Innovative Classrooms

To look up innovate in the dictionary your find:  to introduce something new; make changes in anything established.  What does that look like in the classroom?  It can look like so many different things.  Technology is a great way to innovate the classroom, but it’s not the ONLY way.  I’ve been using technology for years to innovate my classroom.  Years ago, I was the first of the teachers in my school to allow students to use my classroom computer to create content.  Back in the late 90’s my students created PowerPoints to showcase research.  I created Jeopardy games that engaged my students.   I purchased computer software with my own money that would help students to deepen their learning.  And it worked! Students were excited about learning and it showed!

For me, the Flipped Classroom would definitely be considered innovation in my classroom.  In recent years, I have continued to use technology.  We had access to netbooks and my students were able blog and connect with other students.  We also used ActivExpression devices which allowed me keep all students engaged; but once I heard about the Flipped Classroom I felt that was the game changer for me.

Now students are actively engaged, but they do so at their own pace.  If they didn’t understand the information, they can always rewind the video or go back and review their materials without hindering another student.  This time of year, I get really proud because they have learned to be pretty much self-sufficient.  They spend the majority of their time figuring out their problems on their own; they don’t come to me until they’ve exhausted their own repertoire.  Plus it really frees up my time to work with students in small groups and on an individual basis.

Since there are only a few of us flipping in our district, I think that would be a great way to change instruction.  It’s definitely where I plan on starting!

Until the next time,

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Planning – It’s in the Eye of the Beholder

I’m what you would call spontaneous.  I’m sure my ADHD has something to do with that.  I do my best thinking in the shower.  Because of this, my plans change constantly.  I make someone with OCD pull their hair out.  Luckily, I work with amazing people who accept me as I am – and kids who love to go with the flow!

When I first started teaching, I feverishly worked on lesson plans (because that’s what we’re taught to do, right?) but after I got my final evaluation as a new teacher – the lesson plans pretty much stopped.  When I started at my new school 5 years ago, I looked a my principal and said, “You know I haven’t done lesson plans since probably around 1999, right?”  He thought I was joking – I wasn’t.  Those first few years were rough.  I would get glowing observations from admin, but would constantly see the words, “It’s obvious you’ve planned your lesson, but where are your lesson plans?”

It’s not that I don’t always have a plan in place – but my plans are fluid.  If something doesn’t work right for my first class – there’s no way in the world I’m killing that dead horse three more times.  So I struggled…..with highlighting what I was doing in my classroom on this 2D sheet of paper.  I actually still do.

Flipping my classroom has helped with that; but I’ve still struggled.  When I started flipping my classroom, we were towards the end of the school year.  My kiddos were able to work well in unsupervised small groups, because they already knew how mean and crazy I was.  The DID NOT want the face “the wrath”.

How that looks at the beginning of the school year is completely different.  They don’t know me yet.  I don’t know them yet.  So I had to change the way I wanted my classroom to look.  With new standards and a new textbook that we were expected to use and I’ve had to change they way my classroom looks many, many times.

Some things remain consistent.  Making sure students have time to read independently, write through blogging, and practice skills that I know they’ll be assessed on.  For me, it’s also imperative that they have time to think critically and create based on their learning.  And I also need that time that I can work with small groups or students on an individual basis – this has helped me add another dimension to my relationship building.

The best thing that I could have done it put everything on the board for the kids.  Objective….check!  Step by step instructions…check!  No more do they ask me, “What’re we supposed to be doing?”  They look at the board and keep it moving – and that frees me up to work with kids without interruption AND helps me not to flip out on them.

These last few months have been difficult for me.  For the first time…..EVER!…..we’ve covered all the standards….super EARLY.  So I’ve had all this extra time that I want to make sure is used effectively.  It’s still trial and error but isn’t everything.  In this world, by the time you get the hang of something – it all changes again.

So if you ask me is planning necessary, you’ll hear a resounding “Yes!”  But what that looks like to me may not be what you think.  What I’ve come to realize is that what the kids have to follow is much more important than anything any adult that comes into my classroom has to follow.  And if they have a questions….hey…..ask a kid.

Until the next time,

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To Grade or Not to Grade….That Is The Question

Tonight’s #flipclass #flashblog focuses on grading.  I’m sure that I will definitely be in the minority when I say that grades are necessary.  Do I think that grades are necessary all the time? No.  And maybe not even with all students.  But my students need grades.

I work in a high poverty school.  When you ask the boys what they want to be when they grow up, they all say some type of professional athlete.  If you ask them to come up with a second choice…they can’t.  They are each going to be the one who MAKES IT!  They don’t do my homework or study or read because they have practice. In the fall it’s football practice…in the winter – it’s basketball practice…..in the spring it’s baseball practice.  In this agricultural town where the unemployment rate is 5.8% and the job growth is -0.03% my students need to find a way out.  They need the opportunities to see other options for them.  They need to see that their education is a priority.  One that is more important than any sport they can play. But I digress….

Do I make grades the end all be all? No.  In class, we talk about determining our individual strengths and weaknesses.  I stress to them that the goal is mastery.  If they don’t do well on an assignment they can always redo it.  I work with them in small groups and on an individual basis to see what they know and what they’re stuck on.  I stress to them that it’s not who learns the material the fastest – the important thing is that the skill is learned.

Do I think that the 100 point grading scale is ridiculous?  I do.  How can there be 30 points to show that a student is passing and 69 points to determine failure.

Maybe they don’t need grades, but they need to be held accountable.  If a student feels that the assignment will not be graded – they half tail do it.  So, although I don’t put every grade in the gradebook, they don’t know it.  So, I guess my issue is not necessarily with grading but with accountability.  When I was growing up, my parents held me accountable for learning.  They made sure that I did those things that would make me successful.  That’s not always the case.

So I’m sure you’re saying “MAKE UP YOUR MIND!”  So here are my final thoughts.  Grades are a necessary evil as a part of holding students accountable.  Are my students more than a grade?  Heck yes!  Do we focus only on grades in my classroom?  Heck no!  And so continues this tight rope that I walk….

Until the next time,

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Making The Learning Stick – With Adults!

I have sat in so many horrible…horrible….did I mention horrible?? presentations!  Some forced upon me – some straight up voluntary!  Part of my issue is that I am ADHD….like really bad.  So, after a few minutes if you haven’t caught my attention – I’m gone onto the next thing.

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Ever been there?

 

I’ve always been a tech geek, I’m sure you’ve heard me talk about the Tandy computer my dad bought for our family back in the 80’s…..and I’ve always been willing to share what I know with other teacher to help.  I’d presented at my school and for my previous school district many times but I had never considered expanding out.

As I became more involved with technology integration, I took it upon myself to attend different conferences and I began to think…”Hey!  I can do this!”  I mean, I have some amazing kids and we do some amazing things…why not share those things?  And so I did. I saw where a school district was hosting an summer tech conference and I submitted my proposal.  After that I was hooked!

I’d like to think that I am able to share what I know in a way that excites and motivates someone else.

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As I’ve evolved as a presenter, my expectations have evolved.  I really don’t expect to get “wow’ed” every time.  If I can take one piece back to use with my kids (or even in my own presentation), that makes me happy.  The part that I enjoy the most now are the connections I’m able to make through these opportunities.

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So many times I’m able to put a face to a Twitter handle (right, @bgoza?) or add to my already amazing PLN.  Sometimes I’m able to have conversations with or spend a few moments with some of my tech heroes and sheroes.  And every single time I’m able to find at least one little thing that I can share with my kids!

Until the next time,

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In Over Our Heads….

Question:  How do I balance covering content with student’s stress levels/mental health?

Everything is written in pencil….that’s what we sixth grade teachers say….

One of the things that I struggle with is the stress level of my students. I mean…they’re kids….SCHOOL is their JOBS. All that extra (football, basketball, etc) stuff is just that….extra.

But, as an ELA teacher, I do realize that sometimes the text they’re designed to read is too difficult so I do make accommodations for that.

I make “visual videos” where I record the audio with the text so they can listen to the story as they read it.

I give them multiple opportunities to complete assignments. But, if I don’t MAKE them stay – they don’t.

We have morning “Breakfast Club” and afterschool. We have Homework Detention and we’re allowed to pull students during their elective times to make up assignments or get additional assistance.

One of the greatest benefits of the Flipped Classroom is that I do have more time to work with students in small group or on an individual basis if they don’t get it.

But for many 6th graders, “I don’t get it” really means, “I don’t want to do this”…..it’s a coping mechanism in my opinion. One that we have to break in 6th grade or else everyone is MISERABLE.

I will continue to make accommodations, but I won’t enable -nor will I lower my expectations. I think that’s my responsibility as an educator….to create responsible citizens. So I won’t stop – I can’t afford to. The lives I shape and mold are too important.

Until the next time,
Carla

Student Created Content

Book Review Tellagami

Many people ask me about where my videos come from and if I pull from other places. I’d spent years on perfecting Promethean flipcharts that I was determined would not go to waste. It was so easy for me to take those flipcharts and turn them into screencasts. I prefer using my own videos, because the kids like to hear my voice and I know that the content that I’m presenting contains ALL of the content that they need.  I love Flocabulary, so I use their videos for my vocabulary units and sometimes I do use Learnzillion videos, but the majority of the content that my students access are created by me.

I’m all for student creation….all for it! I think that when students create it shows that they have mastered the content shared. I love when they create because it takes them to a higher levels of Blooms.

In my classroom, students create things like Visual Vocabulary Videos, Book Reviews, and Digital Booktalks – but I’ve yet to have them create content that I would use for instruction.

ELA content is just so complex, right now I don’t think my 6th graders are mature enough to handle it. Plus, I have to continuously make them review their work for careless mistakes, I don’t think I want the hassle.

I have had students create videos that highlight key concepts and they’ve done great with that; but I’m also very particular and maybe just a tiny bit “controlling”?

Maybe I’ll get there – but it would have to be very detailed and thought out.

What are you thoughts? Student Created Content or nah?

Until the next time,
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Off the Cuff

Today’s #flipclass #flashblog post:

What is your strangest/most-off-the-wall lesson ever? Where did the idea come from? How did it work?

I live off the cuff.  Anyone who knows me knows that I am THE procrastinator.  Which is probably why I created today’s video at 2 AM this morning.

I do my best thinking in the shower….or right before the kids are gonna walk through the door; so I have a difficult time coming up with an answer.  I’ll talk about my most recent activity – Visual Vocabulary Videos.

We read The Gift of the Magi every year, because I love it so; but I know that the vocabulary is really difficult for them.  This year, I planned a week long unit using some of Erin’s (I’m Lovin’ Lit) materials.

I decided that I wanted to vocab activity to be more in depth, so I decided that students would create Visual Videos. HUGE hit!  I did a little research and found out that New York Times does a yearly competition and I let students use that as a resource.  Find them here.

Students had to act out the words and they LOVED it.  I showcased my favorite last week (Idiocy – you can find it here), so tonight I’ll share another groups.

I thought they did a pretty doggone good job for two day’s worth of work!

 

Until the next time,

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Deeper Learning

Flash Blog Topic: What does deep learning look like in your classroom? How has it changed your/Ss role? How have Ss responded?

Deep Learning – It makes me think of Dead Poet’s Society (but without the dying).  People in cardigans passionately discussing what “it” all means.  Before I decided to flip my class we hardly got a chance to actually read and discuss ANYTHING because I was trying to make sure I COVERED everything!  Oh the stress!

Plus the issue of so many of the students getting stuck on the text – there wasn’t a lot of room for deep learning.  It wasn’t until I decided to make accommodations for those things did we get to where we needed to be.  Students now have the option to listen to every piece of text we are discussing in class.  Through my “audio/visual” text, they are able to rewind and reread until they feel comfortable.  Plus, it’s much less stressful sharing your thoughts and ideas in a group of 5 than a class of 25!  Most of our discussions are held during small group.

The part that I enjoy the most – that I think demonstrates deep learning is what students are able to create based on what they learned.  This is the part that I think has really changed the roles in my classroom.  Although I’m “in charge”, students have to opportunity of CHOICE which is often missing; mostly because I think teachers are sure what will happen if the loosen the reigns a little bit.  When students are given a choice, it allows their natural talents to shine through…it gives them confidence.

I mean….LOOK AT THIS VIDEO!

Initially my students whined and complained.  And I have to admit – it is really difficult in changing the mindset; look how long it took me!  In addition to the fact that they are expected to adapt to so many changed….they go from 3 teachers to 6 teachers, add lockers, and two of the meanest teachers on Earth (my math partner and I), middle school is daunting.  And on top of that I really want them to think? *gasp*  But when they see what they’re able to accomplish on their own – it changes them.  It makes them stronger; it makes them better.

One week, I told the kids, “I’m not gonna lie.  This text is HARD!  But we’ll get through it together.”  That night a student sent me this message.

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Made my freakin’ day! 🙂

Until the next time,

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Fitting It All In

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Being an ELA teacher is tough. I mean, who else has to teacher 3 subjects in one? Reading, Writing, and Vocabulary….each with their own set of standards!

I have to admit, since I flipped my classroom, I no longer have quite the stress that I’ve had in the past.

Let’s do the math…..60 minute periods…..25-30 students…..3 subjects…..6th graders! Before flipping, sometime it would take me a week to get through a lesson! Now that I’m flipping, that same lesson is done in one day. Students alternate between reading and writing instruction through videos which allows me time to work with students in small groups and/or on an individualized basis. I also have more time for students to create based on their learning…..Ah-Mazing!

To be honest, I have at least touched on every standard and most of them I’ve been able to go over in depth, assess, and reteach. And I almost don’t know what to do because this has NEVER happened to me before….NEVER.

And I have to tell you that it’s the BEST FEELING IN THE WORLD!!!

Until the next time,
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Late Work? What’s My Policy….

Yikes!  I can’t believe I last posted in August….

Shout out to #flipclass and Cheryl Morris (@guster4lovers) for the extra push with the #flashblog  idea.  I’ll be talking about accepting late work.

As a 6th grade teacher, this is our student’s first year in middle school and a HUGE adjustment for them.  For this reason, I will continue to accept late work up until the last week of the quarter.  The Social Studies, Math teacher, and I all do some form of blended learning, which has helped us considerably with keeping up with assignments.  Students that don’t do their assignment the night before are pulled in during lunch to complete assignments.

Since we use Edpuzzle and Edmodo, it does wonders for allowing us to keep track of missed assignments.  All I have to do is click on the assignment and it shows the progress.

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So before the day starts I already have my list ready of students that I will keep during lunch/recess.

What doesn’t work for me?  Extra credit!  Towards the end of the quarter I have students that will ask me for extra credit.  And they get the DUMMY LOOK.  Wait…so you want me to come up with an alternate assignment for you to do when you didn’t do the original?  That I have to grade? Uh uh…no way…no how….sorry.

Flipping my classroom has definitely assisted me in keeping track of what I’m missing. As long as I handle it immediately – it doesn’t become a burden or overwhelming.  Win/Win.  The kids get the assignment done and I know who needs remediation.  BOOM!

Until the next time,

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