Greek Mythology and Nerdvana

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Last week, we began our final projects for the Greek Mythology unit. It all began with determining groups. This time, I decided to try new tactic. It wouldn't be random, nor would it be kids picking their friends. Instead, I gathered data based on individual strengths, challenges, and perceptions. Using the Four Corners approach (where each corner of my room has a different label: Strongly Agree, Agree, Disagree, Strongly Disagree), I had students use their feet to respond to a series of statements. They included:

• I consider myself a strong writer.
• People would say that I have a flair for the dramatic.
• Often, I am complimented on my drawing or artistic skills.
• I enjoy working with my hands.
• I never give up easily, even when it’s something I don’t want to do.
• I could teach a class on how to use iMovie.
• I’m not afraid to read stories out loud and voice different characters.
• I’m flexible and open-minded when others have ideas.
• In school, people look to me to make decisions.

Students met in the corner that most corresponded to their current disposition and discussed why they were there. Then, they recorded their choice on a Google Form for me to use later. It was a great opportunity for me to get to know them a little better, and it really helped to determine which kids would benefit from one another in each group.

After they were grouped, students were charged with the task of recreating a myth not studied in class using either ThingLink, stop motion, a vintage radio show, or a Common Craft video. They spent two class periods in my classroom planning, storyboarding, scripting, and creating props for one of the following stories: Theseus and the Minotaur, Daedalus and Icarus, Sisyphus, Phaethon, and Tantalus. Starting today, they headed down to Nerdvana to bring their tales to life. The engagement and excitement has been unmatched! Not only that, but I've been impressed with the way the groups have effectively and efficiently worked together. 

The whole experience has reinforced the importance of this special space in our school. Students have an amazing opportunity to roll up their sleeves, work with their hands and brains, and get creative. In many ways, it reminds me of the shop classes I took in high school. I have many positive memories of auto mechanics (we had two lifts in our school!), wood shop, and even home economics. Experiences like I had and those that our students have in Nerdvana not only make us more well-rounded, but help us to find our passions. I look forward to the future of USM's Makerspace as it grows and evolves to meet our students' needs.

By Monday, all groups should be finished with the work in the Makerspace. Stay tuned for links to their work!

Writing That's Relevant

This week, we kicked off one of my favorite activities – writing circles. For those of you familiar with book clubs or literature circles, writing circles follow the same premise: A small group gathering to discuss self-chosen text. With writing circles, students will be regularly meeting to share and offer feedback on writing. I love the feel of writing circles. First of all, they’re intimate. Because each group consists of only three to four students, individual voices are heard and validated. This is quite different from a whole-class discussion, where the more timid voices may be overpowered in the shuffle. Not only that, as the group members feel more comfortable with one another, they will be more willing to take risks with their writing. Secondly, writing circles are student-led. Each small group decides on its own writing topic, and each individual chooses his or her own genre. Additionally, after learning numerous types of positive response, writers will be able to select the type of feedback that best meets their needs. Finally, writing circles help students to become better writers. Kids are no longer writing for the teacher or the grade, but for an all-important audience of peers. Suddenly, they have a sense of purpose and commitment that transcends typical assignments.

Writing circles will meet approximately once a week, and will follow a specific format. To begin, each student will share the piece that he or she had been working on since the last meeting. After the piece has been shared, the other members of the group will take turns giving useful, positive feedback to the writer. Once this process has been completed for all members, the group will choose a new topic for the upcoming week. Students will write throughout the week and repeat the steps at their next meeting. After four or five meetings, writing circles will become publishing circles. At this point, students will select one of the pieces they have been working on for publication. After participating in revision, editing, and illustration conferences, the pieces will be ready to share with readers outside of the classroom.

The purpose of writing circles is to help students become better writers. It’s my hope that by putting kids in charge of their writing decisions, they will feel a stronger commitment to their work. Usually, relevancy results in higher quality writing. If nothing else, perhaps writing circles will help convince students that writing can be rewarding and fun!

photo credit: pigstubs via photopin cc

4 Benefits of Writing by Hand

4 Benefits of Writing by Hand

What's Lost as Handwriting Fades

What's Lost as Handwriting Fades

Take It to the Next Level

First quarter grades are out, and you’ve had nine weeks to get used to the routine of sixth grade and your new classes. You’re feeling pretty good about your progress, but you want to take it to the next level. So what can you do?

Show up every day with all of your supplies. Whether you’ve forgotten a pen or need to return to your locker for your novel, if you don’t have everything you need, you are affecting your performance. Consider this: Mr. Dunning is teaching when suddenly you realize that you don’t have a pencil to write the notes. So that you won’t interrupt the class, you decide to ask one of your table mates to borrow a writing utensil. No harm done, right? Don’t be so sure. While you may not have distracted everyone in the room, the kids at your table just lost track of what the teacher was saying and may have missed important information. Of course, you could always ask to go to your locker, but what happens when you’re gone? Obviously, class continues. Even if you’re out of the room for only a few minutes, you will return to find yourself behind the rest of the group. As a result, either Mr. Dunning will have to stop and repeat what he has just said so that you are able to fully understand the activity, or you will need to disturb your table mates to find out what you missed. Neither situation seems fair to your teacher or your classmates. So what can you do to reduce forgotten supplies? To start, try not to throw things willy-nilly into your locker. Taking the extra few seconds to put books and binders away neatly will pay off the next time you visit your locker. How about arranging items on the shelves according to class? Keep the science binder with the science notebook and the novel you are reading with your English binder. Finally, don’t forget to take advantage of stocking and carrying your pencil case. That way, when your teacher asks you to take out your Sharpie, you are ready to go.

Be ready to do your best. We’ve all had days where we just don’t care. Whether we’re tired, bored, under the weather, or a little cranky, we don’t feel into it. There’s nothing unusual about those feelings; they happen to the best of us. It’s how you respond at times like those that can help you take your game to the next level. Students who are able to set aside what they want to do and focus on what they need to do, experience greater success in the classroom. Their performance is consistent and persistent and it results in greater progress.

Produce high-quality work — daily. Whatever the task may be, complete it neatly, carefully, and thoughtfully. To your teacher, it will be obvious that you take pride in everything you do. When you try to produce high-quality work, your handwriting is neat, your papers are not crumpled, and your projects do not appear as if they were done the night before class. Ask yourself: Am I proud of my work? Is it worthy of being put on public display? Could it be shown as an example to other students? If you can’t answer those questions with a resounding yes, it might be time to redouble your efforts.

Go beyond what the teacher expects. When you’re asked to write one half of a page, what’s stopping you from writing a whole one? If your project requires at least three examples from the text, why not use four? You have a presentation to give in history, did you memorize it without being asked? Your teacher will be impressed by your initiative, and more importantly, your learning will increase. Remember, if you’re only completing the minimum, you can’t expect to earn the maximum.

Set reasonable, sustainable goals. Maybe you’re interested and a little inspired. You’ve realized it’s time to step up your game. Start small. By setting goals that are realistic, you will lessen the chance of failure. Deciding that you will read 30 minutes every night, when you’re currently reading 30 minutes in a week, is a pretty tall order. Your chances of immediately implementing that change, and then sticking with it, are slim. Make incremental changes that allow you to experience regular success. Eventually, you could be reading 30 minutes a night, and your new habit will be more likely to stick.

It’s the beginning of another quarter and a fresh start. Are you truly content with your progress? Let’s face it, even the best of us can find ways to improve and reach the next level. I hope you will make the decision to grow. By reflecting and making changes, you can reach your full potential.


photo credit: Paxson Woelber via photopin cc