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Friday, February 14, 2014

More Great Olympic Classroom Resources

In my research for great activities linking the Olympics to classroom content, I came across more great resources from the New York Times Learning Network, posted each day this week and divided by subject area.
I loved the suggestions that they had for the history, geography, and social studies lessons because they called for a debate on whether it is worth the expense to hold the Olympics in your country.  They developed lessons around the financial realities and asked students to select a city near their community and present a proposal.  They even supplied a link to great pictures of where the Winter Olympic events might be held in New York City!
That of course got me to thinking!  Who has bid on the 2022 Winter Olympics?  It turns out that there are some interesting options!  I set up a SCAN lesson (free online discussion tool found at and a livebinder with resources on the five countries that have put in bids to host the 2022 Winter Olympics.
Why not have your students select one of the countries, do a little research, look at the criteria to support their country’s bid and determine who should be selected?
Sounds like some critical thinking, that can be followed up with some great persuasive speech or writing!

Looking for more great ideas to tie the Olympics to your content?  Math, Engineering, Language Arts, and more can be found here.

Thursday, February 6, 2014

Sochi Lessons for Every Classroom

Shoveling again!  Between our record breaking cold, 7 snow days and the winter Olympics approaching, tying your lessons to snow seems like a no-brainer, no matter where you are!

STEM (Science, Technology, Engineering and Math) lessons of course are an excellent fit, but why not include art (STEAM) and Reading (STREAM) and Social Studies (STREAMS)…there are lots of resources and opportunities to take advantage of this global event in your classroom.

If you have snow in your backyard, there are lots of questions you can explore:  Why does it form crystals (flakes) sometimes and other times it is just ice?  How does salt help snow to melt?  Are there environmental consequences of salting the roads?  Can you design a better snow shovel?  Why does some snow make better snow balls than others?  How do ski areas make snow?  

If you don’t have snow in your backyard (hard for me to believe!), there is plenty of snow science going on in Sochi.  I recently learned from an NBC (Orlando) reporter, Stewart Moore, on his way to cover the Olympics, that Sochi was a “tropical resort” in Russia, with weather comparable to Atlanta (except for the nearby mountains!). Snow was actually saved from last year under blankets just in case they need it!  Imagine all of the logistics involved in pulling off an event like this (science, technology, engineering, math, anyone?)!

There are lots of great resources to get students engaged in relevant learning in your content area this month!

Science:    Check out these great videos on the Science and Engineering of the 2014 Olympic Winter Games including the “Science of Ice” “Science of Snow” and “Building Faster and Better Bobsleds” complete with in-depth lesson plans!  You can find more videos on the Science of the Olympic Games 2010 related to individual sports and gear.  Just for fun, check out this fascinating sound interactive which illustrates in sound the fractions of a second separating finishers in events at the Olympics.  This was found amongst the gems offered in TeachersFirst’s Resources for the Sochi Olympics.

Technology:  Yesterday, I witnessed a great Digital Day Winter Olympic Challenge going on between students in Indiana and Lousiana.  Hosted by William Krakower in NJ, students met in a Google Hangout and answered challenge questions based on the Olympics.  The questions included “How many miles from your school to Sochi?  How many kilometers? What is the time difference between your school and Sochi?” These students were totally engaged and motivated by the hot (cold?) topic of the Winter Olympics and the social capital built in.  You can easily replicate this with your own set of questions, set up game show style within your classroom, with a class across the hall, a class across town, or a class across the globe.  Kudos to those teachers who brought this cutting-edge activity to their students despite some technical difficulties and weather cancellations.

Reading: has some great articles that feature different perspectives, ask great questions and cover ethical issues that make for great reading and persuasive writing.  Some examples include “Sports Doctors:  Conflict of Interest?” or “Too Much Training?”  Find the articles by searching for Olympics or Science Meets Sports.  Discover more ideas for Olympic-related reading and writing activities at ReadWriteThink.

Engineering:  There are lots of opportunities for engineering research from the Olympic venue to the athlete’s gear.  Check out this simple student challenge from We are Teachers which has students build their own bobsled out of Popsicle sticks.  Or use the video on Engineering Faster and Safer Bobsleds and the accompanying guide for STEAM activities related to designing the bobsled.

Math:  Have you seen Yummy Math?  This site provides “mathematics relevant to our world today.” Their most recent post was on the lighting of the Olympic Torch and one on how Olympic ski jumping is scored, both great math lessons with authentic and timely connections.    Check out the Mathletes video and lesson for another activity on scoring in the Olympic Games.   There are some very simple ideas on what you can do with results (including fake result pages) that you can use for simple math activities involving reading and building tables. 

Social Studies:  Delve into the history of the Olympics, geography of Sochi or research an athlete to discover the culture and geography of their country.   There are lots of links for the History of the Games, Olympic Games and Politics, and Ancient Olympic Games on the TeacherVision site.

Looking for more STEM Activities?
Matt Davis provides some quality links and ideas incorporating STEM into Olympics in the student engagement blog on Edutopia.  Highlights include mapping the Olympic Torch Relay, math activities from Scholastic and great hands on activities from Science Buddies.

Looking for Debate topics?  Who should host the 2022 Winter Olympics? 

The Olympic Games are an excellent opportunity to connect the interdisciplinary dots in an engaging way!  How will you take advantage?

Tuesday, January 7, 2014

8 New Resolutions to Feed Student Motivation

There is no doubt that sometimes it takes a little bit of motivation to get back to work after a long holiday.  Even with goals and resolutions, it can be hard to get going.  It’s funny, the business of learning doesn’t seem like a chore at all to the very young.  They seem to be exploring every nook and cranny of their world, full of questions (sometimes many, many questions, sometimes questions that can really stump you).  So what happens?  Do we stifle those questions?  How do they go from curious and excited to bored and beleaguered? 
How do we keep that intrinsic motivation to learn alive?  What do we need to feed student motivation?
Why not resolve to:

1.        Develop curiosity.  How do you keep their curiosity going in the classroom?  Do you shut students down when they ask questions that are “off topic” or do you allow them to be curious and encourage them to find the answers and ask some more?   Don’t stress over every minute of precious instructional time that you won’t take time to smell their roses.
2.       Make connections to their lives and the world around them.  To some, this may seem like you are “getting off the track” but it actually is a great way to get kids thinking.  One minute you’re talking about prohibition, the next minute you’re talking about the recent legalization of marijuana in Colorado.  It is just that sort of “off the track” thinking that gets them juiced (could not resist the urban dictionary pun) and wakes up their thinking.  How do these two events relate to each other?
3.       Share your enthusiasm!  How do you sell your lesson or activity? As tough as outside forces make the teaching profession, there is just no time to be an Eeyore in your classroom! Start every day, every year, and every class, with boundless enthusiasm.  “You would not believe what we are going to do today!” “Wait until you see what this will lead to…” 
4.       Aim high—that is aim for higher order thinking skills.  Ask the right questions.  Huh?  (explain that) Really? (do you know this to be true?) and So (why does it matter?  So what?)” I always told parents at back to school night that their children were learning rigorous material,  and added “please don’t tell them!”   
5.       Infuse the magic of technology- Many of our students have infused the magic of technology in their everyday lives in a big way.  It should just be a matter of course in the classroom.  To quote George Courso in Inequity in BYOD “Technology should be at the point of instruction and be as accessible in learning as a pencil; it shouldn’t be an event.” 

6.       Provide opportunities for coopertition- I think the word coopertition was coined by someone involved in First Lego League.  Our students should be involved in activities where there is both competition (for some motivation on its own) and cooperation (which makes it more or less risky depending on the student)…either way, it is part of life and motivational.
7.       Mix it up- I know that classroom routines are a must, but that doesn't mean that your class is routine.  My classes were set up with a starter or a grabber (maybe a question, maybe a discrepant event, a short video, a word or two from our sponsor (yes, I do like to say a thing or two), and then a “cooperative exploration” – which was a fancy of way of saying “the day’s activities…could have been simple or complex, 10 minutes or 40, whatever. Structure was routine, class was not!
8.       Keep your sense of humor – I had a principal who started the year off with “if you’re not having fun, it’s time to get out” – of course there was a large percentage of the staff who thought that was a ridiculous statement, after all, education is a serious business.  But, what can I say? Middle school is fun!

Monday, December 16, 2013

'Twas 5 Days before Winter Break

With apologies to Clement Clarke Moore

'Twas 5 days before school break and all through the class
Not a brain cell was stirring, must think and think fast
The objectives were posted on the board with care
In hopes that good thinking, soon would be there.

The children were dressed in bright blue, green and reds
As visions of vacation days danced in their heads
And Marie in her Ugg boots and Jon in his cap
Had just settled their brains for a short in-class nap

When all of a sudden there arose such a clatter
They sprang from their chairs to see what was the matter.
Away to my laptop I flew like a flash
Turned on the projector and sent them to the hash (tag)

The look on the kid’s faces along the back row
Showed a bit of a stirring, a glimmer, a glow
When what to my wondering eyes did appear
But a live online chat and ideas to share

With hot topics the kids were so lively and quick
I knew in a moment that this was the trick.
More rapid than eagles their thinking it came
I whispered and smiled and called them by name

Now SCAN tool, Edmodo, Today’s Meet and Wiki
On laptops, on Ipads, on mobiles with twitter
To the top of Blooms Pyramid, to the top of the class
Now think away, think away, think and think fast

As dry leaves that before the wild hurricane fly,
When they meet with an obstacle mount to the sky
Up to the tallest heights the ideas they flew
With creativity, critical thinking, and communication so new

And then, in a twinkling, I saw on the screen
The comments and thoughts of each one of those teens
As I stood there amazed my thoughts swirling around
In came the principal with some thoughts profound

She was dressed all professional from her head to her foot
And her tablet was open to observe something good
A bundle of energy we had in the class
She was so impressed she got in on the task

Their work, how it sparkled, the ideas so fresh
The comments were helpful, their words start to mesh
They supported their arguments with evidence and more
Their writing more confident than ever before.

I spoke not a word, let them go with their work
And watched as they collaborated as I just did lurk.
And after the bell rang, not one child rose
Too engaged to hear it, I had to suppose

I sprang to the door as the kids cried out loud
And assured them their work was saved to the cloud.
I heard them exclaim as they moved out the door

When can we come back and do this some more?

Friday, December 6, 2013

Changing the World, One Twitter Chat at a Time

Okay, I admit it, I got caught up watching the Morning Show and the discussion that Matt Lauer had with the Dick Costolo, CEO of Twitter.  While Matt recognized that being able to use pseudonyms allowed for political speech where it is oppressed and therefore had the potential to change the world, he was concerned about nasty tweets and negativity (apparently he has had some hurtful ones).  Doesn’t that sound like the fear that teachers sometimes express regarding the use of technology, and particularly social media in the classroom?  I loved Dick Costolo’s answer “it is incumbent on us, as operators of the platform to make sure that everyone can come to Twitter feeling it is a clean, well-lit place.” That is exactly what we have to do as educators, in our regular and our digital classrooms. It is incumbent on us to teach our children civil discourse and digital citizenship.  It is no different than expecting them to be polite to each other face to face (except that students cannot twist the truth when confronted with comments that are in black and white).

 While Lauer and Costolo’s conversation veered off to the entertainment industry (“Who does Costolo wish would sign up?” “Melissa McCarthy, Tina Fey, Amy Poehler”),  my mind went in a different direction, to the other side of Twitter.  I have to admit, I do not follow anyone famous (I do follow James Taylor on Facebook, I enjoy seeing him pop up in my newsfeed between my teacher friends and my sister with pictures of him baking pies on thanksgiving, etc….after all, years ago, he sang “you got a friend” to me….of course there were a couple thousand people in the room, but I am pretty sure he was singing to me…but I digress).  The people I do follow share news, resources, ideas, and laughs.

Costolo admitted that the language of twitter (#, @, RT, etc) can turn some people off, but the content is powerful – the media, photos, and content that people share is what is important.  Recent twitter chats on critical thinking via the #njed group (headed up by @wkrakower) and #TXeduchat (led by @jennifermiller9) are an example of this great content-content that I think can change the world.  They were fast paced, fun, invigorating, stimulating, and validating conversations.  I have never seen a nasty tweet amongst my colleagues (granted, I don’t have as many followers as Matt Lauer, but he only has them because Justin Bieber asked his followers to follow Lauer), and as Costolo stated “there is a certain creativity that comes with being limited to 140 characters.”

Some examples:

So combine #greatminds, creativity and thought provoking questions (after all, the conversation was about critical thinking) and you have true learning, sharing of resources, practices and insights.  How can you lose?Although I love Amy, Melissa, and Tina, I am pretty sure that adding them to twitter will not change the world.  Get the right educators on there, and I think we have a shot.

Join the #njed chat on Tuesday nights, 8:30 ET 

Thursday, November 14, 2013

The Packet is Dead! (or at least it should be)

Remember the packet?  I mentioned “the packet” the other day in a workshop could see that everyone knew exactly what I was talking about.   The packet – a number of “worksheets” stapled together that students can work on independently -in theory, not so bad, in practice, not so good.  Not too long ago, there was a Youtube video, of a student ranting against the packet- (warning – “strong language”).  The video went viral, mostly because everyone understood what this student was talking about! 
However, not all packets are created equal.  Some very good project-, problem- and challenge-based learning activities start with something like a packet, but questions, challenges, and resources send students far beyond the packet.  The thing is, there are simple ways to get students to work independently, creatively, collaboratively, and thinking critically.  Why not avoid the packet all together?  You can present interactive problems with links, collaborative discussion areas, brainstorming centers and student workspaces using simple technology tools.   
Take a look of these sample projects and launch your project with the same creativity and learning objectives you expect from your students (and look like you are some kind of techno-geek in the process).  

These simple tools offer students (and parents) 24-7 access to the project that they can never lose:

Wiki – this wiki is a great example of how a problem can be presented, resources linked and places provided where students can work and share with other students.  This problem was presented to teams of teachers in the problem-based learning style. 
Livebinders- I am a great fan of Livebinders because they are so simple to use.  You can insert documents, provide links and resources all in one nice neat package (note I did not say packet!))  This one presents a challenge to students, provides links, resources, rubrics, and even a place for them to share their finished products.
Blendspace  provides a place for you to insert text to present the challenge and then places that you can link websites, photos, videos, etc. to give students different perspectives to study.  This is a great way to share informational text for common core standards. 
Ted-Ed provides a really simple interface where you can start students out with a challenge via video (or just provide a video to get them thinking) and you can then supply “The right questions” to get them thinking and learning.  You can provide links to information, and collaborative sites to enrich the lesson or project.  Here is my most recent critical thinking problem on graffiti presented Ted-ED style.
Google web site and docs – This is a great mock-up of a class web page made by the people at ITSCO for their AMLE work session.  They used a Google site with links to separate Google docs for the students to work on in small groups.  They provided a large group timeline for the entire group to work on and an exit quiz using Google forms for assessment.  What a great way to leverage all of these free Google tools to provide resources, a collaborative space and assessment.  The ITSCO people did a great job with all of their mini workshops at AMLE, you can check out their other workshops and resources  with this link.  Top quality work!
Web page I attended a PBL workshop last year, where Mr. Cooper was kind enough to share his website with us.  He shared some great examples of how a teacher might use a website to present students with a project, provide resources, etc. (Note:  he has a place where you can “print the packet” for those of you that ask “what if a child does not have access to technology at home?”) 
Want apps?  Check out apps for challenge based learning which provides suggestions for apps for launching and supporting a challenge based learning project from start to finish.

Setting up a SCAN scenario for discussion can be a great way to launch a problem-based learning experience with your students.  You can attach links customized to reading levels, and get them to see a problem from different perspectives before they get started.

Although, I might not express myself in the same way as Jeff Bliss has in his viral youtube video (although, I am pretty sure I might have in high school!) I agree that “if you want kids to come in here and get excited for this, you gotta make ‘em excited!”  PBL’s and technology are a great way to achieve that goal.  Ditch those packets, as Bliss says “you gotta take this job serious, it is the future of the nation!”

Monday, October 28, 2013

Witchful Thinking: Trick Them into Learning on Halloween

Lily Jones confesses to be a Halloween Grinch in her latest blog post, but there are plenty of creative teachers devising ways to mix the fun of the holiday in their witches’ cauldron.  The last #njed twitter discussion had my tweeps coming up with applications for every grade level and subject area. 

Ideas from the pumpkin patch
@principalarc had kids decorate pumpkins based on lit characters.  Here are some guidelines for that activity.
@mrnesi remembers predicting the volume of a pumpkin – other suggestions include counting ridges, seeds, graphing, averaging, and estimating with pumpkin seeds.

Or the candy store
Although some would rather not ruin their festivities with negative aspects of candy, you can do a lot of math with a bag of it:  count and graph, weigh for accuracy, look at nutritional information, calculate the calories in your trick or treat bag.

Or costumes from the old trunk upstairs
@wwpscience Theme it for the class. If reading a book with the class, costumes of characters. I gave credit for dressing up as scientists.
Dress as literary characters, scientists, historical figures, etc.
Or the science lab
Great experiements @dandanscience offers spooky science experiments
 @mrnesi – feely bags- record notes, make predictions.

Did I miss your subject area?
Of course, Jerry Blumengarten, better known as @Cybraryman1 has got you covered with his wonderful collection of links and resources for every aspect of Halloween. 
There are tons of potential writing prompts for Halloween, but what about the critical thinking component?  Are you hitting the common core?

Ratchet up their thinking
Let’s circle back to our self-proclaimed Grinch, what if your town was carefully considering cancelling Halloween?  This is the premise of the free SCAN lesson, “Should We Cancel Halloween?”  The scenario starts:
Due to some recent vandalism in your town, the town council is discussing canceling trick or treating this year.  You have been invited to the town meeting to decide what action should be taken.  After listening to the concerns of parents, students, police and council members you will help develop a plan of action for Halloween night.

Of course, using the SCAN tool, students would take on the roles of those in the meeting, visit web resources to gather evidence to support their point of view and discuss and clarify the issues online.  From this collaboration, they would decide what should be done.  Throw in a little civics with a discussion around whether the government has the right to cancel a holiday!   A little critical thinking, a little creativity and a little common core all swirled together in a witches brew!

To access this lesson and learn more about the SCAN online discussion tool, check out this short video.