Revolutionary War Book Club

This week the ASPIRE 5 scholars began their Revolutionary War book club.  We presented the students with 12 books to choose from.  Most of the books were historical fiction, and they all centered around the events of the Revolution.  The scholars formed groups of 2-5, and set goals for three meeting dates spanning two weeks.  Goals included pages to be read and the disciplinarian they would take on for each meeting. Disciplinarian roles included philosopher, linguist, sociologist, historian, and psychologist. (Think Like a Disciplinarian by David Chung)  For each meeting, students were required to complete two products.  First, students were required to organize their notes for their role in a thinking map or other graphic organizer that utilized the suggested Thinking Hats and Depth and Complexity Icons.  They were also responsible for a group discussion product of their choice to reflect the various thoughts and opinions of their peers. (TLAD)

We believe this was a successful activity for several reasons.  First, it is allowing us to continue our integration of Language Arts and Social Studies under the Humanities umbrella.  Not only are the students making connections, but the time we save allows us to explore historical issues in more depth than if we had a separate Social Studies time.  Next, the collaborative nature of the book club allows the scholars to consider perspectives and opinions they may not have thought about on their own.  Playing a different role each meeting trains them to examine what they have read with multiple purposes and apply it to a variety of products and tasks based on the work of David Chung and others.  The students appreciated the choice of books that was available, and they enjoyed the selection process of previewing and ranking their interest level.  (Sometimes you HAVE to judge a book by its cover!)  In addition, most of the books are based on the perspective of a child.  Reading about the Revolution through the eyes of someone close to their age gives them a unique look at the events that shaped our country that a textbook can provide.  Overall, we are very happy with the progress of the ASPIRE 5 book clubs, and we can not wait to see what the second week brings!

Family Heritage

To celebrate Family Heritage Day at Glenhope, the ASPIRE 5 scholars became historians this week.  Mrs. Fullhart designed this lesson with the intent of learning the stories behind the families in our classes.  Throughout the week, students and their parents gathered significant family documents, pictures, and artifacts that gave clues to their culture, origin, and history.  On Friday, students placed all of their items in a shoebox for others to explore.  Scholars worked in groups to make deductions and inferences about the family based on the contents of the box.  After an hour of exploration and taking notes based on some of the depth and complexity icons, the scholars chose one of their families to share their conclusions about.  The student that the box belonged two then verified the inferences and made corrections if necessary.

We believe this was a very enlightening experience for the students, teachers, and parents that participated.  We often talk about how we have become a global society, and the importance of celebrating diversity and all cultures.  The family stories that were shared were very diverse, and I think they had a tremendous impact on the students, as they learned about how their friends and classmates somehow came to share this common classroom in Colleyville, Texas.  

We would like to thank all of the parents who went to great lengths to help the students collect their items all week long.  We could not have done this unique project without your support.  We truly appreciate your help, and we hope that you had some fun reminiscing about your own family during this process.  We also want to thank all of the parents that came to Glenhope to participate.  We hope you enjoyed this activity as much as we did.  Best wishes to everyone during the Thanksgiving holidays!

Making Connections

During the past two weeks, the ASPIRE 5 scholars have been able to make several connections across content areas.  First, the 6h grade math class studied ratios and rates at the same time the science classes explored solutions and mixtures.  Math activities included the exploration of lemonade recipes, taste test results, and fruit snack ratios.  Science activities included solving mixture problems with algebra, separating mixtures and solutions, and writing recipes for mixtures and solutions.  Throughout the week, students were able to integrate math and science concepts and skills.  It was fun to watch students apply what they learned in one subject to the other, and to hear their conversations about how math and science depend on each other.

In Humanities class this week, the scholars' work centered around a historical fiction novel.  The Matchlock Gun tells the story of a family during the French and Indian War.  The scholars learned how to annotate text, as they used the SIFTER method to search for figurative language, ethical issues, tone, theme, and other literary concepts.  Using historical fiction allows us to truly teach humanities holistically, as we can include social studies concepts during our reading and writing workshop.  Our next step is to compare primary sources form the French and Indian War with The Matchlock Gun so we can separate fact from fiction, as they made predictions on what they perceived as facts from the story.  A wise person once said that every book is a social studies book, and I believe that our humanities class has the potential for greatness when we heed that advice.  

One of the goals of the ASPIRE 5 teachers this year was to integrate concepts across the curriculum.  The students are able to make deeper connections as they see how their learning applies to their lives in many ways.  In particular, GT students benefit from these connections as they easily lead to more rigor, real-world problem solving, and critical thinking.  This is the main idea behind the Parallel Curriculum initiative of the ASPIRE Academy.  As we begin to implement PCM in every grade level, our students will have more academic experiences that are reflective of their abilities.  Our colleagues at Cross Timbers Middle School are already blending these subject on a daily basis, as they teach blocks of humanities and math/science.  We are looking forward to making more similar connections throughout the year to prepare them for what lies ahead in middle school and beyond, and to lay the foundation for successful implementation of the PCM at Glenhope.  

Using Blogs for Reading and Writing Workshop

This week the ASPIRE 5 scholars read "All Summer in a Day," by Ray Bradbury.  During the pre-writing phase on Monday, the scholars had three writing prompts to choose from for a blog post.  These prompts dealt with themes from the story that set the scene for the first reading.  In typical Great Books fashion, Mrs. Fullhart then read the story aloud to them.  During this reading, the scholars wrote down questions they had about the story, and identified examples of figurative language.

The next day, scholars read the story a second time on their own using directed notes, as they wrote down examples of when the passage told something about character.  Next, they wrote an SOS (Statement-Opinion-Support) blog post on a given statement about the main character.  On Wednesday, the students participated in a Socratic Seminar, using three Inquiry Discussion topics as driving questions.  This activity included self and peer evaluations of their performance.  Finally, the scholars were asked to write a continuation of the story, as it contained an abrupt ending that leaves the reader wanting more.  The scholars were charged with the task of staying true to the characters and the themes of the original story.

This is one example of how we usually treat reading and writing workshop in ASPIRE 5.  Multiple readings are used, along with learning opportunities for vocabulary, literary elements, and written response.  Recently, we have used blog posts so that scholars can share their ideas with their GCISD peers and teachers, and receive valuable feedback from both.  We believe this approach is beneficial for gifted students because of the choices provided, the endless opportunities to integrate depth and complexity, and the level of rigor that can be appropriately adjusted for individual needs.  As a result of the extended time used to cover one story, the scholars have a deeper appreciation of selected literature, and are able to develop their writing skills for a variety of audiences and purposes.  For a detailed look at the process, feel free to check out Mrs. Fullhart's Wiki page here!

The 10 Kilogram Workout

Today the ASPIRE 5 math scholars participated in the 10 Kilogram Workout Challenge.  The objective of the lesson was to multiply decimals that use the thousandths place.  Inspired by a link to an infographic from Ian Byrd's math data page, the scholars first converted grams of energy from projectiles in ten different athletic tasks to kilograms.  Next, I presented the students with a table to help them plan a workout that required 10 kilograms of energy from the various projectiles.  After designing their workout plan, the scholars went outside and participated in baseball, tennis, soccer, hockey, and football activities.  When time was called, students calculated the projectile energy by multiplying the kilogram rates by their repetitions.  If they reached their goal of ten kilograms, they received an award.  (If they didn't, they were allowed to complete the ten kilograms at recess or over the weekend.)

I thought this was a successful activity for several reasons.  First, the lesson covered multiple standards, including estimation, metric conversion, and decimal multiplication and addition.  Everyone was engaged, and it allowed the scholars to solve real-world problems.  Next, it reinforced the concept of goal-setting, which is an important campus and district initiative the scholars have been working on all year.  In addition, the open-ended nature of the workout design increased student choice and differentiation, as workouts with more variety resulted in more complex calculations.  Overall, I believe the students enjoyed the activity, and they demonstrated the ability to multiply decimals using the thousandths place.  A special thank you goes out to Coach Maupin for helping me gather the necessary equipment during a busy pep rally morning.  We couldn't have pulled it off without you!

Flexible Friday

On Friday, the ASPIRE 5 scholars were presented with the opportunity to create their own schedule.  After math class in the morning, we gave everyone a passport that contained assignments and tasks for language arts, social studies, science, and social/emotional time.  Tasks with stars beside them were required, as they were items we had been working on throughout the week and needed to be finished.  We challenged the students to choose one new assignment from each category, and to record their start and stop time for everything they worked on.  We conducted passport checks several times throughout the day to monitor their progress, and to make sure they were working on a variety of tasks.  At the end of the day, scholars reflected on their experience, and what they had accomplished.  

I believe this was a very successful way to organize our day.  First, the scholars were remarkably productive.  They worked very hard and with purpose for the entire day.  Many of them even voluntarily gave up some of their their recess time to come inside and work.  Next, it provided the teachers with some very valuable time to meet individually with students to finalize their digital goal-setting notebook, and to facilitate various projects throughout the day.  The feedback we received from the students was extremely positive.  They enjoyed the freedom to choose their work, and when they wanted to complete it.  

As GCISD continues to move in the direction of individual learning plans, this kind of flexible scheduling is part of a larger vision we have for our ASPIRE 5 students.  As we break from the traditional constraints of a typical classroom, students will be presented with opportunities to advance at their own pace, and dive into the curriculum with more depth and complexity than ever before.  Research shows that gifted students thrive in environments that provide various forms of acceleration and flexible scheduling (Feldhusen; 2003; Shiever & Maker, 2003; Renzulli & Reis, 2003; Clasen & Clasen, 2003), and we are committed to doing whatever it takes to meet their needs.  For now, it was a great day to try something new, and we commended the scholars for their positive attitudes and willingness to work outside of their comfort zone.  We learned many ways that we could make this kind of day even more successful, so stay tuned as we continue to grow throughout the year!    

Gallery Walks, Stickers, and Post-It Notes!

One of the cornerstone beliefs in ASPIRE 5 is that our scholars have the ability to learn from each other.  During the first month of the new school year, we have provided many opportunities for them to gather information, synthesize it, and present it to others.  One of our favorite methods has become the gallery walk.

This week, one such opportunity arose when we studied alternative energy.  After exploring several recommended websites, the scholars were placed in groups, and given a series of ladder analysis questions, which requires them to start with lower-level thinking, and advance to higher-level thinking.  (See my earlier post on ladder analysis questions here.)  Scholars were required to make summaries, icons, generalizations, inferences, and predictions, among other tasks, on large posters.

Here is where the magic began.  Mrs. Fullhart and I gave each scholar ten stickers and a five Post-It notes.  We instructed them to place two stickers beside something that stood out to them, and to write one comment on a Post-It note for each poster.  After a silent gallery walk, scholars returned to their own poster to read the comments and look at the placement of the stickers.  

This was a successful activity in my opinion for several reasons.  First, the ASPIRE 5 scholars were able to learn about alternative energy in a way they may have not considered as they conducted their own research.  We constantly teach them about the importance of multiple perspectives, and this activity allows our scholars to learn about ideas that have been influenced by the wide variety of experiences of their peers.  Next, one of the intellectual traits we have focused on during the beginning of the year is intellectual humility.  It can be challenging sometimes to disagree with the viewpoints of others and maintain humility.  Leaving Post-It notes and comments that praise the work of their peers, or questions them in a safe way leads to more sensitive students and a climate of trust in our classroom.  In addition, the feedback left for students allowed them to consider changes they could make to improve future products, and gave them praise from their peers which can improve academic confidence and self-esteem.

Overall I believe the scholars enjoyed the experience, and learned more about alternative energy than if they had done the work on their own.  Collaboration and communication are major parts of the LEAD 2021 initiative, and this activity lends itself to the traits we are striving to instill in our graduates.  Thank you to all of the parents who provided Post-It notes for our classrooms this year.  This is just one example of how we use them on a regular basis, and it would not be possible without your help.  We truly appreciate your support!

Team Teaching and the Water Cycle

This week, the ASPIRE 5 scholars explored how the Sun and the ocean interact in the water cycle.  The lesson was a good example of how Mrs. Fullhart and I plan to team teach this year.  With the help of our student teacher, we designed three stations.  In the first station, scholars created a Doceri video on their iPad that explained the key concepts of the water cycle.  For the second station, students created a "Graffiti Wall" to represent each part of the water cycle.  Scholars drew the first thing that came to their mind for each card, which included condensation, precipitation, accumulation, evaporation, and energy source.  In the third station, scholars completed a lab, which allowed them to view parts of the water cycle in a water bottle.  Scholars had two days to complete all three stations, and they were free to complete them in any order.

So what are the advantages of the team teaching model, and how does it help highly gifted students?  First, having the ability to stage multiple events in the classroom at the same time gives the scholars flexibility and choice.  Student autonomy is very powerful, and the freedom to move between the stations at their own pace gave them control of their own learning.  Next, having a teacher at each station allows us to identify individual and whole group strengths and weaknesses.  Each day we were able to communicate what we thought the students grasped, and what we needed to improve.  In the future, we are committed to using team teaching to make our lessons differentiated, and to give the students more choices.  With three teachers in the classroom, we will be able to design tiered lessons, and still provide the necessary facilitation while the scholars work.  We also will be offering scholars choices of activities that match their interests and special talents.  While choice has always been a staple of ASPIRE, being able to get directly involved in student groups will allow us to better serve them with more direction, analysis, and feedback.

We are very excited about the potential of our open classroom design.  The possibilities seem endless, as we keep thinking of new ways to take advantage of our physical space every day.  In the end, it is the scholars who are benefiting the most, as they receive more individual attention and support.  How successful will it be?  Stay tuned all year long to find out.

The Gifted Writer's Bill of Rights

One of the most insightful activities from the first week of school was the creation of the Gifted Writer's Bill of Rights.  Learning to write is a life-long process.  In elementary school, scholars work hard to develop proper sentence structure, rich vocabulary, the ability to convey what they are thinking, and their personal voice and style.  It is definitely not an easy task, and while the ASPIRE Academy certainly has its share of gifted writers, many also experience frustration and anxiety when presented with a writing assignment.

Because it requires a special effort to become a skilled writer, students have very strong opinions about how they should be treated, and how their work should be viewed.  Inspired by Bertie Kingore's Bill of Rights for the Gifted Reader, Mrs. Fullhart and I challenged the ASPIRE 5 classes to create a Writer's Bill of Rights.  First, scholars brainstormed ten rights in small groups, and wrote them on chart paper.  Next, the students did a gallery walk to read what the other groups came up with.  Finally, we gave each scholar 3 star stickers, and allowed them to place the stars on their favorite rights.  I compiled the top 12 rights into one list, and Mrs. Boykin designed a poster for us to reveal on Monday.

I was very impressed with how enthusiastic the students were as they created their rights.  I feel that we have a better understanding of their attitudes about writing, and we will work hard to implement this list throughout the year when it is appropriate.  So without further delay, I proudly present to you the Gifted Writer's Bill of Rights, written by our very own ASPIRE 5 scholars!

5th Grade ASPIRE 2.0

On the eve of the 2015-2016 school year, I am caught in the middle of reflecting on last year, and anticipating what lies ahead.  Many exciting changes are in store for the second group of ASPIRE 5th graders.  For starters, we have expanded to the point that we have gained a second teacher.  Besides creating a lower student-teacher ratio, this will allow us to use a team teaching model to meet the unique needs of our class.  Scholars will have even more opportunities for choice, specialization, and individual learning.  Mrs. Fullhart and I plan to open our classroom walls on a regular basis, creating an atmosphere of one ASPIRE class with two teachers.  It will take practice and patience, but we are committed to this new teaching stye because of what can offer our scholars.

Next, we are very pleased to offer 6th grade Accelerated Math on the Glenhope campus this year.  While my colleagues at Cross Timbers have done an amazing job in the past, the transition time we can save without a bus ride will be very beneficial to the overall ASPIRE 5 schedule.  It will also allow us to integrate math even more into the Parallel Curriculum Model we are gradually implementing as an academy.

One small change you may notice in my objectives, blogs, and other documents is the use of the word scholars in place of students.  I believe it is a subtle but important change that reflects the mission and objectives of the ASPIRE Academy.  (Thanks Cannon Elementary!)

Another goal for this year is to emphasize Grit and a Growth Mindset.  As our scholars continue to set academic and personal goals, we will design lessons that intentionally incorporate these two concepts that have the power to transform the way they look at education and their future.

Finally, we are committed to providing more real-world learning experiences.  Through expert visits or Skypes, PBL opportunities, community problem-solving, or meaningful field trips, we are planning more ways to take learning outside of our classroom walls to help make our scholars global citizens.

It is an exciting time to be part of the ASPIRE family.  Our goal is to keep improving through research, practice, and collaboration in order to provide an exceptional education for our scholars and their families.  We are here to serve, so please feel free to offer suggestions, resources, or testimony.  Together we will transform gifted education in GCISD, as we strive to be the best in all we do.

What a Year!

With the last day of school upon us, I have mixed emotions as our time together has come to an end.  I am sad because I will miss this amazing group and the energy they bring to the classroom each day, but I am very excited about their future endeavors in middle school and beyond.  I have enjoyed watching each student persevere through academic and personal challenges, and seeing them grow as learners and as individuals.  What more can be said about the pioneering spirit of this group, as they will always be the first ASPIRE class to experience a new grade level.  They grasp the unknown as if it were routine, and they lead the way for future ASPIRE classes that will follow in their footsteps.  It has been a privilege to be the first 5th grade ASPIRE teacher.  Every day was a unique and rewarding experience, as the students consistently exceeded my expectations when presented with tasks that required them to explore, analyze, and create.  There is no doubt they have laid the foundation for personal academic success, and for the future of the ASPIRE Academy.  We will always be appreciative of their contributions to our program, and we will never forget any of their personalities, talents, or accomplishments.  A special thank you goes to the parents for your unwavering support throughout the year.  I am looking forward to hearing about your child's success as they move on with their academic lives.  Thank you for believing in our mission, and for always answering the call for help.  The ASPIRE Academy would not be possible without all that you do behind the scenes.  Best wishes to all of the ASPIRE 5 families for a safe and happy summer.  I will miss you very much, but I will be sure to stay in touch so that I can hear about the bright future that lies ahead.  And remember, you'll always be a Glenhope Gator!

ASPIRE Constitution

Last week the ASPIRE 5 students simulated the Constitutional Convention by creating a constitution of their own.  The task was simply to write policies and procedures for the future ASPIRE 5 classes.  Each group selected three topics such as lunch, independent research, or technology.  Every group also had to write at least three entries for our ASPIRE Bill of Rights.  Their policies could only pass if three fourths of the class approved them.  If they were not approved, the groups were required to revise and edit them until they eventually passed.  While this was a fictional constitution, I told the students that if I thought the ideas were exceptional, I would implement them for the remainder of the year.

The students were very passionate about this simulation.  First, no one presented ideas that were unrealistic such as 5 hours of recess per day.  They understood that silly policies would not pass, and they did not want to have to revise and edit all of their work.  Next, the collaboration I witnessed was very significant.  Groups shared and voted on ideas until they reached an agreement, and were respectful of different opinions.  During the voting stage, students were not afraid to tell the presenting groups how they could make adjustments to the bills that would improve them.  Most of the bills passed on the first try, as the policies were reasonable and different from what is currently in place.

I think this was a successful activity because the students learned about compromise in politics naturally.  They experienced on a small scale what the members of the Constitution Convention had to do to establish the government we still have over 200 years later.  It was an authentic learning experience that allowed the students to leave a legacy and a lasting document that could impact future ASPIRE 5 classes for years to come.  They felt empowered and were motivated by an opportunity to create change, even if most of it was hypothetical in the end.  When they come back to visit Glenhope five years from now, maybe I will be able to tell them how we still use their idea to this day.  What a great feeling that would be.

Pixelated Symbols

This week the ASPIRE 5 class combined writing and digital art, as I was inspired by another Ian Byrd lesson.  After discussing symbols with different personal meanings such as eagles and rings, students had to choose an object of their own, and defend what it means to them in a short essay.  To supplement their writing, students created a picture by coloring in pixels on a spreadsheet I formatted for them with small squares.  I allowed students to work together because Ian Byrd provided a link to a video that showed students collaborating to make an amazing pixelated work of art.  Along the way, something very unexpected happened.

It was easy to get a sense of how well the students worked together on their images.  While I was walking around the room, I could see the progress they were making on their pictures, and listen to their conversations about their ideas and strategies.  The impact of what they were accomplishing did not hit me until I read their essays.  Many of the students chose to use completely different meanings for their writing, even if they were collaborating on the same picture.  When they presented the object with multiple perspectives, it made the overall effect of the image more powerful and thought provoking.  Groups showed that flowers represent life or death, fire causes destruction and re-birth, a heart symbolizes love and loyalty, and a fish can mean knowledge and mystery.  These contrasting views show insight to how the students view the world, and even reveal their interests and personality traits.

Overall, I thought this was a very successful activity.  The students practiced defending their position in writing, and used teamwork to reach a common goal by creating the supplemental picture.  They added much of the depth and complexity on their own by presenting multiple perspectives, which was very exciting to see.  If you are still wondering what an eagle means to me, just click here.  For a detailed look at Ian Byrd's lesson, please click here.  The image below was created by two students from ASPIRE 5.

Historial Fiction

Last week the ASPIRE 5 class tried their hand at historical fiction.  First, the students viewed six famous paintings from the Revolutionary Period, including George Washington crossing the Delaware, and the signing of the Declaration of Independence.  Students were required to choose one of the paintings, and write a fictional story that incorporated historical facts.  Although it was difficult for some of them, we made it clear that elements of fantasy would not be permitted.  The story had to be believable, and reflect the era from the painting.

I was very excited about the results.  Although it took longer for the students to complete than our typical writing assignments, I believe the extra time was well spent.  Some of the plots would be amazing story lines for novels and movies.  There was a plan to stop the Boston Tea Party, an attempt to steal the Declaration of Independence by a British loyalist, the sinking of George Washington's boat as they crossed the icy Delaware, a story about how Nathan Hale's identity was revealed, an account of Sam Adams' actions from the perspective of his daughter, George Washington as an American spy, and many other ideas that effectively captured the essence of historical fiction.

I thought the students did a great job of incorporating historical figures, using authentic language and vocabulary from the Revolution, using suspense and surprise endings, and even blurring the line between fact and fiction for the reader.  As a group, we have struggled with fully developing our writing.  I believe the historical content gave many of the students the extra detail necessary to make their story complete.  Overall, I was very proud of their work, as they demonstrated an understanding of Revolutionary events while improving their writing skills.  You never know; one of these stories may be coming to a theater near you.

Newton's Laws

Last week the ASPIRE 5 class explored how Newton's 3 Laws of Motion apply to sports and games.  After learning the 3 laws, the students were split into groups, and chose a sport.  Their task was to create a quiz using Nearpod that contained questions about how each law applied to their sport.  The real learning began when the students shared their presentations.

As a reminder, Nearpod is a fun app that allows students to share their slideshows.  The class enters a code, which allows the presenters to control their device.  Students can answer multiple choice and open ended questions, and even submit drawings to the presenter for evaluation.

At first, the students were answering many of the questions wrong, as they were not able to differentiate between the 3 laws.  As more groups presented, the class developed a better understanding of the concepts.  By the end of our presentations, the students were answering every question correctly.  Two other things stood out during our lesson.  First, we had a great variety of sports represented by the different groups.  Everything from football and basketball to camel wrestling and zorb ball was presented.  Next, most students included a drawing question at the end of their slideshow.  The class enjoyed submitting their illustrations of the laws, and having them judged by the presenters, as the winners received Gator Bucks!  In addition to being entertaining, it allowed me to see the depth of their thinking and the creative ways they can express their scientific opinions.

Overall, I believe this was a successful activity because it stretched the science curriculum, provided the repetition necessary to understand the concepts, and allowed the class to showcase their creativity.  It was very enjoyable to watch the students improve, and compete for Gator Bucks with their conceptual drawings.  Newton's Laws certainly reign supreme in the ASPIRE 5 court!

 

Pecha Kucha 20 x 20

On Monday during staff development, Mrs. Rainwater introduced the Glenhope staff to Pecha Kucha 20 x 20, a presentation format that requires students to present 20 slides for 20 seconds each.  It was devised by Astrid Klein and Mark Dytham of Klein Dytham Architecture in 2003, and it has caught on with professionals and educators from all over the world.  The idea is to give short, concise talks about topics you want to share.  The slides advance automatically as you speak, so you have to be well rehearsed to make an effective presentation.

How does this simple strategy apply to gifted students?  There are several variations we can use in our classroom.  On Tuesday, I put 20 slides together that reflected what we have learned about circuits, electricity, and energy during the last two weeks.  For example, one picture had a picture of a series circuit, with three lit light bulbs.  The students lined up in front of the screen, and each one had to talk for 20 seconds about their slide without ever seeing it beforehand.  It required them to think on their feet and apply what they have learned to a real-world situation.  When everyone had the chance to talk about a slide, we went back over them and clarified the most important elements of each picture.

This was an effective review strategy in my opinion.  The students collaborated to learn about every slide, and everyone participated.  There was a small amount of underlying anxiety because of the unknown, but that kept everyone focused and on-task.  I believe the students also enjoyed comparing what came to their mind when they saw the picture with what other students said.

One variation we could try in the future is for students to design their own Pecha Kucha.  The format does not allow students to read from a slide, or to waste time perfecting a Power Point with creative transitions and effects.  All of their efforts have to be directed toward the content.  I could also allow the students to preview the slides, and assign them to specific students or groups.  In addition, I could call on students at random during a slideshow instead of having them line up.  Whatever method we use, I believe Pecha Kucha is a fun activity that stimulates thinking and challenges students to apply what they have learned in class.  It allows students to be creative, and often requires them to demonstrate conceptual understanding of the topic.  I am looking forward to using this strategy again soon.

Note: Pecha Kucha Global Night is tonight (February 20)!  You can find more information here.

Flipping with Oreos

Last Friday the ASPIRE 5 students began an investigation into whether Double Stuf Oreos truly had "double the stuf."  This activity was created by Dan Anderson, a high school math teacher in New York.  Using the data provided by Anderson's students, my students completed a table by calculating the amount of "stuf" in Original, Double, and Mega Stuf Oreo Cookies.  The table required my students to multiply and divide decimals to arrive at their solutions.  So what was the big deal?  We had not covered either topic in class.  The activity was simply a formative assessment in disguise.  The students were interested in the driving question, and were immersed in real-world data.  In the meantime, I was able to see how much they already knew about multiplying and dividing decimals.  Some of the students were already proficient with their skills, some wanted me to teach them as they were completing the investigation, and others were allowed to consult their calculator's opinion if they could not do it on their own.  My observations, questioning, and data allowed me to prepare appropriate lessons for this week.  We did not have to spend as much time on multiplying decimals as I had originally planned.  On the other hand, I know that we will need to spend more time working on our division skills.  I also know which students can move on to another investigation while other students master their multiplication and division skills.

As for the Oreo lesson itself, part 2 required the students to collect their own Oreo data to see if it matched Anderson's results.  Then the fun began.  After sharing their opinions about whether Oreo should be able to call their cookies "Double Stuf" (there was not double the creme filling in a Double Stuf Oreo), the students chose an activity from a choiceboard to extend their thinking.  One of our students surveyed the class, and presented their findings in a graph.  Some expressed their Oreo outrage with boycott signs or carefully worded consumer letters to the Nabisco company.  A few chose to write an "official response" from Nabisco, while others wrote a "judge's opinion" as if the case had gone to court.  What started as a flipped math lesson ended up as a business ethics forum, with most of the students resembling a consumer rights advocacy group.  And of course, everyone received an Oreo at the end of class, even if they had no milk to dunk it in.

  

Character Graphs

Today the ASPIRE 5 class tried another one of the activities that I learned from Ian Byrd at the TAGT conference last December.  Character Graphs use the coordinate plane to analyze literary characters.  After choosing two variables, the students are required to plot a point where their character falls on the graph.  This is obviously a great way to integrate math and reading.  Even though my students have already learned to use a coordinate plane with four quadrants, it was still a fun way to review how they work and how they can be used outside of the math classroom.

We started the lesson by creating an example together.  I chose "prideful" and "talented" for the two variables.  The students were instructed to plot points for three characters from our latest Junior Great Books story, The Bat Poet.  What I thought would be a 5 minute warm-up that would help them create their own Character Graph transformed into the most engaging class discussion of the year.  After calling on one group to plot their point for one of the characters on the coordinate plane, the unexpected debate began.  Every table could not wait to give their opinion.  They passionately defended even the slightest change of position, citing evidence from the text, and using logical reasoning.  The only thing I had to do was occasionally redirect the conversation so three people wouldn't talk at the same time.  It was a great opportunity for me to sit back and enjoy listening to all of their opinions and disagreements.

We could have ended the lesson there, but I knew we were onto something they were excited about, so we cut into our Social Studies and Science time.  The students launched the Doceri app and imported a coordinate plane background.  Their instructions were to choose two variables of their own, find four characters to plot on the graph, and illustrate them with pictures as Ian Byrd did in his sample.  They also had to defend their placements in a written summary, which they didn't mind because they knew that everyone would disagree with them after our trial run.  For bonus points, the students could make a generalization for the characters in each of the four quadrants, a tip from Byrd that offered great depth and complexity.

I have rarely seen such passion for an activity as I did today.  The class even gave up their weekly read aloud time in the library because they wanted to continue working.  It was obvious that the students cared deeply about the characters they chose, and had strong opinions about how they related to variables such as honesty, strength, morality, courage, intelligence, and athleticism.  We didn't get to present the final products today, but most of them are complete, and show evidence of higher-level thinking.  I am sure they will have time to put them in their digital portfolios before student-led parent conferences next week.  I hope you enjoy hearing about them as much as I have.

For more information, be sure to visit Ian Byrd's Character Graph site here.    

Flawed Summaries

This week the ASPIRE 5 class tried one of Dr. Bertie Kingore's GT strategies called Flawed Summaries.  This fun and high-level activity can be used for any subject.  We applied it to the end of our history unit, as we are finishing the causes of the Revolution.  Students were assigned to a group, and each group was given a topic such as the Boston Tea Party or the Stamp Act.  The directions were to create a five-sentence summary for their topic, and to include at least one mistake in each sentence.  To prevent tales of space aliens and time machines, they were required to keep the "essence" of their topic.  When the task was complete, each group presented their flawed summary to the class, and gave them the opportunity to find the mistakes and fill in the correct information.

The students had no problem getting started.  They took the assignment as a challenge, and were excited about the opportunity to stump their classmates.  They also used it as a platform for their creativity and humor, as so often the opposite of the truth can be very funny.  There were two primary reasons this lesson was effective.  First, according to Dr. Kingore, correcting the mistakes helps transfer the information to long term memory.  In addition, the class was engaged, challenged, and motivated to find the flaws, as it evolved into a competition of sorts.

Overall, I was very pleased with the energy of the classroom and the depth of the summaries.  It was much more interesting than a traditional review, as it was student-led, used cooperative learning skills, and allowed the students to incorporate creativity and technology.  I can't wait to try it again with another subject such as science or math.  For more information on Flawed Strategies and other GT lessons, pick up a copy of Rigor and Engagement for Growing Minds by Dr. Kingore.  You won't be disappointed.

Taking a Stand

Without a doubt, my favorite activity this week was our Stamp Act reaction.  The William and Mary theme for the Revolution is "Cause and Effect."  Everything we are currently reviewing in American history is viewed through the lens of a cause and effect model.  After reviewing the reasons behind the Stamp Act and the ramifications for the colonists, the ASPIRE 5 students were asked to choose one of the multiple perspectives that were presented, and write a letter that reflected their opinions about the act.

First, I was very pleased with the variety of viewpoints that were presented.  Students wrote from the perspectives of colonist, British citizen, King George, Parliament, and the House of Burgesses.  Next, many of the students tried to write authentic letters that reflected the vocabulary, dialect, people, and culture of the 1760's.  Finally, the students captured the essence of the activity - emotion!  They expressed the anxiety, frustration, and even outrage that eventually led to the Revolutionary War.  In the end, they demonstrated an understanding of the concept of cause and effect as it applies to the Stamp Act, and had fun in the process using their writing skills, creativity, and wit.

This was the second time we have tried this approach to American history.  Last semester, they wrote a persuasive letter to a potential indentured servant.  That assignment was also a big success, as they used creativity for a sensitive topic, which showed maturity beyond their years.  We will continue to look at historical topics through multiple perspectives throughout the year.  Only then can they grasp the causes and effects of important events in our nation's history, and have a true appreciation for the American story.

Math Olympiad!

This week the ASPIRE 5 math class participated in their third Math Olympiad competition of the year.  So just what is the Math Olympiad, and how does it benefit our students?  The Math Olympiad is comprised of five tests that require students to use number sense, advanced mathematical concepts, problem solving skills, and logical reasoning.  Each test consists of five problems, and students are usually given 25 minutes to complete them.  Students in grades 4 through 8 compete, with 49 states and 30 countries currently represented.  The Math Olympiad went public in 1979, and today over 150,000 students are participating.

The problems on the Math Olympiad tests reward creative problem solving strategies, and offer the opportunity for students to view solutions from multiple perspectives.  Students bring a variety of mathematical abilities to our classroom.  Some know algebraic and geometric concepts they will use in high school math one day.  Others are strong at logical reasoning and number sense.  The Math Olympiad problems can be solved with advanced and lower level, although less efficient, methods.  In the end, students benefit simply from applying their knowledge to the challenging problems in creative ways, regardless of their final score.

Overall, the ASPIRE 5 students really enjoy the Math Olympiad program.  They have demonstrated enthusiasm, creativity, and mathematical ingenuity during the first three competitions, and I am looking forward to the final two tests in the next few months.  Our scores are not as high as the students want them to be, but they are learning many valuable lessons about math, problem solving, and perseverance.  They are all benefiting from the experience, and will grow as math students and creative problem solvers as a result of their hard work.

Academic Brackets

One of the activities I brought home from December's TAGT conference was Ian Byrd's Academic Brackets.  The idea is to seed academic concepts, people, or other topics in a tournament-style bracket.  For each match-up, students select one of the contestants to make an argument for.  The process repeats until a champion is crowned.

For our first tournament, we seeded the eight nonfiction characters that we read about during the first semester.  The objective was to write persuasively using strategies such as ethos, pathos, and big names.  For the first round, students were only allowed to write one or two sentences to support their character.  When time was up, students read their responses, and voted to determine who would advance.  For the semi-finals, students wrote a paragraph, and for the finals, they wrote two paragraphs.

With each round, the students' writing improved.  Their products were increasingly passionate, the strategies were more evident, and the the arguments were more convincing.  By the finals, students were actively campaigning, and even voluntarily made props and digital presentations to enhance their speeches.  It was obvious that the competition became personal to many students, which resulted in great enthusiasm for their writing.

In the future, I am going to try a tournament for science and social studies.  It has the potential to make students go the extra mile, as they want to do their best so their candidate wins.  To view Ian Byrd's blog about academic tournaments, click here.  Who won the ASPIRE 5 Think It bracket?  Just follow the link below.  You might be very surprised!

Think It Bracket