Teaching fractions with hands-on manipulatives and activities helps students develop a conceptual understanding that will endure.
As the author of a book solely dedicated to retrieval practice I often get asked questions by teachers, students and parents about this teaching and learning strategy. People are also keen t…
Excited to be training Gifted and Talented teachers at Resource Training and Solutions today. Stop Motion Animation fits in so well with a GT program. I have found that GT students need engagement and motivation as much as any, and stop motion is a perfect way to do that. 1st, let's talk about set up. What can be used? How does it work in a class? What do you need? How much does it cost? Check out this link for a preview( Homemade iPad Stands) Next, let me give you the ideal situation. This is an independent age group, with plenty of time to work and all the materials needed. Story Map found here Working with a younger group? Here are a couple solutions for that. We will talk about how to get many little hands involved in a collaborative stop motion animation. Stop Motion with Kindergarten Collaboration with 1st grade A link to Feed the Witch Large group collaboration Do you have special needs students... They can become involved too... Here is the wrap-up lesson... If you leave this hands-on presentation and need a refresh on how to teach it, visit this link.
Ed. note: Much like AHTR, but non-art history specific, Purposeful Pedagogy is a grassroots peer-led group that actively supports pedagogical inquiry for higher education teachers. PP is specific…
Global Digital Citizen Foundation combines both Bloom's Taxonomy and power verbs for lesson & assessment planning in this graphic.
Different Activities, Strategies, and Resources to Help Your Students Become Masters at Problem-Solving in Math
Are your worksheets contributing to meaningful learning, or just keeping students busy?
Here are some developmental writing rubrics and standards or expectations-based rubrics for kindergarten teachers.
Here are 50 strategies for differentiated instruction to better meet the needs of your diverse, evolving learners.
Today’s Wednesday, and that means it’s one day closer to being break for me. And for the rest of you, only three more days ’til the weekend! Today’s post offers you another …
Explore our comprehensive collection of classroom resources, including classroom posters, engaging activities, classroom management techniques, and more. Enhance your teaching and inspire your students with these valuable insights.
This post is based on a talk I gave at ResearchEd in Rugby. The paper in question is Barak Rosenshine’s Principles of Instruction published in American Educator in 2012, downloadable in full…
This converting mixed numbers & improper fractions poster will help your upper elementary math class and will look GREAT on your bulletin board!
This is part two of a very occasional series of posts about my take on different psychological theories. Earlier this year I took a look at Urie Bronfenbrenner's ecological approach to life. Who knew this would be my most popular post? As of this evening, over 4,430 people have viewed that blog entry. I'm thankful that the post is so popular: my human met him once and found him to be a very kind man. Children love and want to be loved and they very much prefer the joy of accomplishment to the triumph of hateful failure. Do not mistake a child for his symptom. -- Erik Erikson Today we draw our attention to Erik Homberger Erikson. Please note, this is someone radically different from the conservative commentator Erick Erickson. The two would have very little in common in their world views. Erik was born on June 15, 1902 in Frankfort am Main, Germany. After graduating from high school, he moved to Florence Italy to study art. By 1927 he was teaching a a psychoanalytically informed school for children in Vienna that was started by Dorothy Burlingham and Anna Freud. Deeply influenced by this work, Erikson earned a certificate from the Maria Montessori School and later did psychoanalytic training at the Vienna Psychoanalytic Institute. After graduating from the psychoanalytic institute in 1933, Erikson and his wife fled the Nazis who had come to power in Germany. His long career included positions at Massachusetts General Hospital Judge Baker Guidance Center, Harvard Medical School, and University of California Berkeley. While in California Erikson studied children on a Sioux reservation for a year as well as children in the and Yurok tribe. Erikson left Berkeley when professors were asked to sign a loyalty oath. He returned to Massachusetts first working at the Austen Riggs Center for a decade and finally returning to Harvard. He remained a professor of human development at Harvard University until he retired in 1970. Erik Erikson's highest academic degree was a high school diploma. In 1973 the National Endowment for the Humanities selected Erikson for the Jefferson Lecture, which is the US government's highest honor for achievement in the humanities. His lecture was entitled "Dimensions of a New Identity." Enough background information. Onto the good stuff. This chart is the most commonly learned distillation of Erikson's work. Sorry his name is spelled wrong in the chart. It seems there is a lot of confusion about the proper spelling of his name. The spelling I'm using, Erik Erikson, is the correct way. So when you think about it, puppy development and human development isn't all that different. I'm not so sure dogs really ever get past adolescence. That's okay though, I think you all like us just the way we are. Here is Erikson's theory, as it applies to humans, in a nutshell: The infant's first social achievement, then, is his willingness to let the mother out of sight without undue anxiety or rage, because she has become an inner certainty as well as an outer predictability. -- Erik Erikson Early in life both babies and puppies face a crisis: trust versus mistrust. If the world is safe enough, and we are cared for well enough, we develop a sense of stability and security. If we work through this well we approach the world with a confident curiosity. If problems happen (abuse, neglect, deprivation) we learn the world is unsafe, we lose our curiosity, and become closed off and hidden. We learn to hope. Always moving forward, our next crisis is autonomy versus doubt. Ever spend time with a two year old that constantly says no? Play a game with a very young child who insists on controlling every dimension of the game? Early on, youngsters learn a delicate balance between autonomy and interdependence. How many parents, in a demand for discipline, demand complete obedience from their children at all times? Too much of a demand for a child to bend to the will of an adult can create deep feelings of shame, incompetence, and out of control behaviors. Striking a successful balance creates creatures who remain curious, have built in self control, and have a certain degree of autonomy. We learn will. Children must eventually train their own children, and any impoverishment of their impulse life, for the sake of avoiding friction, must be considered a possible liability affecting more than one lifetime. -- Erik Erikson Next up comes initiative versus guilt.Young ones busy themselves learning about the world around them. Square pegs fit in square holes. Round pegs fit in round holes. Sugar spilled on the floor makes mom crabby. We learn to count, speak, and ask for things with ease. We start to engage in activities. We want to play with that game. We want to walk in this direction. We start to take risks and learn how to keep ourselves safe (look both ways before we cross the street!). Good enough parents encourage and support children's efforts toward their own goal directed activities in realistic ways. When things go wrong and parents actively discourage children's independent activities (or belittle their activities), children can develop guilt about their needs, desires, and activities. We learn purpose. The next crisis we all face is industry versus inferiority. During these years, our primary years of school, we find our self confidence. Now having developed goal directed activity, our activity becomes productive. We create the things we need. Words come together to form sentences. Sentences come together to form paragraphs. Paragraphs come together to form stories. Good enough parents share a sense of excitement in what their children create. When things go wrong, and children are ridiculed or unable to meet adult expectations, children internalize a sense of inferiority We learn competence. Every adult, whether he is a follower or a leader, a member of a mass or of an elite, was once a child. He was once small. A sense of smallness forms a substratum in his mind, ineradicably. His triumphs will be measured against this smallness, his defeats will substantiate it. The questions as to who is bigger and who can do or not do this or that, and to whom—these questions fill the adult's inner life far beyond the necessities and the desirabilities which he understands and for which he plans. -- Erik Erikson As childhood rolls into adolescence, we face the crisis of identity versus role confusion. Having built confidence in our abilities, we start to look for our place in our world. We ask the question "Who am I and where am I going?" In this time of development we find ourselves at a crossroad of development where we consolidate the rapid development of childhood and walk across the bridge to adulthood. Given enough time and space to explore the different roles society has to offer us, a young person can freely experiment and explore many different kinds of identities. A good enough parent will let their adolescents stretch and reach into all sorts of different identities while also offering some loose protective boundaries. Restrictive and domineering parents can clip the experiences of an adolescent and prevent them from finding a sense of identity that can haunt them long into their adulthood. We learn our identity. As our adolescence grows into young adulthood, we grapple with issues of intimacy versus isolation. Having found our identities we no longer need to destroy things that threaten our sense of self. We ask of ourselves if we are loved and wanted, and whether we will share our life with someone or live alone. Done well we find ourselves forming long-term commitments to others through intimate and reciprocal relationships. Done poorly, we find ourselves isolated. We learn love. As young adulthood moves into middle adulthood, we face the crisis of generativity versus stagnation. We ask of ourselves, "Will produce something of real value?" We find our way to contribute to society developing a sense of generativity, productivity, and accomplishment. Through our work we provide something toward the betterment of society and future generations. Done poorly we feel stagnated, dissatisfied, and disconnected from a sense of purpose. We learn care. As adults grow into elders, we face the crisis of ego integrity versus despair. Our work gradually slows and our attention turns inward toward contemplating our accomplishments. Done well, we see ourselves has having created a successful life. Done poorly we review our lives and feel we haven't reached our goals and we despair. We learn wisdom. Healthy children will not fear life if their elders have the integrity enough not to fear death. -- Erik Erikson
Find ideas for teaching Retelling & Recounting Stories including books, activities, no-prep resources, and more.
A poster created for our English language arts and social studies departments (humanities) to use in their classroom, as well as in the library.
Knowledge helps you remember new information, and people who know a great deal about a topic also know its vocabulary. One critical finding from research is that word learning takes place most efficiently when the reader or listener already understands the context well. In fact, we learn words up to four times faster in a familiar context than in an unfamiliar one (Landauer & Dumais, 1997; Hirsch, 2006). Vocabulary instruction that compares and contrasts word meanings and that activates prior knowledge not only helps students learn new words, but also has been shown to improve comprehension of a reading selection (Graves, 2006). Therefore, an important goal of instruction in any subject grade, in any grade, should be to help students acquire the vocabulary associated with the content and to make connections between known and unknown words.
Need to know how to help students write summaries? These lesson ideas and summarizing ideas and tips for the upper elementary classroom will help you teach summarizing and help your students write summaries as they read.
Making predictions is something that proficient readers naturally do, even without knowing it. As soon as we pick up a new book on the library or book store shelf, we are making predictions and judgments about that book based on the cover as we thumb through the book. Today, I’m sharing 3 activities for making predictions ... Read More about 3 Activities for Making Predictions
For each of the 13 potential outcomes of project-based learning, I added a tip to help increase the chance that this potential is realized.
Ever wondered what the difference is between these student-centred methods of inquiry learning? Read on to find out what makes them different.
We are making our way through the writing process and have come to the two trickiest parts- revising & editing. It always seems to hard to differentiate between the two-- during revising, I always see kids working on spelling or capital letters and the chance to really delve in and work on description and sensory details is lost. I came across some great help on Pinterest (of course!) and wanted to share my Revising (ARMS) and Editing (COPS) anchor charts with you: Analyze & Revise: Note: I didn't draw the cute guy, he's from Microsoft Clipart :) I also added the marks on the right-hand side so kids knew what to do to add (use the carrot), remove (cross off) or move (circle and use an arrow) a word or sentence in their piece. By the way, dead vs. alive words is SUCH a fun way to teach boring vs. exciting words. My boys, especially, LOVE to act out the fact that "said is dead" and hey, if that gets them to revise, I am willing to let them do it ;) Editing & Proofreading: Note: This guy is from Microsoft Clipart, too. I have also seen this done with "CUPS" where U=Usage, but that was a bit over my third-graders' heads, so I stuck with COPS and can now act like the Punctuation/Spelling/Capitalization Police if I want ;) We have a district-given "High Frequency Word List" for third grade that we use (it comes from Rebecca Sitton's 1200 High Frequency Word List). I also encourage kids to use their "best effort" spelling, especially on this first piece. As long as it's not on their High Frequency List (I have them glue that to the inside cover of their Writer's Notebooks at the beginning of the year for reference), it can be their best try and I'm ok with that. This also keeps my reluctant writers and strugglers from looking in the dictionary for one word for...the....entire.....writing...........period.... ;) And a great COPS display (that uses my favorite Scrappin' Doodles clipart!) can be found at The Eager Teacher- cuteness! What do you do to teach the difference between revising and editing?
I've been reading the book, Mindsets in the Classroom by Mary Cay Ricci, and just finished chapter 3. It was a real eye-opener. Through all of my years of teaching, I thought I was differentiating by planning and implementing reteaching and enrichment lessons and activities as my class worked through a unit. But in this chapter, I learned how important it is to start the differentiation before the unit even begins! This process begins with the preassessment. So much valuable information can be gathered before you begin teaching a unit. The purpose of the preassessment is to find how much students understand the content before you plan and teach the unit. Do they have a complete understanding of the content? Then they will need enrichment and/or accelerated activities. Do they have a partial understanding of the content? Then you need to make note of the gaps in their learning so you can plan accordingly. Checklists are a great way to keep track of the objectives and student mastery. From this checklist, you will also see students that need to be grouped for instruction. Keep in mind that this grouping will change as students master the objectives. Another insight I gained from this chapter is the different types of assessments used in a classroom. I put together this graphic to sum up the three types of assessment you should be using in your classroom. Click on the image to download the pdf version. You can also download this free packet with three quick and easy formative assessments you can use
Do you do writing workshop with your students? My program has evolved over the last 23 years, and now it runs smoothly – although I can’t help but add new ideas each year! Long before I expect students to write stories, we spend a lot of time discussing stories. For example, every time we read […]
Howdy! Jen Bradshaw here from Teacher Karma. I have the perfect reading comprehension FREEBIE for you if you will be teaching… finding the main idea of a text next school year. LOL! These steps for finding main idea are very simple, and have definitely worked my students. Please click here to get your free main idea ... Read More about Finding MAIN IDEA… One Step at a Time
Executed well, student-centered instructional methods can disarm some of the more intimidating parts of academia.
Do you know all the question stems for each level of Bloom's Taxonomy? If you're teaching in the class or online, this is your resource!
In this post, I'll talk about why teaching schema is important, give some ideas and tips for teaching about schema to your young readers, and discuss when we
You spend hours marking and commenting on student work, and then they don't even read your feedback. The solution is all in how you time it.
5 times for grading essays faster while providing better feedback! These tips will help ELA teachers work smarter, not harder!
This Halloween Roll-A-Story is an old favorite, where students roll dice to determine their story’s character, setting, and conflict. Print it out and give it to your student for a fun, Halloween-themed activity!
Story retelling is an ongoing core kindergarten skill and takes place when a student is able to comprehend a story and retell it in their own words. A retell should include key details like characters, the setting, the problem, main events (BME) and solution of the story. Kindergarten students do most story retells from listening to a story read aloud. Because of this, I feel it’s super important to select high quality and engaging texts to help develop a real love for reading. For me, I’m drawn to a silly or feel good story that opens up the floor for a great conversation. I want it to be a memorable and lovable story that they'll want to tell and retell! My Master's is actually in Library Science, so I'm extremely passionate about book selection AND story retelling for littles. So much that... I've married them into a series of monthly retelling activities, using high quality picture books, that work perfect in a kindergarten and first grade classroom. Pre, During and After Reading: Set your students up for success! Book talk the text prior to reading. When reading, an interactive read aloud goes along way with comprehension, I love to occasionally stop and really dig into an illustration or get student input when reading aloud. Whether you retell on day one or later, your kiddos will need to recall key details, and I love doing it with multiple and varied exposure using a single story. Retelling Hand: I like to start and review with a retelling visual like the retelling hand! You can grab a free retelling hand by clicking here. Review the parts of a story retell and then give the kiddos time to "turn and talk" to recall information in the story together. Retell Games: I love board games and just games in general. They're engaging, casual and get you TALKING and moving a little bit! After the kiddos have spent time with a partner, I like to take it up a notch and retell it in a gaming setting. My retelling activities generally include a low-prep game to help the kiddos start chatting alongside some visual support. Anchor Chart: Shared Writing and Sequence: After double exposure with a buddy, it's time to come together and discuss the retell. Review and record the characters and setting. For the sequence portion, students will help you order the events. Once the events have been sequenced, students will help come up with the beginning, middle and end to wrap up the retell (great shared writing practice). If you're looking for interactive writing opportunities, scripting the BME sentences would also be a great way for students to come up and assist with writing. The picture card activity works great on chart paper, a pocket chart or even repurposed later on using a pocket chart in a literacy center. *all corresponding activities can be found here. The Retelling CRAFT or Printable Option: To offer a chance for independent practice, the story craft or cut & paste printable will allow the individual student to practice sequence and retelling the story at their own pace and sharpen fine motor skills. I've always told my students a retell activity is a keepsake... because it's almost like you're taking the book home to read it to a loved one. This retell activity supports the mentor text Florette by Anna Walker. *all corresponding activities can be found here. Written Expression: The written and illustrated graphic organizer is another way for students to show their comprehension of the story after reading and practice writing. If you're making a follow-up literacy center with the picture cards in a pocket chart, this printable (or any of the others within the kit) would be a great add-on. For more retell activities, click here!
Here are some of the things we did this week for our Fairy Tale/Storybook Character Unit: We talked about what a fairy tale is and what fairy tales sometimes have in them. We talked about the Story Elements in each of the Fairy Tales we read this week. Little Red Riding Hood Here is the chart I used to fill in the Story Elements as we talked about them as a class. While filling this chart out, we made our characters and set up our classroom (setting) so we could act out the story. Little Red Riding Hood Activity: They made a picture of Little Red Riding Hood and then filled in the boxes describing her. Goldilocks and the Three Little Bears We filled this in after reading the story. I had the students make this story character map for Goldilocks. Cinderella We filled this in together as a class. I laminated these Story Element Anchor Charts so I could write on them with an Expo Marker and easily wipe them off! Writing Activity: If I had a Fairy Godmother... The Three Little Pigs I read two versions of The Three Little Pigs and we compared the two stories. I had the students fill out these WANTED posters for the Big Bad Wolf. Jack and the Beanstalk We did a measurement activity. The Frog Prince Graphing Activity: Would you kiss a frog? Fairy Tale Elements Chart: After reading each fairy tale we went through and marked what fairy tale elements the book had. Storybook Character Dress-up Day: To end our unit we had the students dress up as their favorite storybook character. They came to school dressed in their costume with their book and we guessed who they were. Even all the first grade teachers dressed up! Here is just a peek at some of the storybook characters the first grade teachers have dressed us as during the years. The Five Little Monkeys Jumping on the Bed Alice in Wonderland All Laura Numeroff book characters! Click HERE to download my Fairy Tale Unit from my TpT store!
