tag:blogger.com,1999:blog-49405271136081088972024-03-13T11:10:58.381-07:00A View of the WebThink Different. Do History. Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comBlogger156125tag:blogger.com,1999:blog-4940527113608108897.post-13268564340248941592023-05-18T05:26:00.000-07:002023-05-18T05:26:03.239-07:00A New, Unexpected, Path<p>How does that saying go??? </p><p><b><i><span style="font-family: georgia;">If you want to make God laugh, tell him your plans.</span></i></b></p><p>Apparently God had quite the hysterical laughing session with us at Weber Haus. </p><p>Cause we had plans. Those plans were made as we would begin to transition, for the first time in over 10 years, into the world without babies and toddlers. God was laughing. </p><p>Because... </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjM6T5UpMXSKJECrqNOwWp2IcbS7R0L9tV6P_JbFB7E6zvGeWx75Ng1BSt3h8q__hhdPqYBmW0A1D3YuGDVU2sBzFXKTOSJ2biNdgg1k9ski2hmqgsD0AnySFhck3fq_79qtj0VJ8mTl7JFlygTSlz2DhtKxFR5KyXZrpp68DoxeCwA70tmyBRXkXWS/s4080/PXL_20230405_143709448.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="4080" data-original-width="3072" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjM6T5UpMXSKJECrqNOwWp2IcbS7R0L9tV6P_JbFB7E6zvGeWx75Ng1BSt3h8q__hhdPqYBmW0A1D3YuGDVU2sBzFXKTOSJ2biNdgg1k9ski2hmqgsD0AnySFhck3fq_79qtj0VJ8mTl7JFlygTSlz2DhtKxFR5KyXZrpp68DoxeCwA70tmyBRXkXWS/w301-h400/PXL_20230405_143709448.jpg" width="301" /></a></div><p>Yup. For those of you who have had children and can read a sonogram photo...that's showing two babies. TWINS! It's still as unbelievable for me to type it out as it probably is for you to read the words. But Weber Haus will become party of 8 by the end of September. For those of you who were wondering why I haven't been posting as much school-related content and haven't been as active on Twitter or other forms of social media, hopefully this news provides and explanation. I spent a good couple months not having an appetite for ANYTHING and feeling icky constantly. Thankfully that has subsided as my belly has started to grow...and I mean grow. I went from easily hiding it one week to full on baby bump the next!</p><p>With the unexpected news comes unexpected decisions. The thought of having to do, yet another set of maternity leave lesson plans is enough to send my anxiety through the roof (those who know what that includes...you get it). More importantly, to also try to find a daycare option that will have not one but two infant openings in January that ALSO doesn't cost more than my monthly take home. </p><p>Spoiler Alert...there isn't one. </p><p>Finally, the desire of this mama to get to focus on just being a mama...along with the amazing support and willingness of my husband (another post in the future about him and how awesome he has been through this entire experience) led us to determine that it is time for me to step away from the classroom and stay home. A time for me to be able to focus on the literal health and growth of Weber Haus and be fully present for them. I love teaching. And leaving the classroom is a difficult decision, but I do so peacefully. No ill-will for the profession, school, colleagues, or students. And that really is a good way to walk, because it leaves the door open to come in again when the time is right.</p><p>I plan to document our family's additions on<b> <a href="https://endlesschatter-jill.blogspot.com/2023/05/changes-at-weber-haus.html" target="_blank">my personal blog</a> </b>more often. Blogging has always been a sort of therapeutic outlet for me, and I look forward to writing more on our personal blog while I allow my teaching one to become more of an archive. As life balanced between school and home became more difficult, the writing got put on the back burner (or completely off the burner) and I'm excited to bring it back.</p><p>So...feel free to browse this blog for ideas in the classroom, but be aware. Many links may become inactive and there won't be updates for a good time. If you have pulled resources from here before, make sure you have your own copy. Anything that was created by me may be gone once my Google Drive is removed. </p><p>Happy Teaching...and keep doing great things in the classroom for kids all over!</p>Jill Weberhttp://www.blogger.com/profile/09883387537530710427noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-4948484212865255722022-09-17T13:01:00.001-07:002022-09-17T13:01:33.442-07:00Student Voices, Reflection, and Making Changes<p>This school year in an effort to build more of a community classroom, I started having short, simple conversations with small groups on Fridays. We call this Community Circles. This post is not about Community Circles. This post is about reflecting on student voices...and how many times, they're right. </p><p><b>SCENE:</b> Last Friday, during our Community Circle discussion students were talking about this prompt.</p><p style="text-align: center;"><span style="font-family: georgia; font-size: medium;"><i>I love it when a teacher...</i></span></p><p style="text-align: center;"><span style="font-family: georgia; font-size: medium;"><i>I hate it when a teacher... </i></span></p><p>I always participate in these conversations and I joined one team of boys. They were talking about how they hate it when teachers assign homework at the end of the hour, they love it when teachers have energy and they can feed off then energy. They love it when teachers share about their lives outside of school.</p><p>And then one student, looks me dead in the eyes, and says <i><b>"I hate it when teachers make us do unnecessary worksheets."</b></i> And to make sure I got the point (I already had...) he nods right at me, refusing to break eye contact. </p><p>I get it. You think I do too many worksheets. </p><p><i><span style="font-size: large;">Ooof! </span></i></p><p>I explained at that time, that everything I have them do in class has a purpose. Even the worksheets. While they may not see the purpose immediately...I do. </p><p>Still. It sat with me. </p><p><i>Do I really make sure each paper I give the class to complete has a distinct purpose or do I sometimes fall back on what's easy for me to do. </i></p><p>Most of the time I am very intentional with what I have them do, but sometimes it is just easier to have them fill out the worksheet. </p><p>Truth is. I can do better. </p><p>Now I sit here, reworking my lesson for Monday. Probably one of my favorite lessons of the year, because that worksheet that goes with it isn't necessary. I can get students to pull the same information through different methods. I can assess their ability to pull all the pieces together and answer our big question through a Google Form at the conclusion of the lesson, and I can do it all without having to make copies in the morning.</p><p>Real-time reflection and action.</p><p>Teachers. When you're lucky enough to get a student who is willing to provide constructive criticism, to your face, in the right context and in a respectful way consider their words. And if possible show them you get it. Show them you hear it. Because, truth is, if they trust you enough to tell you, there's a level of respect there that deserves to be returned. </p>Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-20495919039401694282022-01-05T18:20:00.000-08:002022-01-05T18:20:13.262-08:00Daily Logs and Building Skills <p><span style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;">I've been wanting to blog more regularly. However, the last few years have definitely provided an atmosphere that has made it difficult for consistency. Even when I do have an idea for a post many times I'm tired or I just can't bring myself to do it, and even when I do it takes a long time to actually get me to where I'm publishing it. So I decided to change things up a little bit and instead of waiting for the inspiration of a blog post or a big project to share, I decided to start sharing just simple activities and strategies that I use on a regular basis. I would love for this to be a weekly post focusing on something that I did that week. I feel like that might be a little ambitious so we'll shoot for once a month and if I get more than that it's bonus!</span></p><div dir="auto" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;">I'm cheating a little bit with this one, because this is a strategy that I used prior to Christmas break. But it's a good one so I feel like it's worth it. This a collaboration between my teacher, bestie, Becca Hawthorne, and myself. (PS...find yourself a good teacher friend who you can bounce idea off of. I can't tell you how many ideas have become awesome because of chatting with Becca).</div><div dir="auto" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;"><br /></div><div dir="auto" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;">We find ourselves doing a lot of projects, and trying to work in different employability skills. Incorporating those "soft skills" that students really need (and want) to learn to develop. One of the things our students constantly talk about wanting to improve is their time management and organization of many tasks over a series of days. We've played around with using daily logs before. But this final one that we came up with worked really well and had just a couple extra elements in it.</div><div dir="auto" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;"><br /></div><div dir="auto" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;">First off.. We start with a Got Done List. This term "<i>got done list</i>" came to us from our amazing counselor. She uses it as a strategy at the end of the day rather than making a to-do for tomorrow she makes a got done list for the day. This way she can feel accomplished with things but she <b>got done</b>. (BRILLIANT!!! And definitely one for personal use as well as the classroom)</div><div dir="auto" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;"><br /></div><div dir="auto" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;">We figured this was a great strategy for students to use on project work days. So the first section of our daily log is the "Got Done List". What did you get done? They listed off in a bullet like format. Depending on what they worked on. It may be one thing. Or maybe they got three things done in a day. There's no specific requirement other than they have to be <b><i>specific</i></b>. They can't just say worked on research, they need to be specific on what they researched and where they researched it.</div><div dir="auto" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgFlWB14ptwPNNg0BvVRohM4QWsEHXrBdBnobmcOaXA8OtQ9H8qmaF2fw3TK-27CXal3dXohwrmuOQrP64SbMQJjyiExsuXos1jZm5-69pnQ8qa4ayAlZZvjROwU8O2avzZ65wUSSt0DNHy-zKVsVR95eUJCEVgkaBuwDDaXVY3W-Fvb0YNVmbNxCCEwA=s792" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="792" data-original-width="613" height="400" src="https://blogger.googleusercontent.com/img/a/AVvXsEgFlWB14ptwPNNg0BvVRohM4QWsEHXrBdBnobmcOaXA8OtQ9H8qmaF2fw3TK-27CXal3dXohwrmuOQrP64SbMQJjyiExsuXos1jZm5-69pnQ8qa4ayAlZZvjROwU8O2avzZ65wUSSt0DNHy-zKVsVR95eUJCEVgkaBuwDDaXVY3W-Fvb0YNVmbNxCCEwA=w310-h400" width="310" /></a></div><br /><div dir="auto" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;">The next column is labeled "Goals" and asks students to make a list of what they like to try to work on tomorrow. This is that organization piece to the employability skills. They know they have a lot of tasks to complete, and trying to organize what needs to be done and when is an important life skill. This section is meant to help them develop that ability.</div><div dir="auto" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEigAgOSfn-uz3nNObODAPoaBWF2IM_GGs-4A3pM8lGavIBZey-dVIP9jkYQ21-UXmnQBEDBcIP75kThsbSFmC5ELzqMBUIlf6elKV1ld3bnVprQa0wU1g5_w7aTsjfrurUfpHNGNVIaF812dXbJMusesbi70j_GK6WBjxFsky04ZJYOZ_4cL1RGEMU40Q=s1099" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="595" data-original-width="1099" height="216" src="https://blogger.googleusercontent.com/img/a/AVvXsEigAgOSfn-uz3nNObODAPoaBWF2IM_GGs-4A3pM8lGavIBZey-dVIP9jkYQ21-UXmnQBEDBcIP75kThsbSFmC5ELzqMBUIlf6elKV1ld3bnVprQa0wU1g5_w7aTsjfrurUfpHNGNVIaF812dXbJMusesbi70j_GK6WBjxFsky04ZJYOZ_4cL1RGEMU40Q=w400-h216" width="400" /></a></div><br /><div dir="auto" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;">The final piece to this puzzle is the teacher signature. This was the <i>brilliant</i> addition by Miss Hawthorne! This allows the teacher to check in with each student on what they accomplished for the day. In order to get the signature they have to physically show what they claim to have accomplished. So if they worked on Google slides, they need to show me the specific slides they got done. I won't sign off unless I can see proof of the work they accomplished. And then when I glance at their list for tomorrow. Gives me an opportunity to ask them if there's anything I can do to help or if there's anything they need from me to be successful. It's a great little check-in at the end of the class and gives me an opportunity to pick out anyone who may be struggling with time management and could use a little more guidance and attention from me. This might just be my favorite part of the entire log sheet! </div><div dir="auto" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;"><br /></div><div dir="auto" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;">Now, I took this project log, that's meant for an individuals, and I adapted it for my class final group project. The log is essentially the same, except instead of my signature, they need a teammate to sign off on their log. This does two things. It helps with the time management organization piece that the individual log did, and it adds in an <i><b>accountability</b></i> piece as well. I make sure to take time at the beginning to explain the importance of their signature and verifying the work completed by their partners. They can't backtrack later and say, " well Janie really didn't do the work that she said she did, we were just being nice..." That doesn't fly. This hopefully helps them to have conversations before there's conflict about work ethic. It's also allows me, as teacher, to facilitate having the difficult conversations if its needed. Typically I find if students know that the expectation is for them to log their progress each day, they tend to make more progress!</div><div dir="auto" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjmBHzOqqmtdmJFkaugs3zGnZkdg0MnDxj-Z4iM5AKFK-ltLRrHyl99Bm7xPSQJyr5QNq7FhQeAexr80unnDHHp2aMw6iH7o_UWL85-y7iJSzO0F0oKZ2X2HrwVdFqfP_HUuDMk43oK5Va2Qwwb5r_YxYaIw5JnnnZuDwJNtVvirE0_lWkGYDkWXZM3sA=s700" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="700" data-original-width="607" height="400" src="https://blogger.googleusercontent.com/img/a/AVvXsEjmBHzOqqmtdmJFkaugs3zGnZkdg0MnDxj-Z4iM5AKFK-ltLRrHyl99Bm7xPSQJyr5QNq7FhQeAexr80unnDHHp2aMw6iH7o_UWL85-y7iJSzO0F0oKZ2X2HrwVdFqfP_HUuDMk43oK5Va2Qwwb5r_YxYaIw5JnnnZuDwJNtVvirE0_lWkGYDkWXZM3sA=w346-h400" width="346" /></a></div><div dir="auto" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;"><br /></div><div dir="auto" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;">Want to copy of these logs? Just click below, make a copy and it's yours! Just don't actually claim that is yours... <img alt="😉" aria-label="😉" class="an1" data-emoji="😉" loading="lazy" src="https://fonts.gstatic.com/s/e/notoemoji/14.0/1f609/72.png" style="height: 1.2em; vertical-align: middle; width: 1.2em;" /></div><div dir="auto" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;"><br /></div><div dir="auto" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;"><a href="https://docs.google.com/document/d/1RUrWUiiNfOUeS9kD5jSiK7eCqFUMrB-x9UNtZ7m4dGY/edit?usp=sharing" target="_blank">Individual daily log</a></div><div dir="auto" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;"><br /></div><div dir="auto" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;"><a href="https://docs.google.com/document/d/1vygmgsGzRPzMTgcN5hrRZakNSmTrDUwwthZ9JKTEGhs/edit?usp=sharing" target="_blank">Group daily log</a></div><div dir="auto" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;"><br /></div><div dir="auto" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;">Also...follow my teacher bestie on Twitter! <a href="https://twitter.com/MsHawthorne266" target="_blank">@MsHawthorne266</a> she's the best!</div>Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-34551723053019659702022-01-02T18:01:00.000-08:002022-01-02T18:01:22.032-08:00REAL "Self" Care<p>If I have one more person tell me to take some time to "rest" and practice "self-care" by getting a massage and my nails done with a Starbucks coffee in the other hand, I may seriously lose it. (Although, I'll still take that Starbucks drink...). I am so tired of people thinking that all I need to do is ADD SOMETHING ELSE TO MY PLATE IN ORDER TO FEEL BETTER. </p><p><i><span style="font-size: medium;">Newsflash</span></i>. My plate has been overflowing for the better part of 3 years!!!! </p><p>Something needs to be done. The rate I'm going (and many other teachers) isn't sustainable. I need change, and I have some ideas. Yesterday I posted about my <a href="https://aviewoftheweb.blogspot.com/2022/01/my-one-word-of-2022.html" target="_blank">2022 word of the year being "ok"</a> and working on learning how to be "ok with ok". Now I'm going to tell you why I really chose that word. Yes, what I said in the post is true...but it's also necessary to help me on the path to REAL self-care.</p><p>You see...REAL self-care to me isn't just a mani-pedi and a girls night out. REAL self-care is making <b><i>small changes</i></b> to my daily routine that can help relieve some of the stress that has been balling itself up at the top of my shoulders for the better part of 3 years. </p><p>In order to do this. I need some reflection. Some real, honest reflection on what is the most stressful things right now and how can I work on those areas to help relieve it. I thought I'd highlight two areas of growth in the classroom and two areas of growth outside of school where I'm going to focus my energy. Taking stress off my plate at growing at the same time. Win-Win</p><p><span style="font-size: large;"><u>AT SCHOOL:</u></span></p><p><span style="font-size: large;"><b>1. Being OK with OK</b></span> - - I am very good at what I do. This is not me "bragging," this is my truth. I am very good at what I do (one of my resolutions a couple years ago was to own it and stop denying it because I was afraid of people judging me for being too cocky). I work incredibly hard, I am creative, I am a whiz with document formatting and creating engaging lessons. I can whip out a new activity in lightning speed (just ask my team...) My classroom just works. It works because I WORK. I collaborate with some of the BEST teachers on Twitter, I learn new strategies, I read, I talk with our curriculum specialists, I brainstorm with my team...it all has made a HUGE difference in the quality of my teaching. The downside to this is that I am constantly creating new activities, lessons, and projects. I love it, I truly do. A lesson that went well would go even better if I did "this". I need to stop. I need to have a semester, or year, or couple of years, where I just deliver good lessons without adding to it. (Being "ok with ok") Everything that I did last semester was good work. Students had essential questions, quality activities, engaging projects, rigorous topics and participated in discussions. I can do all of that again, without making big changes that end up taking time away from other areas in my life. I will be the first to admit, this will be hard for me to do. I LOVE creating new lessons. I LOVE brainstorming new activities, and I LOVE the joy of seeing it all come together. But I need to hold off It's time to take a little step back from that so I can relieve some of my stress. PLUS...I need to model to new teachers a healthier way of teaching.</p><p><span style="font-size: large;"><b>2. Keeping up with Absent Student Work</b></span> - - This (and attendance) my be my weakest area as a teacher. I get so bogged down with who missed which day, what work they need to do to make it up, when that work needs to be in and how to get it graded without losing track of who did it, what they did, and when they turned it in. Sheesh! I'm stressing just typing all of this. I have a plan of attack. In the time I'm going to save by not redoing perfectly good lessons, I'm going to work on organizing my absent daily lesson plans. Here's a picture of what my "unit plans" look like... </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEiVaH7Kx3qQzEBUFmipvEJ-UCULunbjYgS2mtjG85gNo3WkU-LG6v8R-vMbxdd79Wo5iAZMLYiy0IwclZuBgaZHn_6kBZCJyFi5lI_a42UrjfJuMR92Ny-FZzb5uqQ2f_BoG91ipuST2a8-y0blzMghih1MpJsjxbMaqr7GRJXou5J63HEiv8UcMNxWmg=s1017" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="696" data-original-width="1017" height="274" src="https://blogger.googleusercontent.com/img/a/AVvXsEiVaH7Kx3qQzEBUFmipvEJ-UCULunbjYgS2mtjG85gNo3WkU-LG6v8R-vMbxdd79Wo5iAZMLYiy0IwclZuBgaZHn_6kBZCJyFi5lI_a42UrjfJuMR92Ny-FZzb5uqQ2f_BoG91ipuST2a8-y0blzMghih1MpJsjxbMaqr7GRJXou5J63HEiv8UcMNxWmg=w400-h274" width="400" /></a></div><br /><p>Here's a picture of what I'm going to start adding to it. An email template that has the daily to-do list, with links copied, and instructions videoed. This way I can copy the text and send the email to my absent students each day. This really isn't that much work...I already have the big stuff done. It's a matter of copy/paste and changing the page to landscape. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEj9EpJikFKpFMa_yGya52Wn51M6dpNZGxkj9ov87SSclTwaCLQjbTyvELYyFRNJmawfXc4weLABDhEvgFCcnqy0MJ-Iq-AgfDUS_mcgNsXovHDTR46nsW27ICRSw2wKngJUPXPZxakQ0I4nQo1bERPtxwY-h0kel5T-R7M8OfXfFkUaLWe2-J8CRTRbug=s1132" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="805" data-original-width="1132" height="285" src="https://blogger.googleusercontent.com/img/a/AVvXsEj9EpJikFKpFMa_yGya52Wn51M6dpNZGxkj9ov87SSclTwaCLQjbTyvELYyFRNJmawfXc4weLABDhEvgFCcnqy0MJ-Iq-AgfDUS_mcgNsXovHDTR46nsW27ICRSw2wKngJUPXPZxakQ0I4nQo1bERPtxwY-h0kel5T-R7M8OfXfFkUaLWe2-J8CRTRbug=w400-h285" width="400" /></a></div><p><span style="font-size: large;"><u>AWAY FROM SCHOOL</u></span></p><p><b><span style="font-size: large;">1. Working out twice a week with a personal trainer. - - </span></b> I actually started this in mid-November and I LOVE it. I knew that exercise was listed as the #1 stress reliever, but trying to figure out how to add it to my plate, decide what to do, and then stick with it for longer than a week was just not happening. So I decided to take the money I was spending on getting my nails done twice a month and put that towards working with a personal trainer at my local YMCA. I decided on twice a week. And let me tell you...I LOVE IT SO MUCH! The stress of the day (week) just seems to melt away. But let me tell you why I <i><b>really</b></i> love it. I don't have to make ANY DECISIONS. Once I show up my trainer tells me what to do. I don't have have to think about anything other than my form (and how hard I'm breathing). He even counts for me! For 30 minutes, twice a week, I literally get to let go of all the pressure. And since I'm paying for it, I don't find a million and one excuses not to go. I have to be there. Even better...I WANT to be there! </p><p><span style="font-size: large;"><b>2. Laundry. </b></span>- - This is my nemesis. I never can seem to get a handle on it, and when I do have time, I will literally make up another "to-do" list of things to keep me from it. I'm not trying to be unrealistic with my desire to get better at washing, drying, folding, and putting away laundry...remember, small changes that can have a big impact. I hate doing laundry...and I hate devoting my entire Saturday to trying to catch up on 12 loads. My small change? Trying to complete two loads of laundry through the week. That may not seem like much, but it's a start. A small change that can help relieve some of what I have to do on the weekend. PLUS...if I'm successful at my "ok with ok" initiative for school, I'm hoping to get home sooner in the afternoons that would hopefully free up a little time to complete a load. </p><p><br /></p><p>I'll say it again. To me REAL self-care is something that will help me improve my weak areas in order to relieve some of the stress and pressure of being a full-time working teacher-mom. I am a server. I love to help others, watch them learn and grow, and see them succeed. I know that in order to help my family and my students I need to help myself. Like all of us, I am a work in progress. I hope to see a new kind of progress in 2022. </p><p>PS...want a link to the Lesson Plan Template for 2022? <a href="https://docs.google.com/document/d/1TK9Np4tBP6KqLgGqh9y5dBrr0HwhkpJxDAnlPip3QXs/edit?usp=sharing">Click here</a> and make a copy! </p>Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-23002263178344180452022-01-01T18:47:00.000-08:002022-01-01T18:47:18.127-08:00My "One Word" of 2022<p>I just love a fresh start. A new tube of toothpaste, fresh bottle of shampoo, dipping a clean knife into a smooth top of freshly opened peanut butter. All provide me with a strange sense of satisfaction. So it's no real surprise to anyone that I love New Year. I love the opportunity to start over, set new goals to achieve and make changes for the better. </p><p>As a teacher, I technically get two "New Years" to celebrate. January and August. </p><p>In January, the last few years, I have chosen a "one-word" to focus on my growth and goals. Words in the past have been "Consistency" and "Balance". Both good, solid words that can be applied in both my personal and professional life. </p><p>This year I've had a hard time coming up with a word. It's not because I'm tired, burnt out, or just "don't care" it's more that I know what I'm wanting to improve on, but summing it all up in on word that's meaningful and powerful has been difficult. I just keep coming back to this one word. It's not fancy, powerful, or strong. But it just keeps popping up. </p><p>Ready for the word. </p><p>OK </p><p>That's it. Two little letters that sum up my entire focus for the year. OK. </p><p>I find myself constantly having to remind myself "It's ok." </p><p>It's ok if I leave my desk cluttered at the end of the day in order to get home in time to see my son get off the bus from preschool.</p><p>It's ok that I don't volunteer for a committee, even if it's something I would enjoy.</p><p>It's ok if I don't have the essays graded in two days (or a week).</p><p>It's ok if I don't meticulously adjust an activity until it's perfect. </p><p>It's ok if my lesson ended 10 minutes early and I let the kids just "chill" for the last bit of class. </p><p>It's ok if I don't grade something and put it in as "participation" </p><p>It's ok if I am not at school 30 minutes earlier than my contracted time.</p><p>It's ok if I don't email that parent back at 8:00 PM </p><p>It's ok if I use exactly the same lesson plan that I used last semester, even if I know there are some places that need some tweaking. It's still going to be a kick-ass lesson. Because I'm a kick-ass teacher. </p><p>It's ok for me to say that. </p><p>It's ok. </p><p>I'm trying to learn to take some of the pressure off of myself to be perfect. This is hard for me, not because I want to be perfect, but because the creation of new lessons, making small tweaks to improve the efficiency of an activity, and designing a new project are FUN for me. I love doing it. It fills my cup and gives me a "high" that I can't explain. </p><p>But...on the other end of the "cup filling" creation is where I tend to find my stress. The piles of papers that need to be graded, the absent students who need instruction, the guilt for not providing timely feedback. You see...there's no real way for teachers to BOTH provide creative, engaging lessons AND provide timely effective feedback to help students grow. There's just not time to do both. </p><p>So...in order to improve I need to be ok with things being OK for a little while. </p><p>And 2022 seems like a good time. </p>Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-24357862226305083392021-08-20T18:53:00.000-07:002021-08-20T18:53:14.147-07:00Day 2: Skills and Thinking Historically<p>Today's post is the second in a series of posts on how I train my students in historical thinking at the start of the school year. A "Boot Camp" so to say. A way to prepare them for the skills I'm going to ask of them all year. Here is a list of the series of posts. (Click the link to read the other days)</p><ol><li><a href="https://aviewoftheweb.blogspot.com/2021/08/day-1-historical-thinking-boot-camp.html" target="_blank">Day 1: Discussion Expectations - Employability Skills - Historical Thinking</a></li><li>Day 2: Skills for Thinking Historically </li><li>Day 3: Stations - Sourcing Strengths and Limitations</li><li>Day 4: Follow-up, Reflection and Modifications</li></ol><p>I'm going to be honest from the start here. I wasn't originally planning on this being a 3-day thing. It was only going to be two. But then (as happens often) I had to adjust because of things outside of my control. The 2nd day of school was picture day, and picture day at a large high school means interruptions during class for students to leave for pictures. </p><p>I could get mad and frustrated with every "<i>please excuse the interruption</i>" that comes over the intercom or I can be smart about what I plan for picture day so we're not bothered. That means I need something that is pretty relaxed and easy for students to pick up where they left off as they come and go. </p><p>I decided to really make good on my comment from the first day... </p><p style="text-align: center;"><span style="font-family: georgia; font-size: x-large;"><i>This class is NOT sit and GET, in here you have to SHOW UP and DO. </i></span></p><p>So I made them "show up and do." </p><p>I reminded my classes of the last activity we did as we left yesterday. The "Orphans of the Abyss" and how they were already practicing the techniques of historical thinking. I also compared it to the Scientific Method and that this is just the way historians are going to attempt to answer questions about the past. Today we're going to explore that method.</p><p>I display the instruction sheet on the wall and go through the requirements. Today they're going to work with their team in order to research and create a poster over the major components of Historical Thinking</p><p></p><ul style="text-align: left;"><li>Primary Sources and examples</li><li>Secondary Sources and examples</li><li>Sourcing a document</li><li>Contextualization</li><li>Corroboration</li><li>Close Reading </li><li>The Importance of History</li></ul><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-iwxx3UuR_HU/YSBM9yJ5KAI/AAAAAAAACss/cydCyPQnSDc2bJMpAo6LRHYZBP0KHx8jQCLcBGAsYHQ/s772/Poster%2BInstructions.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="772" data-original-width="612" height="400" src="https://1.bp.blogspot.com/-iwxx3UuR_HU/YSBM9yJ5KAI/AAAAAAAACss/cydCyPQnSDc2bJMpAo6LRHYZBP0KHx8jQCLcBGAsYHQ/w318-h400/Poster%2BInstructions.jpg" width="318" /></a></div><br /><div>One thing I've learned over time, if you're going to have students research new information and then make something with it...make them do the research first and have it checked by you BEFORE starting on the poster. There's nothing worse than telling a student that the information on their entire poster is wrong. That check-in allows for you to elaborate, clarify, simplify, or correct as they go. Real-time feedback is so much more powerful! </div><div><br /></div><div>Of course that means you won't be sitting at your desk much... </div><div><br /></div><div>Step 1 is research. I give them the handouts from SHEG (Stanford History Education Group) which can be found on their website (<a href="https://sheg.stanford.edu/history-lessons?f%5B0%5D=topic%3A7#main-content#main-content" target="_blank">here</a>) or in my folder linked at the bottom of this post. Students are instructed to use both the handouts and Google to help them fill out the research chart posted here. (They save the "Self Reflection" part for the very end). </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-stb0JZ0I7FA/YSBW3gtxviI/AAAAAAAACs0/XIQGYLHMLvEHqQQqRcW7mqqeQsODfeFSgCLcBGAsYHQ/s793/Historical%2BThinking%2BResearch.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="793" data-original-width="613" height="400" src="https://1.bp.blogspot.com/-stb0JZ0I7FA/YSBW3gtxviI/AAAAAAAACs0/XIQGYLHMLvEHqQQqRcW7mqqeQsODfeFSgCLcBGAsYHQ/w309-h400/Historical%2BThinking%2BResearch.jpg" width="309" /></a></div><br /><div>Here's what is awesome about this simple assignment. They learn really fast what "contextualize" means. If they just Google "<i>what is the definition of source</i>" (and they <b><i>will</i></b> Google that exact phrase) Google doesn't give them the correct definition for this particular setting! I explain that they have to give Google some more key words in order to get the correct meaning of the word in CONTEXT with historical thinking skills. The Google results PLUS the handouts from SHEG make it easier for them to piece together a description. </div><div><br /></div><div>We also work on simplifying definitions. The definition "to identify the origins of a source" is nice and short so kids like it. But have them try to actually EXPLAIN what that means... they struggle. So we talk about breaking it down and really understanding what that means. Usually they come up with something similar to this</div><div><br /></div><div style="text-align: center;"><i>Looking at a source and where it came from by asking who wrote it and why.</i></div><div><br /></div><div>Usually once I help a group one time, they figure out the process pretty quickly and move through the research at a quicker pace. I sign-off on their chart (remember...they have to check in with me before starting their poster) and then the work on the poster can begin. </div><div><br /></div><div>Here's the secret. <i>I could care less about the poster.</i> It's mostly for them. They LOVE working on the poster. Especially on the second day of class. They break it up, share responsibility (mostly...sometimes I need to help groups delegate tasks), and get rolling. Students are interacting with the words, definitions, finding pictures, and getting to know each other. While I'm walking around passing out compliments to those doing a good job, asking kids about their summer, and just building relationships. It's like one big collaborative work session that's low pressure and relaxed. We help troubleshoot printing issues, locate supplies, and dish out design tips. All the while kids are coming and going for school pictures without missing a beat. I really don't care about the poster, how it ends up looking, or if they even finish (I don't tell them that outright). There's so much more that is happening on this day than historical thinking. It really is a preview because I know tomorrow we're going to apply what they learned and dig a little deeper.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-vIBemjYdNb4/YSBXuQo5rxI/AAAAAAAACs8/MBq32tZy5m4EC2EAfym9JyKWFTDKzqPHQCLcBGAsYHQ/s2048/PXL_20210820_115202521.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="300" src="https://1.bp.blogspot.com/-vIBemjYdNb4/YSBXuQo5rxI/AAAAAAAACs8/MBq32tZy5m4EC2EAfym9JyKWFTDKzqPHQCLcBGAsYHQ/w400-h300/PXL_20210820_115202521.jpg" width="400" /></a></div><div><br /></div><div>What started out as a <i>pull-it-outta-my-ass</i> assignment to make picture day go more smoothly ended up as a very meaningful and productive lesson. I think I'll keep it around! </div><div><br /></div><div>For the full resources on all 3 days of my Historical Thinking Boot Camp <a href="https://drive.google.com/drive/folders/1kFFoPZM5TmQ9vpcqXiEbhD7YDAVyYDkH?usp=sharing" target="_blank"><b><span style="font-size: medium;">click HERE</span></b></a> </div><div><br /></div><div><i>Feel free to use all materials by making a copy. Please don't claim them as your own or put them up on TPT. Thank you for that professional curtesy. </i></div><p></p>Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-8302690112846912802021-08-19T17:26:00.001-07:002021-08-22T17:38:59.632-07:00Day 1: Historical Thinking Boot Camp - High School Edition<p>I taught for 13 years at the middle school level. One of the best things I ended up adding to the start of my year was a "Historical Thinking Boot Camp" which spent some dedicated time with my 7th graders going through all the skills needed to think historically. I wrote a blog post that can be see <a href="https://aviewoftheweb.blogspot.com/2016/08/training-future-historians.html" target="_blank"><b>HERE</b></a> detailing it. And to this day it is one of my most popular blogs. </p><p>But like all good things...it needs an update. This update really was for me. 3 years ago I made the jump to high school. It only took 4 semesters and teaching in a pandemic for me to finally work out a version of the boot camp for my US History classes to try out. </p><p>I am dividing this into 4 different blog posts in order to be able to go into details for each day and then provide a reflection and any modifications I may do the next time in the final post. </p><p></p><ol style="text-align: left;"><li>Day 1: Discussion Expectations - Employability Skills - Historical Thinking</li><li><a href="https://aviewoftheweb.blogspot.com/2021/08/day-2-skills-and-thinking-historically.html">Day 2: Skills for Thinking Historically </a></li><li>Day 3: Stations - Sourcing Strengths and Limitations</li><li>Day 4: Follow-up, Reflection and Modifications</li></ol><p></p><p>***I provide resources to my lessons and activities for free at the conclusion of this post, all I ask is that if you use it you don't claim it as your own and it doesn't end up on TPT*** </p><p>For reference we run a 4x4 block schedule (85ish minute class periods). I see my classes each day for a semester and then start over with a new group of kids in January. While my middle school version of the boot camp took 5-7 days, I don't have the luxury of that much time at the HS level with our schedule. So this is designed to be completed in 3ish days, which includes the first day of school "stuff". </p><p>Day 1: (First day of the semester)</p><p>I try to come out like a freight train full of energy and do my best to get kids engaged at the "get-go". One of my favorite phrases I say to my classes is... </p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-QbUp5-TPtD0/YR7tykWfrOI/AAAAAAAACrE/KnMC0DpQFFM8wcuA1izih1fv02JO5e8tACLcBGAsYHQ/s960/Slide8.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="540" data-original-width="960" height="180" src="https://1.bp.blogspot.com/-QbUp5-TPtD0/YR7tykWfrOI/AAAAAAAACrE/KnMC0DpQFFM8wcuA1izih1fv02JO5e8tACLcBGAsYHQ/s320/Slide8.JPG" width="320" /></a></div><p>And I mean it. Almost as soon as I say that we talk about what good discussions look like. I explain (and model) my expectations for good quality discussions. What I, as the teacher walking around the room, expect to SEE and HEAR. We talk about body language and how that can convey a persons attitude and level of participation. My basic expectations for discussions in class...</p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-zoYxXXGCHC4/YR7yo_5WluI/AAAAAAAACsk/TqLLgUrU-tI5xb3WmmPtIHHwdaAw8Yl8QCLcBGAsYHQ/s960/Slide12.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="540" data-original-width="960" height="180" src="https://1.bp.blogspot.com/-zoYxXXGCHC4/YR7yo_5WluI/AAAAAAAACsk/TqLLgUrU-tI5xb3WmmPtIHHwdaAw8Yl8QCLcBGAsYHQ/s320/Slide12.JPG" width="320" /></a></div><br /><div>I make it clear that these are the expectations whenever we have a discussion, and I go through those expectations EVERY TIME for the first two weeks. After that I simply have to say <i>"remember our discussion expectations of what I should SEE and HEAR"</i>.</div><div><br /></div><div>Now we practice. 4 short discussion questions to demonstrate those expectations. This also gives me a chance to walk around become a part of the conversations. I get to know what they wish teachers did in class, what they hate that teachers do, and the skills they wish school would teach them. These are great and powerful conversations. On day one. <br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-KsyBfRtALpY/YR7vJX2jjCI/AAAAAAAACro/q2Nm51c7nXI3PlQ61LYt6BcfSnYggo1fACLcBGAsYHQ/s960/Slide13.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="540" data-original-width="960" height="113" src="https://1.bp.blogspot.com/-KsyBfRtALpY/YR7vJX2jjCI/AAAAAAAACro/q2Nm51c7nXI3PlQ61LYt6BcfSnYggo1fACLcBGAsYHQ/w200-h113/Slide13.JPG" width="200" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-nXvGU_XDzbo/YR7vJyaCtDI/AAAAAAAACrw/buItO6UDnhgTHavZ36DMGkZrP4a68l3QwCLcBGAsYHQ/s960/Slide14.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="540" data-original-width="960" height="113" src="https://1.bp.blogspot.com/-nXvGU_XDzbo/YR7vJyaCtDI/AAAAAAAACrw/buItO6UDnhgTHavZ36DMGkZrP4a68l3QwCLcBGAsYHQ/w200-h113/Slide14.JPG" width="200" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-BCVXHsTwBDw/YR7vJdYD45I/AAAAAAAACrs/icAZ9EQ06GE4H8h7krYT1LAllsC5p2M-ACLcBGAsYHQ/s960/Slide15.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="540" data-original-width="960" height="113" src="https://1.bp.blogspot.com/-BCVXHsTwBDw/YR7vJdYD45I/AAAAAAAACrs/icAZ9EQ06GE4H8h7krYT1LAllsC5p2M-ACLcBGAsYHQ/w200-h113/Slide15.JPG" width="200" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-b0vVr-Cb6gA/YR7vJwCGB5I/AAAAAAAACr0/rX7AHYt5SGYNUrE0pOcA5TgE16NRl5enwCLcBGAsYHQ/s960/Slide16.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="540" data-original-width="960" height="113" src="https://1.bp.blogspot.com/-b0vVr-Cb6gA/YR7vJwCGB5I/AAAAAAAACr0/rX7AHYt5SGYNUrE0pOcA5TgE16NRl5enwCLcBGAsYHQ/w200-h113/Slide16.JPG" width="200" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div></div><div><i>Now Jill, what does this have to do with Historical Thinking? </i></div><div>Everything we do to start the year is training my students to "take it to the next level." This lesson is providing students the training they need with questions that are low-pressure and tend to be of interest to many kids (and rarely are they asked about it). This sets the tone so that when we have discussion topics that are more controversial and/or difficult topics, we have already established the norms for civil discourse. I find that when I am crystal clear about my expectations, they tend to be met.</div><div><br /></div><div>The discussion (specifically that last two slides) leads perfectly into <b><u><span style="font-size: medium;">Activity #2: Employability skills. </span></u></b></div><div><br /></div><div>I went into detail on this activity with a blog post you can check out by <a href="https://aviewoftheweb.blogspot.com/2021/08/more-than-content-teaching.html">clicking here</a>. To summarize students identify employability skills that THEY want to leave high school having practiced and get better at. Students work together in the class to select 5 skills they want me to incorporate in the daily lessons, activities, and projects. I post them in the classroom as a daily reminder to us all. </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-QrbO8LvSm4k/X3FHhzUS7LI/AAAAAAAACjo/zMicNm3QGrEQ5s3kD_a5F4ADOtFVb8QvgCPcBGAYYCw/s2048/IMG_20200911_085448.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1876" data-original-width="2048" height="293" src="https://1.bp.blogspot.com/-QrbO8LvSm4k/X3FHhzUS7LI/AAAAAAAACjo/zMicNm3QGrEQ5s3kD_a5F4ADOtFVb8QvgCPcBGAYYCw/s320/IMG_20200911_085448.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-0s2J3s7Cre0/X3FJEoow73I/AAAAAAAACj8/c049UrGxCegAP_RWkdcXD-J5hUMsLclpwCPcBGAYYCw/s2048/IMG_20200922_095915%2B%25281%2529.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://1.bp.blogspot.com/-0s2J3s7Cre0/X3FJEoow73I/AAAAAAAACj8/c049UrGxCegAP_RWkdcXD-J5hUMsLclpwCPcBGAYYCw/s320/IMG_20200922_095915%2B%25281%2529.jpg" width="320" /></a></div><br /><div><br /></div><div><b><span style="font-size: medium;"><u>Activity #3: An Introduction to Historical Thinking</u></span></b></div><div>I have been a part of a professional learning community for 10 years or so made up of amazing Kansas Social Studies teachers around our state. A couple of years ago there was a presenter to talked about "untold stories" of history. This was the first time I was introduced to the photo of the "Orphans of the Abyss."</div><div><br /></div><div> I explain that when studying the past, historians ask a series of questions in order to examine the evidence they have. So we're going to practice. I tell them to discuss what they see in the photo on the next slide. </div><div> </div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-CL76Eo1ypaQ/YR7wt4ftNsI/AAAAAAAACsU/vOPh2dUiUXMexYPbtSTrxYPXebuj-VV4wCLcBGAsYHQ/s960/US%2BHistory_%2B2021%2BFirst%2BDay_Hybrid%2B%25283%2529.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="540" data-original-width="960" height="180" src="https://1.bp.blogspot.com/-CL76Eo1ypaQ/YR7wt4ftNsI/AAAAAAAACsU/vOPh2dUiUXMexYPbtSTrxYPXebuj-VV4wCLcBGAsYHQ/s320/US%2BHistory_%2B2021%2BFirst%2BDay_Hybrid%2B%25283%2529.jpg" width="320" /></a></div><div><br /></div><div>And let me tell you...the conversation is amazing. The details students pull out from the photo, their reasoning...they are thinking like historians and they don't even realize it. They THINK they're just pointing out details in a photo. I love this moment so much. I walk around and nudge them for more information "<i>What does that tell you?</i>" or "<i>Why do you think that is?</i>"</div><div><br /></div><div>We discuss their observations as a class and I go on to explain that historians are limited to the evidence they have. The more evidence that they can corroborate the more accurate their inferences are. Every now and then new evidence from past events comes up, and provides a more clear picture of what really happened. </div><div><br /></div><div>Then I show the next slide (which has a slight addition to the photo). </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-DZOfu4MAEZ0/YR7xIXFtsaI/AAAAAAAACsc/mkOUBYYkvfMkKGEd9cXFCFSwXGKdAjFCgCLcBGAsYHQ/s960/Slide24.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="540" data-original-width="960" height="180" src="https://1.bp.blogspot.com/-DZOfu4MAEZ0/YR7xIXFtsaI/AAAAAAAACsc/mkOUBYYkvfMkKGEd9cXFCFSwXGKdAjFCgCLcBGAsYHQ/s320/Slide24.JPG" width="320" /></a></div><br /><div><br /></div><div>Ohhhs and Ahhhhs fill the room. It sounds corny but I'm serious. We talk about what inferences they made that were correct and which ones were wrong.</div><div><br />And then I tell the story of the "Orphans of the Abyss" (<a href="https://www.encyclopedia-titanica.org/titanic-victim/michel-navratil.html"><b>Click here for the amazing story</b></a>) </div><div><br /></div><div>There are always mouths open with surprise, and this moment always hits within the last 5 minutes of class. I end with this... </div><div><br /></div><div><i>History is MORE than dates and events in a textbook or vocabulary presented in a lecture. History is the story or REAL people who lived and experienced events of a nation and a world. History is ever changing and history is found in the stories. In my class we will study the stories from the people who lived during extraordinary times. We will compare their stories from multiple perspectives and ask questions in order to gain larger answers. </i></div><div><br /></div><div>And tomorrow we will find out just how we're going to "think like historians." </div><div><br /></div><div><a href="https://drive.google.com/drive/folders/1kFFoPZM5TmQ9vpcqXiEbhD7YDAVyYDkH?usp=sharing">For the full resources on the first three days of class click here</a>. </div><div><br /></div><div>Day 2 and Day 3 posts are coming soon! </div>Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-84090851878503241342021-08-17T19:13:00.000-07:002021-08-17T19:13:03.825-07:00More than Content: Teaching Employability Skills and Making Student OWN it! <p>I believe it is my job to teach <b><i>MORE than my content</i></b>. It is my job to help students practice the skills that will be necessary in the work place. I tell all of my classes on the first day of school that I will try, as much as possible to treat them as someone in the "adult working world". </p><p><i>Side note: I've always hated the phrase "real world" when talking to teens. I HATED it when I was in high school and someone told me to "wait for the real world..." Like my world wasn't real. So I make it a point to refer to the "working world" or "adult world". </i></p><p>What does that look like? </p><p></p><ul style="text-align: left;"><li>I allow for natural consequences to take place. If I provide time to work during class and a student makes the choice to work on another class than mine or play Pacman on their Chromebook, the consequence of that is homework or a lower grade due to a poor quality assignment. I will redirect them. I will tell them how their actions are being perceived by me. I <b><i>will not</i></b> get into an argument with a kid on whether or not they're on task. I don't have time for that. And teachers never win those anyway... </li><li>Student feedback on the activities, lessons, projects, and organization of class is expected, asked for regularly, and taken seriously. Real-time changes and additions are made based on student feedback.</li><li>They will have a voice and choice in the classroom on the types of projects/activities they do and the rubrics that score them. </li><li>Group projects will come with contracts where duties are outlined, consequences are spelled out, and being "fired" is a real option. </li><li>Activities, lessons, and projects will be aligned with the employability skills that the class wants to focus on. </li></ul><div>This blog post is going to focus on that last bullet. <b><i>"Activities, lessons, and projects will be aligned with the employability skills that the class wants to focus on."</i> </b>This is probably one of the best things I've added to my classroom in the last year, and I totally stole and adapted the idea from another amazing educator I had the privilege to work with. Follower her on Twitter <a href="https://twitter.com/cadyjackson_">@cadyjackson</a>. </div><div><br /></div><div>This is an activity that I do on the first day of class. It follows the same general procedure as the Capturing Kid Hearts Social Contract. But instead of creating a contract in which we are all going to socially abide by... we're going to identify the employability skills that are most needed by students today. <b><i><span style="font-family: georgia;">Spoiler</span></i></b>...in order to learn and apply the skills that they choose, they will naturally have to abide by the typical social contract aptitudes of respect, responsibility, empathy, etc... By creating an Employability Skills Contract this makes that process <b><span style="font-family: georgia;">more relevant</span></b> and provides automatic <b><span style="font-family: georgia;">buy-in</span></b> from the students who took ownership of the list.</div><div><br /></div><div>I start out by handing out a paper copy of the employability skills chart that was created by our Kansas Department of Education in collaboration with various employers across the state. The list is massive and very overwhelming to students at first. (<a href="https://docs.google.com/document/d/12vVLaMRwC_Dhda9bQaQGAbe4ebXln8Ayu1-Giq7fWAY/edit?usp=sharing" target="_blank">Find the list here</a>) I direct them to focus on the "Competency" column. While the entire chart does provide good information and can initiate great conversation, I'm also bound by time. The "Competency" column gets us right to the one or two word skills that matter. </div><div class="separator" style="clear: both; text-align: center;"><br /></div><div>I do a reverse of <b><span style="font-family: georgia;">"I do - We do - You do"</span></b> scaffolding strategy. I call it <span style="font-family: georgia;"><b>"You do - They do - We do"</b></span> Students start individually by writing down 10 skills they personally think are the most important or that they struggle in the most. I usually walk around answering questions and defining skills like "assertiveness" and "networking". </div><div><br /></div><div>After a couple minutes of alone time, I ask them to have a conversation with their team members about the skills they all wrote down. Where do they agree? Where do they disagree? Why? And then create a group list of 8 skills they can all agree are needed outside the walls of academia.</div><div><br /></div><div>Then comes the "We do" part of the activity. I call on a group to share their list. As they read aloud the skills they chose, I write them on the board. I pick the next team to share their list. If a skill is repeated, I put a check mark. By the time each team has shared their list it becomes obvious which skills are the ones the majority of the class wants to focus on. </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-7iMmh_Yd2GY/X3FIMvi34JI/AAAAAAAACjs/tW29c4ciT08vaJ6xYyAumfZeChcFRNAGgCLcBGAsYHQ/s2048/IMG_20200911_085448.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1876" data-original-width="2048" height="366" src="https://1.bp.blogspot.com/-7iMmh_Yd2GY/X3FIMvi34JI/AAAAAAAACjs/tW29c4ciT08vaJ6xYyAumfZeChcFRNAGgCLcBGAsYHQ/w400-h366/IMG_20200911_085448.jpg" width="400" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-0s2J3s7Cre0/X3FJEoow73I/AAAAAAAACj4/iRvD78VCUyIDHzBbLBR_hSFFsX7z2Li-gCLcBGAsYHQ/s2048/IMG_20200922_095915%2B%25281%2529.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="300" src="https://1.bp.blogspot.com/-0s2J3s7Cre0/X3FJEoow73I/AAAAAAAACj4/iRvD78VCUyIDHzBbLBR_hSFFsX7z2Li-gCLcBGAsYHQ/w400-h300/IMG_20200922_095915%2B%25281%2529.jpg" width="400" /></a></div><br /><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-_X9kpj5B0II/X3FDF0c2bpI/AAAAAAAACjU/3ItM1v8daU4f_HUwnFH6u8Sl6g7uMcITACLcBGAsYHQ/s987/Employability3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="627" data-original-width="987" height="254" src="https://1.bp.blogspot.com/-_X9kpj5B0II/X3FDF0c2bpI/AAAAAAAACjU/3ItM1v8daU4f_HUwnFH6u8Sl6g7uMcITACLcBGAsYHQ/w400-h254/Employability3.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div><b><span style="font-family: georgia; font-size: medium;">***Here's where I sell it*** </span></b></div><div>This group of young-adults, many of whom will be walking out into the "working world" in little over two years has just told me the skills THEY want to work on. The aptitudes THEY feel are the most important for their future. And it becomes my job to create lessons, activities and projects that include these important competencies while also teaching the necessary history curriculum. I post them on the wall and I refer to those skills anytime we do something that includes practice in those areas. I make sure to remind them that THEY were the ones to choose those skills not me. It's very important that I make it known in class when we are focusing on specific skills that they chose. I do this after activities, discussions, and I include the "skills of focus" on projects (as seen in the image above). </div><div><br /></div><div><span style="font-family: georgia; font-size: medium;"><b>***And here's my secret***</b></span></div><div>I was already doing this in the classroom years before we did this activity. These skills were being taught consistently to my 7th and 8th graders at Cheney. It has always been important for me to make sure to include those in my activities. The only difference now is that the students have OWNERSHIP over the selection process and more BUY IN to the reasoning. It's a win-win. </div><div><br /></div><div>ANNNNDDDDD they always choose the skills I want them to. Every time. </div><div><br /></div><div>Win-Win-WIN</div><p></p>Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-10587192564053582492020-11-24T11:50:00.000-08:002020-11-24T11:50:16.318-08:00Who Have You Asked Today?<p><span style="font-family: georgia;">Dear Senior of 2020, (</span><span style="font-family: georgia;">Or Junior, Sophomore, or Freshman...)</span></p><div class="gmail_default"><span style="font-family: georgia;">I hope you don't mind me inserting myself right in your business....BUT. </span></div><div class="gmail_default"><span style="font-family: georgia;"><br /></span></div><div class="gmail_default"><span style="font-family: georgia;">Have you ever thought of becoming a teacher???</span></div><div class="gmail_default"><span style="font-family: georgia;"><br /></span></div><div class="gmail_default"><span style="font-family: georgia;">Cause you'd be great. </span></div><div class="gmail_default"><span style="font-family: georgia;"><br /></span></div><div class="gmail_default"><span style="font-family: georgia;">Amazing. </span></div><div class="gmail_default"><span style="font-family: georgia;"><br /></span></div><div class="gmail_default"><span style="font-family: georgia;">And I've found that if I don't reach out to people who have the characteristics to be amazing teachers we (the world) may miss out on some phenomenal people in our profession. So... </span></div><div class="gmail_default"><span style="font-family: georgia;"><br /></span></div><div class="gmail_default"><span style="font-family: georgia;">If you haven't given it a thought, think about it. I'd love to answer any questions you have. Because it is definitely a job where you get the opportunity to make people happy and have FUN everyday. There is no better feeling than going to work each day knowing that its where you belong. </span></div><div class="gmail_default"><span style="font-family: georgia;"><br /></span></div><div class="gmail_default"><span style="font-family: georgia;">(Don't ask about 2020...but even through this crazy COVID year I still wouldn't want to do anything else) </span></div><p><span style="font-family: georgia;">Have a safe and happy break. Take some time to relax. You've earned it! </span></p><p><span style="font-family: georgia;">*********************************</span></p><p><span style="font-family: georgia;">Teachers...if we don't promote our profession, who will? If we don't reach out to those kids who would make amazing colleagues, friends, and teachers of our children and grandchildren, who's going to? Who are we missing? </span></p><p><span style="font-family: georgia;">Some kids haven't even given it a thought. </span></p><p><span style="font-family: georgia;">What if they did? </span></p>Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-88791492106691318992020-09-26T18:56:00.001-07:002020-09-28T03:28:23.505-07:00Stressed? Tips and Tricks I Learned in the Most Stressful Year of My Career<p>Don't hate me for what I'm about to say. </p><p>So far this crazy COVID-school year isn't killing me. I'm not overly stressed. I'm not feeling burnt-out. I'm doing ok. </p><p>I know, I know what you're thinking... <i>Waaaeeellll laaa de frickin' da! Isn't that good for her. </i></p><p>Keep Reading! </p><p>I didn't say it wasn't hard. </p><p>I didn't say I liked it. </p><p>I didn't say I wasn't working my ass off (because I am). </p><p>But here's the thing. Because of the job change last year, which saw me teaching in a brand new school, a new age group, and new content all while having a 4 kids (at the time) ages 7 to 5 months at home. This COVID teaching isn't much different when it comes to work load than what I saw last year. </p><p>So yes, I'm stressed, I have more to do than I can possibly get done in a day, and my responsibilities somehow keep increasing. But I'm used to it. I "conditioned" the entire year last year in a type of environment where I was essentially a brand new teacher creating content, raiding TPT at the last minute, and trying to squeeze in grading whenever I can. Guess what...I entered more "completion" grades into the gradebook last year than I ever had before. It was survival. I worked all the time, whether it was working on school or working on my other full-time role as wife and mommy. And it was hard. </p><p>And it broke me. I lost it. Come Thanksgiving I called and made my family cancel pictures because I had a complete melt-down over the thought of having to do one load of laundry. I wish I was kidding... </p><p>But in the struggle I also learned a lot. I became someone who really attempted to master time-management. Because I had to. I had to be a master of the time I had.</p><p>I was just hoping that this school year the pressure and work-load would ease up. It hasn't. But I'm stronger than I was last year...so I'm able to carry it better this year.</p><p>So what did I learn? What skills did I walk away with? What do I have to offer you today? 3 Things. Just 3 things that can help you manage and budget your time so that you can start to breath a little. And these things work whether you're a parent, teacher, or student. Every single one of those groups are being thrown into the fire of school during a pandemic and all of us agree that it sucks. But we can emerge stronger... </p><p><b><span style="font-size: medium;"><u>First Thing: Pick 6 </u></span></b></p><p>Chances are if you were to write out an entire list of all the things you need to do, you'd be completely and totally <b><i>overwhelmed</i></b>. Everyone has more to do and less time to do it. And that gigantic list doesn't do you any good. If you feel you need to get it out of your brain and on paper fine. But don't make that your actually running to-do list. Shove it in a drawer for now. </p><p>And pick 6. Choose 6 things that you want to focus on today. Prioritize them by time and task and then set to work. But only work on those six items until they are done. Cross them off with a bright pink marker and celebrate with an iced latte from Starbucks. </p><p>Then choose another 6. </p><p>Sticking to only 6 things helps keep us from getting overwhelmed with too much information. Our brain gets bogged down in the amount instead of seeing in chunked portions. </p><p><i>But Jill...I have more than 6 things to do. </i></p><p>Yup. And you always will. Pick 6.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-Kl4VbTCAPLA/X2_tsUWciAI/AAAAAAAAChw/S47fz9BRNB0nTw6JgxhQnsuvV7qfjCJHACLcBGAsYHQ/s2048/IMG_20200926_201058.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2021" data-original-width="2048" src="https://1.bp.blogspot.com/-Kl4VbTCAPLA/X2_tsUWciAI/AAAAAAAAChw/S47fz9BRNB0nTw6JgxhQnsuvV7qfjCJHACLcBGAsYHQ/s320/IMG_20200926_201058.jpg" width="320" /></a></div><br /><p><b style="font-size: large;"><u>Next Thing: Be Goggle Focused </u></b></p><p>I learned this term outside of a school setting and it has stuck with me more than anything else. It is my favorite time management hack. Multitasking is a lie. You can't effectively do two things at one time. (Unless you are a breastfeeding mama, then yes, darlin you can nurse that baby while doing another task) What I mean is, you can allow your brain to focus on two things or many things at once. <br /></p><p>Teachers are the worst at this. We will start 12 different things and then leave at the end of the day with 12 things started and nothing actually done. </p><p>Stop it. Be "goggle focused". A swimmer uses their goggles to effectively swim the 200 Freestyle race, they wouldn't have a chance to win the race without those goggles. The goggles allow the swimmer to focus on the destination. The end. The goal. </p><p>When you're working, whether it is planning a lesson for Tuesday, trying to complete your science worksheet, or attempting to fold a load of laundry...focus on the destination. The end. The goal. And don't stop until you do. Work until that one task is finished and then move on to the next. Before you know it you'll have all 6 items on your list crossed off. </p><p>And even if you don't get to all 6, at least you have 2 or 3 done. Completely finished. Not 6 different things started and nothing done, causing you more stress and anxiety because a new day just brings more things to do. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-SYPLJRv1It4/X2_uVx5ZT-I/AAAAAAAACiI/XSJeSbg4b64pPyvBdziFhNMmr16uuXnxgCLcBGAsYHQ/s2798/IMG_20200926_201606_2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2798" data-original-width="2448" height="320" src="https://1.bp.blogspot.com/-SYPLJRv1It4/X2_uVx5ZT-I/AAAAAAAACiI/XSJeSbg4b64pPyvBdziFhNMmr16uuXnxgCLcBGAsYHQ/s320/IMG_20200926_201606_2.jpg" /></a></div><br /><p><b><u><span style="font-size: medium;">Last Thing: Get Dressed to Your Shoes</span></u></b></p><p>This one is really meant for those who are on some sort of flexible schedule and working from home. (Yes...if you're a student and you've made it this far into the blog post this one is really dedicated to you). You see...when I talk to my students about employability skills the one constant thing that they tell me they wish they could do better is time management. Every class, every year, time management. Well...you know what? I can't teach you how to manage time if I don't give you time to have to manage. Well now, many students, are finding themselves with tons of time they have to manage without the skills to handle it. This one is for you. </p><p>Get up. (Yes, that means out of bed) And get fully dressed, all the way to your shoes. When we are dressed and shoes are on our feet it tells our brain we are ready to work. Seriously. We are in the right mindset to be productive. </p><p>I know there is debate out there on whether or not shoes should be worn in the house. This is not the place for that debate. I won't tell you my opinion. But I will tell you what I know. If my shoes are off then I am sitting, lounging around and not knocking out that 6 item to-do list. It's hard to be productive when I'm in PJ's all day. </p><p>Get dressed. All the way to your shoes and get to work. Take them off when you're done. Treat the day as if you would a normal school day and get up, get dressed, and get to work. I know it's hard. You're tired. I'm not saying you have to get up at 6:00...but you shouldn't sleep until noon, and then eventually decide to get out of bed at 1:00 only to just get started (while getting back in bed) at 2:00 and then wonder why it took your all afternoon to do that one vocab assignment. Get up. Get dressed. Shoes on. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-zU3QRSYys-E/X2_ulB8bDrI/AAAAAAAACiM/lTd4nGi7GxYVvYmMnEhLgDUyUrz85CVrgCLcBGAsYHQ/s2048/IMG_20200926_201307.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1927" height="320" src="https://1.bp.blogspot.com/-zU3QRSYys-E/X2_ulB8bDrI/AAAAAAAACiM/lTd4nGi7GxYVvYmMnEhLgDUyUrz85CVrgCLcBGAsYHQ/s320/IMG_20200926_201307.jpg" /></a></div><br /><p>There you have it. 3 things that can help. Try one or try them all. See if it helps. I have more strategies but in attempt to keep this short (ha) and you from getting overwhelmed, I went with these three strategies. None of them are strategies that I fully created myself. I learned them along the way. Picked them up from different areas of life. It just seems that everyone could use a little tip on how to manage time. </p><p>And remember to be kind to yourself. Things are going to go unfinished and get done late. You'll have to rewash the same load of laundry 3 times before you finally move it to the washer. You're going to assign a "movie day" so you can plan for the next class period. And you may have to email your teacher and ask for an extension. It's ok. You will make it through this. With a whole new appreciation for school, work, and home. </p>Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-76808020975297258612020-08-07T07:51:00.000-07:002020-08-07T07:51:40.056-07:00A Structured Class During and Unstructured Year<div>You all know how we got here. You don't need the back story. I'm not going to spend time debating or discussing my position on whether or not schools should or shouldn't open. To be honest, I don't have time for that shit. I gotta keep moving forward with what I know and what I can do. When I sit down to start looking at what this year is gonna look like, there are all sorts of unknowns. But here is what I do know.</div><ol style="text-align: left;"><li>My high school is starting off in a hybrid model. Half of my students Monday and Thursday, the other half Tuesday and Friday. Wednesdays and days when kids aren't in class are considered remote learning and students have to log 6 hours of school work (between all of their classes) every remote day. </li><li>It is my job to provide material and lessons for students who are enrolled in my class on both F2F (face to face) days and remote days. </li><li>It is silly for me to go into this year thinking that I won't miss due to catching COVID or being quarantined at some point due to my exposure to others with COVID. There is also the chance I could get really sick and not be able to get to my computer to "push" work to my students.</li><li>It is also silly for me to plan on having all my students who should be in class on F2F days when they're scheduled to be there. Kids will be quarantined too. Some due to sickness, some due to exposure. It's gonna happen. </li><li>I am still responsible for the learning of my students, whether or not I or the students are physically present.</li><li>At some point I need to assume it is possible for us to "out of the blue" go completely remote</li></ol><div><br /></div><div>Now. I have to design a class that promotes rigorous learning keeping all of those things in mind. Yeah. Not an easy task. And one that I have spend a good amount of my time obsessing about in my head for the last three months...and that has started to spill out of my brain to anyone who would listen in the last three weeks. (My poor husband...) </div><div><br /></div><div>And now...for now anyway...I think I have a plan. I'm going to share that plan with you today. Not because I think it is perfect. Not that I think it's the best way. But because I see teachers out there STRUGGLING to even imagine what this kind of learning looks like. This isn't just a pivot for some teachers...it's a complete jump away from what they have been doing their entire careers. It's overwhelming and stressful. I am hoping this helps with some of that. </div><div><br /></div><div>My Plan: My US History class will be almost 90% asynchronous and virtual, even when we are F2F. As we start the year, hopefully my students will see these three factors about our learning environment. <br /></div><div><br /></div><div><b><u><font face="georgia">Consistency: </font></u></b></div><div>It's not just teachers who are going to be teaching a whole new way, it's students who are going to have to navigate this with very little prep. On top of the loss of 5 months of school. If I can do one thing to ease that transition it's to make things consistent. Each of my units will have four major components. </div><ol style="text-align: left;"><li>Historical Context</li><li>Vocabulary Work </li><li>Document Analysis </li><li>Assessment (usually project based) </li></ol><div>This will hopefully help them know what to expect with each of our units. And while the activities and lessons that will be assigned will be different, and each unit may do more of one than the other, those 4 components will remain. </div><div><br /></div><div><font face="georgia"><b><u>Organization: </u></b></font></div><div>Most of what I will be giving my students is going to be virtual and paperless. That's not ideal, I get that. But<i> none of this is ideal</i>. I have to figure out a way to help them keep track of their assignments and know what, where, and when to turn things in. This is my biggest hurdle still to figure out. I can come up with a method, but in reality it may not work. I know will use a combination of my class website, Google Classroom, and one-on-one student check-in meetings (socially distant of course). </div><div><br /></div><div><font face="georgia"><b><u>Flexibility:</u></b></font> </div><div>This is the biggie. All of those "knowns" above made flexibility my number one priority and the number one reasoning for the asynchronous/virtual environment. I need to easily be able to provide material no matter what "pivot" is sent my way. And I don't want to be scrambling at the last minute to come up with a different virtual plan when we were supposed to be F2F. In order to be flexible I'm going to have to work "smarter not harder". <i>(PS...what is "smarter" and "harder" to me doesn't mean it is the same for every teacher...please don't take this as "your way" is not right. You do you, bruh) </i></div><div><i></i><br /></div><div>So...how does my asynchronous/virtual class look? </div><div><br /></div><div>Each Friday, I will "push out" the next week's schedule to the students. It will look like the picture below. (Please see the bottom of this post for a note about the resources in this blog post). You will notice that each day gives an outline of the assignment. The students know what to expect and have all the resources to work on no matter the environment in which they are working.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-pKBmqHbUYm4/Xy1nENYlSqI/AAAAAAAACgY/bs6AyE_1WK4PCePLHtqfKTvG6dctHV7NgCLcBGAsYHQ/s760/1920Plan.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="757" data-original-width="760" height="510" src="https://1.bp.blogspot.com/-pKBmqHbUYm4/Xy1nENYlSqI/AAAAAAAACgY/bs6AyE_1WK4PCePLHtqfKTvG6dctHV7NgCLcBGAsYHQ/w512-h510/1920Plan.png" width="512" /></a></div><div><br /></div><div>Everything that I would "present" or "teach" in the live classroom will also be pre-recorded. This way if we are in person I can do the presentation live, but if I'm gone, students are gone, or we all get sent home I still have that material already created. All assignments are provided ahead of time so when students are "remote learning" they have their materials with them.</div><div><br /></div><div>F2F days are saved for teaching technology programs, organization, one-on-one check ins, and for me to elaborate on and explain the content they are working on. Also, if I desire a quiz or test, F2F days will be used for that. For the most part "in class" time will be work time on their weekly assignments. </div><div><br /></div><div>This helps me in two major ways. </div><ol style="text-align: left;"><li>If students or I are gone, they know what they're doing. </li><li>If I were to become so ill that I cannot get to my computer I have the buffer of at least a week to get better. And if I don't, there will be a backup "emergency plan" with my department and administration to help. (I don't have that ready yet).</li></ol><div>In order for my plan to work I am relying on at least a few F2F days to train my students and have them prep and practice what they will be doing. If we don't end up with that, I can make it virtual training, but that will be much more difficult. Not impossible. Just more difficult. </div><div><br /></div><div>The big downfall. My "F2F" classroom is not in anyway going to resemble what is really good teaching or what the kids are begging for. They WANT normal. They WANT interaction. They WANT active learning. And that is minimal with this plan. We will discuss, interact as much as we can, but none of this year is going to be what we really want it to be. I am doing what every single teacher out there is doing. Trying to do what is best at this moment, knowing (<i>painfully knowing</i>) that it's not good enough. </div><div><br /></div><div>As the year progresses, maybe...just maybe we'll be able to get some consistency in our world. Numbers of COVID spread will stabilize and we'll be able to add in some more "live" lessons, activities, and projects. I am, and will always be, hope for that. </div><div><br /></div><div><br /></div><div><i><b>***A note about resources***</b></i></div><div>You are welcome to look at and use the lesson I created for our first unit, the 1920's as detailed in the above picture of the weekly plan. Please understand a few things. I am not <i>completely </i>finished with it and I do not plan on going back into this shared folder and adding/changing anything. Please don't contact me and ask if I finished it...you will have to take it from there. Also...some of this is created by me, but a lot of it is pieced together from a variety of resources. None of this should show up on TPT. Thanks for that consideration. </div><div><br /></div><div>Link for 1920's Asynchronous Folder: <a href="https://drive.google.com/drive/folders/1nblcaLubm4S2IVa6LdjbpORpPRZTQK4q?usp=sharing" target="_blank">CLICK HERE </a></div>Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-46874436330657051762020-08-04T12:51:00.001-07:002020-08-04T12:51:22.658-07:00Teaching and Cycling: An Analogy <span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">I recently took up cycling. My husband has been riding for the last 5 years and is a pretty serious riding 30-70 miles on a regular basis. Over the years I have developed a desire to try riding a bike for exercise. I have bad knees and limited amounts of time being a teacher and a mother of four young children. This was something I figured I could squeeze in that wouldn't make my knees swell up like cantaloupes. So he got me a bike for Mother's Day, and I've been riding all spring and summer. I've come to realize that how good you feel on a bike can completely depend on the wind. And here in Kansas we have a lot of wind. Basically you will encounter one or a combination of the following three scenarios.</span><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br /></div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><b><u>A tailwind</u></b>, giving you a nice push and making your ride seem easy.</div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br /></div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><b><u>A head wind</u></b>, making the ride 10 times harder and usually involving a few choice words as I push through.</div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br /></div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><b><u>And a crosswind</u></b>, which isn't as hard as a headwind, but is tricky because sometimes you THINK it's a headwind until you turn and realize that the wind is blowing much harder this direction.</div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br /></div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">Of course any of those scenarios can come with the route that you ride. Could be uphill, could be downhill, could be flat land. How you feel about your ride totally depends upon the combination of all of these things.</div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br /></div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">And one morning as I was pushing up a hill (and probably swearing) I was started to think that cycling is an excellent metaphor for teaching. </div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br /></div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">Allow me to explain.</div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br /></div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">For 13 years I worked at a middle school in a small town. And while there were moments where it may have been a little bit difficult for the most part it was easy. And it was fun! Essentially this was a bike ride with a tailwind. And while there might have been a few hills along the way (maternity leaves, new admin, student teachers, new standards, new technology...) I still had the wind pushing me in the back allowing me to remain, mostly, comfortable. Easy.</div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br /></div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">Eventually that got too easy. There was no challenge left in that road I was taking. It was flat land with a huge tailwind. I couldn't push myself anymore where I was. So I changed directions.</div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br /></div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">All of a sudden I found myself riding uphill with wind in my face. I had made a huge shift in the direction I was going. Now I was teaching a brand new content, and a brand new school, to a brand new age group. All while having four kids under the age of seven. It was a crazy ride! As I kept going and as I pushed through it started to get a little easier. The hill started to flatten out a little bit the wind started to die down. In January I felt like finally I was feeling more confident and I was growing stronger. It was exciting! I could just tell that come next August that wind was going to shift back into a tailwind helping push me through the hills that would come.</div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br /></div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">Nope. As often it does, unexpectedly the wind changed. Instead of shifting into a tailwind. We were all forced to ride straight into a headwind. A strong headwind. Uphill. </div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br /></div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">Now as I approach the teaching year in August of 2020 I find myself looking at a very long and windy uphill ride. And there's no clear view in the forecast of when that might change.</div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br /></div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">But I know all I have to do is keep going. Keep pedaling. There's no reward for finishing first. And while some of us have been riding for a while and have tools and tricks and muscle built up to push us through. We have some that will stop, they are tired of the ride and won't do it anymore. And that's okay. We also have brand new cyclists. Who are not starting out on a flat road with wind behind them, they're starting out with a huge hill and a strong head wind. T<span style="font-family: sans-serif;">hey're going to need coaches that cheer them on and ride next to them as they struggle. </span> We may need to find new tools and equipment that can help us push through. We'll have to just keep moving forward, even if it is slow. </div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br /></div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">So what can we take away from this analogy?</div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">1. <b>Slow progress is still progress</b>. Even thought it may not seem that way and it will be hard...and probably consist of a few muttered "choice" words. It's still progress.</div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br /></div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">2. <b>There is no room for comparison</b>. I ride at an average sustained 13.5 mph on a good day for 8-12 miles. My husband rides at an average of 20 mph and goes on 50 miles rides. For fun... (WTH??). It does me no good to compare myself to him. He has different goals and is in a completely different kind of shape than I am. Same goes for teaching. Look to learn from those who are better...not feel defeated because you don't know or do as much. It's ok to be where you are as long as you're working on progress. </div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br /></div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">3. <b>We're gonna need to rest</b> and take care of ourselves along the way. Long rides don't happen without some self-care along the way. Otherwise you put yourself in danger. Take your personal days. Leave your computer closed and find ways to regenerate! </div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br /></div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">And...</div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br /></div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">4. <b>Eventually the wind will die down</b> and the land will level out. And when it does we will emerge from that ride amazed at how much <font face="georgia"><b><i>stronger </i></b></font>and confident we are.</div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-li2PgO7NuIo/Xym74CITe6I/AAAAAAAACf0/K-ZZwRlOeNQDADLzXrEspWaiorpPVtqpgCLcBGAsYHQ/s2048/IMG_20200729_065207.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="640" src="https://1.bp.blogspot.com/-li2PgO7NuIo/Xym74CITe6I/AAAAAAAACf0/K-ZZwRlOeNQDADLzXrEspWaiorpPVtqpgCLcBGAsYHQ/s640/IMG_20200729_065207.jpg" /></a></div><div dir="auto" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br /></div>Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-20484506097124601712020-07-10T13:22:00.001-07:002020-07-10T13:35:36.004-07:00What CAN I Do? I feel as though I am mourning the loss of my classroom and the way it was.<br />
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And it was good. I worked SO DAMN HARD for it. And I had so many cool plans to make it even better.<br />
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All gone. <br />
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I feel like I am going through the different stages of grief (in no way do I mean to compare this to grieving of an actual human being, but the emotions I am experiencing tend to fall under the umbrella of grief.) I have been in denial. <b><i>We'll be fine by August. School can be normal next year</i></b>. Anger: <b><i>I cannot believe this is happening...this is all so stupid. I hate everything and I am just mad.</i></b> Bargaining: <b><i>If you please just wear a mask, then maybe we can go to school in August.</i></b> Depression: <i><b>I'm stuck in this funk and nothing can get me out of it. I just want to lay in bed and zone out looking at my phone. Numbing the pain. </b></i><br />
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And now acceptance.<br />
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This sucks. <br />
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But I'm done. I cannot live in "this place" forever. I can't keep watching people argue. I cannot stay here. So now I move on. Pull myself up and start taking action. Actions that help produce those "feel-good" messages to my brain.<br />
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But what can I do?<br />
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I can... start (slowly and safely) going up to the school to work on my classroom. Setting up a "normal" looking space. Organizing my desk and filling out a school calendar.<br />
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I can... email my principal and let him know that I am available to help if he needs anything as decisions begin to be made. I am here to support and help make this a success... because you know as soon as plans roll out our leaders won't get many kind emails. <br />
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I can... send little note of encouragement to my colleagues. Especially those who I know are struggling.<br />
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I can... Start to prepare online hyperslides and projects that can be used in both an in-person and digital scenario. This way I start to feel good about what I have put together, but will need minimal (if any) changes depending on how school starts. (I promise to create a blog post detailing my plan for asynchronous learning throughout this year, complete with an example...I'm just don't have it done yet) <br />
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I can... buy some "back to school" clothes. I plan on wearing them in any scenario in order to have my mind and attitude in the right place.<br />
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I can... start a campaign of positivity on my social media accounts that students follow. A count down to when I get to see them. Letting them know just how excited I am and how much I miss them.<br />
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I can... open my gradebook and look at my roster. Then...without paying attention to numbers (that will change anyway as things move forward) I can look at the pictures of my students. Just seeing their faces makes me happy!<br />
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I can... go to dinner (safely in our masks) with my "teaching wife" - - we can brainstorm and enjoy each other's company. <br />
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I can... get my "back to school" haircut and manicure with my nail color sporting our school colors.<br />
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I can... start to dive down the rabbit hole of amazing ideas for project based learning and digital lessons. There are some amazing teachers out there who have created some great things. I can start brainstorming. (I do have to make sure I am completely ready for this one though...once I open the brainstorming/lesson planning part of my mind, it gets very hard to shut it off).<br />
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I can... continue to make sure I do everything I can to build up my immune system. Lots of fruits and veggies and clean eating, exercise, and plenty of sunshine.<br />
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I can... be a source of positivity for my family, school, and community!<br />
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***<br />
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Because, let's be honest. There is A LOT I cannot control. I know that when plans for reopening finally come out there will be things I agree with and disagree with. I know that those individuals are working SO VERY HARD to try and combat an impossible situation. But if I focus my energy on the things I CAN do... suddenly options start to appear and I am less fearful of the unknown.<br />
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Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-63152100481525280562020-05-11T13:12:00.000-07:002020-05-11T13:12:02.842-07:00The Power of Text Annotation and Collaboration<div>
If you frequent this blog often, you'll know that I talk A LOT about teacher collaboration and the PLN I've surrounded myself with online. They are rock stars! But this lesson is a result of the collaboration with some awesome teachers in my own building. I am so happy with the way it turned out...and proud of the work we did to make it happen. </div>
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The lesson came about through working and talking with two teachers who just happen to have classrooms in the same hallway as I do. These two women do amazing things for students and I am so thankful to have them around! US and World History teacher, Becca Hawthorne (<a href="https://twitter.com/MsHawthorne266" target="_blank">@MsHawthorne266</a>) and English teacher, Cady Jackson (<a href="https://twitter.com/cadyelizabeth1" target="_blank">@cadyelizabeth1</a>) are two people you should know! </div>
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My classroom neighbor, Ms. Hawthorne, brought out this box of WWII "stuff" that she was gifted one year for Christmas. Inside was TONS of replica WWII sources. Letters, battle plans, maps, photos, speeches...TONS. And while we were going through the box we came across the speech for FDR's response to Pearl Harbor. You know the, "<i>date that will live in infamy</i>" speech.</div>
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What was COOL about this copy of the speech, is that it was the original with his handwritten notes all over it. You can do a simple Google search and find copies of it. But Becca and I knew we had to use it in class. I created an analysis worksheet using the templates provided from the National Archives found <b><a href="https://www.archives.gov/education/lessons/worksheets" target="_blank">HERE</a></b>. While Becca and Cady worked together to create an awesome lesson on annotating the speech drawing connections to the lessons students did on connotation and word choice during Engligh class this year. These two really did the heavy lifting for this lesson and I am so thankful for their willingness to share!</div>
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The original idea had students moving from station to station interacting with the words on the page in different ways. And that's what I had planned on doing... but then (in my typical fashion) changed it up at the last minute. I decided to do this activity and each station as a class. A combination of teacher instruction, group work/discussion, and individual analysis. </div>
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I made that choice for two real reasons. </div>
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1. This is the first time I have ever annotated this specific speech. I've heard it, of course, and I've had students look at parts of it, but this is my first time really <i>teaching</i> this speech. Remember...this is my first year teaching high school curriculum. I haven't taught a unit on WWII in 14 years, when I was doing my student teaching. There is no better way to truly learn your content than to teach it. I wanted to scaffold this lesson as much for me to learn the material as for the students. Teachers don't always know ALL of the answers. Allowing for a class discussion of the speech would allow for me to learn different possible correct responses to various questions.</div>
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2. I love to use stations...but I use them in order to help me work "smarter not harder". When I pictured this lesson, I just pictured myself running from group to group, station to station trying to guide them through this process. I was exhausted just thinking about it. I like stations that require students to interact with content independently and reach out to me for feedback. I just couldn't picture this activity running smoothly in station format. </div>
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Turns out the scaffolded class lesson was definitely the way to go. It was awesome! Great conversations, great analysis, and even better...when I asked a question on the test (weeks later) about word choice and connotation these kids KNOCKED IT OUT OF THE PARK! I felt like they really truly understood what FDR was trying to say in his message. </div>
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Here are some images of the lesson.</div>
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Final thoughts and a disclosure...</div>
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This lesson was probably one of my favorites from this semester. It doesn't have any fancy bells and whistles. But for a teacher getting to witness the LEARNING is so rewarding. I saw students interactiving with text and each other in a collaborative way, and I probably had 100% participation throughout the activity. </div>
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But that doesn't mean the day was perfect. </div>
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I have said this before. There are NO perfect teachers. On this exact day I had planned on doing this lesson twice. For my first block and fourth block US History classes. BUT that didn't happen. During my planning period a situation occurred that required quite a bit of my emotional energy. By the time I was suppose to be preparing for my 4th block class...I found myself exhausted, both mentally and physically. So... I put in a movie. Not a great teaching move. Not something that happens often. But it happened that day. </div>
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You know what? My 4th block class did NOT "rock it" on the assessment question over this speech and the connotation of the language used by FDR. It wasn't their fault that I didn't do this lesson with them. I hadn't prepared them for that portion of the test, so I didn't penalize them for it and threw out that question. I realized just how important it is for me to continue with the text annotation in the future...and more like it! Having students interact with the words and the connotation that comes from the types of words chosen is vital to understanding the meaning behind the historical phrases.</div>
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<span style="-webkit-text-stroke-width: 0px; background-color: white; color: black; display: inline !important; float: none; font-family: Georgia, "Times New Roman", serif; font-size: 24px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;">Want the lesson resources??? </span><a href="https://drive.google.com/open?id=18eYL1XLXeLon4QUTjjBFPp8y2pAz6zFz" style="-webkit-text-stroke-width: 0px; color: #0066cc; font-family: Georgia, &quot; font-size: 24px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: left; text-decoration: underline; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;" target="_blank">CLICK HERE </a><b></b><i></i><u></u><sub></sub><sup></sup><strike></strike></div>
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I am so grateful that Becca and Cady worked together to create this amazing activity and were willing to share it with me. I am so thankful to be in a place and a profession and values collaboration. When we work together we all get better...and our students get smarter! </div>
Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-55850681880170987882020-04-07T07:52:00.000-07:002020-04-07T07:52:07.365-07:00Good ThingsOK... I'm not going to dwell on all the ways in which the current situation we are in sucks. It does. For everyone. For a multitude of reasons. I can't stay in "that place." I start to get even more stressed, overwhelmed, and angry.<br />
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I can't be there.<br />
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Instead I need to wrap myself around the good things. The positive things. The ways in which I'm going to take this experience and use it to PUSH myself to be a better teacher when we are back in our classrooms.<br />
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Because there are some great things that are coming out of this. My students are learning some VALUABLE life skills through this process...and I am learning more about how to help them gain those skills. I'm going to find a way to take that goodness back into my classroom in August. (Yes...I am aware that there is already conversation of how August may not look the way we want it to...but I already told you. I'm not going to "that place" right now). So if you need to, just read "<i>August</i>" as our return to the physical classroom.<br />
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<b><span style="font-size: large;">1. Student Choice</span></b><br />
I LOVE the way my brain is trying to figure out how to get the "essential content" to my students in a way that allows them to choose what they do with it. A variety of vocabulary assignments, choices on extended content they WANT to learn more about, and ways to express their knowledge other than a traditional test. My classroom had SOME of this...I wanted more, but was waiting for this first year of high school to figure out where and when I would put it in. This situation has forced me into it. And I love it. I am really excited to see how this transforms my physical classroom.<br />
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<span style="font-size: large;"><b>2. Independence </b></span><br />
One thing that is both equally frustrating, but important is that my students HAVE to read the instructions. There is no getting around it. I am not there to quickly restate what I previously said or walk them through every step. They have to read. And if they don't? They are instructed to copy and paste my instructions into an email and then highlight the parts that are confusing. This FORCES them to read the instructions...and in the event that my directions aren't clear, I can fix it! The is forcing students to really take ownership of their learning and advocate for themselves when they need help. They have to seek it out. They are responsible for their understanding of the content. While I can deliver some of it, they have to do more reading, researching, and inquiry that before. Then ask for clarification if they don't understand. I love it! Such LIFE SKILLS being applied here.<br />
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<span style="font-size: large;"><b>3. Feedback</b></span><br />
I'll be honest. Providing timely feedback to my students isn't one of my strong points. I'm decent at providing feedback "in the moment" while they're working on a project...but after it's all done and turned in? Sometimes my evaluation and feedback takes awhile. This has forced me to provide them very quick feedback. I am getting better and more efficient. ANOTHER COOL FEATURE with this is more regular feedback from my students. I have always had them "check in" at certain points in the year and let me know how things were going, but now I'm getting weekly feedback. Are my instructions detailed enough? Clear enough? What do you need from me to be successful? I am getting better though this process and my high school kids are helping me get there!<br />
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<b><span style="font-size: large;">4. Collaboration</span></b><br />
I've talked many times about how teacher collaboration is the key to shifting and moving forward. New ideas, new methods, and comradery has helped me surround myself with a network of positive educators who are doing awesome things across the country. This situation has provided me the motivation (and time) to actually have a conference call with some of these awesome people. Meeting as "face to face" as we can so we can talk about success and errors that we have had in our emergency online delivery of content. This helps keep me motivated and inspired. A great way to lift my spirits as the year continues. I hope to find regular times to continue this as things move into our new normal. I hope to see more teachers involved in this process.<br />
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I am sure this list will continue to grow as I stretch my mind to what is possible. What is on your list of good things you're taking back to the classroom?<br />
<br />Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-81731128695690822852020-01-24T15:48:00.002-08:002020-01-24T15:48:40.258-08:00Applied Vocabulary: A Couple StrategiesThis wasn't a planned blog post, but today I created a tweet that showed an activity my Juniors did in class that required them to apply some vocabulary knowledge. I had some requests for the activity. I figured I could write a quick post about it AND throw in one I did a few weeks ago with my World History Sophomores that I was very pleased with.<br />
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Because teaching vocabulary is so important. And not always exciting. Copy the definition. Draw a picture. Blah.<br />
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BUT I love good activities for vocabulary that help kids either understand the concept in CONTEXT of our historical time period OR that "spice it up" a little.<br />
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So here ya go. Two simple, but effective vocabulary strategies that I have used in January.<br />
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<span style="font-size: large;"><b><u>Picture Matching Vocabulary:</u></b></span> The activity I posted on Twitter today. This was done at the beginning of our Great Depression unit (days 1-2).<br />
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<li> Day 1 is not super exciting. I prep the kids with this unit, explaining that there is some heavy vocab. So we start with a simple KIM Vocab worksheet. (Yep. Worksheet. Sometimes they're necessary for basic knowledge level assignments). This is really to help set up the activity for day 2. There are 16 terms, difficult words. They fill out the simple worksheet during class. I allow them to work with teams, it's really relaxed type of day, but they're busy. </li>
<li>I make sure they know that the worksheet needs to be done tomorrow for our vocab competition. </li>
<li>Day 2: I created a slide presentation with pictures/images that represent each word. I give each image a number 1-16. Sometimes I prefer to make things in slides, even if I'm going to print. Easier to manipulate the images. </li>
<li>Print off the pictures and tape them up to the wall (I did this in the hallway so there was more room to move around.) </li>
<li>Students each get a 1/2 sheet of paper with the terms only and a space next to it. Their task is to wonder around looking at the images and attempt to match the term with the correct one. They may use their vocab sheets from Day 1, but this is INDIVIDUAL and a competition. The student with the most correct gets a prize. </li>
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RESULTS: </div>
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<li>Kids find this hard (for the most part). They're not just regurgitating what they did the day before. They're studying HARD their own copied definitions and illustrations and attempting to figure out how they connect to each image. </li>
<li>Often times I have to remind them during the activity, that it is supposed to be challenging. It is supposed to make them think and APPLY what they learned yesterday.</li>
<li>I have always had at least one student get them all right. Most kids are impressed with themselves and how many they were able to figure out, even though it is hard. </li>
<li>I try to make the prizes "worth it." A cool pen or a package of microwave popcorn. Cheap prizes that kids get excited about. </li>
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Want that lesson? Click HERE >>> <a href="https://docs.google.com/presentation/d/1xmjq5wrGEv0pnmNGMRsrhBsd0jiv8NvtDelLWb2wkDE/edit?usp=sharing" target="_blank">Great Depression Vocab Matching</a></div>
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Frequently Asked Question: What do I grade with this? Answer: Nothing. Of course the kids don't know that. :) </div>
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<span style="font-size: large;"><b><u>Image Introduction Activity: </u></b></span>This was done as the very first activity of the year. Our World History scope and sequence has us starting with Renaissance. There is a little need for comparison to Middle Ages to Renaissance. I used this as a way to get students talking about differences before giving them ANY content knowledge. </div>
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<li>I found 8 examples of Renaissance art, architecture, and science. I found 8 examples of Middle Age art, architecture, and science. I attempted to find similar images creating "buddy images". (Last Supper Renaissance and Last Supper Mid Ages). </li>
<li>I taped them up around the room next to their "buddy image" </li>
<li>Students were given a simple record form that aske them the station # they were at and what the similarities and differences were between the two pictures. </li>
<li>Kids paired up, walked around, analyzed images and had conversations. </li>
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<b><i>How is this vocabulary? </i></b></div>
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Because these kids, through just simple conversations, were already USING the vocabulary I was going to be teaching them in our Renaissance unit...and they didn't even know it! They were pointing out characteristics of Renaissance art (realism, perspective, light and shade). They were applying knowledge they didn't even know they had! I love it! </div>
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Plus this made a simple activity that I could refer back to when I was explaining in more detail some of the changes that occurred during the Renaissance. </div>
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Want those pictures? Click HERE >>> <a href="https://drive.google.com/drive/folders/1mFVWiafRmETroLmry7fCtZxgE9tsXt3p?usp=sharing" target="_blank">Renaissance Image Introduction</a></div>
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Cool right!?!</div>
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Both of these activities require students to DO things. Requires them to apply information and think at a higher level. Both of these are engaging and I rarely have to redirect someone back on task. (Though, it does happen. There are no perfect teachers). Both of these allow me to sit back and watch them learn...I facilitate the learning, I don't just tell them what they need to know. </div>
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Don't be afraid to allow kids to try things on their own. Will they fail? Sure, sometimes. But they will also have moments of success. They may just surprise more than themselves with how much they're capable of.</div>
Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-17689812842133234972020-01-18T18:57:00.000-08:002020-01-18T18:57:05.041-08:00Small Changes = Big ImpactsOne of the huge advantages to a "Four Block" schedule and teaching an entire year's worth of material in a semester is the second semester. I get to start over and try new things, tackle those sticky-notes of changes I stuck all over my unit notebooks.<br />
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Over Christmas break I had a list full of big ideas.<br />
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And then I crumbled it up and tossed it into the trash.<br />
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Reality check. I spent more time at school the first semester than I had in 13 years. My first year teaching. Makes since, since I'm basically a first year teacher in her 14th year with new content and age level. BUT this time around I have so much more going on outside of school. That time at the school, while necessary and valuable to the classroom, was a sacrifice somewhere else.<br />
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So I need to slow down. Give myself grace. And time.<br />
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I have time to tackle those big ideas. Over the summer.<br />
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Now I can change my focus. To the little things. Little changes that, in turn, have made a big impact on the start of this semester. What are those little changes?<br />
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I'm glad you asked.<br />
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<b><u><span style="font-size: large;">1. Bell Work</span></u></b><br />
I always used bell work at the middle school level. It took about a week to get the 7th and 8th graders trained to come in and get started with the intro task. When I moved to high school, I figured I wouldn't need it. We'd have our "good things" talk and move right into the lesson of the day. Turns out, the structure of starting class with a simple expectation everyday is good for Sophomores and Juniors too.<br />
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<span style="font-size: large;"><b><u>2. Phones in the wall pockets. </u></b></span><br />
Ok...so I wrote a blog post before the first day of school about self-regulation and how it is important to allow kids to develop this skill. (<a href="https://aviewoftheweb.blogspot.com/2019/08/teaching-self-regulation.html" target="_blank">read that post here</a>) While I still believe that we need to teach kids the skills of self-regulation, I decided to use this semester as a little experiment. You see, for the most part my Juniors would put their phones away or upside down when I asked, but when it comes to self-regulation these kids THINK THEY'VE GOT IT. They think they are on task and working. They think the phones aren't a distraction. For the most part, <b>they're wrong</b>. They just don't realize how often and long they spend on the phone during a class period. Causing lessons and projects to take longer than necessary, and I don't have that kind of time. Plus...I didn't want to have to start class everyday with... <i>"Ok, let's put your phones away or upside down and take your ear-buds out."</i> And thanks to my bell work class starts with them beginning on their own (for the most part...some need a little nudge). For the record. I haven't given up on the idea of using phones to teach kids self-regulation. For now, starting the semester, this is working.<br />
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<span style="font-size: large;"><b><u>3. Note Prep</u></b></span><br />
I don't lecture a ton, but I still do some. I make it a point to keep my lectures at 20 minutes or less. If it goes over that time, I want it to be due to a great conversation and awesome questions from the audience, not because I have to pause and wait for them to write things down. I got frustrated with my classes last semester. Even though we practiced note-taking skills and I repeatedly told them they didn't need to write everything down. They still did. Every word. Ugh! Made things take twice as long. So this semester I changed it up. On a day I have a lecture, I try to set the bell work as note prep time. I place my slide show in Google Classroom and let the kids have 10-15 minutes to prep. This allows for them to get a head start...or copy it all down if they feel like they need to. While I lecture and discuss the information they can either add to, highlight, or just close the notebook and listen. This allows me to get the material covered at a reasonable pace, they ask better questions, and if they miss anything, they always have the presentation available in Google Classroom.<br />
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<span style="font-size: large;"><b><u>4. Scaffolding and Expectations</u></b></span><br />
High school kids are quicker and smarter than middle school. But they still need guidance. They need clear expectations and they need to know the process for thinking historically. It was pretty easy to just assume, last semester, that these kids can get it because they are older and wiser. This time around I'm taking the time early in the semester to teach HOW to analyze documents, how to recognize perspective, and how to place it all in the context of the time period. As we finish up our first unit this week, I feel like this group of kids are already more critical thinkers with primary and secondary sources. Just because they are turning 17 this year, doesn't mean they're too old for "I do - we do - you do" type of activities. I will be writing a blog post on how I use scaffolding at the HS level to teach historical thinking skills. So be watching for that!<br />
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Sometimes you don't have to do big things to make a big difference. Try something small.Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-7499147792334066362020-01-13T07:27:00.000-08:002020-01-13T07:27:29.701-08:00The Continuous AcrosticGood morning to you all. School sleep schedule has my internal clock waking up by 5:00 AM. This morning I forced myself to stay in bed until 5:45. Now I've got a pot of coffee brewing and I decided to start your week off with a quick strategy that I have fallen in love with.<br />
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The Continuous Acrostic Poem.<br />
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I don't know if that's the actual name or if I just made it up. I know from my elementary school days that an Acrostic poem is where you come up with a word for each letter of the "primary word". I always remember doing them with my name in elementary schoool. J I L L = Jolly Intelligent Lovable Loud.<br />
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I love using poetry in social studies. It is a great way for students to make a deeper connection with the content as well as stretch their vocabulary. And when done in collaboration with your ELA teachers, kids can create some pretty awesome poetry. Two of my favorites that I've blogged about before are the <a href="https://aviewoftheweb.blogspot.com/2016/02/suffrage-haikus.html" target="_blank"><span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">Haiku</span></a> and <span style="font-size: large;"><span style="font-family: Georgia, "Times New Roman", serif;"><a href="https://aviewoftheweb.blogspot.com/2018/04/blackout-poetry-worth-waiting-for.html" target="_blank">Blackout Poetry</a>.</span></span> Check those posts out, cool stuff.<br />
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Sometimes I don't want the activity to be a long project. Sometimes I just want it to be something quick and easy. That's where the continuous acrostic comes in. I give my students one of the main vocabulary words for our unit of study and they are required to write a poem that continues through the letters of the word. Instead of using one word (like elementary "JILL") or even stand alone statements, this challenges kids to write something continuously through the letters. It should all read as on long statement, or group of statements about the topic.<br />
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I LOVE this strategy because in order for the kids to be successful at it, <b><i>they HAVE to include details and examples about the word that they have learned in class.</i></b> Some students' poems read just like a paragraph, while others really dive into the creativity of the poetry and make a truly moving poem. I have used these in conjunction with a larger project, as an assignment at the end of a lesson, as a review activity, part of a choice board, and as a station rotation task. It can even be used to summarize an analysis of a primary source. So versatile!<br />
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Here are a few examples from my high school students this year. I have also done this in the past with middle school.<br />
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<tr><td class="tr-caption" style="text-align: center;">By: Keton</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">By: Nina</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">By: Sam</td></tr>
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Enjoy! Have a great week :)Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-81336917372398638352020-01-04T06:33:00.000-08:002020-01-04T06:33:18.179-08:00The Amazon Review of the New DealOk...so it's been a little while since my last blog post. I've been a bit busy. But that doesn't mean that I haven't had ideas of posts ready to type. Time has been on the short side this last semester.<br />
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I want to start out the new year with an activity idea that I got from a conversation with one of the best in our state, T.J. Warsnak. Who in turn got the idea from talking with one of our former KS Teacher of the Year, Sam Neill. (See how the magic of a PLN works?)<br />
<i><b>Follow them on twitter <a href="https://twitter.com/thewarsnak" target="_blank">@thewarsnak</a> and <a href="https://twitter.com/SJNeill13" target="_blank">@SJNeill13</a></b></i><br />
<i></i><b></b><br />
The idea is to have students give an "Amazon Review" of a moment, event, or policy in history. I think the original idea was one for teachers to use to reflect on our school year. Give yourself a 5-Star Amazon Review, then give yourself a 1-Star. What did you do well? What do you need to do to improve? TJ thought this would work for content.<br />
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And it does.<br />
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The conversation was perfect timing. We were just about to start our unit on the Great Depression and I figured I could use this for having kids give BOTH a 5-Star and 1-Star review of FDR's New Deal Programs. After some sharing and emailing back and forth with TJ and <a href="https://twitter.com/coachschutte" target="_blank">@coachschutte</a> (<i>another</i> teacher rockstar in my PLN) this is what I ended up giving to the students.<br />
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1. I created this Google Slide template to push to the kids in classroom giving each student his/her own copy. >>><a href="https://docs.google.com/presentation/d/1oXM7GLfVcaRm217ufm60PsKILTQi4ln-nmlz9lPtS58/edit?usp=sharing" target="_blank"><b><span style="font-size: x-large;">CLICK HERE FOR TEMPLATE</span></b></a></div>
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2. At the suggestion of Derek Schutte, I included review examples of the Rumba, so kids could see how something could have both a 1-star and 5-star review. Plus both reviews were great to show students how specific examples and reasons for the review...which would, of course, be required in their assignment.<br />
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3. We talked about how reviews can be very helpful to potential buyers, but that not all reviews are helpful. The more specific details someone gives for the reason behind the star ranking the more "useful" the review is to the reader. Their task is to create a very helpful review.<br />
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4. This was done after we had completed a SHEG activity on the New Deal and looked at both positive and negative outcomes. (<a href="https://sheg.stanford.edu/history-lessons/new-deal-sac" target="_blank"><span style="font-family: Georgia, "Times New Roman", serif;">Find that lesson here</span></a>)<br />
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5. Each student was required to create BOTH a 5-Star and 1-Star review. Explaining both the good things and not-so-good things about this program. They had to list specific details to support their reasoning from the evidence they studied in the SHEG activity and learned in class discussions, assignments, and lectures.<br />
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REFLECTION:<br />
<ul>
<li>Great activity! I love that it gets kids writing, but in a different format. So much of the time in school their writing assignments are more formal. This is more of a casual writing assignment that is relevant to kids in their everyday lives. They will, or have, written reviews online about a product or service. This assignment can give kids the chance to practice a different form of writing, but writing that still requires you to support your claim. </li>
<li>I love the flexibility of this. I can use this for programs, events, people...all kinds of topics that come up in social studies. </li>
<li>I also love that I can use this for non-history type things as well. Reflection for the students on themselves at the end of the semester...what they did well and what needed work. This could even be the end of the semester evaluation for me, the teacher. What did I do that would earn me a 5 star Amazon review? What would cause me to get a 1? Just a different spin on ways to provide feedback. </li>
<li>Finally, if you didn't pick up on it through the post, this activity was a combination of conversations and sharing ideas and feedback between teachers around our state. We don't work in the same building, but because of the connections made both online and at conferences we are able to collaborate on activities in the classroom. Surround yourself with those who make you better! </li>
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Give it a try! Let me know how it goes!<br />
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And chat up that PLN...ideas are everywhere!Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-45927049747147767032019-11-26T15:52:00.000-08:002019-11-26T15:52:55.035-08:00It Finally Happened.This is me.<br />
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In the middle full-on melt down.<br />
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It is day 2 of Thanksgiving Break.<br />
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It is finally coming out in the only way I know how. The only way I have left. Tears. They started an hour ago. They're still flowing. I can't stop. Months of stress built up come pouring out, as I try desperately to stop before my kids notice or my husband gets done with work. Hoping that no one asks how I'm doing, only to start the flood of tears all over again.<br />
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Thanksgiving has always been my favorite holiday. Just enough time to slow down and relax.<br />
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Not this year.<br />
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Some of it is my own doing. The cooking, baking, and decorating. BUT I love cooking, it brings me joy. But this year it is just another thing on a list that I need to rush to finish up in the tiny window I have of "nap time". The decorating has to happen this week if it's going to happen. It has to happen. We have kiddos who are VERY excited to get the house ready. They ask every day. Multiple times.<br />
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I just feel like I'm pulled in 20 different directions and I become the "jerk" if I say no to any one of them. And they're all legitimate "fun" activities that I should "want" to be a part of. So many obligations...<br />
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But right now it's just another thing on a list that too long, with time dwindling away.<br />
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This was bound to happen at some point.<br />
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So I write. Because I cannot be alone in this struggle.<br />
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And it is worth it. It is just really, really hard right now.Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-30775385144931130542019-11-11T12:18:00.001-08:002019-11-11T12:18:54.096-08:00New Deal Run I never regret it when I get my kids up and moving. When I'm able to imbed content into some sort of physical activity. Sometimes it's as simple as reading them a statement on content and having them move to one side of the room if they "agree" and the other side if they "Disagree."<br />
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Sometimes it's a little more involved. Application. Action. Engagement. Today's activity comes originally from John Meehan (<a href="https://twitter.com/MeehanEDU" target="_blank">@MeehanEDU</a>) I ran into the idea when Derek Schutte (<a href="https://twitter.com/coachschutte" target="_blank">@coachschutte</a>) posted his "Constitution Run" on Twitter. I immediately tagged my colleague Becca Hawthorne (<a href="https://twitter.com/MsHawthorne266" target="_blank">@MsHawthorne266</a>) mentioning that we should do this sometime. Luckily for me, "sometime" to her meant the next day. She created the New Deal Run and our kids have all benefited from the simple, active-learning, application activity!<br />
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Here are the details.<br />
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We have been studying the Great Depression and done a few things with FDR's Alphabet Soup New Deal programs. Today the activity centers on applying what they have learned with senarios of different people and then deciding which New Deal Program would have been best for that person's situation. This is mixed with the idea of a "run".<br />
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1. Warm Up: Like anytime prior to activity, we should warm up. So I had the students "warm up their brains" They were given a reading from pages in the text book. I decided NOT to staple them together so teams could "divide and conquer" allowing each person to take a page. They were given highlighters and told to read through the information highlighting anything that seemed important. I gave about 10-15 minutes for this and then allowed each group to discuss among themselves what was most important. <i>***This worked out great in the end because each person was able to recognize when they had read or highlighted something that was important in the scenarios later. This made sure everyone participated***</i><br />
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2. There were 10 scenarios cut apart and placed in a box in the middle of the room (we actually went to a vacant room in order to be able to spread out more. BUT this can be done in your own room as well).<br />
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3. Rules: Teams were to send ONE person to "run" to the box in the middle of the room. Grab ONE scenario and take it back to their team. Working together they answer the question, glue to scenario to the larger 11x17 paper and then bring the page up to me for approval. If they are wrong, they have to go back and try again until they find the correct answer. <i>(immediate feedback...<b>BOOM</b>!</i>) Once I approve it, someone from their team can "run" back to the box and grab another scenario. The first group to get all 10 scenarios answered correctly (with my signature) and glued to the paper (in any order) wins. Prizes for the first two groups to finish.<br />
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This activity was awesome. Not only did I have most students participating in various ways, they were applying what we learned and practicing for their test. Such a great way to engage the students in an activity with content. Plus...I haven't met a student yet who doesn't love getting prizes. Even something as simple as a Jolly Rancher.<br />
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Want the scenarios created by @MsHawthorne266 --> <a href="https://docs.google.com/document/d/1QzyA5CpdBXhk2lZgYjN8x255tA_0weHvd8Y5IySJUWM/edit?usp=sharing" target="_blank">CLICK HERE</a><br />
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<i>Just a side note. While I have very high student engagement with this activity. I did not have 100% of the students with me. It is my hope that I am able to provide an engaging classroom for my students and many times I have most of the kids with me. BUT I am not perfect. There are no perfect teachers. Those students who did not participate fully miss out on participation points and a chance to practice scnearios that will be VERY SIMILAR to what they will see on the test. Choices have consequences. </i>Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-6742497198111300002019-10-31T12:56:00.001-07:002019-10-31T12:56:48.963-07:00Game Changers - Project and ReflectionReflection is the name of my game this year. I have told my HS students this semester that they are my guinea pigs all year. Everything I do is the first time I try it. Even if it's something I have done before, this is the first time I try it with this age group of students.<br />
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Changes are coming. My notebook is riddled with sticky notes of changes to make next time.<br />
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I thought I would write a blog, giving you an idea of what that looks like. I share the stuff I use in the classroom, but I don't always share my thought process at the end. So, here it is.<br />
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Project Title: Game Changers of the United States<br />
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Descriptions: Working in teams, students will identify a person, document, or moment in history that caused our country to shift directions. They will decorate a ceiling tile to dedicate in that Game Changer's honor. A speech will be written and delivered during the "Dedication Ceremony" in class.<br />
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Project Instruction Sheet and Rubric >>> <a href="https://docs.google.com/document/d/1kMSW3tRKpZ20q6dc-Sy2jYttzRQM5RTadEzFa9hWhkQ/edit?usp=sharing" target="_blank">CLICK HERE</a><br />
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This project is something I have done on a smaller scale with my middle school students in the past. If you want to read the blog post detailing that project >>> <a href="https://aviewoftheweb.blogspot.com/2019/06/the-cieling-tile-project.html" target="_blank">CLICK HERE</a><br />
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Results:<br />
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Aren't those cool?? I just love how they turned out. But that doesn't mean it was perfect. That doesn't mean there isn't room for improvement. When I reflect on what I look at both what went well and what changes need to be made in order to make it better.<br />
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What went well?<br />
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<li>The end result was awesome. The tiles look great in the ceiling and my super artistic students had an opportunity to shine. </li>
<li>On the first day, I had the students make a list of their academic strengths and weaknesses, things they add to a team when tasked with an assignment or project. I had them share the lists with their groups. This helped the groups delegate tasks based on the strengths and weaknesses of their members.</li>
<li>For the most part students used their time wisely. There wasn't a bunch of wasted time, but there was time that could have been better organized...for example all 3 group members spend a day and a half researching and writing their speech, then were stressed to finish their tile on time. They could have "divided and conquered" the work so they weren't stressed with finishing the tile at the end.</li>
<li>I was worried initially about "content" and what might be covered, but I was insistent that students have choice in their "Game Changers." The great thing was that all groups except for two chose a topic that falls within my scope and sequence. Many choosing something from what we could consider modern history.</li>
<li>I took a risk and put together a group that was made entirely of the kids who struggle to participate. They ABSOLUTELY ROCKED IT. I saw leadership, delegation, engagement and I didn't ONCE have to tell them to get to work. They picked a topic they were interested in and have one of the coolest tile designs! I am so proud of them!</li>
<li>In general students love working on projects, but to just move from one project to another can be taxing. We are moving into more "traditional" learning methods for the next couple weeks. The students are excited for those and seem to approach class with more confidence and energy. It's almost as if they recognize they got to do something cool and fun and want to do well on even the "regular" assignments so they can keep doing things that are different.</li>
<li>The cool thing about this project (one of the many) is that it automatically provides advertisement for the things we will do in class. My Sophomores were asking if they get to do this. Its one of the first things kids see when they enter the classroom and one of the first things they ask about. The tiles create a buzz of excitement.</li>
<li>Grouping worked decent. I used a strategy that I detail <a href="https://aviewoftheweb.blogspot.com/2018/08/drawing-skillswhos-got-em.html" target="_blank">HERE in this post</a> about differentiating the students who are artistically talented. This made sure that every team had someone who could hold a pencil. For the most part my groups were good. Maybe a couple changes here and there...but grouping kids is the HARDEST part of any project or assignment for me. </li>
<li>The kids are PROUD of their work. They bring in friends from other classes to show off their hard work. :) </li>
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What is needed next time?</div>
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<li>Each team member will complete the research and write their own speech before we begin working on the tiles. Then they can compare speeches and create one "MEGA-Speech" out of the best of each. This way I am ensuring that each student does the research and content portion of the project. This can also be a part of their assessment. </li>
<li>I will be more specific on what elements I want on the tile. I was pretty general with my tile requirements in order to allow for creativity. And while I got that with some, other's needed more guidance. I think I can find a happy medium. </li>
<li>Timing...The original idea had this be the final project of the year. I was worried though, that I may run out of time and end up cutting it. I still like the idea of the end of the year, BUT it worked well as a mid-term type project. Knowing that this project will be a priority may keep the project in the middle of the semester, but I have flexibility depending on when I want to use it.</li>
<li>I try to have a good balance of checking in with the groups and allowing them time to work on self-regulation and time management. They cannot learn how to manage time without me giving them time to have to manage. I always feel like I can do better and helping them with those skills.</li>
<li>Looking at how I can increase our audience base. Do I have some sort of online presentation and voting to share out? Do I invite guests? How can I increase the stakes of the presentation pieces.</li>
<li>I would love to make over my classroom so it looks like an actual ceremony. Black table cloths, fake candles, snacks and have the kids dress up for their presentation OR dress in character. That would be a cool way to wrap up the project. </li>
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There you have it. A look inside my head and how I analyze the things I do in my classroom. Many changes to come and my classroom is slowly starting to resemble who I am as an educator and reflect my education philosophy. It takes work. But it is worth it!</div>
Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-54440930777670006762019-10-10T18:54:00.002-07:002019-10-10T18:54:39.297-07:00How Am I REALLY Doing?<div>
Today, a colleague walked by my room nodded my direction and asked "how are things going?" And I responded with the simple truth...Great! I love it! </div>
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And I wasn't lying I love it. I 100% believe I made the right decision for myself in my career and in the long-run for our family. This is where I'm meant to be. I know it. That clarity has been so comforting this school year. This change is everything I didn't know I needed and I'm SO GRATEFUL that I had the courage to step out there and challenge myself. I love it!</div>
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And as I walked back in my room a thought crept into my head... <i>He doesn't really want to know the FULL truth to that question. </i></div>
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But maybe he needs to. </div>
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And so do you. </div>
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You see...so many times we get caught up in the moment of posting the awesome. The things that make us proud to be a teacher. The things that validate everything we do and inspire others to become teachers. We don't do this to mislead anyone...it's the fun stuff. It's the stuff that we get excited about and what to shout out from the roof tops...or "tweet" from virtual tree branches. </div>
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But that's only part of the story. Part of the truth. </div>
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So here's the whole truth. The entire thing. Here's how I'm REALLY doing. </div>
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I am STRUGGLING. I am working harder than I have worked in years, only to find myself constantly behind. And not just behind in my grading...behind in it all. Everything. And when I actually get somewhere, Oh yeah...no I didn't, cause now there's <i><b>this</b></i> to do. </div>
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I LOVE HIGH SCHOOL STUDENTS. I absolutely love being around their quirky energy. The "bros" and VSCO girls. I love their sarcasm, their hearts, their ideas, their goofy dance moves they do to the "walk in songs" I play each day. I LOVE the conversations we have. </div>
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I'm LITERALLY one page ahead of the kids in the book. Some of this content I haven't even looked at in over 15 years. Some...even longer. Some I can't recall ever having it. I mean, I made a model Mayan City out of candy in 6th grade, that counts right? Teacher Pay Teacher has saved me more often than I like to admit. I am grateful for those...but tired of not having the comfort of knowing it. I know it will come. I'm trying to be patient with myself. </div>
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I cannot say enough about the awesome people I get to work with. Having a team to bounce ideas off of, supportive administration, trust, getting evaluated by someone who doesn't already "know me". There are so many great people to learn from and being a part of that energy is unbelievable. I miss friends I left back in Cheney. I would love to go have a drink and catch up with them...but there isn't time. I have an awesome PLN that will support me and share resources on a moment's notice. I am so thankful for those people!</div>
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I spend hours every weekend working. I go up to the school for 3-4 hours on a Saturday or Sunday and then work in the evenings. People...this is not dedication. This is SURVIVAL. You don't walk into a high school class without a plan. You. Just. Don't. </div>
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I fail daily. I realize within the first 15 minutes of class that I should have done something differently. My lesson notebook is riddled with sticky notes of ways to improve a lesson. I also succeed daily. I find ways to push kids out of their comfort zones and explain how and why the activity we're doing is relevant. I will apologize to these kids when they graduate. Next semester's class will get so much better, and the class after that, and after that... </div>
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That's been one of the hardest things. Knowing how much better I can be, but lacking the ability to be there right away. Giving myself the GRACE to get there. </div>
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I am CONSTANTLY shifting gears. I get excited and start making headway in my World History class...I'm pumped! But have to stop. Time to think of dinner, 2nd grade homework, laundry, and play with the baby. Read to my 2 year old, find Halloween costumes, and help the 5 year old with her sight words. Kiss my husband hello. Shifting gears. Stopping mid-thought to work on another "to-do" list that's overflowing. </div>
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I am gaining my students TRUST. They were "doubters" in the beginning when I told them that I LOVE this profession and it's my goal that they know every single day, there is no where else I'd rather be than in the classroom with them. They're awesome. They're starting to believe me. I have students who love my class. I have students who confide in me. I have students who give me a fist bump everyday and some who stop by when they don't have to just to say hello.</div>
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I have students who hate my class. Who love to find little moments to make sure I know how much they hate history and think it's worthless. I love them too. I'm working on winning them over. It takes time. </div>
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I am NOT doing this alone. I have a support system that is making it all possible. My husband has been so supportive and helpful with this shift. We knew this first year would require more work for me than I usually do outside the classroom. But I don't know if either of us were truly ready for it. He has stepped up in a big way and helped to ease some of the guilt I feel for missing out on the things at home while I turn through pages of material at the school. </div>
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I have laughed and cried. I have fallen asleep early each night this week, with full intentions of working after the kids went to bed. I have a presentation to have ready in a couple weeks. Haven't started. I am exhausted. </div>
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Even as the list keeps growing and the days get shorter, I am THANKFUL to be where I am. I know this is making me stronger and better in the classroom. But that doesn't mean it's all a bed of roses and things are great all the time. I struggle daily. </div>
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And I love it all. </div>
Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-90544966317889704692019-09-12T11:55:00.001-07:002019-09-12T11:55:51.811-07:00Document Yelp Review!You know what I love most about my Social Studies PLC group that meets four times a year (besides the food...)? That I always walk away with something that I can use in my classroom. Even if I don't use it that week or even month. It's always there, hanging out in the back of my head as something to use to "spice up" a lesson. If you're a teacher in Kansas and can sign up for workshops at ESSDACK in Hutch... this one is worth your time. Plus we're a fun bunch!<br />
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Document Yelp Review is one of those. Last year we did an activity that had our teacher groups rank the "usability" of various historical thinking websites. We looked at many factors and then gave them a ranking of 1-4 stars. Much like a movie or Yelp review. This is an awesome activity to adapt for the classroom, and one that I loved watching my Juniors use today.<br />
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Lesson Plan: (As much as my lessons are actual plans...)<br />
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<span style="font-size: x-large;"><b>Promoting Temperance</b></span></div>
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Materials and documents provided by SHEG lesson. <a href="https://sheg.stanford.edu/" target="_blank">Click HERE for SHEG</a></div>
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;"><b><i>Big Question: What methods did people who supported temperance use in order to convince the American people of the need for a prohibition amendment? Which method do you believe was the most effective and why?</i></b></span></div>
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<b><u>Opening:</u></b> I gave a short lecture (students taking notes was optional, I provided the slide presentation in Classroom) on some background information on the temperance movement and prohibition. We ended with the BIG QUESION that students would be eventually writing their own responses to. This took maybe 15 minutes. Want that slide presentation...<a href="https://docs.google.com/presentation/d/1KorZ2mw2y5e24TRK4_8oazlVLkwz9cwV6UwaIsqRLNs/edit?usp=sharing" target="_blank">click HERE</a><br />
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<b><u>Instructions:</u></b><br />
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<li>I placed kids in groups of 3 randomly.</li>
<li>Reading through the instruction sheet, I explain that each person would have a distinct "role" to play in the creation of this activity; Analyst, Scribe, and Spokesperson. Analyst was to be in charge of the discussion of the documents, keep everyone on task, and keep track of time on task. Scribe's job was to create the "Yelp Review Chart." Spokesperson's job is to explain the team's ranking and why to the class. I then read through the remainder of the instructions making sure everyone was clear what they were doing. Want the Instruction Sheet? <a href="https://docs.google.com/document/d/1UIVWwlCXvh8sFoQ47CiRmSTk8zTfLlxh91sZXco3DVw/edit?usp=sharing" target="_blank">Click HERE</a></li>
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<li>Students analyzed four documents as a team deciding the "star ranking" of 1-4 based on their view of the effectiveness the document had for convincing people to stop drinking of practice temperance.</li>
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<li>Groups created their poster by listing the title of the document and drawing their number of stars.</li>
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<li>Sharing. Each spokesperson shared out the groups rankings and reasonings. Each group was different, and different than I would have been. Interesting! </li>
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<li>Students completed their own written response to the big question in Google Classroom. Want that assignment and rubric?<a href="https://docs.google.com/document/d/1fivQuds2G4lqbgCC5MMkxQVuF3PLzMahlLE2cP1nxV8/edit?usp=sharing" target="_blank"> Click HERE</a></li>
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<b><u>Assessment: </u></b><br />I only graded the written response here. That was done individually and tells me more about what each person knows that observing this activity. I work to be selective about where I spend my time grading, and assessing each student on their own responses to the big question is definitely worth my time. </div>
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Reflection Tip: Call the "poster" a chart instead. To students, a POSTER sounds like a project that should include more detail. The may have freaked out a little when I told them the poster should be done by the end of class. Chart is a better term for the required outcome. </div>
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;"><b>What I love about this...</b></span></div>
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It allows for each person to have a distinct role and be responsible for something specific. This allowed for groups to utilize their strengths and/or be forced outside their comfort zones a little without the pressure of a big graded project hanging over their heads. </div>
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It provided a different way for students to use their analysis of primary sources. Sometimes when we're working with documents daily, it can get to be the "same old thing" and this activity allowed for team discussion, analysis, and a quick justification of their reasoning along with a connection to their world by calling it a "Yelp Review".</div>
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Finally, this is easily used with different topics in almost any class you have. Win Win!</div>
Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.comtag:blogger.com,1999:blog-4940527113608108897.post-72842314301471041722019-09-04T08:31:00.000-07:002019-09-04T08:31:22.315-07:00Polish it Up - Take 2!A year ago I wrote a post about an idea I had to help students apply a growth mindset without costing us more time and energy that what we would normally do in class. It was called "Polish it Up Day". You can read about the entire thing <b><a href="https://aviewoftheweb.blogspot.com/2018/11/polish-it-up-day.html" target="_blank">HERE</a></b>.<br />
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This post is about my own reflection of the concept, and how I made changes (by applying a "growth mindset" to my own teaching) And how MUCH BETTER this has become, thanks to reflection and growth.<br />
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;"><b>What Didn't Work</b></span><br />
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<li>With the "Polish it Up Day" at the very end of the semester, before Christmas Break, many students simply didn't want to redo work. They had already "gone to break" and even though parents encouraged them to take advantage of the opportunity...many didn't. </li>
<li>Some kids did try to "polish up" and were trying to complete work that was done over 9 weeks ago. They struggled to improve their scores, find the necessary materials, or even remember what the assignment was.</li>
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;"><b>How I fixed it.</b></span></div>
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There was really one major change that I made that fixed these two problems. Instead of having it be one day at the end of the semester, I have it included as part of our "review day" before the test of a particular unit. Each review day before a test and up until the end of the class period on the test day, students can resubmit anything done during that unit for a better grade. Once the test day passes so does the opportunity, for that unit. We move on to the next topic, and so do they. Grades stand after that. </div>
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This goes for any student and any grade. If someone scored an 89% of a writing assignment he/she can go back, add more details, make corrections and improve their score. Same for someone who had a 56%. Everyone has the opportunity to get better. </div>
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This is also perfect because by redoing those assignments it is a great way to review for the test other than just filling out the review sheet. It also gives kids more than one shot at improving throughout the semester. </div>
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;"><b>The Results:</b></span></div>
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This was great!I am so happy I didn't just throw out the "Polish it UP" idea because I had so many students take advantage of the opportunity to get better. I had F's turn into C's because of this. I had students come to me to ask clarifying questions, explain their grades, and review material before a test. This will definitely remain in my daily rotation.</div>
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Also...what a great conversation to have with parents at conferences when they as what their child can do for a better grade. I have <b><i>no need for extra credit</i></b> and parents will appreciate the opportunity as well. </div>
Jillhttp://www.blogger.com/profile/09164468732700485993noreply@blogger.com