Wednesday, January 1, 2014
I've been inspired to document my professional thinking. Often as a teacher we are in constant search for answers as to how to best meet the needs of each student. Students are complicated. Some come to school with a fresh mani-pedi from their mother-daughter date while others need the dirt from under their fingernails. A willingness to act as a sponge once entering school is a characteristic of many students but not all. So how do we take the diversity of each student and each classroom with one teacher and make it all work? I am not sure but like to think that I am pouring my heart into trying to find out. My hope is that as I write through my thoughts and processes I will be better equipped to meet my students every day.
Friday, March 2, 2012
Friday, February 17, 2012
More Data and More Changes
Based on the data for the past few weeks not all students were thinking about their goals throughout the Daily 5 cycle.
This week I implemented the change that as students were coming to the floor for their mini-lesson they would do a 1 minute check in with their critical friend.
After surveying the class this week:
83 percent of students stated that they "Got it!" They shared their hope and goal with their critical friend and thought about it while they were participating in Daily 5.
17 percent of students stated they they were "On Their Way". These students shared their goal with their critical friend but may not have thought about their goal throughout Daily 5.
0 percent of students reported that they were an "Uh-Oh". No students did not share their goal and did not think about their goal throughout Daily 5.
I see the implementation of walking and talking with your critical friend after each Daily 5 to be a vital component to the success of a critical friend.
Walking and talking is where students place their book box on their desk and meet to walk to the floor together.
This week I implemented the change that as students were coming to the floor for their mini-lesson they would do a 1 minute check in with their critical friend.
After surveying the class this week:
83 percent of students stated that they "Got it!" They shared their hope and goal with their critical friend and thought about it while they were participating in Daily 5.
17 percent of students stated they they were "On Their Way". These students shared their goal with their critical friend but may not have thought about their goal throughout Daily 5.
0 percent of students reported that they were an "Uh-Oh". No students did not share their goal and did not think about their goal throughout Daily 5.
I see the implementation of walking and talking with your critical friend after each Daily 5 to be a vital component to the success of a critical friend.
Walking and talking is where students place their book box on their desk and meet to walk to the floor together.
Thursday, February 9, 2012
Data
Students were given this rubric:
Uh-Oh: I did not share my goals and hopes with my CF.
On my Way: I shared my goal Or my hope with my CF. I might have thoughts about my goal and hope during Daily 5.
Got it: My CF and I share our goals and hopes. I think about my goal and hope during Daily 5.
The first time students were surveyed zero percent said that they were an "Uh-Oh", 24 percent stated that they were "On my Way", and 76 percent stated that they "Got it!"
After gathering this data I changed the way I had students set their goal. First I had students decide if they were going to work on "C-Comprehension", "A-Accuracy", "F-Fluency", or "E-Expand Vocabulary". Once students decided which part of the menu they were working on I asked them to pick a specific strategy in that category and share the goal with their CF.
When students were given the same survey as above 1 week later:
1 percent said they were an "Uh-Oh"
31 percent said they were "On my way" and
68 percent said they "Got-it"
Using this information I have once again changed a procedure. At some point during our Daily 5 routine I now have the students check in with the CF. I also remind them of their goal several times by saying, "This will be our last Daily 5. Think back to your goal. What else can you do to meet your goal today?"
I look forward to giving the students the survey next week to see what new insights I gain.
Uh-Oh: I did not share my goals and hopes with my CF.
On my Way: I shared my goal Or my hope with my CF. I might have thoughts about my goal and hope during Daily 5.
Got it: My CF and I share our goals and hopes. I think about my goal and hope during Daily 5.
The first time students were surveyed zero percent said that they were an "Uh-Oh", 24 percent stated that they were "On my Way", and 76 percent stated that they "Got it!"
After gathering this data I changed the way I had students set their goal. First I had students decide if they were going to work on "C-Comprehension", "A-Accuracy", "F-Fluency", or "E-Expand Vocabulary". Once students decided which part of the menu they were working on I asked them to pick a specific strategy in that category and share the goal with their CF.
When students were given the same survey as above 1 week later:
1 percent said they were an "Uh-Oh"
31 percent said they were "On my way" and
68 percent said they "Got-it"
Using this information I have once again changed a procedure. At some point during our Daily 5 routine I now have the students check in with the CF. I also remind them of their goal several times by saying, "This will be our last Daily 5. Think back to your goal. What else can you do to meet your goal today?"
I look forward to giving the students the survey next week to see what new insights I gain.
Monday, January 30, 2012
Critical Thinking ?s #1
•What is the one thing you wish you had know before you start your inquiry process?
-I wish that before starting the inquiry process I would have known my learners. When I began the inquiry process I was gauging my knowledge on research and past experience. While these combined tools can be very powerful, each class has their own personality and perspective.
I am not sure that my process would have changed. However, I would be interested to have gathered a baseline on students participating in Daily 5 without a Critical Friend.
•What resources have you encountered that has contradicted your action research?
While "The Sisters" do not contradict my philosophy we have different philosophies. I see my most powerful teaching time with students to be during guided reading and the students' peers. I feel as though if I were to set their goal for them or with them each time their reflection would be too teacher guided rather than a motivation for the student. I also, am not ready to give up my guided reading time to meet with students in such a structured manner as "The CAFE" would suggest.
-I wish that before starting the inquiry process I would have known my learners. When I began the inquiry process I was gauging my knowledge on research and past experience. While these combined tools can be very powerful, each class has their own personality and perspective.
I am not sure that my process would have changed. However, I would be interested to have gathered a baseline on students participating in Daily 5 without a Critical Friend.
•What resources have you encountered that has contradicted your action research?
While "The Sisters" do not contradict my philosophy we have different philosophies. I see my most powerful teaching time with students to be during guided reading and the students' peers. I feel as though if I were to set their goal for them or with them each time their reflection would be too teacher guided rather than a motivation for the student. I also, am not ready to give up my guided reading time to meet with students in such a structured manner as "The CAFE" would suggest.
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