Squam Lakes Project

This was the best project we did this year.  The kids loved it so much, they didn't even notice how much reading, writing, and math they were doing.  We were learning about what animals need in their environments to thrive. 

Before our trip to Squam Lakes Natural Science Center, I presented the project to the students.  They were to look at all the animals already at Squam Lake and the enclosures they lived in.  They were to study how the enclosures were constructed and what was provided for the animals in the enclosures.  They were told they would need to find another animal they could bring to Squam Lake to expand the zoo and they would need to design an enclosure that would provide everything that animal needed.  The animal would need to fit the environment. Students were given a planning sheet and a digital camera for the field trip to help them with their planning.

After we returned from Squam Lake, students finished filling out the planning sheet and shared what animals they found already at the zoo.  They also shared their pictures of the animal enclosures.  (I love having an Eno Board!) This step made sure all students saw all the animals because some groups did miss some while touring the zoo. 

This is one thing I will change for next year.  I will need to be more clear with chaperones about the requirements of the project and how the kids should spend their time at the zoo.  I gave each chaperone printed instructions, but some of them did not fully understand the need for students to do the work/learning while at the zoo.  They let them spend most of their time in the play area and they missed many of the animals and therefore had trouble finishing their planning sheet.  One chaperone was afraid the students would break the camera and never gave it to them to use.

I shared a second research planning sheet to help them find information about the animal they chose to bring to the zoo.  We then created a rubric for the final project together using Rubistar.

Then the research began.  I provided a few links to get them started such as the New Hampshire Fish and Game website and World Book Online.  Some students had ideas for an animal but after researching its needs found it would not thrive in our environment.  They did more reading and sharing during this time than if I had assigned a set reading assignment and they loved searching for just the right animal.

They created a map of their enclosure labeling what was in the enclosure.  They learned a lot about measuring and distance during this step.  How high would a fence need to be for a raccoon?  How long and wide would an enclosure need to be for a tiger or horse? 

They last step was to use their map to build a model.  This was a great end of year activity when kids are wiggly and not wanting to sit still.  They were so busy cutting, pasting, building, designing, and problem solving, they didn't even notice the 90 degree temperature in the classroom.  Students presented their finished model to the class and we posted pictures on our class blog for parents.

This project is definitely a keeper.  It incorporated science, social studies, math, reading, writing, and technology, but most importantly the kids loved it!

Plymouth State University

I have found graduate work very different from all of my other classes.  Most of my classes had topics and readings that all students did, but the projects and products could be done to fit your own situation.  I love seeing how students who have never taught, experienced teachers from various grades, and administrators all had the same assignment and they were free to complete it in a way that furthered their own learning.  It was a switch from trying to figure out what the teacher wanted to getting what I needed from the teacher.

Keene State College

I read an article this week by McCloud that talked about how many undergraduate students rush through their college experience without reflecting on their learning and that was definitely me at the beginning of my college career.  I just wanted to get through my classes so I could get on with teaching.  I had a plan to graduate in three years taking summer classes and a heavy schedule.  Two years into my plan I realized I liked taking all the different classes required for an undergraduate degree.  Coming from a small high school we only had very basic classes.  I was able to take Russian, philosophy, and astronomy to name a few while at Keene.  I ended up staying for the full four years and taking extra classes.  All of which have been useful because elementary teachers teach all subjects.  I found as time went on I became more efficient with my study habits and better at figuring out what the teacher was looking for.

Alton Central School

Going to school in Alton was like having a big extended family.  All twelve grades were under one roof.  High School students could use their study halls to help primary grade students.  Your teachers knew you from the time you were five until you graduated.  My graduating class had 60 students, 12 of whom started in kindergarten and went all the way through.  There were times I loved the small school and knowing everyone and there were a few times I really didn't like it.  Mostly I think more kids would succeed in school if they knew they had a whole school of people who knew them well and supported them.

My Family

I had a great time looking through my family pictures to make an Animoto.  The kids have grown so much since some of these were taken.  Watching the video made me realize how often we do things with our extended family.  So many of the pictures have my parents, our aunts and uncles, and brothers and sisters.  We are so lucky to have them live close enough to be part of our every day lives.

Kidblog

This year I introduced blogging to my students.  I introduced blogging as a conversation that happens online and just like talking to people, blogging requires manners.  We created a set of class rules for blogging together.
1.  Be nice
2.  Do not give out personal information
3.  Do your best work
We started with a "paper blog" hanging in our classroom.  I posted a question for students to respond to and they wrote their thoughts on lined paper.  We hung the papers on the wall.  Students then used Post-It Notes to add comments to the papers.  We talked about what comments were helpful in moving the conversation forward.  I then set up Kidblog for the class and posed another question.  They were so excited to write their own responses and respond to others.  This was one of those activities students asked for over and over again.  This year I would like to let students come up with some of their own topics for blogging. 

Remick Farm Museum PowerPoint

Second graders in our district study Early American Life.  We travel to the Remick Farm Museum as a culminating activity.  Students learn first hand about cooking, lighting, farming, wool, going to school, and medicine in the early days of America.

I break my students into groups and assign them each an area to become an expert on while at the museum.  That group needs to use the digital cameras to take pictures and collect detailed information that supports their topic.  In the days following the trip, students choose a few of their pictures to upload into a PowerPoint slide and they write a script containing the information they learned about their topic.  They record themselves and add that to their slide.  I put all of the slides together into one PowerPoint.  This year we showed our PowerPoint during the All School Meeting we have once a month in the gym.

Sharing their work with the whole school was very exciting for the students.  It gave the younger students a look at what they might do when they are in second grade.  We do need to get better speakers for this kind of presentation.  It was very hard to hear in the back of the gym with the little plug in speakers we usually use.  We are now a Google Apps school so I will try this project using the Google Presentation tool this year.  I was not able to keep the sound as I moved a PowerPoint to a Google Site.

Reading Fluency and Self Assessment

Digital tools are the perfect vehicle for allowing students to assess themselves.  The variety of ways to record students and their work is endless.  Allowing them to watch themselves gives them a real window into how they are performing a certain task and the progress they are making.

I used Audacity to record students using a reader's theater model.  All year we discuss the importance of fluency and reading with expression.  Having students choose a script and read parts allows them to practice their fluency without the usual complaints of "I already read this".  They work hard knowing they will be recorded and played for others to hear.  Finding a script that covers content that fits the curriculum is an added bonus.  Students are learning content material while practicing and hearing the story.

The next step in this process will be to add a rubric for students to fill out rating themselves on pacing, expression, and fluency.  We posted the finished product to our class blog and listened to it in class several times.

Butterfly iMovie

This was a culminating project for our study of the life cycle of the butterfly.  Students were asked to write five facts they learned while studying butterflies.  They each chose one or two facts to record using iMovie on the iPad.  I burned the video along with some other digital projects we had created onto DVDs for the students to take home.

I was able to use their lists of facts to assess their knowledge of butterflies.  Students were also able to watch the video to review the facts we had learned during the unit. 

As I think back over the project, making all of those DVDs was time consuming but it allowed me to give families without internet access copies of the completed project.  The next time I do this project I would like to let the students record each other.  It will give them more control over the project and allow them to work together and learn how to use a new tool.

Presidents VoiceThread

Second grade students in my district study biographies and holidays related to the United States.  We also have research skills to teach.  During the month of February I combine all of those skills into one project.  Students chose a president to study.  They chose a biography to read during our reading time.  They also use a variety of online sources during our computer time to find information about their president.  They record that information on a template.  They use the facts to create a script that gives clues about who their president is.  They also create a portrait of their president.  Students take a photograph of their portrait and upload it to VoiceThread and then record themselves reading their script.  We post the finished VoiceThread on our class blog and hang the clues and the portraits in the hall outside our classroom. 

This project ties in so many curriculum skills that it really is a good use of class time.  Watching the finished product allows students to learn information about other presidents.  The project is flexible enough to allow students to work at various levels.  It also incorporates beginning technology skills like using a digital camera, uploading a picture, online searches, and navigating websites.

As I think back on the project their are a few changes I could make.  Adding a few more websites with lower reading levels to our second grade home page would allow those students with reading difficulties easier access to sites they could read.  I would also like to find a way to share this project with parents who do not have internet access.  Simply inviting them to stop by and see the VoiceThread at school was not enough encouragement to get them through the door.

Starting To Reflect

Welcome to my reflection blog.  This will be a place were I will reflect on my current and past learning and start thinking about some next steps to take.  Reflection is not part of my regular routine, but just like anything else you won't make progress if you don't start somewhere.