Building classroom community is essential for creating a risk free environment for students and building their capacity to learn from and support each other in learning. I teach fifth grade, and friendships are incredibly important at this developmental stage. A sense of community is even more essential during virtual learning because kids need to depend on each other during independent learning time and, more than ever, they need to feel connections with their peers. To help my students build relationships and friendships, I am being intentional about daily opportunities to work in break out rooms on Zoom, and I am pre-assigning the students so that they are with the same kids each day. To help them find connections, we did this activity in our first full week of class. Be sure to check out my video post for a demo!
The idea is simple. Students began by playing a virtual game of Would you Rather, (check out this post for more on how we do that during in person instruction and download these free Would you Rather cards to teach vocabulary related to Powers of Ten on TPT!)
Students met in break out rooms with their team, and began by adding their names using Word Art (my video post on YouTube shows you how to do that!). Then, the team worked through the slides together, each student giving their individual answer to the question. As they worked, they looked for connections – questions where all students shared the same answer. I found that students also engaged in chatting about school, and found connections to things that weren’t on the slides (like one group shared their excitement that we would be studying constellations. We previewed the year with this Escape Room, so they know what is coming!) Click here to download the slides for free – they are editable to add your own touch!
After the teams had worked through the slides (it took about 10 minutes), they returned to the main Zoom Room and shared out some of the connections they had discovered. This helped other teams learn about the groups and also solidified the idea that we are all connected. I purchased lovely shield clip art on TPT from Glitter Meets Glue, so to end the first lesson, each team chose 1 -3 shields that they liked. Before the next lesson, I popped the shields in their slides.
For the second lesson, each team made a final choice about which shield they wanted to decorate. Then they created a team name, and added that with Word Art. Next, they revisited their connection points, thinking of images that would symbolize their connection points. For example, my students overwhelmingly prefer living in the country to the city. Some groups chose country animals (cows and bears….), others chose nature (trees and rolling fields). It was so fantastic to see the different ways they symbolically represented the same concept. They popped the images into their shields, creating a representation of their team.
Because we are all a class, I copied the shields into one Publisher document to create a new header for our Google Classroom. The kids were so excited to see their shields “hanging” up in our Classroom, and they made great connections with the other kids on their team. We will keep these same teams for about a month, and then get new teams to build more connections. Check back for our next cool Classroom Community idea!
For other posts on how to build classroom community, check out:
So, week one of virtual instruction in in the books. We are doing a soft start so it’s more like Day One is in the books! Even though I’m not with my kids in person, I still have the same goals for the first day – launch academics, make connections and surprise them so they want to come back for more! Be sure to check out how I do that in person with this blog post. Here is how I accomplished that virtually.
I wanted to really catch the students’ attention right away and launch some academics. I also wanted to surprise them. So, I decided to start with a digital Escape Room through the year (click the link to get a copy of the Escape Room I created. Edit and use it if you would like to!). Escape Rooms are so engaging because the story carries students through an adventure. The codes and puzzles bring a level of mystery and challenge that is also very engaging.
I created a story line that gave students a preview of the content we are going to study together. That helped accomplish my goal to launch academics. I decided to use Google Slides instead of Forms because I wanted to get the kids used to working with Slides because we will use them a lot in our virtual classroom . I structured the Escape Room with some of the codes that we will use in other Escape Rooms so that I could introduce them as well.
Here are a few of the slides in the Escape Room. You can download your own copy and modify it to fit your content! And if you like this type of activity, be sure to check out some of the digital Escape Rooms I have on TPT!
As we worked through the first challenge together, I was able to reinforce the content we will be learning and also begin to build connections with the kiddos. For the second code, I sent them to breakout rooms. We will use the same breakout groups for several weeks. This was their first time in the groups, and working on the second code helped them begin to get to know each other. We will build those connections over the next weeks with more opportunities to work with the same group.
For homework, each student clicked on one of the links to watch a video or read an article. Then they left a comment on the Graffiti Wall. That gave them practice with inserting a text box – an essential skill that they will use a lot this year and also gave me insights into what they are looking forward to.
This activity worked so well that I will use it again next year! The kids were definitely hooked and I accomplished my three goals – we launched academics, built connections, and did something surprising!
It is so important to build a sense of community even though we are not together in the same classroom right now. This summer I spent a lot of time brainstorming and thinking about how to do that. One of the best projects so far has been this art project.
Before school started, we passed out Chromebooks and school supplies to the kids, and I used that opportunity to give each student a copy of this art project which I purchased on TPT. I also included a self-addressed, stamped envelope and asked the kids to follow the directions, and then mail the art project back to school. About half of the students reported that they mailed it on the second day of class, so you know they were excited!
Once I received the art project back, it was very easy to assemble them and laminate them. Since we are not in school, I wanted to put the project on display somewhere the kids could see it. So, I found a local coffee shop with a big wall facing our main street. They were super gracious (thank you Moe’s!), and let me hang up the artwork.
This project was such a great way to start the school year. The kids were excited to share themselves with each other, and the opportunity to share this message with our community was really meaningful to the kids. The project also gave them a sense that we are a team and that we do big things, together. Plus, they think they are famous now! The response from the parents and community has been really positive, too. I think the message really resonates with the adults during these difficult times. It did take some time to assemble and laminate the project, but I think it was well worth the time because the payoff has been huge. I feel like we are well on our way to building a vibrant, connected, virtual community.
Have you ever heard a student say, “I didn’t know what I thought until I wrote it down?” (or had that idea yourself)? That statement is a powerful example of why writing to learn is necessary. Until we can communicate our thoughts and understandings, they remain nebulous and wispy. Through writing, students explore and consolidate their own thinking, deepening their understanding and retention.
Today, I’d like to talk about one strategy that I have used very successfully in the past that gives students opportunities to write to learn and also increases writing fluency – QuickWrites.
Using QuickWrites in Face-to-Face Instruction
During face-to-face instruction, I use QuickWrites 2-3 days a week. The whole protocol takes about 10 minutes of instruction time. Students get out their writing notebooks and open to a new page. They label the page with the date, and “QuickWrite 1”. I then post one concept, idea or vocabulary word on the board, set the timer for one-minute, and the kids begin to write. It’s important to stress that spelling, punctuation etc. are not important at this stage. After one-minute, I ask them to draw a line to show how far they wrote, and reread what they wrote. They have two-minutes to reread. During this time they circle any errors they might have made and can make small revisions and edits. They also count the words they wrote during the initial one-minute period and write that number in the margin. I then start the timer again, give them a new topic or idea, and the process starts over. We go through the process three times – just 10 minutes! The final step is for students to graph the number of words from their most fluent QuickWrite of the day.
This quick protocol gives you a big payoff!
QuickWrites give students a low-risk opportunity to write to learn. – During that one-minute time, students are free to write anything they know about the term or topic. As they write, they often discover that they know more than they thought they did! QuickWrites are especially helpful in solidifying information when they are used in the middle of a unit because students have some information to write about.
QuickWrites help students get over the fear of the page. – Students may stare at the page, and write very few, or even zero, words. Over time, students get more confident because they are only writing for one-minute. That confidence translates to decreased fear of writing in general.
QuickWrites warm up the students’ writing brain. – The first QuickWrite of the day generally has the fewest words, and the last QuickWrite of the day generally has the most. QuickWrites are a great exercise to do at the beginning of a Writing Workshop where you want students to make good progress on a writing assignment. I find that when students warm up with a QuickWrite, they make more progress on their assignments than on the days we don’t warm up with a QuickWrite.
QuickWrites increase writing fluency. – Over time, students will find they can write more words in one-minute. The graph is a simple way to track writing fluency, and it really boosts student’s confidence. Most students start at 5-7 words a minute and grow to 15-30 words a minute by the end of the year.
QuickWrites provide a solution to that age-old whine, “I have nothing to write about!” – Most of the time students do not write everything they have to say in one-minute. Often they have to stop in the middle of a sentence, or even in the middle of a word! When a student is stuck for a writing idea, send them to their QuickWrites. I guarantee they will find an idea they want to finish.
QuickWrites improve students’ willingness, and ability, to revise and edit. – Because the protocol builds in instant revision and editing, students will build that habit. Authors very seldom write a complete novel before going back to edit and revise. Instead, they add, change and delete as they go. QuickWrites strengthen that same muscle for our students.
They solidify understanding about key concepts, ideas and vocabulary words. – QuickWrites are a great way for students to explore their understanding about a topic. They are not graded – no, not ever! So there is little risk to a student in expressing an idea. I do skim read the QuickWrites unless a student asks me not to, and that helps me know if a student’s idea is underdeveloped and needs more development.
These three QuickWrites are from the same student, early in the school year. The first topic was Harry Potter, the second was the vocabulary word “denominator” and the third was the topic “pets”. The horizontal line shows how far she wrote in one-minute (7 words, 11 words and 20 words). You can see that at some point in time later, she added to all three entries. The third QuickWrite about pets was the genesis for a narrative that she wrote and published later in the year.
Often, when I am teaching a specific skill, I ask the kids to return to a QuickWrite and do a quick revision to add in the new skill. For example, when we were learning about using transition phrases like “for instance” to strengthen informational text, this student returned to her entry about the denominator and added an example. QuickWrites are a valuable place to try out a new skill. Now that you have a picture of QuickWrites in the regular classroom, let’s explore ideas for using QuickWrites in the virtual classroom.
One of our first writing lessons will be setting up our digital notebooks. I have created a Google Slides document with the basic layout, including a Table of Contents. The students will have some creativity to decorate the “covers” and Table of Contents using clip art (I will share my collection with them using Wakelet). One of the things I love about going digital is that we will be able to add slides easily and keep everything organized. Usually the QuickWrites are scattered wherever in their journal. This year, we will put all of the QuickWrite slides at the beginning of the Slides document. Students will be able to add more slides as needed.
To begin with, we will use QuickWrites in Zoom Rooms (for the update on how this lesson actually went, click here!). I think it is worthwhile to spend some time teaching the kids about how to do this. After our initial Zoom Room to customize the Writing Journals, I will ask students to split their screen with their Writing Journal taking up a little more than half of the screen and the Zoom Room on the other portion. I will set a timer, give them a topic, and they will begin typing. After 1 minute they will stop and insert a horizontal line. They will count their words and insert a comment, and highlight any errors, then the process will begin again.
Once students have the process down, I will create a Menu with an embedded timer and 9 topics. Students will do 6 QuickWrite Activities individually each week. For accountability, we will start Zoom Rooms by having them share something from a Quick Write (in a Breakout Room) that they may want to add to during the lesson or that they enjoyed writing.
As with all things Distance Learning, this is going to be a big experiment. Will I get all of the benefits from regular QuickWrites if the students are doing them individually? I don’t know! I am expecting that their typing fluency will be different from their writing fluency, and I think that digital QuickWrites will have an additional benefit of improving typing skills. But, as always, if something isn’t working, I will tweak it until it does. Stay tuned for updates on how this all plays out. And if you give it a try, let me know!
If you’ve been following this series, you know that we are exploring how to build a strong writing community whether you have face to face instruction time or virtual instruction or some blend of both. The first post in the series outlined four principles that I’m focusing on as I work to build a virtual community for my students this year:
We started with building trust because, without that, we will never achieve a strong writing community. Today I’d like to focus on how to help students love writing. In my physical classroom, I have generally worked to achieve this by:
Modeling enthusiasm for writing.
Giving students choices within the writing workshop.
Giving students plenty of time to write.
Let’s explore each of those ideas to see how to make it work in a physical classroom or a virtual one.
Model enthusiasm for writing. – OK. I hear you. You don’t like to write. It’s painful, it’s arduous, it’s just no fun! Got it! It turns out, I do like to write. I have always liked to write. A blank page feels full of possibility to me, and I can’t wait to see what will emerge. I like the struggle to find the right word or turn of phrase….. You get the picture. But here’s the secret. Fake it until you make it! Here’s an example. I have never liked math. In fact, I have spent many hours openly loathing it. But I know I can’t show that to my students because they will borrow that hatred from me and make it their own. So, when I’m introducing a deep, thought-provoking rich task, I rub my hands together, smile with glee, and say, “Oh man. This is a great one! We are going to have so much fun with this!” Perhaps I overdo it a bit because in their end of the year reflections, most of my students told next year’s class that I love math as much as coffee (clearly, not true!) But, a strange thing happened as I pretended. I actually grew to like math. In fact, it’s become one of my favorite things to teach. All through pretending…..
In a physical classroom, this is easy to do. When we decorate our writing notebooks, I flip through and exclaim in excitement over the blank pages. And then I stop, dramatically, and say, “Wait, I’ve got an idea. I have to get it down right now. Can you guys go do some writing and give me some quiet time to get this figured out?” The kids always say yes, and then I start writing, apparently so involved in my writing that I don’t notice them sitting there on the rug, then slowly trickling back to their seats and getting to work. They think they are working quietly so I can write, which is hilarious! And it doesn’t matter if I don’t have an idea. I fake it!
In a virtual classroom, I think it will be more difficult, but still possible. Certainly I can model enthusiasm, but how to show them that excitement? Well, I actually think I could do the same thing with some modifications. This year my students will create a digital writer’s notebook (check out these posts on how we will do that using Google or PowerPoint). So, as we get that pulled together, I will stop, dramatically, and then say, “Wait, I totally have to write something down. Can you guys do some writing too? Don’t leave the Zoom Room. Let’s just write for a few minutes, and then we’ll finish this up. I just can’t let this idea get away!” The difference is, I will have to have an idea because my digital notebook will be right on the screen for them to see. I think I will keep it short – maybe 5 minutes – and I might play some music. And to hold them accountable, I will send them to a break out room after 5 minutes to share what they wrote. I don’t usually do that in a physical classroom because I can see whether they are writing or not and hold them accountable that way. But, I think this modification will do the same thing.
2. Give students choices. – This is key, and I don’t see many changes whether I have a physical classroom or a virtual one. Teachers always want to know how to accomplish this when you have standards and report cards and other requirements to meet. Very simply, I give kids choices on what they work on each day and on what they turn in for a final grade. For example, I usually begin the year teaching lessons on strong narrative writing. Over and over I remind the students that they must turn in at least one narrative piece for a grade this trimester, and I remind them that the lessons I’m teaching will help them make their narratives stronger. 95% of the class will choose to work on narrative writing while I’m teaching about it. In fact, as we workshop, most students will write a couple of narratives before settling on one to really refine. I set up periodic check points where they turn their work in for feedback, but not a grade and I also give them feedback during conferences. I actually think that will be easier with digital notebooks (although I won’t be doing one-on-one conferences with students virtually). No more hauling notebooks home every night to give feedback – all I need is my computer. Yeah! As I close the unit on narratives, we talk about presentation and publishing. Most students have a narrative that they feel is good enough to turn in and get graded, but it is their choice. If they feel like they wrote an amazing poem, they can turn that in for a grade, as long as they remember that they must turn in one narrative before the end of the trimester. Then I choose another mode and we move on. I also do on-demand “assessments” in the mode that I need for the report card, so I usually have plenty of grades by the time the trimester ends. I think all of this will be streamlined in a virtual classroom. Finally, something that is easier to do virtually!
3. Give students plenty of time to write. – This is usually no problem in a physical classroom. We have time carved into every day for writing. Usually my mini-lesson lasts 15 minutes, and students have 30 minutes to write. How to make that work virtually… Hm. This is my best thought, based on experimenting last spring during distance learning. Flipping the writing workshop. I use a lot of mentor texts in my mini lessons. I have started to video tape myself reading the mentor texts and scanned in the text so students can follow along. I’m making narrated slideshows for the kids to watch BEFORE our Zoom Room. Then, during the Zoom Room, we can talk briefly about the mentor text and I can stress the teaching point again. Then, I’m going to play some nice music and ask the kids to write during the Zoom Room, and I will write too. After 15 minutes of writing, I will send them to a breakout room where, as a group, they will complete a short Google doc reflection about how each student did with accomplishing the goal of the lesson. Again, we have to build in accountability for the work, and I’m hoping this strategy gets everyone started on the writing, and that many of them will continue writing after the Zoom Room. The goal should be 30 – 45 minutes of writing a day, and we will hopefully build up to that.
So, will all of this result in students loving to write? Well, I think so, but I don’t know so. I know that it has worked in a physical classroom. But starting with virtual is going to be a whole, grand experiment! As always, I will put these ideas into practice, and tweak them and throw out the things that don’t work and try new things until I get it right. That’s what we teachers do!
I hope that you will leave comments about things that you try so we can all learn from each other. Be sure to follow me to get the rest of the posts in this series, and I will also update this post as I refine and get better at this. Stay tuned!
For a related post, be sure to check out Launching the Digital Writing Journals! And if you like them, you can purchase the Digital Writing Journals on TPT (they come with free instructional videos for students which you can see on my You Tube Channel!)
I had the wonderful good fortune to spend the first part of this week at a virtual conference called “Be About it: Unpacking White Privilege, Bias and Anti-Racist Instruction”. It was a powerful conference and I’m feeling even more inspired to be part of the solution. The concept of intersectionality came up frequently from many presenters. Which lead me to dig through the mountain of books I’ve purchased during the quarantine to find “Intersection Allies”. I purchased the book a few months ago, intending to use it with my fifth graders. Things (like distance learning) got in the way, but I’ve dusted it off, and I still think it is an absolutely marvelous book. I can’t wait to share it with my students!
The book is written in charming verse. Each page features a different child, each with a unique situation that might set them apart. One is in a wheelchair, another is a recent immigrant who must translate for her mother. One of the most moving illustrations shows a young girl participating in a Black Lives Matter protest. The rhymes help move the rhythm of the book along and help build a feeling in the reader that what unites us is more important than what divides us. The premise of intersectionality is expressed beautifully about half way through the book by these words.
I think this book has a powerful message that is expressed in simple terms. Little kids can understand big messages, so I think this would be a wonderful book for 2nd – 5th grade classrooms. Older students might think the illustrations are a bit young, and the book is probably too long for most 1st graders.
Here are some possible teaching points.
Authors write to express an idea. This book is perfectly set up to help students discover the theme. In fact, it is expressed, twice, in large print. The final page of the book says, “Where there’s room for some, we make room for all. Friends can be allies no matter how small!” This book lays out plenty of evidence to support a central message or theme of inclusion.
Understanding characters can help us understand ourselves. Each page features a different character. There is rich opportunity for analyzing characters and, in turn, shedding a light on ourselves. Invite students to connect with a character and to explore that connection. They will have to dive deeper than outward characteristics to do so, but that is exactly the point!
Point of view – This is a really interesting part of the book. It is written in first person, but each page has a different narrator, and then there are pages, like the quote above, which address the reader in second person. Tracking the narrator is part of the complexity of the book for young readers, but the illustrations are super helpful with that. You could have a great discussion with kids about using the illustrations to help you comprehend this piece of the text.
Authors use a predictable structure when they write. I would teach this structure as a compare/contrast structure. Several of the characters actively compare themselves with another character. For example, one character introduces herself this way. “My name is Adilah, and just like Kate, what I wear inspires endless debate.” Again, I think this ties in beautifully with the idea of using characters in books to better understand others, and ourselves.
This is absolutely a top shelf book for me. I think the language is beautiful and the ideas are inspiring. If we all spent a little more time “making room”, what a difference we would make! The simple message will inspire your students as well, and before you know it, we’ll have made the world a better place, together!
Here is a free character analysis to help you use Intersection Allies in the classroom.
Like most people, I have found these last few months to have their ups and downs. A world-wide pandemic, civil unrest, police brutality…. As teachers, even when we are reeling from difficulties in our world, we have an additional burden – helping our students make sense of the times in ways that don’t indoctrinate, but educate. I am going to spend some time in this blog highlighting some of the really great resources I’ve been finding to help you do that. If you didn’t catch it, check out my blog post from a few days ago about Satchel Paige – Striking Out Jim Crow ( a perfect book for intermediate classroom libraries!)
Everyone probably learned about Brown v. Board of Education in college. In case that’s many years ago for you (as it is for me!), Brown was the landmark Supreme Court case that reversed over 50 years of segregation in our schools. What you may not have learned was that a key turning point in the case was the data presented by two psychologists, Drs. Kenneth and Mamie Clark. They had spent years studying the effects of segregation using dolls to judge children’s perceptions.
In 2006, a seventeen-year-old named Kiri Davis decided to recreate their study to find out how children’s views have changed in the last 80 years. Just as the Clarks had done, Davis got two dolls, identical but for the color of their skin. Then she asked students which doll they would like to play with… which doll was the nice doll… which doll was the bad doll. The questions mirrored those asked in the 1940’s by the Clarks, and so did the results. 15 out of 21 children preferred the white doll and thought that the black doll was bad.
Davis then made a film, weaving her experiment into testimony by several lovely black girls. A Girl Like Me is a quiet reminder that nothing has really changed. These beautiful black girls calmly cut through the shouting and slogans you see on the news today, and tell about their experience.
I think the film, which is only 7 minutes long, is a great option to show in upper intermediate and middle school classrooms. It does not point fingers or lay blame, it merely presents facts, and would be a great conversation starter. Most importantly, it places discrimination and racial struggle squarely in the present, not in the comfortable past.
Here are some possible teaching points for using the film in class:
Theme – the film lays out a clear and easy trail to follow, leading to the theme of identity. This is a key theme in lots of middle grade literature.
Scientific Process – Because Kiri Davis recreates the study of the 1940’s, there are lessons about setting up valid studies, communicating your process clearly so that the study can be verified by others, controls and variables.
And of course, there are so many ways to tie this into the ongoing struggle for civil rights that African Americans have been engaged in for over 400 years. For a free resource that gives an overview of the civil rights movement from 1619 to the 1960’s, check out these BOOM Cards on The Civil Rights Movement.
Powerful language – There is one use of the n-word in the film. That moment will likely shock many viewers but is a great opportunity to discuss the power that words have and how we should choose our words carefully.
I highly encourage you to show this film, A Girl Like Me (not to be confused with the Lifetime movie of the same name!) to your students and pause for some meaningful conversation. It may take some courage. But it may be one of those moments that changes minds and hearts. And that is worth 7 minutes of your time.
In the past two years I’ve been teaching online as well as in a brick and mortar school. I have learned that some things that work really well in class don’t translate very well to online learning. For example, in my class we use Task Cards as a way to move around the room and build in discussion and collaboration. But online, Task Cards don’t work the same way. So, how do you keep the learning substantive and keep the engagement high?
Just the other day, a parent emailed me after a one-hour introduction to Democracy class. She said, “Great class. I wasn’t sure if my eleven-year-old would enjoy it or not (she gets bored easily) but she was riveted to the screen the entire time. When the class was finished, she said she thought it was really interesting. That gets a thumbs up from me!” Here’s how to achieve that in your own virtual lesson.
Personalize the lesson – This is very hard to do. Keep in mind that I didn’t know that student before the class, and I may never see them again. Even in the classes I am teaching virtually to my brick and mortar students, it is hard to have that personal touch. I can’t look at them or use proximity. But you can build in personal touches to virtual lessons. I begin each Introduction to Democracy class with a map where we put an arrow to represent each student. About 10 minutes into the class, we revisit the map, this time in context of learning about representation from their own state. Within the first ten minutes I have made the information personal to the students twice and that helps to engage them.
I have another online class where I teach 4- and 5-year-olds to read color words. For that class, I embed their name into everything. Students love rhymes, so we begin with a color rhyme. Instead of saying the name of the color, I change it to a student’s name. At the end of the rhyme, a student’s name pops up on the screen. They love this, and right away they are engaged in reading their own name and the name of the other students in the class.
Names are powerful. When I see a student looking away from the camera or their body language signal dis-engagement, just as I do in my brick-and-mortar classroom, I ask them a question. I think it’s important to help them feel comfortable – remember, this is not a risk-free environment for them, so I always say, “Tom, I’d like you to take this next question.” Then I give a little information and ask them a question related to it. The purpose of the question is to re-engage the student, so it can be simple. Usually the student answers, I give them a high five or thumbs up, and we move on.
Be Positive – If you are using a presentation tool like Zoom, there are built in reactions. But if you are new to this, don’t dive into the deep end. A physical high five (right into your camera) or thumbs up works great. Also, your tone is extra important. Chances are, you are small on the screen, so your facial expressions carry less weight than your tone. Before I taught anything online, I opened my video camera and video-taped myself teaching a bit of the lesson. I’m so glad I did! Turns out my serious, I-love-this-content face and tone didn’t sound or look great on a video. So, I put a sticky note on my computer and I practiced until I remembered to smile – a lot! Another side benefit, it slows down my pacing.
A smile is worth 1,000 words!
Translate what you know about instruction to the screen – I begin by thinking about the old 10 and 2 rule. For every 10 minutes of a presentation, the kids talk for 2 minutes. Since I use PowerPoint and Google Slides as the bones of my presentations, I needed to translate that into slides. Think in terms of 2-4-8. One slide every 2 minutes, no more than 4 bullets per slide, no more than 8 words per bullet.
One slide every 2 minutes, no more than 4 bullets per slide, no more than 8 words per bullet.
If you do the math, that means every fourth slide it’s the kids’ turn. When I create a presentation, I try to build in a response every four slides. Again, if you are comfortable using the tools in the tech, that can be pretty easy. Ask a question like, “If you think that a representative democracy is a better system than a direct democracy, use the thumbs up tool. If you think a direct democracy is better, use the applause tool.” Offering a choice works as long as you hold every student accountable. But the tech isn’t the only way to hold everyone accountable.
I ask students to fold an index card in half. They write A on the first section, B on the second, flip the card over and write C and D on the sections on the back. Every few slides I slip in a multiple choice question and students show the letter of the answer they choose. It helps me formatively assess, but more importantly, every child has to engage. Again, holding them accountable is key.
Harness the power of the technology – An image can often carry more meaning than your words. Be sure to embed images in interesting ways. I love this blog post on where to find free images and how to manipulate them in interesting ways. And kids love bells and whistles. I know the prevailing wisdom is to keep it simple, but I think interesting transitions, colorful and interesting fonts and animations, used strategically, engage students.
And don’t under estimate the power of video and music. It is certainly possible to overuse them. But a quick, 3-minute video embedded into an hour-long lesson can provide a great break for kids, and engage them in the content in a new way.
Tell a Story – I recently created a series of online classes to teach grammar. Not the most interesting content for most students, but entirely necessary. I wove a story of a search for Missing Mayan Medallions throughout the story. For five days those kids logged on and we spent an hour traveling through Guatemala and Mexico, learning about parts of speech and types of sentences. They completed 20 pages of grammar practice, all embedded in the story. And their motivation was high because along the way they found 24 missing medallions.
Humans love stories. Our brains are hard-wired for them. Use short stories, anecdotes, and longer stories to keep kids engaged for longer periods of time.
Don’t be overwhelmed by the transition from classroom teaching to online learning. You can do this. Start small.
Personalize the lesson.
Translate what you know about instruction to the screen.
Harness the power of the technology.
Tell a story.
Start small, and remember, your students love you. Taking a risk and trying something new is a powerful model for them, and they will give you grace.
You got this!
Be sure to check out my other blog posts on digital learning.
As a fifth-grade teacher, I’m becoming more and more convinced that fractions are the hill students die on. This conviction comes from my experience as a teacher, and also as a student. A little flash to the past….
Over 30 years ago I entered fourth-grade feeling pretty good about math. I could add, subtract, multiply and divide, and I thought math was just fine. Then, I hit fractions. I didn’t have a strong understanding of what fractions were, and from that time on, I felt like a math fraud. I went on to advanced math classes and I made A’s and B’s, but inside, I knew. I was a FAKE! People thought I understood math, but I didn’t. I memorized it.
When I got to college, I pushed my math methods class to the final semester before student teaching, avoiding it until it had to be faced. Our professor introduced us to the idea of using manipulatives to understand mathematical concepts. One day he asked us to multiply fractions by folding paper. Dutifully, I followed the instructions, and then, I dropped my paper and gasped. All of a sudden I understood why fractions got smaller when you multiplied and larger when you divided. It was a pivotal moment for me as a human and as a teacher.
Unfortunately, not much has changed since I sat in a fourth-grade classroom in the 80’s. Students still struggle with the concept of a fraction. This blog post from NCTM suggests that they still struggle with it in Algebra class in middle and high school. Here is one strategy I’m using to help my fifth graders scale that mountain.
I begin math instruction with a Week of Inspirational Math from Jo Boaler, and then I launch into this fraction series. It is a great way to set the stage for the learning we will do and to build protocols like Expert Groups and Centers.
I introduce Fraction-a-Day with a model (included in the resource!). I model 2/3 because it is a familiar fraction to many students, then I ask all of the students to complete the page for 3/4, another familiar fraction. Over the next few days I ask students to complete a page as a warm-up for math, and we go over them together. I give them just 5 minutes to work. While they work, I rotate around the room and recruit student teachers to present different parts on the document camera so that the students have an opportunity to practice speaking about fractions and using correct vocabulary. I collect outstanding examples of each fraction and save them for a later lesson. After 3-4 days of guided practice, the students are ready for more independent practice.
Expert Groups Protocol
That’s when I pop the video in the Google Classroom and we use our Expert Groups protocol. (Click the link to find the video on my You Tube channel – FREE!) The video is just over 10 minutes. For this lesson I choose 5 different fractions that I want the students to focus on. By now they are familiar with the routine. As they watch the video, students complete the fraction they’ve been given independently. After 15 minutes, everyone should be ready to meet in their Preparation Groups.
Students meet in Preparation Groups with students who have practiced the SAME fraction. The purpose of this group is for students to compare their work with each other and make sure that everyone in the group becomes an expert on that fraction. Students generally have good conversations about the different ways they represented the fraction visually and check each other’s division – usually the toughest thing for students at this point.
Once everyone in the group is confident, I regroup the students in Expert Groups. The Expert Groups consist of one student from each Preparation Group. That means, everyone has a different fraction. Now the experts take turns presenting their fraction to the other students in the group. The listeners ask clarifying questions and offer feedback. This handout is included in the resource to guide students through the protocol.
This protocol builds students’ ability to understand and talk about fractions!
As the students finish up their Expert Group presentations, I ask them to put their fractions in order. This gives them another opportunity to practice talking about fractions as they compare the five fractions in their Expert Group. I collect one stellar example of each fraction to use on our class number line.
By now students have completed 3-4 Fraction-a-Day pages independently and they have completed 5 more within their Expert Groups. At this point if students are feeling very comfortable with the routine and the concepts, I want the activity to become more independent. I choose another 15 fractions to put in a Math Center. For four days, my students rotate through this center (and others, like my Unit Fraction Puzzles and Pirate’s Gold) completing a few Fraction-a-Day pages. I let them know that I am looking for high quality examples for our Number Line. As the week goes on, I collect a few each day until I have 25 – 30 fractions (it’s important to have one for each student).
Then, usually on Friday, I pass out one fraction to each student. I don’t give them one they completed so they have an experience with a new fraction. Our class task is to put all of those fractions in order! This human number line generally stretches around most of the classroom. All of the fractions in this resource are less than one, although there are many fractions that are equivalent to one. Students have to have conversations about size and equivalence in order to do this task, and it is generally 15 minutes of buzzing work and activity! Once we have it organized, I ask each student to announce their fraction, and we make any necessary adjustments. We also have to decide what to do with equivalent fractions. Do they stand side by side or in a column? I ask students to tape their fraction on the wall where they are standing.
Then, I give groups of students a large piece of butcher paper and ask them to create their own number line. Again, they have to wrestle with how to order the fractions and what to do with equivalent fractions. This is also a good time to talk about Anchor Fractions like 1/2, 1/3 and 3/4.
Finally, following the Guided Release model, I ask students to create an individual number line in their journals with their favorite fractions.
By now we are usually about three weeks into the school year, and I’ve built some routines and protocols, so we are ready to launch the math from the our district curriculum. It does NOT begin with fractions, but I think they are so important that we continue with this practice every Friday. The warm-up for our math lesson is for everyone to complete the same Fraction-a-Day page. They have 5 minutes, and then we do something fun, like Stand up, Hands up or Snowball to go over it. It only takes 8 minutes or so, but it keeps the fractions fresh in students’ minds. My hope is that none of my students will feel like frauds (as I did for many years) because they will have LOTS of opportunities to build understanding of fractions.
UPDATED – Distance Learning Lesson
So, we are implementing Distance Learning right now, just as I was getting back to fractions for the year. I’ve decided to dust this off and use it in a new way!
Each week I’m uploading 5 Fraction-a-Day pages into my Google Classroom. I ask the students to choose one and complete the work for their favorite fraction of the week. Then, in 2 min. or less, they present their fraction to the class on Flipgrid. My students ADORE Flipgrid, so some of them are doing all of the fractions each week! Since we’ve done all of the fractions less than one, I’m adding in some fractions that are greater than one. Check back soon and I’ll have those on TPT too!
Today I want to start a new series about tools that work well for digital learning. There are tons of blog posts out there that will give you tips and tricks for using digital tools. I’m definitely a novice there. What I’d like to add to the conversation is how the tools can be used to deliver effective and engaging instruction.
Today I want to dive into Google Forms. This is a free tool to anyone who has a gmail account, which is also free. Google has put a lot of effort into creating tools that allow people to communicate and work together virtually. Forms was originally meant as a survey tool. But savvy educators realized it could be used for teaching. It is very easy to create multiple choice, short answer, long answer, and other types of questions.
So, clearly Google forms is a great tool for a quiz. Under the Settings, you can set up three different types of Forms – Presentation, General and Quiz.
I almost always set things up as a Quiz. One of my favorite benefits of Quizzes is auto-grading. As soon as the students submit their answers, they receive their score. Additionally, you can provide general feedback for them. I usually set it up so that the feedback is targeted towards common errors. For example, I’ve just created a resource for my students to practice Order of Operations (FREE on TPT!). One typical mistake they make is not expressing ordered pairs as a pair, or reversing the order of the pair. So, I targeted the feedback towards those errors. This image shows what a student would see after they submit their work. Their answer is highlighted in red because it is incorrect. The correct answers are shown and the feedback points out a likely cause of the error.
What I love about this is that it puts the responsibility firmly where it belongs – with the student. Certainly, they might just skip the feedback – I know some students will be tempted to do that. But most won’t. Most students are genuinely interested in learning, and this gives them the power to take charge of that learning, to notice what they know and what they don’t, and to figure out how to do better next time. And it happens immediately, when the students’ interest in their progress is the strongest. Even at my best, (and I’m not great at grading papers in a timely manner!) I can’t give feedback to every student that quickly.
Another thing I love about Google Forms is how easy it is to embed a video. For distance learning, that is a key strategy for engaging kids and also for teaching. It allows me to be with them in their living room for a moment. Sometimes the videos I embed are created by me, and sometimes I find them on the internet. Check back in a few days for my next post about how I create short videos to teach my students.
Last week I gave my students a Pizza Fractions lesson on equivalent fractions. I started the lesson with this scenario:
Because the video is embedded into the Google Form, the students DO NOT go to You Tube. I really love that. You and I both know once they go to You Tube, we’ll never get them back. The video is a short, mini-lesson on equivalent fractions that I made using an app called Explain Everything.
Besides quizzes and teaching, Google Forms is great for Escape Rooms – something my kids are really loving right now! With not a lot of effort, you can set up a scenario, embed questions, and even videos and photos, and students are off on a learning adventure! I’ve just finished an Escape Room on Order of Operations for my kids for this week. Here is the scenario:
I think my students will be highly motivated to work through some Order of Operations problems as they try to get into the Escape Pod!
The final way I use Google Forms is for reflection. I am constantly working to help students reflect on their own behavior and learning. Google forms has this great feature called a Checkbox Grid. You can use that to help students tap into their own thinking. I’ve used it in several ways – for self-reflection on Habits of Mind during a project, to help students form an opinion about a topic and to give them help reflecting on their own behavior in class. Here is part of the tool I use to have students reflect on their Growth/Fixed Mindset (FREE on TPT!).
After students complete the self-reflection tool, I receive their responses, and then I have an individual conference with each one. This gives them a chance to reflect first, and also gives me a chance to think about the shape of the conference before we have it.
In this time when many of us are exploring distance learning, Google Forms can be a great way to create quizzes, to embed learning, and to help students self-reflect. There is a lot of power in this tool, and it’s intuitive and simple to use. Leave a comment about how you’ve used this tool or a question about something you’d like to know. Let’s get the dialogue started!
Click here to find these, and other Google apps products on TPT.