Sometimes you run across a book that could easily be extended a million ways but there just isn’t enough time to take it as far as you’d like. This post is a fairly quick share because this lesson is already getting cold in our memories of Grade Three.
We used this template to observe Kandinsky’s work and then students were each asked to create their own work of art that represented a feeling and included math.
We read The Noisy Paintbox on the recommendation of a friend and colleague @fiteach. The students really enjoyed the juicy vocabulary and were drawn in to the specific vocabulary used to describe sound. The book includes a short biography of Wassily Kandinsky and they were delighted to learn that he had synesthesia, where senses cross and Kandinsky heard colours.
We extended it to include colour poetry. The book Green by Laura Vaucon Seeger was good inspiration for using specific vocabulary to describe colour. Students are working hard to include all their senses in writing to evoke an emotion in their reader.
I’d like to note how proud I am that my students know the difference between fiction and non-fiction and they readily discussed how Kandinky’s Noisy Paintbox, historical fiction, married elements of both.
This week my students are putting the finishing touches on scripts they’ll be using to create short films to present a math problem to visiting schools. The plan is for the viewer to watch the film, determine a problem, and solve it using math.
This, my friends, is no small undertaking. I’m nervous but that’s usually a sign that my students are on to something big!
Today I had the opportunity to teach @allosamson how to use Plickers. This post has been sitting in my drafts folder since ISTE2015 so I thought it was a good chance to pull it out!
At first glance, Plickers doesn’t look like much; it’s an online quiz platform where students use printed Plickers to buzz in their responses. I was first introduced to the idea by @jmattmiller at ISTE2016 when he included them throughout the presentation. You bet I was more engaged when I knew there would be questions throughout! The concept is simple but the resulting information on classroom learning is invaluable!
The platform provides for rich formative assessment. Many teachers use exit cards at the end of a lesson to quickly assess students for their understanding and that’s how I used them in my classroom. The key to an exit ticket being that it can be filled out in a minute and can quickly be assessed for understanding.
The beauty of Plickers is that it is all of that without a pile of paper at the end of a lesson to go through. It’s anonymous to students as they answer. As the teacher scans, students can see themselves appear on screen as having responded but they don’t see how each student responded. The teacher only on the scanning device sees a quick flash of red (incorrect) or green (correct). Afterwards, the teacher may return to answers and see which students have responded correctly to each question and it allows targeted teaching in subsequent lessons.
In addition, I have used Plickers to have students write questions for one another. This takes some skill on their part to craft a good question and to predict some of the mistakes that might be made to find multiple choice answers.
The advantage of Plickers over other digital buzz in devices is price. Printed Plickers are free (while there is a paid option for more durable printed targets). Since my classroom uses relatively little in terms of photocopies, I consider a set of Plickers extremely reasonably priced.
We found inspiration in How to Train a Train, which my students enjoyed in spite of its very simple story.
After reading, we brainstormed the elements of procedural writing. Students determined that there had to be a title, an introduction, several steps that each started with a verb and an evaluation step so that the person following the instructions would know whether or not they had succeeded.
Then students headed off to try their hands at writing through the writer’s workshop procedure.
They had a blast brainstorming what their “how to” might be about.
The rest of the week will be very busy with innovation fair and celebration of learning so we have a few fun things planned for the spaces where we are not otherwise tied up.
Students will read and write recipes, which will support our work in ELA procedural writing and math fractions. We will be cooking but I haven’t yet decided what to cook as I think that will depend on how hot it gets this week… Maybe we’ll make ice cream!
I think we’ll finish off the week with this cute idea:
Procedural writing about how to blow a bubble and then we’ll blow some bubble gum bubbles and write our successful attempts as a fraction of the total number of attempts.
Many years ago, I worked with some colleagues at Hawrylak to develop a math lab for our students. We put all of the French Immersion students in Grades 3, 4, 5 and 6 together in the Shared Learning area.
We created an extensive bank of levelled math problems and colour coded them according to difficulty. Each student was allowed to choose their own level with the understanding that they were each responsible for the work they did each week in math lab.
Each student kept a math journal. At the top of the page, students were required to record the colour of the problem and the number of the page they were working on. These problems were evaluated through meetings with the teacher, which allowed students to get one-on-one, just-in-time feedback. During this time, we had the support of every classroom teacher, the learning support teacher, and the vice-principal, which helped to reduce the student-to-teacher ratio. Our goal was to check in with each kid every day and ensure that they were getting exactly the support they needed.
I enjoyed this time with my students and am looking forward to adapting the math lab format to my current classroom. I have developed a bank of problems that are eau levelled. So rather than choosing a different coloured sheet, which might be a deterrent to some students who are embarrassed about choosing easier problems, each student gets a problem sheet that looks the same as the others and on the sheet there are four different levels of problems.
1. Math with technology: students will be using the ipads and ipods to create an “ebook” about “plus grand”. During centres, I will send two groups of students into the school with our mascots Coco and Biscuit to take pictures of things that are “plus grand que”. Students will return to the classroom to stitch their photos together into a book.
Math by myself: students will complete an addition worksheet.
3. Math with someone: students will use manipulatives and their math journals to create addition stories.