as possible. Obviously there isn’t a shoe that fits all in distance learning, however there are tremendous ideas that are circulating on how to create a successful classroom online. I’ve read Designed to Learn and Comprehension and Collaboration which are both about personalized learning in the classroom. I was able to take some ideas presented in the book and use them in my online classroom to differentiate for kiddos. I researched websites and social media platforms to see what teachers were doing to help their kiddos learn materials in an engaging way.
Through researching I learned how to create my own resources to help personalize learning for my students. I created a plethora of resources that align with many of our kindergarten standards as well as some first grade standards. Each resource is interactive and allows the students to practice the targeted skill on their own. I used these resources as assignments on Seesaw and also offered fifteen minute individual zooms with my students. During this time frame I worked on social emotional components by teaching mindfulness strategies from the book Breathe Like a Bear for those who need that support during this unknown time. While other times I used my resources that I created to work on skills that students’ needed support with. I also utilized our staff weebly website to post additional activities, live read alouds, science experiments, and other helpful videos/resources for students and families. My students’ deserve to work at levels that are unique to them. I wouldn’t be doing my students just if I didn’t acknowledge that they are all working at different levels.
Through researching I learned how to create my own resources to help personalize learning for my students. I created a plethora of resources that align with many of our kindergarten standards as well as some first grade standards. Each resource is interactive and allows the students to practice the targeted skill on their own. I used these resources as assignments on Seesaw and also offered fifteen minute individual zooms with my students. During this time frame I worked on social emotional components by teaching mindfulness strategies from the book Breathe Like a Bear for those who need that support during this unknown time. While other times I used my resources that I created to work on skills that students’ needed support with. I also utilized our staff weebly website to post additional activities, live read alouds, science experiments, and other helpful videos/resources for students and families. My students’ deserve to work at levels that are unique to them. I wouldn’t be doing my students just if I didn’t acknowledge that they are all working at different levels.
Making Math Moments that Matter
Anne Hoeschen
As a seasoned teacher, I was excited to expand my math teaching skills as I entered a new grade level. I enrolled in several math classes and workshops, over 4 months, to gather new ideas on teaching math mulitdimensionally in order to strengthen students LOVE for math and build confidence in their skills through high quality teaching of number sense & other strategies as taught by various experts in the field of math. This led to a deep dive of brain research & all things math--podcasts, classes and conversations with my colleagues.
Here is an image of students as they reflect on what they learned with a partner: “Stand and Talk”. Here is an image of students as they reflect on what they learned with a partner: “Stand and Talk”.
Here is an image of students as they reflect on what they learned with a partner: “Stand and Talk”. Here is an image of students as they reflect on what they learned with a partner: “Stand and Talk”.
What School Could Be
Maria Winkels
My interest in personalized learning increased after visiting one of the Farmington Elementary Schools with a few coworkers. I read “What School Could Be” as well as a number of other great books and resources. Those books and experiences helped me restructure learning within the classroom and have given me more knowledge about what is truly important for students. I have implemented more choice in the students learning throughout literacy and math rotations. Students have the ability to work on tasks in a way that fits their needs. They are learning through hands-on and play experiences. The students are excited to learn and are growing both socially and academically every day in the classroom. I created a self assessment binder so that they can be in charge of their own learning and work at their own pace. They make monthly goals and graph their progress as they learn within the classroom. Things are continuously modified as we grow together.
Personalized Learning in the Kindergarten Classroom
Stacy Meyer
I have implemented many different items to enhance personalized learning throughout my classroom. I have done these using the Core Four Continuum of Personalized Learning. I have created groups based on many forms of data that are flexible and constantly changing. Student review their own data and have a reflection journal where they graph their progress, set goals, and reflect. W.I.N time (what I need time) has also been working beautifully. Each child has different individual activities that they are working on and have the chance to choose their own learning.
How to Play and Teach Bass
David Herdan
Before starting my Teacher Genius Hour, I saw a need for bass players in our music program. At the time, we only had two bassists in grades 6-12, and both were graduating, so I took it upon myself to learn how to play and teach bass so we could fill the gap in our program. I used the lesson book “Bass Sessions” by Karyn Quinn, and taught myself how to play bass. Using my new skills, I taught a few students bass lessons and played with some of the ensembles at our school when needed.
Trauma Informed schools
Katie Radeke
My passion for learning about Trauma-Informed education followed a book study we did in the spring of 2018 on The Deepest Well, by Dr. Nadine Burke Harris. This opened up my eyes to the ACES study and the effects that childhood trauma has on our students. I realized that action needs to be taken in our school district when Trauma-Informed Training is happening in neighboring districts. I wondered, is this just another initiative? Is this something we need to implement district or building-wide? Is this something we can do ourselves or do we need to go bigger?
I reached out to over 30 colleagues in 10 MN school districts and asked them about their experience with this training. Respondents represented rural as well as inner city schools. Respondents also included a range of educators from EC through high school. Each and every district has taken a different approach. We need to decide how we want to respond. Our elementary schools are one step ahead, as we are trained well in TCIT and PBIS. Trauma informed education can be easily added to these existing frameworks and will blend well with what is currently working.
For the purpose of this summary, I chose to outline the Ten Truths Every Teacher Needs to Know About Trauma by Julia Rose M. Polk, LMFT
I reached out to over 30 colleagues in 10 MN school districts and asked them about their experience with this training. Respondents represented rural as well as inner city schools. Respondents also included a range of educators from EC through high school. Each and every district has taken a different approach. We need to decide how we want to respond. Our elementary schools are one step ahead, as we are trained well in TCIT and PBIS. Trauma informed education can be easily added to these existing frameworks and will blend well with what is currently working.
For the purpose of this summary, I chose to outline the Ten Truths Every Teacher Needs to Know About Trauma by Julia Rose M. Polk, LMFT
- It is likely that EVERY teacher will teach traumatized children.
- All Children are vulnerable to trauma and are at risk of being traumatized.
- Trauma is in the body, not the event.
- Trauma is not experienced the same way for all children.
- Children are not inherently resilient.
- Trauma is often misinterpreted and misdiagnosed as ADHD and ASD.
- Children - especially traumatized children - need to move.
- For kids to heal from trauma, they need to express, regulate, control, and feel respected.
- Punitive responses are less effective and often harmful.
- Safe, consistent, and nurturing relationships are what mattered most.
Saying less at reading so students can do more thinking
Stacy Meyer
I have gained a lot of information and have restructured my Daily 5 teacher table. Each child now focuses on individual strategies instead of me telling them directly what to do when they may be stuck on a word. I also have a deeper knowledge base on different activities that can accommodate each learner and their reading level. This has lead to more confident independent readers in my classroom!
Personalized Learning Using the Grid System
Joan Eibensteiner
After attending a session at TIES featuring the Grid Method developed by TeachBetter, I was motivated to give it a try. The Grid Method uses Webb’s Depth of Knowledge to develop learning targets that progressively work up the levels of Webb’s DOK. The grid method allows students to work through a teacher prepared grid at their own pace. As students move up the grid the tasks become more student directed. Applying an online tracking system allows the teacher to easily identify those students who may need more direct instruction and keeps the students accountable and motivated. The Grid provides an effective mixture of teacher directed activities and student choice.
PERSONALIZED LEARNING USING THE GRID SYSTEM
Cathy Studer
For the past several years in Media class, I have used stations to help students review what they’ve learned during the year. When Joan ran across the Teach Better Grid Method at a conference, we thought this might be a better way for students to show us their skills. The grid is combined with Webb’s Depth of Knowledge (DOK). Using the grid, which has been intentionally designed with progressively more rigorous activities, students can move at their own pace to complete desired tasks. They keep track of completed tasks with a colored spreadsheet, so the teacher can easily identify who is doing well and who needs additional support. Once students have some experience with this type of self-paced learning, it is a step toward more personalized learning.
Daily 5
Maria Winkels
After reading numerous books, talking with coworkers, and observing teachers at other schools, I wanted to change the way I teach reading in the classroom. Daily 5 is a very straightforward model, but there are many ways that it can be implemented and adapted in the classroom. Through research and much discussion, I’ve found that it is more beneficial to work with groups a two to three times per week for a longer period of time, than to work with them every day for only a few minutes. I’ve learned to restructure rotations, how often students should be rotating to different centers, and the work that is included in each rotation. As well as changing structural parts of the Daily 5 model, I’ve implemented more choice into the rotations. Unlike a typical Daily 5 structure, I’ve switched to choice-based rotations. The students have “must do” and “may do” jobs to sign up for. I’ve found that I can hold the students more accountable for their work and they are much happier during rotations - they feel a sense of ownership during reading. I am continuing to learn from not only internet resources, books and coworkers, but also from my students and their needs.
Calm Classroom
Anne Hoeschen
Always looking for the best way to help my students grow and learn, I completed Calm Classroom training. Calm Classroom has various mindful breathing techniques that helps to cultivate a peaceful and engaged classroom. These transferable skills teach self-regulation skills that can create a profound cumulative effect, over time.
Growth Mindset
Tammy Moe
Growth Mindset and Helping Students Recognize Their Potential
In September of 2018 I decided to begin some more in-depth research into student mindset after being a part of a professional development book club on Morning Meeting. I was planning on working with the after school program again, and was trying to come up with ways to make this a more valuable experience for them. The focus and intention shifted after a larger number of students and needs became obvious with this group, so I turned my plans toward my classroom of 21 students.
Besides doing research and looking at best practices through reading books and internet articles, I started the first day of school with morning meeting, and have continued it as a daily routine ever since! It is a valuable time for us to build community, as well as a time for me to identify possible needs of my students mentally and socially. It lasts about 15-20 minutes a day, and our schedule to meet at 8:45 am, primarily because one of my students (non-verbal, autistic) is scheduled to leave each morning at 9, and for her to participate with her peers is crucial!
I have learned a great deal about my students, and they have learned a lot about each other! Our time together has helped me to recognize several students with financial hardship, sibling issues, and even to just “notice” someone who may be having a tough start to their day.
This experience has changed the way I look at social emotional development in my classroom. All students need the sense of community and belonging that we can work together to achieve in our classrooms. My journey isn’t done; however! It’s actually just beginning. I’m excited to see these changes making positive shifts in our entire school community!
In September of 2018 I decided to begin some more in-depth research into student mindset after being a part of a professional development book club on Morning Meeting. I was planning on working with the after school program again, and was trying to come up with ways to make this a more valuable experience for them. The focus and intention shifted after a larger number of students and needs became obvious with this group, so I turned my plans toward my classroom of 21 students.
Besides doing research and looking at best practices through reading books and internet articles, I started the first day of school with morning meeting, and have continued it as a daily routine ever since! It is a valuable time for us to build community, as well as a time for me to identify possible needs of my students mentally and socially. It lasts about 15-20 minutes a day, and our schedule to meet at 8:45 am, primarily because one of my students (non-verbal, autistic) is scheduled to leave each morning at 9, and for her to participate with her peers is crucial!
I have learned a great deal about my students, and they have learned a lot about each other! Our time together has helped me to recognize several students with financial hardship, sibling issues, and even to just “notice” someone who may be having a tough start to their day.
This experience has changed the way I look at social emotional development in my classroom. All students need the sense of community and belonging that we can work together to achieve in our classrooms. My journey isn’t done; however! It’s actually just beginning. I’m excited to see these changes making positive shifts in our entire school community!
Interdisciplinary Research
Mariah Benn & Carrie Schmitz
What can we do to save the world?
This question, and many more, were recently answered by all 8th grade students as they wrapped up a research project that they worked on in both English 8 and Global Studies. At the beginning of quarter 3, students discussed what “Global Issues” are in their Global Studies class. They were then tasked with a “Mission” - from their mission commanders, Benn and Schmitz - to choose one Global Issue to research and find possible solutions for. Students asked and researched important questions such as, “What is terrorism? What can be done to curb homelessness? How long does plastic take to break down? How does the destruction of the Great Barrier Reef affect us?”
Once these important questions were asked, students needed to complete various tasks such as checking sources for credibility, taking notes on their topic, and citing their sources in order to successfully complete their mission. And, after all was said and done, the students could educate almost anyone on their global issue and what steps need to be taken to stop their particular issue.
When asked about what it was like working on a project in two class periods one 8th grader said, “I think it's cool that two ‘subjects’ are able to combine their separate topics into one ‘mega topic.’”
This question, and many more, were recently answered by all 8th grade students as they wrapped up a research project that they worked on in both English 8 and Global Studies. At the beginning of quarter 3, students discussed what “Global Issues” are in their Global Studies class. They were then tasked with a “Mission” - from their mission commanders, Benn and Schmitz - to choose one Global Issue to research and find possible solutions for. Students asked and researched important questions such as, “What is terrorism? What can be done to curb homelessness? How long does plastic take to break down? How does the destruction of the Great Barrier Reef affect us?”
Once these important questions were asked, students needed to complete various tasks such as checking sources for credibility, taking notes on their topic, and citing their sources in order to successfully complete their mission. And, after all was said and done, the students could educate almost anyone on their global issue and what steps need to be taken to stop their particular issue.
When asked about what it was like working on a project in two class periods one 8th grader said, “I think it's cool that two ‘subjects’ are able to combine their separate topics into one ‘mega topic.’”
Mindset Mathematics
Carole Braschayko & Kathy Conrad
Prior to the 2018/19 school year, we got together on numerous occasions to research and strategize as to the avenue to take in rethinking our math curriculum. We decided throw away the traditional methods - textbooks included and have each student create a math learning log. Students would participate in low floor-high ceiling tasks that motivating and engaging for all. Individual tasks drew upon multiple math “big ideas” allowing students to see how interconnected the different math concepts are to one another. As well, steps would be taken along the way to make sure basic 4th grade skills were addressed.
Phonics for Struggling REaders
Laurie Hommerding
In the third grade grade reading group, we have been working on phonics, focusing on different syllable types. Pictured below are two students partner reading and using highlighting tape to mark contractions and consonant plus le syllables. Consonant plus le is one of the six syllable types. The other types are open, closed, magic E, vowel team and r controlled. I did a pretest with the students using Words Their Way Intermediate Spelling List. We then worked on skill gaps and I administered another spelling test. Students improved an average of 3-7 points on the 50 feature point (25 word test). I will administer the test again at the end of the year.
PHONICS FOR STRUGGLING READERS
Angela Haynes
Does Phonics Help Struggling Readers
This project really opened my eyes to the needs of my students, lesson planning for robust interventions and the curriculum available at Albany Elementary.
I have relied on the reputation of the scientifically researched intervention materials that we have at Albany Elementary, but I have come to realize that we have inadequate resources for strategic phonics interventions within our favored intervention resource (Leveled Literacy Intervention).
In my research, I learned that balanced literacy must include strategic teaching of the “vowel code” and letter/sound correspondences. There are many programs that cater to phonics instruction, but we have never aligned our interventions strategically to teach phonics.
Research shows that struggling readers must systematically learn how to break down the predictable English language code. Students must have practice with known sounds, they must manipulate those sounds orally, in writing and in kinesthetic ways to hold onto their learning. Sounds must be blended into words and words must quickly be then turned into phrases and sentences for the brain to make long term reading connections.
One key piece to this literacy practice is having our teachers trained as highly effective phonics instructors. I propose that the early elementary teachers at Albany Elementary complete a book study on phonics practices.
I am currently working on a cohesive plan for phonics lesson planning. In January 2019, I began aligning my first grade intervention lessons with phonics strategies I learned from Reading Mastery, Recipe for Reading Success and Fastbridge. Each of these programs has a systematic plan for introducing consonants and vowels, manipulating the sounds, reading and writing words and sentences. I also plan to incorporate the Word Building concept of Isabel and Mark Beck in their Making Sense of Phonics textbook.
This project is ongoing but has helped me to see the needs of my students through a new lens, that being the lens of robust phonics instruction.
This project really opened my eyes to the needs of my students, lesson planning for robust interventions and the curriculum available at Albany Elementary.
I have relied on the reputation of the scientifically researched intervention materials that we have at Albany Elementary, but I have come to realize that we have inadequate resources for strategic phonics interventions within our favored intervention resource (Leveled Literacy Intervention).
In my research, I learned that balanced literacy must include strategic teaching of the “vowel code” and letter/sound correspondences. There are many programs that cater to phonics instruction, but we have never aligned our interventions strategically to teach phonics.
Research shows that struggling readers must systematically learn how to break down the predictable English language code. Students must have practice with known sounds, they must manipulate those sounds orally, in writing and in kinesthetic ways to hold onto their learning. Sounds must be blended into words and words must quickly be then turned into phrases and sentences for the brain to make long term reading connections.
One key piece to this literacy practice is having our teachers trained as highly effective phonics instructors. I propose that the early elementary teachers at Albany Elementary complete a book study on phonics practices.
I am currently working on a cohesive plan for phonics lesson planning. In January 2019, I began aligning my first grade intervention lessons with phonics strategies I learned from Reading Mastery, Recipe for Reading Success and Fastbridge. Each of these programs has a systematic plan for introducing consonants and vowels, manipulating the sounds, reading and writing words and sentences. I also plan to incorporate the Word Building concept of Isabel and Mark Beck in their Making Sense of Phonics textbook.
This project is ongoing but has helped me to see the needs of my students through a new lens, that being the lens of robust phonics instruction.
Engagement in the classroom through themed days
Jill Valerius
Students experienced two themed classroom transformations. First, students were construction workers in November. Secondly, students were surgeons in April. Students worked together to solve a variety of challenges related to reading, writing, math, and science skills. These days always come as a surprise to students, which adds to the excitement of the day. Using simple elements including tablecloths, cones, construction hats, surgical masks, hairnets, and gloves students easily transformed their mindset into the day’s activities. Students loved these days as they connect skills we learn in class to a variety future career choices. My students and I are excited about the next transformation day. Students gave feedback using their interests to request future transformation days including a detective day and underwater day.
Student and Adult Interactions
Krista Schmitz
After reading various social emotional learning (S.E.L.) books and articles ("Help for Billy", "Childhood Disrupted", among others), I wanted to make an impact on the social emotional component of our building goal to increase positive relationships among students and staff with students in grades 3, 4, 5. Students completed a survey to get an idea of whether they liked their school and listed various trusted adults in the building. Then they planned a visit with one of these adults where they deepened their connection with questions and discussion points. The students later completed the same survey to see their growth over the school year. The students surveyed grew in the amount of adults they had relationships with over the course of the year and learned how to socialize with adults. Research states that in order for students to grow academically, they first need to grow socially.
Positive behavior interventions
Stacy Meyer
After much research and discussion about classroom management and social-emotional learning I took to the PBIS approach for my classroom. I used the paws that we already had in place. Each student would continue to earn paws but they could now keep them in a pouch. When they earned five they could cash them in to bring a show and tell, eat with the teacher, play a game with a friend or pick a morning dance. This seemed to go great and everyone and everything was falling into place. I most recently moved the goal to earning 10 puppy paws and change what they can cash in for every couple of months.
Today I still ponder how to explain this to next year's class because it is not black and white nor should it be. It is a beautiful masterpiece falling into place as we are becoming an understanding, respectful and responsible family in our Kindergarten class. I wouldn’t have it any other way and the students along with myself are learning from each other and blossoming into a spectacular classroom community.
Today I still ponder how to explain this to next year's class because it is not black and white nor should it be. It is a beautiful masterpiece falling into place as we are becoming an understanding, respectful and responsible family in our Kindergarten class. I wouldn’t have it any other way and the students along with myself are learning from each other and blossoming into a spectacular classroom community.
Classroom Management
Lori Burg
My Genius Hour project was sparked by a desire to create a classroom environment to better assist students with social/emotional needs. I have learned a lot about helping students who have experienced trauma. It has given me ideas on how to handle situations with students who have traumatic life experiences. Additionally, this project has taught me the importance to know my students on a more personal level than I have in the past and the importance of relationship. I have learned, first and foremost, that children need to feel safe, valued, and have a sense of belonging before learning can take place.
Learner Centered Innovation
Renee Nelson
I began this Genius Hour by reading "Learner Centered Innovation". This book gave many reasons and evidence as to why more independence, personalization and projects would help students. It not only focused on the skills they would gain for the topic at hand, but skills they are developing for their future. This book along with seeing a lack of independence in my students spurred my interest in personalized learning and student independence. I continued my learning by reading articles on personalized learning and student independence, along with attending a training on ENVoY.
I decided to try this approach with a Science unit. The unit started with me posing this question to students: How is soil formed and what are it’s components. I then explained the resources they would use to learn about soil, as well as a choice board and my expectations. Then I let them get to work! The students went through the videos, articles and lessons at their own pace. They completed different projects from the choice board to demonstrate their learning.
After completing the unit, I surveyed the students 88.9% of them said they preferred this method of learning to the traditional method and 90.7% of them said they liked having a choice in how they would demonstrate their learning. Not to mention, 90% of students showed a deep understanding of soil formation. I will continue to use and adapt this method to meet my student's needs and encourage independence.
I decided to try this approach with a Science unit. The unit started with me posing this question to students: How is soil formed and what are it’s components. I then explained the resources they would use to learn about soil, as well as a choice board and my expectations. Then I let them get to work! The students went through the videos, articles and lessons at their own pace. They completed different projects from the choice board to demonstrate their learning.
After completing the unit, I surveyed the students 88.9% of them said they preferred this method of learning to the traditional method and 90.7% of them said they liked having a choice in how they would demonstrate their learning. Not to mention, 90% of students showed a deep understanding of soil formation. I will continue to use and adapt this method to meet my student's needs and encourage independence.
Classroom management
Angela Sufka
Overall, I have found that spending the time building strong relationships with each student will curb some of the time spent on classroom management. I also feel that using common language and expectations help students learn and grow socially and emotionally. Relationships and social-emotional processes affect how and what students learn. As the Durlak et al. research suggests, there is broad agreement among educators, policy makers, and the public that educational systems should graduate students who are proficient in core academic subjects, able to work well with others from diverse backgrounds in socially and emotionally skilled ways, practice healthy behaviors, and behave responsibly and respectfully (2011, p. 406). For this to happen, educators must prioritize and effectively implement evidence-based approaches that produce multiple benefits across social-emotional learning as well as academic learning. This can be done by using a curriculum that uses common language, modeling, and consistency throughout a student’s education. I feel that our school and my classroom are headed in the correct direction in these areas.
Nikki Myogeto - Albany Elementary
I did a few minor things in my classroom after reading the two books "The Wild Card" and "The Classroom Chef." The biggest change was a classroom transformation. I knew I was going to have students in small groups to do a novel study during reading. Instead of me reading the backs of the book and having students choose their top 3 choices, I did a book tasting. I set up the classroom to look like a restaurant, checkered tablecloths, table numbers, and reservations cards. Each table had a different book. Students had to find their reservation card and find their assigned table based on the reservation card. They had a menu (paper to record their thoughts) while they read. I gave the students about 5 minutes to read the back of the book, and then start reading the first few pages. When I asked them to stop, they had to record their thoughts and answer a few questions on what they read. While they were doing this, I pretended I was the waiter and walked around with samples for them to try. It was a book “tasting” after all and I had to let them taste an actual snack. Then they rotated to the next table and repeated the process. At the end they picked their top 3 choices and I put them into groups where each student read something from their top 3. The kids loved it and I will definitely do it again.
Sharon Navratil - Albany Elementary
For my activity, my students became surgeons in the Second Grade Surgical Center. We cut bones apart with two words that make a contraction. The letters that were removed were replaced by a bandaid with an apostrophe written on it. Before the students began the activity, I played a audio of a 911 call coming in and the operator responding. The students became intrigued by this. Then, I explained to the kids that the classroom was becoming a surgical center and put the sign up on the board. The kids were given surgical hats, gloves, and masks to put on before beginning the activity.
Overall, the activity was a success. There was a fire drill as we were passing out surgical supplies that interfered with some things, but students managed to finish their surgical procedures.
For next time, I believe I’d like to transform my room even more. Even though we have practiced contractions and written contractions throughout the year, more needs to occur because of some lack of knowledge of forming contractions.
Overall, the activity was a success. There was a fire drill as we were passing out surgical supplies that interfered with some things, but students managed to finish their surgical procedures.
For next time, I believe I’d like to transform my room even more. Even though we have practiced contractions and written contractions throughout the year, more needs to occur because of some lack of knowledge of forming contractions.
Laura Roelike - Albany Elementary
After reading the book and doing a book study on "The Wild Card" by Hope and Wade King and "Learner Centered Innovation" by Katie Martin, the thing that stuck out to me the most was "Would I want to be a student in my classroom?" While I often feel like my classroom is engaging I took a step back and analyzed my day, especially my math block. Prior to this book I was teaching math using a 30 minute math workshop and a 50 minute direct instruction and work time. I decided to flip this schedule and after doing some research, I started teaching using a 20 minute mini-lesson followed by 60 minutes of guided math rotations. In this model, I am able to meet kids were they are at on each math strategy they are learning based on the formative assessments given at the beginning of each unit. While I only did this for two of my math units this year, I look forward to continuing this beginning with unit one next year with my new students.
Kristi Spohn - Albany Elementary
My genius hour project was based off the book The Wild Card. The main focus is on changes in the classroom and how they can promote positive student engagement. After reading this book and being part of a book study I chose to read Shift This: Gradual Changes for Massive Change. My biggest takeaways from this book were definitely creating classroom culture, giving voice to my students and taking risks to enhance student engagement. In my classroom I chose to do several minor changes that led to some drastic positive change. Some of those were adding a classroom photographer, getting rid of my teacher desk, allowing for my students to create the expectations, and creating relationships. I also did a room transformation towards the end of the year to wrap up math skills. My students became detectives to help crack the case of "V" the Villain through 5 different math missions that hit third grade math standards. Next year I will keep incorporating more innovative ideas and lessons from both books that I read.
|
Joan Eibensteiner - Albany Elementary
For my genius hour project I researched “the maker movement” This concept is designed around the idea of engaging students in making and tinkering, encouraging critical thinking, collaboration, and creativity. Schools are establishing “makerspaces” in media centers and other flexible learning spaces. As I researched, I wanted to gather information on what kind of resources are included in makerspaces, how the space and materials were managed, and how a makerspace can enhance curriculum.
During the implementation stage of my project, I reorganized the front shelving in the media center to provide access “maker” resources. At this time most of the materials are in the building/construction realm. Next year I would like to offer more “high”tech experiences to students, along with more opportunities for low tech projects such as paper crafts, knitting, and crocheting. A goal is to establish a schedule where students can routinely come to the media center to explore areas of interest as well as encouraging classrooms to use the area and resources. A makerspace can help provide innovative learning resources that engage students in new ways. Having materials and resources in a central location makes learning more accessible to all students and staff.
During the implementation stage of my project, I reorganized the front shelving in the media center to provide access “maker” resources. At this time most of the materials are in the building/construction realm. Next year I would like to offer more “high”tech experiences to students, along with more opportunities for low tech projects such as paper crafts, knitting, and crocheting. A goal is to establish a schedule where students can routinely come to the media center to explore areas of interest as well as encouraging classrooms to use the area and resources. A makerspace can help provide innovative learning resources that engage students in new ways. Having materials and resources in a central location makes learning more accessible to all students and staff.
Nikki Myogeto - Albany Elementary
I researched Words Their Way to be able to differentiate spelling within the classroom. I wanted to know why students were struggling and how Words Their Way can help those students. Students took a placement test to start students at an appropriate level. Students are looking closely at the patterns in the words and working alone or with partners on various sorts. I have noticed that students are paying closer attention to the patterns within these words. One thing I would change for next year is to meet with groups on a 5 day cycle so I can personally meet with each group and each group shares their knowledge of the patterns on different days.
Sharon Navratil - Albany Elementary
Every reading series that I have taught from had spelling lists that had similar word patterns that we practiced through the duration of the week and then tested on the last day of the week. Consistently, I saw no carry over from this practice and testing into the daily writing of students. I felt the need to do something different from the weekly spelling tests to improve student spelling in writing which, in turn, would impact reading ability. For my teacher genius, I researched Words Their Way and Word Study. Words Their Way is studying words according to similarities and differences in words. After doing research, I gave a placement test to establish my ability groups. I have 5 groups that do daily word work in their differentiated groups. The students look more closely at words and their patterns. They sort and manipulate these words in our daily word study routine. After each group's five day cycle has ended, the next sort is given. Implementing word study into my daily schedule has given me an added awareness of the individual student's skills and needs.
Laurie Hommerding - Albany Elementary
I chose to update the Soar to Success program which is a very good comprehension based intervention that relies heavily on graphic organizers. The materials we have are from 1999. I checked with the company to see if there were updated materials but there were only a few more titles. I decided to update some of the lessons in the third and fourth grade levels by offering either book extensions or other graphic organizers.
Some examples of lessons I updated in both the 3rd and 4th grade levels follows a a story about whales. Students conducted research and took notes on whales or dolphins and then took a picture of a whale or dolphin on Chatterpix. They then recorded themselves stating one or two of the facts they learned from their research. We shared these with the class. Another example is when my 3rd graders finished reading about rocks and taking notes on a rock graphic organizer, we watched quick videos about rocks and made 'sedimentary' candy.
I have also collected many different graphic organizers which I am willing to share. I encourage students to use them for their AR books. I also taught students to take notes on story webs on their iPads. We used Inspiration and Kidspiration.
Some examples of lessons I updated in both the 3rd and 4th grade levels follows a a story about whales. Students conducted research and took notes on whales or dolphins and then took a picture of a whale or dolphin on Chatterpix. They then recorded themselves stating one or two of the facts they learned from their research. We shared these with the class. Another example is when my 3rd graders finished reading about rocks and taking notes on a rock graphic organizer, we watched quick videos about rocks and made 'sedimentary' candy.
I have also collected many different graphic organizers which I am willing to share. I encourage students to use them for their AR books. I also taught students to take notes on story webs on their iPads. We used Inspiration and Kidspiration.