Posted in math, mind, more seeds, special education

Writing IEP Goals and Objectives, Part 3: Standards-based Goals

Connections: Standards ~ Goals ~ Teaching

In the previous posts, we considered a math standard for Grade 6, and unwrapped it to identify key vocabulary, skills and concepts required for mastery of the standard.

6.NS.a.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.

We determined that, in order to demonstrate mastery of this standard, a student would need to

  • know and understand (as evidenced by correctly using) the terms fraction, dividend, divisor and quotient;
  • demonstrate understanding of the concepts of fraction, quotients of fractions, word problems as a representation of division problems involving fractions, and the concept of division;
  • interpret and compute quotients of fractions;
  • solve word problems involving division of fractions by fractions.

Next, we considered what obstacles to learning students might have, which would interfere with successful mastery of the standard. To do this, we thought about the kinds of questions students asked when working on work based on this standard.

Now that we’ve analyzed the standard, and anticipating where students might struggle with foundational skills, concepts, and vocabulary, it’s time to consider a student with disabilities, and determine the specific areas of support that this student might have.

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IEP Goals and objectives
Match the elements of the standard to the needs of the child to determine an appropriate standards-based goal. {Image Credit: (c) 2015: Kim M. Bennett}

Case Study: Student K, Grade 7:

Student K is a 7th grade boy in a self-contained, alternative placement. His most recent standardized math testing shows him to be near grade-level, in all areas of math. He made great academic gains over the past school year, as he worked to gain control over his own behavior.

In order to use this standard as a way to identify specific IEP goals for Student K, let’s take a look at some of our observations of him over the past year:

Study Skills:

It typically takes a great deal of time for Student K to transition between areas and begin work, especially first thing in the morning: most days, it is 30 minutes before he begins his morning work, during which time he swears at staff, walks out of the room, and sometimes shrieks in the stairwell. When he’s ready, he sits down to work, and can work independently on the task through to completion.

  • Issue #1: difficulty transitioning between activities, especially when they are in different areas
  • Issue #2: difficulty with task initiation, even when the task is within his capability

Neither of these issues are specific to this standard; in fact, they persist across all content areas and across time, making them important areas for IEP Goals.

Once Student K starts working, he works VERY slowly – on everything. His work output is very low, although he works steadily, requires little help, and produces high-quality material. His Woodcock-Johnson IV scores show a low-average IQ but extremely low processing speed. Scores on classroom assessments show him at risk due to lack of fluency (computational, math fact, reading), but the only area of fluency he actually shows deficits in is rate: his accuracy, prosody and understanding are grade-appropriate.

  • Issue #3: minimal work output due to slow processing speed

Again, while this issue isn’t specific to this standard, it will impact his learning across content areas, and bears greater emphasis in his IEP.

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IEP Goals and objectives
Poor performance in math is not always due to difficulties with math content, itself.

Mathematics:

When working, Student K appears to lack a repertoire of known mathematical procedures (e.g., long division algorithms, solving for an unknown, computing using order of operations). Once he has instruction, he learns the new procedure quickly, and can use it correctly. He tends to choose numerical models (i.e., equations) to solve math problems, and avoids visual models, even when they would be more efficient.

  • Issue #4: lack of procedural knowledge and fluency
  • Issue #5: difficulty using different modes of representing and solving the same problem

If we work under the hypothesis that Student K’s behavioral issues interfered in the past with his ability to be available for grade-level learning, it isn’t surprising that he lacks a repertoire of basic math strategies to draw upon. We can assume that this is a persistent issue with him, and worthy of an IEP Goal.

In general, Student K is fluent in his basic math facts, and can compute whole numbers and decimals accurately. His decoding and comprehension of grade-level text, including word problems, is adequate. He works independently, and learns new material quickly. We can feel that, with the proper supports, he will be well able to master grade-level content.

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IEP Goals and objectives
It helps to consider the Rule of Four when identifying areas for developing IEP Goals and Objectives in math.

The Standard and the Student

Now, let’s return to our standard, and figure out what parts of the standard he might have trouble with:

  1. Procedures for computing fractions: dividing by multiplying the reciprocal, representing the problem with a visual model
  2. Identifying and representing the problem to be solved in a real-world situation or word problem involving mathematics: restating the problem in his own words; representing the problem using numerical (equations) and visual (area) models.
  3. Starting a task on time
  4. Completing a task within the allotted time

Of these three areas, only one is specific to the standard (#1), but, since fractions represent an area where so many students have difficulty, and since grasp of fractions by 6th grade is important for later math courses, it is worth focusing more on in his IEP goals.

Our Standards-based IEP Goals

To address the specific learning barriers we mentioned above, we write the following goals (the specially-designed instruction is in italics):

  • Goal #1: Given 2 fractions with 2, 3, 4, 5 or 10 as the denominator, Student K will accurately compute the fractions, using numerical and visual models, with 75% accuracy.
  • Objective #1.1: Given 2 fractions with 2, 3, 4, 5 or 10 as the denominator, Student K will accurately divide the fractions, by multiplying the first fraction by the reciprocal of the second, with 75% accuracy.
  • Objective #1.2: Given 2 fractions with 2, 3, 4, 5 or 10 as the denominator, Student K will accurately divide the fractions, using an area model, with 75% accuracy.

We have limited the types of fractions Student K needs to use to demonstrate understanding of the standard, and have specifically named one new visual model we want him to use when computing.

  • Goal #2: After reading a word problem at the 5th grade reading level, Student K will explain the problem to be solved, and represent the problem using numerical and visual models, with 75% accuracy.
  • Objective #2.1: After reading a word problem at the 5th grade reading level, Student K will verbally restate the problem to be solved, in his own words , with 75% accuracy.
  • Objective #2.2: After reading a word problem at the 5th grade reading level, Student K will represent the problem to be solved, using an appropriate equation , with 75% accuracy.
  • Objective #2.3: After reading a word problem at the 5th grade reading level, Student K will represent the problem to be solved, using an area model , with 75% accuracy.

Again, we have controlled the level of the text to focus K’s energy on the content, have let the student explain verbally (rather than in writing), and have specified a new procedure (the area model) to add to his repertoire.

http://allkidscanlearn.school.blog
IEP Goals and objectives
Make sure to consider multiple ways of showing what you know when determining if a student has mastered a grade-level standard.

Other Goals

We noted areas not based on this standard, but which would definitely affect Student K’s performance of this (and many other) tasks. We will also include IEP goals on transitioning appropriately from one area to another, and on starting a task within 5 minutes, and will add accommodations that Student K has a reduced number of items to finish per task, and/or extended time to complete tasks.

Summing up our Standards Work

As previously stated, you would not unwrap every standard for a grade level. However, simply choosing one standard in a problem area (use the reports from your standardized testing to help you choose), and doing this exercise will help you focus in on what your student’s most important obstacles to learning are.

Have you ever unwrapped standards?

Posted in math, mind, more seeds, special education

Writing IEP Goals and Objectives, Part 2: Identifying Obstacles to Learning

Identifying Obstacles to Learning

In the past post, we analyzed a grade-level standard to determine the skills, concepts and knowledge that all students need to gain to master the goal, as written.

For students with disabilities, this grade-level goal will be challenging to reach in a year, without specially designed instruction. Analyzing the essential components of the standard helps us determine with which parts of the standard our students will need more assistance. From this, we will come up with annual goals to help get the students where they need to, ultimately, be.

To achieve this, we need to identify, for our student, the main obstacles to the child accessing the grade-level curriculum as represented in that standard.

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Writing IEP Goals
To determine a student’s main obstacles to learning, consider the kinds of questions the student asks when doing grade-level work. {Image Credit: (c) 2019, Kim M. Bennett}

What Part of the Standard Will We Address?

Let’s reconsider the math standard we analyzed from the last post:

6.NS.a.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.

When we closely examined the standard, we determined that, in order to fully master this standard, students needed to be able to do the following:

  • know and understand (as evidenced by correctly using) the terms fraction, dividend, divisor and quotient;
  • demonstrate understanding of the concepts of fraction, quotients of fractions, word problems as a representation of division problems involving fractions, and the concept of division;
  • interpret and compute quotients of fractions;
  • solve word problems involving division of fractions by fractions.

In order to write the standards-based goal, we must first determine the portion(s) of the standard (or implied foundational parts of the standard) with which our student is struggling. I think about the questions that the student asks me, when we’re working on problems based on this standard. Below are some questions students ask, and what they might indicate. I’ve categorized them into two groups: general instruction issues and specially-designed instruction issues.

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Writing IEP Goals
Sometimes, there’s a major foundational skill that interferes with a student otherwise accessing the grade-level. {Image Credit: (c) 2018, Kim M. Bennett}

General Instruction Issues

General instruction issues are problems the student has that are parts of the grade-level standard that any student might reasonably need help with, because they represent new grade-level content. In other words, for this example, given a class of students in Grade 6, and new instruction, many of your students might not have fully mastered the skill or concept, until the end of the year, because they haven’t been taught fully yet. These would not be ideas to focus on in your IEP goals, as they should reasonably be met through general education instruction or early intervention supports:

  • “I get how to divide whole numbers, but what does it mean to divide a fraction?” (the student has difficulty understanding division as it applies to numbers that are not whole numbers)
  • “I know what it’s asking me – but how do I divide fractions by fractions?” (the student doesn’t know a procedure to use to solve the problem)
  • “How do I set that up?” (the student does not know how to represent the word problem using visual models or an equation)
  • “I read it, but I don’t get it. What am I supposed to do?” (the student has difficulty understanding the word problem as a problem that can be solved using mathematics)
Difficulty with using multiple means of representing mathematical ideas is a common area for student difficulties in mathematics. {Image Credit: (c) 2018, Kim M. Bennett}

Specially-designed Instruction Issues

Close examination of the grade-level standard, and the student’s performance in class, will often indicate underlying difficulties the student has which make accessing the grade-level curriculum standard difficult. Since our goal as special educators is to develop customized instruction to help the student access the grade-level curriculum, these are the areas where we should focus our IEP goals and objectives, as they represent current obstacles to the student mastering the standard, as written:

Vocabulary Issues

  • “What does this word say?” (the student has difficulty reading key content vocabulary)
  • “What does this word mean?” (the student has difficulty with the meaning of key content vocabulary)

Reading Comprehension Issues

  • “What does this word problem say? What does it mean?” (the student has difficulty reading and comprehending mathematical word problems as a genre of literature)

Fact Fluency Issues

  • What’s 8 divided by 4?” (the student lacks fluency in basic math facts)

Computational Fluency Issues

  • “I did what you said, but the answer is wrong… why?” (the student lacks accuracy in computation)
  • “How do I divide this?” (the student has difficulty with the idea of division as making equal shares of a whole)

Other Issues

  • “What is a fraction? What does a fraction really mean?” (the student has difficulty with the concept of fractions as relative parts of a whole)
  • “What does THIS fraction mean?” (the student has difficulty interpreting fractional notation – he may understand “1/4” when represented using concrete objects, but has difficulty when presented with the symbolic representation)
  • “How do I say this [fraction]?” (the student has difficulty reading numbers expressed in fractional notation – this is similar to the previous)
Fractions represent a common conceptual challenge to many students, with and without disabilities. {Image Credit: (c) 2014, Kim M. Bennett}

Identifying a Focus for SDI

Of course, you don’t complete this process for every grade-level standard. And you don’t write an IEP goal for every area that a student has difficulty. However, even if you did this activity with one grade-level standard, chances are that you will see patterns of challenges for a particular student. For example, I have one student who would struggle with this standard, simply because he cannot decode the text. If you read the problem to him, and allow him to represent the problem with a drawing or concrete objects, he can accurately complete the grade-level task. You wouldn’t want to give him an elementary task, simply because the reading level is easier for him – that’s not respectful of his math ability.

He also struggles with basic multiplication facts. So, for him, focusing on “work-arounds” for the text-based portion of the standard, and providing accommodations for the math fact fluency issues, would be helpful no matter what math standard he was working on. Make sense?

Always consider embedded literacy skills as areas of difficulty with many math students. {Image Credit: (c) 2014, Kim M. Bennett}

Writing that Standards-based Goal

In the last post, we unwrapped the grade-level standard, to identify key vocabulary, skills and concepts embedded in the standard. In this post, we reviewed where our student would struggle with the standard, using his questions as a guideline for diagnosing his obstacles to accessing the grade-level curriculum. Then we identified obstacles that would likely pop up in multiple areas of his curriculum, to prioritize what we set for goals for him.

In the next post, we will use what we know about the grade-level curriculum and our student’s needs, and write IEP goals that will enable him to better access his grade-level curriculum.

Posted in how-to, more seeds, special education

Writing IEP Goals and Objectives, Part 1: Understanding Grade-Level Standards

Why this Review?

I work as a special educator in an alternative setting, so the students on my caseload come from many different districts, and from many different special education teachers, all of whom had very different training when it came to writing IEP goals and objectives. So my kids’ IEPs look like, well, many different people wrote them!

Additionally, many of my kids come to me after being newly identified with a behavioral need. However, once they get to me, and they become more stable, their underlying or concomitant academic issues become apparent. So I need to now add academic goals to their IEPs. That probably happens to you, too.

Additionally, in a smaller district, such as mine, we don’t have a cadre of speech and language pathologists, psychologists, nurses or other individuals, so I sometimes have to use all of my special ed skills to come up with appropriate goals and objectives on, say, making healthy choices for a student with diabetes, or using specific language in conversation, for a child who uses the word “thingy” all the time.

IEP Direct has built-in pull-down menus, and you can Google all types of banks for IEP goals and objectives. But, have you ever had a student with IEP goals/objectives that seem like they were selected for someone else? It’s easy to just scan and click. But it makes our jobs so much easier if we choose the right goals and objectives in the first place.

Standards, Goals and Objectives: Review of Terms

Standards

In layman’s terms, the standard (whether Common Core Standard, National Curriculum Standards for Social Studies, or Components of Social, Emotional and Intellectual Habits) is the grade-level expectation for all students, by the end of that school year, as stated in the standard.

In other words, the standard lets us know what we should expect a student in that grade to know, understand and do, as a result of the general education curriculum.

Example #1: Math, Grade 6 {Common Core Standards}

6.NS.a.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.

Example #2: Social-Emotional Learning , Early Elementary Grades {Illinois Learning Standards}

3A.1a.  Consider ethical, safety, and societal factors in making decisions - Explain why unprovoked acts that hurt others are wrong.  

Example #3: Instrumental Activities of Daily Living, Grades K-12

Make a list of all the chores you need to do. Check each chore off as it is completed.   

If a student has a disability of some sort, he comes with a document called an Individualized Educational Plan (IEP), that says what his Planning and Placement Team (PPT) wants him to be able to know, understand and do, after one year of general education and specially designed instruction. These are his annual goals, which will be something different from the grade-level standard – otherwise, he wouldn’t need the goal.

Along with each goal are one to several objectives. These present the details of what the PPT wants the student to achieve, after a year of instruction. Sometimes, the annual goal will remain the same, and new objectives will layer in, especially if the goal is broad (e.g., “Katie will learn and use two new strategies for note-taking and demonstrate them successfully in all content areas”).

Often, the specially-designed instruction will be incorporated into the IEP goals and/or objectives, making it clear how the PPT wants any educator to work with that student to help him reach his annual goal.

In order to write standards-based goals and objectives, it helps to fully understand the scope of the standard, as written.

https://search.creativecommons.org/photos/16d7a2f6-d844-41b7-8982-adf23f628e30
Grade Level Standards
fractions
Fractions,” by Tim Green via Creative Commons License 2.0

Unwrapping the Standard

The results of our periodic testing might tell us that a particular student needs to work on computing with fractions, specifically, dividing fractions by fractions. But this result is only based on the fact that it was items such as these that the student missed on the assessment. To use these results to write a goal and its associated objectives, we first need to understand all the components of the standard, as it applies to students in a given grade-level.

We can “unpack” the standard into its composite facts and vocabulary (what the student needs to know), embedded concepts (what she needs to understand), and the associated skills required (what she needs to be able to do). Some curriculum materials refer to these as KUDs. These are the performance standards for all students by the end of the given academic year.

Let’s use the Grade 6 math standard, listed above:

6.NS.a.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.

What the Student Needs to Know (Facts and Vocabulary)

For 6th graders, the critical vocabulary from this standard that we would want them to know and understand include quotient, and fraction.Other vocabulary we might include would include dividend and divisor, as they are related to the word quotient. We would want students to recognize, define and be able to use these terms. We would assume that students already know the vocabulary addition, subtraction, multiplication and division, but we might list them as review terms, along with the word operation.

What the Student Needs to Understand (Concepts)

To find the concepts in the standard, we underline the nouns and noun phrases, like so:

  • quotients (of fractions)
  • word problems (involving division of fractions)
  • division (of fractions by fractions)

What’s the difference between what students need to know and what they need to understand? Aren’t these the same words?

Not exactly. For example, students might be familiar with an array, or base ten blocks, and use them as visual models to solve problems – in other words, they understand the concept of a visual model, but they don’t necessarily have to know the term, visual model. You can teach it to them (I usually do), but it’s not a requirement of the standard that the student know the term. On the other hand, we would expect, by grade 6, that a student would know and use the words fraction and quotient.

To put it a different way, the standard requires 6th graders to understand what a quotient is (the answer you get when you divide a number by another number; an equal share), that word problems are verbal representations of problems that can be solved with mathematics (in this case, division of fractions), and that division means breaking up an area or set of objects into equal shares. This goes beyond explaining what a word means to understanding a bigger mathematical idea.

Also worth noting is that the actual standard is the portion of the text BEFORE the “e.g.” – “Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions.” The part after the “e.g..” constitutes one way in which the child can show what she knows.

The way I was taught was there are many possible ways to do something. However, if you’re NOT doing the part after “e.g.” in a standard, you better start! Someone very smart thought this was an appropriate strategy for your grade. In this case, if you aren’t using visual models to represent fractions and computation of fractions with your sixth graders, this standard says that is a grade-appropriate way for them to learn – not just through numerical algorithms. Also, if these are recommended ways to teach the standard to all children, then we know that students with disabilities will need something different. This would NOT be the specialized instruction.

Sometimes, the grade-level standards gives suggested strategies for teaching the standard to your students.

What the Students Needs to Be Able to Do (Skills)

Phew! That was a lot. But it was important. Often, especially in math, we teach the way we learned. In my case, it was, “Ours is not to reason why – just invert and multiply.” While we will show this numerical algorithm to the students, we need to make sure they understand WHY it works, through other means.

So, what do we expect kids to DO? For the skills, we will circle the verbs and verb phrases:

  • intepret (quotients of fractions)
  • compute (quotients of fractions)
  • solve (word problems involving division of fractions by fractions)

Implied in this standard is the following skill:

  • divide (fractions by fractions)

Suggested Strategies

As we previously saw, many standards include some suggested strategies for teaching the standard, usually separated from the standard by parentheses or the abbreviation “e.g.”

  • use visual models to represent word problems (involving division of fractions by fractions)
  • use equations to represent word problems (involving division of fractions by fractions)

Anyone familiar with the Rule of Four can see that the standard is recommending three of the four modes of representing mathematical problems (geometrical/graphical, words/verbal, and numerical/symbolic). Not included here is patterns/algebraic representation.

The Rule of Four in mathematics describes the four ways that all students should be able to represent mathematical problems. Download the poster here. {Image Credit: (c) 2019, San Francisco United School District Department of Mathematics)

Note that the standard does not tell the educator what visual model to use to teach the standard. Here’s where the special educator might use a second method to support students with disabilities.

What’s the Bottom Line?

So, to recap, I’ve unwrapped my grade-level standard, and found that, in order to master the essential components of THIS standard, my 6th students need to do the the following:

  • solve, compute and explain problems involving division of fractions by other fractions [I got these skills from underlining verbs and verb phrases in the standard]…
  • … explaining the ideas of division, fractions, quotients [I got these concepts from circling nouns and noun phrases in the standard] … by
  • … using verbal [writing, speaking], symbolic [equations] and graphical [visual model] representations [I got these suggested strategies by looking for them after the abbreviation, “e.g.”] … while
  • correctly defining and using the terms fraction, quotient, divisor and dividend [I got these terms by listing words from the standard that the students would have to understand in print and use in their speaking and writing]

There will likely be other standards in the same lesson, but this is all that is required to master this particular one.

In my next post, we’ll talk about how to use our analysis of the grade-level standard, and the needs of a student, to write appropriate standards-based goals.

Posted in general education, more seeds, special education

Should You Cover Your Classroom Windows? Pros and Cons

To Cover or Not to Cover… That IS the Question

I am loving all the Facebook posts by new teachers who are spending the days before their first day of school, decorating their new classrooms.

I remember the excitement… the sleepless nights… I remember how I got my (then) little sons involved in taping down nametags, labeling notebooks. Even my niece spent time working on my bulletin boards.

When my position was transferred from the basement of a synagogue to a modern office style building, one of the first things I noticed about my new classroom was the bank of amazing, huge, bright windows that ran the entire length of the classroom. There was a perfect windowsill the length of the room – not a radiator, or something else that couldn’t be used as a shelf. AND the window faced out into a sea of greenness: a woodlot, with a stream, and a field beyond. I was in heaven.

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window coverings
Great windows allow the outside, in, so students can be nature observers from the comfort of their own desks. {Image Credit: (c) 2014, Kim M. Bennett}

Fast forward to the present, with a lot in the news about safety, in schools and other public settings. Those beautiful windows don’t open. At all. And there is only one way in and out of the room. Add the fact that the windows run the length of the wall, which means that there’s no “blind spot” for students to stay out of view from the outside.

I’m thinking hard about what to do this year with those windows. Here are the pros and cons of covering/not covering my windows.

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window coverings
Sunny, uncovered windows are a blessing to some – and a distraction to others. My kitty prefers the sunny side of the street. {Image Credit: (c) 2019, Kim M. Bennett}

Let the Sun Shine In! Don’t Cover Them…

As quick as I can write them, here are ten reasons I’d want to leave my windows uncovered:

  1. Natural light is free – overhead light is not;
  2. Natural sunlight tickles your brain in a way that man-made lights never will – a plus when you’re working with kids who have troubles with depression, anxiety and other mental health issues;
  3. The abundant light enables us to have an extensive collection of houseplants on the windowsill – the kids enjoy taking care of them;
  4. I personally feel better when I can see sunlight and green things out the window;
  5. One of my kids, when he’s overwhelmed, stares out the window at the solar panels in the distance (true fact);
  6. I don’t want to spend money and time putting up curtains;
  7. Some of my kids will pull the curtains down if they get upset;
  8. We can watch the neighborhood bobcat, deer, rabbits and other wildlife through our window;
  9. Science has shown that being around greenery and nature makes kids feel, and do, better in school;
  10. We can conduct nature studies from the window, when the weather (or the kids’ behavior) is not conducive to going outside;
  11. (a bonus) The fire marshal sometimes has rules about hanging things in classrooms. I don’t know those rules.

This is just my brainstorm – are there things you might add to the list? (I have already thought of three more…)

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window coverings
Science has shown that being able to view greenery has a positive effect on human beings, especially children. {Image Credit: (c) 2018, Kim M. Bennett}

Put a Covering Over Those Jokers…

Okay, so now for the cons of those uncovered panes of beautiful-ness:

  1. There’s sometimes sun glare on the Promethean board, especially when we’re watching a video;
  2. Some districts have safety rules about when and why to cover the windows, to prevent people from seeing into the classroom from the outside;
  3. Kids seated next to the window sometimes roast in the sun;
  4. Some students have a hard time focusing if it’s snowing/raining/sunny/cloudy/ etcetera, and they can see it through the window;
  5. When a student is “out of program,” the students can see through the window;
  6. Some students think it will look more “homey” with curtains;
  7. The computer hook-ups are along that wall – so students at the computers are also facing the open windows, which sometimes causes eye strain;
  8. If my classroom were on the other side of the building, students could see the parking lot, basketball court, police cars/ambulances (an occasional occurrence at our school), visiting parents… potentially causing a disruption;
  9. Likewise, students would focus on which buses were there at the end of the day;
  10. The curtains would break up the expanse of office-white wall that we can’t paint.

What are some reasons YOU might cover the windows?

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window coverings
Windows allow people to see the outside – but also allow people on the outside to look in. {Image Credit: (c) 2017, Kim M. Bennett}

The Verdict on Window Coverings… at Least for This Year

I have to be honest: it was hard for me to come up with ten reasons to put up curtains or other window coverings. I also must admit that, for the 20 years my husband and I have been married, we’ve been on opposite sides of the window covering argument (think “Everybody – look at me!” vs “blind cave dweller”). So I know I’m probably projecting a lot of my own needs onto this decision. Oh, well – I’m human.

Last summer, I put up colorful valances, and my ed assistant (who is the decal queen), put up cute decals with affirmations that she bought at the dollar store (so if kids pick them off, it’s not a big deal). We filled the windowsill with plants. We enjoyed our bobcat friend (whom my colleague is trying to videotape with a motion-sensitive camera she’s installed in the woods).

I DO think I’ll see if I can get some translucent shades installed so that we can get better optics on our Promethean board. But that sounds expensive to me, so I’m not going to hold my breath waiting for it. And I’m going to collect data to back up my request.

I COULD put up another set of tension rods and hang sheers. That’s an option. But I really DO like the green view. Here you can see it…

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window coverings
The amazingly green view out of my classroom window – and the cute window treatments we installed last summer. {Image Credit (c) 2018, Kim M. Bennett}

Your Windows…

What did you do with your windows this year?


{This blog is featured in Top 100 Special Education Blogs}

Posted in general education, homeschool, literacy, math, mind, more seeds, science, social studies, special education

Tech Tools and Education Apps You Have to Try This Year!

Living in a Technological World

Kids these days are technology natives.

From the time they were born, they’ve held some kind of electronic device in their baby hands: a cell phone, a remote, a game console controller… Their classrooms, likewise, are full of technology that the rest of us never even dreamed of, including interactive white boards, document cameras, digital recorders and web cams, and 1:1 Chrome books and iPads.

Many of us charged with teaching said students with said devices are, unfortunately, technology immigrants. We may have assimilated well (or not) into the world of technology, but it doesn’t come second nature to us. Consequently, there are many of us who use our Promethean board as simply a tool to project videos while the kids eat snack.

And, of course, there is a growing anti-technology movement, based on the very clear evidence of some very real, and detrimental, effects of excessive screen time to the minds, bodies and spirits of kids and adults.

It is safe to say that the digital world is here to stay. There is no doubt that electronics, today, bring many benefits to our lives: the digital mammogram I just had is instantly readable by all of my doctors; my cell phone and a Roku app replace the TV remote that died because it sat in water on the coffee table; the music from my Pandora account streams live to two Onyx speakers in my house, so I can clean and listen to Bonnie Raitt at the same time; I can look on my laptop to see who came to my door at home, while sitting at my desk at work.

In what ways will I use technology to enhance my students’ lives and learning this year, while making sure that they live balanced lives, in the process?

Technology Tools in Today’s Classrooms

There is an amazing graphic that’s been around for a number of years, which shows about a zillion (okay, that’s an exaggeration) apps that correspond to Bloom’s Taxonomy. Perhaps you’ve seen it?

http://allkidscanlearn.school.blog
educational technology
apps for learning
iPad apps can be effective and modern ways to address all of the levels of Bloom’s Revised Taxonomy.

My students prefer to have real textbooks, but they are much more engaged when I incorporate interactive technological tools into my daily lessons. The “menu” above is a good start, but there are now so many more!

What’s on My Technology Menu for 2019-20?

Here are the apps and websites I’m using with my students this year:

Language Arts

Old Standby: ReadWorks: I have used this free website to download leveled articles for all subjects for a number of years. Last year, I began using some of the other features as part of my explicit instruction in language arts.

  • articles have an option be projected onto my Promethean board for whole-group lessons
  • the Article-a-Day feature can be used to build background knowledge on a new topic with my students
  • I can rotate through a number of articles on the same topic, on different Lexile levels, through the course of the week, so students can apply learned skills to increasingly difficult texts
  • the comprehension questions can be sorted by question type, for monitoring IEP goals and objectives
  • there are question sets for specific skill areas (e.g., Author’s Purpose questions, vocabulary questions)

This summer, I used ReadWorks articles to assess Oral Reading Fluency as well as Silent Reading Fluency, once a week for all students on my caseload. One downside to ReadWorks is that there are fewer articles at the higher Lexile levels. Enter my new favorite literacy site…

ReadWorks offers many options for teaching reading instruction to students of all levels. {Image credit (c) 2019, Kim M. Bennett}

My New Favorite: Newsela: Like ReadWorks, Newsela offers leveled passages for students to read, and comprehension questions to answer. This summer, I set up a free version of the account, and invited my summer school students to participate. While we considered and declined to purchase a PRO account (it was pricey), the free version was well-liked by my students, and will become part of our regular instruction this coming year.

  • students can control the readability of the text in real-time, and see the changes when they adjust the Lexile level
  • they can monitor their own progress, and have learned how to choose a “just-right” level, or a challenge level, by viewing their “binder”
  • there are more selections at the higher reading levels than in ReadWorks
  • there are fewer questions at the end than with ReadWorks
  • by logging into the students’ accounts, I can see their overall progress, as well as sort their data by question type (NOTE: with the PRO version, there is a teacher dashboard, but not with the free version – so I make it part of my conference with the student to log into their account with them)
  • Newsela is a useful learning task for independent work during the literacy block
In Newsela, students can monitor their progress in their “binder.” Green dots represent articles read where the students scored at least 75% on the response quiz. {Image credit (c) 2019, Kim M. Bennett}

Have to Try: Last year, I struggled to teach literary themes to my students, until, out of desperation, I began playing popular music for them from YouTube videos. Students were quickly able to identify the theme when it was embedded in music.

A colleague introduced me to Teach Rock, which has over 150 lesson plans and 16 units of study for teaching literary ideas through the study of popular music through the ages. We dabbled with it this summer, and I’m working it into my Language Arts work for the school year. Stay tuned!

Tools to Use: I have a handful of students who struggle with writing, either because they have difficulty spelling the words they want to use, or their physical writing process is slow and laborious. I introduced them to Windows Speech Recognition, which comes free with your Windows OS. You simply go into your settings, under Accessibility features, and activate it, so it runs in the background. With a command, it turns on, enabling students to speak their written responses. Early results show that the students are interested. NOTE: as with the voice commands on your phone, it does take time to learn how to talk so that the computer understands you, and to train the computer to understand your voice. I advise assigning particular computers to particular students, to help with that.

Windows Speech Recognition runs in the background, and can be activated by voice, to enable speech-to-text accommodation for students. {Image credit: (c) 2019, Kim M. Bennett}

Mathematics

Old Standby: I have been using Khan Academy with students (including my own homeschoolers) for years now. Many of you probably have, too. Khan Academy is free, and is especially strong in the area of mathematics, although this summer I started using the computer courses for students who needed a technology class for graduation.

Khan Academy offers high-quality, customized learning paths for students of all grade levels.
  • students can be assigned individualized work to meet IEP goals and objectives
  • students can be assigned re-teaching work, based on their grade-level assignments
  • Khan Academy can be used as an anchor activity, while you work with a small group on other skills
  • I have had students use Khan Academy outside of school, toward credit recovery
  • users can log in anywhere – helpful when kids are homebound, hospitalized or absent for any reason
  • there are initial quizzes that help determine a starting place, then a course is charted for the student
  • I have also used Khan Academy as part of an enrichment group in an elementary setting

Some students find that there is too much reading involved – this can be a barrier for students with reading difficulties.

Tools to Use: One of my teens has difficulty subtracting with regrouping, and I didn’t have base 10 blocks in my summer school tools. I discovered virtual base 10 blocks that I can use on the Promethean board at CoolMath4Kids. The kids love using the virtual manipulatives on the board – check out their site for more manipulatives.

https://www.coolmath4kids.com/manipulatives/base-ten-blocks
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There are a number of places where you can access virtual manipulatives. This is CoolMath4Kids. {Image Credit (c) 2019. Kim M. Bennett}

Science & Social Studies

Old Standby: I have a free account to Kids Discover, which has thousands of online articles, units of study and infographics, on high-interest topics of current interest, with built-in interactive parts. You can use the articles on your interactive white board. Every week, you’ll get access to a selection of free topics – more than enough to use for your entire curriculum, if you’re a homeschooler. My teens in my CDT class like it for a change up. There is a paid version, but I have not used that one.

  • useful for current topics (to supplement your regular curriculum with timely articles)
  • could be used for independent reading assignments
  • texts are high-readability for most high school students
  • colorful, interesting layout
http://allkidscanlearn.school.blog
Kids Discover
Kids Discover is a handy supplement to your science or social studies curriculum, offering high-interest articles on current topics. {Image Credit (c) 2019, Kim M. Bennett}

Have to Try: My assistant shared the website Recyclebank with me. All of the articles are geared toward green living, health, ecology and the environment. The articles include links to high-quality, non-fiction articles from good sources, such as the Department of Environmental Protection or the USDA. There are fun elements, such as the Question of the Day. Reading articles and taking quizzes earns points, which can be redeemed for magazines and other items.

I like to have online current events sites that we can explore without a set assignment. I plan to use this site to teach kids how to efficiently explore and evaluate online sources, and to teach them how to build a reading log using online sources.

Earn points to use for rewards while you read articles on healthy lifestyles, green living and ecology, on Recyclebank. {Image Credit: (c) 2019, Kim M. Bennett}

One “old standby” which I’ve used as a homeschooler, but which I will start using this year, is Journey North, a nature-based, citizen-science website. In a survey of possible topics of study, my students selected “nature walks” and “nature study” as preferred topics. One of my students recalled using a bald eagle “nest cam” in his middle school class. Again, stay tuned!

Tools to Use: Over the summer, I’ve been experimenting with a number of digital tools and looking for ways to incorporate them into my instruction, in an authentic way.

I am fiddling around with creating infographics in Canva, using the free service. It is a powerful app, but with that power comes a lot of information. I created a circle map about the influence of the Norwich Millionaires, and I’m thinking that we might practice this one type of graphic, using Canva in our US History class to continue to emphasize similar relationships in history.

https://allkidscanlearn.school.blog/2019/07/30/using-circle-maps-in-history-class/
Canva
infographics
Canva is a powerful tool for creating infographics and many other graphics, like this one on the influence of the Norwich Millionaires. {Image Credit: (c) 2019, Kim M. Bennett}

One app that I’m planning to use to organize my classroom presentations is Sutori, another powerful digital tool, even when using the free version. I used the free version to create a timeline presentation of the early history of the city of Norwich, Connecticut. I feel it could be a great way to organize lesson materials, and will experiment with this in the coming year (see the linked blog post for a discussion on the use of Sutori to organize unit materials).

Teacher Tools

Old Standby: For the past several years, I have used a paid subscription to PlanBook Plus . It takes a little bit of time to enter plans if you use all the fields (I personally like to include the grade-level standards, and related standards from the students’ IEPs, in the plans), but I don’t mind that. One thing that is handy about this digital planbook is that I can pull it up from any device (including my phone), and that I can move lessons forward if something happens and I don’t get to something on a given day.

In the past, I included the instructional sequence for lessons in PlanBook Plus, but, this year, I think I’ll just put the “big” items (lesson title, textbook reference, standards), and leave the details for my written, daily planbook, since these might change.

Have to Try: As a special ed teacher in a self-contained classroom, in an alternative setting, I collect a lot of data, for a lot of classes, in addition to progress monitoring data. I have asked my principal to purchase a subscription to the Daily Cafe with CC Pensieve, which is a web-based data collection tool that can be used for conference notes, reading assessment data, science quizzes, and just about any information that I might collect. Because all the data is in one place, it is easy to print out a report in real-time for a PPT or a conference. It also helps me plan a workshop, or “cafe,” model for literacy and numeracy instruction, something which I experimented with at the end of last year and which the students liked, as they felt they were busier and got more individualized attention.

https://www.thedailycafe.com/
Daily Cafe
Daily 5
Daily 3
The Daily Cafe (for literacy and numeracy) was originally designed for use with elementary students, but is increasingly adaptable to struggling readers in the middle and secondary grades. {Image Credit: (c) 2019, Kim M. Bennett}

Technology Tools in Your Classroom

What are your go-to tech tools, apps and websites? Share the “best of the best” below, in the comments section!

Posted in general education, homeschool, literacy, mind, more seeds, special education

8 Steps to Better Written Responses

Writing Across the Curriculum

In schools across the country, come September, all students will be sitting down for a 45-minute writing prompt. It will be about something predictable: a fictional narrative for third graders; an informational piece for fifth graders; a persuasive essay for eighth graders..pe. Preparing students for these quarterly or monthly prompts is a major focus for most language arts teachers.

What is often missing in writing instruction is explicit instruction on how to compose high-quality written responses to questions across the curriculum. The work we do to help students write narratives with elaboration, or explanatory texts with excellent use of citations, or a well-developed argument, doesn’t seem to translate into well-written responses to questions in their biology textbooks, or even their responses to literature in English class.

This summer, I spent six weeks teaching my students how to analyze question types (recall, explanation, application, synthesis, analysis, evaluation) based on the book, Because of Winn-Dixie, and how to craft well-structured responses that show their understanding of what they read.

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written response
These 8 steps to better written responses can be used with any age group, in any subject. {Image credit: (c) 2014, Kim M. Bennett}

The State of Written Response Work: Our Baseline

On the first day of school, I assigned an easy reading passage (so the students could focus on their comprehension questions, rather than decoding). Here is a typical response, which earned zero points using my 10-point writing rubric:


Atka and the other socialized wolves at the center are not afraid of people. Why are the other 19 wolves at the center afraid of people?

“So they can go back into the wild.”

{Student J, Grade 8}


I set out to develop an instructional sequence which would help students to analyze the question being asked, determine what was essential information to include in their response so that the reader could understand the answer and to show understanding of what they read, and teach them how to check their response to make sure it had everything it needed to be excellent.

Steps for Writing a Good Response

We used the four areas of the 10-point rubric as a guide for analyzing the question and constructing an answer.

Step 1: Listen to the question.

Students follow along as you read. Most writing prompts allow the teacher to read the prompt aloud, to ensure that students are clear about the task. Remember – you have already read the book. This task is to assess understanding of the text – not the words of the question.

Step 2: Determine how many parts your response should have.

Next, students analyze the task, to determine how many parts there should be to the response. Underline the parts that require a response.

  • Hint #1 for finding “parts:” Look for the question mark – read that sentence. What do you have to do to answer it?
  • Hint #2: Look for other “direction words” in questions without a question mark: describe, explain, list, explain…

Step 3: Identify 3-4 words to include in your response.

Students should then circle 3-4 words in the prompt that they want to use in their response. They might try to circle words like the or because, since they are common words. Ask them what are the MOST important words in the question.

  • Hint #1: Who or what is the question about? Circle those important words or names. Without this, it won’t be clear who you’re writing about. In my example, above, it isn’t clear if “they” refers to “Atka and other socialized wolves” or “the other 19 wolves.” So, students might circle the words “other 19 wolves.”
  • Hint #2: What is this question about? In the case above, the question is about why the non-socialized wolves are afraid. So students might circle the word afraid.

Don’t hurry this step. While we often tell kids, “Circle words you might use in the answer,” we don’t usually spend a lot of time helping students analyze what the prompt is really about, and what the essential words are to a good response.

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written response
Help students analyze the question and plan their responses by selecting critical vocabulary and brainstorming ideas. {Image credit: (c) 2019, Kim M. Bennett}

Step 4: Plan at least 2 ideas to include in your response.

I don’t know about your kids, but mine don’t have the habit of thinking deeply about a question before they answer it. This step helps everyone review (and better understand) the text before writing a response, and helps them orally rehearse the words and phrases they might use.

  • Hint #1: I project or write the question on the board, and show students how to write marginal notes around the question. I draw lines to the parts of the question a word or phrase goes to. I stop when I have a handful of ideas.
  • Hint #2: Before I move on, I ask the kids each time, “Do you have to include ALL of these things in your answer?” And, of course, they say, “no.” Then I ask them, “How many ideas would be in a good response?” And they have learned to say “two,” unless the question states something different.

Some of my kids worry about finding THE correct answer, and struggle when the question just isn’t that kind of question. So this step helps them learn that there are multiple ways to correctly answer the question.

As my kids got better at this step, I added the part where I told them to make sure that their ideas went together well, and modeled that with them.

Step 5: Find at least one detail from the text to support your ideas.

While the ideas are still on the board, I change the color of my pen, and write down specific details from the text to support a few of them, as the kids generate them.

  • Hint: This is a good time to review the proper use of quotation marks for direct quotes from the text.

Step 6: Compose your response.

By this time, some kids will already have an idea how to respond, and will be starting to compose their answer. Give them five minutes or so to put their answer together.

  • Hint: Let kids orally rehearse their answers with you before they write them, if needed. One of my students leaves words out of his responses, so if he rehearses with me first, I can tell him, “I’ll say what you said – check your answer and see if that’s what you wrote.” Then I show him how to use a carat to insert words – don’t worry about re-writing.

Step 7: Review your rubric.

Before we share out, I direct students to review their rubric and check their answer:

  • Did you answer all parts of the question?
  • Is your information correct?
  • Did you include important words from the question in your answer?
  • Did you capitalize the first letter and use an end mark at the end of each sentence?

Usually, they realize they have to edit when they get to the last bullet point.

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written response
Share adult models as well as student models of successful responses and discuss as a group. {Image credit: (c) 2019, Kim M. Bennett}

Step 8: Share your response.

To show students how there are multiple ways to answer the same question, I like to have two students come up and share their responses on the board.

  • Hint #1: Review the rubric quickly, as a group, so students can analyze the response.
  • Hint #2: Identify places where the student added something to their response to take it from “good” to “great.”
  • Hint #3: If the response needs work, invite students to suggest ways to take it from “good” to “great” – talk about sentence combining, word choice, style – whatever comes up.

Written Responses: Our Finished Work

By the end of the six-week period, the students’ response work was much more well-developed. Here is an example at the end of summer school, by the same student as the previous example {underlined words were words the student selected for his response}:



Opal describes her friend Gloria as the best adult she knows. In what ways does Gloria act like the mother that Opal doesn’t have? How do Gloria’s qualities bring Opal closer to her real mother?

“Gloria has mother-like qualities, and she gives them to Opal. Some of them are that she gives Opal hugs, and she gives her good advice. Opal and Gloria cook together, too. She also talks about her mistakes. For example, Gloria showed Opal a tree and that tree had beer bottles and whiskey bottles, and she told Opal she used to drink. Gloria has Opal thinking about her own mom.”


Who Benefits From This Explicit Instruction?

My group, as yours, is a group of students with diverse learning needs. Here are some of the specific learning needs that this step-wise instructional sequence addressed with my kids:

  • students who don’t know how to begin the response process
  • students with slow processing speed
  • students who don’t understand questions above recall and explanation level
  • students who answer questions impulsively and superficially
  • students who need more scaffolding with reading comprehension strategies
  • students who need to orally rehearse their writing ideas
  • students who struggle with questions that aren’t “right there” questions
  • students who are working on increasing their sentence complexity
  • students who are working on increasing their vocabulary

Posted in general education, homeschool, mind, more seeds, social studies, special education

Technology in the Classroom, 2: Using Sutori to Create Digital Timelines

Timelines in History Class

Timelines are a powerful way to teach historical information, in any content area. Experts on teaching history have identified five ways that the use of timelines helps students master important historical ideas:

  1. Information is presented in a historical context, instead of isolated facts;
  2. Ideas are connected to one another, enabling greater understanding of bigger historical themes and movements;
  3. Students develop the background knowledge necessary for engagement in deeper analysis and discussion;
  4. Students see the sequence and timing of events, understanding how one event contributed to the ones that follow;
  5. Timelines provide a structure for organizing information, making it easier to learn and remember.

Digital Timelines

Many teachers create timelines from strips of paper or sentence strips, adding events to the timelines as they come up during instruction. In this post, we will review how digital timelines can be created and used by teachers and students to teach, learn and respond to historical ideas, by students of all abilities.

There are many free digital timeline apps available. This timeline was created using the free version of Sutori, which creates a number of types of presentations, called “stories.”

Digital timelines have advantages over the paper wall version most of us are familiar with. Most importantly, they invite direct use by students. A wall timeline can be referred to by the teacher, or used as a resource by the students. A digital timeline, however, can be directly manipulated by the learner, via any electronic device. Secondly, because they are digital, a variety of media can be embedded or linked to the timeline, including teacher notes, PowerPoints, images, videos and web pages. This makes the timeline adaptable to the 21st Century tools our students already have access to. Additionally, more literacy-based activities can be connected to their use, as the space used by text is flexible (not fixed, as with a paper timeline). Another advantage of the digital timeline format is the ability to share electronically with other collaborators, with the teacher, and anyone else with a link. This allows multiple contributors, a cycle of review and revision, and other high-quality publishing activities to take place.

Most timeline apps have a wide variety of ready-made templates to choose from. I found the template I used in Sutori to be very helpful in designing a high-quality, rich timeline with a variety of interactive elements — ones I might not have considered, had it not been for the template’s suggestion.

A Walk-through of a Sutori Timeline: The Early History of Norwich, Connecticut

Working with digital timelines gives students excellent opportunities to practice important literacy skills:

  1. Selection of a feature image: Students practice how to choose a cover image that adds to the story of their timeline.
  2. Creation of a title: Students practice creating a title that captures the main idea of their story.
  3. Development of an introductory paragraph: Students practice important summary skills.
  4. Use of embedded tools: Students use embedded presentation and collaboration tools.
5
  • 5. Image selection: Students must research to find time-appropriate images that add value to the text, for timeline events.
  • 6. Labeling of timeline entries: Students practice writing timeline labels that capture important historical events.
  • 7. Evaluation and selection of appropriate sources, with proper links to all resources: link to high-quality source is provided, for further information.
  • 8. Giving and receiving appropriate feedback, through comments link.
  • 9. Writing informational text: Students create concise explanatory text to accompany images and explain relevance of timeline events.
  • 10. Creation of Subheadings: Brief subtitles (with dates) that help the viewer navigate the presentation, and that are appropriate for the timeline section.
  • 11. Use of sidebars: Use of embedded “Did You Know?” module allows student to include fun facts, explanations of terms and other interesting information.
  • 12. Connection to known landmarks: Use of images and information about commonly known, local landmarks helps viewer connect with the presentation, and helps establish connection between big historical events and local history.
  • 13. Identification of necessary background knowledge: The embedded Video module allows the student to include videos of any length, to help the viewer understand the content better.
  • 14, 15. Use of interactive elements: The students can engage the viewers by including interactive elements, such as the Quiz module, which can provides feedback to the responder.
  • 16. Connection to famous locals: Including famous people from the area helps viewers see connection between “big” history and their own region.
  • 17. Use of embedded digital media: Students can embed Google Docs, Canva infographics (such as the one shown), Flickr albums and a wide variety of other media, using the embedded tools. This allows showcasing of other student work in the timeline, allows students to customize their timeline and adds viewer interest.
  • 18. Development of discussion questions: By using the Forum module, students can identify and include compelling questions that lead to classroom discussions.
  • 19. Selection of graphic aids: Students can include a variety of graphic aids, including paintings, portraits, photographs, drawings, maps, and charts, as the content dictates. Here, the map of the trolley line includes local street names, so students can see where trolleys once ran in their hometown.
  • 20. Making connections across time periods: By including connections to today in their concluding paragraphs, they show the relationship between past events and the way history unfolded up to the present day.
  • 21. Proper citation of digital sources: The bibliography modules in the template allow for students to include properly cited digital resources used in their stories.
  • 22. Use of hyperlinks: Students practice correctly hyperlinking their sources to the correct webpage.
  • 23. Sharing of tools and techniques: As a consultant, I was always taught to debrief not only the content I presented, but the strategies and tools I used, as well. Giving students the opportunity to share the tools they used with others fosters a spirit of collaboration.

If you’d like to see the whole presentation, feel free to click over to The Early History of Norwich, Connecticut , on Sutori.

Options for Using Digital Timelines

By Students…

Student products. We have gone over in detail how digital timelines are an excellent way for students to “show what they know.” Consider using them as a replacement for essays, reports and other research projects.

By Teachers…

Stand-alone presentations: Teachers can develop stand-alone lessons using the timeline (don’t forget – Sutori has other “story” options, as well!). In presentation mode, each element is displayed, one at a time, making the timeline more like a PowerPoint presentation.

Organization of units of study: The timeline can be used as an outline for a unit of study, with each element representing a lesson within the study. Lesson material (Google Docs, videos, PowerPoints, etc.) can be linked via the embedded linking tools. The subheadings are available on the sidebar to the left, for easy navigation between components.

Try Making a Timeline!

I have always used PowerPoint to organize my lessons in science and social studies. After playing around with Sutori, I can’t wait to start using it for my lessons, instead! I’d love to hear how you have used digital timelines with students. Share!

Posted in general education, homeschool, mind, social studies, special education

Technology in the History Class: Creating a Facebook Travelogue

The Language Demands of Social Studies Learning

Social studies classes can be challenging for many students. Often, the content is text-based, which is daunting for students who struggle with grade-level reading. Response work is usually written, and, quite frequently, takes the form of research projects or essays – an added hurdle for many students. In addition, the topics are often from the distant past, and students have difficulty connecting them to their present life.

Students who are challenged by literacy-based learning tasks can still be actively engaged in high-quality, grade-level learning tasks, if we do two things:

  1. Make the task more accessible (by controlling the language demands); and
  2. Increase the interest level (by making the content and format more relevant to the students).
social media in history class
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Facebook photo albums can be a way for students to share their history learning with others.

Facebook Photo Albums as Response Work

In a world where kids have more technology in their pockets than most teachers do in their classroom, it seems silly to ignore how adept today’s kids are in the electronic world. While many of their teachers are “digital immigrants,” they are, indeed, “digital natives,” many learning to “swipe left” before they even reach school age.

While we want to encourage kids to be well-balanced in their use of their electronic devices, it pays to think about the world they live in when we design response projects. True example: I have three boys, ages 32, 29, and 15. That’s right – there are 14 years between the last two boys, who both had the same 3rd grade teacher. I was disappointed to see that, 14 years after my middle child was in 3rd grade, the teachers were still using the same projects, the same books and the same strategies as they had with #2 son.

Enter social media. Now, I know that 1) my kids use social media platforms that I know little about and 2) they insist that Facebook is for “old people” now. But they all are familiar with Facebook, and it’s been around long enough to have a well-developed suite of tools that can be used in many ways in the classroom.

I do a lot of family history and geneology work. Whenever I can, I find authentic photos of people, places and events to add to my Ancestry.com work, and share them with my family by creating photo albums on Facebook. It occurred to me that Facebook photo albums would make a great vehicle for students to share their learning:

  • capturing part of the message in an illustration provides scaffolding for students who struggle with print media;
  • creating a caption allows for students to practice summarizing;
  • use of Internet content gives students an opportunity to learn how to give credit to other people’s work;
  • albums can be shared among different people as a group project.
social media in the history class
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Instruct students to find photos of historical individuals, places and events, to tell important social studies information.

The Millionaires’ Triangle, Norwich, Connecticut

Recently, I created a walking tour of Norwich, Connecticut, that circles the Chelsea Parade Park and passes by Norwich Free Academy. Using online photos and content, I created a Facebook photo album that can serve as a virtual travelogue for the Millionaires’ Triangle Trail.

Each photo album entry contains the following:

  1. The stop number, with an image of a stop along the trail (I used Internet photos, but you could take your own photos, if you wish);
  2. A description of the photo, which includes the stop number, the name of the famous person who lived there, the year the house was built and the architectural style, and the address of the site or home (since it’s a walking tour);
  3. A brief summary of the life of the family who lived there, including the source of their fortune;
  4. A tag identifying the location;
  5. When needed, an image credit (many of the photos are part of the historical record of the town).

The stops are in order, so that the album can actually be used to conduct a walking tour.

social media in the history class
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Historical maps and other figures, properly cited, can be helpful additions to a Facebook photo album in the history class.

Tips for Integrating Social Media in the Classroom

Using Facebook in school isn’t like using it at home:

  • consult with your administrator first, before setting up a page;
  • create a class or school Facebook page – don’t use your own account or a student account;
  • use photos of historical people, places and things, only – don’t include photos of the children;
  • consider setting your account so that comments are not allowed;
  • make your page by invite only, and set the privacy so that only current families (not the students) have access — remove access once families are no longer part of your classroom.

When you set students out to find images for the photo album, provide guidelines to help them choose well:

  1. What important information does this image tell the reader about ______?
  2. Is this the BEST image to give that message?
  3. What information do I have to include in the caption, so my image stands alone?
  4. What order do we have to put the images in, to tell the story properly?
social media in the history class
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Give students guidelines and practice Internet safety when using social media in the classsroom.

Social Media in YOUR Classroom…

How have you used social media in the classroom? Share the best of the best with us, in the comments below – add a link so we can visit and comment!


{ This blog is featured in Top 100 Special Education Blogs}

Posted in general education, homeschool, more seeds, reflection, special education

35 Things I Learned in 35 Years of Teaching

A Little About Me…

Yes, that’s right.

I’ve been an educator for 35 years. Over the course of my career I’ve had the following teaching assignments (in order):

reflection
http://allkidscanlearn.school.blog
Working in the school garden as a STEM Coach. {Image Credit: (c) 2014, Kim M. Bennett}

Agricultural Educator

  • Intern at the Northeast Career Center and the Ohio School for the Deaf, and area elementary schools in Columbus, Ohio, as an agricultural educator;
  • Graduate Teaching Assistant, teaching non-majors introductory horticulture and plant identification classes at The Ohio State University;
  • Adjunct Instructor, teaching vocational agriculture to non-degree students at the Ratcliffe School of Agriculture at the University of Connecticut;
  • Trainer and Instructor, teaching Home Depot garden center employees introductory horticulture in the Northeastern United States.
reflections 
http://allkidscanlearn.school.blog
My first Clinical Day Treatment School classroom. {Image Credit: (c) 2018, Kim M. Bennett}

Early Childhood Educator

  • Preschool teacher, working with 3- and 4-year-olds at the Willington Nursery Cooperative in Willington, Connecticut;
  • 1:1 Educational Assistant, working with a student with multiple disabilities at Center Elementary School in Willington, Connecticut;
  • Special Education Paraprofessional, working with 1st through 3rd grade students with mild to moderate disabilities at Center Elementary School;
  • Kindergarten Paraprofessional, Center Elementary School;
  • Dual Language Teacher, working with 3rd grade students in the Companeros Program at North Windham Elementary School in Willimantic, Connecticut.

Educational Consultant

  • Education Consultant and Team Coordinator, Early Intervention and Teaching and Learning Projects, State Education Resource Center, Middletown, Connecticut;
  • Independent Education Consultant, working with educators nationwide, at Northside Consulting.
reflection
http://allkidscanlearn.school.blog
A presentation on vocabulary centers for 6th grade teachers. {Image Credit: (c) 2012, Kim M. Bennett (A Child’s Garden)}

Homeschooler

  • Homeschool teacher/assistant principal/chief cook and bottle washer, Grades 1-10… on to 11th grade next year…

STEM Coach and Consultant

  • STEM Consultant, New London Public Schools, working with grades K-12;
  • STEM Coach, Winthrop STEM Elementary Magnet School, New London, Connecticut, working with educators and students in grades K-5.
reflection
http://allkidscanlearn.school.blog
My current Clinical Day Treatment School classroom. {Image Credit: (c) 2018, Kim M. Bennett}

Special Educator

  • Special Ed intern at York Correctional Institution and Carl Robinson Correctional Institution, working with adults with disabilities in all content areas;
  • Literacy tutor at CRCI, working with adults with reading disabilities;
  • Special Educator, working at Natchaug Hospital, with students grades 6-12 in an alternative, clinical day treatment setting for students with emotional, mental health and addiction issues.

It’s taken me a long time, but I know the place where I currently roost is where I’m supposed to be. It’s my favorite position of all my time as an educator.

Saturday homeschool… because the teacher was out sick without a sub for three days. {Image Credit: (c) 2014, Kim M. Bennett}

What I’ve Learned About Teaching

Here are 35 things I learned over 35 years of being an educator – in no particular order.

  1. If you want the pruners put back in the right place, trace their outline onto the pegboard with a Sharpie. Label the outline, “pruners.”
  2. Parents do the best they can with what they have.
  3. Some teachers get a “loaded” classroom, because those kids deserve the best instruction.
  4. It’s really okay to say that you don’t want to teach anymore.
  5. Teachers don’t like having new curriculum materials every two years. It makes them feel like new teachers all over again.
  6. All of us (kids and adults) learn new ideas better when we start with concrete objects.
  7. Incarcerated adults love succeeding at school.
  8. Some kids swear and act out because that’s the only power they feel like they have.
  9. Loving your students is a bittersweet part of the job.
  10. Being a second-language learner means you know one more language than most Americans – and that’s a strength.
  11. Rubrics are great for teaching, learning and assessment.
  12. Kids with behavior problems aren’t used to hearing about their strengths.
  13. People who are white can never really understand what it’s like to be a student of color in America.
  14. Teaching teachers is harder than teaching students of any age.
  15. When looking at data, there’s always a story behind the numbers.
  16. “Homeschool” isn’t “school at home.”
  17. Many kids learn just fine when they’re “unschooled.”
  18. Kids become attached to their teacher.
  19. New teachers sometimes need a shoulder to cry on, a reminder to eat, and chocolate.
  20. Teacher’s guides are not meant to be followed cover to cover.
  21. Little kids can understand big numbers – and we should let littles work with them.
  22. Elementary and Special Ed teachers need more confidence in science and math.
  23. Social studies = the forgotten subject in elementary schools.
  24. Finding a restaurant in the phone book is not an easy task for many students with disabilities.
  25. Teens find it more fun to swear in English than in their first language (whether Spanish, Creole or American Sign Language).
  26. It’s easier to remember scientific names if you set them to music.
  27. Preschoolers and college students both need to be reminded to eat right and go to bed on time.
  28. Stations and centers are fun for littles, teens and even adult learners (even though no one likes to call them “centers” with big kids).
  29. All kids can learn to love going to the library.
  30. Play is work for little kids.
  31. A good record-keeping system makes a SpEd teacher’s life much happier.
  32. For most kids, reading and writing happens spontaneously, when provided the right environment.
  33. Teachers are historically underpaid for what they do in the United States.
  34.  Gifted and talented kids need specialized instruction, too.
  35. Children will rise to meet the bar, however high (or low) you set it.

How About You?

What are some take-aways you’ve had, as an educator? Please share.