My favorite instructional strategy - Middle School

One of my favorite instructional strategies to use in the classroom is summarizing. Summarizing enables to student to reflect on the most important aspects of the lesson or concept. When summarizing, students are forced to look back over the information and make judgments about what is essential to their understanding.

Here are a few ways I implement summarization in the classroom:

• Exit Tickets-Each student is given a note card. Depending on the lesson, there are several things they can do with the notecard.

                    a.     Write 3 important ideas from the lesson
                    b.     Answer a question
                    c.      Write their own question they might have from the lesson

• Write a News Headline about the lesson
• Write a letter to a friend who was absent describing what they missed in class today.
• Write 2 “Ahas!” and 1 “Huh?”
• Sequence or Timeline the concept
• Write a summary of the lesson in a Text or Tweet #LOL
• Definition Summary

                    a.     What is being defined?
                    b.     What category does it belong in?
                    c.      What makes this different from other things in the category?
                    d.     What are some different types or classes of the item being defined?

• 3-2-1…3 main points, 2 details, and 1 question
• $2 Summaries…Give each vocabulary word a 10¢ value, the more expensive the sentence the better. Sometimes I use that as an extra credit opportunity. For, example…$1 sentence =10 points on a daily assignment.
• Alphabet game…Divide the alphabet among the class. Each student must think of one word that would describe the lesson, topic, or concept, using that letter.

If you say the word “Summary,” student will moan and groan…especially in a science classroom. Varying the activity still gives me the upperhand on the strategy and the learning!!

Kim Smith

This is Kim’s 16^th year teaching Middle School science and her 2^nd year in Sunnyvale. She received her undergrad degree from Stephen F. Austin State University in 2000, and her Master’s Degree from The University of Texas A&M–Commerce in 2007.

My favorite instructional strategy - Elementary School

My favorite teaching strategy is making anything I can change into a hands-on experience.  

At least once a week, I come up with an activity or station to introduce a lesson or new topic.  When I teach math, this is usually a station that involves manipulative, a real-world example of the skill we are learning, or anything that does NOT include pencil and paper.   

In science, the hands-on experiences involve anything that gets their brains working!  We have watched Gobstoppers and water in a petri dish (to learn the steps of the scientific method), grown our own seeds (to learn the plant life cycle), and experienced each of the forms of energy through stations that involved actually observing the forms of energy with everyday items.   

The students absolutely love these activities and it gives them a chance to learn through meaningful play.  I especially love incorporating hands-on activities because it makes learning fun and students are more likely to remember a topic or skill that is taught if it involves all parts of their brain!

Ashlee Rinestine

This is my thirteenth year as a teacher, and my first year to teach in Sunnyvale.  My husband, son and I live in Sunnyvale and absolutely love the sense of community we feel living here.  It is amazing that every neighbor, community member, and family support SISD and what it stands for.  I am blessed to be part of this amazing place!

Moving & Learning in the High School

In my classroom students never sit down the entire class time and neither do I!  Moving is a must in my classroom, not just because it's theatre but because it serves both kinesthetic, visual, and auditory learning.  We do movements to remember vocabulary, to get warmed up, to transition between topics, to get into groups, and so much more. I tell the students at the beginning of the year they cannot and will not sit down or stay silent the entire class time. Some are excited about this and others are worried. Once we get up and moving there are no complaints.

A simple way I get them up and moving is stations. Stations or corners they have to do certain activities at, write down answers or observations, and/or contemplate certain questions. Another way is a movement made up to remember a certain vocabulary word or even our vocal diction exercises. When the opportunity presents itself I let students pace, walk around, sit on the floor, lay under tables, etc. to work individually on their writing, brainstorming or whatever. It requires more monitoring on my part but gives them a change of scenery and control over their learning environment.  

In the case of checking for understanding informally, they may have to act something out, use their bodies, stand up quickly or do a gesture in order to be called on for a question. I use movements to get classrooms attention, to celebrate student achievement, and give focus to someone talking. These are simple gestures, claps, and poses but get students communicating non verbally.

For a short video of examples: Click Here

Bio:

My name is Candace Clarke and I am thrilled to be in my fourth year teaching theatre at Sunnyvale. So grateful to be apart of the Sunnyvale family. Since being at Sunnyvale the theatre department has grown and we have a theatre teacher at both the HS & MS campuses, our International Thespian Society has over 20 members, and our One Act Play last year was a Regional qualifier, and the year before received alternate to State UIL OAP.  I  work very closely with our Middle School theatre teacher, Rae Harvill, who is my curly red-headed sister!  

My favorite color is purple and I wear it everyday - don't doubt it.  My husband, Paul, is a Dallas Firefighter and we live in Dallas.  My hobbies include traveling, road trips, spending time with my husband and family, dancing, sewing, designing, and embracing awkward moments. I am a lifelong learner who strives to be involved in theatre in order to be an effective educator of theatre.  Outside the classroom I can be found serving at Life in Deep Ellum on the production team, attending musicals, teaching movement at GPAC, and reading plays!

Moving & Learning in the Middle School

Active learning is something I fully embraced 3 years ago.  At times it seems like chaos, but in my experience, the more the kids are moving around, the more aware they are of what they’re doing.  So many times if I give an assignment that they do at their desk then I have a class full of students zoning out, tapping pencils, and not putting forth any effort.  When they’re walking around the room the percentage of students spacing out and not working drastically decreases.  

There are tons of activities you can do that will get students up and moving.  I’ve tried so many different options and as with most things some will work better for you than others.  It’s important to find the activities that work best for you.  The ones I use most often are scavenger hunts, math libs, and stations.  For a scavenger hunt I place papers around the room with problems for the students to solve.  Sometimes they have QR codes with answers, but more often than not, each problem will share a page with an answer to a different problem.  This allows the student to work the problem and then search the room for the answer they just came up with.  If their answer is not on another page in the room then they know they did something wrong and they try again.  If the find their answer then they work the new problem and continue until they have completed a giant loop through all of the questions.  This activity is one of my favorites because it allows students to either work in small groups or individually and they are checking their own work as they go.  Math Libs are just a nerdier, more mathematical take on Mad Libs.  Students answer multiple choice questions that have parts of a paragraph attached to the different answers.  When we’re finished with all questions, I read the correct paragraph and they can easily check which problems they missed based on the accuracy of their paragraph.  I position the questions around the room so students are moving in a giant circle answering questions.  This activity tends to be a student favorite because the paragraphs are ridiculous and they like to guess what’s coming next as they’re answering questions.  These are just a couple of example activities that work best for me in my math classroom.  I find tons of ideas for new things to try by reading through blogs and, of course, Pinterest, where all the good things are.

Sarah Wilson

This is Sarah's 7th year teaching and my 4th year at SMS.  I got my B.S. in mathematics from Dallas Baptist University.   

Moving & Learning in the Elementary School

My classroom.

My classroom is the magic hat that magicians wear on top of their heads.  It contains a limitless supply of wonder and amazement.  I invite my students into a world unlike any they have ever experienced, where even mundane learning expectations are transformed into magnificent spectacles of intriguing information. I truly believe I am transforming students from passive learners to engaged lifelong learners. 

I was thinking about all the things I do in my class that makes learning active for my students and thought of telling you about how I incorporate movement into my lessons to get my students out of their seats and engaged in the lesson I am teaching.  Where my lesson on using the standard algorithm to solve multiplication problems starts with a dance to make a lesson that some students fear, be about how easy and no threatening math can be.  Also learning how states of matter change through their different forms after heat is added and subtracted becomes a game on the basketball court where my students and I form a solid by huddling together we add heat and move farther away while moving around each other and more heat is added and we are all running around excited like the gas molecule we are pretending to be.

Instead of talking about any of that I decided to speak to you today about what active learning means to me.  I feel that in order to get my kids to want to learn from me it is I who has to be active.  I have noticed that if your students trust and invest in you as their teacher they are more motivated to work and learn for and from you.  I try to be as engaging as I can when I walk into my school, and not only to my students but all students that I come in contact with because I want to build that bond before they ever get to fourth grade, because it makes my task easier.  I have met some truly amazing teachers in our district and others that are active teachers and I learned that Active Learning starts with me and flows through my students.  As educators we are charged with sculpting the future and I for one want to be actively engaged in what future I will one day see.

Mack

My name is Eric McMahan I am a fourth grade Math and Science teacher at Sunnyvale Elementary.  This is my 6th year teaching and I am blessed to be apart of such an amazing community and district.

February's Topic

When was the last time you sat still for most of a 7 hour day?  Was it fun? Sounds rough to me but it's what our students do most days.

This month 3 SISD teachers will share strategies with you to get kids up and moving and learning!

Wednesday, February 10th  we'll learn from Eric McMahan at the elementary school

Wednesday, February 17th we'll learn from Sarah Wilson at the middle school

Wednesday, February 24th we'll learn from Candance Clarke at the high school

via GIPHY

Authentic Audience in the Middle School

Just a quick short note about me then I will get to the point. This is my 7th year teaching at Sunnyvale and my 2nd year as a 5th grade teacher. My husband is Reagan and we have a rowdy 7 year old named Jake.

When the students realize they have an authentic audience and it is not just going to be their teachers or peers seeing their projects, it seems to instill a sense of pride into them, both as a group and as an individual. They want to impress whomever they are creating for and I think most students always want their products to be the best. When they finish with a project, it is not only authentic, but also they are genuinely proud of their work and want to show it off.

Recently my husband had the chance to be the audience for a 5th grade science ELU and he came to school to give the students feedback. They loved when he directly recognized items from their products and asked them specific questions as to how they came up with the ideas. So, not only is it important to launch and ELU with your audience, but also to invite that audience back to review and give feedback on the finished project product.

Authentic Audience in the Elementary School

If Margaret Wise Brown (the author of “The Important Book”) were to write about an authentic audience, I think it would go something like this:

The important thing about an authentic audience is that the audience is meaningful to your students. An authentic audience can increase student engagement and effort in their learning. The audience should be relevant to the material you’re discussing. It is best if the audience can provide timely feedback. But the important thing about an authentic audience is that the audience is meaningful to your students.

            Students are much more likely to put in extra effort if they know they’re preparing for a special or unique audience. Teachers are the same way! Think back to your PDAS days. I know it’s a mood killer, but it will make this point easier to relate too. Think about how much time and effort you put into preparing that one lesson. You gave it your all because you knew your administrator would be basing the majority of your evaluation off of that one lesson. Now think about how much time and effort you put into your lessons on a daily basis. A lot of teachers write lesson plans because we have to and our administrators are going to make sure we have entered them. Likewise, our students tend to do average work because we make it a requirement and it will be for a grade. If we want students to give it their all, we need to provide them with a meaningful audience.

            When considering an audience for your students, it is imperative that the audience is relevant! Would you value teaching feedback from a three star Michelin chef? While I respect Gordon Ramsay’s ability to cook and his British accent, I would not take what he had to say about my teaching to heart. Similarly, students are more likely to apply constructive feedback from someone that’s “in the business” as opposed to the person teaching about “the business.” If we want students to go above and beyond, we need to provide them with a meaningful audience.

            Like with most components of teaching, there’s not a one-size-fits-all audience for our students. In order to pick a meaningful audience, you must first get to know the kids in your class. Once you know what makes them “tick,” you can do a better job in choosing your audience for each assignment. Instead of trying to find a variety of audience members for one assignment, it is my recommendation to provide a variety of audience members throughout the year. If we want the most from our students, we need to provide them with a meaningful audience.

            Unfortunately, it is becoming harder to keep students engaged and to get the most out of them. One way to remedy this challenge is by providing students with an authentic audience that is also meaningful!

Faren DeRieux - I graduated with my Master’s degree from Austin College in 2009. I played college soccer, and I still play in adult leagues! This is my 7^th year to teach (fourth year in Sunnyvale). I have two daughters: Tori (3 years old) and Brianna (10 months old).

Formative Assessment in the High School

In a tested STAAR E.O.C. subject like U.S. History, formative assessments are crucial to meeting individual student needs as well as the needs of an entire class. Over the years I have refined my formative measurements to include numerous methods, and it is an ever-changing process. 

Last year I began using Socrative as a way to introduce unit TEKS to students. I create my unit test beforehand and then select questions for the formative assessments. This successfully introduces students to the TEKS, the topics, and the necessary reading comprehension. In addition, before the summative test, I can open the Socrative for students to review. This year, I began using Kahoot as a quick way to check for understanding over one or two TEKS. Students love Kahoot and it gives instant feedback! I also go "old school" and use graphic organizers or short answer questions after direct teach portions to ensure students apply the knowledge. Recently, I adjusted this approach to use a short answer round robin, where each table had a question and students rotated around to answer the questions. Activities like that give students an opportunity to practice their writing skills for the unit summative writing assessment. The process is a bit different for my dual credit classes, where I use discussion boards to check for understanding over primary documents or important concepts. Dual credit requires some independent learning and a faster pace, so formative assessments focus on the ability to analyze information and to express critical thinking. Formative assessments scaffold instruction, building to a summative assessment, but also scaffold a variety of learning skills. 

Go Raiders!

Kerry Green is the U.S. History teacher (11th Grade) at SHS, and has been with Sunnyvale since the high school opened (formerly known as Mrs. Cookston). She has four sons: J.W. (graduate 2012), Wade (senior), Ryan (sophomore), and Wyatt (8th grade). 

Formative Assessment in the Middle School

Transform your classroom and the educational journey of your students by consistently using formative assessments.  They take many shapes, and teachers must develop their own style.  Formative assessment includes oral language and questions, projects or performance assessments, written components, movement and gesture activities, technology tools, and more.  The practice of using formative assessment allows a teacher to reward students for their competency and skills, and it highlights those students in need of extra help in their learning journey.  The teacher, with feedback, can make decisions about the next instructional step.  

Besides the teacher having valuable data on their students' understanding, formative assessments aid the students by empowering them to take ownership in their learning journey.  They can gauge their own level of understanding and seek further assistance with this knowledge.  Students can increase their capacity for success.  As the students feel a part of their own learning process, it becomes more meaningful and relevant to them.

Great teachers know their students, make adjustments, and empower their students to participate in the educational process.  That creates a truly transformational journey for everyone.

I was born and raised in Dallas, and I graduated from Texas A&M University in 1985.  Two years later, I married my husband, Pete Fitzgerald.  We have three boys, Dale, Curt, and Luke.  After living in College Station for sixteen years, we moved back to this area in order to be closer to family.  I have been in Sunnyvale since 2091, and I feel like this is home.  

Laura Fitzgerald

Formative Assessments in the Elementary School

Formative Assessment (dramatic pause with thoughts of the voice of Edwin Starr) , what is it good for?

Absolutely nothing!  Sing it again, sing it again!  Formative assessment, uh-wooh, what is it good for… okay I’m just joking, absolutely EVERYTHING! Bless my heart for trying to connect E Starr to formative assessments! A teacher can try for cryin’ out loud. Okay honestly for the first 8 years of my 12 years teaching, I had little to no idea what to do with formative assessment. What was this mystical word that principals encouraged me to use and why did I need it?  I grouped this type of thing with my pile of “ geez, another thing I need to grade” category or I convinced myself (you don’t have to twist my arm about it ) I’ll save that for figuring it all out during my summer months when I have all the time in the world.  Cough, yeah right. Data was a check box on my teacher to do list that I rarely looked over twice. Yes, I really did rat myself out.  Seriously folks, I was counting my grades and making sure I had enough, if you know what I mean. Personally my value for formative assessments was nil and I had no use/time for it in my classroom.

About 4 years ago I moved out of Texas to Colorado. There I had twice as many students per teacher and twice as many needs. In the school district I was in, teachers have little resources and tons of students, and have to develop individual learning plans (the two words I don’t like to say too loud, measurable date).  I was in desperate need to find help and find it quick. There was a course that was available to me because I was a new professional to the school, so I signed up.  The class was working through a book called, 7 Strategies of Assessment for Learning.  The evasive formative assessment had followed me all the way to the Rockies. Fine, fine, I catch on quick.  The author, Jan Chappuis, has equipped me to look at what it is and what it isn’t. My first common major mistake was plain ol’ misunderstanding. Formative assessment is not an instrument or an event, but a collection of practices with a common feature: they all lead to some action that improves learning (pg. 4).  In the words of Mrs. Chappuis, this kind of assessment is essentially feedback, it is immediately used to make adjustments so as to form new learning (pg. 4).

The light had come on. A new dawn had come. I was blind but now I see. Yada, yada, needless to say I had a new, deep understanding of formative assessments.  Whereas my old teacher ways had formative assessments in the trunk of my educational car, now my new teacher ways has formative assessments as my passenger. The more I practice this way of teacher feedback, the more time and understanding I have of my students. It’s not just my teacher gut (which by the way all good teachers have) but, now I can prove it with data. This new way for me is empowering and has built me stronger and more effective as an educator.

All good teachers want to improve learning for their students. Formative assessments allow students to self-monitor, close gaps, clear up vague understands, and have targets to focus on when struggling with a variety of contents. This is for all grade levels and all abilities.  

Data is a friend to all teachers.

Karye Boyer is a girl who likes to equip people with the things they need to love life, love learning and to love themselves. She’s been teaching for 11 years in public schools and hopes to one day grow up to be like Gretchen Barnabei. Her family is happy to live back in Texas.  She teaches 4th grade ELA/R and Social Studies. She thinks teaching is fun!

October's Topic

This month's posts on Raider2Raider will all focus on use of formative assessments.

We will learn from Karye Boyer from the elementary school on Wednesday, October 14th.

We will learn from Laura Fitzgerald from the middle school on Wednesday, October 21st.

We will learn from Kerry Green from the high school on Wednesday, October 28th.

High School - Parent Communications

To be quite honest, from a teacher’s perspective, communicating with parents can be stress inducing, particularly if you have to broach a difficult topic. However, parents are our most important allies on this journey to create students who are fully prepared to move on from us and live productive, successful lives. 

In my experience, I have found a few things that are very important in parent communication:

1.  In any communication, start with the positive.  It is two weeks into this 2015-16 school year, and I already have a sincere affection for my students.  I am enjoying getting to know them, and I think we are going to have a great year.  It was that way last year, and the year before that, and so on. My students are the best part of my job by far.  For most teachers, I think this is true.  In any communication or conference, start there.  Parents need to trust that you value their child and want what is best for them. 

2.  As often as possible, communicate good news about their student, not just the problems or concerns.  Due to time constraints, this can be incredibly difficult.  I have approximately 115 students.  You can do the math.  Last spring, I ordered some postcards, personalized them, and made them pretty.  I randomly selected students and sent notes to parents just to say something positive about their child.  Unfortunately, I did not get to all 115 students in the spring semester.  This year, I am starting earlier, and my goal is to send at least one note of appreciation and admiration to the parents of each of my students. 

3.  I hate confrontation, but sometimes problems or concerns arise that need attention. It is also important to remember that confronting something does not (and in this case SHOULD not) be hostile.  It is important to address issues so that you can, as the sage Barney Fife said, “nip it in the bud.”  Approach these issues honestly, but with grace and respect.  Listen to the parents and recruit them to partner with you to solve the problem.  You are on the same side, after all. At the risk of sounding too “mushy,” as a teacher who is also a parent, I try to remember that we are dealing with someone’s baby- even if they are 16.

4.  Be transparent.   Make it easy for parents to access any information that is important to their children’s success.  The many technological avenues available to us can be a great benefit in this area.

Kris Williams is the wife, daughter, daughter-in-law, and mother of educators.  I am entering my 18th year as an English teacher, and I can't imagine doing much else(although I've always thought being a spy would be cool). I am blessed to live this life.