Math Lesson? Empower Learners?

Here is what I started out with:

Topic: Addition & subtraction of fractions, mixed numbers, improper fractions.

You have:

• 4th & 5th graders
• A SmartBoard.
• 40 minutes

You need:

• reinforcement
• practice
• check for understanding
• engagement

How can I step away from the front of the room and “present” the topic, then explain step by step, then give them a worksheet to see if they can duplicate the “path” that I have shown them?

I want my students to be “empowered learners” as Alan November points out. I don’t want them to be passive recipient of knowledge that I am trying to fill them up with.

Adapted from Alan November (pp.188-193), Curriculum 21 (ASCD, 2010) by Heidi Hayes Jacobs.

I chose five different smartboard notebook files created  by various contributors from the Smart Exchange.

• Mixed Number: All Mixed up? by Anthony Santoro
• Mixed Numbers by abteach03
• Mixed Numbers and Improper Fractions by Smart
• Math Mixed Numbers Addition and Subtraction (Regrouping) by D. Stewart
• Fraction Story Problem Practice by Anthony Santoro

I let the class know that “this lesson” was going to be a little different . They were going to be looking at “lessons” other people had created. They were going to be exploring these lessons and evaluating them as to their effectiveness in regards to their own understanding, ease of use, techniques used, success in helping them learn the concept.

I put students into different groups and asked them to come up separately, as a group, to the SmartBoard to look at one of the notebooks. They were to explore a few slides and narrate their thoughts out loud. They were to explain their steps as they were figuring out what to do. Some of the techniques used in the notebook were more intuitive than others. Some of the slides were a digital version of a paper and pencil method, while others were animated and interactive. What techniques helped their learning style? Which slides were more engaging than others? Was it clear what each slide was expecting the learner to do?

Below are several screenshots of the notebook slides.

Will students know the content (mixed numbers, improper fractions, etc.) better after these 40 minutes? Are they learning to be participants in their own learning? Are they learning about different learning (their own) and teaching styles (tutorial/lesson designers)? Are they hearing explanations from their peers? Are they encouraged to make suggestions to make a lesson better? Are they actively involved? Are they preparing to become their own “tutorial designers” as they are dissecting other examples?

What do you think?

Keep in mind that this was a one time modeling lesson for this group. What would I do different next time? Create an evaluation rubric ahead of time for them? Maybe  even create a Google Form to submit their evaluation directly into a spreadsheet? How can I have their classroom teacher follow up this kind of lesson? How do we embed the new roles to empower learners  suggested by Alan November?

How would you make this a successful lesson to empower learning? Share your ideas how to tweak, expand or change it? What would you come up with? Be creative… Please share!

Elementary School in the 21st Century- Brian Crosby

Elementary School in the 21st Century- Brian Crosby

How does the Pedagogy Change? How does that School look?

Session Wiki

Conversation Description:

School/pedagogy needs to change, adapt, modernize is the siren call. We will briefly look at and/or discuss examples of lessons, technology use, and projects in elementary school today. Then use the bulk of our time attempting to outline what a “changed” vision for elementary school could and should be. Is there anything that stays the same? Should we approach this from no cost matters, or try to do it for the same or lower cost? Reading instruction … what changes? What doesn’t? Math? Other subjects? What about the building? Probably can’t raze them all and build new … so? What equipment/tools? We could dream big, but I’m thinking we might want to look at a model that is doable? What else? We can build a wiki so the thinking/planning can be archived and continued after the time runs out. as well as accessed and added to by those attending off site.

How things have changes over time? Since 1900 how much things have really changed? Nurses, factory workers, electricians, business… Could they just step into a job from today?

How about a student from 100 years ago. Could a student from 100 years ago step into a school from today? Chalkboard, books…

Schools need to change FUNDAMENTALLY…

How should a school essentially look like today?
Pedagogy?
Standards? / Curriculum?
Assessment? / Accountability?
Does size matter?
Facilities? / Equipment?
Which subjects are taught / are not taught?
Decision-making
Magnet school / school with-in school?
Extra-curricular Programs? Sports, arts, scouts, various clubs / interest groups
Local / Global Connections / outreach?
Parent / Home Connection?

We have to show teachers the changes in the world in order for them to understand why to use the tools (technology). Why would we want to change, if we (school) is doing great with Test scores.  It is more about the change in the world, than doing great in the current (past) way of doing things (assessing, standardized testing, world of the 20th century).

- Recommendation of movie Waiting for Superman (2010)

Who has the power? Parents (what if they are disconnected)? Who will be making the changes? School Boards, Parents, Administrators?

-Assessment piece driving instruction

Resource integration for working with the whole child.

Focus group with parents. – Start a discussion ABOUT EDUCATION!!!

What about the business component? What kind of graduates do they need? Global, critical thinkers…

Supporting teachers. They are the connectors to communicate with the community and parents. How does the support need to look like to be effective?

Where are the classrooms(schools) that are making a difference? We need to follow graduates like Science Leadership Academy to see how they do/lead once they are out in the real world.

Is there room for the basics? When do we start the BIG change? In elementary school we still need to teach writing and reading basics. How can we wrap change around that?

Passion is an important component to change. Passion of teachers spill over to the students. That passion might not be Technology for some teachers… and that is ok…

The need for teachers, superintendents, administrators to CONTINUE to learn. Visionary leadership creates the vision and structure AND create time and budget allocation to make it happen. The responsibility can not only be on teachers.  The principal is responsible for the learning climate of his/her school.

We have to start with the STUDENT in the design process of the 21st Century school should look like. How can we prepare them for tests and fail to prepare them for the world that awaits them.

-Who are the clients of schools? Students, communities, parents?

Transformative learning…not doing the same thing with a different tool. We need to get to the point that teachers/educators/administrators/decision makers understand that there is a revolution going on in the world (outside of many/most walls of physical schools). We need to find out how to let them see that teaching/learning the same way than “before” needs to be transformed, completely rethought.

We have a responsibility to collect, document and disseminate classroom examples. Show the leaders who are fearful or reluctant that other are DOING IT.

-Buy collaboration time as part of professional development funding.

-Recommendation for Quest Atlantis for elementary school. Design your own learning opportunities, use others design, free, 21st Century.

-Prepare the students for the world that THEY (students) live in.

Flat Stanley Podcast

One of our first grade classes read the book Flat Stanley by Jim Brown. They sent paper Flat Stanleys to relatives and friends around the country and received images and stories back.

Paper Flat Stanley

Then, inspired by the “worldwide” success” of the “other first grade class’” podcast episode of the Magic Tree House, the six year olds wanted to create their own recording.

As a class their brainstormed with their teacher a storyline so every one of them could have a segment in the recording. It came natural to them that they wanted to be flattened by their SmartBoard and be mailed around the world.

As their homework assignment, they were to pick a location of their choosing and to borrow a book from the library about that location. They could also use the internet to research their destination. Together with their parents they read the book and wrote a short script that needed to include:

• The location (City, State, Country, and/or Continent)
• How did they get there (transportation)?
• What did they do at that location?
• How did they get back home?

They were also given the reminder that

This is an audio recording, so the children need to think about the senses and sound effects they can use to help portray the mood. How did it feel to be mailed? how did it sound and smell at the places. What did they see?

Recording with Garageband

Take a listen and follow these first graders to London (England), Antarctica, Alabama (USA), Space, Israel, Tokyo (Japan), North Pole, Illinois (USA), New York (USA), Hollywood (USA) and Michigan (USA).

Please take the time to let these six year olds know where you are from by leaving a comment. Having a worldwide audience does matter!

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