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The Five C's of Education

With so much talk about Common Core Standards, it really makes us as educators evaluate our philosophy of teaching.  What do we want our students to know, master, achieve?

I do like the way the Five C's of Education put it all into a perspective that I can relate to.

The Five C's of Education

Critical Thinking

Creativity

Collaboration

Communication

Character/Citizenship/Civil Awareness

Critical Thinking:

What could be more important than teaching our students to think, rather than simply regurgitate information back at us?  There is an old Chinese proverb that states, "Teachers open the door.  You enter by yourself."   It is certainly time for students to take more responsibility for their learning, and to think through problems, rather than simply give up.  

Creativity

If we have our students think critically, then use their creativity to solve the problems that arise, we are empowering them to be the leaders of our future!  And boy, are we going to need some good leadership!?! Oh yeah!  I find that my students are so much more engaged, and buy in to the assignments or projects if they are allowed to express their own creativity.  This is actually a hard one at first, as students are so used to being spoon fed, and are made to feel that their is only one correct "answer."  But with a little time and practice, creativity soars!

Collaboration

So, once we have our students thinking critically and using their creativity, it is time to have them learn to share their ideas and listen to the ideas of others.  Collaboration at its finest has us taking the best ideas from each of us and putting together a project that is better than any one of us could do alone.  That's the goal, but of course we know that it rarely works that way.  There are those students that are all too willing to sit back and let others do the work, and other students that cannot release any control and want things their own way.  If we don't teach our students to get past these limitations, then collaboration is just an effort of futility rather than a valuable teaching experience.  The problem is, if we don't help our overachievers to stop taking over, we will never get past this dilemma.  The control freaks actually believe they are being better than anyone else in the group, and do not see their behavior as a problem.  We must start there, or there is no hope for true collaboration.  I will meet with these students, make them group leaders, and explain that their job is to be patient and make sure that the work of everyone is included.  There grade will be based on their effectiveness as a leader, rather than solely on the final project.  This frees them to be more open to the ideas of others, and more supportive of their peers.  I find this is critical to building true collaboration in the classroom.

Communication

Once our students are thinking critically, using creativity, and working collaboratively we can begin to have them share their findings with the class.  Speaking & Listening standards are a huge component of the Common Core Standards, and with good reason.  It is not enough to know things if you can't share those thoughts effectively with others.  Our students need to be able to share their ideas, listen to the ideas of others, and be able to differentiate between ideas that are well supported with facts, and unsupported propaganda or biased opinions.

Character

Finally, none of this is any good without good character and ethical behavior.  Our students need to look beyond themselves, and care about others.  At my school, we do an Empowerment Fair to help students find a way to improve their world.  More important than what they actually do, is that they actually care!  Students are allowed to choose their own cause, educate others about the problem, come up with a plan to make a positive difference, and actually work the plan.  The results are amazing, and the students are SO proud!

I really believe that implementing the Five C's into our classrooms, will make a positive difference in our world!  Not just our students should make a positive difference...we should too!

If you are interested in creating your own Empowerment Fair at your school, check out what we do:

Pi Day is Coming!!!! March 14 is Right Around the Arc!

One of my favorite days of the school year is Pi Day!  I take the whole day to do fun, interactive, and engaging geometry activities.  It is a hoot!!!!

I go all out for this day...

• Students are in teams that they name and create a logo for.
• There are so many fun competitions between the teams, that start first thing in the morning and go on all day!
• I have Pi Riddles, Pi Contests, Pi Games, even Pi Jeopardy!
• We use math all day long, and the kids just think they are having fun!
• And of course we eat pie, pie, pie!!!

I have already started getting ready for this year's festivities.  Cutting, running copies, even arranging for parents to bring in different flavors of pies.

It took me forever to compile all of these great Pi Day activities, but I have put them all together for you to use easily.  

Check it out - you won't be sorry!!!

More Blogging with my Class!

In previous posts I talked about using a Weebly blog with my class, and even put up a sample of some of the discussion that was taking place among my students.  Both my students and I have really been enjoying incorporating the blog into our curriculum, and Weebly just makes it so easy!

So, I got the other fifth and sixth grade teachers at my school started on Weebly blogs of their own. They are having the same success that I have enjoyed, and they are so happy that I got them started on these!  It really is a great tool to use with upper grade elementary students.

As much as I enjoy the online discussion, I wanted to give my students an assignment that only I would see.  I wanted them to write two good paragraphs answering two different questions.  Here are the two questions that I asked:

In your opinion, what does Cole need to do to become invisible.  (I asked this question before we read chapter 23 where Cole realized the answer himself)  After we read the chapter, I added:
What did Cole learn about being invisible.  In what way was your idea similar to what we found out in the book?

What do you think Cole needs to do to heal?  (After reading chapter 23, I added the following)  What did Cole learn from his dance of anger?  In what way was your idea similar to what we found out in the book?  Is Cole on a healing path now?  Will this continue?

I wanted well written paragraphs with good support for their opinions and ideas, so I really didn't want them to see each other's work.  I also like the paper free aspect of the blog. Lucky for me, Weebly offers a solution!  I assigned the questions to my students and put up an Assignment sheet for my students.  The students typed their responses and them uploaded them to the blog.  These were sent to me in an email!  How easy is that?

One thing that I found was that some students were unable to upload, because they were using an ipad or similar type device.  What works for these students is a Contact form.  They can type their paragraphs right into the box, and that is sent to you in an email as well!  Something for everyone!

Just one more thing that I love about blogging!
Give it a try!  You'll love it too!

Have I peeked your interest?  Want to know more?  Here are a few links for previous posts about blogging.

Online Discussions With Blogging

Blogging in the Classroom

A Great Class Read Aloud - "Touching Spirit Bear"

One of my favorite books to read with my class is Touching Spirit Bear by Ben Mikaelsen.  Each time I use this book with my class, I do a better job.  There are just so many amazing opportunities to enhance the learning with the events and issues in this book.

I have used activities such as Socratic Seminars, debates, response to literature journals, blogs, kinesthetic and art activities with much success.

Click on this link to see a previous post about blogging with this book

But today I used a journal prompt that I never had tried before.  We are towards the end of the book where Peter has come to the island to join Cole.  Cole is sharing all of the things he has done and learned since coming to the island, but he is embarrassed to discuss the empty space at the bottom of his totem pole.  He just does not know how to visually display what he has learned from his dance of anger about healing.

So I asked the students to write what they thought Cole should carve at the bottom of his totem pole, and what this object would symbolize.  After giving them some independent time to write, I had them share out at their table groups.  Then each group had to share their two favorite ideas with the class.

Here is what they came up with:

• A dove - symbolizing peace
• A head that is half Cole and half Peter - symbolizing friendship (this is a bit optimistic in both carving abilities and the idea of friendship between the two, but it is a nice thought!)
• A present - symbolizing giving to others and forgiveness
• A spirit bear - symbolizing Cole's lost rage
• A fire - symbolizing life lessons, since Cole always seems to make these discoveries from the dances around the campfire
• Two hands holding a heart - symbolizing caring
• A heart - symbolizing love and forgiveness
• A seagull - symbolizing life
• Cole's dad - symbolizing forgiveness
• A single line - symbolizing Edwin's path analogy
• A circle - symbolizing Cole's changing life and the circle of life

I was so pleased with their ability to create such meaningful symbolism!  This is an activity that I will certainly use again in the future!!!

Using Depth and Complexity Icons

Online Discussions with Blogging

Last week, I talked about some of the ways that I use blogging in my classroom.  I thought I would follow that up with some actual examples from my class blog.  Each week, I create an online discussion of the book for small groups of students.  This excerpt is from the Red Group.  I did not edit, or change any of their ideas or wording. Their spelling, grammar, and ideas are their own!  First the prompt:

Edwin tells Cole, "Garvey and I believe in your potential, but you haven't earned our trust."

What does he mean by this?
What is the difference between the two?

In what ways is this journey to the island different from the first?  As a group, find as many differences as you can.

Consider the following:
How has Cole made it different?
How has Garvey made it different?
How has Edwin made it different?

Comments

Nicole KIm

02/03/2014 5:44pm

Hi red team! I thought...
When Edwin says that they believe in his potential but he had to earn his trust. I thought this meant that he and Garvey believe that if he tries then he could do it, but Cole has to walk his talk to earn trust. Cole can say that he will try and not escape the island but he has to show that he won't. Cole has to show that he can be trusted.
I thought that potential is the mind that says he ca do it, but trust is the worthiness of being trusted. I think trust is the belief and the actual heart to do it and it shows in his actions so he can be believed and trusted in.

In what ways is this journey to the island different fom the first?

1. Cole makes it different beacuse he has the mind of trying to heal instead of trying to escape.
2. Cole shows more respect from the first visit to Garvey.
3. Cole doesn't scowl at anyone.
4. Cole doesn't have to take his shirt off for the first week to show shame.
5. Cole actually wants to be at the island.
6. Cole looks for the Spirit Bear.
7. Cole builds the shelter.
8. Garvey and Edwin gives him lessons on life ,and Cole listens and doesn't disagree.
9. Cole feels sorry for Peter and hopes he okay.
10. Edwin gives Cole a lesson on life while saying one thing from his past in the island. When he goes to the stream top take out anger.

Reply

Emily

02/05/2014 8:27pm

Hi Nicole!😋
I agree when you say you have to have actual heart to do it. You have to feel that you can truly change. If you just think you can, maybe you can, but you have to be mentally prepared and have the feeling to.

Reply

McKennalink

02/04/2014 2:36pm

Hey Nicole!
I absolutely agree with you when you said that Cole wants to be on the island. If he wants to change, he must keep an open mind. When Cole went to the island the first time, he admitted that he did it just to get out of serving a jail sentence. He also said that he wanted to go back to the island in the Circle Justice meeting after the mauling.

Number nine is totally true as well, Nicole. On page 141 of chapter seventeen, Cole was trying to fall asleep and he said to himself that he really hoped Peter would be okay.

Reply

Amy

02/04/2014 2:42pm

Hi Red Group!
When Edwin says that he and Garvey believe in Cole's potential, but not they still don't trust him, he means that they believe Cole can change but they don't trust him to stay alone and possibly do something bad again. Believing in someone's potential is different from trusting because trusting is to know that that won't be doing what you don't want them to be doing. Knowing they have potential is knowing they can do what you want them to do. You can do what they want you to do but also do bad things too.

Differences from the first visit:
11. Cole has a positive attitude and doesn't be all grumpy
12. Cole follows Garvey and Edwin's orders
13. Cole brings food with him(he doesn't have to find food himself)
14.Edwin brings Cole to the pond in the early morning
15. Edwin and Garvey stay on the island with Cole

I asked the groups to list as many ways that Cole, Edwin and Garvey made this trip to the island different from the first one.  That is why Amy starts at #11.  

You can see, that the students are getting a lot out of this experience - and I just have to go online myself to check their work and give them credit.  So easy!!!

Reply

Valentines and Core Curriculum

As a fifth/sixth grade teacher, I want my students to have the fun and innocence of Valentine's Day in the classroom.  But, with so much to teach, I don't want to let go of academics at any time.  Every classroom moment counts!  So, how to do both?

Since it was mid trimester for us, I took the opportunity to show the students their updated grades - then we talked about the areas each student needed to focus on.  Next, I offered the students an extra credit opportunity.  Every student in my class, was to make a valentine's box at home to bring in on the day of our Valentine's party.  They could decorate their box with hearts, flowers, and Cupid - or - they could look at this year's curriculum and create their box to teach or reteach the class about something they are to learn this year.  I don't particularly care if the students go ahead in their books, or they reteach something that we already covered.  Students could choose any subject to focus on, but they must focus on the grade level standards.

For example:

• The solar system is covered in third grade and fifth grade - they must share information from the fifth grade standards, not just discuss things that they learned in third grade.
• If a student wants extra credit in Reading, they must focus on the elements of literature of a book.  They cannot simply summarize a book that they read for us.
• If a student wants extra credit in Math or Writing - their box must focus on some of new standards that they learned this year - not simply a review of previous years' learning.

Students were required to make their box into something that fit their topic, they had to write a paragraph explaining their topic, and they had to present their findings to the class orally.  This was a great time filler on the day of the party as well!

I couldn't have been more pleased with their efforts.  Let me share a few of the highlights with you:

This student has always been a reluctant learner - he would rarely complete assignments and turn in his work.  And extra credit????  Not a chance!  Yet, here he is with his Revolutionary War Valentine box! He not only wrote one paragraph - he wrote three!  And you should have heard his presentation!  He recreated a scene of the Battle at Bunker Hill, and talked about it with intelligence and passion.  He knew his facts, and easily answered questions for the other students.  I couldn't have been more proud!

I must give sixth grade Social Studies fair time here!  This student recreated the first Olympics in Ancient Greece and told us all about it.  She talked about the fact that only men were allowed to participate at first, and told us when women were permitted to join in!  This was clearly a topic of interest for her.  The sides folded up - and she had pictures of Ancient Greek architecture.  Then she told us about how our White House was modeled in the design of Ancient Greek architecture.

Other subjects, oh yeah!  I must say, however, that most of the students did topics in either Science or Social Studies.  These subjects are the easiest to use for an assignment such as this.  But, here is an example of extra credit in Reading.  I have been reading the book Touching Spirit Bear with my class, and this is a spirit bear.  Not only did she create a great looking box, but her analysis of the elements of literature was spot on!  She discussed the theme of the book, the mood, the character development, and examples of figurative language.  Probably more than I would have asked for in a book report!!!!  

And one of my favorites was the Fractionator BoomBox!  This student created an adorable Valentine's box with examples of how to work with fractions.  He included things like, LCD, finding a common denominator, simplest form, adding, subtracting, multiplying fractions.  Really nice work!  But it was his paragraph that I really loved.  He talked about how music and math are linked, and how important fractions are to reading music.  He talked about multiplying a note by 1/2 if there is a flag added to it, and by 1/4 if there are two flags added.  He talked about adding notes together to create a full beat.  

These are just a few examples.  They all did an amazing job - even the students that only decorated for Valentine's Day.  They were so proud of their masterpieces, and anxious to get up in front of the class to share their work!

What a fun and educational day we had!  What could be better than that?

Blogging in the Classroom

I love technology, I hate technology!!!!  Such a dichotomy!  There is so much technology out there, and our students can't imagine a world without it.  We can lament over the days of imagination, or we can embrace technology, and use it to our benefit.

But, that's the trick, isn't it.  How to use technology in the classroom so that it enhances our curriculum, rather than just using technology for the sake of being techy.

One of my favorite educational technology mediums is blogging.  It is so versatile, easy to monitor, and an effective educational tool. There is nothing to collect, I simply check my students' work online!  That's one of my favorite parts!!!  I give my students a due date, then generally check their work the following day.

I have used so many of the blog websites, Blogger, Edublog, WordPress, but my current favorite is Weebly.  This is a free website that is extremely user friendly and allows you to do so much!  You can easily set up your own free blog at weebly.com.  Weebly allows me to do so many things - I haven't even tried them all yet!  I can add images and text, I can create slideshows and photo galleries, I can embed video or YouTube links, those are all pretty standard, right?  I can also put an assignment form on the site for my students to complete. I can create a survey or an RSVP form.  But my favorite part is that I can create a variety of blogs or forums for my students to participate in.

At the present time, I am reading a novel with my class.  My students are divided into groups of 6, and each group has their own blog on my website.  Each week I post a discussion question and a research topic.  The students must respond to the discussion question fully, but then they must read the responses of their five peers and respond to at least two of them.  This becomes an online discussion, and the students really get into it!  They respectfully agree and disagree with each other, they add items to consider and ask questions of each other.  The students also must research the topic of the week and post one new fact for the group with their source.  Sometimes the students will put links for videos to share with the group.  My students LOVE this!  They love the online discussions, and rarely do they only post comments for two of their peers.  They don't even think of this as school work, that's how much they enjoy it!

What a joy to have students working, thinking, and discussing a good book for the fun and interest of it!!!  Does teaching get any better than this?