Posts Tagged ‘5th grade’

So, I’ve been thinking about collaborating. I wrote about the opportunity to have my digital fabrication students work with some 5th graders. Here’s the update.

The 5th graders sent us a handful of drawings. Some had multiple views and details. I gave the drawings out to any of my students who were interested (even when they learned there would be no money involved) and they got started. By the end of a class period, they had a decent design. I had them take screen shots of their Tinkercad models and put the pictures in a shared google folder.

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The next time we met, my students had comments back from the 5th graders on their designs, also in the shared folder. I have to say that my students were a little surprised to get back comments that asked for alterations. However, it was a great opportunity to discuss what it means to be hired, even “hired”, by and to work with someone with whom you are not in class. One student was annoyed that he was asked to put spikes on the top of the ziggurat he had designed as he did not notice them in the original drawing. I looked at the drawing again and there was definitely something zig-zag-y at the top, but it’s hard to tell. In the end my students did make changes.

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I liked that the 5th graders were calling the shots. And, since we were doing all the communicating via pictures and notes, my students did not intimidate or squash the voices of the 5th graders. Another benefit of this project was that it gave my students another opportunity to design something in Tinkercad and to improve their skills on something before we move on to our final, more open-ended project.

Since my class only meets twice a rotation of seven days, it hasn’t exactly been speedy work. Next semester I hope that I can find or run into another chance to do the making part of another project for another class. I’m already volunteering them.

So, I’ve been thinking about collaboration. Sometimes you work so hard to get some particular collaboration going, set the ground work, spend lots of time meeting, work out elaborate schedules, etc. Other times, the project just falls into your lap or appears fully formed, like Athena from Zeus’ forehead.

Yesterday, I received an email from a new colleague in the lower school, subject line: Ancient Sumer. Do you not get emails with that subject line?

Hi Wendy,

We are going to begin our unit on Ancient Sumer.  I was planning on breaking the class into 6 groups and each group will research a different topic.  They will then have to create 2-3 artifacts that pertain to their topic and we are going to create a class museum.  Would there be a way that each group could print one of their artifacts on the 3D printer?

Let me know your thoughts!

I jumped at the idea. First of all, I used to teach that content, so I have a strange fondness for it, given that Ancient Sumer is otherwise an unusual favorite topic. Anyway, I started replying right away with details about the software we use, how we might have a class account to navigate the issue students under 13, and how 3D printing can go awry.

When 3D Prints go wrong. (CCO image by me)

When 3D Prints go wrong. (CCO image by me)

Then, a different idea popped into my head, and I switched gears mid-email.

Or, here’s another idea. My digital fabrication classes are getting pretty good at designing. Your students could make drawings or models of the artifacts and meet with my students (could be virtually by Skype or whatever) and my students could do the designing in the software. I have a few students who are really pretty good at it. Would the 5th graders like being able to “order” a piece? It might highlight the need for clear description and communication skills.

Well a few more emails and we were set. I am so excited.

I told one of my sections today that some 5th graders were going to be hiring them to design artifacts. I forgot to use air quotes when I said hiring, and there was some initial discussion of money changing hands, but I set them straight on their pro bono situation.

There are several things I love about this idea. First, it is an interesting way to have meaningful cross-division interaction. As a Prek-12 school on two campuses, we always want to build connections between students in our lower school and those in our middle and upper schools. Second, it is a real project. There are real-live students with a real-life need for these 3D-printed objects. My students will be able to see the museum exhibit that they contribute work to. Finally, if some of my students are considering taking our Engineering course in later years, this is a project is a great preparation or trial.

I can’t wait to get started.


So, I’ve been thinking about how to adjust my teaching so that my students get better at having independent discussions in their literature circles.

It turns out that my students need more guidance in order to increase the level of discussion in their literature circles. Reasonable enough. So, I adjusted my instruction. We started our current unit with a whole class book directed by me. I tried to do some of my best, most careful planning for these discussions. And, because I am teaching seniors, some of whom are probably counting the remaining days, I also made a light up sign using Chibitronics lights and copper tape.

The first class discussion went fairly well. I used my light up sign to signal when I was sharing something that might fall squarely to a particular literature circle role. Yes, it’s like being back in 5th grade, but I’m good at that and as I wrote before, the seniors are not totally unlike 5th graders. And, based on my review of the previous discussion feedback, I added another job to our literature circle job list. Character Captain is a standard job, which I had thought might be too basic or would be gobbled up by Discussion Leader or Literary Luminary. I was wrong. It needs its own job. So, I’ve got my sign, I’m moving through my plan, there’s some decent discussion. But, will it change what the students do in their next literature circles when we move to other books? Probably not unless I make some more of my process clear to them.

I realized that I needed to give them more of a peek behind the teacher curtain. Therefore, at the start of the second class period’s discussion, I began by reviewing my outline from our discussion the day before. I went so far as to put a bullet pointed list on the board of the order of things from the day before and related each back to the big question I wanted to discuss and the corresponding literature circle job (and light up sign flash). I will not lie to you and say that this was genius or that everyone was moved to tears. However, since then I have had a question about what teachers do to think of all of this. Do we have secret teacher files of all this symbolism and references and what to say about books? And, I have continued to mention the planning and adjusting process over the course of our discussions. I mentioned that with me doing all of the jobs, I can make it all fit together, and I can adjust and move off script if my plan bombs. They might not even realize I am doing that. Experience matters.

The question is, will some of this transfer as the students begin another round of literature circle discussions. Fingers crossed.

They Fooled Me

Posted: January 18, 2016 in Uncategorized
Tags: , , , ,
public domain image from

public domain image from

So I’ve been thinking about what I learned about teaching this semester. There are plenty of things I worked hard to do that I can look to as successes. However, I can do better.

I have written about the fact that I found teaching seniors to feel strangely familiar, even though I had never taught this grade level before. I think the biggest take away I have should not be a surprise to me.

The seniors are kids. I know this; I believe this; I say this in other situations. But, did I teach with this in mind?

I wanted to be very aware of the fact that the young people in front of me were not 10 or even 14 years old anymore. When we had creative writing assignments, I set PG, maybe PG-13, as the upper rating for their work, because I knew where some of them might go otherwise. I paid attention to college application deadlines, when acceptances and rejections were delivered, the impact a breakup could have on productivity. I deliberately chose a book and tackled some topics in that book with particular attention given that these young people will, most likely, be living away from home next year. And yet, I also was swayed by their air of confidence and ease. I fell for it. So, when I gave a quick explanation of something, asked if everyone got it, I believed them when they said yes. I know better! I know to give the complete explanation, at least at the beginning, to ask for questions rather than comprehension. I didn’t let 5th graders or 9th graders get away with that, but …

I taught the people these seniors wanted to be seen as, rather than who they were. I assumed things at the beginning that meant I had to back track later. My 5th grade teacher self is yelling you know this, you worked so hard to do this clearly and effectively before. What have you forgotten in these few short years?

It’s easy to look at 10 and 11 year olds and see kids. Their very beings scream the words. Even the ones who are already becoming abstract thinkers, getting the jokes, engaging in real discussion about ideas give away their age in ways big and small. There is no mistaking them for adults.

The seniors tricked me, some of them, not just by their physical selves, but through the things they talked about before class began, the questions they wanted to ask me about my life (some of which I did not answer), by their boldness. And so, I did not clearly state some of the basics from the beginning. I assumed. I mistook the physical for the academic. I was overly cautious about not teaching them like the little kids they clearly are not, but should have taught them more like the big kids they clearly are.

So, this semester, I vow to see those big people sitting in front of me as big kids, without making anyone feel bad or condescended to. I’ve got a whole list of what that will mean, but I’ll spare you the class-specific details. Any suggestions?

Wish me luck.

pixabay image

pixabay image

So, I’m continuing to think about encouraging all voices in student discussions. I’ve been working very consciously on student only discussions. I’ve written about my initial strategy and my revisions.

With round 1, I was working on building the stamina, community, and capacity for student led discussion where I do not participate at all until the very end where I wrap it up just so that we don’t end with the very teen “um, so , yeah.” In round 2, the goal was to go beyond sharing and to add more interaction, building off each other’s ideas, and overall depth to the discussion. In many ways both of these were successful. However, I still had a handful of students who were not participating as much as I, and they, would like. This brings me to round 3.

For round 3, I had two discussions. Same topic, different students.

In one group were all the big talkers. No need to encourage this group to participate. My specific directions to them were to ground their thoughts in the text and to balance their big picture thinking with specifics. They did exactly as I asked. It was so hard not to join in the conversation. I wanted to participate with these colleagues so badly. A time or two I asked a clarifying question. Then, having broken my silence, I tried joining in a bit. Mistake. Even though these are confident participants and I am not a domineering teacher, I could feel a difference in the conversation. I will just have to bite my tongue. If my goal is for students to lead, I have to keep out all together. There are other times that are for me to participate.

In group two were the quieter students. Between absences and a few students who had work that needed finishing, it was a very small group, and I could see the relief on a few faces when they saw the group. What a difference. One student who has come to the previous discussions with notes at the ready yet has had a really hard time getting in the conversation, jumped in right away. He began the discussion with a specific reference to the text and got us going in a good direction. Another student who is often distracted had tons to say, responded to classmates, agreeing, disagreeing, 100% engaged, which represents massive improvement. A third quieter person also had a lot to add. Looking around as the students talked (I learned my lesson with the first group and did not join in), I could see an obvious change in their body language. These students now sat, leaned in, looked comfortable in the ways that the more talkative students do in a big or small group. If an observer did not know that these students represented many who are not usually major contributors, he or she would be surprised to learn that fact. After this second in-depth, vibrant conversation, I commented on what a good job they were doing and asked if this felt better. Smiles and nods all around. (They really are just big 5th graders who want to do a good job.)

Obviously, the quieter students have to be able to participate in a bigger setting, and they can and do. At the same time, I believe that as the teacher who is planning learning experiences, it is my job to scaffold activities that support students in growing their skills across a variety of areas. So, if I have a small cohort who needs to build participation skills, I need to meet them where they are to move them forward. For my quieter students, a smaller group is a good starting place.



Twisted Pair

Posted: November 2, 2015 in Uncategorized
Tags: , , , ,
flickr photo by GenBug shared under a Creative Commons (BY-NC-ND) license

flickr photo by GenBug shared under a Creative Commons (BY-NC-ND) license

So, I’ve been thinking about teaching 12th graders and 5th graders. And, my #CLMOOC colleague @WenTale challenged me to write a twisted pair blog post. I thought these two grades that I have been thinking about would fit the bill.

5th graders and 12th graders are a my twisted pair. Maybe not very twisted since they are both groups of students, but that’s my story.

A little history first. I have taught a lot of different grade levels (3rd, 4th, 5th, 6th, 8th, 9th, 12th and assorted, ungraded informal courses that included, in addition, 7th, 10th, 11th. That covers everything from 3rd-12th grades). At my current school, I taught 5th grade in a self-contained classroom for seven years. I loved it. After seven years, I was ready for a change; I moved to an administrative position (Director of Educational Technology) in the high school. A year later teaching a section in the English department got added to my list of duties. I started with one section of ninth grade English, taught that for two years and now teach one section of senior English.

I noticed right away that my section of seniors had a very different vibe than my ninth graders. The ninth graders were new to high school, trying to find their way around the building, generally getting their sea legs. I enjoyed helping them find their way, while saying, “don’t forget to check the website for homework” for the one millionth time. The ninth graders settled in and got the hang of things. We developed a classroom community; we read Shakespeare. I felt good about what we accomplished.

When I walked in to my senior class, I could tell right away that the feel of the class was different. What I couldn’t tell immediately was why it felt so familiar. Now I think the reason it felt so familiar is because it felt like fifth grade, in a good way. One of the things about fifth grade, at least in my school, is that they are the last grade in the lower school. They are the oldest group in the division. So, while they may begin the year a little nervous to meet their new teacher, they are confident. They’ve been doing lower school for a while now; they know the dance, even if they don’t always do all the steps. The buildings and hallways are familiar, and they feel important and powerful. Even without me describing that too you, you would be able to come in to the classroom and feel that you are in a group of generally self-assured colleagues. You, our visitor, would be able to feel this from week 2.

The same has been true of my senior class, and I believe, for similar reasons. Seniors are also the oldest/last grade in the division. Again, they know the dance, may not follow the steps, but are confident in what being in upper school (high school) looks like. I know this scene; these are my people.

Net Smart

Posted: February 11, 2013 in Uncategorized
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Screen shot 2013-02-06 at 1.35.50 PMSo, I’ve been thinking about Howard Rhiengold’s book Net Smart: How to Thrive Online. There is an online book group on the ISENet Ning dedicated to this, so I decided to join. (You will notice I am behind already.) I miss my old book group and am in the market for a new one. I’d really like an in person one, but this is a good start.

I’ve read the intro and first chapter (Attention). The idea of being mindful of ones attention is worth any amount of time and effort anyone wants to spend on it, in my opinion. Because, seriously, who doesn’t think their attention is not what they would like it to be? With email on our phones, the expectation that we will reply quickly regardless of time of day, and then the potentially fun stuff all over the place, it’s no surprise many people have real withdraw symptoms if they turn that device off.

Since beginning the chapter on attention, I’ve been much more aware of my own attention or lack of it. I think there are comparisons to be made here to the food journaling for weight loss. I am pretty sure I remember seeing studies out there that supported the idea that just writing down what you eat, without trying to change, has benefit. I imagine this is about attention and mindfulness.

So, just the other morning I was at work and had too many disparate things which needed my attention. I tried my usual list making strategy for regaining some control, but really what was called for was focus. I stopped and thought deliberately about what activity would allow me to regain focus. I thought that if I could pick an activity to which I could easily or automatically give my full attention, it would be like restarting my computer. I came up with reading. It is, for me, an activity which I associate with concentration (assuming I’m reading something non-fluffy). So, I opened my book and read a few more pages of Net Smart; I was kind of thinking about it anyway. It really worked, in that my brain settled into a manageable swirl rather than the crazy one.

In thinking about my own attention levels, I notice that certain activities or ways I use technology encourage focus and certain encourage skimming, surface looking, and lack of focus. Both of these forms of interacting have their place I believe. However, each has an appropriate time and place. The metacognitive piece is the key here. It’s important for me to know how I learn. Sometimes it’s ok for me to let myself disappear down the rabbit hole of web surfing or pinterest wandering, even though I’m never getting that time back. It is serving as eye candy or brain rest when I can’t nap. At other times, it is a powerful form of procrastination that is allowing me to get in my own way. This extends way beyond technology.

For me setting serves as a very powerful cue. So, I know that as soon as I sit on the couch, even if I have work tools out, I am very likely not to work. However, if I sit at the dining room table, I am more likely to keep my attention on the task at hand. Most of this is really about procrastinating on tasks I don’t want to do. If my desire is solid, it doesn’t matter if I am on the couch. Plus, it’s so comfy there. I might allow my attention to wander periodically to take a brain break but my break will not turn into the entire evening. What I noticed is that even the little bit of attention I am giving to my own attention–naming it mostly–is effective in terms of helping me make active decisions about my technology use.

This made me think about what we are doing for our students in this regard. In 5th grade, I can honestly say that I spent time repeatedly talking about and having discussions with my students about that metacognitive bit. We talked about habits of mind, knowing our after school schedules, working in appropriate locations, and the variety of “good” answers there were to all these questions. I am never shy about sharing my own struggles to get things done on time with my students, and we had some good and honest discussions about this sort of thing. If I didn’t admit to having to work at this, I might talk at my students, but it would be just another lecture that missed the mark.