~*Worksheets and Dendrites*~Ch 1 & 2

Allowing students to brainstorm and discuss is something I feel I do all day long! My students have journals for every subject. This provides the perfect place to brainstorm ideas for questions that I pose. I learned early in my career that choosing one student to answer questions was not my style (mainly because it bugged me that the disengaged students constantly got out of doing the thinking). I think it is important to give everyone "thinking time" and my students quickly get in the habit of jotting ideas and responses when I pose questions, especially in reading and math.

This year, I have increased partner and group work to capitalize on my students' love of talking. (Look on the bright side!) Early in the year, I realized that my students loved to talk. The first week of school, I was really unsure of how I was ever going to get them to be quiet and work. I find myself often saying "How can I do this where they get to talk?" My students have multiple opportunities throughout the day to discuss and work in partnerships and small groups; we are often engaged in a group project where they have to work with the same classmates long term. With small group and partner activities, engagement and participation increases to nearly 100%.

With our recent Ecosystems Museum Exhibit (project based learning), I have fallen in love with using art in the classroom. Project-based learning is a perfect reason for incorporating art, and I not only included it in my students' culminating project, but their research pages contained multiple opportunties for them to draw what they had learned. I'm definitely on the look out for more ways to allow my students to sketch, draw, and paint in the classroom and have plans to increase my use of art next year. I had to put this strategy under the "sometimes" category.

During the first week of school, I was going back and forth about whether or not to have my students create Heart Maps. Holy-moly, teacher-friends, am I glad I did!?! I have little artists in my classroom. They worked so hard on these things and took their time. {I should have known then that drawing was the way to their hearts.} And, doesn't art often allow certain students to shine?

I have greatly increased my use of sketching and drawing in math with our fractions unit. Students have drawn and colored pies, pizzas, cookies, chocolate, and cake! I found an amazing set of math resources from Georgia from their Common Core performance standards. I modified their handouts a few times, but if you want something hands-on with a little bit of art incorporated, go to this website immediately. I used the 3rd and 4th grade materials, but they have them for K-6.

In my previous post, I reflected on my use of the 20 strategies discussed in Worksheets Don't Grow Dendrites and categorized them as "I already do that-A LOT," "I already do that SOMETIMES," and "I hardly ever do that." I am enjoying the reflection that this book is putting me through. Even if you are not reading the book, I encourage you to look at the strategies and see which new ones you might implement more often. 

~*~Book Study~Worksheets Don't Grow Dendrites~*~

Have you heard about this book study? I bought Worksheets Don't Grow Dendrites as soon as I saw the announcement from Amanda at One Extra Degree. I thought it would give me some PLC (professional learning community) time that I am missing these days (I'm at a one person-per grade level school, so I am the lone 4th grade teacher). I'm a pretty reflective teacher {have you noticed?}, and I thought this book would push me through some reflection.

I have been reading the book and thinking about my own classroom, but I have yet had time to post. Tonight I was thinking about the title...WORKSHEETS (pencil and paper, sit at your desk for an hour and do this) "don't grow dendrites." When I think of dendrites, I think of synapses and neurons, and one idea connecting to another like our veins running through our body or tributaries leading one river into another, into the ocean. I've had many experiences as a teacher where I could literally feel my dendrites branching off and connecting to other things I knew and experiences I have had--I bet you have too. We constantly have those AhHa! moments when we are teaching--oh, that connects to that thing we are doing in another content area--oh, that's a new way to teach that--oh, I'm out in the world doing my thing, and that reminds me of ____ that I teach.

I believe that finding ways to get kids OFF of the worksheets WILL grow more dendrites than constant pencil-paper-pencil-paper-sit-at-desk.

When I skimmed through the book and saw the strategies mentioned, I thought, "Man, this is all stuff we all already know," and "I already do that."
And then...
      ...I remembered that "I already do that" is my PET PEEVE of professional development. We always have something to learn and I believe that even if we think we "already know this" and "already do that," we {I} always have tons of room for improvement in utilizing strategies routinely, consistently, strategically, and with FINESSE. The 20 strategies suggested in Worksheets Don't Grow Dendrites include:

When I look at the list of strategies, I have to admit "I don't already do" all of that :) I'm sure we all lean on certain techniques more than others. Maybe we find what works for us and our kids and maybe we are in a rut sometimes and forget to include things we've already learned. So much to do, so much to think about, so much, so much! I also think that I put a lot of pressure on myself when thinking about how I'm doing and making improvements--I don't feel like I'm using these strategies if I only use them in one subject area or as a once a year kind of thing. In my mind, "doing" these strategies means that they are embedded in my classroom throughout the year. Being an elementary teacher with 5 subject areas is tough!

I decided to put the 20 strategies on a chart (One of my favorite strategies--always, sometimes, rarely :) )

If you haven't started following along with the book study, here's the schedule. Each of the bloggers listed are hosting a linky party, so if you have a blog, you can link up your reflections too. Click on a blog and catch up!

Kickin it in Kindergarten- Chapters 1 and 2 (February 28th)

Mrs. Wills Kindergarten- Chapter 3 (March 7th)

Queen of the First Grade Jungle Chapter 4 (March 10th)

Fabulous in First Chapter 5 (March 14th)

One Extra Degree Chapter 6 (March 17th)

Mrs. Jump's Class Chapter 7 (March 28th)

The First Grade Parade Chapter 8 (March 31st)

In April, you will be visiting these girls for the remainder of the study:

Mrs. Ehle's Kindergarten Chapter 9 &10 (April 4th)

What The Teacher Wants Chapter 11 (April 7th)

First Grader At Last Chapter 12 (April 11th)

Erica's Ed Ventures Chapter 13 (April 14th)

KinderGals Chapter 14 &15 (April 18th)

A Rocky Top Teacher Chapter 16 (April 21st)

Mrs. Wills Kindergarten Chapter 17 (April 25th)

Little Warriors Chapter 18 (April 28th)

Falling Into First Chapter 19 (May 2nd)

Kickin' it in Kindergarten Chapter 20 (May 5th) 

{And stay tuned for my "catch-up" posts of my reflections from each chapter}