Georgia Performance Standards

Standards have been the topic of conversation for my school lately.  We are working to ensure that the curriculum addresses the Common Core Standards.  They are different from the Georgia Standards, but have some commonality.  The blog assignment this week was to:

a. Go to the Georgia Standards Website (http://www.georgiastandards.org)
                b. Pick a subject area.
                c. Find standards for a particular grade level (you pick).
                d. Analyze the standards:               -How many of the standards are focused on critical thinking skills? How many not?
               - Pick one and discuss how it could be taught using critical thinking skills and technology.

In a review of the Georgia Performance Standards for second grade, I noticed that there are many standards--especially science, social studies, and math--that address critical thinking skills.  The verbs create, develop, produce, and analyze are included as part of the standards.  A connection with the world of the students and globally and the use of technology are also weaved throughout the standards.   

For the purpose of this assignment, the math standards will be the focus.  The specific standard for discussion is below: 

DATA ANALYSIS AND PROBABILITY
Students will pose questions, collect, organize, and interpret data about themselves
and their surroundings.

M2D1. Students will create simple tables and graphs and interpret their meaning.

• a. Create, organize and display data using pictographs, Venn diagrams, bar graphs, picture graphs, simple charts, and tables to record results with scales of 1, 2 and 5.

• b. Know how to interpret picture graphs, Venn diagrams, and bar graphs.

Planning:  This standard provides an opportunity for students to work in collaborative groups to make decisions about the type of information to gather.  Next, they have to determine the format in which they will gather and organize the data.  

Data Collection:  After the planning stage, the collaborative groups may create a survey to collect the data.  This may done using a technology tool. Several blogs provide an option for creating surveys. Students may also use audio tools/voice recorder to interview/survey others.  

Organization/Recording/Interpretation of Results:  Once the data is gathered, the students may use Excel to create their graphs. (In Media Literacy class, our students learn how to use Excel to create graphs.)  There are also other online graphing tools (i.e., http://nces.ed.gov/nceskids/createagraph/) and Graph Club that second graders may use to create graphs. These tools will allow students to create different types of graphs.  After students interpret the data, Venn diagrams may be used to compare the data.  

Sharing Results:  Students may create a slideshow using Powerpoint or Keynote to showcase the graphs that are created.  A news report (video) can be prepared to share the process and the results.  This standard requires a large amount of critical thinking. 

Critical Thinking

Second graders often shy away from the critical thinking questions.  When challenged with analyzing a topic or explaining their answers, they want the teacher or another student to share the answer.   In the past we have focused so much on students learning facts and skills to pass the standardized test, that the critical thinking part of the curriculum was saved until after the test.  However, recently we have decided that developmentally, K-2 students are not ready for standardized tests.  We are doing our best to move toward helping students use their higher order thinking skills more effectively. 

The Everyday Math program challenges students to be engaged in critical thinking.  Students enjoy being able to  think of different strategies to solve a particular problem.  When students work in groups, they are able to analyze and make decisions about problems.   They explain their decisions to the other groups.  This creates a great dialogue among the students.

Last week, our assistant principal was sharing with my students how to program a LEGO robot.  The questions that arose as he was sharing showed that the students were thinking critically.  The students have now been challenged to explore so that they can answer those questions.  

Other areas I try to model and incorporate critical thinking are reading, grammar, and writing.  I have challenged myself to move away from the worksheets and provide opportunities for students to discuss and develop strategies to assist them in understanding the concepts.  A few weeks ago, my students created poems and songs to assist them in understanding adjectives.  

We are moving more toward problem-based learning so that concepts will not be taught in isolation.  This will assist us in helping students think critically.   I will also continue to research ways to assist my students in thinking critically.  I hope to start more reciprocal teaching so that students will be more involved in analyzing, decision making, and explaining their decisions.

Telecommunications

In viewing the telecommunications sources, it reminded me of  ThinkQuest.org.  It is an online environment in which students across the world may share projects that they have created.  Others may view their projects and comment or even join in with them.  It is sponsored by the Oracle Education Foundation.  They have a competition in which students collaborate to create projects, digital media, or application development.  Students choose a problem to solve through the use of technology.  It is a site that I believe works best for teachers of fourth and fifth graders through high school.  It would allow them to communicate globally with others.  The GACS Web Design Team uses this forum to share project information on which they are working.  This is a source that our BOOST teachers could use as well. (The site is monitored by the teachers who sponsor the groups and any inappropriate comments may be reported and removed.  Also, the guidelines state that inappropriate language or content may result in accounts being deactivated.)


Since my focus this year will be book clubs, there are several options for communicating globally with authors and others about books. 

• With the addition of book clubs in our reading curriculum, The Skype An Author Network would be a resource that my team and other teachers could use.  This would be an opportunity for students to connect with the author whose books they are reading. We recently had Carmen Deedy visit our school.  It would be great to follow-up with her via Skype after the students have had an opportunity to read more of her books. 

• Another opportunity to connect with others about books is the Scholastic STACKS blog.  Students may comment or ask questions about a particular book that is posted on the blog.   Comments must be approved by the moderator.  They are also monitored for appropriateness (according to the site).  In addition to commenting about books, there are writing prompts that may be used for writing. 

• Communication has been a topic of discussion in our class for the past few weeks.  As I searched for other options for communicating about book clubs, I came across eFilms on ePALS, a global community to connect learners.  The topic of discussion this month is communication.  Students are presented with questions about the eFilm they watch.  Students may also contribute by creating their own video in response to the eFilm.  Since we have Macs this year, I was especially interested in the eFilm on the evolution of the Apple computers. One means of communicating is storytelling.

• The storytelling portion of ePALS would be an opportunity for students to create their own stories after reading a book.   

ePALS has a lot of information and one could get lost.  It would be very helpful to limit the search to a particular topic so students and teachers won't get distracted. 

e-Learning

This chapter on e-Learning reminded me of our discussion we had last week about Blackboard Collaborate.  Last week, our technology integration chair shared with us that there is space in our access to Blackboard Collaborate for all of our teachers to have a room.  We were discussing several ways that this could be used with our students. 

• Break out rooms for groups to collaborate during the class time
• Sessions during times like our snow storm we had last year
• Help sessions for small groups which can be recorded for the entire class to review

As the chapter indicated there are advantages and disadvantages to e-Learning.  The instructor plays one of the most important roles in ensuring that e-Learning is successful.  The instructor facilitates the learning.  The instructor must make sure that the course content is very well organized; he/she is very well knowledgeable of the subject matter; and rapport with the students is developed from the beginning of the course.  


The topic of ePortfolios captured my attention in this chapter, especially since I had to prepare my ePortfolio.  This is an excellent way to showcase students' work as well as determine the progress of students throughout the course.  I enjoy hearing what my colleague Shelley is doing with her class in this area.  I am still trying to determine how I can effectively manage ePortfolios with my second graders. 

Communication, Collaboration, Cooperation

As I began reading the assigned chapter from Supporting Learning with Technology, I was reminded of a prezi that our technology integration chair shared last year.  It reflected on the 4 Cs of the 21st Century--collaboration, communication, critical thinking, and creativity.  This chapter focused on the 3 Cs--Communication, Collaboration, and Cooperation and the role of technology in supporting these. 

Communication between students is very important in the learning process.  When students are able to communicate with one another, they provide support for and learn from one another.  They are challenged to think critically.  Last week, I had a chance to observe the conversations between students as they were collaborating on a project.  They were discussing their answers to questions and explaining their rationale for their answers.  In one group, one student indicated that they were finished.  However, another group member quickly announced that they were not finished.  He was correct; they had one additional question to answer--a critical thinking question. 

As I continued to read the chapter, I thought about the project on which my class is currently working.  Each team decided on a job they wanted to do.  However, one fifth grade teacher felt that the students are limited when they are assigned a job or task to complete.  She notes that there is a difference between cooperative and collaborative learning.   Collaborative learning requires all students to actively participate in all parts of the learning.  Cooperative learning, she believes, is best when we want to teach students about accomplishing a task.  I will take this into consideration when planning the next project. 

The chapter states that technology can play a central role in learning through all forms of communication.  One teacher mentioned that as students collaborate on a project using technology, "the activities encourage careful reading strategies, creative thinking to solve a problem, and respect and constructive behavior to accomplish a task.  A sense of trust, mutual respect, acceptance, and responsibility will also be fostered as they work together." One of the reasons I entered the LDT program at UGA is to gain a better understanding of  the role of technology and how to effectively use it to promote learning in the classroom.  Throughout the program, there are constant reminders of the ADDIE model.  It is important for me to plan, develop, analyze, and evaluate lessons so that effective communication, collaboration, and cooperation occur in the learning process.  


Prior to leaving school on Friday, my principal, Rhonda Hawkins, shared the following in an email:  "Secondly, I love the way I am seeing you stretch yourselves.  I love seeing examples of project-based lessons, collaborative learning, use of technology, and most of all, students who are happy and loving school."  She assured us that we should never be worried about students perfecting the final product.   "The process is much more important to me than the outcome."  Her email was so encouraging.  I look forward to being able to provide more opportunities for my students to effectively use technology to communicate  through collaboration with their peers and other students throughout the school and the world. 

Pre-Plan

My pre-plan is coming along a little slower than I anticipated.  However, I am excited about incorporating a few of the suggestions shared by the Apple trainer, Paul, last week.  Paul, too, suggested Storykit as a tool to use in showcasing the students' book reviews.  He also suggested the Sock Puppet app.  I have used it with my niece.  However, I had not thought of using it for the book reviews.  This would be great tool to use with the students who enjoy role-playing.  Storyrobe was also suggested.  He recommended purchasing it for 4 of the iPod Touches  or even my iPad and using it as a center; rotating students through to complete their project.

I also located Story Line, an app which could be used  a storyboard to prepare for the book review.  Each student would add his/her own part and then another student could illustrate it.  I am still exploring how to use it.  But, it looks like it would be a good tool.  There are several other apps I came across to use to create their storyboard.  

Kids' Vid is a site that shares how to create the video.  This will be a source for students to view if they wish to create an iMovie or Slideshow to showcase their book review.  

Assessment?

For a while, I have been concerned about the format in which students are assessed. Currently, each student is assessed with the same assessment. If modifications are needed, they are made. Well, my question is "why are all students taking the same assessment?". There are two answers (possibly more) to that question:   1) That is the traditional way and less work; and 2) parents expect paper and pencil assessments--they want to see the assessment.  

Paper and pencil assessments may not be the most appropriate for every student.  I have recently started exploring other options for assessment with my second graders.  I have recorded the assessments and provided a different assessment based on the students' needs.  Students are able to complete their assessment on the computer.   I am also incorporating the assessments via the ActivBoard and ActivVotes (visual, auditory, and kinesthetic).  This makes the assessment a little more engaging for second graders.  

One of my colleagues develops and shares rubrics used to assess writing. Rubrics are shared with the students prior to the assignment so they know the requirements.  They are also able to assess themselves.   We also use a rubric to share the results of presentations made by students.  Rubrics are shared with the students and parents prior to the presentation so that they know the expectation.  

My goal this year is to work on developing different forms of assessment for my students.  Each student has a talent/strength, and it needs to be used as part of the assessment process.  For example, I have a student who is so intrigued when I am videotaping or capturing pictures.  I would love to allow him to use the video camera to showcase his knowledge about a particular topic (it would serve as his assessment).  

As I introduce more PBL projects to my students, I must develop rubrics to assess their artifacts/products.  I am thankful for RubiStar.  Off, to plan... 

PBL

As I began reading the PBL articles, I thought of BOOST, the new initiative in which GACS third through fifth grade students participate. According to Brad Schultz, the program was "designed to help our young Spartans generate new ideas and ways of accomplishing tasks, adapt that to different situations, collaborate with their classmates, and solve problems together in unique ways."  The Launching a PBL Project article geared the PBL project for third through twelfth grade levels.   It indicates that students rise to the challenge of solving problems.   Children who may be having difficulty in a certain area, may rise to the occasion when they are given opportunities to create a product or artifact.  This reminds me of a student in my class last year.  He had difficulty with reading; however, when he had an opportunity to role play or create a LEGO Robot and program it on the computer, he was engaged and working to solve the problems that arose. 

The article also mentioned that students should have an opportunity to share their artifacts with a non-classroom audience.  In the past, I have invited students from another classroom to a special showcase of students original poems and the USA  Cookie Project.  My goal this year will be to invite school personnel (President, Media Specialist, Junior High, and High School personnel) to come in an view the students' work.  Also, since we have the video production room, I would like to have the students video their classmates projects and then allow them to create a movie in which they may share their artifacts via video with a non-classroom audience.  Last week, my student teacher provided an opportunity for students to work collaboratively during math class.  They had to work collaboratively to create a number story, provide an illustration, and report their results to the class.  Each student had a job.  Three of the four groups were able to work collaboratively. 


As I reflect on some of the things that I plan for my class, I realize that I do some PBL projects (e.g., TechnoGram).  However, my challenge has been assisting the students in working together collaboratively. It is important to discuss the rules of collaborative work before starting and encourage the groups to discuss their problems. Sometimes, you want to give up and return to whole group activities when problems arise.  However,  I must remember that "one of the main purposes of doing PBL is to engage students in inquiry, analysis, synthesis, and other cognitive processes that lead to deep understanding."  They need to be shown how to analyze the problem that arises and develop a solution.  Also, I need to allow the students to explore topics of their interest and develop questions they want answered about the topic.  Reading these articles has me excited about PBL.  Since I have a student teacher this semester, I believe that we can work collaboratively to incorporate more PBL projects.  As our assistant principal says, PBL "brings the curriculum to life!" Off to explore more about PBL...

Reflecting

As I began reading the article Designing to Learn, I started wondering whether my classroom is set up for designing. I have rearranged my classroom and the management of guided reading time twice since school started; trying to make sure it is designed to match the learning styles of my students. It is a challenge at the moment. But in reading the things that must occur before Problem Based Learning can occur, my focus will be on ensuring that my students and I have the necessary skills and abilities before attempting to create/design artifacts. I have realized that each student must have an opportunity to explore before the entire class tackles a project, especially when they are working on different projects. In addition, the students must be trained how to work collaboratively. (Oh Yes!)

Currently I am still researching lesson plan sites to locate lessons that are LoTI level 4 or higher. Most of the lessons I have found appear to be a 3. However, after listening to the explanations of the LoTI levels, I will review them again to see if they can be moved to a higher level. I may also consult with my school SME regarding the LoTI Framework. (We had to develop lessons several years ago based on the LoTI scale.)

The results of my LoTI survey were as follows:

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I was a little surprised at my infusion level. I believe I answered the questions based on this year's instruction rather than in previous years. However, my goal is to develop/utilize lessons at the higher end of the LoTI scale so that my students will have more opportunities to collaborate with students in other classes and/or other schools. Through Studywiz, our new learning management system, I believe we can soon start collaborating with a fifth grade class about LEGO Robotics via the blogging section.


The Cool Tool Demos have been cool!!! Dippity is one that I plan to share with my third through fifth grade colleagues and the media specialist. It could be a valuable tool for their students. After the demo of Storykit, a further search showed that it can be used with the iPad. Storykit may be helpful with my project on Book Clubs/digital storytelling. I'll keep thinking of how I can incorporate this tool into my project. (Maybe Shelley's class could collaborate with my class in demonstrating the use of Storykit on the iPod Touches.) As I was explore sites, I came across Storyrobe, similar to Storykit. It is currently an app for the iPhone and iPod Touch (which we have in my classroom). That may be the one way my students can record their book reviews in a fun way. (My students love the "fun stuff"--as they call it.) I'll explore that one a little more.

As of this moment, my project will be geared around the Book Clubs idea mentioned in my first blog post. My second grade colleagues are interested in doing book clubs with their students as well. So this would benefit our team. I do plan to work with my school SMEs--media special and integration technology chair, along with my team colleagues--for ideas. Off to do more research...