Tue, 02 Apr 2013 20:59:05 -0500WeeblyWed, 03 Apr 2013 19:06:43 GMThttp://www.joyfullearningnetwork.com/3/post/2013/04/second-chance.htmlThe dominant approach to assignments and tests in the classroom is “one and done.” When you think about it, this does not make sense in a “mastery” based system.

If students are supposed to master the standards, shouldn’t they be allowed multiple chances to learn the content? Have you designed your classroom routines and grading systems to support mastery?

One way to adjust is to allow students to re-do assignments and even re-take tests. It is important that you not drive yourself crazy, and that the parameters make sense to both you and your students so think carefully about the design.

A couple of simple adjustments are: you can re-do any assignment within one week and if improved you will receive the higher mark; you can re-take tests after school, before school, or at lunch (depending on your schedule) within a certain time frame and receive the higher mark or some combination of the two scores.
]]>Wed, 03 Apr 2013 03:44:16 GMThttp://www.joyfullearningnetwork.com/3/post/2013/04/the-family-tree.htmlThere must be a way to bring work on the family tree into almost any grade and subject area.

There is something inherently fascinating about your own family history. Conversely, it is remarkable how little discussion there is in many families in the U.S. in regards to the family tree and family history.

Assignments in this area can lead to amazing discussions between your students, their parents, and other family members. It could be a lesson in geography, a creative lesson in math, a personal history writing assignment, or something else you design. Just make sure it requires interview/discussion with family members, think about special situations some of your students might have so it can be framed in an inclusive way, and make sure students need to produce something of quality that can be shared back with the family.
]]>Tue, 02 Apr 2013 03:45:46 GMThttp://www.joyfullearningnetwork.com/3/post/2013/04/april-fools.htmlStudents love April Fool’s day (who doesn’t?).

I hope you already have something up your sleeve, but if not, take a moment to create something, anything that can be used for April Fool’s.

Be thoughtful about what would be appropriate for kindergarteners vs. tenth graders. Think about what is on student’s minds right now, or any running themes or jokes in play in the classroom.   

If you have had trouble creating a fun environment this could be your opportunity to shift the energy as you head into the spring. Enjoy!




]]>Fri, 29 Mar 2013 03:18:14 GMThttp://www.joyfullearningnetwork.com/3/post/2013/03/save-the-labels-for-the-paperwork.htmlYour students are likely to be tagged with a large number of acronyms.

Many teachers get so frustrated by all of the labels they do not even check the previous data in either paper or electronic folders. The sentiment is understandable, but the information is worth knowing.

Another way to approach it is to gather all possible information, but do not let official labels guide your instructional decisions. It is important to know not only the language development data on an English learner, but also all of the info you have collected this year.

Now decide how to use it to create the best instructional program for him or her. Do not place the student in a reading group based on a “level 2” label, or make instructional decisions for a special education child based on a “learning disabled level.” Look deeper than that and focus on current strengths, weaknesses, and needs.

Students will notice the difference and be thankful for it.
]]>Fri, 29 Mar 2013 02:34:55 GMThttp://www.joyfullearningnetwork.com/3/post/2013/03/long-term-victories.htmlWe sometimes get so caught up in the day-to-day we forget to celebrate long term victories. Your students have been working hard all year - how can you recognize their learning? Have they surpassed some important landmarks?

In many grades and subjects it can be useful to have students retake a quiz or test from the start of the year. If this is something they have obviously mastered it may seem like a waste of time, but it can make a convincing case for how far they have come in just a short time.

Students may also be surprised at how many books they have read (if you have been tracking this, try converting it to pages and add the whole class together, some classes hit really BIG numbers). In math you may look at how many standards have been covered and mastered.

Searching for long term victories can also allow you (and possibly your students if you are collaborating on it) to look back over the year. You may find something important that has been left behind as the year moved forward and want to bring it back.

Enjoy the journey
]]>Thu, 28 Mar 2013 03:07:49 GMThttp://www.joyfullearningnetwork.com/3/post/2013/03/a-day-long-long-ago.htmlIt is very, very difficult to imagine how different life might be somewhere else in the world or a long time ago in the United States.

A great project which may be difficult for the day, but can give lasting benefits of appreciation is to design a day from say, the late 1800’s, or another era from a long time ago.

Work with the students from the time they wake up until the time they go to sleep to design a day that does not include any of the modern conveniences. Try as much as possible to push their thinking to help them envision what would have been possible in that era. Depending on distance, it may not be possible for student to avoid cars/ busses. Most likely they are going to have to use a flush toilet :) But a day without using smart phones, television, other electronics, light switches, and so much more, could be quite enlightening.
]]>Tue, 26 Mar 2013 13:10:12 GMThttp://www.joyfullearningnetwork.com/3/post/2013/03/joy-sometimes-lies-outside-the-zpd.htmlThe zone of proximal development is much more omnipresent in our new data driven school systems than in the old models.

On the whole, this makes sense to us and to students; they should learn the next thing that they are ready for and can understand. The problem is that (1) there is no way for us to really know everything they understand and (2) there is definitely no sure fire way to predict what they will be interested in. Our infatuation with our new data systems has led us to be quite insistent about what books students “can” read, and what material they “can” study. Children and people have tremendous capacity to learn.

To help break this cycle, try pushing the issue in the other direction. Try to overcorrect by having students tackle something that really is too difficult for them, but that they are interested in. This could be everything from a project with their hands in which they “fail forward” until they figure it out (or document the many efforts if they don’t figure it out) to a book on something that is beyond them currently, but they really care about, to an ambitious writing project, or perhaps to some geometry, even if they still have not mastered the times tables.

Find a way to try it in your classroom. You may be surprised by the results.
]]>Tue, 26 Mar 2013 00:29:06 GMThttp://www.joyfullearningnetwork.com/3/post/2013/03/march-madness.htmlSports can be useful for more than physical health. For example, the NCAA tournament can be used in teaching history, reading, writing, analysis, probability, science, mathematics, art, or pretty much any other subject.

Imagine students choosing one game to write a story about, or one college to study and come up with a new mascot (for which they design the logo), or to study free throw percentages, three point percentages, and game strategy and then debate whether to foul the other team near the end of the game when you are winning by two points. So many opportunities!

If it goes well, consider using other sports and special sports events as launchpads for the teaching and learning in your classroom.
]]>Sat, 23 Mar 2013 02:22:35 GMThttp://www.joyfullearningnetwork.com/3/post/2013/03/create-a-cross-age-partnership.htmlNo matter what you teach, or where you teach, there is likely an opportunity to collaborate with another classroom with students that are older or younger than your own.

Most commonly this has been used for buddy reading, which is a great activity in itself, but try mixing it up a bit. Brainstorm with your partner teacher and think through what these different ages could do together, learn from each other, and ways they can support each other. Together, you can come up with the most amazing cross grade projects and ideas!
]]>Fri, 22 Mar 2013 02:18:43 GMThttp://www.joyfullearningnetwork.com/3/post/2013/03/perhaps-critical-thinking-is-the-solution.htmlI have talked with a few teachers recently about their struggles with their respective subjects and grade levels. These are teachers who are passionate about student learning - and they have keenly observed that their current strategies in science and reading comprehension are not working.

One solution may to focus more energy on critical thinking exercises. There is material in nearly every subject area and grade that pushes critical thinking and struggling students often need to be taught this way of thinking before applying it implicitly within the content areas. It may end up being time well spent!
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