tag:blogger.com,1999:blog-64343336738270109102024-02-19T08:32:59.804-08:00Tech for TeachingPart Mind Dump. Part Archive of Teaching Moments.Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.comBlogger94125tag:blogger.com,1999:blog-6434333673827010910.post-34614623868277486622020-04-19T07:23:00.000-07:002020-04-19T07:23:49.709-07:00Inquiry Based Learning Final<br />
<span style="color: #494c4e; font-family: Lato, Lucida Sans Unicode, Lucida Grande, sans-serif;"><span style="background-color: white;"><span style="font-size: 19px; letter-spacing: 0.2px;">This class is coming to an end, but the great thing about learning is it has the ability to produce on going yield. Being spring time, I think about the kind of plants that survive winter and bloom again (perennials?). Teachers need to reemerge from a winter slumber with something fresh. Inquiry Based Learning has helped me in this way. Just when I needed a little jumpstart, this class helped me refresh on some important aspects of my teaching.</span></span></span><br />
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<span style="color: #494c4e; font-family: Lato, Lucida Sans Unicode, Lucida Grande, sans-serif;"><span style="background-color: white;"><span style="font-size: 19px; letter-spacing: 0.2px;">I have learned some invaluable lessons about how to do design a classroom that fosters questioning in the learning process. Where many times in the past I have forged ahead, I am seeing now that focusing more on the skills and abilities of my students will allow the content of my class to stick in a more productive way. Another great lesson has been using a backward approach to designing lessons. When I look more at where I want the students to end up, I see that much of what I have been doing does little to get us to our goal. This is allowing me to center more of my time and energy on activities that are meaningful. </span></span></span><br />
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<span style="color: #494c4e; font-family: Lato, Lucida Sans Unicode, Lucida Grande, sans-serif;"><span style="background-color: white; font-size: 19px; letter-spacing: 0.2px;">This summer I will be creating some Inquiry Based lessons for my classes. I hope to start the school year with one unit of inquiry for each of my classes. The ongoing goal will be to do at least one a month. Another goal I have is to spread the word. Part of my passion is to teach other teachers. If I can help others in the pursuit of excellence, that is one of my favorite ways to apply learning. </span></span><br />
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<span style="color: #494c4e; font-family: Lato, Lucida Sans Unicode, Lucida Grande, sans-serif;"><span style="background-color: white; font-size: 19px; letter-spacing: 0.2px;"><br /></span></span>Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com0tag:blogger.com,1999:blog-6434333673827010910.post-46194581916311259052020-04-12T08:11:00.000-07:002020-04-12T08:13:31.552-07:00Inquiry Based Learning: Part Four<h1 dir="ltr" style="line-height: 1.68; margin-bottom: 11pt; margin-top: 0pt; padding: 0pt 11.25pt 0pt 11.25pt;">
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<span id="docs-internal-guid-3f92cf6c-7fff-d021-b9a2-f1b6fbf9606b" style="font-weight: normal;"><br /><div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 11pt;">
<span style="background-color: white; color: #494c4e; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="background-color: white; color: #494c4e; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">As I near the end of this class, I have been going back and forth in my head about how to use Inquiry Based Learning in my classroom. While my STEM class is quite easy to naturally let this happen, it will take much more effort to infuse into my regular teaching schedule. </span></div>
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<span style="background-color: white; color: #494c4e; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="background-color: white; color: #494c4e; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">This past week was a lot of fun looking at the 5E Instructional Model. I have seen the 5E’s in many places, but never really knew the history behind the model. It was enjoyable to think about how the model was formed on a retreat in the late 1980s. (Insert joke here about how nothing truly beneficial is born on these types of retreats. :) </span></div>
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<span style="background-color: white; color: #494c4e; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="border: none; display: inline-block; height: 309px; overflow: hidden; width: 448px;"><img height="309" src="https://lh4.googleusercontent.com/K5TAar4fJ4VqaZsIRAeYD7C1T-9A3S7Mr7LesNUcxnEqqGz7DST60htyqByyIClqP0lip7OXwIeHViZy8Dl2jhoxMjNIanSw9AsMt8Mi-xYisr2vd3eWXNNZhE5cdqMOj-eDexVX" style="margin-left: 0px; margin-top: 0px;" width="448" /></span></span><span style="background-color: white; color: #494c4e; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><br /></span><span style="background-color: white; color: #494c4e; font-family: Arial; font-size: 8pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Photo Credit: https://live.wilkes.edu/content/enforced/266096-11483.202010/Content/course_files/5E_CFG_Templete-_Blank.pdf?_&d2lSessionVal=nW3TL4spc37zu3KNPUvRZKNhf&ou=266096</span></div>
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<span style="background-color: white; color: #494c4e; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Truthfully when I got rolling on the template, I realized I didn’t have to spend a ton of time on each section. The template does a good job of bringing the focus back to evaluating the student learning through a lesson. Keeping this focus is key. Mapping things out like this is helpful. I doubt a teacher can do this for every lesson for every day of teaching. This model seems best to be used for a unit of instruction that would last for a few days or even weeks. </span></div>
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<span style="background-color: white; color: #494c4e; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="background-color: white; color: #494c4e; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">As the last week of class is about to begin, I am wondering a few things. The most essential question I have, how do I get this started? Do I spend part of my summer trying to reshape my classes for next year? How much time do I need to set aside for this? I also have a few thoughts on the sustainability of this. I want to make sure I start slow and create an approach that I can maintain. I have a tendency to shoot too high and then back off. How can I restructure my lesson design process to incorporate inquiry with sustainable goals in mind?</span></div>
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Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com0tag:blogger.com,1999:blog-6434333673827010910.post-58475426090677054212020-04-05T05:36:00.004-07:002020-04-05T05:36:52.471-07:00Inquiry Based Learning: Part ThreeFive weeks into Inquiry Based Learning and it has been pretty amazing to look back on the development of ideas and strategies born from this class. The hardest challenge for me so far is not having my classroom. For the first few weeks of class, I was able to take and apply things to the classroom setting. With COVID-19 and all schools being shut down, it has removed a bit of wind from my sails. Still though I persevere knowing that things will carry with me for the next school year. One way I am using the content of this class is with our current work we are sending home with kids. Our school doesn't have the ability to go 100% with digital classrooms, so we have been preparing take home packets that cover two weeks at a time. I decided to give my students some options. One of the options is based around using Inquiry. See my menu below:<br />
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The middle column is designed for students who want to try an Inquiry Based assignment. While I cannot make them all do this option, I am hopeful a few will try it out.<br />
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This current week was one of my favorite weeks so far. Anytime I get to play around and integrate Web 2.0 tools into a lesson, that really fires me up. One of the things that was a little disappointing to me was a few of the tools were a bit old. I do understand that there are teachers who have never used, but I found a couple of them to irrelevant. I guess I was looking for some new things to try. Personally I try to stay pretty close to what is happening in this area. A great way to do that is through bloggers and podcasts. Two that I recommend are Richard Bryne at <a href="https://www.freetech4teachers.com/" target="_blank">Free Technology for Teachers</a> and <a href="https://www.cultofpedagogy.com/" target="_blank">Cult of Pedagogy</a> with Jennifer Gonzalez. There are also a lot of shared resources on Twitter. I follow a few hashtags and people that share really useful resources.<br />
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At this point in the class I am starting to see how each week is building a well-rounded view of Inquiry Based Learning. My last blog post dealt with questions about professional development and teamwork on this concept. While I still hope I can pass some of this to others, I am looking now to how I can efficiently create Inquiry Based lessons from my current curriculum. The questions I am thinking now:<br />
How long does it usually take to design a lesson based on Inquiry? It is feasible to fit two into my schedule per class each week?<br />
Does Inquiry work best for those that have block scheduling? Does a lesson still work well it is must be split into two days of work?<br />
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<br />Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com0tag:blogger.com,1999:blog-6434333673827010910.post-22766172788717373672020-03-20T13:49:00.000-07:002020-03-20T13:54:28.417-07:00Inquiry Based Journey Part 2<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhx8KGGNI4adlfn5X4dQEMUAB9iAFA-q3VE7DlCgrGEqgoQfOkiAwweuTtO6qRdPEU0wElmRAnXF3c2Pf7R5mjSxlkXvNNbkYllpm1GBWYtw8N51O1c2mDuymdezji8Y9clYESy0Gk4Zl4/s1600/IMG_1803.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhx8KGGNI4adlfn5X4dQEMUAB9iAFA-q3VE7DlCgrGEqgoQfOkiAwweuTtO6qRdPEU0wElmRAnXF3c2Pf7R5mjSxlkXvNNbkYllpm1GBWYtw8N51O1c2mDuymdezji8Y9clYESy0Gk4Zl4/s320/IMG_1803.jpg" width="240" /></a></div>
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<span style="background-color: white; color: #494c4e; font-family: "lato" , "lucida sans unicode" , "lucida grande" , sans-serif; font-size: 19px; letter-spacing: 0.2px;">When I posted about inquiry based learning two weeks ago, I was very new to the concept. I was aware of the concept, but have never explored the cogs behind the machine. </span><br />
<span style="color: #494c4e; font-family: "lato" , "lucida sans unicode" , "lucida grande" , sans-serif;"><span style="background-color: white; font-size: 19px; letter-spacing: 0.2px;">An insight I have gained since that post is how inquiry can shift between three main styles. Those styles would be summarizes as, teacher directed, teacher-student shared, or student directed. When looking at these three styles of inquiry, I have become more aware of my dependency on teacher directed or teacher-student shared lessons in my classroom. Seeing the benefits of including student directed inquiry has challenged me to revamp my lessons. While it may seem like a lofty goal to make all learning student directed, I am learning that a mix of the three works best.</span></span><br />
<span style="color: #494c4e; font-family: "lato" , "lucida sans unicode" , "lucida grande" , sans-serif;"><span style="background-color: white; font-size: 19px; letter-spacing: 0.2px;">The great part about the focus of class this week (Wilkes University - EDIM 513 Class) was looking at the abilities students must have to do inquiry. </span></span><br />
<span style="color: #494c4e; font-family: "lato" , "lucida sans unicode" , "lucida grande" , sans-serif;"><span style="background-color: white; font-size: 19px; letter-spacing: 0.2px;">That list was the following:</span></span><br />
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<li style="margin: 6px 0px;">Identify questions that can be answered through investigations.</li>
<li style="margin: 6px 0px;">Design and conduct an investigation.</li>
<li style="margin: 6px 0px;">Use appropriate tools and techniques to gather, analyze, and interpret data.</li>
<li style="margin: 6px 0px;">Develop descriptions, explanations, predictions, and models using evidence.</li>
<li style="margin: 6px 0px;">Think critically and logically to make relationships between evidence and explanations.</li>
<li style="margin: 6px 0px;">Recognize and analyze alternative explanations and predictions.</li>
<li style="margin: 6px 0px;">Communicate procedures and explanations.</li>
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<span style="background-color: white; color: #494c4e; font-family: "lato" , "lucida sans unicode" , "lucida grande" , sans-serif; font-size: 19px; letter-spacing: 0.2px;">The shift in class went from theory to practice. I was challenged to apply the concepts of inquiry to a really classroom lesson. In doing this, I was able to examine the type of lessons I favor. </span></div>
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<span style="color: #494c4e; font-family: "lato" , "lucida sans unicode" , "lucida grande" , sans-serif;"><span style="background-color: white; font-size: 19px; letter-spacing: 0.2px;">Some new questions have risen this week. The main one I am tossing around is dealing with teaching a school setting where colleagues may not want to pursue different styles. I know that changes must happen with me first. What challenges will a teacher face when their class contrasts others? How do we sharpen each other and help each other pursue excellence? What happens at the professional level when teachers do not share common goals for the student body?</span></span></div>
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<br />Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com0tag:blogger.com,1999:blog-6434333673827010910.post-27425645281352336922020-03-04T17:51:00.000-08:002020-03-04T17:51:01.072-08:00Inquiry Based Learning<span style="background-color: white; color: #494c4e; font-family: inherit; letter-spacing: 0.2px;">I have to confess when I signed up for Inquiry Based Learning, I was just hoping to check another class off my list. Examining my teaching the past two days, I am a bit embarrassed. A lot of what I have been doing this school year has been going through the motions. It is not the type of teaching style I know to be effective and best for fostering learning.</span><br />
<span style="background-color: white; color: #494c4e; font-family: inherit; letter-spacing: 0.2px;">After this brutal reality set in, my thoughts quickly went to my classes for the day. How can I get some of this going in my class today? </span><br />
<span style="color: #494c4e; font-family: inherit;"><span style="background-color: white;"><span style="letter-spacing: 0.2px;">I had some inhibitions right from the start. Will the students get anything accomplished this way? </span></span></span><br />
<span style="color: #494c4e; font-family: inherit;"><span style="background-color: white; letter-spacing: 0.2px;">The assignment I gave my students today was, "What is unique about the many orders of insects?" After that the class was randomly assigned groups. All eight groups had to explore a different class of insects. During their research they were building a "living Power Point" on large sheets of paper. Each group worked with their section of material and then presented their findings to the entire class. It was a huge hit. The handful of students thanked me as they left the room, and a few others asked if we could do it again soon.</span></span><br />
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<span style="color: #494c4e; font-family: inherit;"><span style="background-color: white; letter-spacing: 0.2px;">In looking back on the assignment, parts of it could have been structured a bit more. During the process, I circulated and facilitated what the students were doing. My main two points of instruction were about keeping the students moving and making sure all members were engaged. </span></span><br />
<span style="font-family: inherit;"><span style="color: #494c4e;"><span style="background-color: white; letter-spacing: 0.2px;">Thinking about what was shared in Topic D, </span><span style="background-color: white; letter-spacing: 0.2px;">"</span></span><span style="background-color: white;">The environment is different. When first starting out down the inquiry path, it feels different. This is a change, and change can be uncomfortable and messy. Stay the course."</span></span><br />
<span style="font-family: inherit;"><span style="background-color: white;">It felt a little bit messy today. Kids were on the floor working. Students were gathering materials and designing parts for their presentations. If someone would have walked in during the process they might have certainly questioned if learning was taking place. The proof though came in the outcome. The groups did some really great work. They presented the information much better than I would have, and it was full of pep, funny transitions/animations, and hit on many different learning styles.</span></span><br />
<span style="font-family: inherit;"><span style="background-color: white;">I do have some burning questions that I am hoping can be answered:</span></span><br />
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<li><span style="font-family: inherit;"><span style="background-color: white;">Is it feasible to use inquiry based learning every day? </span></span></li>
<li><span style="background-color: white;"><span style="font-family: inherit;">Does a teacher need to design a basic </span>curriculum<span style="font-family: inherit;"> pathway to help keep the class directed toward some </span>measurable<span style="font-family: inherit;"> goal?</span></span></li>
<li><span style="background-color: white;"><span style="font-family: inherit;">What if your students actually prefer an old school style of instruction? Do you force them to move away from that?</span></span></li>
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Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com0tag:blogger.com,1999:blog-6434333673827010910.post-74303005378697578642014-02-04T05:59:00.000-08:002014-02-17T03:49:29.145-08:00Make Real World Connections: 30 Goals Challenge*<i>This post is part of the <a href="http://www.30goals.com/" target="_blank">30 Goals Challenge for Educators</a>.</i><br />
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One of the hardest parts of being a writing teacher is leading kids to the place where they internally find the value in being able to write. For many of the other subjects my students encounter, the skills are much more concrete to evaluate and play out in front of them daily. In the world of writing, I am pummeled with questions and looks that often shout, "Why do I need this skill?"<br />
Overall this question is posed to teachers on a daily basis. Because our students are being raised in a world where the culture serves as a domineering third parent, what we say is often drowned by much louder voices. Entering this school year, I set a goal to engage my students with the real world, specifically how writing plays out in the work world. Since they are heavy on the visual side of learning. I asked, "How can I show them writing? I recognized that showing them would be a louder voice.<br />
So I started to ask myself, "Who can I bring into the classroom to engage my students attention and still speak threads of content?" Musicians. Poets. Professors. Publishers. As I started to ponder this question, the amount of people who administer writing in their workplace seemed to explode in my head.<br />
Leading up to Christmas, I was able to bring in a young, charismatic, and funny local musician. His hair and style were just perfect for my students. (They instantly thought he was uber famous and had him sign autographs.)<br />
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When Alex (<a href="https://www.facebook.com/allistairmusic" target="_blank">Allistair</a>) came, I had already prepared him with some core questions that I needed him to answer in front of the kids. The questions touched on content, but also made real world connections to how writing is part of his career. With this setup, I was able to sit in the back of the room and let my experiment play out. I didn't have to preach how writing works in life, they witnessed it for themselves. Honestly, my students were 100% engaged. They talked about that experience for weeks after.</div>
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I counted this as a huge success. So for the spring, I have three more guests coming to visit my room (a local poet, a published college professor, and a writer for a magazine). The format will be similar, and though they may not play music or dress zany, the mission remains the same. Show them writing in the real world.</div>
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Who can you bring in to your classroom? Yes, it may take some planning, and you have to pass the reins over to another. If you take the time to do it well, the results can grow your students, especially when your words are starting to fall on deaf ears. This is one way we can make a difference in the lives of our students. The difference made by bringing the world into the classroom will bloom in the eyes of your students. Unlock their passion. Make the difference.</div>
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Check the video below...</div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/RSNw5z7m8pQ?feature=player_embedded' frameborder='0'></iframe><br />
<br />Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com1tag:blogger.com,1999:blog-6434333673827010910.post-69295871536440104922013-12-19T04:14:00.000-08:002013-12-19T04:14:18.107-08:00A Note to the Ed Heads<i>Since adopting "Sacred Writing Time" in my classroom from <a href="http://www.corbettharrison.com/" target="_blank">Corbett Harrison</a>, I have found a revival in my own writing life. This is what came out...</i><br />
<i><br /></i>
<i><br /></i>
<i>I wake up these halls,</i><br />
<i>crack sleeping doors</i><br />
<i>and make the eyelids of rooms part.</i><br />
<i>You may know silence, as the absence of TV,</i><br />
<i>but I know rooms before they fill with 30 young voices.</i><br />
<i>Do you rise early enough to put to bed the stars?</i><br />
<i>What do you do in the fading darkness of night's last adventure?</i><br />
<i>We teachers are like pack mules,</i><br />
<i>climbing flights of stairs,</i><br />
<i>strown over our shoulders are the creative inklings,</i><br />
<i>the squeezed sponges from the brains of future leaders, doctors, and mothers.</i><br />
<i>Do you know of the battles I must...we must face in a once turn of the earth?</i><br />
<i>"You teachers have it so easy... the whole summer is one big vacation."</i><br />
<i>Oh fools, do you carry home any work, do you take classes in the summer, </i><br />
<i>or have to plan your work on the weekend?</i><br />
<i>You can checkout from your job and little hangs in the balance.</i><br />
<i>Why does our world create this puzzled opinion of the teacher?</i><br />
<i>You trust us with a most precious investment,</i><br />
<i>and then look for a thousand ways to pull out the rug.</i><br />
<i>The pushers of policy preach regulate and evaluate.</i><br />
<i>Yes! Make it harder to just collect a paycheck.</i><br />
<i>Yes! Force us to be creative and re-invent ourselves with innovation.</i><br />
<i>Yes! Ask us to be accountable.</i><br />
<i>Yet, what you most desire is to squeeze us.</i><br />
<i>Oh you love to force us in boxes and pin prick us to make each child fit a mold.</i><br />
<i>Make progress each year.... sure?</i><br />
<i>Cap off with a full hand of "the proficient".... quite impossible.</i><br />
<i>Call it a whine or a gripe,</i><br />
<i>but you are killing the American teacher.</i><br />
<i>Be shocked when there are few left who can stand under your pressure.</i><br />
<i>Who then will wake these halls and chase away the night?</i><br />
<i><br /></i>
** Looking back on this poem from last year.... It seems the heat has been turned up even more. There is so much talk with administration about data and student performance effecting evaluations. This is gonna get interesting.**Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com0tag:blogger.com,1999:blog-6434333673827010910.post-85727134661860392942013-12-19T04:11:00.000-08:002013-12-19T04:11:05.326-08:00Teachers Love Snow Right?Hello Winter. My school sits up high on a hill. The ground is covered with snow from the last two storms. I feel like I am just starting to escape a storm myself. My last post was nearly a whole year ago. I think a few inches have piled up on me and I am just now shaking off my bows.<br />
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<tr><td class="tr-caption" style="text-align: center;">SHAKE IT OFF!</td></tr>
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Things have been a bit of a whirlwind for me... First was the move from 4th grade (self contained classroom) to 5th grade writing (middle school concept). A light dusting. Additionally we moved our 5th and 6th grades to a new wing on the high school. Yeah! Inch here and inch there. Next, acclimate to high school schedule, middle school concept, and still partially be called elementary (because your principal is in charge of the elementary). SQUALL.<br />
The factors above have been pounding me a bit, and this week I started to realize how I have started becoming someone I despise. I will not let the circumstances of my job infringe on the joys of experiencing my spark, teaching students. Welcome back. Let's clean up this mess.<br />
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<br />
Photo Credit: <a href="http://www.flickr.com/photos/22856604@N05/3100674869/">believer9</a> via <a href="http://compfight.com/">Compfight</a> <a href="http://www.flickr.com/help/general/#147">cc</a>Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com0tag:blogger.com,1999:blog-6434333673827010910.post-60982370819212649782013-02-05T05:52:00.000-08:002013-02-05T05:52:08.212-08:004 Things You Should Do by ValentinesI am all about teachers coming alive. Call me a dreamer, an idealist, or even a <strike>Republi-crat</strike> reformist. In my heart I know that all the changes we want to see happen in education will not come down the pipe from the government. Even if budgets and adoption of policy were unbridled, we would still face difficulties in the world of education. <b>A </b>possible solution I keep bringing my readers back to is a change in the heart of teachers. I believe we need to rethink our time, energy, focus, and goals. (Look at the <a href="http://shellyterrell.com/30-goals-2012/" target="_blank">30 Goals Challenge</a> by Shelly Terrell)<br />
Here are my tips... (and get yourself following #BetterTeaching)<br />
<br />
1. <b>Give 30 Minutes to Your Future Students:</b> Can you afford to give up 30 minutes a week during a planning period to work with a grade or two below you? Often the higher performing students get the shaft in terms of getting challenged. Can you design something to challenge and inspire them? Do we really want our top students being burned out of school by 8th or 9th grade? Get them engaged. Their current teacher is probably swamped with low performing students and will be so thankful that you can help.<br />
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2. <b>Arrive 15 Minutes Early Twice a Week:</b> Do you really need to catch that morning news story? Get to your quiet room and get the day rolling. I am much more alert and productive in the morning. I also avoid a lot of distractions by getting to work early. There are less staff here that need <strike>to talk</strike> help with tech issues. This is also a great time to pre-plan for bigger projects. I often do some research during this time into my <a href="http://ateachr.blogspot.com/2010/07/build-pln-newbie.html" target="_blank">PLN</a> for resources they are sharing. Give it a shot, if you are convinced the afternoon is better for you... do what works for you.<br />
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3. <b>Avoid Complaining at the Hubs</b>: I am blown away at how contagious negativity is. It spreads at the copy machine, and near the stairways. (Getting to work early kills some of this... See #2) Do you realize we create the atmosphere that we work in? The pettiness and cutting down of others is like a cancer to the staff you work with. It is funny how you can establish yourself but <i>what you don't say</i>...<br />
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4. <b>Stretch Yourself:</b> How many teachers do we know that are teaching the same thing in the same way for the 10th year (or more) in a row? I am not talking about scrapping what is quality teaching and highly effective for learning. I am talking about practices we adopt because we are accustom to them. They are the things we fall back on because the contrary would require a little more work from us. Kids thrive on boosts and slight changes to the norms. Do you eat the same thing every day for 180 days? Why do we expect our students to gobble the same?<br />
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What are your tips? I know some of these things can help us fall back in love with teaching. Try some of them by the time Valentine's Day rolls around. Share some your tips in the comments.Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com1tag:blogger.com,1999:blog-6434333673827010910.post-25126107947245216852013-01-07T17:49:00.001-08:002013-01-07T17:49:57.604-08:00School Tragedies: What We Should Be...<br />
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In many ways, this is one of the
hardest posts I have written. What makes it hard? Being a teacher, I am aware
of some of the inside workings… I know collectively what we hold as valuable… I
also know the dark parts of me that show their face from time to time. <o:p></o:p></div>
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Let me
start off by saying, everyone has an opinion on the heels of tragedy. (Even
folks that are mostly passive like myself). As teachers we respond in different
ways to warfare in our battle camps. From some, I hear the call for more
security…and there is a whole gamut here: teachers carrying weapons, metal
detectors, on site police, etc. From other teachers I hear fear in their
voices. There is also a whole camp that decrees their actions. We boast of the
bravery we would have in a similar situation. To be honest, it doesn't matter
which stance you take. You are vested in the issue. <o:p></o:p></div>
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Before
I go deeper into what I need to say, I must state that I am only an expert of
one. Every now and then I do okay at managing my own human failings. Beyond myself,
I can only speak as an observer. The things I want to say are not meant
downplay tragedy, loss, and sinful acts of violence. Please take what I have to
say as just one person’s opinion, and at best maybe just a charge to myself to
do better.<o:p></o:p></div>
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The
phrase from my kin that continues to arise is, “I would die for my students.” I
love when teachers say that. I have felt the hairs on my neck rise in my own
professing. It really does feel great to
say, and for most of those who say it, I believe them. Being willing to die for
another is an act of love. The problem is that we can easily just talk about
“The future us.” Statistically we will probably never have to physically perform
this. Sadly, it as good as stating how generous we would be if we won the lottery.
<o:p></o:p></div>
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Instead
of making statements, we need to be asking this question, “How am I dying for
my students today?” This is not meant to be morbid or to downplay the sacrifice
some have given, but if we truly wish to reform our country (including
education) we need to seriously look at ourselves.<o:p></o:p></div>
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Dying
for our students needs to start today. The New Year is full of hopes for
change, but the outcome of this resolution can be made at any point. We have to
start with us. I once heard that a revival starts with the circle we draw
around ourselves. We have to resist the urge to look elsewhere or to where the
media tells us to focus. <o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4N9Z8Uzqn4qZnUbEpVGa-EPpTXGjTaF8_zsoA3qw61vh1q-eUJx7c4hiMPKLCqFVUxUAoWkEI_598M0JeM8ZG3Kp3uWlVEYW6VfMMfLpqHtBa-xsYFX7dKs5K8zPcqweqmKuPcuybJPA/s1600/clock+old.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4N9Z8Uzqn4qZnUbEpVGa-EPpTXGjTaF8_zsoA3qw61vh1q-eUJx7c4hiMPKLCqFVUxUAoWkEI_598M0JeM8ZG3Kp3uWlVEYW6VfMMfLpqHtBa-xsYFX7dKs5K8zPcqweqmKuPcuybJPA/s1600/clock+old.jpg" /></a> Step 1.
<b>Quit Hungering for More Time Ownership</b>.
Yes, I started with a big one. As teachers we are lovers of time. Time makes us
shriek, grab greedily, and whine ridiculously. Take away our planning period or
infringe on our lunch… you may get a smirk, but inside we are boiling. We
believe we are master schedule keepers, and that clocks and bells were created
for us. Quit acting as though your time is so much more valuable. My
prescription is to evaluate your schedule and see how you can give up at least
30 minutes to students or other staff. My week often looks like this: one lunch
a week in the cafeteria eating with a student, a visit to a boy in life-skills
kindergarten, a planning period playing
gym with my students, a morning prep time helping another staff, Friday lunch
with my Squire’s club boys, and Friday planning period volunteering math
enrichment with 3<sup>rd</sup> grade.
Why do I find this necessary? I have less time staring at myself, trying
to figure out how to complain better or get more of the pie. You will find it
makes a huge difference in your students. There is an earned respect through
giving of your time.<o:p></o:p></div>
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Step 2.
<b>Work As If You Matter.</b> We have a
local teacher here, constantly hitting the front page of the newspaper with a
scandal. She continues to work in the school, and we get to read all the
happenings of her social life. This is the classic example of a teacher who
doesn’t realize they hold a precious gift. As teachers, we are not elevated or
anywhere close to acquiring perfection, but we must consider our influence. I
remember growing up and holding my teachers in a strange light (Did they ever
go to the bathroom? Did they really have to buy groceries?). Now you look
around and teachers all over have dirty laundry out for display. I listen to
colleagues talk about needing to drink because of their work, and the sexual
innuendos fly without any shame. We want to preach about the home life of our
students, and I often wonder if we could offer them much more. If you really
want to die for your kids, you have to surrender that lackadaisical worker that
wants to hang on our backs. Our students need teachers who will bring back a
standard. We have more of chance to build the future than any other profession
on the planet, and yet we treat our work as common. I can’t stand when we look
all-together with a long strand of toilet paper stuck to our foot. Let’s clean
it up and step up our game! (See Video from ESPN)</div>
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<script src="http://player.espn.com/player.js?&playerBrandingId=4ef8000cbaf34c1687a7d9a26fe0e89e&pcode=1kNG061cgaoolOncv54OAO1ceO-I&width=576&height=324&externalId=espn:8762105&thruParam_espn-ui[autoPlay]=false&thruParam_espn-ui[playRelatedExternally]=true"></script><br />
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Step 3.
<b>Embrace Sacrifice.</b> Yes, if you live
in America, sacrifice has slipped a bit from our vocabulary. In a country where
we pride ourselves on the hard work, duty, and discipline of the past, we are
great at grabbing for just a bit more. This drive even gets me when I evaluate
how many cookies are left in the tray at the holiday gathering. I am figuring
how to get a bit more for me. The sad thing is worldwide we are often known for
being selfish, hoarding, and rude. The last thing we want is for anyone to tell
us we should give something up. I am not talking socialism here. I am talking
about resisting the urge to put gold plating on our gold. As a teacher, we have
it pretty good to start (I work in the 3<sup>rd</sup> lowest paying district in
our area too!). If you sit back, you have resources, time, and energy that you
can sacrifice. I would suggest you go dive headlong into this one. If you sit
back and just give of your money, you will never taste the true fruit in this
one. Find a place to invest your time and energy, and do it without expecting a
kickback. Can you sacrifice something before school? Can you volunteer for
something in your school or after school? The funny thing about sacrifice is
that it changes something in our hearts. It often can rewire your heart, and
for many it can bring us back to some of those passions we long ago buried. (Great Resource: <a href="http://www.volunteermatch.org/">http://www.volunteermatch.org/</a>)<o:p></o:p></div>
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These three things will not cure you, nor will they
magically fix our country. I am convinced that they will start a reformation of
the profession. If a small group of teachers would catch flame and start dying daily
for their kids, it would ignite a true hope for our schools. We need more
teachers return to giving time, serving as if they matter, and sacrificing of
ourselves.<o:p></o:p></div>
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What is your plan in living out these three steps? Are you already
doing them? <o:p></o:p><br />
<br />
Clock Photo by http://www.flickr.com/photos/grufnik/</div>
Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com0tag:blogger.com,1999:blog-6434333673827010910.post-63503973788550500712012-11-29T05:11:00.001-08:002012-11-29T05:11:51.589-08:00Why We Stink as Teachers... Yes, I said it. As teachers, we are often pathetic. We blow it, and embarrass the profession. It's not that we set out with this goal in mind, but nevertheless too many of us are far below the aspiration we once set out towards. As we finished student teaching, we still had those dreams of changing the world for a handful of kids. Now our biggest focus is time off, pay raises, and less time teaching kids. Where did we go wrong?<br />
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I remember riding in a taxi in Ethiopia, heading to the orphanage to pick up our son. A young helper from the orphanage was along in the taxi, and she shared her dreams to one day teach. She had dreams of coming to the United States, and getting an education. The desire to make a difference was burning in her words and in here eyes. It was the same spark I have witnessed a thousand times.<br />
The truth is when the right people are around, we talk about helping kids and making a difference, and then the next moment we loathe what we do. The hypocrisy is like a sickness that starts from our wallets and then creeps to our hearts, where we slowly lose our spark and dreams. We tell our students...work hard....study...apply yourself....show passion....your work now will pay off later.... and the killer line, if you work hard and get a good education, you can get a job you will love. How many of us are living those words? When was the last time you told someone you love your job? Can you recall the last conversation you had with a teacher that even mentioned how much you enjoy your job?<br />
We are the propped up lame, tell the toddling child, "Keep trying. Walking is soooo great!" After we preach our message, out go the crutches and we reveal our greatest flaw. The greatest folly in the whole mess is that we believe our dissatisfied attitude is hidden from our students. Don't be fooled! It comes through in your attitude, body language, lessons, and leave time just as clear as those closed door gripping sessions.<br />
How does one get their spark back if they lost it? The simplest answer is to start over. No, don't quit your job and hope to get rehired. To get your spark back, you have to re-define what makes you come alive. Once you have that spark, then hold it up high. That spark should define your peer conversations, how you spend your time, and the amount of effort you put into your work. That old self will be heavy and will try to hang on dearly, laugh and cut the rope. Join me. It's hard and sometimes lonely, but there is no greater place to be.<br />
<br />
Defining our spark:<br />
<iframe frameborder="0" height="331" scrolling="no" src="http://tedxtalks.ted.com/video/TEDxTC-Peter-Benson-Sparks-How/player?layout=&read_more=1" width="420"></iframe>
<br />
A great motivational speaker for kids. He visited our school to share his story. The kids were blown away by his words, and they laughed their guts out:<br />
<iframe frameborder="1" height="326" scrolling="no" src="http://app.sliderocket.com:80/app/fullplayer.aspx?id=9778D8E3-D84A-2B04-963F-59BF72EA1E47" style="border-bottom-style: none; border: 1px solid #333333;" width="400"></iframe>
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<br />
<i>Taxi Photo: http://www.flickr.com/photos/hailemichaelfiseha/4637093034/</i><br />
<br />Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com4tag:blogger.com,1999:blog-6434333673827010910.post-15495410569301143832012-10-11T05:43:00.000-07:002012-10-11T05:43:49.591-07:005 Tech Tips for Teachers...TTTUsing technology is scary. Putting it in play in our class often strikes fear. In my building I have colleagues who have never used their interactive whiteboard for anything more than a movie screen. I have watched expensive tools be purchased, and then serve as coat racks. Some of that fear could be alleviated with a few helpful tips. Most of what I believe helps is planning and prep related. So here we go.<br />
<br />
5. <b>Pretend you are a student. </b>One common mistake I find is that teachers create an assignment using technology, but they never view it through the eyes of the students. For example, if I am going to use a web tool like <a href="http://www.kidblog.org/" target="_blank">Kidblog</a>, I always run through what it will look like for the student. Often a teacher/administrator screen will look different than the students. Create a fake student, and run through things to familiarize yourself with how things look. This is so helpful when it comes time to troubleshoot or answer questions.<br />
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<b>4. Focus Your Attack. </b>Daily the amount of tools, websites, and resources grows. When you first enter the game, limit yourself to tools that are recommended. I follow <a href="http://www.freetech4teachers.com/" target="_blank">FreeTech4Teachers</a> for reviews and recommendations. Start small and use what is already working for others.<br />
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<b>3. Expect Problems.</b> Because technology is a tool, it will have it limitations and things will fail at times. It's like my snow shovel that has a broken handle. This is the place where most people quit. Use these times of frustration to grow as a teacher. We don't expect our kids to quit when things get hard....<br />
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<b>2. Invest In the Savvy</b>. Kids will pick things up quicker than you. If you give them freedom, kids will explore and grow in the technology you give them. Find the kids that pick things up quickly and invest in them. They will most likely become helpers that you can send around the room to lead the lost. This saves you so much time!<br />
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<b>1. Allotted Time. </b>The biggest problem I find is planning the time out for using technology. When you introduce a new tool or piece of technology it will take more class time than you expect. This happens to me all the time. I find a new web tool I want to put in play, and I run ahead of myself. (I often discover it at 8am and try to use it at 9am). Take your time learning the technology, and take your time putting it into practice. Your students will be more successful if you go slow...<br />
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What are your tips for putting technology into practice? Leave a comment to share your knowledge.<br />
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<br />Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com1tag:blogger.com,1999:blog-6434333673827010910.post-67683989790421344802012-10-02T08:00:00.000-07:002012-10-02T08:00:11.386-07:00Soc It To Me!Yes, I have an addiction to web tools. Call me crazy, or just a glutton for sign-up forms. Too often I find myself trying out those crafty emails that come in, prompting me to give something a shot.<br />
Beyond my favorites, like ClassDojo, Kidblog, Epals, and Edmodo, Socrative is right up there.<br />
The boiled down purpose of the site is a classroom response system.<br />
For my class, we have aging computers on a mobile lab, but this site can jazzy up my classroom by creating a response system that gives me instant feedback.<br />
An example use, is that my students have just taken notes on the use of setting in their writing.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWGGfONcjKm7aDUrdAuLMG5t5w8GtcAI1mZgUH3MzaNlUZ4U008b0AyaUb25Y1JWqbkavbgTBttHALPiiBqDLeD06VOr8YNdUu-vLzP3zzcaHPx-r2TpSkTUunERUEc4evp921oqgv-T8/s1600/setting+notes.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="206" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWGGfONcjKm7aDUrdAuLMG5t5w8GtcAI1mZgUH3MzaNlUZ4U008b0AyaUb25Y1JWqbkavbgTBttHALPiiBqDLeD06VOr8YNdUu-vLzP3zzcaHPx-r2TpSkTUunERUEc4evp921oqgv-T8/s320/setting+notes.jpg" width="320" /></a></div>
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Now that my students have their notes. (I give a picture to go with each note: Wings, A student looking out the window, Facial emotions, and a Brain). They are all set to take my quiz I created.<br />
You can access my quiz with this number: <span style="background-color: white; color: #00cc33; font-family: Helvetica, sans-serif; font-size: 18px; line-height: 18px; text-align: center;">SOC-454248</span><br />
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To get to my quiz, the kids visit our Socrative site, enter our classroom code, and start the quiz.</div>
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When the students are done, I can see their answers. Now for this quiz, I do have to read there responses, but a multiple choice quiz would reveal their scores.</div>
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Other uses for this program: Math answer responses, review for a test, or whatever your brain conjures....</div>
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One thing that needs to grow is the sharing of quizzes. If you are using, please share your topics and numbers. </div>
Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com0tag:blogger.com,1999:blog-6434333673827010910.post-24853238598042267412012-09-16T18:01:00.000-07:002012-09-16T18:01:01.541-07:00Friend Request from Parent: ACCEPTThis post is not meant to be controversial or to ask teachers to act outside of the guidelines/suggestions of your school.<br />
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I have a confession. I accept all Facebook friend requests from parents of my students. I know I sound a bit crazy. What is the purpose?<br />
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I love being transparent. The truth is many people that will read this have a life that should not be made public. The truth about my life is that I am not ashamed of the life I live outside of the school walls. My reason for being open to letting parents into this part of my life is I want them to know the whole person who is teaching there child.<br />
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Being transparent like this: keeps me from creating rants that demean my students, it creates another for my words, and it brings everything into the light.<br />
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Mainly this choice allows me to share my faith and the actions of my faith outside of school.<br />
This video has circulated throughout those parents, and I love knowing they have heard my heart:<br />
<iframe allowfullscreen="allowfullscreen" frameborder="0" height="315" src="http://www.youtube.com/embed/suNdzgE-jDo?list=UUupsiqP4hsJ754u9Ga9DvJA&hl=en_US" width="560"></iframe>
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My question for any teachers that stumble upon this, Are you living in a way that would please the parents of your students? Could you be transparent and unashamed?<br />
If the answer is no, then I would challenge that we have little authority to challenge the choices of our students and parents. Are we not very close to being in the same vessel?<br />
<br />Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com1tag:blogger.com,1999:blog-6434333673827010910.post-9141608162534535702012-05-27T12:36:00.000-07:002012-05-28T15:40:23.310-07:00Reading Homework : Bloom's StyleI have been getting rather bored with the pattern of homework assignments I have given. I have noticed the kids have been bored too. I decided to get creative with this, and thrown in some of Bloom's Taxonomy.<br />
If you would like a copy of the chart below, click the download link.<br />
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<img alt="" border="0" id="BLOGGER_PHOTO_ID_5730973647928923410" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMwTh1-cqwTIjQeCKBBz9GDEc4e8n18KyA_9o3g3zHwPXM0xabESzq5tCE4d27goLDh4XVYgDPGx62Mx3sxZFtbnIYJRSjyVBZ-87SzmFYWen3MiVc4f6Jz1uToirERtC19PxjaXiPKO4/s200/thick+and+thin+projects.JPG" style="float: left; height: 109px; margin-bottom: 10px; margin-left: 0px; margin-right: 10px; margin-top: 0px; width: 200px;" /><br />
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<a href="http://www.docstoc.com/docs/121239245/Thin-and-Thick-Projects" target="_blank">Download Here</a></div>
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This video is an example of what some of my students made.</div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dw_2JbtDoPWei1Ya4P2cCzmpyHFD0saY5LFgLqgWLs_sbU-d6pktjSZbj1EpFg38XU7PBmqQC45QkynKvZdZw' class='b-hbp-video b-uploaded' frameborder='0'></iframe><br />
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This form below is used for assignments the kids do online. This allows me to get notice of assignments I need to check online.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhW6fnma6Z4bjnvHFe8l4PT5b3qZbHZACjUa-_tF6ct2nvhhfs-Yhp9IwGieE9DJjCCSSxTK767YskDohdkzgS18EpWMcQ-qckOIjLJ9HOWfXKn8PgNWyT7sHzJmwcfe23UADNGNYktBQs/s1600/Online+Reading+Form.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5730973400868183298" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhW6fnma6Z4bjnvHFe8l4PT5b3qZbHZACjUa-_tF6ct2nvhhfs-Yhp9IwGieE9DJjCCSSxTK767YskDohdkzgS18EpWMcQ-qckOIjLJ9HOWfXKn8PgNWyT7sHzJmwcfe23UADNGNYktBQs/s200/Online+Reading+Form.JPG" style="height: 200px; margin-top: 0px; width: 163px;" /></a></div>
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<a href="http://www.docstoc.com/docs/121239241/Reading-Homework-Online-Form" target="_blank">Download Here</a></div>
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Please post a comment on how your students have responded to this type of homework assignment. You can also email me and share the news.</div>
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</div>Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com0tag:blogger.com,1999:blog-6434333673827010910.post-55181506699929236552012-05-20T16:33:00.001-07:002012-05-21T18:09:29.101-07:00A Most Difficult Task for Educators<a href="http://www.flickr.com/photos/nikhil_k/4179065559/" title="Paradox by Nikhil Kirsh, on Flickr"><img alt="Paradox" height="320" src="http://farm3.staticflickr.com/2687/4179065559_6fefe16f6d.jpg" width="320" /></a><br />
Let's admit it, as teachers we have really become quite presumptuous. Yes, I am a teacher. I make this statement because I find the attitude creeping into my own heart, and I breathe it from the exhale of my colleagues.<br />
The presumption I am talking about is this belief that we are quiet deserving. By deserving I mean that we believe we have full authority to speak into our job assignments, our wages, and a thousand other topics. Yes I am part of the teachers union.<br />
I completely understand the reason that the union was established, but haven't we gone a bit far? Too often I can sense myself cowering behind the power of a unified front. If I want to be complacent, stoic, and repetitive for the next 25 years, I could assume those roles with little opposition. Are we cheating the next generation?<br />
The reason I am writing this post is because I have done something a bit crazy. I have relinquished some of my power. What would your principal's face look like if tomorrow you walked in and said, "Boss, I am willing to submit to you. You can place me in the job assignment you see most fit." Tell me they wouldn't be stunned.<br />
The crazy thing is, most other jobs, an employee walks into work each day already submitting to the wishes of their boss. The things they ask of you are not danced around or negotiated.<br />
This pattern of thinking did stem from a passage I was reading in the Bible. It was Matthew 8:9, where the Centurion is essentially telling Jesus he can submit to Him, because He recognizes his authority over him.<br />
Check it out for yourself.<br />
What keeps us from surrendering to the leadership in our lives? Do you have leadership over you, you can trust? Do you play it safe because protection allows us to play it safe?<iframe bordercolor="#000000" frameborder="0" height="250" hspace="0" marginheight="0" marginwidth="0" scrolling="no" src="http://ad.doubleclick.net/adi/N7433.148119.BLOGGEREN/B6628259.128;sz=300x250;ord=[timestamp]?;lid=41000000000342669;pid=755262;usg=AFHzDLu6VfEBtOMlZLEw-j4rJ3Ovncmkgg;adurl=http%253A%252F%252Fwww.kohls.com%252Fupgrade%252Fwebstore%252Fproduct_page.jsp%253FPRODUCT%25253C%25253Eprd_id%253D845524892712748%2526mr%253AtrackingCode%253D57A9B058-3853-E111-930D-001517B188A2%2526mr%253AreferralID%253DNA;pubid=544682;price=%2418.04;title=Ideal+Bible+Trivia+Game;merc=Kohl%27s;imgsrc=http%3A%2F%2Fmedia.kohls.com.edgesuite.net%2Fis%2Fimage%2Fkohls%2F755262%3Fwid%3D500%26hei%3D500%26op_sharpen%3D1;width=135;height=135" vspace="0" width="300"></iframe><br />
photo credit: <a href="http://www.flickr.com/photos/nikhil_k/4179065559/">Nikhil Kirsh</a> via <a href="http://photopin.com/">photo pin</a> <a href="http://creativecommons.org/licenses/by-nc/2.0/">cc</a>.Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com2tag:blogger.com,1999:blog-6434333673827010910.post-78420206197961824122012-05-17T12:50:00.000-07:002012-05-17T12:50:22.952-07:00A Beautiful Send Off<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3EicT2hyCOF7cy4PCqvpkWBsEIG_FTJqI9qAegy1yFt4FDJpvMDyhv3B_7REGip2zzEV-rTlhSeh0DVkjG6NuZZ12l1cmXqRc_o7JVolu_A7jYGtqJLSNJxE27G2N79JE_sZvYkyYjrQ/s1600/Blue+Question+Mark-256x256.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3EicT2hyCOF7cy4PCqvpkWBsEIG_FTJqI9qAegy1yFt4FDJpvMDyhv3B_7REGip2zzEV-rTlhSeh0DVkjG6NuZZ12l1cmXqRc_o7JVolu_A7jYGtqJLSNJxE27G2N79JE_sZvYkyYjrQ/s200/Blue+Question+Mark-256x256.png" width="200" /></a>Maybe I get too sentimental. Maybe I am a softy. Whatever the case, this year I am teaching 4th grade. This is the top grade in our school, and without some major changes, it will be the last time I see these kids.
When I started to think about a way to send them off, I kept coming back to the idea of an Exit Interview. This interview will be a chance for the kids to brag about the mark they have left on the school.<br />
I have designated a place in my classroom that I am calling, "The Office." The kids think it is weird/funny that I have partitioned off a part of my room, but they are kind of used to my antics.<br />
Each kid has been given a set date and time for their meeting. (They may bring their parents if they want.) I have also given the kids the questions a head of time so they know what I will be asking them.<br />
For some of the kids, they will blow this off, and that is okay. In many ways, this is my Schindler's List. This is my last moment to create an impact on a bunch of twenty two kids that I adore. Maybe this is mostly for me.<br />
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Here is the invitation I created:<br />
<a href="http://homework-files.googlecode.com/files/Exit%20Interview%20Invitation.pub" target="_blank">Exit Interview</a><br />
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Can you share your end of the year plans? How do you gracefully say goodbye to a great class?<br />
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<br />Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com0tag:blogger.com,1999:blog-6434333673827010910.post-76581845732451475712012-05-10T04:50:00.000-07:002012-05-25T07:07:18.301-07:00A Great Mission: Working with DadsI am a father of one amazing little boy. When we adopted him from Ethiopia, the caregivers assured us that he was calm. That was a huge lie! It turns out we have a very strong willed and wild little boy. The truth is I love being a dad. It is a huge responsibility, but I love it.<br />
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When I survey my students in school, I can within a day or two get a good picture of what their dads are like. I can read it in their mannerisms and actions. It is revealed in their body language, tone, and inclinations. For some of my students, a dad is a missing entity, and for others a dad is a hero. Whatever the case, every year I have been trying to celebrate dads, and to get them into my class for at least one day.<br />
I have labeled the special day, Project Day. The main goal is to get as many dads to come in and work with the kids to build some type of furniture. We usually try to recycle some kind of materials so that there is little cost involved. This year we are going to use pallets for all the projects.<br />
One of the greatest plagues I see creating a huge paradigm shift in our country is in the role of the father. The father is no longer assuming the traditional roles that create stability that a family bank on. Getting dads to come in and work with the kids within a school setting is just something I can do as a teacher to facilitate one of those traditional roles. How do see the current role of the father effecting your students? How are you responding to these changes?<br />
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Great Resource: <a href="http://thementoringproject.org/" target="_blank">The Mentoring Project</a><br />
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<a href="http://pinterest.com/search/boards/?q=pallets" target="_blank">Pallet Projects</a>Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com0tag:blogger.com,1999:blog-6434333673827010910.post-79163234360674064302012-05-05T13:52:00.000-07:002012-05-05T13:54:18.080-07:00Press/FeedbackPlease check out a new page I am building.<br />
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There is recognition by Brian Selznick and Wendy Orr.<br />
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Click <a href="http://ateachr.blogspot.com/p/pressfeedback.html">here</a>.Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com0tag:blogger.com,1999:blog-6434333673827010910.post-39653267641112488012012-04-26T05:21:00.000-07:002012-04-26T05:21:20.137-07:00End of Year AirplanesIn my last post, I mentioned some fun things I am doing to finish out the school year. One of the great activities we did a few weeks back was a paper airplane project.<br />
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I reserved the gym for the afternoon.<br />
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Then I walked the kids through creating their planes.<br />
We also used this as a way to think again about the steps of the scientific method. We specifically focused on what we could do to make sure experiment was fair.<br />
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At the gym, we marked out distance with yardstick and masking tape. Each notch was one foot.<br />
The kids really had a blast.<br />
One of the tricks of being a teacher is to allow your kids to do those "forbidden" things every once in a while. Flying planes in school is definitely one of those forbidden things.<br />
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You can download the form here:<br />
<a href="http://homework-files.googlecode.com/files/Airplane%20Data%20Experiment.doc" target="_blank">Airplane Data Experiment</a><br />
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The airplanes we use can be found <a href="http://www.funpaperairplanes.com/">here.</a>Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com0tag:blogger.com,1999:blog-6434333673827010910.post-17733050164539532522012-04-24T06:58:00.006-07:002012-04-24T07:46:33.355-07:00Staying the Course<span ><span style="font-size: 100%;"> Some of my favorite films involve characters who overcome the obstacles in their life to reach an ambitious goal. I often hope that my life is following the same kind of determination. As this school year comes to the end, I am realizing that this year was harder than ever to stay the course.</span></span><div><span ><span style="font-size: 100%;"> A major cause of my struggle was the move from second grade to fourth grade. Though making this move is something I always desired, I am seeing now that the adjustment is taking more time than what I expected. The thing I am finding most troubling, in running my race as a teacher, is </span>acclimating<span style="font-size: 100%;"> to the aura of state testing. The pressure, push, and expectations surrounding state testing is much more than I first perceived. In reviewing all the time I have spent reviewing, practice testing, and gathering materials that may be on the state testing, I feel like I have lost a large chunk of valuable teaching time. It feels like in many ways that I am often modeling a robot and training my students to act as little minion robots. How does want escape this path?</span></span></div><div><span ><span style="font-size: 100%;"> My escape has been the immersion of a large collection of projects that induce a passion and level excitement that we have not tapped into earlier in the year. This is kind of like my reserve tank. To stand as a wall of opposition against the boredom of filling in bubbles with No. 2 pencils, we have embarked on a journey of creativity.</span></span></div><div><span ><span style="font-size: 100%;">Some of the things we have created:</span></span></div><div><ul><li><span >My Side of the Mountain dioramas from all natural materials found around the school.</span></li><li><span >Salt Dough Maps of the four regions of the United States.</span></li><li><span >Solar Cooker Pringle Cans for making hot dogs.</span></li><li><span >No Smoking TV ADs.</span></li><li><span >Experiment Merriment Days (each kid presents an experiment in front of the class).</span></li><li><span >Project Day (we split the class into 4-5 groups. We bring in dads and build pieces of furniture. This year we will be using pallets to create a desk, chandelier, coffee table, and more).</span></li></ul><div><span >Are you facing the same pull from state testing? Is it bogging you down, or are you responding with actions that keep you on course? </span></div></div>Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com0tag:blogger.com,1999:blog-6434333673827010910.post-69985869232894944722012-01-18T05:05:00.000-08:002012-01-18T05:10:27.488-08:00Me Manifesto Story: #30goals Challenge<object width="436" height="274"><param name="align" value="lt"/><param name="scale" value="noScale"/><param name="allowFullScreen" value="true"/><param name="wmode" value="transparent"/><param name="allowscriptaccess" value="always"/><param name="flashvars" value="book_slug=me-manifesto-spilling-it-plainly&size=large&configXML=http://storybird.com/storymaker/paths/"/><param name="src" value="http://media.storybird.com/embedplayer/bin/StoryplayerEmbed.swf"><embed src="http://media.storybird.com/embedplayer/bin/StoryplayerEmbed.swf" type="application/x-shockwave-flash" width="436" height="274" align="lt" scale="noScale" allowFullScreen="true" wmode="transparent" allowscriptaccess="always" flashvars="book_slug=me-manifesto-spilling-it-plainly&size=large&configXML=http://storybird.com/storymaker/paths/" /></object><span style="display:block;font-family:Georgia,Times New Roman,serif;font-size:14px;margin:5px 0 10px 0;"><a href="http://storybird.com/books/me-manifesto-spilling-it-plainly/">Me Manifesto: Spilling it Plainly</a> <span style="color:#666666;">on</span> <a href="http://storybird.com">Storybird</a></span>Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com6tag:blogger.com,1999:blog-6434333673827010910.post-26895827291447513052012-01-12T05:10:00.000-08:002012-01-12T05:20:11.275-08:00My New Favorite Web Tool - SocrativeI believe I have stated before that my teaching situation is unique. I teach at a very rural school, with limited technology. There is also not a lot of teachers that desire technology in their classroom here. Because of this situation, I am able to park our lone mobile lab of 20 computers in my classroom. So far, no one has expressed an interest in driving it to their room.<div>So my kids have their own laptop, all day long. I realize this does not always happen, and I am grateful for it. Well, since my kids all have a computer, we get to do some pretty cool stuff.</div><div>The latest tool we have been using is <a href="http://www.socrative.com">Socrative</a>. I believe it is still in some form of beta, as you have to sign up and some people have expressed that they have not been given access.</div><div>After signing up, Socrative gives you a space for you to interact with your kids in a secure room. You can set up questions for them to answer in the form of short answer, multiple choice, and a few others choices. This website actually removes the need for a classroom response system. (Woohoo since we are never affording that!)</div><div>So far we have used the site as a place to conduct our spelling bee, answer group questions for social studies, and do math problems together. To allow my kids to be anonymous, I have given them a number from 1-21 to include with their answer. This allows me to know who answered what, and without the other kids making fun of their answers. After the kids respond, I can project all the answers up on the big screen. </div><div>After you have signed up Socrative will give you two links. One will be for the teacher, and the other link will be for the kids. A great feature is that the kids must sign into the room, and you get to keep the same room. Another great feature is that you can create pre-made quizzes that you can load up for the kids. It would be great to see a hub form where teachers can save and share quizzes they have made.</div><div>Have you had a chance to check this tool out? How are you using it?</div>Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com1tag:blogger.com,1999:blog-6434333673827010910.post-86809446835080666372011-11-08T04:44:00.000-08:002011-11-08T05:06:59.300-08:00A Dangerous Road for TeachersI know that I say things that reflect my flaws in my heart and motivation. It is part of being human, and often we say things in frustration as teachers. The issue I want to bring to light today, is one I believe to be the most destructive in the attitude of a teacher.<div>The conversation that brought this to light happened a few weeks back. Some teachers were talking about having a special guest come in to school. The guests were going to present to multiple classrooms, each at their own scheduled time. When a particular teacher was asked if they were having the presentation in their class, they responded with, "A course I am, then I don't have to teach my kids." That statement really shocked me.</div><div>Later that week I was talking with a plumber at the youth center I am working on. We were talking about enjoying our jobs. I was talking about how much I enjoyed teaching, and how I also enjoy doing construction work like plumbing. Dale, the plumber, when on to share a story about a work he had a year ago. The young guy was trying so hard to make a living out of being a plumber, but his heart was never in the work. Dale told me how one day he had to stop the young man, and tell him to find a new job. He told him that he needed to do something he enjoyed. It seems like an unlikely reason to relieve someone from their work, but just think for a moment how contagious that attitude can be. When we don't enjoy what we do, we create systems of actions that allow us to just do enough to get buy. We suffer by not getting joy from our products, and the customers or students we work with get a flawed imitation of the best.</div><div>This young teacher that made this statement about not wanting to teach is on a dangerous slop. Can you really put in 30 years at a job that doesn't drive you to always want to teach your students? Shouldn't we be looking for more opportunities to invest in our students. We are stewards of young minds, and we only get a modified year to pour into each classroom full. If you find this attitude creeping up in yourself, you may need to evaluate your motivations. If this attitude exists in those around you, stand up and be a beacon that leads others to cherish each teaching minute. You need to love what you do.</div>Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com0tag:blogger.com,1999:blog-6434333673827010910.post-89141192855764670342011-08-19T07:32:00.000-07:002011-09-04T16:43:51.760-07:00What's Yours....My son has hit the stage where everything is now, "Mines!" He is out to claim every object like some explorer on a quest through a new land. This got me to thinking about the way we deal with possessions here in America. Ownership is one of the underlying themes of the "American Dream."<div>In February 2010, my wife and I went to Ethiopia to pick up our son. One of the best parts about the people of Ethiopia is their willingness to share. When there is an abundance of goods, everyone stakes claim and makes it theirs. When there is a shortage of goods, everyone shares the goods.</div><div>What does this mean for us in the classroom? It means that we like to label everything, assign seats, designate lockers, and stamp names upon objects. The problem I am finding in this is that it runs counter to our desire as teachers to create a cooperative community of learners. Why share with my neighbor when we are all self-sufficient? We have so much abundance that we have killed the notion of borrowing a cup of sugar from our neighbor.</div><div>In my classroom this year I am hoping to make sharing a normal day routine for my students. That means there are no designated hooks and storage for their belongings. They keep a minimal amount of things in their desk, because I could have them move at any time. We also have a huge cart in the room that is on wheels. The cart is full of supplies the kids can share. </div><div>So far into the school year everything is running smoothly. Kids are not fitting over their own space. </div><div>What are you doing in your class to help build a better community? Share your idea.</div>Ian Snyderhttp://www.blogger.com/profile/13395988805102646414noreply@blogger.com3