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What are some different ways you may want to process your map? (Remember to post your name!)

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What are some different ways you may want to process your map? (Remember to post your name!)

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In what ways do you try and see your students "whole iceberg", and not just what is above the water? (Remember to post your name!)

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In what ways do you try and see your students "whole iceberg", and not just what is above the water? (Remember to post your name!)

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Please upload a picture of video of your Map!  (Remember to post your name!)

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Please upload a picture of video of your Map!  (Remember to post your name!)

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What was a challenge or success you faced when creating your map? (Remember to post your name!)

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What was a challenge or success you faced when creating your map? (Remember to post your name!)

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What would you do differently next time with you implementation of the map? (Remember to post your name!)

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What would you do differently next time with you implementation of the map? (Remember to post your name!)

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I encourage my students to talk with me about their lives and families. I also eavesdrop as they talk to each other and learn more about them that way. Assignments like writing personal narratives also give me deeper insight into their lives.

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I was struggling to think of a way to use this in my high school ELA classes. What do I do that requires a world map? Then I thought of idioms. We usually discuss idioms from around the world briefly, but I think I could use this strategy to go into more depth on the topic with my Creative Writing class in our figurative language unit.

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We are using March Mammal Madness and using the map to show where some of the animals live. I'm going to process the map in a few different ways, first they will say the names of the continents. Then I am going to introduce each animal by name and where they live. We will also focus on their Latin name and their meanings. After the map we will have the animals face off in battle and create an opinion paragraph about which will win and why.

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As a teacher I strive to see the whole student, not just what's visible in the classroom. I use humor to build a connection with my students; it makes them feel comfortable to take risks, make mistakes, and grow. I also find that it is important to get to know their families. Along with appreciating their input and thoughts and making sure that we always show the big three to make sure that we are a classroom where we make sure everyone feels like they belong.

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Our science unit we've been working on is Our Changing Earth. With this unit we have studied volcanoes. Also, in social studies, we studied the five regions of Washington State, which includes volcanoes in the Cascade Region. So, I decided to do the World's 10 Most Amazing Volcanoes Around the World. It included Mt. Saint Helens. I think this will be a fun and engaging way to deepen my students' conceptual understanding through multiple disciplines.

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One reason why I love to participate in these GLAD Jam Sessions every month, is it makes me think and reflect about teaching and learning. The Cultural Iceberg was a great reminder of how essential it is to know our students beyond what we see in the classroom. I strive to develop a rapport with each student, and have a "risk free" environment in the classroom. That is why SEL is vital. In addition, getting to know their parents and build a solid relationship is crucial. I truly believe "it takes a village." I want my students and parents to know that we are a team to ensure success and happiness inside and outside the classroom.

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My students are learning about polar bears. So I planned to create a map and then show where they live. I plan to process this through with students while incorporating the facts that they learned through their research and our classroom discussions. Including specific regions polar bears live, locations, etc.

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I always try to see my students as the "whole iceberg" and not just above the water by knowing them as a whole. A lot of these facts are learned during morning meetings where students share facts about their lives outside of school so I can learn about their hobbies, activities, etc. This helps me gain information as well as understand their schema about specific topics that I will be instructing on.

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The biggest challenge for any of these GLAD projects is trying to find the time to fit them in. However, this strategy was a great way to teach across disciplines. We have been studying volcanoes in our science unit. We read about volcanoes around the world, and hopefully we will have the opportunity to write about them as well. I felt like teaching this world map was a success. I asked an open ended question--What do you notice about these volcanoes? I had the students come up with some wonderful analysis. One of my resource room kids said, "They are all close or in oceans!" That is success!

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The next time I teach this world map, I will give myself more time to also make observation charts, scout cards, and maybe a sentence patterning chart where volcano is the noun. I think any of these strategies will further add to their engagement and deep conceptual understanding.

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Some challenges I faced when creating this map is finding exactly where the animals lived. Some animals lived in specific places like Thailand while others seemed to span over large areas of the continent. Some successes that I had with my map was having the students learn some of the Latin names and their meanings.

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I think the next time I do my map; I will do different color chunking. I will have the animals’ names and where they live in one color, the Latin name in another, and then the meaning in a third color. That way they don’t blend together and that way they can find specific information quicker.

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In science we are learning about ocean currents and developing a world map allowed students to "see" where the currents are and how they move.

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I asked students where they have traveled to, where they have relatives living, beach vacation destinations, etc. We marked on the map the closest ocean the locations were near and then discussed the ocean currents closest to them.

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Science

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Kids loved creating their own version of the map to include in their journals. The challenge was in drawing the arrows in the right direction. Students were intrigued to see how many different coasts their classmates had been- shows the diversity.

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Incorporating some geography would make this unit more expansive and cross curricular.

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Ocean currents is the current unit and students struggled to "see" location and geography. Creating a map to locate and label the currents and where they intersect was fantastic.

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As we charted the locations of the currents and saw how they intersected students shared if they had traveled to those locations or if they had family who lived close to some of the currents. It was great to see them open up and share and learn that there were similarities between them.

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The large map used as the example was great, no issues at all. The student maps were a bit on the small side and students found it difficult to label properly. Next year perhaps a group map would be best.

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The size of the individual maps made note taking and labeling tricky. Next year creating large group maps would be best.

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One way to process your map is through picture cards. Students can gain more information by adding pictures, facts and information to the World Map. Review cards are another way I like to process graphic organizers like this one. It gives students a purpose for revisiting the information, and I especially love the idea of putting synonyms and the words in students native languages!

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I have seen the whole iceberg model on more than one occasion but this time I made a connection to my own family and it made me think deeper about my students' experiences. Looking at an upcoming lesson about animal migration, I thought if students from differing backgrounds in my classroom and how they may view this and tie to the concept of immigration. My own family being multicultural has given me a deep look into Mexican culture and my understanding of my in-laws family's experience has shaped my view significantly. This will certainly be a factor to be mindful of when presenting this story, especially given the political climate around the topic.

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Our current unit is on Early Civilizations - Maya, Aztec, and Inca. I am planning to "zoom in" on my world map to focus on North and South America. I would like to process the map using key words to highlight the differences in social heirarchies, architecture, and farming techniques. I would love to find real pictures of the pyramids, and artifacts we are learning about.

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I see the "whole iceburg" of the students by building relationships with students that allow them to fee comfortable enough to be themselves. Students in my class love to share about themselves, their families, and what is new and happening in their lives. We have strong family-school connections where students and parents enjoy being part of our class and our learning.

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I accidentally took the hand-drawn poster down last week to make room for other input charts and we had finished this unit. But this is the key I use to help me when teaching this.

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I use world maps in a variety of ways.

1. ELD-we use them with Climate change, cultures, and Science vs Myth. With climate change, I color the various climates and then we take notes along the sides. With cultures we look at where various indigenous cultures reside. We process for similarities and differences. With myth vs science, we process for the natural phenomena highlighting the myth and science in different colors.

2. English 1-2: we use a map to track the timeline of the story in the Odyssey. (this is the picture I am including)

3. English 1-2: maps of the concentration camps for Night--processing for the places Wiesel was placed

4. English 105: 1984--we look at the map of the world within the book. We process to track the changing stories of Big Brother and the Party.

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I use essay topics on social issues, EQs about things like how the media influences one's sense of self or which is more powerful:hope or fear....I make sure students feel safe to express their opinions with the support of various texts.

We have one word discussions, where students have posters with one word on it and they connect it to the world and the literature

We also developed our class expectations as a class rather than just me dictating what they were expected to do...

We have class discussions, both orally and on padlets or in schoology.

We ask students how they came to a conclusion or they found their information as well as the process they used to determine if evidence supports their responses...

etc

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Honestly the hardest part of any visual input chart with GLAD at the high school level is how many input charts I have to prep for a single day, or as in the case of this one, remembering to reset it for each class period.

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For this particular map, I need to make additional ones for each class, so that if a class has different language needs that need processing than other classes, I can address those and not have it disappear when I reset for other classes.

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I'm excited to process my world map with information about the migration of Whales and Locusts from our Journeys story this week!

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A success I had when creating this was finding great images with diagrams that helped show them migratory patterns. Having already done the world map this was a perfect way to layer on the information and activate students prior knowledge and tie it to a new unit of study.

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One thing I would do differently next time is create scout awards with the images on the world map. This would give the kids a chance to process the information later through a written medium and pique excitement.

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I have several different languages spoken at home in my classroom, and I plan to incorporate those languages when we process the map. I also want to add the world map to my WA map, so my students can better understand where Washington is located within the world.

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I try to see the whole child throughout the day, but it's hard. I try to speak to every student every day, individually. This might be a quick chat in the hall on the way to class, or a small conversation during breakfast. I have a couple very quiet students, with them I try to use humor to break them out of their shell. It is very hard!

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Next time I would give each student a copy of the map to make their own copy of. Or even use a map for each group to be an expert group. I think that this would be helpful to have students further their processing with the map and facts.

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A challenge that I faced while creating this map was that there aren't many spots where polar bears live on the world map. However, I was able to have students find facts within their text to help support the reasons why polar bears live there and why that specific habitat is important to their survival.

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I will be doing a world map that demonstrates the different climate zones, I plan to process it by adding fun facts about animals and the weather specifically to that climate zone.

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I am planning on creating a map that reflects the social studies unit about explorers & conquistadors. I will process by adding picture file cards to highlight important key terms, along with handing word cards.

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I try to see students as a whole, by taking the time to learn about their interests, traditions and culture. This helps me see other aspects of their life beyond just how they are doing academically.

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I try to see my students' "whole iceberg" by allowing time during the morning to let them share something about themselves or something they did/will do that day or on the weekend. I also allow them to write freely about whatever topic; sometimes they choose to write about their interests, dislikes, traditions, families, etc.

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The biggest challenge for me was drawing a world map, and I kept putting the lesson off because my artistic abilities were lacking. So I decided to solve the problem by just projecting a map onto the white board. I share a classroom and can't leave big posters up anyway, so this worked for me.

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The biggest challenge for me was drawing a world map, and I kept putting the lesson off because my artistic abilities were lacking. So I decided to solve the problem by just projecting a map onto the white board. I share a classroom and can't leave big posters up anyway, so this worked for me.

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Next time I do this activity, I will find examples from a bigger variety of countries or give the students more time to find their own idioms from other countries. It was a fun activity though, and the kids really enjoyed it!

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For our "Salmon in the Classroom," unit we have been learning about how salmon migrate from freshwater to the ocean. This would be a great chance to show the kids where the dams are located and see the path their fish will take. In December, we also do a map of Washington state and the 5 regions.

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This was a great reminder of all the different knowledge and experiences students have when they enter our classrooms. I try to have moments of asking the students, what do you notice/wonder so it's a low risk environment where everyone feels comfortable sharing. I work hard to make connections with each student to better know them so they feel more confident in themselves.

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Brienna Bailey- Westgate Elementary 3rd Grade

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Brienna Bailey- Westgate Elementary 3rd Grade

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Map of Native American Regions of North America

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Brienna Bailey- Westgate Elementary 3rd Grade

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Brienna Bailey- Westgate Elementary 3rd Grade

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My biggest challenge when creating my map was narrowing down the information to include on the map and fitting it all on the poster. I decided to go with the same three categories for each Native American group so it would be easy to find information and compare them later. Some of the information I didn't have space to include, I added a picture of so I would still remember to address the uniqueness of each region.

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Brienna Bailey- Westgate Elementary 3rd Grade

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Brienna Bailey- Westgate Elementary 3rd Grade

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I am actually really happy with the way that my map turned out but I would still make two small tweaks next time. I really wanted to keep my poster on the smaller side and I would just give that up. I had to write pretty small to get all of the information to fit. This means that students have to move closer to the poster to read it and I would like to avoid that next time. I also colored a region in yellow. It really bothers me that my words don't match the region. I added some yellow around the word section but it is not the same. Next time I will do two shades of blue or something so the colors match.

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Brienna Bailey- Westgate Elementary 3rd Grade

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Brienna Bailey- Westgate Elementary 3rd Grade

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My plan was to draw and shade the map first but I didn't label the regions. Then I matched the color of the region (with 1 exception) to the colored label. Then I decided to write about the shelter, food and environment in each region. The next step was to have students help me label the regions on the poster with pre-made labels/ arrows. We then talked through each portion again, this time students had picture file cards that matched the information. When I started talking about a new region, if a student had a picture to go with it, they made a loop of the classroom to show their picture then added it to the region on the map. Finally students have their own matching maps for them to color and label.

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Brienna Bailey- Westgate Elementary 3rd Grade

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Brienna Bailey- Westgate Elementary 3rd Grade

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The process of seeing my students as a "whole iceberg" is something I work towards all year. It starts the first day/ week of school when we have conversations/ projects based around gathering surface information about everyone. Once these surface connections are made and students start to feel safe in my room, it is easier to delve deeper with students to get to the rest of their iceberg. We do projects throughout the year focused on their cultures (culture night at our school) and personal experiences (ex: personal narratives during writing). This map activity allowed me to continue to build on that because it is a map of North America. We talked about where we live and what group of Native American's also lived in our region. We talked about where our families came from and our knowledge/ experiences in other areas.

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We used the World Map graphic organizer in kindergarten with the book Old Enough to Save the Planet. One way we processed the map was by connecting each child in the book to their country and environmental cause. We marked these locations on the map using a photo and color chunked to represent the type of action. As a class, we discussed the different environmental causes and how environmental challenges vary across the world.

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To see my young students as the "whole iceberg"both what is visible and what lies beneath the surface,I focus on building relationships with them and their families throughout their elementary years. At the beginning of the year, I prioritize understanding each student’s background, strengths, and areas for growth. I take time to learn about their families and personal interests. Throughout the year, I continue to nurture these relationships through open communication and ongoing conversations.

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Some challenges I faced when creating the map included my own experience with using the world map as a graphic organizer and the amount of time required to complete the strategy. The kindergarteners were very excited when I read the book Old Enough to Save the Planet and began drawing the world map. Many of them had never seen a world map before. As we read the book, we used photos to place on the map to identify each person, their country, and the environmental causes they were involved in.

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Something I would do differently is introduce students to a map earlier, using real-life pictures and providing more information about the young activists and their environmental causes. I would have liked to share additional details about each child and include real-life images to add to the world map.

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My Map is a work in progress. We are learning about the PNW Explorers.

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My biggest challenge was fitting all the information on the map. The students were able to better understand how far some of the explorers traveled using a map.

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I plan to use this unit sooner in the school year. It was very powerful to see how large the world is compared to our region.

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We are still in the middle of processing our map, and so far I have color chunked diferrent locations and the events that have happened in our story. I have been adding to the map as we read and then students are sharing the most important facts that should go on the map.

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I think the different ways I try to see my students is just how I can connect learning to make it more appealing to them. This week I did a math lesson on elapsed time and I related elapsed time to football, hockey, and different sports that are played in my class. I also related it to piano recitals or Destination Imagination performances. Thinking about students that are not active sport players, but still making sure they feel seen and heard in the lesson, I feel like is important so they do not feel left out.

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This map is not done and only partially completed. In our Streams to the River, River to the Sea book, we are only about half way through the journey of Lewis and Clark and will be adding much more as we go on with the book.

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The challenged that I faced at first was what was actually important enough to include on the map. I wanted students to have an awareness of how the Lewis and Clark Expedition was related to our area, but had to decide what other important factors and events from our novel were important enough for our map. I then decided to let students decide what was put on the map, and that gave me great insight!

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I really liked adding this strategy to my novel for walk to read. In the future, I would like to add this strategy in the beginning of the year when we learn about maps and geography in our social studies magazines.

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The biggest challenge with this is finding the time to fit it into our day. It was so valuable and the kids are so engaged. I also realize when teaching it that my knowledge is limited in some areas so we all contributed what we knew and had questions we weren't sure about that we could look into later.

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Next time I would try to incorporate more sharing time for connections students had to the content as well as more information on the dams throughout the state. I focused mostly on McNary and Bonneville but the kids had a lot of great questions about other ones.

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I use World Maps to help students process different biomes throughout the world. It helps kids to understand where every climate region we are learning about can be found and located.

I've used them for natural disasters as well, as well as different types of governments.

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When we discuss weather phenomena (like natural disasters) that we don't suffer from much here in Kennewick, I have my kids discuss weather patterns or disasters that have happened in places that they have lived. I take care to highlight different regions where they've visited or lived in order to help reach students through their own experience--the whole iceberg, not just above the water.

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I am using a multi-level input chart to build a connection between weather patterns and Native American tribes.

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I do my best to check in with students regularly on life updates-new babies, moving, noticing new hair or clothes. I encourage students to come check in during breakfast with anything exciting they want to share, and we also have free writes available for me to peek in with students who are less excited to vocally share. I also have rotating math groups where I will use some time to ask how things are going or if anything is new. In past years I have also had a word of the week that we translate into all the home languages present within my classroom-usually around 5-8 languages. This is fun because the class practices the language, and the students really thrive on the positivity around sharing a small slice of their culture.

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In our reading group we do a short unit on Cinderella Around the World. As we create the map, adding each story from different places, we use the depth and complexity icons to take notes. This also allows us several times to process throughout the unit. When we are adding a new version, we look back and review how they are similar and different to the others already on the map and discuss why those might be.

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This is one of the most difficult (time consuming) but best parts of teaching. Getting to know the whole child of each student and making sure they feel seen and heard helps strengthen the learning in the classroom. Some ways I work to get to know my students in their families are through constant communication, lunch bunch groups, check-ins, and then finding ways to incorporate them into the learning. Throughout this unit we are discussing cultural differences in the story and then talking about how they can relate; they are sharing their different perspectives as well.

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This is the start of our map. We will continue adding throughout the unit.

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This strategy took some time for me as it seems more specific than some of the other more broad strategies that we use. I think the impact is huge and this definitely added to our unit of study. It isn't a strategy that is easily applied. I appreciated the challenge and look forward to finding more ways to add this into different units of study.

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Next time, I would like to try adding more photographs from the different locations to add to the understanding of the location. This time, I only added pictures of the covers on each Cinderella, but I think it would add a lot to incorporate more. For example The Rough Faced Girl, has moccasins opposed to slippers and there are teepees. The landscape is discussed in the text and I think if they saw it, they would have a better idea.

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I will use a process map in our next team lead meeting as a SEL/collaborative activity. Leads will work together on how we can support our students learning process and how we can, as a building, have a consistent process.

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I encourage out Team Lead to process as a student and not a teacher. How can we engage our students in their learning process? How can we encourage the whole learner? How can we make them life learners? How can we keep this consistent from year to year?

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The challenge I had was getting adults to really "buy into" this activity. It is a first step in many to create this learning map and how we will share it with other staff members and how we can get this same "buy in" from the students. It did create great conversations at the meeting and will will continue to have these conversations.

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I think I would have emailed the Team Leads first and let them know what we would be doing. Giving them time to reflect on the process and come to the meeting ready to collaborate with each other.

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This is the first step in our mapping, and I will post an updated map later this week. I overlaid the Native American Tribes map over our previous climate map so students could see the climate in which each tribe was located. This is the stage where we made educated predictions on what tribes has more resources and how the climate may have affected tribal traditions and experiences.

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I have never done the layer map but was really excited to connect the social studies and science units. We made the weather map in the fall so this was a great way to apply what we had learned. I struggled with the tribe's sections being visible enough with the climate background, the expo marker erased some of the sharpie for the map, and the map was clunky to manipulate. I need to find a better way to fuse he layers at the side.

Success! Students had GREAT insight and prediction on what challenges certain tribes would face and it really made them eager to read more on the Native American Tribes! I predict that as we add the pictures to the map students will make deeper connections and have a better understanding of how Native Americans utilized what they had available in their regions based on the discussions so far.

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Next time I need to have a clearer outline of where each tribe was. I struggled to feel confident in where the boarders were. I would also put the tribe outlines in permanent marker to make things easier. I would like to make student copies of the climate map with the Native American Tribes outlined so students could label the sections and then annotate with clear sticky notes.

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As a first-grade dual language teacher, I try to see my students as "whole icebergs" by looking beyond just how they do in school or speak. I pay attention to their feelings, what makes them happy, and what is going on in their lives outside of school. I also talk to their families to learn more about them and their cultures. This helps me understand them better.

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We are learning about the 7 continents and 5 oceans in Spanish. We will process the map by adding pictures and digging deeper and learning about a family from each continent. During bridge week we will learn and add the names of the continents and oceans in English.

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I liked having the map up, as it gave students a chance to refer to it throughout the unit, though it was sometimes a challenge to pinpoint the exact locations of certain countries when they had questions.

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Next time I would make it a little bit smaller and add some if the information directly on the map so the students see the continent we’re learning about on the map rather than isolated on a different chart.

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I try to challenge myself as a tech teacher to incorporate as much GLAD strategies that I can. I decided to give the students a break and show them where some of their favorite technology comes from. I plan on drawing a a map of the United States and pin pointing where the technology was created.

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Being a specialist, I get to connect with a lot of students. My students know I was born in a different country from my all about me presentation they get at the beginning of the year. That presentation opens up a lot of conversations with all students. I try to be an open book with them and this has built me great rapport with most of my students. Having that relationship with them has made them comfortable to talk to me about things not school related.