tag:blogger.com,1999:blog-48749349970631570112024-02-07T22:27:40.682-05:00THINKING about TEACHINGAnonymoushttp://www.blogger.com/profile/05162847607626340221noreply@blogger.comBlogger20125tag:blogger.com,1999:blog-4874934997063157011.post-89808760683641770762016-04-11T14:21:00.000-04:002016-04-12T13:33:10.159-04:00Assessing Writing Through Speech to Text?<div class="p1">
I've been exploring with Google Drive with my Grade Ones recently and seeing how I can see it being used effectively in a primary program. Read and Write within Google Docs, has HUGE potential. I am excited at what I can do with my students.</div>
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Today I had my students create a picture and then describe what they drew. I taught them how to use the microphone to record their thinking. For the most part, what they wanted to say (their intended meaning) was typed correctly on the screen. (Even with a 'not so quiet' classroom!!) One of my lowest students who cannot write independently (and not yet reading successfully) created 2 sentences and even said where to put periods! (This is SO huge for him!) Now I realize that the computer is typing the proper spelling, using correct finger spaces and putting in capitals at the beginning.... BUT those are just conventions, writing is SO much more than conventions. Isn't this then just a tool to help with the spelling and some conventions, but it isn't taking away the writing process?</div>
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This has really got me thinking... the "traditional" part of me is saying that this cannot really be writing, so how can I use this for assessment; however, I'm <b>really</b> questioning that traditional side, as I've hit a ton of specific expectations here. Independently, they are developing, classifying, organizing ideas, and they've also added in voice, word choice and sentence fluency. In addition, that once they complete their sentence, they have to read over their writing (or have it read back to them using read and write) to revise and proof-read.</div>
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Looking at the expectations, it appears that it's something worthwhile when it comes to getting my students to share their thinking with others. <i>(Isn't that the purpose of writing - what writing really is? I'm writing this post today to share my thinking with you.)</i> </div>
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Of course, it's also not the only type of writing we do within the year. I realize that writing on paper is necessary (and important), but I don't think it's the only way we need to assess. </div>
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Here are a few student examples of their work from today. This was the first time they've used Google Docs and Read and Write (they have had experience using Google Draw last week). They probably had about 20 minutes independently to work. I allowed them to choose what to draw, as long as it was a picture (not just random lines or icons) and were able to tell me about it.</div>
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I'd love your opinion on these thoughts. Can I use this some of this writing for assessment and evaluation? Are they actually writing or does writing need to include spelling and conventions all the time?<br />
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<b><i>EDIT:</i></b> So I've been thinking about this even more and have only come up with more questions...<br />
During EQAO, using a computer/read and write is an accommodation that needs to be specifically identified on an IEP. Therefore, is using Read and Write always an accommodation? Is there a line between 'good teaching practices' and accommodations when using technology? Can we provide certain accommodations (i.e., technology) but assess it without an IEP?<br />
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I don't believe that their ideas, the structure of the sentence, voice, tone or word choice were accommodated, just the means to how to got onto the paper was accommodated. Does the tool used throughout the process affect the product? </div>
Anonymoushttp://www.blogger.com/profile/05162847607626340221noreply@blogger.com2tag:blogger.com,1999:blog-4874934997063157011.post-57274651665549982112016-03-14T14:17:00.003-04:002016-03-14T14:22:19.546-04:00Adventures of GAFE in Grade OneMarch has been a busy month for trying new things. I love this time of year in Grade One, as they are ready to take on more challenges and we can begin jumping into the unknown together. Coding has been something we started venturing into earlier this month, see my post <span style="background-color: white; color: #c27ba0;"><a href="http://jennivanrees.blogspot.ca/2016/03/coding-morning-in-grade-one.html" target="_blank"><span style="color: #c27ba0;">here</span></a> </span>for more. Just last week, I took another big leap and jumped into the Google Drive/Google Classroom world with my Grade Ones. Since our school board has accounts for each of our students from Kindergarten to Grade 12, I figured now was the best time to start introducing something they could potentially be using for the next 12 years!<br />
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Lucky for us, our classroom was given 4 Chromebooks for temporary use. Before introducing them into the classroom, I sat down and figured out my plan in how we'd use them. I assigned 5 students for each Chromebook and then signed them in using their GAFE (Google Apps for Education) accounts. Thankfully, their profile gets saved on the Chromebook, so it becomes easy to log in and get started, since all they need is their password. I set up a few bookmarks in Chrome so we could easily get to our <span style="background-color: white;"><a href="http://mrsvanrees.blogspot.ca/" style="background-color: white;" target="_blank"><span style="color: #a64d79;">Class Blog</span></a><span style="background-color: white;">, their </span><a href="https://kidblog.org/class/gradeonelearners/posts" style="background-color: white;" target="_blank"><span style="color: #c27ba0;">i</span></a><span style="background-color: white;"><span style="color: #c27ba0;"><a href="https://kidblog.org/class/gradeonelearners/posts" target="_blank"><span style="color: #c27ba0;">ndividual blogs</span></a>,</span></span><span style="background-color: white;"> R</span></span>az-Kids, Dreambox and our School Board's Library Learning Commons (which provides direct links to TumbleBooks and PebbleGo to name a few). Once their accounts were ready, I introduced the Chromebooks to the class and had the students use them during our Reading and Writing workshops.<br />
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This wasn't enough for me. Knowing that we had access to GAFE, I wanted more for my students. I wanted them to experience as much as they could handle. Even though they are young, they are capable! At <a href="http://edcampwaterlooregion.wikispaces.com/" target="_blank"><span style="color: #c27ba0;">EdcampWR</span></a>, GAFE had come up multiple times, but all the teachers using it were either junior, intermediate or secondary. I wanted primary to be included. I chatted with <span style="color: #c27ba0;"><a href="https://twitter.com/heidi_hobson?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor" target="_blank">Heidi Hobson</a> </span>(our Technology Support Teacher for our school board) and asked her about primary students using GAFE. She offered to help me brainstorm ideas on how to get my class started. After chatting for an hour or so one day, we introduced my students to Google Drive.<br />
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We began by explaining what Google Drive is all about, we referred to it as a "Sky Desk". Where all the files you work on get put into your desk that's essentially in the sky, so you can access it from anywhere. The students loved the analogy and quickly wanted to log on and see their very own sky desk. That day we showed them how to sign into Google Classroom and start working on a <span style="color: #c27ba0;"><a href="https://docs.google.com/drawings/d/1-zvoQjoiGLdg3gjECALSuyZ2K5H9eYZfyTdmbryGed0/edit?usp=sharing" target="_blank"><span style="color: #c27ba0;">Google Draw assignment.</span></a> </span>In order to make this work, I borrowed 6 other Chromebooks, so I had access to 10 in total. I put my students in partners and let one sign in and test it out, while the other helped. When it was time to switch partners, they easily signed into their new account and got started with very little help from the adults in the room. 6 and 7 year olds are very capable. :)<br />
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Our goal is to introduce them to Google Slides to create an <a href="https://docs.google.com/presentation/d/1z8p5Q8JloS0FyvTVtkK5tHOSt23mZqudVeGeUtSORF0/edit?usp=sharing" target="_blank"><span style="color: #c27ba0;">'All About Me' slideshow </span></a>with pictures and words. To get them there, they need to be familiar with the tools that Google offers. With practice and play with Google Draw, they can start creating lines and shapes, begin to fill in colours and just overall work with a Chromebook in a new way. I send home an <a href="https://docs.google.com/document/d/1AaEPXcz4W0L9gTm8CtcB4lXQJwwk0nnJs6QBU8DzK28/edit?usp=sharing" target="_blank"><span style="color: #c27ba0;">instruction sheet</span> </a>on how to log onto their "sky desk" at home so some may choose to practice this over the March break.<br />
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Currently these are simple ways to introduce GAFE into our classroom. I want to be cautious that I'm not just choosing the tool and then trying to fit it into the lesson or curriculum. I want my students to be able to choose from a variety of tools. In order for them to have a variety of choice and use something appropriately, there needs to be some specific teaching to allow students to gain the knowledge and independence when working with it. Providing these simple activities gives my students just that. Where they go next to showcase their learning will be the real adventure. Please note, that this works in my classroom because I allow students to have choice when creating something. During Reader's and Writer's Workshop or Wonder Wednesday, I provide the students with choice to show us their learning. (This is also a work in progress, but something that lends itself nicely from the FDK model of inquiry and play they have been familiar with for 2 years.) I have some students who will choose to create a booklet or poster than use an iPad or Chromebook. Technology isn't everything in our class, we just try and incorporate it in when it makes sense to the person using it.<br />
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I'm excited to see where this journey takes us and see how possible it is to have young students using GAFE in meaningful and purposeful ways. Thanks for joining me in this journey, if you have any suggestions, I'm always willing to listen!Anonymoushttp://www.blogger.com/profile/05162847607626340221noreply@blogger.com0tag:blogger.com,1999:blog-4874934997063157011.post-29698127350678581922016-03-07T16:59:00.001-05:002016-03-11T14:01:52.672-05:00Coding Morning in Grade OneCoding.<br />
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Before last year, all I ever knew was that it was called computer programming and it was only something programmers could do. Thanks to Twitter and my PLN, I've discovered that it's something anyone can do, even my Grade One students!<br />
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For the past 2 weeks, we have been busy coding in our classroom. Not everyday, but for a few times a week, we would have a 'Coding Morning' and work in 3 different coding centres. These centres included:</div>
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We downloaded the app "Tickle" on our classroom iPads to create the codes to have the Sphero move. There is a sphero app, but it only allows students to move it using a joystick, I wanted the students to actually create the code to allow it to move. This was something new for all of us and a great learning experience for us all.</div>
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About a month ago we tested out Scratch as a class in the computer lab. <a href="https://twitter.com/ScottMcKenzie27?lang=en" target="_blank">Scott McKenzie</a> created some basic <a href="https://www.youtube.com/watch?v=xXSP2t9F-Bg" target="_blank">step-by-step instructions</a> on YouTube on how to do some basic things with the sprite (we call him, "Scratchy" in our class). With time to play and explore, they discovered how to make him move, make noise and use speech bubbles. With this little bit of background knowledge, I knew they could handle working on it more during these centres. Scratch can be challenging for Grade Ones as there is a lot of text to navigate, but with some purposeful partnership and time to explore, my students didn't seem too bothered by it.</div>
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At the beginning of the year I had introduced Kodable, a very basic primary version of coding, where students use arrows to direct a fuzzy ball through a maze. Scratch Jr. is a primary version of Scratch, without all the extra words. The codes that students use are pictures and are very self-explanatory. Daisy the Dino is similar to Scratch Jr. where it contain simple codes to make the dinosaur move. These are great beginning apps to coding that are primary friendly.</div>
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We don't always have access to this technology, but when we have it, I am very grateful. For these centres, I used 3 Sphero's (on loan from our school board) paired with 3 iPads we have in our classroom, I signed out an additional 6 iPads from our school collection and currently have 4 Chromebooks in our class. Having a variety of technology in our classroom is an asset to allow students to see how they can use each one and learn the positives (and negatives) about each and what works better for the purpose we need.</div>
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Before we started our first Coding Morning, we read the book <a href="http://www.kidscanpress.com/products/most-magnificent-thing" target="_blank"><i>The Most Magnificent Thing</i></a> by Ashley Spires. This is a book that focuses on growth mindset and failure leads to success. We talked afterwards about how the girl struggled to come up with the most magnificent thing that she had created in her mind, but that she kept with it until she made it. She took a walk when she needed space, but she never gave up and she always kept going. This was going to be our mantra as we worked through the centres. We also created learning goals that helped us focus on what we wanted to do. They focused on working together, problem solving and talking it through (especially when we get frustrated). Learning skills that are essential for everyone, but can be particularly difficult (but necessary) for Grade One students. </div>
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I gave them a coding partner that they would work with for each centre, then gave a few introductions for each group (how to log into scratch, how to find the apps you wanted or how to use Tickle in order to make the Sphero work) then set them off to work with their partner.</div>
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My students were so engaged and created some interesting things. No one created a project that was worth sharing to a global audience yet, but each group created something that worth sharing to each other. The sharing time was so important. I found that by the third morning, the students had started creating more elaborate projects because of what the previous group had shared, even though they hadn't been at that centre before.</div>
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All in all, it was a great project and opportunity to explore together. I would definitely recommend coding to all primary classes. It certainly seems like the new language of the 21st century and something that engages <i style="font-weight: bold;">all </i>learners in my class.</div>
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So as life-learner myself, I've already started wondering about what is next and how I get there. How can I go deeper? How can I link this with some of the Language expectations* for Grade One? How can I use coding in my classroom on a regular basis? </div>
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As a Language teacher, where have <i>you</i> gone next? Would love to hear some of your ideas!</div>
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*Although there are other great curriculum connections, I am only teaching Language this year.</div>
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Anonymoushttp://www.blogger.com/profile/05162847607626340221noreply@blogger.com6tag:blogger.com,1999:blog-4874934997063157011.post-62030752650170736042015-08-10T09:40:00.000-04:002015-08-10T13:23:53.211-04:00#PB10for10 Board Book Edition<div>
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<span style="font-family: inherit;">It's that time of year again... August 10th, which means #PB10for10! Thank you to </span><a class="g-profile" href="https://plus.google.com/106117630326425680141" style="font-family: inherit;" target="_blank">+Cathy Mere</a><span style="font-family: inherit;"> and </span><a class="g-profile" href="https://plus.google.com/114101468939747628314" style="font-family: inherit;" target="_blank">+Mandy Robek</a><span style="font-family: inherit;"> for creating this amazing day to share our picture book love </span>with one another<span style="font-family: inherit;">. [Click <a href="https://plus.google.com/u/0/communities/109747361653807401083/stream/3996ef33-2a60-4588-8eda-bcb790e6b333" target="_blank">here</a> for more great blogs that are linked with PB10for10.]</span><br />
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<span style="font-family: inherit;">I truly love this day - but my husband probably hates, as my list of books to buy grows exponentially. As I eagerly await to write out my own list, I have to pause and reflect of the fact that I haven't created a blog post for 2 years. 2 YEARS! I had no idea it has been THAT long. However, in the past 2 years, a lot has happened. Emma arrived 15 months ago and our lives have changed completely. Previous to that, I was in my pregnancy bubble and apparently forgot I even had a blog. Blogging has just not been a top priority. I've been away from my classroom since May 2014. Instead, I have been mommy - my favourite role, by far! [Side note: I'm going back into the classroom in September and look forward to my teaching role again. I love teaching, I have just been in a bubble for the past year and half.] Since I haven't been in the classroom for the past year, I've decided that my PB10for10 is a going to be a little different this year. Instead of 10 pictures books, I'm going to list 10 board books that my 15 month old couldn't live without. She has been a book lover since she was 5 months old - maybe younger (insert smile of her proud mama here!). Every morning we wake up and read books together and every night before she goes to bed, she reads books with her daddy. Not to mention all the reading we do between those times. So, without further ado, here is my list of 10 Picture Books (Board Books) that my daughter, (not to mention my husband or I) couldn't live without. [Each title is linked to the specific book on amazon.ca]</span><br />
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<b><i>10. <a href="http://www.amazon.ca/s/ref=nb_sb_ss_c_0_19?url=search-alias%3Daps&field-keywords=baby+touch+and+feel+books&sprefix=baby+touch+and+feel+books%2Caps%2C266" target="_blank">Baby Touch and Feel</a> books</i></b><br />
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Some of these books were her first favourites. They are very simple, with only a word on the page with a picture, but the key is that they have textures on each page. As she first began to look at these books, I would help her touch the textures. Now as we read, she picks up my hand to touch the textures if I forget.<br />
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<b><i>9. <a href="http://www.amazon.ca/Mortimer-Robert-Munsch/dp/0920303110/ref=sr_1_1?ie=UTF8&qid=1439169072&sr=8-1&keywords=mortimer" target="_blank">Mortimer </a>- by Robert Munsch</i></b><br />
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Robert Munsch is such a great author for kids of all ages. Emma loves this book, especially when her Daddy reads it to her before bed, as Mortimer has such a great "bedtime" song and it needs to be sung properly to thoroughly enjoy it.<br />
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<b><i>8. <a href="http://www.amazon.ca/Pat-Bunny-Dorothy-Kunhardt/dp/0307120007/ref=sr_1_1?ie=UTF8&qid=1439168976&sr=8-1&keywords=pat+the+bunny" target="_blank">Pat the Bunny</a> - by Dorothy Kinhardt</i></b><br />
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I grew up with this book, as did many others, I'm sure - so it's a bit "old fashioned" as it follows the lives of Paul and Judy, but another one of Emma's favourite. I think she enjoyed this book when she was quite young, as the pages were easy to turn since they are binded together with a plastic comb. She could easily turn the pages independently and quickly learned to find the page with the mirror. She really just enjoyed seeing herself!<br />
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<b><i>7. <a href="http://www.amazon.ca/Daddy-Hugs-Karen-Katz/dp/1416941207/ref=sr_1_1?ie=UTF8&qid=1439169122&sr=8-1&keywords=daddy+hugs" target="_blank">Daddy Hugs</a> - by Karen Katz</i></b><br />
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This book was a father's day present. I love this one because of the numbers. It counts from 1 to 10, but it portrays each number in words, numbers and pictures. As we read this book, we point to each heart to count the number and then point out the actual number. As a teacher, this book is a fantastic introduction to numbers in pictures, numbers and words.<br />
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<b><i>6. <a href="http://www.amazon.ca/I-Love-You-Through/dp/0439673631/ref=sr_1_1?ie=UTF8&qid=1439169046&sr=8-1&keywords=i+love+you+through+and+through" target="_blank">I Love You Through and Through</a></i></b><br />
<b><i>- by Bernadette Rossetti-Shustak and </i></b><b><i>Caroline Jayne Church</i></b><br />
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This book talks about the love someone has for their child. Loving their smile, their nose, being loud, being silly, all aspects of a baby. I've been reading this book to Emma since I was pregnant. It was my 1 book that I read each night as I sat thinking of the future with a baby. There are other books in the series that are just as sweet and easy to read, that have become favourites in our household.<br />
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<b><i>5. <a href="http://www.amazon.ca/Love-My-Mommy-Giles-Andreae/dp/1423168259/ref=sr_1_1?ie=UTF8&qid=1439169101&sr=8-1&keywords=i+love+my+mommy" target="_blank">I Love My Mommy</a> </i></b><b><i>- by Giles Andreae and Emma Dodd</i></b><br />
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I bought myself this book for mother's day (but let my husband and Emma give it to me on the day) because once I read it at Chapters, I had to buy it. This rhyming book flows so easily and captures the love between a mom and a baby. Simple story, but sweet. We both love reading this rhyming book.<br />
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<b><i>4. <a href="http://www.amazon.ca/Pajama-Time-Sandra-Boynton/dp/0761119752/ref=sr_1_1?ie=UTF8&qid=1439169087&sr=8-1&keywords=pajama+time" target="_blank">Pajama Time</a> - by Sandra Boynton</i></b><br />
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I was given this book from my 17 year old nephew, as this was his favourite bedtime story when he was little. It's a story about a bunch of animals that are getting ready for bed and the fun they have as they get ready. Sandra Boynton is such a creative author that captures fun and rhyme in easy to read stories. Most of her books are Emma's favourite as loves the rhyme and repetition and the pictures always add to the fun.<br />
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<b><i>3. <a href="http://www.amazon.ca/Hug-Jez-Alborough/dp/0763615765/ref=sr_1_1?ie=UTF8&qid=1439169031&sr=8-1&keywords=hug" target="_blank">Hug</a> by Jez Alborough</i></b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgoqXJhEGVh6a0kjtfndMPvfADaG72sVgGMUzPS00rTjDzueGZJGv83AX0HKghJjcIXfDXBQ-TRqzYp2TbDykzZLt0aFKOB8IgT-Z5DLMA0WTIYexgPuJKlBwj9q9NmoSyNFtQ7vUZwVk/s1600/41BRBTR33TL._SY427_BO1%252C204%252C203%252C200_.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="171" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgoqXJhEGVh6a0kjtfndMPvfADaG72sVgGMUzPS00rTjDzueGZJGv83AX0HKghJjcIXfDXBQ-TRqzYp2TbDykzZLt0aFKOB8IgT-Z5DLMA0WTIYexgPuJKlBwj9q9NmoSyNFtQ7vUZwVk/s200/41BRBTR33TL._SY427_BO1%252C204%252C203%252C200_.jpg" width="200" /></a></div>
This book is almost wordless. "Hug" is the key word for this cute story of Bobo the chimpanzee looking for his mother for a hug and on his journey notices all of the other animals hugging each other. At the end, Bobo and his mommy reunite and hug, which always produces a smile on Emma's face when she sees them each other hug at the end. I've created my own story with this book, but it goes to show how pictures can tell a story. A great book to use with my Grade Ones as well.<br />
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<b><i>2. <a href="http://www.amazon.ca/Gossie-Olivier-Dunrea/dp/0618747915/ref=sr_1_1?ie=UTF8&qid=1439169113&sr=8-1&keywords=gossie" target="_blank">Gossie</a> - by Olivier Dunrea</i></b><br />
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This story is about a Gosling who likes to wear bright red boots until one day when she can't find her boots. It's a simple story with simple illustrations, but there's just something about the book that has quickly become a family favourite. Gossie also have friends that have books that we have been collecting as well. Some friends don't want to nap, other are forgetful, each book has a simple storyline that has us coming back to read again and again.<br />
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<b><i>1. <a href="http://www.amazon.ca/Youre-Little-Bunny-Claire-Freedman/dp/0545207215/ref=sr_1_1?ie=UTF8&qid=1439173853&sr=8-1&keywords=you%27re+my+little+bunny" target="_blank">You're My Little Bunny</a> - by Claire Freedman and Gavin Scott</i></b><br />
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This book is one we have read over and over, usually before nap time or bedtime. I've memorized this one months ago, as the rhyme makes each page flow so easily. The book goes through the simple adventures of a bunny and her mommy. The illustrations are soft and adds to the cozy feeling of the book. A definite favourite for our family.<br />
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Well, there you have it. Our 10 favourite board books that our 15 month old loves. I could go on and on about the other favourites we have, but I'll keep it simple and stop here. It's not the traditional classroom list of picture books, but in my life right now, these are the books that have my attention and I have grown to love. What board books can you not live without? Maybe you have one that we need to add to our collection, I'd love to hear!Anonymoushttp://www.blogger.com/profile/05162847607626340221noreply@blogger.com4tag:blogger.com,1999:blog-4874934997063157011.post-2683982601357462622013-08-10T20:32:00.002-04:002013-08-12T19:49:32.136-04:00Picture Books 10 for 10: Classroom Edition<b id="docs-internal-guid-2204f215-6ab4-ac74-b1e3-e96b1308c05f"><span style="font-weight: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Today I participated in #PB10for10 (my 10 favourite Picture Books on August 10th) created by <a href="https://twitter.com/cathymere" target="_blank">@cathymere</a> and <a href="https://twitter.com/mandyrobek" target="_blank">@mandyrobek</a> and now I've been inspired to create some sort of PB10for10 for our students using our class blogs. Reading through dozens of blogs about favourite picture books has been inspiring. There are so many GREAT books out there - one I have read and ones I haven’t read... yet (my amazon account has been busy!).</span></span></b><span id="docs-internal-guid-2204f215-6ab4-ac74-b1e3-e96b1308c05f"></span><br />
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<span style="font-weight: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Our STUDENTS need a voice in this. What are their favourite books? </span></span><b id="docs-internal-guid-2204f215-6ab4-ac74-b1e3-e96b1308c05f"><b id="docs-internal-guid-2204f215-6ab4-ac74-b1e3-e96b1308c05f"><span style="font-weight: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Think of the discussions you could have with your students about this. What makes it their favourite? Would you create criteria for what makes a good book or just pick random favourites? </span></span></b></b><b style="line-height: 1.15;"><b><span style="font-weight: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">If you can create a </span></span></b></b><b id="docs-internal-guid-2204f215-6ab4-ac74-b1e3-e96b1308c05f" style="line-height: 1.15;"><span style="font-weight: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">top 10 list of books with your class, we can share those lists with each other on our class blogs or twitter accounts (like we did today - check it out <a href="http://www.jogtheweb.com/run/FPWVQTdlsHPK/August-10-for-10-Picture-Book-Event--pb10for10-2012" target="_blank">here</a>!). </span></span></b></div>
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<span style="font-family: inherit;"><span style="font-weight: normal; vertical-align: baseline; white-space: pre-wrap;">February is the month of love, so this may be the perfect time to share our </span><b><i><span style="vertical-align: baseline; white-space: pre-wrap;">love</span><span style="vertical-align: baseline; white-space: pre-wrap;"> for BOOKS.</span></i></b><span style="font-weight: normal; vertical-align: baseline; white-space: pre-wrap;"> This would also give us lots of time to be reading to our students and allowing them to make decisions about what books </span><span style="font-weight: bold; vertical-align: baseline; white-space: pre-wrap;"><i>they</i></span><span style="font-weight: normal; vertical-align: baseline; white-space: pre-wrap;"> like.</span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">We can talk specifics later on in the year and link up our class blogs. We could create an Edmondo teacher group and share ideas/books, buddy up with another class and further the conversations using individual blogs, or just keep it simple and read a few lists from other classes. I want it to be useful for YOU and your class. However that may look. Right now, this is just the beginning stage.</span></span><br />
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">** If you are interested in participating in something like this, <b><span style="font-size: x-large;">add your name <a href="https://docs.google.com/spreadsheet/ccc?key=0Aj0A7XsuENy2dEpncllaeXpzYVphemdfcjh5RG1sWlE&usp=sharing" target="_blank">HERE</a></span><span style="font-size: large;"> </span></b>so I can make sure we connect later on in the school year. </span></span></div>
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<span style="font-weight: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Suggestions are appreciated, so please let me know if you think of anything else. Leave a comment or </span></span><span style="font-weight: normal; line-height: 1.15; white-space: pre-wrap;">connect with me on twitter </span><a href="https://twitter.com/jennivanrees" style="font-weight: normal; line-height: 1.15; white-space: pre-wrap;" target="_blank">@jennivanrees</a>.</div>
Anonymoushttp://www.blogger.com/profile/05162847607626340221noreply@blogger.com11tag:blogger.com,1999:blog-4874934997063157011.post-7900843508511813452013-08-10T11:29:00.002-04:002013-08-10T13:03:44.851-04:00Picture Books 10 for 10: Authors I couldn't live without<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: inherit; letter-spacing: 0px;"><a href="http://www.blogger.com/blogger.g?blogID=4874934997063157011" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="http://www.blogger.com/blogger.g?blogID=4874934997063157011" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="http://www.blogger.com/blogger.g?blogID=4874934997063157011" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="http://www.blogger.com/blogger.g?blogID=4874934997063157011" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="http://www.blogger.com/blogger.g?blogID=4874934997063157011" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="http://www.blogger.com/blogger.g?blogID=4874934997063157011" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="http://www.blogger.com/blogger.g?blogID=4874934997063157011" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="http://www.blogger.com/blogger.g?blogID=4874934997063157011" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><span style="letter-spacing: 0px;">Choosing 10 favourite pictures books is probably one of the hardest challenges I’ve had to face this summer. So, in order to get around the fact that I need to choose only 10 books, I created a list of authors who write those 10 (or more) books that I just couldn’t live without in my classroom or in my life. To feel like I wasn’t “cheating” I only chose 6 authors, rather than 10, since each author writes multiple books I love.</span><span style="letter-spacing: 0px;"> </span></span></div>
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<span style="letter-spacing: 0px;"><span style="font-family: inherit;"><b>Amy Krouse Rosenthal:</b> <i>Exclamation Mark, Little series (Little Hoot, Little Pea, Little Oink)</i></span></span></div>
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<span style="letter-spacing: 0px;">I love how Exclamation Mark discusses punctuation without actually talking about it. It doesn’t explain what a period does or a question mark, it just shows the dialogue. Love how it’s a cute story with a meaning. </span></div>
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<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">The Little series are my favourite because it takes what would kids love to do and makes the animals characters hate it. Little Hoot is forced to stay up late even though he wants to go to bed early like everyone else. Little Pea is forced to eat CANDY everyday, even though he would rather eat spinach and Little Oink has to keep a dirty room, even though he’d rather keep it nice and clean. Such fun books and when your students notice the reversals, they love it too!</span></span><br />
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<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;"><b>Daniel Kirk</b>:<i> Library Mouse series</i></span></span><br />
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<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">I love the words to these stories, it promotes writing in my class. I’m not a huge fan of the illustrations, but the storyline makes up for it. After reading the story, I’ve created my own mouse-sized pencils and books for the students. As they write their stories (about the things they know about), they feel like they’ve become REAL writers.</span></span><br />
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<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;"><b>Oliver Jeffers</b>: <i>How to Catch a Star, Lost and Found, The Day the Crayons Quit (illustrator)</i></span></span><br />
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There’s just something about Oliver Jeffers books. I love that he uses a unique font and that the front covers always have a different texture than other books. I love the story lines and what his characters say - sometimes not expected. His books usually get me laughing out loud in the book store. “The Day the Crayons Quit” written by Drew Daywalt but illustrated by Oliver Jeffers, will guarantee be a hit with my class this year.</div>
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<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">Scaredy Squirrel has been a favourite for years. I love the way she created a character that everyone can relate to - either you’ve been there or know someone who is exactly like Scaredy. The humour goes beyond Grade 1 level, which makes me chuckle more than my students at times. Love that she uses a variety of text forms in her writing that can be easily be created by my students. These books in my classroom library are usually taped up a few times, because they’ve been read so much. A sign of a great book!</span></span><br />
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<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;"><b>James Dean & Eric Lutwin</b>: <i>Pete the Cat series</i></span></span><br />
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<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">I’m not sure what’s better, the books or the fact that the books have audio songs. My students LOVED Pete and Cat this year. I think we sang his song all through the year at different parts of the day, even on the bus on the way to a field trip. What I love most about these books, is Pete’s mantra, “It’s all okay”. We have taken that up as our motto in class when things just don’t go our way or we’re talking about flexibility. If we break something, do we cry about it? Oh no... we say it’ll be okay, try to fix it, while singing our song. :) Go <a href="http://www.harpercollinschildrens.com/feature/petethecat/" target="_blank">here</a> for the songs.</span></span><br />
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<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;"><b>Mo Willems</b>: <i>Knuffle Bunny series, Elephant and Piggie series, Pigeon books</i></span></span><br />
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<a href="http://www.blogger.com/blogger.g?blogID=4874934997063157011" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">I LOVE these books. My students LOVE these books. Knuffle Bunny has captured audiences in my classroom from Kindergarten to Grade 6. When Trixie goes ‘boneless’ in the first book, I can hardly contain my laughter. When she grows up in the third book, I can hardly contain my tears. Mo Willems is just <i>that</i> good! :)</span></span><br />
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<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">My Grade Ones LOVE the Elephant and Piggie books, not only because they're funny and love hearing them read aloud, but because THEY can read them too. What a great series to create independent readers.</span></span><br />
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<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">To top it off, Mo Willems also writes all the pigeon books too! I’m sure I can go without saying anything, because who hasn’t read one of these? They’re just so engaging!</span></span><br />
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<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">So, there is it, </span></span>my favourite authors I just couldn’t live without, nor could my students.<span style="font-family: inherit;"><span style="letter-spacing: 0px;"> My 10 for 10... even though if you were counting books, you'd see that there was </span></span>definitely<span style="font-family: inherit;"><span style="letter-spacing: 0px;"> more than 10 - but less than 10 authors. So, technically it's not "cheating", right? :) </span></span><br />
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<span style="letter-spacing: 0px;"><span style="font-family: inherit;">What are your “must have” picture books?</span></span>Anonymoushttp://www.blogger.com/profile/05162847607626340221noreply@blogger.com9tag:blogger.com,1999:blog-4874934997063157011.post-13148259004192775852013-07-27T13:54:00.001-04:002013-07-27T13:54:42.070-04:00Inquiring About Inquiry: My Journey Into Inquiry Based Learning (Part 2)<span style="font-family: inherit;"><br /></span>
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<span style="font-family: Times, Times New Roman, serif;">This post focuses on connecting my thinking of inquiry with research. To see my journey into inquiry, go <a href="http://jennivanrees.blogspot.ca/2013/07/inquiring-about-inquiry-my-journey-into.html" target="_blank">here</a> in Part 1 of Inquiring about Inquiry.</span><br />
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<span style="letter-spacing: 0px;">I joined a book club in the middle of the school year with some teachers in our school board. We read, <i>A Place for Wonder </i>by Georgia Heard and Jennifer McDonough. This book describes how to create a sense of wonder in the classroom by creating specific areas in your room to allow students to wonder and question. It explains how to focus into students’ natural curiosity by having them create questions. This eventually leads to the creation of a non-fiction piece of written work. This book gave concrete examples of primary inquiry and focused on the curiosity of the child. The Ontario Science and Technology curriculum quotes Jeffrey Bloom (on page 28) about the sense of wonder in our classrooms as children are naturally curious.</span></span><br />
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<span style="font-family: inherit; letter-spacing: 0.0px;"><i>"Trying to understand how the world works is what children do naturally, and it is what you need to take advantage of when teaching science [and technology]. Just remember: Avoid being the knowledge authority. ... Instead, cultivate a sense of excitement for exploring and inquiring about our world and for generating and testing possible explanations."</i></span></div>
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<span style="font-family: inherit; letter-spacing: 0.0px;">Jeffrey W. Bloom<i>, Creating a Classroom Community of Young Scientists</i>, 2nd ed. (2006), p. 4</span></div>
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<span style="font-family: Times, Times New Roman, serif; letter-spacing: 0px;"><i>Engaging Readers and Writers with Inquiry </i>by Jeffery D. Wilhelm makes some great literacy connections in the book. He explains inquiry very well and provides examples and details of inquiry geared more towards junior/intermediate students. A great quote connecting literacy to inquiry: “Most recent research in cognition shows that reading and writing are forms of inquiry, and are best learned in contexts of inquiry and through the questioning and discourse that is central to it” (p. 10).</span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="letter-spacing: 0px;">Lorraine Chiarotto’s <i>Natural Curiosity </i>focuses on a child’s understanding of the world through environmental Inquiry. This is a very practical book with great examples classroom inquiry. It discuses assessment of inquiry in detail and quotes the Ontario curriculum and Growing Success. As these are documents I need to use to help plan and asses my students, I know that this can be a great resource as I work through inquiry throughout the year. </span><span style="letter-spacing: 0px;">Chiarotto provides </span></span><span style="letter-spacing: 0px;"><span style="font-family: Times, Times New Roman, serif;">classroom a variety of examples of inquiry. Two of these examples specifically focus on grade one students:</span><br />
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<span style="font-family: Times, Times New Roman, serif; letter-spacing: 0px;">In one of the Capacity Building Series monographs, Special Edition #24, “Getting Started with Student Inquiry” (October 2011) discusses inquiry and student engagement in an easy to follow and read monograph. A great quote to remember, “While engaged students may appreciate extrinsic rewards such as good grades, or praise, their motivation is not dependent on these things. They are engaged in learning because they find it interesting, enjoyable and self-fulling.”</span></div>
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<span style="font-family: Times, Times New Roman, serif; letter-spacing: 0px;">Kuklthau, Maniotes & Caspari (2007) defines inquiry as:</span></div>
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<span style="font-family: inherit; letter-spacing: 0.0px;">“Inquiry is an approach to learning whereby students find and use a variety of sources of information and ideas to increase their understanding of a problem, topic or issue of importance. It requires more than simply answering questions or getting a right answer. It espouses investigation, exploration, search, quest, research, pursuit and study. It is enhanced by involvement with a community of learners, each learning from the other in social interaction.”</span></div>
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<span style="letter-spacing: 0px;"><span style="font-family: Times, Times New Roman, serif;">As I read and reflect upon the last year of inquiry, I’ve come to the conclusion that I may have created inquiry to be more of a project, than a journey of learning for my students. I focused my energy on the questioning part and had the students create lots of questions, but sometimes it didn’t go further than that. We probably created more wonders than we actually answered. I had my students doing “hands on” activities and had them creating something. I tried to let my students guide the learning, but only when it was convenient for my teaching. We definitely had moments of great inquiry and great learning. We also had times where it may have been more “busy work” than anything else. It was all engaging and fun, but purposeful? </span><span style="font-family: inherit; font-size: 12px;"> </span></span></div>
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<span style="font-family: inherit; letter-spacing: 0.0px;">“Inquiry-based teaching is collaborative, investigative, and deeply intellectual. The teacher has a responsibility to make the inquiry experience purposeful and high thoughtful. Teaches are the primary architects of the learning experience.”</span></div>
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<span style="font-family: inherit; letter-spacing: 0.0px;">- Wolk, “School as Inquiry”</span></div>
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<span style="font-family: Times, Times New Roman, serif; letter-spacing: 0px;">Wolk has helped me tweak my thinking. I now know that I need to focus on the big ideas and the big questions and go from there. In the article, he quotes “without the big ideas, an inquiry becomes little more than a friendly version of reading a textbook or a “fun activity.” With big ideas, a teacher can challenge students to think far beyond the sanitized context of a textbook” (p. 119). I need to allow my students to learn from each other and work through ideas together. I need to allow my classroom to get “messy” and the learning to get complicated. I need to be okay to not always have the answer; however, I need to always remember that I need to have a plan in mind. I need to really KNOW the curriculum and know my students. I need to be planned and purposeful in my assessment. On Page 22 of <i>Natural Curiosity, </i></span><span style="font-family: Times, 'Times New Roman', serif;">Chiarotto </span><span style="font-family: Times, 'Times New Roman', serif; letter-spacing: 0px;">writes:</span></div>
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<span style="font-family: inherit;"><span style="letter-spacing: 0.0px;">“In an inquiry-based classroom, the teacher assesses student progress on a continuous basis throughout the school year, collecting and using a wide range of information to provide an informed and comprehensive picture of the student’s learning.”</span><span style="letter-spacing: 0px;"><br />
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<span style="font-family: Times, Times New Roman, serif; letter-spacing: 0px;">Through all of the research I’ve studied, I can very clearly see that inquiry needs to be a part of my classroom. Inquiry needs to be focused, assessed and worked on together as a team. I’m planning to incorporate Science and Social Studies into my Language program as well as through an exploration time at the end of the day. </span></div>
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<span style="font-family: Times, Times New Roman, serif; letter-spacing: 0px;">I would love to hear your thoughts about inquiry. How have you used in in your classroom? What are your thoughts on inquiry as we start into a new school year?</span></div>
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Anonymoushttp://www.blogger.com/profile/05162847607626340221noreply@blogger.com5tag:blogger.com,1999:blog-4874934997063157011.post-56173651948112463722013-07-26T13:05:00.000-04:002013-08-11T22:55:13.998-04:00Inquiring About Inquiry: My Journey Into Inquiry Based Learning (Part 1)<br />
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<span style="letter-spacing: 0px;"><span style="font-size: large;">“Children have a strong disposition to explore and discover. Inquiry- based learning builds on natural curiosity, enabling children to interact, question, connect, problem-solve, communicate, reflect, and more. This kind of authentic learning extends beyond the classroom to the students’ home and community. It essentially makes learning the ‘stuff of real life’ and children active participants in and shapers of their worlds."<span style="white-space: pre;"> </span></span></span><span style="font-family: Arial; font-size: 10px; letter-spacing: 0px;">- Michelle Kreller-Janke & Patti Hobler (<i>Learning As We Go)</i></span></div>
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<span style="letter-spacing: 0.0px;">I’ve noticed that<b><i> inquiry</i></b> has become a very popular topic lately. Even the new Social Studies curriculum in Ontario has been designed and focused to implement inquiry. All around us, inquiry has become the new buzz word. Many people have been wondering about it, talking about it and trying to participate in it. I, myself have jumped on that ‘band wagon’ and started my own journey about this <i>new </i>thing called,<i> </i>inquiry.</span></div>
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<span style="letter-spacing: 0.0px;">BUT - inquiry is <b>not</b> a new concept.</span></div>
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<span style="letter-spacing: 0.0px;">Harvey and Daniels in <i>Comprehension and Collaboration: Inquiry Circles in Action </i>trace inquiry to start in the 1590’s in Paris and Rome as people were designing buildings and monuments. John Dewey, “believed that students would learn more about themselves, the world and about valuable subject matter by working collaboratively with others” (p. 59). In 1918, Dewey’s protege, James Kilpatrick wrote an essay entitled, “The Project-Method: Child-Centeredness in Progressive Education” that focused on students working in groups to complete projects in social situations. Inquiry is <i>NOT</i> new; however, it has become a new buzz word around education in the past few years.</span></div>
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<span style="letter-spacing: 0.0px;">Play-based learning in kindergarten sparked the beginning of the inquiry journey for me. Last summer, as I began to think of myself as a grade one teacher again, I realized that I was going into a school where my students would have had two years of all day, play-based learning. How would that look in my grade one class? Could the students easily transition into desks? Would I need to put more play in the classroom? Would they be able to do the work? How could I make an easy transition from play-based learning to “real grade one” work? Last summer I had many questions. I talked to consultant in our board in the summer and tried to get my brain wrapped around the idea of incorporating some play into the class and allowing my students to guide some of the learning. Early in the year, she came into my class as were were starting to look into spiders. We had just started reading some books and they students began to take interest in spider research. Since it was the beginning of grade one, I read aloud books with information about specific topics, and they took the information they heard from the books and tried to show their learning in a way that made sense to them. I had students create posters, skits, procedures. They were engaged, they were learning, they were beginning to join in on my inquiry journey. The problem was, I didn’t know where to go from there. It wasn’t planned and purposeful, I got stuck. I knew I needed to try again.</span></div>
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<span style="letter-spacing: 0.0px;">Later on in the school year, our school board opened a workshop for kindergarten, grade one and two teachers to work together on an inquiry project (EPCI). We were given time to discuss and create our own inquiry to try with our classes. We visited each other’s classrooms and discussed what inquiry looked like. We had begun our journey. We looked at the statement: If students are given the opportunity to represent their thinking in different ways, then they will be more engaged and ready to extend their learning. My focus was through Science. My students investigated different materials and came up with different questions. From our questions, we investigated wood and metal – the most popular materials. We wondered about these materials and found out more information. The students also created structures based on their interests. Interest level was high and most, if not all my students were engaged in learning. They enjoyed working through the project and getting to control what they focused on learning. This time, I had a plan in mind of what I wanted to create and learn and had everyone create a structure using the provided materials and record their thinking on Educreations. It was more planned and purposeful. It was hands on and engaging. But is that really inquiry?</span></div>
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<span style="letter-spacing: 0px;">Later on in the year I heard about a school, where they did an hour of exploration time at the end of the day and linked play with Science and Social Studies. By this time, I was a little further on in my inquiry journey, so this sparked my interest. Did they have a better understanding of inquiry? Could I learn from them? I emailed the teacher and she offered some great advice and a few examples from her class. This could be planned, purposeful and allow for inquiry at the same time. This really got me thinking - can I do something like this in</span><i style="letter-spacing: 0px;"> my </i><span style="letter-spacing: 0px;">class? How can I incorporate play at the end of the day while still focusing on the expectations of the Science and Social Studies curriculum? Can I use some of the concepts from </span><i style="letter-spacing: 0px;">A Place for Wonder </i><span style="letter-spacing: 0px;">to build a classroom of inquiry? Could I combine Language and Science like the book did?</span><span style="letter-spacing: 0px;"> </span></div>
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<span style="letter-spacing: 0.0px;">This summer I took my Reading Specialist, I was told that I needed to become a “go to” person about a topic and to inquire about an area that I had questions about. I needed to take about three weeks to research, to find out and to look into something that interested me. Of course, INQUIRY came to mind. By now I was a little further along in my journey and ready to start reflecting what I did last year and start planning how it can look in my classroom for the new year. Also, I could finally read that Stephanie Harvey and Harvey Daniels’ book <i>Collaboration and Comprehension: Inquiry Circles in Action </i>that had been sitting on my desk for the past few months. </span></div>
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<span style="letter-spacing: 0.0px;">As I finished up on those three weeks of research and inquiry, I can say that it had been a busy three weeks of reading, talking and a lot of reflecting. I know that I still have <i>a lot</i> to learn; however, I am a little further along in my journey than when I first started. I feel that some of the readings have really helped shape my new understanding of inquiry. I am beginning to have a better idea of how inquiry can look in my class. I am beginning to come to some understanding of how I can incorporate learning in all areas, with a focus on Language and student interests by using guided questions and big ideas.</span></div>
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Stay tuned for <a href="http://jennivanrees.blogspot.ca/2013/07/inquiring-about-inquirymy-journey-into.html">Part 2</a> - connecting research to my learning to gain a deeper insight into inquiry.</div>
Anonymoushttp://www.blogger.com/profile/05162847607626340221noreply@blogger.com3tag:blogger.com,1999:blog-4874934997063157011.post-71593350258952883152013-06-16T23:20:00.000-04:002013-06-16T23:20:09.684-04:00Grade Ones as TeachersThis past Friday, my Grade Ones became teachers to a Kindergarten class. We have been using Educreations for a few months now and grasping a good understanding of how to use it. Compared to our Kindergarten learners, my students were "digital experts". On Friday we taught this Kindergarten class how to create a small movie about big and small objects.<br />
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<span style="text-align: -webkit-auto;">My friend, Anne, approached me with the idea a few months ago when she noticed that we were posting Educreations on our blogs. Being the amazing teacher she is, she commented on each student's post and then asked me if we would be willing to share our knowledge with her class. Of course I was in - why not have Kindergartens use such a great tool to share their thinking? Watching my 22 Grade One students show and teach Anne's Kindergarten students, was inspiring. They were taking control of their own learning and sharing it with each other. We chose something simple to start, just taking pictures of big and small objects, but having them insert their pictures and record their voices independently was so exciting to see. My Grade Ones are still learning how to use it and some students needed more help than others, but they were all willing to try and teach another student. This was a huge step for my learners this year and I was so proud of them! </span></div>
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As we were in the midst of this great work, Anne approached me and suggested this is something we do at the beginning of the year and continue it throughout of the year. Of course I agreed! Think of the possibilities of having young learners teach even younger learners. The possibilities are endless. I'm already looking forward to the new school year so we can start collaborating!<br />
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Do you collaborate with another class in your school? If so, how? How do you allow your learners to become teachers in your school? I'd love to hear your thoughts.<br />
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Here are just a few of the videos they created:<br />
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Anonymoushttp://www.blogger.com/profile/05162847607626340221noreply@blogger.com4tag:blogger.com,1999:blog-4874934997063157011.post-85232227232186670472013-05-16T19:24:00.000-04:002013-05-17T11:30:13.234-04:00Building a Community<br />
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<span style="letter-spacing: 0.0px;">This past week we created a community on the floor in our class. We brainstormed a list of “must haves” that a community needs. Then I had students write about an important thing in our community and why we needed it.</span></div>
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<span style="letter-spacing: 0.0px;"> Later in the day, I moved all the desks to the side and created a large space in the middle.</span><br />
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<span style="letter-spacing: 0.0px;">I put tape on the floor to represent the streets and the rest was up to the students. </span><br />
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<span style="letter-spacing: 0.0px;">They each created those important places and items in our community with construction paper. As they each completed their work, they came to the floor and placed their building or object where they thought it belonged. The students then wanted to add extras to the community: grass, parking lots, lego cars, airport, stop lights, bridges, even closed roads due to construction.</span><br />
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<span style="letter-spacing: 0.0px;">We added North, East, South and West signs in the community to work on direction and location. Students moved through the community in a variety of directions, using appropriate language to how they moved.</span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_awe-dB3uQoMxIB1vgng7B2mIsrMv4JdSyhOSyRg5o7200FjsXEtHLeGdBIeIa1fCNkf235HyLZzVSi3z8PgJPvLV6CLPbU_eeLbJKyIFUgKqiQxrz3fUoGJon-UeLEoL4i8iWRm6uJE/s1600/Emmeri2.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_awe-dB3uQoMxIB1vgng7B2mIsrMv4JdSyhOSyRg5o7200FjsXEtHLeGdBIeIa1fCNkf235HyLZzVSi3z8PgJPvLV6CLPbU_eeLbJKyIFUgKqiQxrz3fUoGJon-UeLEoL4i8iWRm6uJE/s320/Emmeri2.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The final product.</td></tr>
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<span style="letter-spacing: 0.0px;">I also took pictures of specific areas in the community according to what each student was most interested in. The students then used these pictures to write in their student blogs. You can read about their community <a href="http://kidblog.org/MrsvanReesGrade1Class/"><span style="color: #021eaa; letter-spacing: 0px;">here</span></a> on our student blogs.</span><br />
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<span style="letter-spacing: 0.0px;">Throughout the entire process, all of my students were completely engaged. We were able to integrate Social Studies, Language, Math and Art into this project. My students loved it and so did I. This is something I will look into doing again next year.</span><br />
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<br />Anonymoushttp://www.blogger.com/profile/05162847607626340221noreply@blogger.com2tag:blogger.com,1999:blog-4874934997063157011.post-56881071234600058312013-05-01T23:12:00.000-04:002013-05-01T23:12:23.221-04:00QR Codes and PadletThanks to Kristen Wideen and her willingness to share what she does in her class on her <a href="http://www.mrswideen.com/2013/04/using-padlet-qr-codes-and-ipads-oh-my.html" target="_blank">blog</a>, I attempted QR codes and Padlet (an electronic chart paper for sticky notes) with my Grade Ones today. Creating a QR code was really quite easy. Although I haven't had much experience making them before, they didn't take longer than a minute to create. I googled "QR creator", copied the url from Padlet and with a press of a button, created a QR code. This makes going to sites so much easier. A few years ago (when Padlet was Wallwisher) I remember having my Grade 6's type out the url on their computers. It was agonizing. Doing that with my Grade 1's would be really unimaginable. However; scanning a QR code today was painless.<br />
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Recently we started our study on communities. Today we used Padlet to brainstorm ideas for a KWL chart. Discussing what they KNOW about communities and what they WANT to learn.<br />
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With 11 iPads signed out and working in partners, my students typed out things they knew about communities. All my students were engaged, willing to share their ideas and enjoyed reading each others ideas as they were added in. This would not be the case if we were doing this with markers and chart paper.<br />
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I was impressed with what my students wrote and what they were interested in. They have some genuine questions and wonders about communities. I am beginning to see where we need to go next. This is a perfect opportunity to branch into some inquiry of the questions they have and learn about important people in our community and what they do.</div>
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Where my students impressed me even more, was their technology learning today. There was a lot of learning of how to use Padlet, as it was a new program for them. We couldn't figure out how to edit a post, if you accidentally clicked away or touched another part of the screen (which, if you're 6 or 7 years old, can happen a lot when handling an iPad). Huge thanks to <a class="g-profile" href="http://plus.google.com/109117017867379522890" target="_blank">+Padlet</a> who answered our question quickly when I asked on Twitter. All you need to do is double click on the sticky... we tried everything but that! :) Of course, I didn't think to tweet it out until the END of the day, but together, we made it work, as I could delete or change things on my computer if needed. The key to it all, is that we kept on going without any tears (in Pete the Cat style of course!).<br />
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I love working with technology with young students as they're not often afraid to make a mistake or try something again or try something new. Technology doesn't scare them, it interests them. They are willing to try it out and play. Can we say the same with ourselves?Anonymoushttp://www.blogger.com/profile/05162847607626340221noreply@blogger.com2tag:blogger.com,1999:blog-4874934997063157011.post-85612376917091935692013-04-28T16:18:00.003-04:002013-04-28T16:18:46.110-04:00Flat StanleyThis year I read "Flat Stanley"written by Jeff Brown to my Grade One class. In the past 7 years, I have done a Flat Stanley project with 2 of my other classes, but nothing like the project it became this year. Thanks to Twitter, our project went online and across North America. I asked my amazing PLN if anyone was willing to host one of our Flat Stanley's and quickly I had an amazing response. Teachers from all over Canada and United States offered to host a Stanley in their classroom. I realized this was bigger than I had imagined and created a blog for people to post pictures and information as well as the traditional way of mailing pictures or postcards to our class. For the past few weeks, my mailbox at school has been very busy with a new letter inside everyday! We have received stickers, pictures to share, books for our classroom, etc. The generosity has been amazing! Our Flat Stanley blog has also been filling up - we have over 60 different posts of where Flat Stanley has been and the adventures he's had. We've watched videos, shared pictures, read tweets and have gotten a small glimpse into a variety of different classrooms.<br />
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To my PLN - <b>thank you</b> for taking the time out of your busy classroom schedule to host our Stanley. My students have been absolutely thrilled with the adventures you have shared with us. We have learned so much about our province, country as well as different cities around America. Our world has grown a lot bigger, but also smaller, as we've been able to make many connections with how things are similar in your classrooms with ours. You have been very generous with your time as well as your resources to share with us. The cost of postage alone for some was shocking. Thank you for being so willing and selfless to share your adventures of a 'piece of paper' with a classroom you've never met personally. That means a great deal to me and all my students. From the bottom of my heart and 22 other students in my class, THANK YOU so much!<br />
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If you haven't had a chance to check out our Flat Stanley blog, go <a href="http://kidblog.org/FlatStanleysAdventures-2/" target="_blank">here</a> to see all the fantastic adventures Flat Stanley has been up to in the past month.Anonymoushttp://www.blogger.com/profile/05162847607626340221noreply@blogger.com0tag:blogger.com,1999:blog-4874934997063157011.post-57269464504876789632013-04-10T21:13:00.000-04:002013-04-10T21:13:08.952-04:00Using Educreations... and failing at itSometimes the best learning happens when you fail.<br />
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Today, I messed up. I tried something new and although it seemed to be going smoothly at first, it didn't end as well. I had my students use Educreations to record their learning on 3D shapes. I split my class into groups of two and with iPads in hand, we went out into the school on a shape hunt looking for 3D figures. We took lots of pictures and they were being so creative in where these objects could be found. Once we went back to class, I thought we'd put these pictures into Educreations and create a short little movie. We have used Educreations the past few weeks sharing their made structures and explaining how they built them. (Side note: our school has recently gotten 20 iPads to share - so using iPads is still a very new thing for us!) I thought that since we've had success with this app before, it would be a great app for them to use today. My Grade Ones were importing their pictures, creating a title page and were totally focused and completely learning by labelling and discussing their 3D figures. They were just about to get to the audio part when we realized the bell was about the ring and it was time for home!<br />
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OH NO!<br />
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1 group finished and were able to save.<br />
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Another group began their audio, but was interrupted by some noisy kids in hall getting ready for home. Turns out, you can't re-record...<br />
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The rest of the groups were not quite done and needed some more time another day, but it turns out, you can't save a draft...<br />
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These iPads are not ours - they are the schools. Other classes use them and have them signed out for the next few days. Educreations may be used by other classes, so I had to save what they did have done, even though it was not complete. It was a sad moment for me to realize their hard work of a final product was not possible from today's work.<br />
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It's not always about the product, it's about the process. I've been saying this to myself lately as our class is working through inquiry. I needed to remind myself of this as the realization of my mistake. Did my students find, discuss, compare and label 3D figures? ABSOLUTELY. It was hands on, engaging and purposeful. Some of my students didn't even realize they were doing MATH! The process was a success. The product? Not so much.<br />
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I am so proud of my Grade Ones and the things they are capable of - even if I can't share their learning with the world. At least this time. I've been told from a great twitter friend (@<span class="username js-action-profile-name" style="background-color: whitesmoke; color: #999999; direction: ltr; font-family: 'Helvetica Neue', Arial, sans-serif; font-size: 12px; line-height: 18px; unicode-bidi: embed;"><b><a class="account-group js-account-group js-action-profile js-user-profile-link js-nav" data-user-id="193049342" href="https://twitter.com/slfirstgrade" style="color: #999999; font-size: 14px; text-decoration: none;">slfirstgrade</a> </b></span>) that 30hands app is great for this. You can re-record audio and save draft files. When it's finished, it saves in your photo roll so easy to embed too!<br />
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Lesson learned: Educreations, although a wonderful app for sharing our learning, taking pictures and recording audio is not always the BEST app to use when you need more time to complete and may need to re-record.<br />
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Sometimes the best learning happens when you fail.<br />
<br />Anonymoushttp://www.blogger.com/profile/05162847607626340221noreply@blogger.com1tag:blogger.com,1999:blog-4874934997063157011.post-42576098245307539242013-03-19T20:15:00.000-04:002013-07-29T12:30:19.565-04:00Student BloggingIn September when I started blogging with my Grade One students, I was probably more scared than they were. Our first computer lab period was... insanity. My Grade Ones were taught how to log on and use a computer in Kindergarten, but they had a summer to forget and I wasn't just asking them to log on. We needed to log onto the computer, get into kidblog and then start blogging. It was a completely brand new, multi-step task for them but I pushed them to try it. It was probably one of the most loudest, craziest computer periods we ever had - but I have absolutely NO regret it. We are now into our 7th month of blogging and my Grade Ones are independent bloggers! They still need help once in awhile logging in or starting a new post, but generally, all my students know how to blog, read and leave comments for others. It's so exciting to see! They have an authentic audience and a purpose to write. I have 6 and 7 year olds that are learning that their voice is important and others will read what they write.<br />
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This week we just came back from March Break. We all had a week off and now back into routine. We started Monday by talking about what we did over the break. We shared with each other and got inspired by our stories. Then I asked my students to draw a picture of their March Break adventure. I hadn't asked them to write anything down yet, but to put their story into a picture. After break, we went into the computer lab and I have my students blog about their March Break adventures. I gave them their pictures back to look at it while they started writing. All students got right into their writing and worked their best. Tonight I added their pictures to their blogs so they could share their March Break adventures with the 'internet world'. They produced their best writing yet. I have a group of 6 and 7 year old bloggers. You can check out their blogs <a href="http://kidblog.org/MrsvanReesGrade1Class/"><b><span style="font-size: large;">here</span></b></a>.</div>
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Looking back at their writing from September until now, I can see a huge growth in their writing development. They are becoming quite the writers! It is such an exciting process to see. Thank you to my #1stchat friends who encouraged me at the beginning of September to just start blogging with my Grade Ones right away and to 'jump in with both feet'. Well, I jumped... and I'm incredibly grateful I did! Grade one blogging is the best!</div>
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Anonymoushttp://www.blogger.com/profile/05162847607626340221noreply@blogger.com3tag:blogger.com,1999:blog-4874934997063157011.post-15680031004095890692013-02-25T16:51:00.001-05:002013-02-25T19:33:29.227-05:00New InquiryLast week I started a new inquiry on 'Objects and Materials' with my Grade Ones. Inquiry scares me a little because there is less control and a lot of unknown. My students love it as they are in 'control' of their learning and this is the most important part. Inquiry is about the process not the product. We are in the process of finding out what we know and what we have an interest in. We started the inquiry with time to explore a variety of objects and materials. The students asked questions and enjoyed "playing" with all the objects around the room. They noticed a variety of things, like the smell, texture, whether it was hard or soft.<br />
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We talked about some of the materials and read a book about the materials they played with. Most of my students were interested in metal. Some wanted to know more about wood. We read a book about metal and wood and I had the students take notes on stickies and talk to each other about what they learned and what they wondered. They wrote their ideas from their stickies on larger papers in small groups. We took the large paper information and shared it with the class to create a chart. I did this with the metal group and then the wood group. Each group gained a lot of information working together and sharing the information found from the non-fiction books.<br />
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Now, where do I go next? My thoughts are that I need to bring in metal and wood objects for students to explore. This can go nicely with reading and writing - I know they will love to write about different objects. Here's a picture from a blog post just written today about one student's interest in metal:<br />
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I love how an inquiry can tie into all aspects of the curriculum and not forced upon, but rather by choice of the students.<br />
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Our class will also have to go on a metal and wood hunt, looking for different objects in the room. This also compliments the Grade 1 curriculum, as students need to be able to identify objects that have specific materials.<br />
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I would love your thoughts about inquiry. Where do think I should go next? What have you done that works?Anonymoushttp://www.blogger.com/profile/05162847607626340221noreply@blogger.com0tag:blogger.com,1999:blog-4874934997063157011.post-4107264697234070172013-01-13T17:15:00.003-05:002013-01-13T20:19:20.202-05:00#etmoocSo I've joined something called #ETMOOC - Educational Technology & Media - Massive Open Online Course. I've heard the term "MOOC" on Twitter before, but I really didn't have a clue what it really meant. Now I know, it's just an Massive Open Online Course. What does that really mean? I don't know yet - but I'm going to learn in the next few months. :)<br />
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When I started hearing about #ETMOOC floating around on Twitter I thought I'd check it out. It looks like I'll be hanging around with hundreds of educators around the world. Ranging from Elementary teachers to University Professors, Administrators, Educator Specialists and just about everything in between. Do I feel like a little fish in a HUGE pond - you bet!!! I'm feeling more like a minnow or something smaller than that.<br />
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BUT, I'm learning that sometimes I need to 'jump in with both feet' and just take a risk. So, here I am. Attempting something brand new, something out of my comfort zone, something HUGE, but something that will make me become a better teacher and learner - so that is why I'm taking the plunge and joining in.<br />
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My blog will be used to document my learning, as others attending ETMOOC are doing as well. It's going to be an exciting process. Here's to my first MOOC! If you haven't joined yet, join in (Check out #etmooc on Twitter). If you have, I'm looking forward to learning with you.<br />
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~ JenniAnonymoushttp://www.blogger.com/profile/05162847607626340221noreply@blogger.com0tag:blogger.com,1999:blog-4874934997063157011.post-11143359185010540262012-11-22T21:35:00.000-05:002012-11-22T21:35:52.301-05:00Behaviour Management<span style="font-size: large;"><br /></span>
<span style="font-size: large;">It's been months since I last posted. I've written on my class blog, our kidblog and have done a lot of tweeting... but I've neglected my own personal blog. Now is the time to get this up and running again.</span><br />
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<span style="font-size: large;">I've realized that the posts I put on our class blog could go into so much more detail and I should be doing that here. </span><br />
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<span style="font-size: large;">I have a challenging class this year. They have challenged me in the way that I teach. Sometimes it feels like September everyday, reviewing routines and structure. Then I remember what September was really like and realize how much my students have grown!</span><br />
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<span style="font-size: large;">Today I started a classroom/behaviour management strategy. I don't like to always put these in place, because I like students to WANT to do well in class, not because they get something. HOWEVER... I also realize that I need to teach to my students' needs and we need to do something, so I will try this!</span><br />
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<span style="font-size: large;">I've done a lot of searching and reading and talking lately and have come up with this solution right now. I'm creating a class goal that we will work on for a few weeks (or however long it takes to get it). When they show me the appropriate behaviour, they'll get a fuzzy to put into a jar. Once the jar is full, we'll have a celebration. Today we brainstormed celebrations. They got so excited thinking of the possibilities. Their ideas were very creative! Some suggestions were: a popcorn party, movie, extra art time, free time, outside time, pizza party, a trampoline party (at someone's house!), and even extra writing time.</span><br />
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<span style="font-size: large;">Our first goal is to work on coming to the carpet quickly and quietly, ready to learn. In order to get my students to understand this goal - we discussed what it looks like and sounds like and took a picture of them doing it the right way. I posted the list and picture on our easel (at their eye level when sitting) so it should help them with the goal. </span><br />
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<span style="font-size: large;">I've done some research into the Clip Behaviour Chart - where each student is responsible for their own behaviour. Each day they start at "ready to learn" and have go up or down, depending on their choices. </span><br />
<span style="font-size: large;">The tricky part with something like this, is managing it without it becoming onerous and eventually neglecting it. I want something that can work that can keep everyone is our class accountable. I have a few students that struggle with this and feel this might help.</span><br />
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<span style="font-size: large;">I would love your suggestions. What has worked in your class? Do you have a behaviour management strategy that works?</span>Anonymoushttp://www.blogger.com/profile/05162847607626340221noreply@blogger.com0tag:blogger.com,1999:blog-4874934997063157011.post-31409038680827773682012-08-02T11:17:00.000-04:002012-08-19T18:07:24.463-04:00I'm Changing It Up... I'm Not Teaching Forms<span class="Apple-style-span" style="font-family: inherit;">As we head into August, it's time to really start thinking about school. Although I still have a month until school actually starts, that means I only have a month until school actually starts. :)</span><br />
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<span class="Apple-style-span" style="font-family: inherit;">I love this time of year. To be honest, it's just because I'm an organizational freak. I love new school supplies, organizing my bins, putting together my classroom library and overall just getting everything ready for my students. This isn't a job for me, it's my hobby. :)</span><br />
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<span class="Apple-style-span" style="font-family: inherit;">Not only do I enjoy organizing my classroom, I love having the summer to think and read about WHAT I'm going to teach my students. </span><br />
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<span class="Apple-style-span" style="font-family: inherit;">Currently I'm reading through <u>No more, "I'm Done!"</u> by Jennifer Jacobson. I'm not even halfway through yet (organizing my classroom and the olympics have been my distraction!) but I love the idea of teaching various traits in my mini lessons and having students then write what <i><u>they</u></i> choose. This is their writer's workshop time. This allows me to focus on the mini lesson when having conferences with students during their writing time. Organizing my writing time this way, will move away from teaching forms and having everyone write the same time at the same time. This is a shift for me. I think teaching forms is easier to mark so essentially, it's easier to manage. All students work on the same thing at the same time, we can create success criteria using a specific form and I can create a rubric from that. This is organized. This is familiar. This works for me.</span><br />
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<b><span class="Apple-style-span" style="font-family: inherit;">BUT</span></b><br />
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<span class="Apple-style-span" style="font-family: inherit;">Is it beneficial for the students? Is it meaningful writing when everyone is writing a letter or a list at the same time? Even if they're not engaged or have nothing to write about on that topic?</span><br />
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<span class="Apple-style-span" style="font-family: inherit;">This year I'm changing it up. I want to leave writing open for students to choose WHAT they write about. I want my students - most importantly, my reluctant students, to view themselves as writers. REAL writers. I don't think I get this with writing forms.</span><br />
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<span class="Apple-style-span" style="font-family: inherit;">Am I going to throw away forms? Of course not. I have to teach forms, it's part of the curriculum - just as voice, spelling unfamiliar words, adding capitals and periods, etc. are outlined in the curriculum. It just doesn't have to be my focus. I'll incorporate forms into my mini lessons, as I'll do for the various traits and grammar that needs to be taught.</span><br />
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<span class="Apple-style-span" style="font-family: inherit;">This is not a new idea or a novel concept - I know that. Lucy Calkins outlined this beautifully in her "writing workshop" concept <i>years </i>ago. I've read it before, I believed in it before, but I went back to familiar - went back to forms. This year, I'm going to try hard not to get sucked back in. I'm going to teach to my students' needs. I'm going to conference with students. I'll give timely feedback about their writing. This is my goal. I'm going to try it. I know I'm going to get "messy". It might not be as organized as I like. But, I'm changing it up. Why? Because ultimately this is what's best for my students.</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;"><br /></span>Anonymoushttp://www.blogger.com/profile/05162847607626340221noreply@blogger.com0tag:blogger.com,1999:blog-4874934997063157011.post-71886688970726354732012-07-27T11:14:00.000-04:002012-07-27T11:14:22.473-04:00Change... scary or exciting?This new school year brings some new and exciting adventures my way. I've moved schools (again) this year. This will be my 8th classroom to set up in 7 years of teaching. The downfall of being an LTO means I need to pack up and leave at the end of each year. I've gained HUGE experience by getting to be a part of so many different schools and meeting so many fantastic teachers on the way, so I really can't complain about moving so much! This year after getting a full time contract, I didn't think I would go anywhere... then my dream job came up. I couldn't pass it up just because I was "lazy" of moving again. So here I am, moving into my 8th classroom. The excitement this brings is beyond words! I'm in my dream school, teaching grade 1with so much technology available. I'll have a SMARTboard, document camera, wifi and 5 classroom ipod touches (a class set if I want to sign them out). There may be possibly more, but that's what I know of right now. My goal is to get an iPad or two in there by the end of the year as well!<br />
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All this can really be summed into one word... CHANGE.<br />
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But change can be a good thing, even if starting something new is scary. I'm going to have to change to how I teach - I was in a portable last year with very limited technology teaching grade 3. I'm jumping into a tech school teaching grade 1.<br />
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But change is good - it makes me look at how I taught things before and evaluate what worked and what didn't. I've been reading other teachers' blogs and have been so impressed on what they've been doing. (If you want to build up your own PLN check out this website: http://henriksenlearning.wordpress.com/2012/07/23/pln-starter-for-elementary-teachers/ it has classroom and teacher blogs organized by grades. <i>AMAZING!</i>)<br />
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Really, the point for me is this: <b>I want to be the best teacher I can be</b>.<br />
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The technology I'll have in my classroom is going to be wonderful; however, it is only a tool in the classroom for learning. Just like hundreds charts and 2-sided counters are tools for math. I need to remind myself that as I get excited about all the possibilities. I need to do what works best in my classroom for my specific students. I want to use the technology to help gain understanding and learning from the curriculum I need to address. Teaching the fundamentals are essential, using technology to help is only a bonus.<br />
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How have you integrated technology into your classroom to help teach the curriculum?Anonymoushttp://www.blogger.com/profile/05162847607626340221noreply@blogger.com0tag:blogger.com,1999:blog-4874934997063157011.post-21896174409981576932012-07-25T16:27:00.001-04:002012-07-25T16:27:19.162-04:00First Blog!Today is the start of something new.<br />
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<i>I've just set up my own personal blog. </i><br />
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Quite honestly, this scares me. A LOT. However, I've been told many times that blogging can be so important for my own personal growth as a teacher, that I just can't ignore it anymore.<br />
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This blog is going to be my space to write out my thoughts and try and organize my thinking of teaching. I love teaching and being in a classroom. As we head midway through the summer, I know I still have time to enjoy and relax but I also know I need to get back into my classroom and start getting ready for September. I have a lot of new experiences this year. I'm changing schools, changing grades and jumping head first into technology. My new school is a technology school. I want to embrace this tool as something for my students that will help and encourage them in their learning journey. I hope that this blog will help me get through my crazy new year as I embark on something new and exciting!<br />
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Will my blog be successful? Who knows... but does it matter? This is really just for <i>me</i>. It still scares me... but I'm going to press on anyway. Here are my reasons for why I haven't started blogging yet...<br />
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1. time consuming - I already spend too much time on school stuff... will this be another thing to take time away from my husband and other interests?<br />
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2. what will I say? - do I really have something important to say that needs to be posted on the <i>Internet </i>for anyone to read?<br />
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3. being a perfectionist - I like things done well... this is new, this might be messy, I might make mistakes. I need to be okay with that.<br />
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I'm not sure those really qualify for being great reasons NOT to blog, so here I am. Trying it out. Next step: Pressing Publish.<br />
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I would love your thoughts on how you felt when you first started your blog. Are there any tips you can share with me, that I can get the most out of blogging?<br />
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Thanks for reading and for your encouragement!<br />
<br />Anonymoushttp://www.blogger.com/profile/05162847607626340221noreply@blogger.com0