Involving students in documenting and reflecting upon their own assessment data can have a significant impact on their learning and self-awareness. When students take part in tracking their progress, they often gain a clearer understanding of their strengths, areas for improvement, and the goals they need to set. This practice fosters a sense of ownership over their learning, increases motivation, and can encourage a growth mindset as students see evidence of their improvement over time. Additionally, self-reflection helps students develop metacognitive skills, enhancing their ability to plan, monitor, and adjust their approaches to learning tasks.
However, there are potential drawbacks to consider.... what would you anticipate could potentially discourage students from making progress?
How do you balance guidance with independence in this practice?
What are some back to school bulletin boards that you’ve done and loved? (Pictures appreciated!)
How do you tackle new curriculum? We got new reading last year which I tackled one module at a time. This year we are switching to a new math and I plan on doing some work and planning this summer in small doses to prepare for next year. What tips do you have?
Many schools are switching to the CGI math curriculum this year. For those of you familiar with it, what advice do you have for teaching students who are entering below grade level?
Which Kagan strategies do you find the most useful in your classroom? I like to use quiz-quiz-trade and talking chips. Both of these strategies help the students with their speaking and listening skills.
How would you explain the concept of exoplanets to a fifth-grade class?
How many of.you arr a little salty about Pluto being kicked out of the solar system club? The idea of Exolplanets is actually one amazing way to illustrate that as our understanding changes with research and knowledge gained, that science also changes! For fifth graders I like to immerse them in scientifically accurate diagrams and animations of our planetary system in movement around the sun that include Pluto
Through observation. I then ask various questions about the revolutions of each planet. Eventually it comes up that Pluto's orbit crosses through other planetary orbits. We use this as a launching point for characteristics of Dwarf planets. Other characteristics are the size - typically smaller than other planets, shape - round due to their gravity, and orbital paths are not cleared. Once they understand the characteristics of a Dwarf planet we do a "hunt " for other Dwarf planets in our solar system using nasa.gov. Once they learn of Eris, Orcas and Ceres we do a scientific investigation through research and check to ensure all of these names Dwarf planets fit the characteristics we discovered earlier using Thinking Maps or charts.
How do you teach your students about Dward planets and where they can be found? (Asteroid and Kuiper belts?
How do you help new classroom teachers mainstream exceptional students? Many new teachers struggle to make sure they are meeting the needs of all students. Any tips would be appreciated!
how would you plan a lesson for a standard about an argumentative essay for fourth graders?
April is poetry month, what are your favorite poets to share with elementary aged children and how do you encourage students to write their own poems?
What are some steps you take to engage with parents at the beginning of the year?
I am the Kids Voting Representative for my county. Recently, I received a concern from a school that stated the hesitancy to participate because of the Presidential Election and the possible opinions that might come from home. I used this quote in my response,
Young people need to vote. They need to get out there. Every vote counts. Educate yourself too. Don't just vote. Know what you're voting for, and stand by that. Nikki Reed
I explained that it is important to teach students about the responsibility of voting and why people need to be informed. Everything should be based on facts and finding ways to vote FOR someone and not against someone. So much is based on attacking and name calling that it is starting to hurt the educational process. We have standards and statutes that must be addressed about government and voting. Being afraid to teach something is normal. Nevertheless, it still needs to be taught.
Reading Interest Inventory: Here is a copy (feel free to use) of the RII that Eric Litwin and I share in The Power of Joyful Reading. What survey or interest inventory do you use with your students to learn more about their interests etc?
A Slinky is a wonderful early language and literacy tool - check out the video I created on different ways to use a Slinky.
https://www.canva.com/design/DAGQ-Kjh6JY/7JhAzf8qvFx_Q3JOaAa-sw/watch?utm_content=DAGQ-Kjh6JY&utm_campaign=designshare&utm_medium=link&utm_source=editor
or
https://www.ginapepin.com/blank-19-1
Struggles in reading can impact a student's performance across multiple areas. Poor reading skills make it harder to grasp content in subjects like math, science, and social studies, where comprehension of text is crucial. This can also slow vocabulary growth and language development, affecting communication skills. Additionally, students who struggle with reading may experience lower confidence and motivation, making it harder to engage in learning. Since reading is tied to critical thinking, difficulties can limit the ability to analyze information, and even affect social skills by reducing exposure to texts that help develop empathy and social understanding. How do you consider other content area development when a student is known to be struggling with/in reading?
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