How to handle the way beyond groups in your classroom?

       Meet Justin....

     When he was going into 3rd grade the teacher commented, "I am nervous to have Justin in class next year. He is so smart and what do I do when he asks me something I don't know?" 

    I remember being a bit taken aback. Don't remember my exact response. What I didn't realize at the time was how many teachers feel that exact way.  Academically advanced students make them nervous.  My hope is that this post will give you strategies to strengthen your resolve to teaching this students with the same vigor we give those who struggle.


   As a society, we buy into the myth that students who are academically gifted don't need additional help because they are beyond proficient. They pick up the content as presented usually quickly or on thier own. So, we are not worried about them.
   Did you know that they are the #1 subgroup that are underperforming?? Why don't we consider this as an issue? ANSWER: When these students underperform they are still proficient in most cases. If you asked the child above if school was difficult he will say, "No." If you asked him if he learned how to learn, he'd say, "No."  What is our job? To make sure all are proficient or teach students how to learn, so when we are not there to feed it to them they can still learn.

LETS GET TO TEACHING ALL STUDENTS TO NOT UNDERPERFORM!!

 
First off, realize whether or not your para or other support staff who teach guided reading have the questioning and out of the box thinking needed to truly push your highest students. If they can...GO FOR IT, give them the group.  If not, give them the on level group. Following the questions provided will be perfectly fine for this group.  Your high or beyond group needs your expert question skills and ability to take what is stated by students to dig deeper, to think. 



When they are done, what do you have them do? More? Is the more better, deeper or just more of the same?  Below are some books that I have found to be very useful in creating depth of knowledge. I have the students work through a section as a small group or as partners. They need your guidance as you check in regularly. I also find ways to engage them in book clubs so that they are reading for the pure love of reading and discussing. Some items below may challenge some of their thinking. These are a sampling of what could work. Basically, take time to find something that works for your students.

Math:

                                                                                   
                                            
Reading:
   




I don't like to give them just MORE paper to do.  So, I mix the above with games.  
   * Dice games - see my post on Dot Cube Games for ideas.
   * You can look for games on your favorite website then check a couple grade levels above.
   * There are many books and resources for reading games. 
                                        *You can also use any game board and task cards.  This is nice because if they know the game rules already it takes less time to get started.  All you have done is changed the questions to level appropriate.
 

*Hands-On Equations is a set of manipulatives that keep students engaged as they experience algebra in a physical manner.  This is simply deepening their knowledge of algebra.



*The other "game" I find easy to differentiate and stretch the students who need a challenge is what I call "Treasure Hunt." Instead of playing "Scoot" with cards where everyone is using the same cards and given a set time limit, students wonder the room looking for the numbers or color that they have on thier page.  This way, I can increase the difficulty for those who need it.

The following are various YouTube videos you may find interesting.

Listen to what the kids are saying:

Behavioral side:

6 tips for classroom teachers:

One of my all time favorites...It demonstrates just how varied students are.

Another classroom teachers thoughts:

These are just a few examples. I do hope it entices you to look a bit at your classroom and how are you ensuring that ALL students are being challenged to move from where we recieve them at the start of the year to their potential.  
Kim

HELP! What to do next?

Differentiation 101, part 4

All right, we set expectations....
                      We conducted some class meetings to get buy in....

How do we manage the times when students fall short of the expected?

Follow through! 
   We have all been there.  It is exhausting, frustrating, aggrevating...just to name a few emotions that hit teachers when it is the 253 millionth time to ask someone to practice walking down the hall in a respectful manner.  But if we don't, they know they can do it as they want.
Therfore, BE CAREFUL what expectations you DETERMINE are important.  KNOW why they are the ones you want to set.  You will have to follow through. 

Another way to follow through is use your class meeting time to discuss what the students notice is going well and what as a class we need to work towards.  They know what is working and not, especially if they were part of the expectations set up.  Get ideas on how to address times when they are not following through on their expected behaviors.  THIS IS GOLDEN!

Secondly, CELEBRATE! 
   How does this work for those who fall short?? Everyone likes to be seen as doing the right thing. Students work for you better if they feel you are going to recognize their efforts. Therefore, use your superpower of postitve reinforcement!  Be sure to recognize and note when it goes well for individuals as well as the class. Find more positives than negatives.  We all know this, but if you are like  me....reminders are always a good thing, especially that last quarter!

Kim

Newest Read

The post title is a bit misleading as I have not technically been "reading" Ron Clark's The End of Molasses Classes.  I actually listen to it now and again. That is what I did on this first day of 2017 during my 3 hour drive home from Hays, Kansas this morning.

https://www.amazon.com/End-Molasses-Classes-Unstuck-101-Extraordinary/dp/1451639740

A couple points made me think about my teaching and how I can take what Ron Clark has to say into my classroom.

*Study Skills - Be delibrate in teaching them! DUH! I think I have done it.  Then I listened to his suggestions like taking one page of notes and ask the students to show you how they studied.  WOW! What you will see will be amazing.  So....looking myself in the mirror so to speak. I have NOT taught them quality study skills.  

    My goal: taking time each day to spend 5 minutes to delibrately teach these skills.

   How does this play into differentiation?? 

      Some of your students will need to have an outline that gives them the specifics and how to do this without your direct help.  Others have never needed to study, my husband.  They need to be made to study because when they get to college it may not be so easy.  So, how do you get them to see that it is important?  They need to be given deeper learning, higher language/vocabulary.  Anything that is just out of their reach so they have to engage their brain.  *Write a summary of the notes adding how this concept will change their life or be useful.  *Write a 7 word jingle or gist that will help them remember it.  *Find synonyms or antonyms to vocabulary and explain how knowing these alternatives help them to understand the original word.

*Use Music - Well, I do this but in the book it pushes it to new heights. I have even given them a choice of writing a rap or song for a project.  I have only had a couple kids actually do this.  But if the entire class worked together to develop a song that reviews or teaches a concept then it will STICK.  Again, nothing new, but a reminder that there are things we can take to deeper learning if we invest just a bit more.

     My goal: In our next social studies unit, I plan to use this technique to have students engrain the causes of the Revolutionary War.  I am sure there are songs out there. But if the students do it, it will stick.

   How does this play into differentiation?? 

     Use students talents...someone is good at writing, another has rhyme down to a science, the music lover can suggest a tune to write the song to, and the musician has rhythm or musical note knowledge to add to the project.  Everyone has a place to add what they are good at doing.

Here's the deal....

    SMALL STEPS  => BIG GAINS

  Sometimes as teachers we get a new book or go to PD and want to do it all.  FIND the one or two tweaks to your instruction.  If you go in a 180 degree directions the likelihood of you continuing is not in your favor.  Looking for that small tweak or addition that works into what you already do well, then you will come out on the side of success.  That is best practice for you and your students!!

As always, I would love to have comments, especially if you have read this book or visited RCA. 

Kim

Simple Tweaks

www.clipartkid.com

Simple Tweaks

  

    Our district just had 1/2 day PD in which they brought in speakers to present on differentiation.  I was not in attendance due to a trip planned four months ago to visit our son in New Hamphsire. Teachers seem to have a way of always finding excuses for why the information they receive isn't going to work. 

        As I have blogged before, it is a mindset. So, I want to say, we can tweak what we are doing and it will help kids! 

 tweak - to change something slightly especially 

                                in order to make it more suitable.

Keep in mind this definition.... change something SLIGHTLY to make it more SUITABLE.  We all want the best for our students. You, me, WE can do this so that ALL students are challenged to grow this year.

DOABLE TWEAKS:

        1. Adjust the number of assigned problems.  
             *They know it they don't need to keep showing it.
             * If they don't know it, practicing it wrong only leads                to firm set wrong procedures.

        2. During guided practice while you are walking around,                change the problem, question or thought by increasing or            decreasing the deepth of knowledge.
                 EXAMPLE: In math, if practing multiplication of                      fractions. Give the class a problem to work such as                  1/2 X 2/3.  Student who do it in their heads and                    are done in a nano second...give them 24/10 X 5/9.                  When they finish, check to see if they have made it                  into a mixed number if not....play with their heads                  by telling them it isn't correct yet. They don't                    need to be told to change the improper to mixed                      numbers. It is something you already taught.They                    will can and will do it. 
       
        3. Change the vocabulary on a page you type up. Up the
           verbage for those who need to stretch that vocabulary.              In directions for students who struggle with reading, cut            out flowery language, bullet point it and add
           illustrations if necessary.

        4. Assessments - This one most of you probably do but I am              putting this in here for those new teachers.  Multiple              choice: struggles take away two answers. Give them 50/50            off the bat and don't try to trick them! Vocabulary: High            students make it a crossword, fill in the blank, or other            interest building activity rather than multiple choice.              Short answer: make it fill in the blank with a word bank            for lows but for your children who need a challenge have            them be creative writers instead of simply answering the            question they need to answer from a certain point of
           view, perspective, or genre. Don't make whole separate              test have them pull from a hat and tape that to the test            so you know what they were to do. 

        5. LOVE USING INTERACTIVE NOTEBOOKS!! My low students need              fill in the blanks or partially complete items to add. No            big deal, but how do you keep those who are to quick for            their own good. When done they are to highlight the key              words or in a space "tweet" the gist of it.  Then they              give that information to the class once everyone has it              ready to go. 

I am only giving you 5. No excuses for not trying 1. We don't let our students excuse their way out of learning. Why do we not do what we preach! 

What tweaks do you do?  I bet you don't even think about them.  You just do it! Share, so we can all make differentiation a long word that is not so hard to accomplish.

Kim

Classroom Differentiation in Small Bites: Management in Jan.

 

HAPPY NEW YEAR!!!

 



Welcome to this Differentiation 101 series.

If this is the first of the series you are reading, check out the first two as well.  They are the foundation.

 





 

Is this your room?

Students return from winter break and everything looks and feels like August!

 

Welcome BACK!

           Are you ready to head right back out the door?

 

    Okay, so we all love teaching and know the first days back may be a bit chaotic or the extreme opposite, heads on table, no movement, no brain function! After all, they have been staying up late and eating pounds of goodies.  Oh, maybe that was just me! It is all of us, teachers, administration and the students.  We now have to deal with reality.



Be Prepared

First and foremost, walk into your day prepared.  Be ready...lessons plans complete, copies made, strategic plans thought through for the behaviors that may occur,  AND hold a class meeting. This meeting I have found is best suited for the very first period (or minutes if departmentalized) of the first day back.  Don't wait to see if they are going to remember how to behave.  BE PROACTIVE!!

 

 

Class Meeting

 Hold a class meeting as a proactive approach.

 



Step 1 ~

  Find a way to sit together.  Yes, even middle school, high school and college classrooms can do this.  Turn the tables to make a circle; find a spot to sit on the floor; live in a warm climate (not me) then go outside and sit together.  Whatever you do, it should feel like everyone has a part, not the teacher up front handing out rules.

 

Step 2 ~

   Since this is Jan. the students can tell each other the expectations, consequences, and appropriate examples.  Give a scenario or ask for an expectation.  Then allow students to pair share the details.  Finally, share out thoughts.  I usually hit the areas needing reminders not everything. 

 

Step 3 ~

    Finish the meeting with a cheer, high fives, "We can do this!" chant or some other celebration you normally do.  Idea here is to leave the meeting with a positive thought that we can and are able to be successful in this structured environment after our non structured vacation. 

 

Step 4 ~

    Gentle reminders as you are transitioning and mini celebrations throughout the day and week. 

Let me hear about your way to re-enter the new semester. Have you ever had a class meeting?  When or why do you hold them? Why is it important for differentiation to come prepared?
 





Differentiation in Small Bites: Mindset

Mindset

   This seems to be the catch word of the day.  We all have a particular mindset towards how we believe instruction should look, feel, and be implemented.  It is important, in my humble opinion, that to start off this series, you should be well aware of what I believe is the foundation of differentiation.  Your mindset. You mindset towards teaching a classroom full of children who come from variety of backgrounds, interests, abilities, and strengths. 

    If you believe, all students deserve to grow each year they are in school. (This means the students beyond grade level keep moving up the educational ladder, as well as, the on level and struggling students.) If you hold fast to the thought, every child is unique and can fully participate through their strengths in your classroom. Plus, if you desire to do the work it takes to make that happen, you and I have the same mindset.

    You may not agree with all those statements or you may believe it to pie in the sky thinking.  You can still differentiate without the same mindset as mine.  I encourage you to take time to reflect on what your mindset truly is and how it shapes your instruction.  Those just exiting the teacher preparation stage of life, you have been doing this all along.  Those who, like me have been in this career for multiple decades, we sometimes need to be reminded to revisit reflective practice.

    Basically, in a nutshell, I whole heartedly believe to make differentiation work you must cling to the premise that each and every child deserves the best teaching I can provide for them.

     Give me your thoughts and feedback. Best practice includes conversation, which strengthens and extends our views and practice.

Next bites: management....one loaded word!!!

Kim



Classroom Differentiation in Small Bites - What is and is not?

Differentiation started out as a way for teachers to teach their highest learners, much like accommodations are for the students on IEPs.  Many misconceptions have arisen through the years.  This poster addresses the principles that I find important in differentiated instruction.  It by no means covers it all. It is meant to give you a glimpse into my viewpoint as I start this series.

Please, feel free to copy, pin, or pass along to other instructors.

 What would be on your differentiation is and is not list?

Kim

February is on its way!

I have been given the opportunity to speak at our Nebraska Association for Gifted this coming Feb.  It is just as one of the break out sessions.  My nerves have been on high alert since the announcement earlier this month.  There is a FANTASTIC Facebook page ....  Encouraging Teachers... of which I belong.  I asked the members to let me know what they would like to know about the subject of differentiation.
   

DRUM ROLL.....teachers want to know....
       * Time management
       * Managing independence while teaching small groups or     individuals
       * make, take and use items
       * What to do about the unmotivated gifted students?  Boredom?
       * How to get other teachers of same students on board or working together?
       * teaching independence
       * ways to monitor independent work
       * keeping "superiority complex" at bay
   

Tall order!!

I will keep you abreast of how it is going and think out my ideas here as well.

The questions and some pleas for information bolstered my thoughts about this not forgotten but definitely on the FAR back burner blog.
It is my intent....with prayer and commitment...to start writing regularly on my blog in order to get ideas flowing about how to truly have a classroom where EVERY student learns and accomplished all they can each day, each quarter, each year.  Another tall order!

I found it easier to comment and give thoughts towards questions they asked.  So, I have only a few followers, but I hope you ask questions about how to differentiate.  That will spur this blog along.

Hallways, Classrooms, and Computer Labs "OH MY!"

It is the best thing!

    It is FINALLY October!  (Or end of Dec.  Not sure why I didn't post this! Crazy yr.)

         Not only do I love it for the crisp fresh breezes, pumpkin everything, smells of  baking and fireplaces....But the greatest is that my kiddos are demonstrating the constant consistent work of following through even when I just want to through my hands up and say fine run the room!!! 
    When you take the time to send a small group back to practice for the five hundredth time, while the remainder of the students turn the corner making their way out of sight, integrity! Will they make it to the room without disrupting every classroom along the way? YES!! In fact, doing so impressing teachers as they make their way through the crowded hallway.

    INSERT~~~ Happy dance! Happy dance!

    Music Master turns on Weird Al's "Eat It" and even students working in the hall hop up, come in, put away one subject, and set up for the one after lunch. YES!!! Other adults in the room recognize the students' behaviors and independence. Lunch is a huge motivator!  Students are taking on responsibility in the classroom, following through without reminder after reminder, and independence is flourishing. 

HOW???

    Taking time....3 weeks or more at start of school....

to get to know students

 (inventories and surveys)

teach about how the brain works

setting expectations together

follow through with consequences

reteach expectations over and over and over...

put students in charge...give them responsibilities

expect that they will and are able to complete the task

continually remind the class that everyone learns differently

and have different talents to make our classroom the best ever

POINT OUT THOSE TALENTS AND HOW THEY HELP THE WHOLE

teach and talk like you believe every child can and will grow everyday in your room

It is NOT good enough to say it then treat them like one large group.

They are individuals.  They all learn differently and deserve our passion to teaching them

where they are and move them from there to where they can go.





Vocabulary and Spelling

 

Vocabulary and Spelling

   I was going to answer a question posed this week by Teaching in the Fast Lane, http://4thgraderacers.blogspot.com/2014/06/wordless-wednesday-spelling-and.html, and found myself involved in a very long post.  Then thought...THAT IS IT!! Make it part of your blog!! Fantastic way to get back into blogging. (More on my last year and why I have been absent from blogging another time.)

   The question posed was simply wanted ideas on how to conduct spelling and vocabulary.
To see her actual question and responses use the link above.

   First, I believe there should be two discussions.  Vocabulary and spelling can coincide once in a while but in general they are two separate identities.  Vocabulary is about the understanding/knowledge of the word meaning. I use Anita Archer's explicit vocabulary strategies, which have transformed my teaching!! Here is one example of her work.  You can search and find many others.

   There are times that vocabulary and spelling coincide. When learning word parts (prefix, suffix...) you may have a word from the vocabulary that can be used for spelling. However, spelling list should be generated from words that the student will be using in writing regularly.  Primary and approaching upper elementary students should be using word families and commonly misspelled words. They still need a firm foundation. The on level and above upper elementary students usually look into spelling patterns involving multisyllabic words. 
    With all that said, the way I have found to get the best bang for the buck is when I have used individualized lists.  This is not how I did it last year since the district wanted us to try L to J, http://ltojconsulting.com/.  I do love the graphing and the idea of review and preview/spiral.  This is a phenomenal approach for average and some lower students.  It did not challenge my high students because they knew all the words already. My lowest students were frustrated until I modified each week to only 10 words.  I ended up managing 3-4 lists each week.  YUCK!

   My individualized lists give the students responsible for maintaining the lists.  Yes, there are a1-3 students whose spelling folder  needs to be kept safe or a copy made once in a while. However, in general, it is mainly the student's responsibility as 4th/5th graders to manage the list.

PROCESS



  As whole class instruction 2-3 times per week, have mini lessons/activities dealing with a pattern. There are several active games or interactive techniques.  I have a list of words that follow the pattern (10-15 words) usually found from reading series and the internet.  I have to always find the more challenging words for a pattern on the internet.  Our series lacks in depth of knowledge.   Everyone has a differing amount that they need to include on their list from this list. (I wish I would have thought of this while I was teaching...I would add a picture here!)  Then the remaining list (dependent upon grade level and ability level) are words from a list they have which includes word wall words and multisyllabic taught 3rd and under (list previously mentioned). They keep track of missed words from past lists and from writing assignments.  These are the words they utilize for filling in the remaining list.
    Research shows that students should only have 6 new words per week. ( Dr. Lee Jenkins, the developer of L to J has information if you would like to know the research.)  The rest should be words they have been exposed to previously. SO...a list of 20 would include 6 new words and 19 review words.  Repeated exposure being the key.  Another key is that the students do not know which of the previously taught word wall words or patterns will come up again.  I am still working on how to involve that portion of L to J with the individualized lists.





https://www.spellingcity.com/

  I like using Spelling City for ease of grading and allows for practice opportunities. This coming year I will be using Spelling City's new individualized testing.  It comes at a cost, however.  I have not played with it as of yet, therefore, unsure how it will really work.  Sounds great on the site but we all know how that can go! 
   The last component of the process other than the mini lesson  and Spelling City are the contracts. You can find many contracts through Teachers Pay Teachers, Pinterest and other teacher created materials websites.  Mine are differentiated by giving choice of activities and there are 3 levels. Once my school computer can send e-mails again, I will attach a link here.
   Thank you, Teaching in the Fast Lane for providing me with the impetus to get my blog back up and running.

NOW.... If you made it to the end of this too long post...WHAT ARE YOUR THOUGHTS?  Do you agree/disagree?  Do you have any sparks of inspiration?  I cannot wait to hear what you are doing with instruction of spelling!! I always LOVE new ideas and inspiration.

 

LOOK AT MY FINDS!!

This summer one of the tasks on my TO DO LIST is to find games.

I have been scouting out a few garage sales and Goodwill.

Yesterday, I hit the jackpot!!

I found two Chutes and Ladders, Boggle Jr., and another Connect Four.

Connect Four - I have many ideas swimming in my head because of Penterest.

(Check out my Penterest boards , reading, word work & math, to see some of the ideas.)

Chutes and Ladders - This board has soooo many uses.  Just add any set of cards (comprehension questions, flashcards, even use worksheets as the questions).  Student picks a card, gives an answer, and checks answer. If they are correct, spin and move! That simple and FUN way to practice.

Boggle Jr. - I have two ideas. One is to give it to a Kindergarten or first grade class. 

Secondly, using just the cubes, students will roll and see how many words they can make.

 

 

Monopoly - This is a special set that I picked up just for the game pieces. 

Fun game pieces can be found on the cheap this way.

(Getting large sets of mini erasers can be used for interesting game pieces as well.  Oriental Trading offer all kinds of little trinkets in large quantities and can be found for themes or holidays.)

My plan is to have a large container filled with different items so they can choose their game pieces.

 

Think of my surprise as I walked by a bin of binders to see this 5" binder sticking out!

YES!! I am always in need of LARGE binders. 

Upon investigating the bin I found 3 of them!

They have the clear sides so I can make colorful titles. I am in teacher heaven.

 

What kinds of items are you looking for this summer?

What are you doing with them?

What SURPRISE items have you found and turned into exciting educational items?

 

Kim

My Teacher Always Says...

I am trying my first Linky Party!!! WOOO HOOO....

Jumping in.... can I swim?

This party is all about those tidbits that come out of our mouths on a regular basis. 

Here are mine!



 *Ducklings follow around their mommas. I don't like to have students follow me around the room.

* I enjoy questioning the kids so they have to stand up and own their answer. 

 I also expect evidence which leads them to their answers.

*Celebrate GREAT thinking!!

*(SOAPBOX ALERT) My weird way to answer kids who ask for extra credit or if they accidently did extra work.  I don't give extra work for extra credit.  There are times when there may be a extra credit on a test. However, if a student (parent) wants it so they can get a 4 instead of a 3 on the report card, I explain they earn their grades and I expect their best as they go.  The way our school grades are set up (Grading for Learning) an extra credit project would not change the grade enough to make the difference they want anyway.  If they need help on a concept, I will give it

 They want extra practice, they can do it.  Meanwhile, their brain would love them for the workout

and the next time the concept shows up they will do better.

(Normally, those asking for extra credit could have done it correctly the first time.)

Again, I LOVE this one, especially for my higher kiddos.  They think or have learned that as long as they do what will get the good grade, it is acceptable.  They find out quickly. I do not let them give the easy answer .  If I know they can provide deeper answers, I expect them.

* I truly believe in my students.  I wish those who lack self concept could see themselves as I see them.  Every child has talents and gifts to share with the class.

 

 *Personal responsibility is the basis of this mantra.  Actually, "Whose responsibility is that?" or "Can I learn for you?" would be two other sayings, which come out of my mouth 

fall into this category as well. 

Wow, I didn't realize how many one liners or questions I say almost everyday, all year long!

*I found that  I said this A LOT the last three weeks of school, as if things changed after 170 days.

(The two ways are the dictionary or try three then see me.)

*This is another one of the "take responsibility for your learning" sayings.  I teach (as we all do) that they have the resources or can find them.  I don't let them off the hook.  I am happy to help after they have exhausted those resources. (21st Century Education) I will help

use the resources, as needed.  But will not play into just giving them the answer

 because they asked.

 

Now it is your turn!

What are your mantras?

How do they demonstrate or exemplify what you want your students to learn or do?

 

~ Growing brain cells together through daily talk ~

Kim

 

Math Vocabulary meets Pantomime

It is nearing the end of the year.  Though you would have thought we were at the end since before 4th quarter started!! Students are needing even MORE active learning to keep engagement at 90% level my district is striving to obtain.  So......

equivalent  

equilateral triangle

Hmmm...forgot which word they were. 

 I just loved laughter and pure fun they were having in

this picture.

What do you think the vocabulary word was for this one?

(think about it... I am sure you can telepathically see me

pointing to my temple as a signal to not respond.)

x

X

x

X

x

X

x

X 

x

X

x

(think time......)

 

"1, 2, 3..tell me."

(Again, I am sure you saw the signal for speak!  :) )

YES! Denominator



I have a great group of future pantomimes! They did a terrific job. Only once or twice was it hard to figure out the vocabulary word.
   I am getting to be a proficient teacher of math vocabulary, solid 3. I decided in February after a quick exit ticket activity that we REALLY needed to focus on vocabulary EVERY DAY!  It has been working.  This was just one way we have practiced.  They love to toss the ball to music and review as well and vocabulary bingo.
   Now, I know I cannot open my student's brains and see if they were at 90% engaged when participating as the audience.  However, because of their interactions, I know they were paying attention better than just sitting and listening to me!  I would have been marked high for engagement when the groups were deciding what to do with their vocabulary word.  I would have dropped fast when they were watching as a whole group.  If you want to keep the "score" for engagement high, have your students pair with another group and show just them.  The "audience" would then be actively guessing together.  The groups would keep moving around the room until they have done their pantomime for everyone.

   Have fun building vocabulary connections inside your student's brains!
      Kim

Student Led Conferences

Student-Led Conferences

 

     I LOVE student-led conferences! 

    To watch the students with their parents is telling.  To listen to how the students speak to and with their parents also gives great insights.  Outside of all the knowledge gained by just sitting back, watching and listening, my FAVORITE part, bar none, is to see and hear the pride in the kids' voices as they discuss goals and what we do day in and out.

 

 

     I have had the privilege of trying various ways to conduct student-led conferences.  Last year, while teaching fourth grade, we had students design power points that led them through the conference.  Goals are the focus. The basic pattern is given to the students through a graphic organizer three weeks prior to conferences.  Designers choose font, background and pictures to make it their own.  Sharing their power point and portfolio makes up the conference.  I found that it may be best to have students pull out their evidence from portfolio.  It is very tempting to show EVERYTHING in the portfolio otherwise. (LONG...conferences when families start rummaging through the portfolio.)  The end of the power point discusses what their future plans are and how their parents can help them achieve them. I like the way this student-led conference flows with strong introduction and conclusion.
    This year in fifth grade, I had the students decide on three to four items they wanted to show their parents.  They could go to the music room, gym, counselor, computer lab, etc.  I required only one special, two academic areas.  They needed to sign in  and teach their parents how to sign in on the Mimio board (picture below).  Goal sheet on their desk needed to be shared and explained (picture above).  Goal setting will be another post for the future.  Lastly, parents had to complete an evaluation which students completed for themselves during class.  Then we discussed the results.  I joined this part of the discussion to add what I see within the classroom.  My students are rather proficient at how they are doing in the classroom.  They were not too far off of where I would have rated them.  Once in a while, they would be harder on themselves.  I liked the aspect of  the students teaching parents the Mimio and describing how they develop their goals.  The movement to specials was a great addition. 
   

 

    Next step, is to take the summer to figure out how I can meld the best aspects of each as I return to fourth grade.  Keeping the power point is top on my list.  Not only does it serve as a guide; it teaches how to use power point. I may like to challenge my higher students to use Prezi.  (May be a larger bit than I can handle!)  I want to incorporate choosing a special to visit as well without lengthening the night for the families.  The metamorphosis of goal setting within our daily work will continue to be the focus. 

Do you have student-led conferences? 

What do you do? 

Favorite parts? Stories? 

 

Kim