Friday, March 29, 2013
Over the Moon -- Teaching Phases of the Moon
I just loved the idea that Science Teaching Junkie (link through my Blog List) shared on teaching the Moon Phases. I am off to Hobby Lobby and Dollar Tree to look for supplies. Yes, I am taking my HL coupon with me!
Wednesday, March 20, 2013
Celebrate Spring!
Saturday, March 16, 2013
WBT Certification Program
What
Are the Strengths and Weaknesses of the WBT Certification Program?
Per
Aspera Ad Astera- Despite Hardships, to the Stars
The WBT Certification process is a well-rounded program
that will lead me through WBT basic techniques, resources, and beyond. A strength
of the program is its design. The point format allows me to customize my
pathway. As an online program, I can work whenever I am able. As a virtually
free program, I am not excluded due to cost. This flexibility allows me to work
at my own pace and choose the topics I need most.
Even though the program is free and convenient to
access, it is not easy. I am challenged to do a hard thing: Change. Instead of
falling into my usual teaching patterns, I must change by learning and
practicing new techniques. I have to leave my comfort zone and become better. Fortunately,
there are thousands of pages of online resources available at the click of a
mouse. In addition, there is a Forum through which questions can be asked and
answered.
In spite of all the time and effort required, the
program is achievable because of another of the program’s great strengths: the
WBT leadership team. I will be supported all along the way by a leadership team
that is passionate, visionary, and selfless. One of the most valuable and
inspiring parts of WBT is watching videos of WBT Gurus teaching their classes.
It transfers the vision of what outstanding teaching – and learning – looks like;
however, the Gurus do more than just post videos. They are willing to invest
their time in the development of other teachers whom they have never even met!
The process is truly amazing.
The only drawback I encountered in this plan has
subsequently been addressed. With so many options, it was difficult for me to
decide on a certification plan. I just started watching past webcasts in the
video library. A subsequent post in the Forum by Chris Biffle outlined a 7-week
plan to obtain certification which gave me guidance through the plethora of
choices. Later, mentors were offered to help certification seekers. I have not
asked for a mentor as of yet because of a prior commitment, but as soon as I
give a presentation at an educational conference at the end of the month, I
will be free to pursue my goal of becoming a certified District Presenter. I
now have the guidance I need to make it through the certification process.
Friday, March 15, 2013
Class-Yes? Uh, not exactly...
Program #514: Teaching
Challenging Students 101, Class-Yes
The Class-Yes? Uh,
not exactly.
You can’t teach until your students are listening.—C. Biffle
For 16 years, I was a home school teacher, and then the
inevitable happened: I ran out of students. Now, I am in my third year of
teaching 5th grade Science in a Title 1 school. When I transitioned
to teaching in a public school, I knew I had to develop my classroom management
skills. Nothing I have seen or tried worked as well as the Class-Yes for
getting students’ attention.
I teach in a South Texas, rural school where most of the students
are Hispanic. As you may know, respect is built into every Spanish verb ending,
so within the our community, respect is not an option. Our students are
expected to answer “Yes, ma’am” and “No, sir.” A “yes” or “no” is not
acceptable. I could not use the Class-Yes in the WBT style.
I first tried “Class-Yes, ma’am”, but variations were
awkward for the students to follow. For example, “Classity-Class” was answered
by “Yessity-Yes, ma’am”. The phrases did not have the same number of syllables,
and the students struggled to compose the right response. On the spot, I said, “Class Now” and they
easily responded, “Yes, ma’am”. “Classity-Class Now” got the response
“Yessity-Yes, Ma’am”. Once we had the same number of syllables, it clicked and
we were on our way.
As other teachers saw the “Class Now” in action, they were
impressed. I can walk into a crowded gym, say, “My triad, ‘Class Now’” and 60
students answer “Yes, ma’am” and pop to attention. A veteran teacher has begun
using it. He is amazed at its simplicity and effectiveness. Actually, the “Class
Now” is so effective, it drives me nuts that it is not used school-wide.
Of course, I use the “Class Now” to call the students back from
“Teach-Okays”. They laugh and enjoy the variations. I learned new variations
during this webcast. I look forward to trying them out when I return to class
next week. The students need that Golden Thread of Fun because we are so close
to our high-stakes testing season. That’s another great point about “Class
Now”: It makes students smile.
Tuesday, March 12, 2013
Where in the World is Flat Ranger?
Saying Goodbye to Old Man Winter
Frosty was my snowman door decoration for January and February. He was made from about 150 styrofoam cups shaped into three snowballs.
My Christmas door decoration was an elaborate Gingerbread House. I basically took down the candy decorations from the door and side panels and added snow and a snowman to cover the glue marks. My kids loved it. It hasn't snowed here in about 8 years so having a 3D snowman was a big deal.
Now...how do I turn my pink roof and side panels into a beach cabana???
My Christmas door decoration was an elaborate Gingerbread House. I basically took down the candy decorations from the door and side panels and added snow and a snowman to cover the glue marks. My kids loved it. It hasn't snowed here in about 8 years so having a 3D snowman was a big deal.
Now...how do I turn my pink roof and side panels into a beach cabana???
Monday, March 11, 2013
Flat Ranger Update
Our class Flat Rangers are continuing their journeys to 60 National Parks. My students were so excited to receive their mail from exotic destinations like Hawaii Volcanoes NP and Alaska's Denali NP.
The information on the adaptations of animals and plants in Death Valley NP is perfect for the life science unit we are studying. Great Smokey Mountains NP posters came in just as we studied transpiration and condensation. Hot Springs NP and Yellowstone NP have geothermal features we had studied. It is all so wonderful!
The information on the adaptations of animals and plants in Death Valley NP is perfect for the life science unit we are studying. Great Smokey Mountains NP posters came in just as we studied transpiration and condensation. Hot Springs NP and Yellowstone NP have geothermal features we had studied. It is all so wonderful!
Sunday, March 10, 2013
Super Speed 1000 - Part II
Super Speed 1000: Part II - Super Speed Science (S3)
Imitation is the sincerest form of flattery – C.C. Colton
Super Speed 1000 worked so well in my bilingual Science classroom that I realized the value of creating a list of Science vocabulary words to help my English Language Learners (ELLs). I named the list Super Speed Science (S3). While all of my students increased their Science vocabulary fluency levels, my ELLs showed a marked improvement in just a few weeks. I would like to share with you how I developed and used Super Speed Science to inspire you to personalize Super Speed 1000 to match your content area.
My first listing of words was a simple compilation grouped by topic. There were 6-8 vocabulary words per line. Here is a line from my original S3:
Electrical, insulator, conductor, circuit, battery, switch
As you can see, it was simply a list of vocabulary words. S3 has the same rules as Super Speed 1000 and uses the same Star Reward sheet. Based on my experience with Super Speed 1000, I knew my students were going to enjoy playing S3 and they were going to improve their reading abilities. I thought I was good to go.
When I introduced S3 to my students, it was greeted with enthusiasm; however within a couple of days of observing S3 in use, I realized my students would benefit more if the word order was designed to reinforce Science concepts. So I redesigned the words. Now, instead of a being straight vocabulary compilation, Science facts are reviewed as the words are read. Here is an example of the change:
Insulator, stops, energy: plastic, rubber, wood, cloth
Conductor, lets, energy, pass: metal, copper, iron, silver
My experience with S3 has been very positive. At first my ELLs read the words without confidence. Then, after two weeks of daily use, I heard them read the words with mastery. It was a marked improvement. In addition, I am able to add words and change the list as needed. For example, on a recent test, most of my students missed a question because they did not know the meaning of the word “brass”. Now, they have penciled-in “brass” to the list of metals on their “Conductor” row of S3.
I hope my experience with S3 has inspired you to take the materials we are given in Whole Brain Teaching and personalize them to fit your class.
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