October+Share

October Share //please post __under__ your name//

Example:
> [|Post, Think, Share] - This is a partner/small group activity we tried with a Land & Water stream table lesson in 3rd grade. It turned out to be the students introduction to wikis, as well, and continues to serve as a great tool for discussing, creating & developing strategies for stronger wiki work. The sample demonstrates how different groups are at different stages in the PTS activity. It will be interesting to see how it develops over time...
 * 21Ct Skills Introduced or Practiced : communication, collaboration, reaching consensus, problem-solving, comparing/contrasting, making hypothesis, analyzing, interpreting, offering polite & meaningful feedback, reflecting, sharing, making connections, supporting statements with reasons,
 * Technical Skills Introduced or Practiced : taking digital pictures for documentation; creating & naming file folders in h-drive; downloading, naming & saving digital pictures to specific file in h-drive; browsing for files; selecting & uploading images to wiki; multiple users editing same wiki page using heading settings; resizing, aligning & labeling images on a wiki page (oy!); saving your work on a wiki; changing font color on a wiki;

Andrea

 * class helped two second classes set them up on edmodo...collaboration




 * Set up edmodo for social studies, reading and book club
 * Began skyping conversation with Teacher from SheldonISD

Here's information on Skyping in the classroom in general – Sylvia's Langwithces blog – She is TERRIFIC!

__[|http://langwitches.org/blog/2010/11/20/assessment-of-learning-via-skype/]__

Here is information on Mystery Skype

__[|http://pernillesripp.com/2011/10/25/so-you-want-to-do-mystery-skype/]__

__[|http://mysteryskypes1213.weebly.com/mystery-skype-jobs.html]__

__[|http://mrsmorgansstars.edublogs.org/skype-etiquette/]__


 * Investigating Government
 * ask kids to think about what they think they know about government, questions they have about government and how they can find out
 * we created a chart with questions
 * students investigated their questions
 * This was happening during the government shut down....lots of questions because of this ( they decided that the government was not being collaborative so nothing was going to be accomplished) they related this to their own classroom workplace/groups
 * they naturally discovered the 3 branches
 * they are showing what they know in different way ( trading cards, prezi, posters, etc.)


 * Flipped the Classroom on theme by showing a video at home and responding on edmodo

Lauren (for Andrea)
I observed Andrea flip her classroom to teach her students about government. Instead of telling the students about our government, she asked the students to work in groups and brainstorm what they know about the government and questions they have about it. The students then posted their questions to the board.

As a result the students were asking great questions and having deep conversations about the government. The teacher gained a better understanding of what the students knew and did not know about the government. There were also a lot of misconceptions that were unveiled through the process. The students were very engaged and left with questions they wanted to answer.

Angelique
[|Global Read Aloud]- (GRA)- This a global collaborative project where classrooms all over the world connect and read the same book and meet up online to discuss ideas (similarities/differences) together.
 * Teachers select a book that reflects their grade level ability
 * Using [|Edmodo] and the [|GRA] website, teachers seek out other teachers/classrooms that are reading the same book selection
 * A project schedule of lesson/chapters to read before first meet up is posted on [|GRA] site.
 * Next, teachers communicate how they want to connect their classroom ([|Google Hangouts], [|Edmodo], [|Kidblogs], [|Skype], etc.)
 * Classrooms meet up and share findings during their classroom readings, discuss differences of ideas, as well as similarities, share anything that is appropriate and fosters learning.
 * Continue the process until you have completed the book and your student have successfully participated in a global sharing experience.

Brandy
We invited a third grade classroom to join us for a math problem solving activity. I gave a brief introduction to the problem before they arrived and then when the third graders arrived, my students explained the problem to the third graders and together they were able to figure out what each step meant, how to find the information in the problem, and how to use personal schema to add to what they knew. They then were able to discuss ways to solve the problem and had to discuss and decide upon what math language would be appropriate in describing how they solved it. Before turning in the activity they had to justify their answers and explain to each other why or why not they think the answer is correct.

Deborah
As I prepare for the flip classroom or better known as the Rabbit’s Warren, I am regrouping my students into their perspective groups to begin my youtube up load and Edmodo share for my students to begin their path to the Rabbit’s Warren. I will be modeling: Yoda, Do Wah Diddy, T3 short form, and T3 long form, and then the students will take the carrot by the stick to commence their own tutorial/book, problem solving steps.

Donna
Experts Everywhere October 8, 2013

As my intervention students are racing to be experts, they continue to record/video their reading on the ipad to send to their teacher, self analyze and critique, practice hearing themselves or let a peer watch and learn.

Franson
Activity: Students were sent directions on how to submit a Fact/Question/Response (FQR) to their “google drive” account (integrated with Language Arts). Students were told to access their “shared folder” and create an FQR on their weekly science reader that was sent home. For homework students then created an FQR and sent it to me through their google drive. Next, they are going to create another FQR for their next weekly reader and share their work with three other kids who have the same book as them in other classes and respond to their FQR through goggle drive. Here are the directions that were sent and a student sample:

Teacher Directions: How to Create a FQR - Fact, Question, Response (connection to the text)

1) Please include 2 Facts, 2 Questions, 2 Responses (must have real world connections to the text) 2) Facts- Two sentences of information from the text. 3) Questions- These stem from your fact. What questions do you have about this fact? 4) Response- Your connection to the text. What connections/responses do you have from your life to help you remember the fact you wrote about.

-If you have been at Wilchester, you should know how to complete an FQR. You have been working with this format for 3 years. If you are new to Wilchester, we have discussed this procedure in class, in detail and you should be able to follow these directions. I have included a student example for you to view.

F Q R- Fact , Question , <span style="color: #00ff00; font-family: Chewy,serif;">Response <span style="font-family: Chewy,serif;">)    //__<span style="font-family: Chewy,serif;">The Magic School Bus: Inside the Earth __//   <span style="display: block; font-family: Chewy,serif; text-align: center;">By: Joanna Cole & Bruce Degen  <span style="color: #4a86e8; font-family: Chewy,serif;">Fact #1: <span style="font-family: Chewy,serif;"> The outer shell of the earth is made up of layers of hard rock and soil that it is called earth’s crust. <span style="color: #ff9900; font-family: Chewy,serif;">Question #1: <span style="font-family: Chewy,serif;"> What is soil? <span style="color: #00ff00; font-family: Chewy,serif;">Response #1: <span style="font-family: Chewy,serif;">Soil is a substance made out of small pebbles, sticks, bits of dead leaves, and clay mixed with broken up rock. <span style="color: #ff0000; font-family: Chewy,serif;">LIFE CONNECTION: <span style="font-family: Chewy,serif;"> There is always rock and soil under you.

<span style="color: #4a86e8; font-family: Chewy,serif;">Fact #2: <span style="font-family: Chewy,serif;"> A volcano is an opening in the earth’s crust were hot boiling rock can flow out. <span style="color: #ff9900; font-family: Chewy,serif;">Question #2: <span style="font-family: Chewy,serif;"> What is hot boiling rock? <span style="color: #00ff00; font-family: Chewy,serif;">Response #2: <span style="font-family: Chewy,serif;"> Hot boiling rock is known as magma or lava. When magma or lava cools, it hardens into rock. It takes years for soil to form again and new plants to grow so animals can live there and grow. <span style="color: #ff0000; font-family: Chewy,serif;">LIFE CONNECTION: <span style="font-family: Chewy,serif;"> There are many Volcanoes and Volcanic eruptions that have happened around our world and I saw one in Hawaii with my family and took home volcanic ash. <span style="color: #9900ff; font-family: Chewy,serif;">EXAMPLE- <span style="font-family: Chewy,serif;">Volcanoes: Mount Vesuvius and Mount St. Helens

Gena
Working on a couple of things:
 * 1) Digital Storytelling: three returning students (Tech Crew in the making…) took care of signing up the incoming students create their Edmodo accounts, helped them with a quick posting how-to, and introduced them to the idea of creating our DST Agreements in sketch form by showing them what we did last year.
 * 2) 4th gr./Bilingual I’m trying to create a Wiki for my tutoring 4th/Bilingual group to respond during Literature Circles, and to put into practice what we learn during word work through an authentic/independent writing.

Lynn
I used Digital Passport to teach how to search effectively online. There was a lesson on keywords I taught and then the students logged on to Digital Passport to practice locating keywords.

I felt most of my students did well, but some need some more practice identifying effective keywords when searching for information.

ME
I had students brainstorm on how they could take ownership of their learning. I told them they will be learning about subtraction – missing part. So, they suggested to divide up the class into groups and have mini-teachers. We then came up as to how many groups and what each group would do. Mini-teachers would have to write a lesson plan about the group they would like to teach. I asked them to write their materials, questions they will ask, a sample of their work, and a reflection their classmates would have to think about after the lesson. I also challenged them as to what technology tool they could use in their lesson. After the mini-teachers were chosen, we had a dry-run and discussed what went well and what could be improved.

Olga
<span style="color: #800000; font-family: Arial,sans-serif;">Introducing writing as closing component of the class, students will record their observations, from the gardening class. For the cooking class the students will be answering a question posted on Edmodo. The goal is by the end of the semester the students will be taking and posting the pictures, asking questions and providing journals feedback.


 * <span style="color: #800000; font-family: Arial,sans-serif;">21Ct Skills Introduced or Practiced <span style="font-family: Arial,sans-serif;">: communication, collaboration, predictions, problem-solving, comparing/contrasting, making hypothesis.
 * <span style="color: #800000; font-family: Arial,sans-serif;">Technical Skills Introduced or Practiced <span style="font-family: Arial,sans-serif;">: taking digital pictures for documentation, downloading, naming & saving digital pictures to specific file in h-drive; browsing for files; selecting & uploading images to Edmodo.

Renee
Citizenship group work – students working together to sort pictures that show good citizenship and not good citizenship


 * Collaboration skills introduced and practiced – listening, speaking, participating, problem -solving, decision making

Robin
In Social Studies this year I am trying to work backwards (flipping) in teaching the kids about a particular period in American History. This last Friday I had a “debrief” with the students to find out what was good and bad about the process of learning about the California Gold Rush. **Rowena**

Wendy
Action Based Learning Lab: The students came to the lab and ran through five stations. They were having fun, but did not realize that the goal for them being there was to get their brain ready to learn when they returned to class.
 * I took various pictures and videos which I plan to share by creating an I movie, photo story, and an animoto with teachers to support the Action Lab.