# data[].attributes.body
https://padlet.com/mourakd/kg7szw5nerr9
Lisa Highfill
Kelly Hilton
Sarah Landis

# data[].attributes.body
"Power in the Classroom"
Creating the environment.

# data[].attributes.attachment_link.readable_text
You are using an outdated browser. Please upgrade your browser to improve your experience.

Connected learning combines personal interests, supportive relationships, and opportunities. It is learning in an age of abundant access to information and social connection that embraces the diverse backgrounds and interests of all young people.

Meet Abigail: A Connected Learner

Read more about positive peer relationships on Wattpad here, in a report.

Elements of Connected Learning

The research is clear: Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.

Spotlight: YOUmedia Chicago

YOUmedia, a youth digital makerspace in Chicago's main downtown public library, embodies the values and elements of connected learning.

YOUmedia centers on digital media production such as music, art, poetry and journalism. Young people can "hang out socially, mess around with new projects and geek out" in areas of specialization when they want to take the leap. Librarians and mentors organize showcases, support the production of various projects and broker connections to other opportunities in their interest area.

Youth who participated at YOUmedia saw clear results.

Feeling emotionally and physically safe and a sense of belonging

Becoming more involved in the chosen interests they brought to YOUmedia

Improving in at least one digital media skill

Improving academic skills: better communication with adults and improved writing ability

Understanding more about opportunities available to them after high school

Elements of Connected Learning Environments

Connected learning does not rely on a single technology or technique. Rather, it is fostered over time through a combination of supports for developing interests, relationships, skills, and a sense of purpose.

Educators have been putting connected learning into practice through a wide range of networks and organizations, in both formal and informal environments.

Educator Networks

The National Writing Project, Young Adult Library Services Association and the Consortium for School Networking have embraced the connected learning framework. Click [here] to learn more about connected learning in teaching practice.

Connected Learning In Action

Programs and organizations designed around connected learning are serving young people around the country and world.

# data[].attributes.attachment_link.title
About Connected Learning - Connected Learning Alliance

# data[].attributes.attachment_link.description
You are using an outdated browser. Please upgrade your browser to improve your experience. Connected learning combines personal interests, supportive relationships, and opportunities. It is learning in an age of abundant access to information and social connection that embraces the diverse backgrounds and interests of all young people.

# data[].attributes.body
Mindfulness in the Moment

# data[].attributes.attachment_link.title
Goldie Hawn: 'Mindfulness Is Being In The Moment' | TODAY

# data[].attributes.attachment_link.description
Most of us know Goldie Hawn for a show business career that now spans nearly 50 years, but the Oscar winner, mother and grandmother has another role she holds dear. She invited NBC's Joe Fryer to her home in Los Angeles to discuss what she calls her greatest accomplishment.

# data[].attributes.body
What were the students feeling? What did they need to be successful? What were you feeling? What did I need to be successful?

# data[].attributes.attachment_link.readable_text
Focus. Awareness. Resilience. Curiosity. Reflection. All are elements of thriving classrooms and students. All are trainable skills that can be intentionally taught and cultivated to strengthen student opportunities for success. I've come to realize that the extent to which I purposefully incorporate them into my curriculum makes just as much of an impact as how I teach academic skills.

Mindfulness in the classroom has the capacity to train students to nurture these qualities for success. While some may be hesitant to include mindfulness in the classroom, it is simply a way of equipping students with tools to help with attention and focus when they work. In my 10th and 11th grade English classes, our attempts to build a mindful practice have had a powerful impact on their learning. Taylor, a student of mine, recently said mindfulness has "really helped me grow as a person and a student by helping me focus on being present in body and mind." Another student, Jennifer, said "being mindful has taught me how to respect myself and others, and how to make this time useful." This priority creates a powerful space for students to be able to access our English curriculum from a place of awareness and empowerment.

Though many definitions of mindfulness exist, simply put, it means being present with moments and experiences as they are. Research, such as that compiled by UCLA's Mindfulness Awareness Research Center, points to countless classroom benefits, including enhanced levels of attention, self-control, relationships, and decision-making as well as reduced amounts of anxiety, depression, and anger. It has the potential to transform classrooms and schools into spaces of greater reflection and awareness, while equipping students with necessary tools to navigate difficult emotions and challenges in life.

In building a mindful classroom, here are a few things I've been experimenting with lately:

Messages of Growth and Reflection. A growth mindset encourages students to approach focus as a practice, while examining the root of their distraction. Rather than coming from a place of shame or blame, this enables students to be more curious and aware of what they do and why they do it.

Ritualized Pauses in the Day. Starting and ending class with a few collective, guided breaths helps build community, resets students (and me) from the busyness of the school day, and allows time to set or return to an intention.

Tools to Navigate Difficult Emotions. Students can learn to explore their relationship to challenges and big emotions. They come to realize that though they may not be able to control their outer circumstances, they can manage their responses and approach life with awareness and curiosity, rather than reactivity. Guided techniques include:

STOP (Stop, Take a breath, Observe, Proceed) can help students pause and reflect before making impulsive decisions.

RAIN (Recognize, Accept, Investigate emotions with Non-attachment) trains students to work with difficult emotions by staying with them and realizing that though they are a part of them, they do not define who they are.

Somatic awareness body scans can help students explore where they feel certain emotions in their body and give them space to stay with their emotions as they process them, rather than suppressing or numbing them through distraction.

Mindful and Reflective Curriculum. Student-centered themes, texts, and activities can help them examine their own lives and stories with awareness. Topics like identity, reactivity, decision-making, and healing can help students reflect on questions like: What in my past has shaped my present perspective and decision-making? What are the storylines I tell myself that feed, rather than ease, pain? At the same time, bringing a mindful lens to texts and incorporating activities like narrative writing helps students honor their own stories as transformative vehicles that have gotten them to where they are, not in spite of, but because of their challenges.

An intentionally mindful classroom practice allows students to examine how they show up every day and cultivate presence in the uncertain groundlessness of life. Equipping them with tools to reflect on experiences and navigate feelings allows them space to choose their responses from a place of empowerment, not reactivity. This has emboldened my students to be more focused and present learners who are able to do the fierce, openhearted practice that true learning requires. My student Frances recently wrote in a class reflection: "The meditations in the morning help me handle feedback in a positive way to make me a better writer."

It is through mindfulness that she is able to build tools to learn, grow, and explore with openness and curiosity-in and out of the classroom. Mindfulness is a powerful vehicle for students to cultivate academic skills, while building more tools to help them better navigate the challenges that being a teenager brings. This makes our investment in building a mindful classroom practice worth every step, or more accurately, every breath.

Mindfulness Tips for Schools and Districts:

Connect with local meditation and mindfulness organizations

Offer teachers mindfulness professional development

Design mindfulness classes for students, families, and staff

Designate a room on campus to be a place to recharge, relax, and get present

Incorporate mindfulness into existing discipline and school culture programs, such as Restorative Justice

Further resources:

Though school situations, culture, and tools vary, one thing is for sure: students need to be trained to cultivate tools for success. This is particularly true for at-risk students who may not have sufficient prior access to such tools. Though there is no singular path, mindfulness is one way of doing it that has already made a tremendous difference for my students this year. I've applied to attend UCLA's Mindfulness Facilitator's Training next year, and I'm excited to learn more about how it can be integrated into my class to build awareness and focus. My students are too-one even wrote my recommendation for the program!

Web Only
Back to Top

# data[].attributes.attachment_link.title
Mindfulness in the Classroom: A How-To Guide

# data[].attributes.attachment_link.description
Focus. Awareness. Resilience. Curiosity. Reflection. All are elements of thriving classrooms and students. All are trainable skills that can be intentionally taught and cultivated to strengthen student opportunities for success. I've come to realize that the extent to which I purposefully incorporate them into my curriculum makes just as much of an impact as how I teach academic skills.

# data[].attributes.body
Make learning multiplication fun for your students with this classroom motivational tool.

# data[].attributes.attachment_link.readable_text
You know the look... the look a student gives you after you've asked them what 3x4 is or 4x7... that eyes-up-to-the-right, head-bobbing-count-in-your-head look. We tell our students over and over again how IMPORTANT it is to learn their math facts. How much EASIER multi-digit multiplication, division, and fractions will be if they just learn their times tables. For most students, our supreme knowledge and crystal-ball insight doesn't inspire them. I tell my students over and over again, "Your times tables aren't just going to suddenly come to you. Just because you are in fourth grade doesn't mean you will now magically know your 4's. You have to study!"

So, what inspires students to study their facts? In my own experience, the average 4th grader isn't inspired by the thought that it will make math-life easier. They need a challenge. They need a little bit of healthy competition, they need a PRIZE!

I've seen a lot of multiplication motivators in my time. The third grade team at my school does a great job of inspiring their students with a Multiplication Sundae Challenge. For each level students pass they get a topping on an ice-cream sundae in June. This is very inspiring to those 3rd graders! I've done a solar system theme where students each have little rockets and travel from planet 2's to planet 3's and on.

All of these ideas have been great, but this year I decided to try something different. To be honest, I wanted to inspire my kiddos in a way that was less messy than sundaes and took up less wall space than traveling in outer space.

So, I came up with Multiplication Ninjas!

THE SUPPLIES

The idea is pretty simple. Students pass their 2's and 3's to get their Ninja, a Black Warrior pencil. (Get it.... Black Warrior?! I thought I was being pretty clever.)

Once a student has their Ninja, they earn "belts" as they pass each level indicated on the Ninja poster. The belts are simply Loom Bands.

I bought a package of Loom Bands in each of the belt colors indicated on the poster. I got them on Amazon.com for between $3 and $6 each. There are 500 bands in each package, so they will last a very long time!

The belts go up through the 12's facts. Once students pass their 12's they've earned all of their belts and their pencil. If a student passes their 13's, they get the ultimate prize... wait for it...

A HIGH FIVE ERASER! What kids wouldn't want that! Am I right?!

To make a ninja holder, my husband drilled holes in a 4 x 4 and I painted it. I used white chalk marker to write the letters and then sprayed it to keep the chalk paint from smearing.

Now, you may wonder how I test my student's facts and I have to be honest once again, I hate scoring multiplication quizzes. So I asked myself, in this day and age, why on earth would I print a bunch of paper tests and spend hours scoring them... We have TECHNOLOGY people! This is where multiplication.com comes in.

The website is free and easy to set up a class. Students have access to timed quizzes, games that help them practice, and videos that help them study. That is only the tip of the iceberg. I haven't even had time to play with all of the great features. Right now I'm just happy that I can put students on an iPad and have them quickly take a timed quiz on the level they are at. They get instant feedback and I can see which facts they know quickly, which facts they had to think about, and which facts they don't know. It makes life a TON easier.

To start Multiplication Ninja in your own classroom, I'm offering the poster for free in my TeachersPayTeachers shop. Just click HERE to download it. (If you download, please consider leaving a bit of positive feedback on the product at TpT. :) )

The poster comes in 4 pages. To make the colors POP! I printed on photo paper. I taped the pages together using double sided tape and Voila!

I had thought about this idea for weeks and was super excited to share it with my students, but I wasn't certain if they would be as excited as I was. My class did not disappoint! They are such good sports. I've had students wanting to stay in at recess to practice and take their tests. It makes a teacher's heart happy.

Today we had our second "belt ceremony". I proudly announced the ninjas and the belts earned. My students made ninja moves which brought applause from the audience. It was great fun and inspirational for my other little soon-to-be ninjas!

Do you have any great ideas for motivating your students to learn their math facts? Please share them in the comments!

# data[].attributes.attachment_link.description
You know the look... the look a student gives you after you've asked them what 3x4 is or 4x7... that eyes-up-to-the-right, head-bobbing-count-in-your-head look. We tell our students over and over again how IMPORTANT it is to learn their math facts. How much EASIER multi-digit multiplication, division, and fractions will be if they just learn their times tables.

# data[].attributes.body
Do Schools Kill Creativity?

# data[].attributes.attachment_link.readable_text
Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

# data[].attributes.attachment_link.title
Sir Ken Robinson: Do schools kill creativity?

# data[].attributes.attachment_link.description
Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.

# data[].attributes.body
Every Kid deserves a CHAMPION!

# data[].attributes.body
The late Rita Pearson shares her views on time and childrearing.

# data[].attributes.body
Teaching students to collaborate in small groups.

# data[].attributes.body
Make PD's Valuable! Try a new look for Professional Development workshops.

# data[].attributes.attachment_link.title
TEDxPhiladelphiaED - Kristen Swanson - EdCamp

# data[].attributes.attachment_link.description
Kristen Swanson is a member of the organizing team for EdCamp Philly. She is passionate about unconferences and quality professional development for teachers. Kristen has served as an elementary teacher, special education consultant, and graduate professor. In 2010, Kristen joined the School District of Springfield Township as the Director of Technology.

# data[].attributes.body
Are you introducing a new unit? Do you want to highlight an upcoming field trip or event? Do you want to spotlight a student's great work? Why not make a trailer using iMovie? Better yet, Let your students do it!

# data[].attributes.body
A little something for you to sift through when your bored. lol

# data[].attributes.attachment_link.readable_text
ELA.W.1.3

Common core State Standards

ELA: English Language Arts

W: Writing Standards K-5

1: 1st Grade

3:
Write narratives in which they recount two or
more appropriately sequenced events, include
some details regarding what happened, use
temporal words to signal event order, and
provide some sense of closure.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.W.1.5

Common core State Standards

ELA: English Language Arts

W: Writing Standards K-5

1: 1st Grade

5:
With guidance and support from adults, focus on
a topic, respond to questions and suggestions
from peers, and add details to strengthen writing
as needed.

Download Common Core State Standards (PDF 1.2 MB)

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first three pieces of content for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first three pieces of content for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

Thought starters

1. How does process praise help students develop growth mindsets?

2. How does Ms. Stewart make sure her process praise is authentic?

3. What tips does Ms. Stewart share for how teachers can begin to use process praise in their classrooms?

Teachers

English Language Arts Math Science Social Studies Arts / Kindergarten 1 / Teacher

# data[].attributes.attachment_link.description
Chana Stewart uses process praise to help her students develop growth mindsets. She shows us how she uses this praise during writing workshop and offers tips for how other teachers can try this type of praise.

# data[].attributes.attachment_link.readable_text
Math.3.MD.C.7b

Common core State Standards

Math: Math

3: Grade 3

MD: Measurement & Data

C: Geometric measurement: understand concepts of area and relate area to multiplication and to addition

7b:
Relate area to the operations of multiplication and addition.

a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
<br />
b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

Download Common Core State Standards (PDF 1.2 MB)

|

Math.3.MD.D.8

Common core State Standards

Math: Math

3: Grade 3

MD: Measurement & Data

D: Geometric measurement: recognize perimeter

8:
Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. Why does Ms. Park go back to 3rd grade content standards?

2. How does she ramp up to teaching 6th grade content?

3. When Ms. Park says that you create your practice by knowing the content first, what does this mean?

4. How does Ms. Park ask students to reflect on their learning?

5. Why is this reflection important?

School Details

Eastside College Preparatory School
1041 Myrtle Street
East Palo Alto CA 94303

Data Provided By:

Teachers

English Language Arts Math Science Social Studies / 6 / Teacher

# data[].attributes.attachment_link.title
Table for 22: A Real-World Geometry Project

# data[].attributes.attachment_link.description
Sixth grade teacher Suney Park begins by asking her class to imagine that all 22 students want to sit together at a rectangular table. Suney asks students to figure out both the biggest and smallest table they could sit at. Suney explains how this problem changed students' understanding of area, helping them to see area as "the space inside."

# data[].attributes.attachment_link.readable_text
PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first three pieces of content for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first three pieces of content for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

Discussion and Supporting Materials

Thought starters

1. How do students "write to learn?

2. " How does Ms. Culver use questioning to push her students' understanding?

3. What engagement strategies can you learn from Ms. Culver?

Teachers

# data[].attributes.attachment_link.description
High school English teacher Andrea Culver engages students in direct instruction through writing to learn, questioning, and classroom talk. Using videos, music, and pictures, Andrea teaches her students about the history of American music. Andrea engages students by having them write about their thoughts and observations, share and collaborate with others, and ask questions to push her students' understanding.

# data[].attributes.body
premade quizes or make your own! Independent or group

# data[].attributes.attachment_link.title
Kahoot! | Learning games | Make learning awesome!

# data[].attributes.attachment_link.description
Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home. Sign up for free!

# data[].attributes.body
Great PD Strategy. Can be very beneficial.

# data[].attributes.body
Conflict~Resolution, Opinion, Compare and Contrast.

# data[].attributes.attachment_link.readable_text
Have you ever heard of using the "Tug of War" strategy with your students?

I got this great idea from the book, "Making Thinking Visible"

This is an AMAZING teaching resource! If you are looking for ways to promote engagement and critical thinking in your class (who isn't?!) this is definitely a must read!

So, the Tug of War strategy goes like this:

1. Present a fairness dilemma.

2. Identify the factors that "pull" at each side of the dilemma. These are the two sides of the tug of war.

3. Ask students to think of "tugs", or reasons why they support a certain side of the dilemma. Ask them to try to think of reasons on the other side of the dilemma as well.

4. Generate "what if?" questions to explore the topic further.

My first and second graders have been learning about animals. So today we did a tug of war for how people impact the lives and homes of animals.

In the middle I wrote: "People have a positive impact on animals and their habitats. Then I gave students sticky notes and had them write down their ideas to support this or refute it.

Check out how many ideas they had! I was amazed! And the conversations we had while they were writing out their sticky notes were phenomenal.

This is a great strategy for increasing engagement in your students and for using higher order thinking skills! Whether you teach Kindergarten or grade twelve I believe all students will find success with this activity. Give it a try.

What are your favorite activities that promote higher order thinking skills?

Another activity you might like is creating a digital wonderwall. You can read about that here.

# data[].attributes.attachment_link.title
How About a Tug of War? Making Thinking Visible

# data[].attributes.attachment_link.description
Have you ever heard of using the "Tug of War" strategy with your students? I got this great idea from the book, "Making Thinking Visible" This is an AMAZING teaching resource! If you are looking for ways to promote engagement and critical thinking in your class (who isn't?!)