What is STEAM?

What exactly is STEAM anyway...and how can it change the way I teach and children learn?  The following explanation is from The Education Closet.

STEAM with Integrity (from The Education Closet)

The pathway to STEAM is exciting, but can also be dangerous without an understanding of what STEAM truly means in both its intention and its implementation.  Like its STEM predecessor, STEAM can stop short of its best manifestation without several core components:

• STEAM is an integrated approach to learning which requires an intentional connection between standards, assessments and lesson design/implementation
• True STEAM experiences involve two or more standards from Science, Technology, Engineering, Math and the Arts to be taught AND assessed in and through each other
• Inquiry, collaboration, and an emphasis on process-based learning are at the heart of the STEAM approach
• Utilizing and leveraging the integrity of the arts themselves is essential to an authentic STEAM initiative

For further explanation and an abundance of great resources you should visit The Education Closet website!

So, now that I have an idea of what STEAM is, how do I get started?

Sometimes we make things harder than they need to be.  Yes, creating STEAM lessons will take time, collaboration, and planning; but you don’t have to be a scientist, engineer, or math genius to STEAM up your classroom.  You just have to be willing to embrace a growth-mindset, jump in, make mistakes, look for connections among content area, and approach teaching and learning with a sense of curiosity and a willingness to stop and investigate along the way.

Now I’m no STEAM guru, but my reading on this topic has lead me to believe there are STEAM activities, and then there are STEAM classrooms. You can go on Pinterest and find any number of STEAM activities...so cool!!  The temptation may be to choose a few experiments or activities to do occasionally, but I think by doing this we may be missing the point of STEAM.  The STEAM initiative calls for us to help children make connections, not in isolation, but every day in all they do. To truly embrace STEAM we need to integrate math, science, reading, etc. so that students can see that no one subject truly exists outside of another. All things are connected and we need to help our students see that!!

I have shared and will continue to share lesson ideas, but I’m still learning and I will make mistakes! Some of my ideas may be great and others may end in complete disaster, but that’s part of the process!!
How do you STEAM up your classroom? Share your ideas in the comments!

STEAM RESOURCES:

STEAM in Early Childhood (List of STEAM resources/info)

Science, Technology, Engineering and Math Resources for Early Childhood (NAEYC)

Grade 2-3 Popular STEAM Activities (Scholastic)

Free Arts Integration Lessons (Education Closet)

Ready-to-go Arts Integration and STEAM Units (Education Closet)

Wonderville Galleries

PRISM K.12 (Art Integration)

iPad in the Art Room

National Gallery of Art

STEAM Art Lessons

Metropolitan Museum of Art

What is STEAM

Lessons...from the Three Little Pigs

In a previous post I shared a few lesson ideas to go along with the story Wolf. I like to continue the study by bringing in books like The True Story of The Three Little Pigs, The Three Little Wolves and the Big Bad Pig, The Three Little Pigs, The Three Little Javleinas...there are so many great versions of this classic story!!

Social Studies:

• Getting along with others and taking time to see things from another person (Pig or Wolfe's) perspective.
• Map Skills make a map of the 3 Little Pigs town, add streets, schools, grocery store...Incorporate Technology by setting up a model of the town and programming Sphero or another robotics ball to navigate the town.  
• Create a new story about the 3 Little Pigs living in a different time or place.

Science:

• Build/create a house for the pigs (Check out these great Ideas on Pinterest)
• Study wolves and or pigs.

Reading: 
      Incorporate Technology by using a tool like Popplet for story mapping,
      character analysis...

• Character 
• Setting
• Genre
• Compare and Contrast
• Write your own version of the story. Incorporate Technology by creating a digital book using something like Book Creator.
• Share a puppet show, create puppets, backdrop...(great way to include Math and Art)

Math:

• Graph Your Favorite Story, favorite character...
• Create Related Story Problems and Have students Illustrate (great way to incorporate Art!) Problems could include: Money (pigs buying materials), Measurement (area, perimeter of the house), simple addition and subtraction (as houses are built and blown down)...

Students worked together to solve and illustrate math problem!

• Build homes with linking cubes. This activity offers opportunities for understanding number and math concepts at many levels. Take a look at this post...Introducing Cube Connectors.

So many ways to make this a great study!! What would you add??

The Importance of Creativity in Education

The #OklaEd chat topic for August 7 will be creativity, it’s importance to learning, how it relates to critical thinking, & how we can encourage creativity in the classrooms.  

Q1. What grade do you teach?

Do students come to  you prepared to think creatively?

Why do you think this is so? (8:05 PM)

Q2.How is student creativity

important to education? (8:12 PM)

Q3. Can creativity be learned/taught?

Explain. (8:18 PM)

Q4. How is creative thinking different

than critical thinking? (8:24 PM)

Q5. What role if any does creativity

play in critical thinking? (8:30 PM)

Q6. How can educators be intentional

about including creative thinking in the

classroom? (8:36 PM)

Q7. How can we implement Standards

with fidelity, while also encouraging creativity? (8:42 PM)

Q8. How can integrating different subjects

enhance the creative opportunities for students? (8:48 PM)

Q9. Are good grades enough, or will

our students need to be creative innovators

to be successful in the “real world”? (8:54 PM)

Food for thought....

Do Schools Kill Creativity (TED talk with Ken Robinson)

Creativity and Education

Creativity in Schools

Creativity in schools sounds good--so what's the hitch?

How does creative thought differ from critical thought?

(There are many great books, and articles on this topic.  If you have a favorite please share in the comments bellow!!)

The educators that I've met on Twitter are among the most innovative, and creative, educators that I've ever had the privilege of collaborating with and learning from. I can't wait to hear your thoughts and learn from you!!! #OklaEd

Reflective Teaching and a Growth Mindset

Reflective teaching is a process where teachers think over their teaching practices, analyzing how something was taught and how the practice might be improved or changed for better learning outcomes. (study.com)

A friend and teaching colleague recently shared a blog post entitled The Growth Mindset Initiative .  In her post she shares about her struggle to answer a Twitter Chat questions about growth mindset in the classroom. She knew she was doing great things in her class, but needed to make sense of where they fell in the scheme of creating a growth mindset. I enjoyed her article; her thoughts, examples, and plans for how she has and will create a growth mindset, but the thing that struck me the most was her honest reflection.

This idea of  honest reflection really got me thinking on how closely honest reflection and growth mindset are related. Most of us enjoy reflecting on our achievements and successes in the classroom  -- celebrating our accomplishments; but when it comes to reflecting on areas where we need to grow or admitting that our plans fell short, the task of reflection can be more difficult. True reflection is honest reflection, the kind of reflection that can makes us feel uncomfortable. When we're determined to grow we will face our fears head on and learn from past challenges. We welcome new and different ideas that cause us to reflect on our teaching and broaden our thoughts.  Honest reflection, the willingness to challenge ourselves and grow, are the very essence of a growth mindset.

As educators, it is important for us to be transparent in our reflection and growth.  When others see us openly sharing our journey, our questions, and our reflections, they themselves may be inspired to take the plunge into the "reflecting pool".  Great teachers, like my friend Amanda, are not only amazing teachers, but are an encouragement to other educators not only in word but in example.  Sometimes our greatest encouragement doesn't come from the person in the room who has all the answers, but from the person who is most willing to share his/her struggles and what they have learned from them. When we openly share, reflect, and grow we are creating a growth mindset among other educators....creating a safe place for educators to grow!! Why wouldn't we want for other educators what we so desperately desire for our students?

As a new school year approaches, I want to be open in my reflecting -- embracing challenges, and mistakes in the same way I encourage my students to do -- as steps in the process of learning!! Reflection and a growth mindset go hand in hand!!


For further reading:
What It Means To Be A Reflective Teacher

Finally Reflecting (Advocacy)

I'm sorry to say my blog is like a neglected journal.  I have good intention (I really do) but life gets busy and blogging gets pushed to the side. Summer has begun to settle, VBS, camp,4th of July  have passed...and I am anxious to reflect and record my thoughts on the 2015/16 school year.

The 2015/16 school year brought with it a new elementary school and new grade level.  I taught 3rd grade for 2 years at my previous school.  I loved the students and my coworkers, and was sad to leave;  however it was time for me to move on.  Not because I didn't love working with 3rd graders, but because I could no longer (in good conscience) subject young children to the pressures of standardized testing.  Don't get me wrong I have the highest respect for teachers in testing grades, but my last year in 3rd grade had been particularly difficult, and I had begun to doubt whether the methods in place were ethical.

My decision to change grade levels did not come without self doubt and guilt. I felt that my moving to another grade was in some ways the equivalent of abandoning the cause...so I made a vow to continue speaking out against a system that valued test scores over children, test prep over meaningful learning, and test takers over critical & creative thinkers.  I sent numerous emails, shared letters, and told my story.  I know my story alone will not make a difference, but when combined with the voices of other Oklahoma educators, parents, and citizens we can create change.

My heart has always been in the early grades, so I was beyond excited when I was given the privilege of teaching 1st grade! In the days approaching the new school year I began to understand that  my role as a first grade teacher would give me the opportunity to not only teach and facilitate learning for my first graders, but to show parents what active engaged learning looks like, help parents understand the importance of creativity, exploration, collaboration...all the important things that a test driven system pushes to the side.  As an education professional sometimes I take for granted that parents understand what an engaged classroom should like. Many parents think of school as quiet rows of children doing worksheets.  I wanted to open their eyes to something new.  I wanted parents to expect more from education so that they would recognize the need for advocacy in the future.

I've come away with a deeper understanding of my role as advocate...I don't have to teach 3rd grade to be an advocate speaking out against testing.  I have the unique opportunity to lay the foundation for what the learning process should look like and share that process with parents.   I have the opportunity to discuss 3rd grade testing and it's implications with parents before it's too late for them to prepare, I have the opportunity to encourage parents to be their child's advocate!

Wolf...A Lesson Plan

Mrs. Waters has challenged #Oklaed to share a favorite lesson plan!  Here goes...

These are activities from one of  my favorite 3rd grade units (but I plan to modify for 1st grade)...I know it was supposed to be a lesson plan...but my early-childhood brain thinks in thematic chunks!!  I don't always use all of the activities I'm sharing (and there are others I use but didn't include), it really depends on the amount of time I have, and sometimes activities are stretched out over multiple days.  I incorporated some of the activities into centers/learning stations. (I didn't include vocabulary, spelling...)

Wolf (story is a trade book but can also be found in Treasures third grade reading book)

ELA

*Story Elements: Genre, Setting, Character, Problem and Solution

*Compare and Contrast (fiction v nonfiction wolf / comparing storybook wolves)

*Continued writing practice, complete sentences, paragraph form and organization
*The science portion of this unit is a great opportunity to talk about using resource materials

Whole Group:

Read story 

Discuss and identify:
(make an anchor chart with this info (I'm cheap I use butcher paper for anchor charts), students can also make mini version in journal.  We do this with each story so this doesn't take too much time.  The focus for today's independent work will be character, so we will spend additional time talking about descriptive words.)

Genre 

Setting

Character
Activity:

Create an illustration of Wolf...Write descriptive words (of his character) around him.
(Students will use this same process to describe a character from independent reading/library book, and other assigned reading.) 

Whole Group:
(Practice finding problem and solution)

Read aloud The 3 Little Pigs
identify problem and solution (create anchor chart/giant fold-able)
(I sometimes have students create a mini chart in journal...helps them stay focused.)

Reading Practice:

Independent and Buddy Reading of Wolf (looking for problem and solution)

Small Group/Partner Activity:
Discuss the problem and steps taken to solve the problem in Wolf with your partner.
(It is important to walk the room and be available finding problem and solution can be a challenge..let students know you are an available resource.)
Come together as a large group and share ideas (take notes on board for students reference).
Independent Work:
Create a fold-able sharing the problem, steps taken, and solution .

Whole Group:

Alternate Versions of "The Three Little Pigs"...
(When I need multiple copies of books I borrow from other teachers or get them on iBooks)

The True Story of The Three Little Pigs

The Three Little Wolves and the Big Bad Pig
The Three Ninja Pigs

Small Group:

Allow students to reread these stories in small groups

And share ideas to compare and contrast (take notes in journal)
Activity:

Create a compare and contrast fold-able or Venn diagram (My students got confused by the diagram so I switched to a fold-able...just paper folded into thirds)

Science

*Study of wolves, research and gathering information

Whole Group:

Introduce "real" wolves using YouTube video (In The Valley of The Wolves)
(The above link is just an example.  I couldn't find my usual link. We don't watch entire video...I usually find a 3-5  minute clip and use it.  Sometimes clips come from various videos)

Start an example of a Venn Diagram comparing and contrasting real and storybook wolves on the board or make an anchor chart...you can add to this throughout the week. (Be prepared...if you're like me...if it can go wrong it will go wrong with video! Have a book ready for back up!!)

Small Groups:

Provide students with books about wolves and teacher created search engine. Research types of wolves, habitats, characteristics, life in the pack...

Organize information (at least 5 facts) and share with large group
(This activity can be spread over several days by assigning specific topics for research each day...habitat, types of wolves, the language of wolves/communication...)
(I sometimes have problems with students not really reading the material just writing down random facts, but students know I will ask them questions about the facts they have written.  This helps to make sure students are actually paying attention to what they are writing.)

Activity: 

1. create a Venn Diagram (or fold-able if students aren't ready for diagram) comparing and contrasting real and storybook wolves (or 2 different types of wolves)
2. Use research for informative paragraph or mini report.

Social Studies
(These are just resources I use not actual lesson plans)
The Legend of 2 Wolves Video
(there are other videos with more animation,but I love the naration in this one!)
The Legend of 2 Wolves written form

Questions for discussion and daily journal:
Wolf

Identify other main characters in the story.

What are they like?

Why don't they want to be friends with wolf?

Have you ever been in a situation where others didn't want to be your friend? Explain.

(The following activity was added 7/31/2016)
STEAM things up with this Wolf Setting/Habitat activity  This project will require students to collaborate, problem solve, use math skills (measurement...), physics, art...
Reporting: Students will work with their group to decide what to report on; Wolf story book setting, or the habitat of real wolves.  Information can be recorded in a variety of ways, graphic organizer, essay style, students made video..you get the idea.
Model of Setting or Habitat: 
Students will work in groups to create either the storybook setting or real life habitat for a wolf. Students will be provide with boxes, paper, cardboard, paints... They will work together to plan how the setting should be built, problem solving, and collaborating to achieve the finished product.
Presentation:  Students will choose one or more of the following methods of presentation: give an oral presentation to the class, set up as a visual presentation, or prepare a video.

Other wolf stories:

Beware of Storybook Wolves

Little Red Riding Hood (various versions
          Little Red Riding Hood a Prairie Tale
          Ninja Red Riding Hood...
       
Other Activities
1. Write an original story starring a wolf.
2. Write a continuation of one of the storybooks shared in this unit.
(Writing assignments can be a challenge...I break it into steps and sometime strech the assignment over more than one day)
3. Build a better house for the Little Pigs (can incorporate math and science).
4. What's in Little Red's basket..story problems (math problems can be students created or teacher created).  I have students write the problem and use construction paper & creativity to model the math problem. (This is one of my favorite activities but can be challenging.  Our literacy coach happened to stop by when we were working on this and stayed to help...the additional help was great!)

Sometimes you have to make exceptions:
Most of my students enjoy thematic units and working in groups; however there is always a student or two who prefers to work alone.  I try to accommodate their desire to work alone, but encourage them to do at least some group work (social skills are important too).  There are students who are hesitant to take part in oral participation as well.  I make accommodations based on that students needs..sometime amount to be presented in modified, sometimes they are given an alternate way to share.

Can't wait to see what the rest of #oklaed is sharing!!

         

Why I Teach (Part 2)

Earlier this week I wrote part one of "Why I Teach"...part one is the beginning of my journey...but as with all good journeys...it doesn't stop there.

Soon after graduation I took my first job teaching kindergarten...for 2 year I loved on and taught those kindergarten babies with all I had. I laughed and celebrated with my students and their families, but I also cried and mourned with a family in the loss of their precious little boy. I learned very quickly that yes, education is what takes place in the classroom, but it is strengthened by the relationships you build outside.  Families are more supportive, and students are more excited when they see that you are invested in them.

Upon the birth of my first child I took time away from teaching...but not time away from public schools and education.  I believe in and always have believed in public schools and TEACHERS!!  I served on public school committees and was involved with various activities supporting teachers.  Once my oldest started school I became involved in PTA...because education is about more than what happens in the classroom it is about the relationships we build.  I am so blessed to have had these opportunities to be involved in education and support educators.  In these activities I observed success as teachers were invested in students and families...and as parents became invested in the educational process.

During this time I also had the great privilege of being a Girl Scout leader to an amazing group of girls.  Yet another opportunity to build community and relationships...the opportunity to watch as these young girls grew into young women.  One of my most treasured memories was when one of their teachers spoke of our girls commitment to one-another.  Our girls were a very diverse group we had the athletes, the academically gifted, the artistic...but somehow they learned to celebrated those differences...and stood up for each other.  What a blessing to teach and lead these girls...but most of all to learn about commitment and relationships from them.

Two years ago I went back to classroom teaching with the knowledge and deep belief that education is about more that what happens in a classroom...education at it's best is built on relationships and community. I continue to celebrate with parents and students...and sometimes even cry.  Many of my 3rd graders came from broken homes, or have one or more parents in jail...for these students (really all students) education can not take place unless they feel a sense of community and positive relationship. 

This summer a group of teachers from my school visited the park in the apartment complex where many of our students live...we told stories, made crafts, ate hot dogs.  We met out kiddos in their community...in the summer...when we didn't have to...and they were so excited...so happy! I had the opportunity to meat parents that I had never met before, because some of these parents don't come to the school.   Me...I was blessed beyond measure to be with my students in their own environment to watch them, to play with them...to build community and relationship.

I teach because I believe in children and families.  I believe that community and relationships can have a positive effect on education and vice versa.  I will continue to be involved not only in the classroom, but in PTA and other community organizations...because to more effectively reach students...I must reach their families...we must be invested in one another...I guess that is the very definition of community!