March Jam Session by Corie Schorer

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

corieschorer — 2025-03-11 16:52:49 UTC

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!)

corieschorer — 2025-03-11 16:56:45 UTC

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

corieschorer — 2025-03-11 16:57:15 UTC

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

corieschorer — 2025-03-11 16:57:58 UTC

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

corieschorer — 2025-03-11 16:59:05 UTC

Holli Simmelink MCP

2025-03-12 18:23:56 UTC

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.

Holli Simmelink MCP

2025-03-12 18:26:51 UTC

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.

Rachel Hewitt 4th grade @ Southgate

2025-03-14 17:29:27 UTC

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.

Rachel Hewitt 4th Grade @ Southgate

2025-03-14 17:37:20 UTC

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.

Joan Marble-4th Grade Amon Creek

2025-03-14 22:35:07 UTC

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.

Joan Marble-Amon Creek 4th Grade

2025-03-14 22:42:48 UTC

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.

Morgan Valerio- 2nd Grade SSV

2025-03-18 18:22:38 UTC

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.

2nd Grade- SSV

2025-03-18 18:24:47 UTC

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.

Joan Marble-4th Grade Amon Creek

2025-03-18 19:57:55 UTC

Joan Marble-Amon Creek 4th Grade

2025-03-18 20:04:06 UTC

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!

Joan Marble-4th Grade Amon Creek

2025-03-18 20:07:25 UTC

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.

Rachel Hewitt 4th grade @ Southgate

2025-03-18 20:21:23 UTC

Rachel Hewitt 4th grade @ Southgate

2025-03-18 20:22:17 UTC

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.

Rachel Hewitt 4th grade @ Southgate

2025-03-18 20:22:37 UTC

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.

Stacey Moody- Science

staceymoody — 2025-03-18 21:16:24 UTC

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.

Stacey Moody- Science

staceymoody — 2025-03-18 21:19:52 UTC

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.

Stacey Moody-

staceymoody — 2025-03-18 21:23:31 UTC

Science

Stacey Moody

staceymoody — 2025-03-18 21:27:28 UTC

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.

Stacey Moody- Science

staceymoody — 2025-03-18 21:28:39 UTC

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

Emily Otto- Chinook Science

staceymoody — 2025-03-19 21:05:20 UTC

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.

Emily Otto- Science Chinook

staceymoody — 2025-03-19 21:06:53 UTC

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.

Emily Otto- Science Chinook

staceymoody — 2025-03-19 21:08:10 UTC

Emily Otto- Science Chinook

staceymoody — 2025-03-19 21:10:33 UTC

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.

Emily Otto- Science chinook

staceymoody — 2025-03-19 21:11:24 UTC

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

Shantel Rivera- SSV

2025-03-20 21:27:37 UTC

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!

Shantel Rivera- SSV

2025-03-20 21:31:37 UTC

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.

5th @ RV - Jessica Briggs

2025-03-21 00:59:28 UTC

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.

5th @ RV - Jessica Briggs

2025-03-21 01:40:52 UTC

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.

Britni Royce-SRHS

britniroyce — 2025-03-21 15:28:48 UTC

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.

Britni Royce-SRHS

britniroyce — 2025-03-21 15:39:19 UTC

I use world maps in a variety of ways.

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.
English 1-2: we use a map to track the timeline of the story in the Odyssey. (this is the picture I am including)
English 1-2: maps of the concentration camps for Night--processing for the places Wiesel was placed
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.

Britni Royce--SRHS

britniroyce — 2025-03-21 15:46:36 UTC

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

Britni Royce-SRHS

britniroyce — 2025-03-21 15:48:36 UTC

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.

Britni Royce-SRHS

britniroyce — 2025-03-21 15:51:16 UTC

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.

Shantel Rivera- SSV

2025-03-21 17:11:04 UTC

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

Shantel Rivera- SSV

2025-03-21 17:15:40 UTC

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.

Shantel Rivera- SSV

2025-03-21 17:18:13 UTC

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.

Angela Ryon-4th Grade @ WG

2025-03-23 01:19:37 UTC

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.

Angela Ryon- 4th Grade @ WG

2025-03-23 01:27:23 UTC

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!

Morgan Valerio- SSV

2025-03-24 20:02:28 UTC

Morgan Valerio- SSV

2025-03-24 20:06:19 UTC

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.

Morgan Valerio - SSV

2025-03-24 20:11:55 UTC

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.

Melisa Hernandez- EG

2025-03-24 23:23:06 UTC

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.

Daissie Mariscal - 5th Dual Eastgate

2025-03-24 23:28:03 UTC

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.

Daissie Mariscal Eastgate Dual 5th

2025-03-24 23:32:55 UTC

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.

Melisa Hernandez-EG

2025-03-24 23:33:45 UTC

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.

Holli Simmelink MCP

2025-03-25 16:19:59 UTC

Holli Simmelink MCP

2025-03-25 17:29:02 UTC

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.

Holli Simmelink MCP

2025-03-25 17:51:19 UTC

Holli Simmelink MCP

2025-03-25 17:54:05 UTC

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!

Rachel Kelly- 4th Grade Amon Creek

2025-03-25 23:47:47 UTC

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.

Rachel Kelly- 4th Grade Amon Creek

2025-03-25 23:50:21 UTC

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.

Brienna Bailey- Westgate Elementary 3rd Grade

2025-03-26 18:16:01 UTC

Map of Native American Regions of North America

Brienna Bailey- Westgate Elementary 3rd Grade

2025-03-26 18:24:01 UTC

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.

Brienna Bailey- Westgate Elementary 3rd Grade

2025-03-26 18:27:18 UTC

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.

Brienna Bailey- Westgate Elementary 3rd Grade

2025-03-26 18:51:25 UTC

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.

Brienna Bailey- Westgate Elementary 3rd Grade

2025-03-26 18:57:33 UTC

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.

Lani Lepka - Amistad - Kindergarten

2025-03-27 18:09:15 UTC

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.

Lani Lepka - Amistad - Kindergarten

2025-03-27 18:09:45 UTC

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.

Lani Lepka - Amistad - Kindergarten

2025-03-27 18:10:35 UTC

Lani Lepka - Amistad - Kindergarten

2025-03-27 18:11:51 UTC

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.

Lani Lepka - Amistad - Kindergarten

2025-03-27 18:12:26 UTC

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.

Angela Ryon-4th Grade @ WG

2025-03-27 21:13:18 UTC

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

Angela Ryon 4th Grade @WG

2025-03-27 21:20:32 UTC

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.

Angela Ryon-4th Grade @ WG

2025-03-27 21:32:13 UTC

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.

Leslee Heitz- 3rd @ RV

lesleeheitz — 2025-03-27 22:30:57 UTC

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.

Leslee Heitz- 3rd @ RV

lesleeheitz — 2025-03-27 22:32:32 UTC

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.

Leslee Heitz- 3rd @ RV

lesleeheitz — 2025-03-27 22:33:31 UTC

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.

Leslee Heitz- 3rd @ RV

lesleeheitz — 2025-03-27 22:34:46 UTC

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!

Leslee Heitz- 3rd @ RV

lesleeheitz — 2025-03-27 22:36:05 UTC

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.

Rachel Kelly- 4th Grade Amon Creek

2025-03-27 22:47:49 UTC

Rachel Kelly- 4th Grade Amon Creek

2025-03-27 22:49:38 UTC

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.

Rachel Kelly- 4th Grade Amon Creek

2025-03-27 22:50:42 UTC

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.

Matt Yeager - FZ 3rd

2025-04-07 15:36:42 UTC

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.

Matt Yeager - FZ 3rd

2025-04-07 15:38:56 UTC

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.

Shelby Kinner-3rd Grade

2025-04-07 16:04:06 UTC

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

Shelby Kinner-3rd

2025-04-07 16:12:26 UTC

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.

Tricia McMullen 3rd @ RV

2025-04-07 17:41:25 UTC

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.

Tricia McMullen- 3rd @ RV

2025-04-07 18:08:46 UTC

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.

Tricia McMullen 3rd@RV

2025-04-07 18:10:32 UTC

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

Tricia McMullen 3rd @ RV

2025-04-07 18:12:34 UTC

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.

Tricia McMullen 3rd @ RV

2025-04-07 18:16:54 UTC

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.

Susan Taber Learning Facilitator

2025-04-07 18:28:07 UTC

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.

Susan Taber - LF

2025-04-07 18:29:52 UTC

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?

Susan Taber LF

2025-04-07 18:32:57 UTC

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.

Susan Taber LF

2025-04-07 18:34:10 UTC

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.

Shelby Kinner-3rd grade

2025-04-07 19:40:48 UTC

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.

Shelby Kinner-3rd Grade

2025-04-07 20:09:26 UTC

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.

Shelby Kinner-3rd grade

2025-04-07 20:12:23 UTC

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.

Alejandra Cancino- 1st Grade at Fuerza

2025-04-09 07:14:31 UTC

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.

Alejandra Cancino- 1st Grade at Fuerza

2025-04-09 07:18:24 UTC

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.

Alejandra Cancino-1st Grade at Fuerza

2025-04-09 07:33:40 UTC

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.

Alejandra Cancino- 1st Grade Fuerza

2025-04-09 07:40:34 UTC

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.

Alejandra Cancino- 1st Grade Fuerza

2025-04-09 18:15:38 UTC

Kevin Gutierrez- HA Tech

2025-04-10 20:22:22 UTC

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.

Kevin Gutierrez-HA Tech

2025-04-10 20:34:28 UTC

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.

Kevin Gutierrez-HA Tech

2025-04-10 20:41:01 UTC

When creating the map of technology, I noticed a lot of technology was created in California or Washington. It was hard to find technology that students could relate to that was in different parts of the country. California was full while the rest of the map was empty.

Kevin Gutierrez- HA Tech

2025-04-10 20:46:37 UTC

I would like to create this into a research project where the students research different tech that we use in our daily lives. After the research is done, we would come together and fill the map out with their ideas and research. I fee like this would make them be more invested if they are responsible to fill the map in.

Spanish 1/2 KaHS

katelynscrimsher — 2025-04-14 19:13:47 UTC

My map features Spanish-speaking countries all around the world. But it's not a complete list, just the countries identified in our lesson. I want my students to process the locations of the countries in relation to each other. I also want them to begin to make connections with the country and what they are famous/noted for culturally.

Spanish 1/2 KaHS

katelynscrimsher — 2025-04-14 21:13:39 UTC

After our bellringer activity, I take time every day to highlight 'personas especiales.' Using the target language, I project simple questions with images to support. The students of the week will answer using the projected prompt on the screen. It gives the whole class insight into their favorite foods, hobbies, sports, games, seasons etc. It's always super fun when they students make connections. Sometimes I use the information later on in the year. Last year, I had a student with 8 sisters! He was the only boy, so we often talked about him and his 1,000 sisters.

Spanish 1/2 KaHS

katelynscrimsher — 2025-04-14 21:36:57 UTC

Spanish 1/2 KaHS

katelynscrimsher — 2025-04-14 21:40:07 UTC

The biggest success was that the students worked together really well to place the decsriptions under each country. Some of them are incorrect, but we'll go over that next lesson ;) The biggest challenge was getting the materials ready. We need more prep time if we're going to be encouraged to implement material-heavy strategies!

Spanish 1/2 KaHS

katelynscrimsher — 2025-04-14 21:41:16 UTC

I would make the map the whole wall next time. Instead of going to the library for butcher paper, I used what was on hand in my closet, which was a small post it poster. Useful little papers, but a poor choice for a map.

Elementary Music

michellepiatt1 — 2025-04-14 21:53:42 UTC

I will process this map through a unit on world music and having students add where different songs and artists are from as well as traits of the music from that area.

Michelle Piatt, Sage Crest

Elementary Music

michellepiatt1 — 2025-04-14 21:55:27 UTC

I have students share at the end of class about themselves, I will call attendance and have the kids share something about themselves instead of saying here, and I talk to students about their lives outside of class.

Michelle Piatt, Sage Crest

America Fonseca- 4th Eastgate

2025-04-17 03:15:30 UTC

Some ways I can process my map are adding pictures, color chucking, sentence stems, 10:2 partner shares, and choral reading. We are currently learning about the Oregon trail and learning TPR movements for the vocabulary words.

America Fonseca-4th Eastgate

2025-04-17 03:16:46 UTC

Some ways I can try to see my student’s “whole iceberg” are by learning about their culture, family, and values and getting to know their interests. We also use interactive journals and make time during the week for students to share about their day or weekend, which helps me understand them better and build stronger connections.

America Fonseca- 4th Eastgate

2025-04-17 03:17:50 UTC

A challenge I faced when creating my map was figuring out how to organize all the information in a clear way. I decided to use lines to connect the information with the pictures. A success I had when creating my map was using pictures, colors, and facts to make it interesting and easy to understand.

America Fonseca- 4th Eastgate

2025-04-17 03:24:08 UTC

What I could do differently next time is sketch my information lightly with a pencil, so it won’t show as much. I would also use a learning log instead of an exit.

America Fonseca-4th Eastgate

2025-04-17 03:28:51 UTC

Daissie Mariscal 5th Dual Eastgate

2025-04-17 15:31:36 UTC

Daissie Mariscal - 5th Dual Eastgate

2025-04-17 15:33:29 UTC

A challenge when creating the map was deciding what to include in it. I decided to have students each get their own map and label the countries and oceans, because it was information that would be useful when learning about exploration. After labeling, they will use their maps to add details about the travels of the explorers.

Daissie Mariscal 5th Dual Eastgate

2025-04-17 15:35:33 UTC

Next time, I would have more pictures available for kids to place on the world map that could go in categories. Ex: oceans, countries, explorers, travel routes, trade routes, etc.

Kevin Gutierrez-HA Tech

2025-04-17 19:39:21 UTC

Johanna Wiens-Sage Crest 4th

2025-04-18 16:49:10 UTC

Johanna Wiens - Sage Crest

2025-04-18 18:38:48 UTC

I went to a ML training and this was a strategy shared with us. (attached) It's pretty self explanatory, but the students record three important parts they noticed, something they are circling, or confused about, and something that stayed with them. I plan to use "Triangle, Circle, Square" to process my GLAD strategy. I have never processed this way before so it could be TOTALLY wrong. Right now in Social Studies we are talking about explorers, so I made a Sea Explorers map with my students. First I'm going to pass out "Triangle, Circle, Square" and let the students silently observe the map we have created. After filling out, I plan to have the students share out the three most important facts, and use that to process the World Map. Then we can add to the map with the Circle (questions or unclear). Hopefully between those two and then finally sharing out the square, we can have rich conversations and add to our World Map.

Johanna Wiens-4th Sage Crest

2025-04-18 22:41:40 UTC

I agree with so much that others have written, but to add on, I rely on what I've learned about them through the time I've had with them to look for non-verbal cues. I try to pay attention to body language, facial expressions, and changes in behavior. When I see a normally outgoing student withdrawn or disengaged it might signal struggles not immediately visible.

Johanna Wiens - Sage Crest 4th

2025-04-18 22:46:43 UTC

One major success I have with this particular strategy is that I've done it every year! So I "know" it. :) But this year I have an even bigger one! I've had the opportunity to pilot the new curriculum and it goes along exactly with what we are doing in Reading. (Side note, this is true for Science too and a previous Jam session I posted on.) So the kids were much more involved and felt like they also already knew so much! Looking forward to much more of this!

Johanna Wiens - Sage Crest 4th

2025-04-18 23:14:25 UTC

Next time I would add some more pictures from the CKLA curriculum.