Closure: A Difference A Day Makes

Closure is a concept we as humans often equate with the end of something. The horrible break-up we went through in high school or college, we just needed closure and it was all alright. Even closing the door on something meaning to be done with it. Most often we do not take it to the next level and believe that closure is a connection between one concept or event and the next. We expect at the end of the day that what ever we taught needs a finality. The unit keeps going, the vocabulary is interwoven into the next lesson but we deep down inside feel there needs to be a clear delineation or transition between ideas. When in fact closure is a bridge, a path that leads to many unique directions that our students can follow.

If a student is truly intrigued and curious about the concept they will take a different course then a student who is merely complacent or a different student who is a reluctant learner. It is our job as a teacher to get the paths aligned with the right student. More importantly to provide the road map that they can use to find their destination. Some may use GPS while others may rely on good old fashion paper maps. Teachers need to make sure the various roads are smooth and friction-less rather than a rocky terrain. But we also need to understand that we can never get every student to choose the same path. While some learners need road signs and stop lights, others prefer the wide open desert roads where their is little traffic in site. But as they traverse their personal journeys they each encounter different obstacles and barriers. If we provide them with the capability to deal them as they arise they will overcome them with little reliance on us. That in the end is a teachers goal: independent learners.

At the end of a discussion I always say to my students, how can we add this to our wall, our billboard, our scrap book of knowledge. Putting into a place of perspective and relevance. My students either draw it in their journals, write a reflection, and even just a simple teach my neighbor discussion. But the adding to the arsenal of information is where if we use the word "closure" occurs. Where cementation happens. Where it no longer is an isolated concept but placed in the larger schema where it can be built upon. Not done, not in the past merely put in its place like a giant jigsaw puzzle piece where after many more lessons the picture or image becomes clear. Closure brings exposure to new ideas, differentiation, interest, and diversity together into a process of learning that is accessible to every student because it is based not on intelligence but on personal understanding and relevance. Each student has a different arsenal of knowledge, individualized directions or navigation tools, and personal curiosity and understanding. If we lay the groundwork they will find their own path through the maze of learning.

Free Flow Writing, Reflection and Rotation Learning in Science

Writing can be focused on a particular topic for instance: Genetics, traits, selective breeding, humans in space. All of these being the upcoming topics in my classroom. But when writing is based on a predetermined topic the freedom and creativity of thought can be stifled. This I know from experience of not my own writing but also the assignments of my students. I try to keep the writing more open-ended leaving room for the imagination but often in science even doing this, creates a sort of vacuum where students are still trapped by the scientific principles that surround the topic. I have been enjoying family this holiday but always, as with any teacher, in the back of my mind I have been strategizing and planning my next unit. The scaffolding is there but the layers need further design.

Time constraints caused my team to push back two mini-units into January: Work and humans in space. We decided to combine the two and rather than have each teacher teach it, we divided the topic into 8 sub-units: eating and drinking in space, sleeping in space, exercising in space/space walks, work in space and how to overcome the effects of lack of gravity, calculating work, breathing in space, why is Earth a "Goldilocks planet?" and the importance of the sun and moon on the Earth. Each of the four of us will focus on two and then the students will rotate around our classrooms for 2 days getting full immersion into the topic. Not only does this allow them to get to know the other science teachers it also give us more time to cover the topics. Humans in space is a topic that students really like and this way they have more time to enjoy it.

After they have received the instruction in each classroom, 40 minutes each for two topics, they will return to their classrooms and write and bring together the information in a reflective and creative writing piece "A Week in the Life of an Astronaut." I will have my students at the beginning of class, free flow write. Just simple write about what they found the most interesting or fascinating about what struggles an astronaut goes through on a daily basis. I want them to make comparisons between life on Earth and life on a space station. Then I will have them write a more focused piece explaining why each of the topics is critical for an astronauts survival in space. Explaining why Earth is habitable and its distance from the sun so critical to our survival.

Allowing students to learn from different teachers is a fun way for them to hear different perspectives. Reflection is key and I am going to have my students reflect every step of the way. I am also going to ask them for feedback and if they like this rotation lesson my team will use them again in this semester with adaptations and ecosystems. Anytime students are in control and up and moving and interactive the more they will focus and take charge of their learning. Model class rotations, expectations of note-taking and reflective writing, and providing them with choice of final product: makerspace creation, or drawing to add with their story gives them some independence but also keeping them on track. I can't wait to get going on this lesson, a great topic, unique learning experience, and writing and creating together will help students become curious about a fun topic.

Using Theme to Make Connections in Science

Theme, a term used in ELA and sometimes Social Studies but not very often in science. In science, we use unit, topic, idea, concept but rarely theme. The bigger picture, large scale, even scope but theme? The underlying message or meaning behind something is often unidentified. But to me theme is as much a part of science as it is any other subject. For instance the theme or meaning behind almost any scientific concept, chaos vs. equilibrium, static vs. consistency, change vs, stagnancy, and evolution vs devolution just to name a few. When we bring these larger themes into science and discuss them intricately with our students they make the connections between concepts on their own.

Write these, and the other larger scientific themes on the board at the beginning of the year and throughout the year have them write down where the unit or topic fits. Eventually they will see that no scientific concept is isolated but that they overflow and intertwine. They discover that Biology, Astronomy, Physics, Chemistry, and Engineering are so unified that the world around us makes more sense. That the little occurrences make a difference in the large scale events and vice-versa. When students see that everything is related, science becomes a part of their daily lives, they seek it out, they want to understand how it works, they are curious and inquisitive and this leads to a student-centered, student-driven classroom.

Wednesday the second semester begins. A semester no longer based on the human body but on the larger world as a whole. The role of humans and our impact on change and maintenance of the planet and beyond. So on the board in big bold letters I have written Survival and Succession. I will have my students free write about these in their journal. Then discuss what do these terms actually mean? This will be the first theme we will discuss in 2017. All the upcoming topics: Humans in space, Genetics, Adaptations, Ecology all fit into this theme, and several others. But I always start with one theme and then let my students add the others in. What happens if we survive? What happens if we don't? Is progress always forward moving or can change be beneficial if it regression? Theme is a big ELA concept second semester as well and I am collaborating with the ELA teachers to bring the concept of theme into full view for students. Once you understand that everything is interrelated: Math, ELA, History, Science, you see that the big picture is not in our control. The intricacies of survival and succession are fluid and not fixed. It is our duty to understand that change is inevitable and that it is how we react and respond to the change is what allows us to survive at all.

The Princess Mentality: The Barriers Smashed by Carrie Fisher

Growing up in the 1970's was not always a time of strong willed, confident, and opinionated female characters. Disney princesses sang about their troubles and always got their prince in the end. They rarely had to fight for a cause, defend themselves, or were allowed to speak their minds. The first princess I recognized not as a damsel in distress but as a force to be reckoned with was Princess Leia from Star Wars. In walks Luke, Han and Chewbacca expecting her to swoon and fall into their arms with gratitude, instead she simply, says "Aren't you a little short for a storm trooper?" Sass at the get go. She revitalized the role of princess into one of, I am a woman and I can take care of myself.

At the beginning of the movie, Luke purchases R2-D2 and comes across the infamous video of Leia, "Help me Obi-Wan Kenobi, you're my only hope." At first as an audience member you are, go Luke save the princess, she needs your help. But it is revealed very quickly that she is no ordinary princess, in fact she is the antithesis of any princess you had seen before. She needed help getting the plans to the Death Star not rescued. Being captured actually didn't seem to phase her that much at all. No pun intended. She had a mission and she needed to complete it, simple as that. In a male dominated universe, she seemed at first to be the underdog but quickly set herself as a main character and positive role model for any young girl.

Science Fiction set the stage for many strong female lead roles even Captain Janeway of the Starship Voyager. Strong females characters are becoming more and more prevalent in film and television but the princess mentality is very much still in effect. Fictional princesses are slowly becoming more independent and strong minded but still seem to fit into a certain mold. But Carrie Fisher and her portrayal of a loud, foul mouthed, rebel set the stage for more like-minded female characters to emerge in cinema today. Thank you Carrie Fisher and of course George Lucas for creating such a plethora of amazing female roles that help inspire young girls to step out of the box and get their voices heard. To smash the stereotype of meek, desperate damsel and in its place create an opening for self-reliant females to charge ahead and literally change the future.

What Can You Learn from Mickey Mouse?

I was watching a Mickey Mouse Club House video with my son. Of course Disney is all about family values and friendship and love. But I started watching it and truly listened to the deeper meaning behind the episodes. It is a cute show for sure. A lot of overcoming adversity and working through problems. Then we ventured into the other room and he started playing with his various sized Tsum Tsum plushies of Mickey Mouse. I started asking him about size and dimension (he is six). How big are Mickey's ears? Why are they so much bigger on the larger sized compared to his body and so much smaller with the medium sized one? We actually got out a measuring tape and measured the circumference of the ears. The ears you would think would be comparable to the length and width of the body but they weren't. It was a fun way to introduce him to ratios.

Then I got to thinking what else can you learn from Mickey Mouse? So we went back and watched Steam Boat Willie cartoons and compared them with Fantasia and more recent Mickey Mouse cartoons noticing how Mickey Mouse has changed over the years. It was awesome to see how his clothing, voice, and yes ear size has changed over-time. Who knew that taking a simple Disney character could bring in math, visual social cues, color change, and even yes, sound and art together. I showed my son how simple observations can lead to amazing insight. Next week we will take a look at other Disney characters and talk about personalities and gestures and social cues. Minnie, Goofy, Daisy and even Pluto are great examples of roles in society and how we can break through them.

I think I may bring some different sized Mickey's into my classroom and ask my students the same questions? Could be an eye opening adventure in mousekateering and math.

Board Game Heaven

If you have ever read one of my blogs your know that I am all about hands-on, non-technology and interactive learning being balanced with the technology. Kinesthetic and tactile as well as immersive virtual reality. This Christmas all my children received their wishes of video games etc. but also at least one board game or tactile games as well: marbles, Ticket to Ride, or various card games. My family on holidays especially is all about putting down anything that requires your isolation and diving into a world of Charades, Uno, Cranium and every other board game you can name. So last night, being Christmas we all did just that. The whole group, even my 7 year old played Uno and Ticket to Ride.

Board games are a fantastic way to let loose, laugh and get to know each other even better. It is an easy way to model sportsmanship, losing with dignity, and cheering other teams on, even when you are competing against them. We play board games as a family at home but when you add my daughter and son-in-law it becomes even more fun because now you have the whole family, a large group, laughing and playing and relying on our teammates to win. It is a way to model respect and collaboration but also competitiveness especially that it is okay to defeat your parents in a healthy game of Charades. It was a fun night indeed. Today we are going out, in 27 degree weather to get a few more games, Taboo, Sacatagories. and Pictionary. So another night of family fun.

It is amazing when you bring together some board games, moody teenagers, a few millennials and the parents of all into a conglomerate of interactive entertainment. A night free of teen angst and one of laughter and joy.

Christmas Day

Starbucks is a treat we get on Christmas Eve. Most of the time we get up to the window and the person in front of us has paid it forward. I pay it forward too, only a few times the car behind me had like 50.00 in coffee so I paid it forward by what my order would have cost. Today my daughter was the driver and when she went to hand them my phone, my gold account is on my phone, yes I get a lot of Starbucks, it had already been paid. She was so dumb founded she said thank you and pulled forward in the line only to realize maybe we should have paid it forward too. I told her no worries it happens sometimes and maybe we can pay it forward in a different way. With Starbucks it is common place lets go do it somewhere else.

Going through a drive-thru where it may not be a a purchase of a treat without any financial strain to one of necessity, where it is food for the family. So we went to Albertsons and after getting our gallon of milk and log for the fireplace, we paid for the cart of groceries for a family behind us, kids in toe. It was awesome. We paid and then left quickly before they realized we had. We didn't have a total so we estimated but I think we got it covered. I hope that it was their Christmas dinner, ham and potatoes etc. and that not having to cover the meal they could go and get a few more presents for their children or at least pay a bill.

This year something similar happened for me and my family. A donors choose personal account, hidden away, but found by one of my students parents, yielded what we needed to pay our back bills and get back on our feet. It was literally a Christmas miracle. So every little thing we can do to improve the lives of those around us, we will. Pay it forward not only in monetary circumstances but in thoughts and prayers as well because a positive outlook can make the difference. A smile can change the outlook of those around you. A simple gesture of kindness, word of gratitude or love, forgiveness and cheer are what truly make Christmas a holiday. Not the presents but the emotion and positivity that spreads, hopefully inspiring others to do the same. Love thy neighbor, and cherish every one.

A Higher Elevation Conundrum

I have been in Albuquerque, 5000 ft above sea level for a week. I went to Santa Fe, 7,198 ft above sea level. I live in Houston which is essentially sea level. Can I feel a difference? Absolutely, Usually I can feel it in El Paso as you begin the incline. Thinner air, drier air, less dense oxygen molecules. It takes me about a week to adjust fully and within the first week my family generally gets a cold or flu. The air pressure is 30% lower at sea level, Houston, so it is no wonder my family struggles a bit when we first arrive here. This lower pressure making it harder for the oxygen molecules to pass through our lung membranes. For me with asthma and allergies it makes it even more difficult. But I try to take it easy for the first few days while my lungs are learning how to take in less with faster breaths.

Last summer seemed less of a struggle then this winter. Dry heat versus dry cold. Not much difference I know but it certainly feels harder to breath when the brisk air is making you cold. Bundled up in a winter coat versus shorts and a t-shirt. But it is well worth it. It seems even more so when we go to Santa Fe. Lethargy, nausea, a bit of dizziness. You would think the 2000 ft difference would be a cake walk after adjusting to 5000 ft but in actuality, at least for me going to Santa Fe is harder. But it is so beautiful you just plan on a little bit of feeling off while you are visiting. But now that I have acclimated to Albuquerque going outside and running around with my children is easier. It is cold and rainy here today but being Christmas Eve we are going to go hiking in the foothills of the Sandia Mountains and take in the amazing sunset.

A time for family and fun so we took our time getting used to the elevation. The lethargy and cold were the worst but after a few days resting in bed we are all feeling better, more active, and open to the endless possibilities Albuquerque has to offer for outside recreation. I think the Botanical Gardens light show might be next on the agenda. Science, it is so amazing to understand why the symptoms of elevation sickness appear and how to combat them. Rather than just feel bad understand why? To again see how science is a part of everything.

A Park Above

http://aparkabove.org/

Their Mission Statement: To promote a safe, clean and FREE park, where the inclusive play equipment is accessible to ALL children, ALL ages of ALL abilities.

The park was originally designed because a mother of an adult with autism did not have an interactive park where her child could play and swing and slide. She talked with other mothers with children with disabilities and discovered the city did not have a park where children in wheelchairs had the same opportunities to swing and play as other children. Thus A Park Above was born. It is an amazing park filled with large arm chair and wheelchair swings, large 4 person teeter totters, wide slides large enough for adults and even an area sponsored by Intel full of musical toys.

The hills are covered in a spongy, astro-turf material perfect for sliding. The friction makes it more like a slippery slope rather then a hill. Children were rolling down it and even pushing each other down, it looked like a snow sled hill minus the snow all kids friction less and slipping down with ease. The laughter was infectious. It is on the other side of Albuquerque but we made the trek because it was intriguing to me. What an amazing idea and I had to see the "Science" behind it. As I have said in previous posts I have science in my blood and I love discovering the science in everything.

It was a cold, brisk winter solstice but even in the dark, children and adults alike were frolicking and laughing and the joy emanated from the park. A truly awesome experience. We plan on going back next week during the afternoon for a picnic.

Meow Wolf An Adventure in The Surreal

Last summer I visited a new museum in Santa Fe called Meow Wolf. It is sponsored by George R.R, Martin, The Game of Thrones author likes to help with is local arts programs. It is a museum like any other. It is great for kids, colorful, interactive, mesmerizing but it is also for adults an intriguing back story for the House of Eternal Return. It has newspapers, mail in the mail box, video clips on the televisions, hidden clues for adults to follow the intricate story line. It is a really fun experience. This time I decided to take my children. The three older boys ventured off on their own while I took my 6 year old around. He just played of course but it was an hour and a half of pure joy as he entered a refrigerator and ended up in a fish tank, He also climbed a staircase and ended up back in a 1920's black and white room, walked down a Japanese street, played music on dinosaur bones and mushrooms even entered a spaceship, Star Trek style. It was so much fun seeing it a second time through his eyes. If you are ever in Santa Fe you must stop by and visit. https://meowwolf.com/

A great way for a family to spend the day with immersive entertainment, discussion about science and time travel, black holes, portals to another dimension. I am always about the science and we as a family love to visit places where we can bring science into our day lives. So far this trip the Albuquerque Children's Science Museum and Meow Wolf. But tomorrow we are going to an amazing park designed for an adult with Autism and funded to bring a park to the world both for children and adults including wheelchair swings and adult sized slices. I will tell you all about it tomorrow. Albuquerque is an amazing city to come and visit and with Santa Fe only 45 minutes away the science and fun is endless.

A Day With Science

The Albuquerque Children's Science Museum was so much fun. We wandered and learned about physics, light, sound, water, mechanics, even art. The kids played puzzles, had a battle with giant foam blocks, created images for a video game, and had fun with bubbles. It was the first time in a long time that they had no electronics but simple played, as children, and interacted, as brothers. It was an amazing site. Step away from the isolation of computers and into the realm of family and laughter. A great day indeed.

The Most Inopportune Moment

Higher elevation, we just traveled from sea level to 5000 ft above. The first day is always adjusting to the thinner air and breathing becomes normalized. Usually I also get a cold too. So yes, coughing and malaise today. Trying to sleep it off but lots to do, a little more shopping, hanging with family and enjoying the brisk Albuquerque weather. The holidays are a time for charity and reflection. We have gathered items and are delivering it to a Women's Shelter. My children are taking it in and seeing first hand that even the simplest of generosity can change someones day. Letting them choose which items they want to donate, they are each purchasing a gift for someone at the shelter as well as donating toys my grandson has outgrown.

We had a family discussion of how we struggle in a one-income household and while we do eat and have a home many do not. Even at the holidays many people are homeless and need every donation to be able to have a Christmas at all. But during this moment of clarity and reflection for my children I am hacking and coughing. I should be in bed but a cold never slowed me down. I keep going, hot chocolate in hand. It is cold hear and a brisk walk through the park is a great way for the boys to run a muck and burn off some energy before we hunker down inside for the evening. The holidays are all about giving and family and understanding sacrifice.

Holiday Shopping

Amazon, Amazon, Amazon. my usual go to for holiday gifts. Think Geek another source for great gifts. But you have to order early. This year I did utilize both but a few minor things needed to be purchased...(duh...duh...duh)... (creepy music) in person, in a store. I am claustrophobic so this was not a happy moment for me. But alas, in I went to various department stores and shops. They were crowded and stuffy and I do not wish that stress on anyone. But alas I am done now with all my shopping and can relax and spend time playing board games, RPG, and watching some awesome movies with my family.

My children want 3 DS XL good luck. I for the first time in many years have been so busy that I put my Christmas shopping off until the end. So Walmart, Target both sold out. Venturing on Amazon, sold out. Finally to Game Stop, only one, need two. Ugh! But thankfully some Pokemon plushies and cards later I seem to have gotten most things purchased for my children. Only my husband left. Now comes the hard part. How can things like DS's sell out at Christmas.

Family not gifts. This year all my children are together, my grandson, all of us are focusing on family not gifts. So what I can find I find. Playing games and hanging out together is what makes this holiday so special. Seeing my so, 6, n run around and play with my grandson 2 on Wednesday, priceless. These next few weeks will be more like personal monologues because I have left school and students back in Texas and my mindset although still a growth one is focused on personal not professional, enjoyment and interaction and pure joy of family.

Excellence: It Can Be Achieved With Motivation

Spending 13 hours in a car with 4 boys can be exhausting, but also enlightening if you pretend you aren't listening and eavesdrop on their conversations. My children are inquisitive by nature and are always talking about the latest this or that. How this superhero is written in the comic book and then depicted differently on screen. You Tube channels they watch, podcasts they listen too, it is a veritable smorgasbord of conversation. They debate the best type of video game even the most integral character to a given film or television program. I find it fascinating to hear their conversations.

In school my children get pretty good grades. My 18 year old excellent grades, all Honors and AP classes, straight A's. I have always pushed education to the forefront of their values, however more so than education, thinking for oneself, makings one's own decisions and then living with them, and accepting that they will be average at some things and excel in others. To chose something they love and be great at it, no matter what it is. None of my children are athletes. One plays trombone, one is a writer, another a science geek like me. My 6 year old, well, we don't know quite yet but he is a lover of words and numbers.

Excellence is achievable. Being a prodigy might come from genetics and environmental factors, but excellence can come from nothing at all. A desire to achieve, interest, relevance, simply love of the subject or skill. I know my children are not prodigies, but they are motivated and determined to get good grades and go to college. Can I ask for any more than that? They are academics and scientists at heart asking a myriad of questions and philosophical conundrums every day. They see the bigger picture like me and often are filling in the steps as they go along. This to me is excellence. Understanding how you learn, what you excel at, and finding ways to improve that skill. All the while staying determined to be good at other things.

In my classroom and at home this is a goal I try to have every student accept and embrace. Be yourself and find what you love. Excellence comes from not only brain power and knowledge but from determination, motivation and sheer will power.

Two Weeks OFF: Blogs About Family and The Holidays

These next two weeks seeing as we are on vacation I will write about my experiences and time off with my family in New Mexico. I will pick back up with my educational blogging in January when we return to school. since this is a blog about teaching and motherhood I feel this is an important topic to write about.

The ground had a light dusting of snow. This was mesmerizing both to my son Alex, 6 and my grandson Max 2. Max's play yard glistened in the morning glare of the son. The doors opened and the two of them bolted out adorning coats, mittens and scarves. The first time the two of them have been able to play outside together. It is a beautiful site. Romping and giggling. The holidays have officially begun, trip over and nestling by the fire, hot cocoa in hand. Family, all my children and my grandchild in one place. This is the best time of the year.

A Drive to New Mexico

Vacation. A long awaited time of the year when families either pile in the car or stand in long holiday lines at the airport. In my case, 4 boys, my husband and me in a minivan, Albuquerque bound. It takes between 13-14 hours and much of that time is travelling across a vast, open, sparse, west Texas. It amazes me every time I travel this area how vast and how empty this part of Texas is and how long it takes to cross it. The speed limit going from 85 down to 35 in a split second as you enter a remote, rural town in the middle of nowhere. Many believe to be speed traps. It does keep you hyper vigilant though.

The holidays a time of family and relaxation for the most part. As much as travelling can be cumbersome and exhausting it is easier for me in the long run rather than to have them come to me. Two stressful days of travelling versus a week or two of constant stress trying to entertain and feed guests. So the travelling is welcomed. My kids are quite adjusted to road trips and we stop at hole in the wall gas stations and get treats and snacks along the way. Stop at various rest stops and get a history lesson of the local area. It turns out to be fun.

The most important thing for me though is to make sure to have plenty of charging outlets in the car and provide each of my four boys an electronic device: ipod, tablet, DS. This distracts them for hours at a time. Sleeping in between. So this makes the trip even quieter. Then when we are within an hour of Albuquerque the excitement builds. We slowly climb to a 5000 feet elevation, ears popping, the cooler air fogging up the windows. Then we pull into the drive-way and the long, arduous trip fades and the feeling of family and love is all encompassing. I love the holidays.

Short-Cuts: A Great Way to Review and Condense Notes

Every Sunday when I lived in Atlanta I read the comics and at the end there was an educational segment called a Short-cut. I loved them because they were colorful and educational and I had my children read them too. Then I decided that not only reading them could be beneficial for my students but creating them could be fun too. So every year since I first discovered them I have had my students create them as a review. At first they are hesitant but after they create their first one of the year, they always ask if they can create them for a test review or extra-credit.

This is a simple way for students to be engaged, artistic and a bit quirky with the campy titles and characters telling jokes. Students have fun and really get into making them. Students have a rubric and instructions as to what to include, the first one however is not as in depth in order for them to get comfortable with making them. After the first one they must include:

1- A catchy title

2- word search 18 words

3- This edition is sponsored by...

4- Create a creature/character like the crab

5- 4 jokes/riddles

6- 1 cartoon, hidden picture, maze etc.

7- Illustrations-you should have a big picture in the background

8-Minimum of 14 facts or vocabulary words

9-Color

Here is a link for some on-line you can look over and use as examples to get them pumped up. 

http://jeffrey-d-harris.com/

Quiz Bowl: You May Not Win But You Should Always Have Fun

This last Saturday, here at my school, there was a quiz bowl competition. There were 29 teams. This selection of teams consisted of novices but most were experienced teams who have attended nationals and many who have won. So the competition was a fierce one. I decided to make sure that all my students attended at least one competition so we took 6 teams of 4. Our strongest players paired up with some of our less strong players. At the time this seemed a good strategy.  I was told as many teams possible to try and get another team qualified for nationals, we have one already. But alas, this was not a successful strategy. We had two teams make the top 16, or finals. These two teams tied for 9th place out of 29 teams. Not bad at all. But as a team they were very disappointed.

The next tournament is February 11th, I will take three teams of my strongest players. A different strategy. We will see how that plays out. I told my team every time you play you gain experience. This is very competitive and you need to have fun and if we qualify we qualify. No worries. But there is still a lot of pressure. We won many games and we lost many as well. But it all adds up to experience which will make them better players. Quiz Bowl is an amazing tournament. Today, in the mail I just got an invitation to a Junior National Academic Championship Tournament in New Orleans so that was exciting. It is a Quiz bowl competition just a different tournament series. AND our stats are high so we may even get a wild card spot at nationals. So we are doing great but when you lose you get to feeling defeated. I can't wait to tell my team we have been invited to another tournament.

This is one of many competitions I mentor but by far the most challenging and rewarding. So if you are thinking about starting a team, I would. It is an amazing way to build relationships with students and parents and help promote your school.

What Generosity Can Do?

It is one thing to donate a gift or collect canned food. Both being of the utmost importance especially around the holidays, where it is a simple gesture to ensure a long lasting memory. But when something happens unexpectedly, unbeknownst to you, it is humbling, a bit embarrassing, but the most amazing, compassionate gesture you can imagine. Word of mouth, a community coming together to offer support and genuine love and sense of family. It can be bewildering and overwhelming when it is happening around you and you have no idea how to respond. When parents and students align and the unimaginable occurs. This is generosity at its best because it comes unsolicited and unity of community makes it all possible.

As educators we talk a lot about building a positive school culture and at times of struggle or despair that is when the true colors of a school are shining. A time when all families are treated with respect and together help those in need. I do not like to think of it as charity, but honorable generosity. At a time when many take things for granted it is a beautiful thing to see students stepping forward on their own merit to help a family in need. It is a beautiful thing when there is no judgement only veneration and love. So this Christmas remember the little things mean the most. The compassion we show may not be reciprocated but it is very much appreciated.

Blog 365 My Personal Quest for a Year of Blog Posts

This is my 123 blog post. 123 days of consecutive posts. I joined Blog 365 last summer and on August 24th my journey began. I have kept my pace and written every day. Often tired after a long day, sometimes writing two posts when I have a sudden burst of inspiration. But every day I have written and posted. Writing has brought me focus. It has forced me to reflect in a way I have never done before. Not many read my posts but the few that do have inspired me to keep my focus on education, as it is an education blog for the most part. They have also made me determined to be creative and open-minded keeping my students at the forefront of my reflection. I have come up with many new ideas by simply writing. After 123 days I am even more inspired to keep going. To reach my goals of putting the last period in my blog post on August 24, 2017. But to continue my journey after that because writing has become a passion for me, personal, and reflective.

Ideas often flow onto the blank white canvas, After I write free flow for about 15 minutes I stop and go back and edit trying to keep my thoughts in sync. Some posts are similar in topic to previous posts but I try to come up with new topics from my PD like CAST and Edcamps. My growth mindset has expanded tremendously. I am submersing myself more educational books and reading more educational blogs. Both which further inspire me. My classroom has altered in fabulous ways because I learn new things on Voxer and Twitter but also because as I write I am inspired by simply letting my mind wander. Seeing the big picture. If you do not write a blog or keep a journal you should start, I do both. My journal being more personal and introspective. But together they bring together random thoughts and out comes innovative ideas.

My one-minute chats came out while I was free-flow writing. When I went back and reread my blog I was amazed. I was like that is interesting. How do I implement it now? More writing and introspective and now after 5 weeks of one-minute check in's I have even deeper and stronger relationships with my students. It is probably the best idea I have had in my fifteen years of teaching. All because I just let the words flow and the ideas meander in. My mind is a river and the words ebb and tide. My thoughts trickle and flow but eventually they pool and thus my blog. I hope that they are not boring or trite. They are truthful and personal. They are me and my hope is that I can inspire someone to step outside of any box they may be in and try new things and innovate because every student deserves it.

The Importance of Student-Teacher Relationships

A new teacher asked me the other day, "What do you think is the most important aspect of teaching?" I responded, "Hands down building strong relationships with students. Not sarcastic, humorous friendships but relationships built on trust, respect, love, a definite hierarchy but also the humor and humility that comes along with being a teacher." Once the discipline and behavior management is in place the laughter and fun will come naturally. You can't force students to like you but if you are genuine, honest and compassionate and create a safe, energetic, authentic learning environment your students will not only like you they will love you.

The classroom needs to be a community, equal voices in the design and implementation of the lessons. Students should have a say in how they learn. The curriculum might be set but the environment in which it is delivered needs to be accessible and student-driven. If it is, the behavior management will be minimal because the engagement and trust will be the foundation of the class. In my classroom they self-monitor and I have few if any behavior issues. How can you bring students into the lesson planning routine?

I ask students at the beginning of each unit what they would like to do, what will help them learn the content the best. Usually this matches up with what I have already planned. But I adjust to accommodate their needs and wants. I let them design a makerspace activity or lab. This makes them feel they have more control over the class, seeing as it is a student-centered classroom. I listen to their requests and we spend a few minutes clarifying and refining so they can come up with a game plan. How does this tie back to building relationships? If we do not have strong, trusting, respectful relationships with our students this process of student ownership and lesson design would not work.

The best gift we can give our students is to step back and let them be the owners of their learning. To teach them how to teach themselves. To guide them to be independent thinkers. The one-minute check in's my class has implemented allows for me to talk to every student one-on-one without any fear of humiliation. They all come to my desk to chat and no one hears what we are talking about so the quick chats can be remedial or enriching, but all are personal and have been rewarding both for myself and my students. We really know and trust each other and this has strengthened our classroom community ten fold.

How Do We Create an Enriching Environment: With Grit but Without More Work?

An amazing article in Edutopia, Using Webb's Depth of Knowledge to Increase Rigor, by Gerald Aungst, really solidified for me the notion that rigor and grit could mean more work if we as teachers do not plan accordningly. When I was setting up my student-centered classroom I knew I wanted no homework. I knew I wanted an enriching atmosphere with challenging activities and authentic learning experiences. What I didn't know was how to truly create a higher-order thinking environment without more work involved. How to take great ideas step them up a level without making them longer assignments. These are the strategies I have determined work best for me.

The verb does not determine the level, just because we ask them to describe does not mean it is a higher order question. Cognitive effort does not come from a verb but from the levels of the task involved in reaching the end. When there is not a single path but various sources and paths that need to be traversed to gather and compile the information the better. When students have to make sense of different types of data to determine their relevance and strength makes any assignment more cognitively challenging. Focus on the big picture, how are they going to get there. The steps should not be overly complex it the assimilation and processing required that should make the assignment rigorous not the length.

Strategic and extended thinking tasks can be accomplished in a class period or can be more involved and take a week. For example, I asked my students to design and create, using the makerspace, a model of a breathing apparatus. I never said lungs, just breathing. At the end of the class I got a fish with gills, human lungs, even scuba gear. Open-ended questioning is a great way to provoke learning. Each group explained how breathing works-that was the goal. Then we compared them and discussed which one might be more efficient.

A longer enrichment assignment is one my students are currently working on. Rather than having an end of semester human body exam-a major grade- I decided to go a different route, a project. I thought a lot about it, what are students interested in as a whole that they could use to integrate the body systems, create and design, be artistic, and even use writing skills. I decided on superheros. My students are creating their own superheros, choice and voice. They have to use at least 4 of the body systems to explain biologically how it is possible for their superhero to have their powers or abilities. For example, The Flash, in order for him to be that fast, digestion needs to be faster, he is always eating to keep his metabolism high, his bones and muscles need to be adapted to be stronger to compensate for the speed at which he is travelling, his circulatory and respiratory systems have to be adapted to circulate blood and transport oxygen faster and more efficiently in order for all of these systems to be integrated and work efficiently or he would not be able to have his ability.

This project is not designed to be more work but less. It is a fun way for them to tie up our human body unit and be creative. They get to draw or create a model of their character and they get to see how the systems all work together. Finally, they get a preview of our next two units: Genetics and Adaptations. It is challenging but not to much so that it deters creativity. During the finals classes they each get 5-7 minutes to share their characters, and each are turning in a 2 page story explaining how their superhero's abilities/powers work and why they are important. Enriching with grit but not more work.

Can We Teach Students How To Provoke Their Own Learning?

What happens when we are provoked? Something in our minds doesn't make sense. There is a gap in our knowledge that challenges us to think about things in a new way. When something is provocative we are stimulated by the content or image. Our curiosity gets the better of us. We are driven to discover more about it or reflect about what we have experienced. We seek answers to the questions that have been posed by the new knowledge. Why is our curiosity peaked? When we as humans do not know something, when we feel we should know it, we have an emotional need to figure it out. A desire to resolve the discrepancy, to answer the unknown. Can we draw this emotion out from others? Can we spark this need in our students?

How can we set up a classroom where students provoke their own learning? Ask a question and do not answer it. Do not quell their curiosity by answering the question for them. Open-ended questions can push students forward throughout the week. For example, Is the human body efficient? Endless answers, endless possibilities for research, curiosity, and discussion. This question although need not be answered quickly, needs to be promoted by information and feedback from my instruction. I give them data but they need to piece it together to formulate a response. If the question is too challenging students will lose interest, if it not challenging enough they will get bored and answer it with little effort. Open-ended but also provocative.

Students should be given an outlet, Seesaw, Canvas other locations where they can blog, podcast and share their ideas. Communication and collaboration are essential for this type of questioning to be successful. The more opportunities they have to share both in class and on-line the more they see all sides of the question. The more they can be prepared for a debate or Edcamp at the end of the week. When we listen to other points of view we either cement our own or check ourselves for validity. When the question is open-ended students are less likely to have cementation and are more likely to listen and learn from others. They are curious to see if they are right. The debates or Socratic seminars we have are more fun and interesting because they have heard and read the opinions of others and can formulate arguments based on research not on their isolated personal views.

Through the use of questioning, blogging, podcasts, and class debates and Edcamps we as teachers can put students in the drivers seat and let them provoke their own learning. Let them own their own learning, they will challenge themselves more because they will feel a personal connection and an individual determination to conquer the challenges. Success is a strong motivator and when we let them guide and steer their own learning they will be more successful and this will create life long learners.

Tackling Tough Challenges: Reinforcing the Importance of Determination and Grit

A student-centered classroom, are they real? Can there be a place in a junior high setting where 12-13 year old's can truly take charge of their classroom? Yes. I am here to say yes. Are there tough challenges? At the beginning of the year, many. But after a few weeks, the routine is set, the community rules are written, students have gotten into the norms of the classroom and yes they naturally become leaders and the classroom transforms itself into a flexible, student driven cohort. A few reminders here and there but most days my classroom runs like a fine oiled machine.

Can there be grit and rigor in a classroom where students have choices in demonstration of knowledge? Will students take the easy way out? Will they opt to create and design something simple rather than engineering with complexity? I am here to tell you no they will not take the simple route, when given options and a voice they will more often than not take the more challenging path. They actually enjoy the rigor, especially when I have modeled grit. They use the makerspace, write their own labs, and debate. They research, Edcamp, and PBL. They tell me how they want the lesson to go and I let them design it. This does not mean I do not teach. I do.

I begin each unit with the engage or hook. I provide the background and introduction information on-line as we are a blended classroom. Then I get their input on how they can best learn the information. I have certain labs I use: Chicken Feet, Dyson Vacuum, Frogs for example but they design many of the activities as well. This has them more connected in the classroom community. They take the district assessments, grade level tests, and participate in the grade level PBL's which are uniform across our team. But other than that we do not have homework, only weekly discussion questions. We play and have fun but also get 99% of the classwork completed in class as a group.

The classroom has solid routines, 5-minute warm up at the beginning of class while papers are passed back, attendance is taken etc. Last 5 minutes is feedback and reflection time where as a class we discuss the topic at hand and what we need to do to best learn it. The middle of class is different every day, I like to keep them on their toes so I change it up a lot. But the determination and grit they have comes from the ownership of their learning. The tough challenges we run into, often group dynamics, are resolved as a class or in our 1-minute chats individually. If a student is struggling we have reinforcement circles every Friday or we have enrichment circles for those who have mastered the content and would like to explore more. Students choose which circle to join. This they choose correctly on their own, with little input from me.

A student-centered classroom naturally creates determination and grit. When students feel comfortable failing and recognize their need for remediation and mentoring and are not uncomfortable asking for help they will feel safe to seek it out. It is not a class but a community, students have roles, mentor one another, and strive to do their best not only for the community but themselves, because they take pride in their accomplishments. Challenges are apart of every classroom but they should be solved by students not the teacher. This creates independent, confident students who remain determined and invite the rigor and grit in rather than avoiding it. Let them lead and they will lead.

A Day That Will Live in Infamy: Teaching About Tragic Events and How to Learn From Them

December 7, 1941 a day that if you mention it to most students they will not know its relevance. September 11, 2001 has become a date more relevant to most of our students. It is important for students to understand and analyze the past to recognize and interpret future events that will impact their lives. How do we make connections between past and present, tragedy and progress, beliefs and consequences while remaining focused on our curriculum? Most teachers will say, "I am not a History teacher, that is not relevant to my curriculum." I am a science teacher and I believe that it is critical to touch on these events and how they are related to where we are today, technologically, socially, and emotionally.

Pearl Harbor, how can this be related to a Life Science classroom? As with any tragedy, what comes from the ashes of sorrow is innovation and design to make what happened never happen again. Also out of necessity comes advancements in medicine, engineering and technology. For example, the use of plasma to treat wounded soldiers came about during WWII, radar, microwaves and new communication devices were improved upon and implemented during the second world war. Science is all around us, we can make connections with science in every topic imaginable. This is what I share with my students, look around you, everything you see is science. Science changes the world. Let students choose topics and have them discover the advancements and progress that they created. Let them see that tragedy often spawns ingenuity: Titanic-life boats and safer ship travel.

Relevance and interest are key to a students engagement. Use the news and world events to help students recognize the importance of creativity, design, collaboration and ingenuity and how together they shape the world around us.

Fierce Conversations: Teaching The Challenge of Honest Dialogue

Everyone wants to be heard. Our voices recognized. Our beliefs validated. Students seek acceptance through dialogue and collaboration. When they have deep seeded roots in their beliefs and truths then they will defend them, even with adversity present. In the classroom many teachers shy away from situations where students may disagree. They fear opposition and argument. But debate and honest, respectful disagreement is a learning tool that is necessary. Where else will students learn to listen, keep their judgments to themselves while challenging others to a verbal duel? To understand that opinion is personal and the desire to force it on others is wrong? This type of discussion is relevant and appropriate especially when it is driven by evidence rather than opinion.

Fierce conversations, honest and relevant, can cause frustration and even anger. As adults these discussions can cause resentment and shame. This is why as teachers we need to model how to give constructive, meaningful feedback, positive criticism and purposeful guidance. Classroom debates, Socratic seminars, and EdCamps in the classroom are great strategies to begin the journey to more impactful and challenging dialogue. When students hear each other being honest but respectful they become a community where every opinion matters. It creates a classroom where there are no wrong answers but detours that lead to the correct conclusion. An environment where mistakes are welcomed and students are more willing to speak up in class and share their ideas.

Fierce is a word that insinuates anger but on the contrary it can also mean passionate and powerful. It can elude to relentlessness and strength. These attributes may cause others to get frustrated but these are qualities that lead to progress and change. Every classroom should have fierce, honest, rousing, dynamic conversations that lead students to think about the world around them. Meaningful, constructive discussions based on gripping and poignant topics. Argumentation designed around student interest. Honesty should be prevalent in everything we do in the classroom. As long as it is purposeful. No one wants to be wrong. No one enjoys having to accept their mistakes and short-comings. But without reflection and feedback a growth mindset becomes a fixed one.

Analyzing Your Mistakes: Get The Lesson

The other day I heard another teacher say "These students are victims of excellence." At first I was perplexed by this statement but after reflection it made sense to me. Often this drive to be perfect is internal, leading students to base academic success on grades. It can also be external, parents pushing their children to be the best athlete, the best musician, the best writer or artist. Parents and students are often afraid of mediocrity and being average. There is nothing wrong with being within the average most people are. But this idea of having to be the top 3% is infectious. Often leading to detrimental effects.

Mistakes as teachers know are learning experiences. They are a source of understanding but students and often parents see them as failures. The more opportunities teachers provide for students to fail the better off students will be emotionally. Students need to see that persistence can lead to overcoming adversity and challenges but not always. Sometimes no matter how dedicated and motivated we are as learners the knowledge just doesn't solidify. We struggle, we get frustrated but we need to recognize the struggle and face it head on. Ask questions and get help. If we set up remediation and enrichment circles and students are comfortable with visiting both, they will more likely to choose what they need not what they want.

When students have an opportunity to correct their mistakes, face their misconceptions and not just move on but reflect on why they were wrong, they will understand their error and find confidence in overpowering them. Empowerment comes from reflection. Feedback is also critical because students need to recognize that mistakes are welcomed in the classroom environment with activities and exploration. But they need to acknowledge and deal with failure before any formal evaluation occurs. We need to be guiding students to be rational thinkers who accept challenges and failures as part of the learning process. By modeling failure in the classroom students become self-aware, less judgmental, and open to new experiences without fear of inadequacy or defeat.

Choice of demonstration of knowledge is one of the best ways to instill independence. Problem-solving and inquiry together with choice provides students with outlets they feel comfortable with. But it is a teachers responsibility to push their students outside of these comfort zones. To challenge, frustrate, and propel their students to take the leap out of a fixed mindset and into a growth one. Out of the box and into a realm of endless possibilities and paths. If we instill curiosity, confidence, interest, relevance and rigor students will be engaged and eager to combat any conundrum we present them with.

Constructive Conflict: A Divergent Learning Strategy

Teaching divergent thinking can be challenging but the reward is enormous for students as well as teachers. It creates an atmosphere of trust, respect, and humility based on honesty, critical thinking and problem-solving. Divergence is a method used to generate creative ideas by exploring many possible solutions. This fosters independence in our students. It builds confidence, curiosity, and engagement in the classroom. The greatest gift teachers can give their students is the ability to teach and believe in themselves.  

In the learning process divergent thinking often comes with conflict. But when this conflict is purposeful, relevant, and focused it leads to constructive debate. While divergent thinking leads the learner down many paths in search of many possible outcomes, convergent thinking follows a particular set of logical steps to arrive at one solution. Together they lead to a more balanced way of thinking. Often there is only one correct answer, however the journey to conclude the correct outcome leads the learner to a more deep and natural understanding of the content.

Constructive conflict occurs naturally when students are given a platform to share their ideas. When they are independent learners they discover their own truth and this truth when challenged can lead to debate and argument. But when we model productive, respectful dialogue and healthy deliberation students get more comfortable with being challenged. They begin to seek opportunities to justify their reasoning rather than presenting an answer. This is when true learning occurs, when constructive conflict becomes the norm.

How do we get this divergent, constructive thinking integrated into the classroom? By asking deeper more challenging, open-ended questions. Creating lessons around inquiry, examination of their surroundings, investigation of other peoples discoveries and opinions. By having active, authentic discussions about opinion versus fact, correlation versus causation. Leading students down a bumpy, barrier laden path where they have to traverse a myriad of points of view and falsehood. Where truth may not be present. This leads them to truly reflect and analyze their resources.

Ask students deeper questions: How do these different opinions mirror yours? Is their a right answer to this question? When the answer is not right in front of them and they have to climb, sink and detour to reach a conclusion, divergent thinking is taking place. When they ultimately discover what is meaningful to them they will be able to argue their findings. They will have ownership of their knowledge and they will be able, with modelling and experience, to constructively debate.

The Emotional Side of Teaching: How Can We Process the Stress?

I can be very emotional as a person. In general though I put on a brave face when it comes to pain, discomfort or stress. I internalize the heartache, uncertainty, and doubt. I tend to withdraw into my classroom to process the days events, feeling beat up and isolated at times from those around me. This in turn causes anxiety and stress. I am an outside the box thinker, I take risks, I try new things, I stir the pot. This in turn causes resentment and judgment from others. This I internalize and cry alone about rather than facing it head on. This is the case I believe for most of us. Enduring the emotional roller-coaster that is education.

Confrontation is what locks the door behind me keeping me at arms length from other teachers. I offer my suggestions, often louder than other to be heard, to be met with resentment and judgment. How can we balance this need to belong and be accepted with our unwavering need to do what is best for our students? I know that there will be naysayers I prepare myself for them. But, the negativity gets layered and layered and then you just break down. I am coming up with strategies to compensate and keep focused. But I still get weakened and discouraged by those who do not understand my teaching style. This causes me to doubt myself and that saddens me because I never want to lose sight of my goal as a teacher: Students come first.

This blog post is not one about a solution but one of exploration because I myself am weak in this department. I have many strengths but also many flaws this being one of the most pronounced. I deeply care about what other people think of me. I try to please everyone for fear they will not be happy with me. I am trying to train myself to let go and not internalize what I can not control. Then I revert and believe I can somehow control others impressions of me. But, then I accept the fact that I can't. No matter how hard you try, no matter what you put out into the world, positive vibes or negativity, it does not matter, someone will not like you for it. Someone will judge you. Someone will make you feel bad about it.

Teaching is a profession where all eyes are on you, literally. Your personality, organization, teaching skills, behavior management, lesson plan writing all come under scrutiny. When you are successful the eyes may venture off in another direction temporarily, but eventually you are the focus again. So we are always on our toes, planning and learning, looking at data, tweaking plans, after-school clubs, making copies, building relationships, all of it swarming around us. Until we all are so exhausted we shut down, get sick, or become more withdrawn from our colleagues. This I do not want to happen. I want a strong team that supports one another, a sturdy foundation to bounce ideas off of and collaborate with. But, I also need to be an individual, unique in my methods and know that someone believes in me.

How can we process stress as teachers? Some have evening cocktails, I do not drink. Some go on great vacations, I can not afford a vacation. Some have friends at school that they hang out with and have a relationship with, I am so busy I am honestly alone. That makes me sad. No one visits my room to say hello. I am basically one cog in a very large wheel. This stresses me. But I meditate and this helps me focus. I honestly am alright being alone, I have a bustling house with four loud boys, so quiet isolation is actually welcomed. It is the naysayers that stresses me out. As teachers we can't just say what we think, well we can but to some unwanted consequences so we don't most of the time, unless it is for the benefit of our students. If it personal we tend to shy away from it. Vicious circle.

The best strategy I believe is to keep the eye on the prize, student success, stay in line with ones values and always put out positive vibes even when it may cause others to judge. Lead from the bottom because when students appreciate you and share their learning experience, parents are listening and then the administration is hearing about it and that is what matters. The positive school culture you are encouraging and the lives you are impacting with active, engaging lessons. With every profession their comes an emotional side. But if we do not seek acceptance but offer our knowledge, face our doubts by taking risks for the improvement of learning experiences, and find outlets for stress and anxiety we can balance the frustration with the daily recognition that what we do truly matters.

Using Games to Enhance Student Engagement: Jenga and Taboo

Games are fun, Candy Land, Chutes and Ladders, Monopoly, Jenga, Taboo, even Operation. But games are also educational as we know. Can we integrate them into the classroom with a purpose? Can they be used for more than a time filler or reward? How can we make these board games both informational, engaging, and content based? We all have reluctant learners or maybe a few apathetic students. How do we grab their attention? Can we create relevant, meaningful lessons that they will find more important than their phones? How can we use inexpensive toys and the imagination to bring every student into the lesson and get them excited about learning?

There are online versions of Family Feud and Jeopardy you can customize for a review. But I fond that board games are more engaging because students haven't played them in awhile and they get the memory factor. How can these games have purpose? Well the obvious ones are Monopoly or risk in a social Studies classroom. Operation in a science classroom. But what about Jenga and Taboo? there is a template on-line for Taboo where you can create your own cards. The vocabulary word at the top and all the words they can't say wen they are trying to get their partner to say the word. My students love this game but it is really only for vocabulary review.

Jenga, a tube or box of wooden blocks? This game has endless possibilities from Physics to Ecology. Stack them up into a ramp to demonstrate work using a hot wheels car, stack them high and tumble them over to incorporate force, inertia, even momentum especially if you set them up like bowling pins. These I have done in the past. But now I am teaching Life Science. How can blocks possibly be used to model Biology? I write questions on them in chalk and they have to unscramble them, or I set some sets up to play the ecology game. It is time consuming to set up, but reusable every year, and students absolutely love it.

This you can print out on-line.http://www.covington.kyschools.us/userfiles/15/My%20Files/6th%20gr%20add%20chg/Engaging%20Students%20with%20Dynamic%20Models.pdf?id=2524

Socratic Seminars: How They Can be Used to Model Collaboration, Patience, and Respect

I have read many an article on Socratic Seminars, watched videos of how successful they can be and I have even had discussions or fish bowl talks that are similar to Socratic Seminars. But, I really wanted to have one that followed all the guidelines and rules of a true version. While at CAST in San Antonio last month I decided to attend a course and see if they are feasible and worthwhile. Instead of having us talk about them we actually had one, actually there were so many of us in the class that we needed two to be happening simultaneously. This seems out of reach but actually many of my classes are large and when I conducted my Edcamp we had three happening simultaneously and at first it was noisy, but they did settle into it and it ended up being very rewarding.

Guidelines and rules check. Organization and format check. Now for a topic. Rather than having a quick one on the last three body systems, no time, and unnecessary, I thought about it a lot and decided to have a longer one during the hour and a half finals period this way they can really get into it and have time to reflect after. Also, this will allow for a deeper conversation and provide time for research and student choice. I really want my first Socratic Seminar to be engaging and student driven. In order for this to happen they need to conduct research and design the topic themselves. all I need to do is focus them a little.

On the board I wrote three sentences: Why is it important for all the body systems to work together? What happens to the human body when one of these systems fails? How can modern medicine help when our bodies do not function properly? I asked for students to choose which of these topics was the most interesting to them. the numbers in each group varies per class. But there were several students in each group. The next step was to open them up to research. I asked them to write in their journal three topics they would like to discuss about their chosen "question." Then I said choose one and research an interesting topic that falls under that category. I advised them to find two articles about the topic (peer reviewed for my GT) and for my Academic classes any article from a list of websites including Ducksters, Science for Kids etc.

Today students brought in their articles and during our 1-minute check-in's I asked them about their article and what struck them about the topic. This weekend they are to highlight interesting quotes, and ideas they could use to discuss the topic. This will take some time but we have two weeks until the seminar. I will write another post soon to update you on our progress and I will definitely write one about the outcome of this first every, Socratic seminar in my classroom. I am excited, a bit nervous, but I know even if it fails miserably that students will learn from it. That is what a classroom is all about-taking risks and learning.

Kicking Students Out of The Box: Closing the Lid on Linear Thinking

There is inherently a box we all place ourselves in. A safe place where we can analyze, synthesize, and even criticize the world around us. We can leave the box open so we can hear what is going on around us or we can close it to make sure we become oblivious and hardened to our surroundings. Or, we can rip open the box and climb out tossing the box aside, allowing the melody and harmony around us to stir curiosity, spark interest, and steer us forward. Knowledge is found outside the box, in light, sound and nature. How do we get our students to choose to leave the box behind?

Flattening the box is not a easy feat. we often want to return to it when defeated and discouraged. So rather than dismantling it we often just slide it into a corner just in case. Knowing it is there, like a safety blanket. How do we get students to close the lid and walk away from the box? We bring them out slowly because to force will cause retreat. For it is always a choice. The choice to do so emerges through challenging, inquiry based experiences where staying in the box limits their thinking. Discrepant events where the box blocks their view and they are drawn outward from its shadow by wonderment.

A student-centered classroom is one step in many. When students are in charge of their learning the box is slowly pushed into the corner. The excited voice of a fellow student is intriguing. Realization that others around you are having fun and learning in new ways draws the box even further way. The box is isolating so collaborative work allows students to listen and grow from these situations. When students can share ideas it solidifies their own understanding and reassures them that what they have to offer is important. the more we belong, the more we feel connected the more the box becomes unnecessary. What types of lessons dismantle the box? Problem-solving, give students access to the makerspace to build a model, a vacuum to dismantle and reassemble, a frog to dissect, a puzzle to solve. All interactive and based on inquiry and problem solving.

Even the little things, blog posting, podcasting, stop-motion video, reflection writing all shrink the size of the box. When the box goes from one that encompasses our entire body to one where a small trinket resides, the box becomes less important, a simple container rather than a safe haven. Thinking outside the box occurs when our voice is confident, we believe in ourselves, take-risks in order to grow, and when circumstances guide us not fear or doubt. When teachers create challenging experiences students will discover impressive answers that will motivate them to go further. Independent thinking comes from seeing the box as a stepping stool not a hiding place. Let students collaborative stack their boxes and they will climb them to seek their own answers and create their own learning experiences.

Future City: An Engineering Competition

This competition is a popular one. I have mentored teams in two states: Georgia and Texas. This is my tenth year being a mentor. It is now becoming more popular here in Houston and more challenging. My teams have always received awards because they work very hard and generally get an award for best city design or best transportation. These last few years however, my teams have also made it into the top five regionally ending in a 4th one year and a 3rd another in place standing. Only one team per school can make the top 5 per year to make the competition more fair and competitive. This year we are determined to do better then 3rd place.

Last years 3rd place team is in tact and are competing again. This is awesome. I am excited to work with them again. In the past, schools were allowed to bring 4 teams. With the sudden influx of teams this year we are only allowed to bring 3 teams. At my school word has spread and many students want to participate. A total of 9 teams of 4 are competing locally at my school to determine which 3 teams get to attend the regional competition at the NASA Center in January. Now let me be clear, these 9 teams have been writing a 1000 word essay, designing and creating a model (to scale), playing SIMS City and creating a visual presentation and practicing a 7 minute speech since August. All in the hopes of getting to be one of the 3 teams. Astounding right?

Today is our local competition. They are pumped, eager, nervous, but excited to try out. I asked six science teachers to help me judge the performances. Each teacher will be given a rubric (designed by the actual competition) in which to score their speech and model. I will add up the scores and the top three will get to go to the regional competition. They have all worked so hard since August both in my club meetings and outside of school in their teams. I wish I could take them all. There will be stand out performances which will gravitate to the top while others will not. I have been talking to them and answering their questions since August so I am truly excited to see all the presentations. This will be my first time seeing their models and hearing their speeches.

This is an amazing opportunity for anyone to connect science, math, ELA, engineering and speech in their classrooms and beyond. It is a national competition and I hope that word spreads and others begin to join because it is fulfilling and rewarding not only for students but for parents and teachers alike. My goal is to get to nationals in Washington D.C. maybe the 10th year is the charm. I have never taken the same team twice so maybe that is a good sign. I will keep you posted.

Dyson: How can a Vacuum be a Learning Tool?

Engineering is the first things that comes to your mind right? Dismantling a hand-vac and then reassembling it can be a a great tool to discuss blue-prints, structure and function, even technology and its advancements over the centuries. But does a simply hand-vac lend itself to any other scientific topic? I am a Life Science teacher and I wanted to order the Dyson Box for my classroom. It is free, and I was curious to try it out. I wanted to make sure it was fun and engaging but also that i could tie it to my curriculum. So last year, my first year ordering it, I sat down and took the vacuum apart, investigating all the parts, lied them out on the table, drew them, them reassembled the unit. After looking at my drawings it sparked a thought.

The parts looked very much like tendons, ligaments, joints, bones, muscles. An aha! moment. I wrote a simple lesson plan, with very little direction. I wanted to see if my students would come up with the same conclusion I did. On each table as they entered the room was a mini-vac, tools, and a handout with a visual of how to take it apart and put it back together, and a booklet on the parts and functions of the vacuum. On the board I wrote "How is this vacuum like the human body?" This was an engagement lesson, a hook, students had not been given any vocabulary of background on our new unit: Skeletal, Muscular and Integumentary systems. They were aware this was the next unit but we hadn't discussed it yet as a class.

Before any tool was touched, students read the background of Dyson and how collaboratively the vacuum was improved upon and finally became what it is today. Then I asked students to take apart the unit and draw and label the parts. Then as a group discuss why each part was used? Why is each part of the whole important? After about ten minutes, students reassembled the vacuum. Finally I had them look at their drawings and determine how they are similar to the human body. Students did determine skeletal and muscular. But, they also made connections to other body systems: Nervous: electric currents telling it what to do? Circulatory: engine the heart. Even Excretory, cleaning out the waste through the tubes like the ureters. It is amazing what they come up with when asked one simple question "How is this vacuum like the human body?" 

Dyson Box is available to order on the website. It takes several months to get so order early. It is not only for science. My colleague is an ELA teacher and she also ordered one this year and she has hers on a back table and students after they finish an assignment go back and tinker. She has them tell her how they are discovering new things and they write simple first person narratives. The box is delivered to your school. It is yours for about 5 weeks then you need to ship it back, all free with labels, I just drop it off at a UPS store to make sure it gets sent out quickly. I recommend this for any classroom, students love it, it spawns curiosity and discovery. It is great for a makerspace or genius hour. Give it a try i know your students will love you for it.