Marble Math
5/16/2021
It was marble mayhem this week as students tackled the last unit in math...building marble runs. While this might look just like a fun project - and there was plenty of fun involved - there was also some deep critical and mathematical thinking going on. Students first conducted three different experiments as a whole group, changing the variable each time. The first experiment changed the height of the ramp, the second the mass of the marlbe and the third the length of the tube. Armed with this new data about ramp heights, tube lengths and marble masses, students were given the choice of which marble roll math problem they wanted to tackle. The different problems contained different constraints and stipulations such as having to have two targets 6 inches apart or making jumps or turns. Students took the time to plan out their initial ideas, trying to think through the set-up of the challenge. Then it was time to build, test, re-build, re-test, reflect... Once they were successful in those challenges, the students were given one final challenge. They worked in groups to make a marble run that went from one side of the classroom to the other, still with special constraints and stipulations. All of the hard work and learning over this past year became apparent as students communicated, problem-solved, offered feedback, worked as a team, engaged their critical thinking skills and finally enjoyed success! Magic in the Mess...
4/24/2021
Learning is an experience...a unique and personal journey that is not always a neat and tidy presentation. It is true that one can learn by seeing or hearing, but the real breakthrough learning happens when students are immersed in the process. It happens when they are presented with challenges that push them a little out of their comfort zones and where they have to think to find solutions. It happens when students are given a variety of resources and avenues to explore and the availability to pertinent content knowledge to reinforce their learning. It happens when they have to navigate working with others in a group, when they have to design and create, when they have to reflect on and improvise their original thinking. This type of learning is real and hard and messy but there is magic in those messes! Over the last month or so, second graders have been working on a variety of projects. They've worked individually, in partnerships and in small groups to create poetry, presentations, interactive story boards and stop motion videos. And throughout all of these experiences, there have been messes aplenty. From the literal spilling of paint water to paper scraps everywhere to the more abstract messes that occur when group members have differing opinions or a piece of technology isn't working just right or they face a challenge they are unsure of how to tackle...there's real and authentic learning involved in all of that. See if you can find the learning and the potential in the images below...the magic in the messes! The Hows and Whys of Differentiation
3/24/2021
A large benefit to the smaller class sizes at PNA is the opportunity for differentiation for students. It sounds great but what does that actually mean? In an article entitled "What is Differentiated Instruction?" on the Reading Rocket website, it is defined in the simple term of "tailoring instruction to meet individual needs." Here is a quick look at how differentiation happens in the four main areas of the learning experiences for second grade. The learning environment has been called the second teacher in the classroom and that can absolutely be true. By having anchor charts and work plans available, students are able to work independently, using them for guidance and review as needed. Different work places in the room allow for working quietly or collaborating with others, as well as different seating options offering the ability to move or stand or sit to do work. Clear guidelines for expectations help keep the learning environment running smoothly. Academic content and process are often the two areas where most daily differentiation takes place. Examples of this includes: -Using reading materials at varying readability levels and giving individual spelling lists to students enable them to study the same content but in a way that is accessible for them. -Using tiered activities where students are learning the same content but have different scaffolding methods in place such as larger lined paper for writing, writing 5 sentences instead of 3, offering the use of manipulatives as a visual aid if needed and varying the length of time given for assignments. -Meeting with small groups to review or re-teach a concept with students or to extend a concept for more advanced learners. -Having a variety of materials on the same topic allowing for different learning styles to access the content being taught. For example, in our current study on earth changes, materials included samples of rocks students could examine themselves, videos showing different earth changes in action, online and physical books on earth changes, experiments allowing students to make predictions and test hypothesis, witness accounts of different land changes... Photo credits clockwise from left: Epic reading, Mystery Science, Been There Taught That TPT store, Marli Miller Allowing student voice and choice in products of their learning is also another way to differentiate. Students are able to work through their own learning more authentically when they are able to express their understandings and mastery of content in a variety of ways. Some examples would include taking oral instead of written tests, choosing how to create a content visual (skit vs poster), or choosing to extend learning past expected goals (i.e. learning about the job of mayor as content area expectation and then independently deciding to write to the mayor to address issues in the town). Using rubrics to evaluate student performance shows strengths and areas for improvement for each particular student yet measures the same information across the board. While it is not feasible to differentiate for every student in every subject every day, we strive to do this as much as possible in order to give students the best individual and authentic learning experiences as can be. Students are more independent learners, reflective thinkers and engaged participants in their own learning as a result. References
What Is Differentiated Instruction? By: Carol Ann Tomlinson https://www.readingrockets.org/article/what-differentiated-instruction Excerpted from: Tomlinson, C. A. (August, 2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education. Homework: To Do or Not To Do?
1/30/2021
Just the mere mention of homework sends both shudders through students and parents alike. Do the benefits outweigh the cost? In a recent article by Britannica ProCon.org three pros and cons for homework were outlined and are summarized below. 1. With homework, parents can be involved with their children's learning by seeing not only the content of what is being assigned but strengths and challenges in doing the assignment. Opponents however suggest that homework is a disadvantage to some groups of students, who might not have the proper supplies, time or parental help at home further pushing the academic equity divide. 2. While it has been proven that homework improves achievement for older students, there is little to no evidence that homework helps to improve achievement for younger children. As Temple University professor Kathryn Hirsh-Pasek, PhD, says “They’re learning way more important skills when they’re not doing their homework.” That is of course assuming that they are not simply plugged in. 3. Homework can help to reinforce the learning that happens at school through intentional practice. It also helps students to develop good study habits and life skills such as accountability, time management, and goal setting. However it is important to remember that kids are still just that...kids. Alfie Kohn, an education and parenting expert, said, “Kids should have a chance to just be kids and do things they enjoy, particularly after spending six hours a day in school. After all, we adults need time just to chill out; it’s absurd to insist that children must be engaged in constructive activities right up until their heads hit the pillow.” (Strauss, “Opinion: Your Kid Is Right, Homework Is Pointless. Here’s What You Should Do Instead.,” cnn.com, Jan. 28, 2020) As the second grader's wrapped up their opinion writing unit, they shared their thoughts about homework. Interestingly enough, it was about half for homework and half against it. At PNA, the homework assigned is fairly light, especially for younger students. When homework is intentional and thoughtfully assigned, students do see the benefits of learning those life skills mentioned above and do further their achievement in their academics. However, we also recognize and respect that kids need the chance to just be kids. They need the space and time to be curious, engage in other interests and to just play, since that is the true work of childhood. "Play is the work of the child." |
Marcella HitchcockMs. Hitchcock teaches second grade, is a mom of two, an avid reader, lifelong learner, and a seeker of sunshine! Archives
March 2021
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