Today we watched a video in science about rocks. When we watch a video in class, I like to have my kids in a backchannel chat room so that we can have a conversation while the video playing. It's an incredibly powerful way to keep the learning active.
There is a site called Today's Meet whose sole function is to be a place to host backchannels. It is simple, yet powerful, and best of all, free.
The interface is sparse, a place to enter your name, which is replaced by a box to type your message, and half the screen dedicated to reading the comment stream. Stream updates aren't instant, and it may take a moment before comments show up on everyone's screen. This may be seen as a downfall to the site, but updates do come up automatically without the need to hit refresh.
Today, we used iPads, and as it seems with a lot of online tools, I was dubious to as if it would work well on this device.
First, since Today's Meet has such a simple user interface, it works well on any screen. This is true from being projected to the SMART Board, to the iPads. When the students clicked on a text box, the keyboard pops up, and they can enter their text.
I like that using iPads makes it really easy for students to be mobile in the classroom. They aren't confined to their tables and chairs to watch the film. They could sit on the floor, get comfy, and get to learning.
There were a couple of drawbacks to using the iPads instead of a mobile computer lab. The iPad can be a bit of a challenge to type on. I find myself preferring to type on a computer keyboard rather than on my iPad. So, typing tends to be a bit slower. This isn't a huge issue for my fourth graders who seem to suffer from a combination of lackluster typing skills and pure abandonment of correct spelling.
Our class did try to troubleshoot an issue with scrolling through the messages on their screen. We tried pinch & zooming, and ultimately came up with the idea that you can scroll, but it doesn't always work like you would like it to.
Finally, I like the idea that backchanneling got its origin from the idea of texting using mobile devices during lectures. If that's the case, would a laptop be considered overkill for this type of activity?
Backchanneling is a powerful way to extend learning and have a conversation. Today's Meet makes this an easy and enjoyable experience!
We took some time to head out to our compost pile today so that we could turn it. We are getting a routine of who uses the tools and for what.
When we were done, we discussed observations before we went back inside to write in our science notebooks.
We noticed that the pile seemed smaller today. We decided that it may be because of the rain this week. The pile was wet, and that may have made it heaver. The pile needs to be heavy to have decomposition.
Some of the bigger pieces of organic elements (like pumpkins and watermelon), have not begun to decompose. We decided that if we bring things for the compost pile, we should make sure to cut them into smaller pieces.
Our school has an Outdoor Wildlife Site, and our class is determined and excited to use it for learning this year, and we're using the opportunity to get our hands a little dirty. We want to start out small and get an idea of what managing a garden is. Our plans really involve three things: a couple of garden spaces and a compost pile.
While the weather is warmer, we have spent some time prepping our site. We have trimmed back some of the overgrown beds that we would like to have become ours.
In one space, we would like to plant a sensory garden. This involves items you can touch, smell, taste, and hear. Items like herbs, soft and fuzzy plants, etc. would be planted here.
In another space, we would like to plant a more traditional garden. Maybe tomato plants or strawberries, etc. We learned about the Three Sisters technique of planting, and that would be fun to try out. Wouldn't it be cool if every student had a plot that they had to plant and care for? I imagine the possibilities being exciting.
The final thing we're working on is developing a compost pile. We have used the plant materias and grasses that we have trimmed back from the beds as well as some organics like food cores to make the compost pile get going. We are having fun headed out to the pile to turn it every now and then. It would be great if we can get that going.
To document the learning process, we've begun journaling in our science notebooks what we notice about each time we go out to the OWL site. Hopefully, I will be able to document some of the process here, too.
These beauties showed up in my classroom this week, thanks to a very helpful high school librarian.
They are my classroom jobs. My problem was that I don't have any real bulletin boards in my classroom, so that means I don't have a jobs chart permanently on display. Jobs are listed on our morning routine file that I display on our SMART board. So, after that file is closed, I don't have anything to remind the students and myself whom has what job.
Enter, jobs buttons.
Students put their buttons on in the morning. They are a reminder to all of us that they have a special job to do. Before, I was forgetting people or jobs that needed to be done. Now, at the end of the day, they take their buttons off once they have completed their jobs. Easy.
When I started out as a teacher, one of the biggest professional practices that I needed to improve on was classroom management. I believe this is an area that a teacher only really learns when they have to put it into practice because it stems from the teacher's tolerances, mannerisms, and ways in which they interact with students. Different teachers have varying management styles.
As a teacher, I like to have a lot going on. My classroom is often times busy with group work, music, students collaborating, or a variety of other things. So, I need to have a way to get my class' attention at a moments notice, whether it be to bring down the noise level or to give instructions.
The first district I worked in had a behavior consultant that would send out periodic blurbs about ideas. The idea was that she would put techniques out there, and you could see if it fit your style or needs. One day, one of her emails hit home as something a bit unique, which tends to be my style.
The approach my colleague suggested was to use novel call and response chants. I would say a phrase, and my class would finish it. For example, if I say "Here, ye, hear ye," my class would answer, "All eyes on the King!" There are several phrases that we have learned. And it works like clockwork. In the matter of a couple seconds, I have every student's attention. If it doesn't work, I'll say another one. And the best part, it is energetic!
We've taken it a bit further. The kids have to mimic the tone in which I say it. For example, I may use a deep voice, or a grumpy voice, or stretch it out, or say it in slow motion. When they say their part, they have to do it the same way.
The call and response chants also bleed into instruction. If I call on someone to answer during class, I expect everyone in the class to give that person their 100% attention. So, I say, "All eyes on..." and they respond with that person's name. It's great because then I can hold them accountable for giving that person their upmost attention. We use it for praise, and we use it to make sure everyone knows they can make mistakes. They work great!
