Saturday, May 2, 2015

I wrote an article!!!

Many of you who read my blog know that I am a die hard FOSS fan.  I have been using FOSS in my fourth grade classroom for over seven years with staggering results and understanding.  Six years ago, I also began consulting for the company which has led to many exciting training opportunities in Connecticut, Philadelphia and even San Fransisco. I have been blessed to reach out and train teachers in Virginia Beach, Farmville, Winchester and the little towns of Warsaw and Giles Co. I have met some amazing teachers who truly want to engage their students and learn more about good science education.

I have also worked very hard in my own school to support and grow science education.  But, I have never once done these things alone. With the support of Kip Bisignano, my FOSS sales rep, and many others we have built a pretty amazing little school.

Recently, I was asked to write an article to show what we have done to create our STEAM school for the FOSS newsletter.  To read more about what we are doing at our "little school with big dreams" you can access the newsletter at this link.


I hope that you will see that this is a TEAM effort, not one that can be done by one person.  You must first have a vision, a strong leader (at your school and district), and a professional learning community with staff who teach "kids not test scores".

Those of you who read my blog may also wonder why I haven't been as active with my posts lately.  After reading this, you will probably see why! (LOL)  Been a little busy....on top of two challenging classrooms the past two years with some serious needs.

 However, I have recently come to realize that this is what feeds my soul. I have missed blogging about the wonderful things my kids are doing (challenging or not).  We have learned how to use tableaus to show understanding of concepts in the dramatic art form, visual arts and music.  We are working on creating a nature trail at our school with a partnership from a local Native American group (the Patawomack tribe) and an Eagle Scout to create a replica of a longhouse in our woods.  Next year, we are hoping to plan and implement a curriculum to expose our students more to the outdoors.  Ideas include an outdoor stage, trail, music wall and more.  My team mate and I have successfully implemented reading in the content area in our science and social studies blocks; specifically text structures of cause/effect, compare/contrast, fact/opinion, problem & solutions and even main idea. My personal goal for next year is to look at special education students and ways to modify instruction in the classroom so that they can be successful in science as well as math and reading.

So, I am challenging myself to write at least two blogs a month for the next year.  I am hopeful to meet this goal with your encouragement and support!
Comment:

Monday, January 12, 2015

Art and Science Integration - searching for Weather in Paintings

Speaking of visual learners....let me share with you an exciting project we have been working on at my school.  Slowly but surely we are becoming an Arts Integration school in partnership with the Kennedy Center in Washington D.C. (CETA). Recently, the fourth grade team participated in a unit involving weather and the arts (adapted from an ArtsEdge lesson found here).

We started with a power point: of paintings that we found online and in the Arts Edge lesson.  Gather the students around a window in the classroom and look outside to observe the weather. Ask the students the following questions:
  • What is the weather like today?
  • What is the current season? How you describe the palette of colors associated with this season?
  • What objects or changes in the environment (the sky, trees, ground or sidewalks, clothing, etc.) provide clues about weather and/or the season?
  • What is your favorite kind of weather and why?
After students have responded to these questions, have them look at the paintings in the ENGAGE tab of the resource carousel. As students look at the paintings online, ask them:
  • How is light expressed in the painting?
  • What kind of feeling or mood does the painting generate?
  • How are the colors used to convey light or darkness?
BUILD KNOWLEDGE
Distribute Elements of Art handout. Discuss the elements of color, shape, and texture with students. Look again at the paintings in the resource carousel; review and analyze the pictures with students, while discussing the use of color, shape, and texture to portray a particular weather condition.

Have students select, analyze, and discuss their favorite paintings. Have each student choose a favorite painting, and break the students into groups according to their favorite paintings. Students can print out the paintings directly from the online interactive, or you may wish to bring into class prints of these paintings. Within the groups, students should share their thoughts and feelings about why they liked the pictures, discussing the elements of art such as color, shape, and texture. Students should use the Elements of Art handout as a reference point during their discussion. Have them present their responses as a group in front of the class.

On the next day, we post a painting and ask the kids to list words that describe color, texture, light on a class chart
  1. Start by reading Look! Seeing the Light in Art by Gillian Wolfe - page 27 
    • thick strokes give the surface a rich and craggy feel
    • why did Van Gogh use thick, textured paint? (active feeling)
    • Smooth texture is less active and calming
    • What are some other ways artists make texture? 
    • What are some ways that artists create texture?
      • They brush paint on in watery strokes and thick drips.
      • They put paint down in short, fat dabs and long, sleek strokes.
      • They twirl their brushes to make circles and curls.
      • They apply paint in thick layers that stick out from the canvas.
      • They put different colors on top of each other.
      • They mix in sand, dirt, or other materials into the paint.
      • They add white highlights to make things look shiny.
      • They scratch through paint to show colors underneath.
  2. Next read about Cold and Hot light - page 12-13
    • Warm colors vs. Cool colors
    • Warm colors—reds, yellows, oranges, and red-violets—are those of fire and the sun. They appear to project. Cool colors—blues, blue-greens, and blue-violets—are those of ice and the ocean. They appear to recede.
  3. What are some types of light you may see in a painting? 
    • dappled
    • moonlight
    • reflected light
    • night lights
  4. Show Starry, Starry Night
    • What can we tell about the texture? colors? and type of light? 
    • You can see the chart the kids came up with based on the painting. 
On the third day, we introduced our design brief for our next STEAM project.  This project was developed in several steps. 


Planning stage: 

Ask and imagine - what am I trying to show in my painting? Weather conditions and feelings
  • What feelings do the colors you want to use make you think of? 
  • Brainstorm and design a sketch of what your painting will look like.

Creating Stage: 

Demonstrate the technique of drawing a weather/landscape scene using salt and watercolors. 
1. Start by drawing your picture with pencils. 
2. Trace all the lines with a black permanent marker.
3. Add detail lines with different colors of crayons.
4. Paint with watercolors. I like the liquid variety, but any kind will look nice.
5. Sprinkle salt over the wet painting to create texture. 

Have students complete their own paintings. After viewing all of the weather conditions depicted in the pictures, including the geographical component, distribute to the students watercolor paints, brushes, cups with water, salt, and white paper. Ask students to complete one of the following assignments:
  • Paint an image of your favorite day based on the weather conditions on the season.
  • Paint a weather/landscape scene of a particular day based on your personal experience.
Remind students that they should express their own unique style as they create their watercolor paintings. They should choose colors carefully to represent the scene associated with the particular day and weather condition they are painting. The objective is to represent the weather in the scene, as well as the way that the elements in the painting are being affected by the weather.
Tell students that the colors they choose may determine the mood of the painting. Give students ample time to complete their paintings.
If you do not have a drying rack for the paintings, be sure to have cleared off plenty of room for student work to dry.




The next step in our process is the writing piece.  The students were asked to create a writers statement to explain the art features and emotions that the weather painting evoked.  They were given a scaffolded example to help them organize their thinking as well as a blank sheet option. 


Finally they had the reflection piece.  Students were put into groups where they shared their artist statements and had several classmates make comments or questions in response.  They recorded these on the design brief. 




This was an extremely rewarding integrated experience for all of our children.  The connections they made to the real world, the art world and science were amazing!  I highly encourage you to find time to incorporate this STEAM lesson into your classroom experience. 


Comment:

Friday, January 2, 2015

Visual Literacy

What is Visual Literacy? 

Diagrams....Word webs...charts...graphs...and pictures are all types of visual texts. We know that, but do we plan for it or does it just "happen"?

Did you know that approximately 65% of the population are visual learners? It's a known fact....I googled it! So what makes a visual learner?  This is a chart that I found online  and I think it describes the visual-spatial learner beautifully.  I also like how it compares them to the Auditory-Sequential students as well.  Did you know that only 30% of students are auditory-sequential and yet many teachers teach this way....yes, they still do.  (My children have experienced it first hand!)


  I found this visual and being the science nerd that I am I thought it really shows (visually) the difference in the two types of learners.




     When doing this research, I was shocked to find that only 5% of the population are kinesthetic learners.  However, the research does show that most children with ADHD are kinesthetic. So, if you have many students who fall into that category, you will have more kinesthetic learners.

I have also been reading this book:  Developing Visual Literacy in K-8 from NSTA.  This book gives suggestions for using strategies in the science classroom.  Although I don't agree with every strategy the authors present, I do think many of them are relevant.

One of the strategies that I like is teaching children how to analyze images.  The book talks about how images are everywhere...but we don't know how to really look at them.  The eye automatically sees and scans...but the brain needs to categorize the information.  There are many ways you can use images to analyze information.  When you are first introducing it, I recommend that you:

  • Look at images whole group on the smart board or powerpoint  OR
  • Print an image and attaching to a chart where you can analyze it in small group
Once they have the hang of it, I then move on to creating several images and break my students into groups of 3. (Don't ask me why, but for some reason groups of three work best in my room for this type of activity.)  They are given their own chart to document their thinking if you want a written record or to help guide thinking and discussion. 



I have created a FREE document using eight images that are related to "FORCE AND MOTION". I grabbed the images off the internet and since I don't have the rights to them I included the web addresses where I got them.


Please let me what you think!  I hope you can use it in your classroom.


Comment:

Saturday, December 6, 2014

Mindset

One thing that really stuck in my mind after hearing Carol Tomlinson speak was the idea of Mindset in the classroom.  Mindset is the work of Dr. Carol Dweck and is game changing research about how we view intelligence.

Dr. Tomlinson provided a few slides that made the idea of fixed versus growth mindset clear in my mind.  (These slides are available on her website under Presentations - VAST) I knew the power of teachers who have this mindset and the implications for how they reach students.  However, I had not thought of the implications that come from the children themselves.  Yes, teachers may think that all kids can learn and grow...but if the children do not believe in themselves, then the work of the teacher is that much harder.

These slides will provide even more information about how children may view themselves.  My mind went immediately to several of my students - some students who live in poverty and move from school to school, others are students who struggle in one or more areas.  And then, something clicked and I realized she was talking about my son!  He used to have a growth mindset when he was in elementary school.  He was surrounded by people who believed in him and helped him learn.  And then he went to middle and high school where the expectations and teaching philosophy changed.  He didn't fit their mold of what a student should be - he is a creative soul who never fit in the box.  Now, he is struggling - academically and emotionally.  Don't ever think that mindset of a teacher can not affect a child...because it truly does.


What can we do? As teachers it is so important that we give students messages that help them understand that they can change their mindset.  If they get stuck in the cycle of a fixed mindset, they will have a hard time learning and being successful.  We need to observe our students and figure out which ones need our help believing in themselves...

There is so much more to this idea, and one that I can not wait to explore further.  I hope that this has piqued your curiosity as well.