Okay, so who's going to go to the theater with me to see this Guggenheim film?
Wednesday, September 22, 2010
Thursday, September 16, 2010
My Teacher Creed
1. Engage them.
2. Provide them predictable structure.
3. Spend most of your time bent down at their level. Look them in the eyes.
4. Always expect each child to do the most amazing things according to his/her potential.
5. Praise and inspire them. Be genuine.
6. Ensure they truly learn. Guide them but give them independence so they come to key conclusions on their own.
7. Keep them safe.
8. Care about them.
9. Expect the unexpected.
10. Be humbled by them.
2. Provide them predictable structure.
3. Spend most of your time bent down at their level. Look them in the eyes.
4. Always expect each child to do the most amazing things according to his/her potential.
5. Praise and inspire them. Be genuine.
6. Ensure they truly learn. Guide them but give them independence so they come to key conclusions on their own.
7. Keep them safe.
8. Care about them.
9. Expect the unexpected.
10. Be humbled by them.
Friday, March 26, 2010
Sensory Water Play the Homemade Way
Here in Chicago, we should just call March what it is--WINTER! I’ve got 3 words for ya…cabin. fever. conditions. Parents and teachers of toddlers have to work especially hard to keep the little ones occupied.
When playing in outdoor puddles and wading pools are not an option, get brave and try them indoors. No fancy sand and water table required. Spread out the thick towels, fill a big plastic tub with water, and toss in some kitchen utensils. Just expect a mess…and a TON of learning fun!
Explore science and math principles (motion, measurement, capacity). Get curious--check out some simple tools around the house to see how they work. Practice motor skills such as grabbing, dunking, lifting, pouring.
SPLASH!
Blow bubbles! Squirt in lots of dish soap. Teach a kid that straws aren’t just for drinking. Use canning jar rings to blow BIG bubbles.
Just a warning that toddlers don’t know to take a break and breathe in oxygen once in a while. My daughter got dizzy!
When playing in outdoor puddles and wading pools are not an option, get brave and try them indoors. No fancy sand and water table required. Spread out the thick towels, fill a big plastic tub with water, and toss in some kitchen utensils. Just expect a mess…and a TON of learning fun!
Explore science and math principles (motion, measurement, capacity). Get curious--check out some simple tools around the house to see how they work. Practice motor skills such as grabbing, dunking, lifting, pouring.
SPLASH!
Blow bubbles! Squirt in lots of dish soap. Teach a kid that straws aren’t just for drinking. Use canning jar rings to blow BIG bubbles.
Just a warning that toddlers don’t know to take a break and breathe in oxygen once in a while. My daughter got dizzy!
Sunday, March 14, 2010
Explore a Growing Pattern with Color Tiles
Creating, describing, identifying, and extending patterns are important early algebra skills! Manipulatives enable students to build and extend patterns with their own hands. Even better--color-coded manipulatives help students actually SEE the patterns!
A numerical sequence is a common type of pattern. When a constant is added within a pattern (such as adding a quantity of 2 in the sequence 1, 3, 5, 7), the numerical sequence is more specifically referred to as an arithmetic sequence. And, the resulting pattern is known as a growing pattern.
Try this hands-on patterning activity, using color tiles, with your grades 3-5 students:
1. Have students begin with 1 center tile. Next, have them add 3 tiles of another color, 5 tiles of another color, and 7 tiles of yet another color--each time making a new square.
2. Ask students to write out the equations for each color-tile square they built, compare the equations, look for patterns, and discuss what they find.
3. Finally, have students predict the next equation, and use the color tiles to see if their prediction was correct.
Powerful stuff!
*****
FULL DISCLOSURE
This blog is sponsored by Learning Resources. I am currently an employee of Learning Resources, Inc. I am also a former teacher and parent who uses their products on a regular basis. I often purchase Learning Resources products for my family's use, but sometimes I do receive free product samples to try out. My blog honestly reflects my personal and professional opinions and experiences.
A numerical sequence is a common type of pattern. When a constant is added within a pattern (such as adding a quantity of 2 in the sequence 1, 3, 5, 7), the numerical sequence is more specifically referred to as an arithmetic sequence. And, the resulting pattern is known as a growing pattern.
Try this hands-on patterning activity, using color tiles, with your grades 3-5 students:
1. Have students begin with 1 center tile. Next, have them add 3 tiles of another color, 5 tiles of another color, and 7 tiles of yet another color--each time making a new square.
2. Ask students to write out the equations for each color-tile square they built, compare the equations, look for patterns, and discuss what they find.
3. Finally, have students predict the next equation, and use the color tiles to see if their prediction was correct.
Powerful stuff!
*****
FULL DISCLOSURE
This blog is sponsored by Learning Resources. I am currently an employee of Learning Resources, Inc. I am also a former teacher and parent who uses their products on a regular basis. I often purchase Learning Resources products for my family's use, but sometimes I do receive free product samples to try out. My blog honestly reflects my personal and professional opinions and experiences.
Saturday, February 27, 2010
Teachers, Enter to Win WendyZ's Hot Picks Contest!
My daughter and I have so much fun playing and learning with Learning Resources products. So, we were thrilled when Learning Resources Direct asked us to appear in their catalog to talk about our favorites and hold a contest to give away some goodies!
Wanna enter? Of course you do! Follow these 3 steps:
1. Post a comment here on my blog to tell me which of my 5 "hot picks" is YOUR favorite and how you'd use it if you win. (Need more info on the products first? Visit the links below.)
Smart Snacks® Counting Cookies™
Word Building Center Pocket Chart
Primary Science Set
Folding Geometric Shapes™
Helping Hands Pocket Chart
2. Complete the following survey: http://www.surveymonkey.com/s/WF72FQJ
3. OPTIONAL: Follow my blog, follow me on Twitter, or befriend me on Facebook. I'd love to connect with you!
One winner will be selected randomly each month for the months of March, April, and May in 2010.
Good luck!
*****
FULL DISCLOSURE
This blog is sponsored by Learning Resources. I am currently an employee of Learning Resources, Inc. I am also a former teacher and parent who uses their products on a regular basis. I often purchase Learning Resources products for my family's use, but sometimes I do receive free product samples to try out. My blog honestly reflects my personal and professional opinions and experiences.
Monday, January 25, 2010
BURN the Box! Where is the True Math Instruction in Our Classrooms?
True math instruction can be so powerful! How can we actually get there???
Unfortunately, much of the math taught in our classrooms right now is "inside the box". Math should NOT be about finding the one correct answer, coloring in the answer bubble, or memorizing rules. Although memorizing math facts is a must for developing number fact fluency, this shouldn't dictate math instruction overall. Students need to learn that math is not cut and dried.
How do we get teachers to realize that math instruction is much more than just teaching each math standard one by one? No more math skill isolation! And, THIS IS EQUALLY IMPORTANT FOR THE YOUNGEST LEARNERS!!!
True mathematics is a nexus of order, patterns, and relationships between so many concepts. Critical thinking is key. Only through building, creating, problem solving, and exploring (with some guidance) do students really think and experience the "aha moments" necessary to tap out of the box and into the nexus. If students never tap into the nexus, how in the world do we expect to inspire and foster their potential for innovation?
Why are we "dumbing down" the math in this country? Yes, it's much harder to teach when skills do not have a beginning and an end. Math skills all overlap and connect with one another (and with so many other skills in other subjects). But, if we teach math "in the box", we trap our students in that box too. As one of my teacher colleagues said, "not only do we need to teach outside the box, we need to BURN the box!"
Unfortunately, much of the math taught in our classrooms right now is "inside the box". Math should NOT be about finding the one correct answer, coloring in the answer bubble, or memorizing rules. Although memorizing math facts is a must for developing number fact fluency, this shouldn't dictate math instruction overall. Students need to learn that math is not cut and dried.
How do we get teachers to realize that math instruction is much more than just teaching each math standard one by one? No more math skill isolation! And, THIS IS EQUALLY IMPORTANT FOR THE YOUNGEST LEARNERS!!!
True mathematics is a nexus of order, patterns, and relationships between so many concepts. Critical thinking is key. Only through building, creating, problem solving, and exploring (with some guidance) do students really think and experience the "aha moments" necessary to tap out of the box and into the nexus. If students never tap into the nexus, how in the world do we expect to inspire and foster their potential for innovation?
Why are we "dumbing down" the math in this country? Yes, it's much harder to teach when skills do not have a beginning and an end. Math skills all overlap and connect with one another (and with so many other skills in other subjects). But, if we teach math "in the box", we trap our students in that box too. As one of my teacher colleagues said, "not only do we need to teach outside the box, we need to BURN the box!"
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