Attempt 1 (Classroom Flipping)

It seems Classroom Flipping has turned some heads and rightfully so. How else would you manage to be in two places at once? If anything grabs a teacher's attention, it's the possibility of that!

Thanks to Ms M and Kristen for the feedback. Their comments from my last post raised a very valid point which I had been wrestling with. In a perfect world, we would all have access to all tools and resources but we don't, so we make do with what we have. The students in my school do not have reliable access to the Internet. Many of them do not have a computer in their home so some serious head scratching and problem solving is in order.

I have been considering a few different approaches, mostly around the idea that a video lesson could be used during class time while I support their learning alongside. I am planning to trial them during the last few weeks of school. Today was Attempt 1.

I've read that Thomas Edison once said "I have not failed. I've simply found 10,000 ways that do not work." I really like that because it emphasises, innovation, creativity, effort, commitment, and positivity. I also like it because if I do my calculations right, I only have 9,999 more tries before I am bound to get it right.

Yesterday, I plotted out my first "Flipped" lesson. I scripted, and rehearsed a video lesson that would be all about diamante poems and the parts of speech. After about 8 hours (off and on) of trying to learn how to use Adobe Visual Communicator 3 and getting the wording and timing just so, I was nearly ready to record. Then it happened.

Something looked a little off. What started out looking like a little bit of a lag evolved into a nonresponsive piece of software. What that I thought was a moment where the computer would freeze and then recover with a little patience turned into a message from Adobe citing a "catostrophical error"! I don't know about anyone else, but when a program uses the word catastrophical, I brace for impact. Not many words grab your attention like that one, let me tell you (especially when it comes from the device that has all your planning and digital resources on it).

To make a long story short, the program needs to be reinstalled and this was a trial version that I cannot afford to pay for (I was hoping to talk the school into purchasing the licence) so the 8 hours I spent on my birthday (did I mention that? Yeah, ON MY BIRTHDAY) were lost to the whims of technological failure. Happy birthday.

The downside is obvious; I had wasted hours learning this software and it amounted to nothing useable. I was lucky, though. The fortunate upside was that, due to all the rehearsing, I walked into my classroom today with a better idea of what I needed to say than I have on any other day.

I guess the whole point I'm trying to make is that we all go gaga for technology in the classroom but let this be a cautionary tale that we can't always rely on it. It makes our lives so much easier but putting all of our eggs in that basket carries a risk of error that can be, well, catastrophic.

Flipping out!

Have you heard of this???

I will be the first to admit that I had never heard tell of it before but I am comforted by the fact that as I talk about it with fellow teachers and management staff, they hadn't either. I might even add that they are almost as excited about it as I am (or else they are simply humouring me until I let them be)!

A "flipped classroom" refers to various approaches to teaching but one common theme amongst most applications of the name is that the lessons are delivered in a pocast/video/tutorial-esque manner. My understanding is that the "learning" happens out of the class, while the application of the knowledge and skills is nurtured in class, rather than as homework.

If you are curious, I suggest checking out these links for more info:
http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html
If you like words, go here:
http://www.thedailyriff.com/articles/the-flipped-class-shedding-light-on-the-confusion-critique-and-hype-801.php
and then, (if you are really keen):
http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php

I am really excited to be teaching English again next year and have some BIG ideas for how I will incorporate this into my Literacy Passport. If I were to pick a super overarching theme for my class next year, it would be something along the lines of "Developing Independence". Above all, I want my students to be able to seize control of their learning pathway and excel. Like I said, BIG IDEAS and I can see this as a perfect compliment to that direction.

So, have you heard of a flipped classroom? Have you used it or seen it in operation? Let me know what you know! So I can go into this better prepared.

Punctuation Ninjas

Sometimes it just happens. You think the lesson is pretty decent and then, KAPOW! From out of nowhere (like a ninja) an idea strikes and the whole lesson is nothing less than wicked! That's how Punctuation Ninjas was born.

It was an average lesson about editing our writing and the students had been hunting for errors in a text that was up on the Smartboard. I knew it was taking longer than I had expected but when I nervously looked at the clock I may very well have said aloud 'Oh, my! How will I get through all of this before the bell?' In a moment of pseudo-desperation and makeshift brilliance, I instructed the class that I would read through the passage and they were to raise their hand where there should be a full stop. Simple enough. They followed the instructions and were doing okay.

Then it happened. (WP) stood up at the back of the class and rather than raising his hand, he was pushing it forward at waist height. Are you thinking what I was thinking? I stopped in my tracks.

"Etu (maori for stand)! To your feet!" I instructed and quickly explained that we would open-palm-punch at waist height (like a Jedi 'push', if that helps) for full stops, do the same but add a straight forearm and hand above for exclamation marks, and an angled forearm with a bent wrist for questions. Naturally, each of these are followed by a capital letter so we began each sentence by raising our arms out in a big circle and back in to a prayer/"domo arigato Mr Squires" stance until the next piece of punctuation.

The engagement was incredible! They were so excited everytime we reached a full stop. They loved the exclamation marks. They could barely contain themselves when the reader asked a question! Now I have big ideas about colons, commas and apostrophes. I have to admit I never knew I had ninjas in my classroom, but I guess that's the way they like it.

 No students were harmed in the learning of this punctuation.

All actions were performed by trained, professional students.

Literacy Passport, pt 1: Adapting The Daily 5

As promised, here's an update to how I am integrating the Daily 5 into my teaching practice.

I have chosen to refer to my literacy approach as the Literacy Passport (I can hear the collective 'ooooh, tell me more' of teachers everywhere). I like the analogy of literacy learning as a journey with stops along the way. An eager traveller is always seeking new sights and adventures and a lifelong learner should approach reading in the same way. Excited to broaden their experiences, globetrotters enjoy where they are but are always looking ahead to where they can go to next. Developing readers and writers look forward to what they can do next to improve their skills.

 The Literacy Passport draws upon this metaphor. A passport is ongoing record of where travellers have been. Similarly, students monitor what they have done each week (or pronounced "where they have been"). It is not good enough to simply stay at one activity; a diverse range of experiences provide a broader understanding of the world. You won't really know what it is like in Spain unless you go there. That's why a range of activities build a fluency that is unobtainable by simply doing one activity over and over. As a teacher, I'm kinda like their travel agent. "Oh, this would be a great place to check out this time of year." I can show them fun places to go, but in the end, it's their decision.

So where can they go? For that, we will need a few brochures. (if you think this next little bit looks vaguely familiar, I modified it from this earlier post. Shhhh.)

1. Independent Reading - This is a gorgeous, relaxing getaway for two - you and a book! Just as it sounds, students get the opportunity to cozy up with a book and read quietly to themselves.

2. Reader's Theatre - This is a real fun adventure that you can enjoy with friends! Students get to choose a script, become a character, and read through it using voice and expression.

3. Just Write -This is the trip that you control! There are no boundaries when you are writing from your head and limits are endless! Fight dragons, save a dying unicorn, or recount your weekend, students write whatever you like...just write.

4. Writing Right - This is the place for real personal challenge! Students work on editing a text's  vocabulary, punctuation, spelling and more. 

 So there you have it. These are the activities that students are expected invited to visit each week. The order is up to them, as long as they get through each stop. Get your passports ready. This is the final call for Literacy Express. ALL ABOARD!

(Source Disclaimer: I am by no means trying to take credit for this program. As I post this series, I will continue to use the Daily 5 label but will be using the Literacy Passport title. The Daily 5 structure was a springboard off of which I have re-launched previous literacy activities I had been running. This should appease the copyright folks and also make these posts easier to follow for teachers who are investigating the implementation of an adapted Daily 5 program, beit mine or any other form. If you or someone you know are considering a Daily 5 approach, consult the book for more information. If you curious about other things I've said about the Daily 5, click here. Of you like what you found here, share it, follow it, or comment below...Better yet, do all THREE! Phew!)

The Daily 5, pt 3: Independence Day

Continuing from before, the biggest change to my classroom operations is the addition of choice and with that comes independence.

Those are SCARY words! Even The Sisters, who wrote The Daily 5, accept that cutting the cord of control can be a frightening decision to make. Funny creatures, we teachers are. We like students who show independence but we like to control it. We want students to manage themselves but we obsess over managing our classroom. We strive to get students engaged in the task that we prescribe for them. Then we wonder why little So-and-so won`t do as he is asked.

Independence day (in the classroom sense) is about coming to terms with the fact that students can make the right decisions if they are given the opportunity. Having taught the skills and expectations that are required to be successful, we need to let them think about how they are going to learn on each day. Let them manage themselves and help them if they struggle. Let them make a choice and guide them if they make poor ones. To really make the point, consider this:

If you instruct a child to read, they know that they have two choices: 'do' or 'do not'. Instruct a child to choose between a list of activities and 'do not' is seldom considered.

So the day approaches.

It is only a matter of days until I explain to my classes how and why they will be trusted as independent and responsible learners. Cross your fingers and stay tuned.

The Daily 5, pt 2: Choice

This is just a short one to a) let you all know I haven't completely vanished, and b) update anyone who is interested in how I am adapting the Daily 5 program into my teaching. Due to the scheduling at my school, I get my English classes in 50 minute blocks each day. Add to that the time it takes my class to arrive at my door and settle and we are down to about 45 minutes. That's not a lot of time so my Daily 5 is weekly.

Each week, my students check in with me and have the following options:

1. Independent Reading - Just as it sounds, students read quietly to themselves.


2. Reader`s Theatre - Students choose a script, assume a character, and read through it using voice and expression.


3. Free Writing - The kids I teach like Free Running. I liken it to that but with a pencil. Write whatever you like...just write. (...hmm... that might be a better name for this activity...)


4. Writing Skills - Students work on editing a text, vocabulary, punctuation, or whatever I identify as the focus for the week. 

One of my concerns that I expressed in an earlier post, was that I was nervous about starting up something new without really knowing what I am getting into. As I started to draft up what this program would look like in my classroom, I was thrilled to realize that I already do most of these things! Reader`s Theatre will be a new addition to the classroom and Writing Skills will look different but the biggest change to my English classes will be the increase in choice and independence. Pretty sweet, eh!

The Daily 5...any input?

That's it! I have made up my mind and I can't begin to tell you all how excited I am! My girlfriend was given "The Daily Five" as a gift last year and I have decided to implement most of the ideas it contains. I teach three different English classes and I am going to pilot it with the one I also teach Hauora to (loosely translated to Health in the North American curriculum). This class is most likely to forgive any struggles that are bound to arise. Once it is operational, I can then take it to my other classes. I'm excited about the ideas that The Sisters put forth so I look forward to seeing how this works out for me.

But here's my hesitation: I like to weigh big decisions like this out before I commit. It's not that I'm afraid of failure...I just don't like cleaning up all that mess.

So, have you had any experience working with the Daily 5? If you have, do you have any secrets that might make this endeavour a little less painful? Please share!

 I look forward to your advice and input...

"Clean-up in aisle 3, please..."

Gotta go.

Scattergories in Writing Time!

Here's an adaptation of a great board game for your English program. I've used Scattergories as a warm up for my classes and the students LOVE IT. Students are put into teams (my class is in house groups so thats already sorted for me) and they are given about 4 categories. Each team works from the same categories. These can be made up to match your classes needs or a theme you are about to start/finish. Some examples would be: a food, something that fits in a shoebox, something that is round, something you find at the beach, an adjective... you get the idea.

Call out a letter and each team needs to come up with ONE word for each category that starts with that letter. They cannot use an answer for more than one category.

When the timer is up (I give about 2 minutes for 11 yr olds), they share the ONE answer they have for that category. If no one else said the word, they get one point (yay!). Any teams that have the same answer recieve no points (aw, man!). That means teams need to work quietly so the other teams don't hear their answers. I can see you smiling already.

It's important to mention that the more teams you have, the more likely it is that answers will cancel out and, take it from me, choose friendly letters when you start out. Not many Third Graders will come up with answers for each category if you give them letter 'X'. That's just mean. So for Team Liam, we might write for the above categories and the letter 'R': Rhubarb, Rat, Rubber ball, Rocks, Rude. Play as many rounds as you feel appropriate.

Pros: quiet working, cooperative, involves lots of thinking, requires very little material, promotes creativity.

Cons: if you have students play individually, it takes FOREVER to score (trust me), students love it and don't want to stop playing. 

So STARTING A UNIT on oceans? Getting into a big CREATIVE WRITING task? Have a few OVERUSED words in your class? This just might be what you are looking for. Cheers!

Now We're Cooking?

Over the last few days, I have started to piece together a bit of an analogy for my students around teaching narrative structure. I am in a position where I teach three different classes for English and so over the last week, this approach has been reworked and refined. Writing a narrative, I explain, is like cooking a meal. With me so far? Good. Bon appetit.

The narrative text has a pretty simple structure. It begins with an Orientation, explores a Complication and a Sequence of Main Events, comes to a Resolution, and concludes with an Ending. That's all pretty simple. The trick is getting students to understand the value of each element.

Orientation: The Plate. It lays the foundation for the story the audience is about to dig into. Without a plate, food falls onto the table, things roll off to the floor and the whole thing is a royal mess. Without an understanding of where, when and who the story is about, the reader feels just as lost and frustrated.

Complication: The Steak. This is the juicy part of the story. It's what people are looking for. When you plan a meal, you think about what meat you will have. Chicken? Steak? Pork? Lamb? Even if you are a vegetarian, you wouldn't want a plate with a bunch of vegetables dumped on your plate. The complication is what readers really want, a good problem to see solved!

Main Events: The Vegetables. Close your eyes and imagine you are at a restaurant. You ordered a delicious steak dinner (sorry, vegans) and you see the waiter looking at you as he approaches with a plate. He sets it in front of you and you see your plate presenting a thick, juicy steak and a single piece of broccoli?? How disappointing! You were hoping for a heaping mound of corn and roasted potatoes and carrots, right? The vegetables are the events that surround the complication. a good story should have great vegetables to compliment the complication and enhance its flavour. With a series of events to experience with the character, the reader will enjoy each "mindful" and gobble it up!

Resolution: The Gravy. Remember that steak? Good, right? I know. But you know what will make it better? Gravy. Mmmm. Gravy makes it better. Lather it on and the steak disappears. As the resolution is presented, the problem is solved and the reader turns the page again and again until it is over. So that's it, right? Problem solved? Good job. See you later? Of course not! Who could walk away from such a fantastic meal and not feel a little dissappointed without having a little...

Ending: The Dessert. Ah, yes, that final touch! The dessert is that final sweet mouthful like a little celebration after dinner. Even though the meal is complete, steak, veggies, and gravy are all gone, there's that little part of you that wants a little bit more. with a good narrative, the reader is no different. A sweet ending that tells us how life unfolds for the chacter AFTER the problem is resolved makes it even better. What did he learn? What changed after the resolution? In a final motion, the writer draws the story to a close and the reader cannot wait till next time he gets invited to dinner.

Want to take that a bit further? No problem, I'm prepared for that. In the lessons that followed, we talked about adding more quality details to really make the story great. These were the Spices and Seasons. Yum!

Invite them into a discussion of a reality cooking class they have seen - how's the kitchen look? A little messy, stuff out, little spills, a bit of food on their hands, right? Any real big messes? Chicken on the floor? Food on their faces? Nah. So the Planning can be a little messy but not a circus. Organised chaos, so-to-speak.

Watch a cook prepare a sauce. I bet they dip their spoon in and try it themselves. That's the Revision. Add a little, take a little away until it is perfect!

As one student told me, "Mister, you don't eat with your hands," which is exactly why the cutlery is Reading Strategies. Predicting, inferring, questioning, summarising...they all make it easier to ENJOY the story.

And lastly, I will leave you with this point. We talked about quality and how it is so important to think about the ingredients you use. These Ideas are what make great meals. it is what separates a gourmet meal from a microwave dinner - the kind you pop into the box turn on for 30 seconds and its done. Lots of thought will make your story spectacular.

I hope this was helpful. As my AT reccommended, 'borrow' some plastic food from your niece's toy kitchen set and build yourself some writing tools.

Now, time for some ice cream