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Reaching Every Learner!  Second grade
Theresa Mangano

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See Think Wonder with complex text Theodore Roosevelt

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A routine for creating thought provoking questions

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We brainstormed the big ideas we learned about measurement together when we completed our unit and created headlines to share what big ideas we want to remember!

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Closer look at math headline capturing a big idea.

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Closer look at math headline capturing a big idea.

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We learned about Theodore...His favorite quote was "Speak softly and carry a big stick." Luke played with those words. LOL

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Great way to integrate technology with thinking routine "Headlines"

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Great way to integrate technology with thinking routine "Headlines"

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Make a newspaper clipping with your own headline and story. Surprise friends and colleagues, send a birthday greeting or give your next blog post a special look.

To download your newspaper, use the link at the bottom of the generated image. You can use the images as you wish ie. put them on your own website or blog. Please note, that direct linking to the newspaper clippings doesn't work; the images are deleted from the server after a short time span.

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Make a newspaper clipping with your own headline and story. Surprise friends and colleagues, send a birthday greeting or give your next blog post a special look.

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Moving toward a reflective learning environment.  Thought this was interesting...

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CSI routine while reading The Chalk Rainbow by Deborah Kelly

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CSI routine while reading The Chalk Rainbow by Deborah Kelly

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Deepening comprehension and conversations
in class 1-241.

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capturing big ideas in 2nd grade!

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Thinking changes as we read new information!

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Thinking changes as we read new information!

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Synthesizing helps us understand what we read.  We created a chart for Poetry.  Some students did not know that poetry does not have to rhyme or follow a pattern.

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We made up headlines for the book Recess Queen based on the main characters traits.

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exploring and introducing ideas

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I used the See, Think, Wonder and What makes You Say That strategies when we read an informational text about frogs.  Then, I showed them a picture of a frog croaking with his neck blown up and had them write.  It was very cute, they had great ideas!  I am also using the Colour, Symbol. Image for pets for our PBL on pets.

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I used the See, Think, Wonder and What makes You Say That strategies when we read an informational text about frogs.  Then, I showed them a picture of a frog croaking with his neck blown up and had them write.  It was very cute, they had great ideas!  I am also using the Colour, Symbol. Image for pets for our PBL on pets.

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Differentiate is likely a word you have heard about a million and one times if you are a teacher. We hear we need to differentiate assignments for our students, but no one really takes the time to explain what that looks like in the classroom.

Ideally, student learning is unique to each student, but when you have a room with 25 plus kids in it, that's a lot of differentiation. Even differentiating an assignment for just a few students can seem daunting, but it doesn't have to be!

Differentiate by Using Cooperative Learning

I am a huge proponent of cooperative learning in every aspect, but it is a miracle worker when it comes to differentiation. It is a powerful tool for all learners, but it is especially great for our English Language Learners.

My favorite cooperative learning structure for completing a worksheet is Sage-N-Scribe because it allows students to help each other all while voicing exactly what they are doing.

To complete Sage-N-Scribe

1. Partner A has the pencil

2. Partner B thinks out loud while Partner A scribes for them giving them praise or corrections

3. Partner A and Partner B switch roles and repeat

This strategy is amazing for all students because voicing their thinking really makes them work on their metacognition and work on academic vocabulary. It also allows me, as the teacher, to hear how my students are doing.

Differentiate by Providing Challenge Questions

It is easy to forget when we talk about differentiation that it doesn't go in just one direction. By providing students with challenge questions we are able to up the ante for our high achievers and quick finishers.

A challenge question can be as easy as asking a student to write their own question about a topic or be more in-depth to include research or possibly a STEM challenge.

Challenge questions can also be given to every level of learner in your class because each student will meet the challenge where they are.

Alternatively, you can have students create their own challenge questions.

Differentiate with a Highlighter

A highlighter is a magical little tool. It is super easy to stick one in your pocket or clip it to your lanyard so that you have it at a moment's notice to whip out and be ready to differentiate like a boss. I use a highlighter to select items for a student to complete. I use this tool when there are specific items that I need to see student's progress on. When using a highlighter it usually means I am the one selecting which items need to be completed, and it is usually more than half of the items.

Sometimes I will ask the student which item they are struggling with and work with them on that item, and then highlight items that will compliment their learning based on that item. A fringe benefit of using the highlighter is that students love the color that is added to their paper. My favorite highlighters are the Frixion erasable highlighters because a teacher reserves the right to change her mind.

Differentiate with Sticky Notes

Sticky notes as a differentiation tool are amazing for students that need a little bit of control because it offers choice. In this case, I generally have a highlighter and meet with a student. I tell them what the different sections are. Then I use my highlighter to split up the items based on the standard. Then I write in highlighter how many of each item I expect them to complete. Finally, I leave the student with sticky notes to choose which problems they will complete and which items they will cover with sticky notes to omit. It becomes their responsibility to choose items for each standard to complete.

By using sticky notes to cover the problems they will no longer be completing it also gives the student a little piece of mind, simply because there isn't as much on the page to look at. A fringe benefit is it allows them more room to work as well.

Differentiate by Changing the Medium

Pencil and paper just don't work for some students. I get it. Personally, I HATE writing in pencil. Like, with a passion. When I do have to use a pencil it automatically puts me in a bad mood. I prefer pen, or marker, or just about anything else.

Instead of fighting a student on their writing utensil, let them work in another medium. Is it an assignment which can be completed on the computer? Can they use a whiteboard instead?

These easy for you things can make all the difference!

Differentiate with Student Created Assignments

Giving students the option to create their own assignments opens up a whole new branch of critical thinking.

Giving a student a standard and having them write their own question, do research, or create a project shows a much deeper level of understanding than simply answering a multiple choice question. It is an undeniable use of higher order thinking skills.

This differentiation strategy works to scaffold learning down to our lowest level learners as well as build up more challenge for students ready for it.

Wrapping Up

Differentiation isn't just a buzzword. It is, what is best for our students. This doesn't mean it is easy, but when we step back to the basics we can make it happen.

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Differentiate Any Assignment with These 6 Reliably Easy Strategies

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Differentiate is likely a word you have heard a million and one times as a teacher. We hear we need to differentiate assignments for our students, but no one really takes the time to explain what that looks like in the classroom. Try out these 6 strategies to differentiate any assignment.

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We read an informational article called The Teuth about Spoders that changed the way we think about spiders. We reflected on our learning, synthesized the new information and interpreted our understanding by creating an analogy!  This is becoming a favorite of mine!

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See, Think, Wonder in Social Studies about America’s Independence

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Below is a list of routines and a picture of practice that describes early attempts to integrate them in classrooms as well as reflections and revisions of practice over time. The routines are…

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Some thoughts about using routines in math for you to view!

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By Jancey Clark, posted October 23, 2017 - Show your thinking
As mathematics classrooms continue to shift from a focus on procedures to more conceptual understanding, students are being asked to "show their thinking." This isn't always easy. Visible Thinking routines can provide students with a structure and scaffold to support making connections, using knowledge effectively, and communicating ideas during problem solving.

In the book Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners, authors Ritchhart, Church, and Morrison suggest ways to use thinking routines in all subject areas and across all grade levels. As an elementary school instructional coach, I have been excited to see how these routines can be used in the math classroom. The following routines help students see that math is about more than finding the answer.
Develop a deeper understanding of content
The Connect-Extend-Challenge (CEC) routine is perfect for introducing new concepts and skills because it encourages students to draw on prior knowledge and experience. Instead of just asking students to solve a problem, ask them how it connects with other problems they have solved. Then ask them to think about what's new to them-how the task extends their thinking further and deeper than the previous lesson. Finally, asking students to identify what challenges they are facing with the task will provide useful formative data and inform your future instruction.
Promote meaningful collaboration
As mathematicians, our students must be able to communicate a claim, make generalizations, recognize patterns, and provide evidence. The Claim-Support-Question routine guides students in doing so. Start with a claim, such as, "All multiples of nine are also multiples of three." Then ask students to work in pairs or small groups to discuss whether this claim is true or false. They must also provide support, or evidence, using manipulatives and examples. Finally, invite students to share any remaining questions that have been raised and have not yet been answered. This routine will highlight student misconceptions and disagreements, and it will keep the discussions focused on the evidence and how it supports or refutes the claim.
Scaffold students' thinking and learning abilities
To support students in uncovering patterns and developing equations, use the See-Think-Wonder routine with Visual Patterns. First, show students a pattern and ask, "What do you see?" In response, students describe patterns and talk about how they would count the objects. Then, move on to asking, "What do you think?" Instruct students to think about what the next step in the pattern would be. This will lead to the question, "What do you wonder?" Students might wonder about what the 100th step would look like and how they could find out. This discussion will lead students to a conceptual understanding of equations.
Build a culture of engaged thinkers and learners
These are just a few of the Making Thinking Visible routines that can be used in the math classroom. When used explicitly and consistently, Visible Thinking routines will promote active thinking and deep learning. In addition, students will become capable of thinking independently and communicating effectively.
Your turn
How are you transforming the culture of math teaching and learning at your school this year? Use the comment section below to share your ideas and plans for transforming the culture at your school, or join us on Twitter @TCM_at_NCTM using the hashtag #TCMblog.

Jancey Clark is an elementary school teacher and instructional coach who is passionate about personalized learning for both students and teachers. In her current role as elementary school learning coach at the American International School in Riyadh, Saudi Arabia (AIS-R), Clark facilitates professional learning through workshops, coaching cycles, and team planning. As a member of the Near East South Asia (NESA) Council of Overseas Schools Mathematics Collaborative Core, she helps develop and promote professional learning opportunities in mathematics for the NESA community. When she is not learning with colleagues at AIS-R, she enjoys sharing and reflecting on learning through Twitter (@jancey5) and her blog ( EDventures in Coaching).

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Transforming the Culture of Math: Routines for Making Thinking Visible

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By Jancey Clark, posted October 23, 2017 - Show your thinking As mathematics classrooms continue to shift from a focus on procedures to more conceptual understanding, students are being asked to "show their thinking." This isn't always easy. Visible Thinking routines can provide students with a structure and scaffold to support making connections, using knowledge effectively, and communicating ideas during problem solving.

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We used the Colour,Symbol, Image strategy after we read our Let's Find Out magazine about healthy foods. Love these strategies.

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We used the Colour,Symbol, Image strategy after we read our Let's Find Out magazine about healthy foods. Love these strategies.

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Step inside thinking routine - One student stepping inside the role of Peter Stuyvesant and answering questions the way he thinks Peter S. would answer... (Students wrote questions that they wondered about after learning about New Amsterdam  and the Dutch settlers).

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We read a book called Weird Bird Beaks.  I had students use the See, Think, Wonder strategy first by looking through the book. then we shared.

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We read a book called Weird Bird Beaks.  I had students use the See, Think, Wonder strategy first by looking through the book. then we shared.

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We used the CSI routine after reading Brave Girl.

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I am also going to use the Colour,Symbol, I age to describe Spring!

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I am also going to use the Colour,Symbol, I age to describe Spring!

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Image!

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Share some of the thinking routines you have tried from ELA Ambassador Turn-key sessions to showcase your work.

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Dorothy purchased these posters and graphic organizers...

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Dorothy purchased these posters and graphic organizers...

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Thank you!

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We read a book "I Wanna Iguana", and the students completed a worksheet based on their thinking about color, symbol, and image.

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Storyworks Jr. has great debate topics.

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This website has all the thinking routines we have discussed and a few we did not have a chance to talk about. In case you missed any of our sharing sessions you can find everything you need here!

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We have been writing opinion pieces in Writer's Workshop and reading persuasive texts. We read Don't Let the Pigeon Drive the bus. The children gave their opinion about whether they would let the pigeon drive the bus and gave a reason.

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We have been studying Families Now and Long Ago. Students looked at a photograph of Josephine Baldizzi and her brother from 1935. Students used the See Think Wonder thinking routine to gain insight about the image.

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What Makes You Say That?

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We showed the picture of the lion and asked the students what they thought he was doing. These were some of the responses.

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The 4th grades are working on an electricity and magnetism unit. We discussed the parts of a battery. I then gave them materials and asked them to hypothesize about how they can put these materials together to make a battery. They will test it out next time!

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4th Grade Dance: Connect, Extend, Challenge

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4th Grade Dance: Connect, Extend, Challenge

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4th grade students have been studying modern dance. Students have learned the history, techniques and choreographic structures. In groups they choreographed their own dances and completed these connect, extend, challenge worksheets.

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Ed Tech

There's a good chance you've done the "write on a sticky note and put it on the wall" activity - or have seen it happen before.
Padlet lets those sticky notes have images, links and videos AND be available with practically any Internet-ready device.
It used to be blocked by my school's Internet filter. This school year, the powers that be have allowed it through on student devices, opening up lots of possibilities in class!

Padlet is a great place for gathering ideas, sharing them and modifying them later. It's like a living, breathing webpage. Users can add links, YouTube videos, files and images to Padlet notes. They can move and arrange them. A link to a Padlet can be shared and Padlets can be embedded into webpages.

Here are 20 ways to use Padlet in class:

15. Collect videos to share in class

Looking for FREE Tech Like A PIRATE resources?
You'll find a treasure trove of additional ideas and activities related to t ​ ​​​​he book at TechLikeAPirate.com!

Looking for some more ideas? These sites have them!
Do you have an idea of how you could use Padlet in class? Post it in a comment below!

For notifications of new Ditch That Textbook content and helpful links:

Are you looking for quality, meaningful professional learning that both equips and inspires teachers?

Matt provides in-person and virtual keynotes, workshops and breakout sessions that equip, inspire and encourage teachers to create change in their classrooms. Teachers leave with loads of resources. They participate. They laugh. They see tech use and teaching in a new light. Click the link below to contact us and learn how you can bring Matt to your school or district!

Ready to take your teaching skills -- and student learning -- to another level?

Check out our summer bundle. 9 GREAT COURSES ONE LOW PRICE!

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©2022 Ditch That Textbook by Matt Miller.

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20 useful ways to use Padlet in class now

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Ed Tech There's a good chance you've done the "write on a sticky note and put it on the wall" activity - or have seen it happen before. Padlet lets those sticky notes have images, links and videos AND be available with practically any Internet-ready device.

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Found these great ideas!

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30+ creative ways to use Padlet for teachers and students

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I’m always excited when I’m using Padlet. Is it the interface, the way everything is designed, its purpose or the fact that I’m organizing things smoothly? I don’t know. It just makes me happy.

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We read the story No, David! and discussed and charted how certain feeling make us think of colors. The students chose a color a symbol and an image from the story that came to mind.

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Students reflected and synthesized as they learned about New York's Original Inhabitants: The Munsees, using the headline thinking routine.

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Amy Devito tried the color-symbol-image thinking routine in social studies and displayed on a bulletin board.

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WE tied it into our Social Studies unit because we worked with partners to make community buildings. Then they completed the Colour, Symbol Image to express and represent their ideas.

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We read "Back of the Bus" then had Chalk & Talk Session with questions. Students walked around and answered the question and read others responses. Then we discussed what we noticed

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Class 1-252 looked closely at an image of a frog and toad as an introduction activity to our lesson on Amphibians.