Mr. Rennie's Class

Spring

In spring I see the vibrant yellow sun and the bright blue sky. Also I see the puffy white clouds the brown pine cones, the bright green grass and the trees.

In spring I hear the wind rustling the leaves and the birds singing. I hear kids giggling and the faint music in the background.

In spring I feel the the warmth of the sun on one side of my face and thechill of the wind on the other. I feel the jagged pine cones, the rough sticks and the concrete warming up from the sun.

In spring I taste only the fresh clean air when I open my mouth.

In spring  I smell the sweetness of the flowers and the soil and the earth. I smell the fresh cut grass and the evergreen trees.

By Sydney

  This will be short. We did a found poem as well as a revision of last week's fraction reflection. It went really well and led to some great partner and group discussions. Today we essentially did an oral entry about fractions. I heard some really good talk about how fractions, decimals and percents are related. We touched on this topic back in November. I only wish we had made a log entry then so we could pull it out to start and anchor our current work. Making those connections and linking new content to old is a primary function of the learning log.

  A new week begins tomorrow and with it the students will continue to work on fractions ans essays. Their log entries regarding math reveal a wide range of understanding throughout the class. If the reponses were taken as an absolute picture of where we are at then we have some more work on basci concepts to do before carrying on. About half the logs show that the students who wrote them really get what fractions are and how they work. Yet the other half have uncertainties about these ideas since their entries don't reflect their grasp. So I have to ask myself is that true? Or, are the entries that don't show understanding not giving the completre picture. Many of the entries drom this grooup are very brief or did not address the original question put on the board. This leaves open the possibility that those people who apparently need further help and practice may have just responded carelessly or without really paying ttention to the task.

  So tomorrow the plan is to start with the same question on the board for math. The next step will be to discuss the question and it's three parts with a partner using the concentric circle strategy. After this sharing they'll get out their learning logs and decide if their entry from Fridat accurately shows what they know and understand about fractions (proper, improper, mixed and equivalent). Students will then either choose to redo or change their former entry if it needs more, or if they're satisfied they'll write a found poem about fractions.

  Last week was the last before the break and the students mostly finished up work and did reflections regarding their opinions and goals connected to their country website projects. The students were asked to tell how successful their site was and what they would do differently next time. The results were thoughtful and as expecteed in most cases, since most of them are quite honest about their own effort, input and collaboration.

  Over the last two days I've been reading a book by Faye Brownlie and Leyton Schnellert called, It's All About Thinking. I really like the ideas in it about criteria setting for reading responses( log entries and lit circles) and the focus on questioning. I think we'll work specifically with question generation in response to reading when school resumes. The students in the book's example wrote questions of four different types as a response to reading, answer their own questions thoughtfully then assess their answers using criteria they help develop. Their responses take the form of a response log which would be shared in a lit circle or could be used as a reflection on individual reading.  

  The four types of questions are:

1. Factual Questions (Right There)-  pointing to, info from the text.

2. Interpretive Questions (Think and Search)- locating and connecting story details to shape and answer.

3. Personal Input Questions (Author and Me)- students use own background and info from outside the book to increase their knowledge.

4. Evaluative or Appreciative Questions (On My Own)- questions that are ongoing and can apply to other texts.

  Students will need to be taught and practice these questioning skills with a shared text before they can begin to pose their own independently. The first two types I think will be quite comfortable for them to create since they are experienced in those areas. The last two really connect or tie in to the metacognition we've only begun to explore in our learning logs. Bring on the spring term.

  With Spring Break almost upon us I reflect for the last time in March. The time is flying by. The students didn't do a lot of reflecting last week, it was more a sweat and tears, down and out work-fest. They were asked though, to determine how they were doing toward completion on their websites and to set some short term goals acoordingly. Since 1/3 of them did not yet complete that project I guess we have some work to do regarding time management.

  This week I plan to have them look back and decide how they did and what they'll need to do for the next project to be more successful. Everyone has room to grow in this regard. They will have a science project to complete next term for sure and maybe an art one as well depending on Mrs. Kay's plans and progress. I hope time management and how crucial it is will become apparent to the kids. I also hope they're starting to see see the value of an up to date notebook. I hope self awareness and acceptance of their own individual challenges will develop. Some surely found that sharing a project with a partner or team is a whole different way of working on a ask than being on your own.

It seems like only four days since my last blog.....oh.....it was. This week I'm all over it. We have reflected in our learning logs about decimals, research, noise, time management and goal setting  The students continue to be welcomed each time t o use pictures, sketches, numbers, webs and words to show and explain their thinking. One of the topics/questions for today was:

 Using the math vocabulary discuused, tell how well you are understanding the decimal  topics listed.

A follow up question was:

Which of the concepts do you still need to do further work with to really start to understand?

The kids took ten minutes to respond then shared with a partner. Some then volunteered to share  theirs with the class. It has been going really well. The students are so used to it now that many just keep the log on their desk all day. I read them as I walk around and collec tthem on Friday to read. I thanked them for sharing but otherwise I don't comment. It informs me how the class is understanding things overall and lets me see which individuals need help with specific concepts or processes. One student said today during the math period share that he knew he didn't quite get the difference between 0.07 and 0.7 because in his head he sees the same picture for both. Iasked what everyone thought we could use to help him get that different picture. A classmate suggested he think of or use hundredths grids while doing decimal calculations. Pretty cool that they see why we use them and how they represent the number so graphically. A good idea.

I really apppreciate how many different ways they are using to show their thinking. Those wo would rather not write are showing great skill and originalityin using the other options available. At first I wondered, "okay what do I do with this info?" After giving myself a V8 pound on the head I realized I'm doing it.

 I'm using what I see in the logs as a means to discover how everyone is doing individually and as a group..

I'm teaching lessons again differently as needed.

I'm having kids share their thinking and representing strategies to help others see them and to help the sharer hear their thinking out loud, a different way of experiencing their metacognition.

I guess what escaped me originally is how easy, natural and powerful this reflective activity can be.

  The third week of my use of regular learning log entries has past but I am only now writing my reflection. The kids are doing a great job. Their reflections are getting more detailed and more thoughtful. I'm trying to get them to add pictures and other types of representations (webs, connections etc.) I am wondering how to evaluate the kids progress other than to comment orally to them about the improved quality and make suggestions.

  I've used them to start lessons by having the kids either read their entries or discuss them with a partner. This seemed to have the desired effect. The students were able to start right in to their math lesson on decimals and place value after the sharing. When we reflected on motivation and what each person is driven by, there were a variety of sources revealed. Most were motivated to do well in school by their parents or by grades but a few noted that it was a sense of self and pride in their accomplishments that spurred them on. By  reflecting on and  discussing issues as well as concepts and ideas, the students should become more aware of how they learn and what conditions lead to enhancing that learning. That is it for now.

  This has been a very short week for me. Tomorrow the students have their project sharing but I will be at a technology training session to learn about the district's Share Point tech initiative. We are changing our entire technology platform to a Microsoft version as opposed to Novell. It will mean huge changes, new email, applications and opportunities to engage students like class web pages. I may not use this forum next year depending on how user friendly Share Point is.

  Right this moment the students are reviewing their learning logs as the start of a discussion on goal setting in regard to their group inquiries on Central American countries. They are revisiting their goals set early last week to assess their progress towards them. I am going to read them... I just got back to the room after reading a variety of reflections. Some people really thought about not only whether or not they reached their goal but what steps they took to get there. Some were very honest that they chose a goal that was automatic. A no brainer. They wiil need to actually stretch themselves if goal setting and reflecting is going to have an impact on their learning. Those who reached their meaningful goals were really able tothink back and see what they did to help themselves and their team members.

 The students who did not meet their goals got to see how their own actions but also the actions of others determined their success or lack therof. So far I'm really happy with how the learning logs are working out. I think they will be a valuable learnibng tool.

This week marked the start of a new field study for me. The students and I have started exploring learning logs also known as reflective journals. These logs provide students with an opportunity to reflect on, connect to and draw conclusions about their learning and experiences. This thinking about their thinking or metacognition, has proved in research to be a vital part in students improving their learning and self awareness about it.

The kids reflect a few times a day either at the start, the middle or end of a given lesson. The reflection at the start may help them prepare their brains to learn something new or connect with the previous day. The mid lesson reflection allows them to assess how the experience is working for them. The end of lesson write allows them to sum up or draw conclusions about what was learned or the process they went through during the period. The reflection is often written but the students have and will be encouraged to draw, map, web or choose their own method to represent their ideas.

This week the students wrote six entries. They wrote in response to reading, science, math and social studies/teamwork. It is no surprise to me that these initial efforts are rather short generally. The whole idea is kind of new for most .Some are at this point wondering why they are even doing it. As we work through the process and discuss the merits and applications of the logs I believe they will start to see the value and benefits of becoming more reflective learners and critical thinkers. For the most part they have responded to a content related question in order to hold their thinking or state their current understanding of a concept. For example they were asked in math to explain or show, "what does 0.01 mean to you? Explain your thinking. It worked very well as a basis for discussion with a partner and the next class we started with a review of the entry to get back to where we ended and prepare their minds for decimal work.

Lastly, I was super pleased with the response of my student teacher, Leah, to the whole learning log thing. She instantly embraced it and incorporated it into her lessons the very day we discussed it. This consistency of practice will help the students greatly as they realize it is a new routine that is not dependent on the adult in front of them.

The Mysterious Stone

Billy Will and Jim Paul are best friends. Billy and Jim were 21 and read allabout the mysterious stone in the El Diablo desert in NationalGeographic magazine. Long ago Billy and Jim decided to take the ElDiablo air lines  to the El Diablo desert to see the the mysteriousstone. The plane to their surprise land 80 acres from the stone. Theyboth complained to the pilot but that just got the security to escortthem. Billy and Jim were fed up because in the brochure it said they would land right in front of the stone.

Billyand Jim walked 15 miles to get to the car rental to  find out that alltheir cars were rented. Billy and Jim asked there was anything thatthey could rent. The rental lady said there was one car but it mightbrake down. “We’ll take it” shouted Jim. “But it could brake down,”protested Billy “who cares I do not want to walk 80 acres,” said Jim.Billy and Jim decided to rent the car. They also deiced that Jim wouldpay for it. Billy and Jim left in the green jeep. Jim was driving forabout 40 acres when all of a sudden they heard a thump and a bump. “Ohno,” said Billy there was a big puff of smoke and Jim let go of thesteering wheel and the steering wheel fell right on him Billy looked tosee where he was sitting and to his surprise he was sitting on thebeige, rough sand. Jim took one look at his surroundings and all he sawwas bits and pieces of the green jeep and black tires rolling around.

“Howmuch longer do we have to go?” asked Billy. “About 40 more acres,” saidJim. “What?” said Billy. By the time Billy and Jim reached theMysterious stone they were down to one bottle of water. Billy and Jimwere not going to just head back now. Billy and Jim started to climb upthe stone and then they decided to jump off the rock and race up it.Jim won the race but when he stepped on the top of the rock he fellright down the middle into a hole in the rock. “Are you Okay,” askedBilly. To Jim’s surprise Billy had seen the whole thing but how Jim wasat the top and Billy was at the bottom. “No not really,” muttered Jim.“I think I broke a bone or something,” cried Jim.

    “All get off the side of the rock, grab all of our stuff, phone forhelp and come and see you,” said Billy. “Just hurry,” screamed Jim.Billy jumped off the rock ran over to all their water and backpacks andlooked for their cellphones. Where are the cellphones? Thought Billy.Billy grabbed the backpack's and climbed up the rock with the music ofJim’s yelling and screaming. Billy took his time hoping he would onlytake five minutes to get to the top but it took him one hour to get tothe top of the rock.

“JimI’m at the top of the rock with the bags somewhere here,” said Billy  Ithink I know where the bags are,” said Jim. “That's great so where arethey?” Asked Billy. “On top of me!” Yelled Jim “Oops,” muttered Billy.“Okay I am going to come down now and I should only take a fewminutes,” said Billy. “Oh sure.” said Jim. “I will,” protested Billy.

Billystarted to climb down the rock mumbling to himself not to look down.Billy made it down the rock in 15 minutes. When Billy was down Jim wasscreaming in pain. Billy looked at Jim in horror as he saw blood poringout of Jim’s leg. “What happened?” said Billy with horror in his voice.“I fell on a horrendously sharp rock,” said Jim in a faint weak voice.

“Astorm is coming,” shouted Billy over the wind from the storm. “What dowe do?” Screamed Jim with the last energy in his body forgetting he wasinjured. “We just stay here and wait until the storm dies down,” saidBilly. How long will that take? Is what Billy read as no sound came outof Jim’s mouth. “ Months at the most,” whined Billy

“Iwill try to make a fire,” protested Billy. “I will see if we get cellphone reception?” added Billy. “Do you really think you will get cellphone reception in a sand storm,?”  said Jim as it just managed to slipout of his mouth. Billy had just managed to get a fire going when thewind from the sand storm blew the fire put. “Really,” Billy  screamednot knowing that Jim had finally got to sleep and woke Jim with a start.

Thestorm was over in about two weeks and Jim, who by now had his fullvoice back, almost full sleep and a massive blood stain on his newbeige pants that were bought just for this trip were ruined. Billy onthe other hand had gotten no sleep was starving to death because all hegot to eat was dried shrub leaves and had to survive on the one bottleof water which he had to share with of course Jim.

Jimmanaged to start a fire just seconds before Billy’s phone rang. Beepbeep rang the phone. “Really,” shouted Jim forgetting Billy was asleep.this time it was Billy who woke in a start. Jim answered the phone,“where are you are? You okay?” Said Jim’s mom with panic in her voice.“I’m injured but Billy is okay,” said Jim. “Where are you?” said Jim“I’m in the El Diablo dessert looking for you” said Jim’s mom “I seethe stone you guys came to visit and wow that is weird there is smokecoming out of it,”said Jim’s mom. “I am going to explore it,” saidJim's mom. “Mom call the fire truck and ambulance me and Billy arestuck inside of it,” shouted Jim.

Jim’smom called the ambulance and the fire truck and the ambulance took Jimand Billy to the hospital and the fire truck got Jim and Billy out ofthe rock. The person that owns the dessert closed the rock so no morepeople would get injured but still lets people see the rock under thesurveillance of a guard.

The End  

 by Sydney Robinson