Hello, everyone!
I have attached DREAM Sheet and 3rd Grade Newsletter as usual. This week, we are working on “Mock ACT Aspire Testing”. Today, students completed the writing and ELA portion, tomorrow they will do reading, Wednesday will be Math, and Thursday is Science. These testing blocks fall during our Science time, so we will only be reviewing this week. We will have a quiz on Earth’s Changes on Friday. This week’s DREAM sheet is designed to be their study guide and we will go over it on Thursday. Students are responsible for knowing the following processes: weathering, erosion, deposition, landslides, volcanic eruptions, floods, and earthquakes. https://jr.brainpop.com/science/land/slowlandchanges/ https://jr.brainpop.com/science/land/fastlandchanges/ In Math, we are continuing are study of area and perimeter. We have several fun review activities planned so that students can practice real world application of these concepts. We are working on Math 4 Today #29, with an assessment on Friday. Please be reminded that the $25 payment and yellow permission form for Carowinds are due by this Friday. I also wanted to share some pictures from SC History Day this past Friday. Students were fully immersed in South Carolina’s culture throughout the day. You can view the photos by watching the Animoto video below.
Dr. Workman also filmed the AMAZING play Mrs. Grant did with her SOAR students. You can view the video below.
Hope you enjoy! …I can honestly say the students seemed to enjoy the entire day!
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Constructivism…construsctionism…….at first glance, you would think they were the same, or at least I did. As I skimmed my resources, I did not even notice the difference until I watched Dr. Orey’s video (Laureate Education, n.d.). It is essential to understand the difference between the “-iv” word and the “-ion” word. The “-iv” word is constructivism, a theory of knowledge stating that each individual actively constructs their own meaning or interpretation. The “-ion” word is constructionism, a theory of learning that states people learn best when they build or construct something pertaining to the content (Laureate Education Inc., n.d.). My “friend” Teacher Tony only shares about constructivism, which I still found very helpful in aiding my understanding. When I think about constructionism, I immediately think about the famous Confucius quote: What better way to “do” something than conducting an experiment. As I explored this week’s resources about generating and testing hypotheses, it was very evident to me how this strategy relates to both constructivism and constructionism. Coming from a science classroom, I am very familiar with the process of generating and testing hypotheses. I enjoyed reading and learning how these practices can be incorporated into other subject areas and also paired with technology. I believe that anytime we can allow students to explore and perform inquiry based research, we are allowing them to deepen their understanding. As conveyed in our text, when students practice this, they are engaging in complex mental processes, applying content knowledge, and enhancing their overall understanding of the content (Pitler, Hubbell, & Kuhn, 2012). I do believe that we can use technology to our advantage when putting this strategy into practice. Even though students are not actually building or constructing, the idea of a virtual simulation is a way to incorporate this strategy if there are constraints. This would probably be considered more constructivist rather than constructionist. Some resources I enjoy using in my classroom for virtual simulation are: http://www.stevespanglerscience.com/lab/experiments/ and http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml I have to say that I have never considered using Angry Birds for applying the strategy of generating and testing hypotheses, however, I now plan to download it on our class iPads and use it in futures years as I introduce these concepts at the beginning of our science year. Having better knowledge of all the theories has definitely made me more aware of the experiences I offer my students and strategies for deepening their understanding. All of the resources have also been eye opening concerning resources for incorporating technology within these theories and strategies. Jessica Burnette 3rd grade - Math / Science Woodruff, SC Laureate Education (Producer). (n.d.). Constructionist and constructivist learning theories [Video file]. Retrieved from https://class.waldenu.edu
Pitler, H., Hubbell, E.R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD Good afternoon. I have attached third grade newsletter and this week’s DREAM sheet. Dojo reports and graded test papers are also being sent home today. Please be sure to sign these and return them tomorrow. Please be reminded that our 3rd Nine Week Awards Program is tomorrow morning at 8:15am in the cafeteria. Stundents should “dress for success”, but then should also bring their class t-shirt to change into for our Palmetto’s Finest Awards Ceremony at 1:45. In Science this week, we are learning about changes to Earth’s surface. Students are required to know the following slow processes: weathering, erosion, and deposition. They are also required to know the following fast processes: landslides, volcanic eruptions, floods, and earthquakes. https://jr.brainpop.com/science/land/slowlandchanges/ https://jr.brainpop.com/science/land/fastlandchanges/ Today, we discussed the slow changes. These are very hard for the students to remember, so we made up some motions to go along with the words. In math, we are working on area and perimeter. Today in class, students worked in groups to find the area and perimeter of different animal pens from a farm. We discussed the following illustration to help them remember the difference between the two and how to find each. DREAM sheet is reflective of these practices. We are working on Math 4 Today #28. Our test this week will be on THURSDAY, due to South Carolina History Day. On Friday, students will observe SC History Day. We have several exciting visitors lined up to teach them all about South Carolina. Students will rotate around to different classes to learn about: · The State Dance; Shag · SC Native Americans · SC Agriculture · SC College Town *representing local colleges, universities, & technical schools · Revolutionary War · State Dog; Boykin Spaniel We will also enjoy a special SC menu for lunch and then complete a practice Aspire writing prompt where they write a reflective narrative of their experiences throughout the day. Please let me know if you have any questions or concerns. I am looking forward to a very exciting week of learning!
Happy Friday, parents! Sometimes when we have inside recess, we use GoNoodle. The kids love it. There are activities for running, dancing, stretching, deep breathing, etc. I thought you would enjoy seeing some of their moves from recess today… Have a great weekend!
This is an online software application designed to help students practice Common Core mathematical skills on his or her level. We will use this in class on the iPads, but you may also access it from home as extra practice.
Your students have two options to log into Front: Download the iPad app here Use the Web version in the Chrome browser at https://student.frontrowed.com They will simply type in their name and our class code: 6aj3ew You will need your individualized parent code to access their information. I am sending this information home on a flyer today. Please let me know if you have any further questions or concerns. Thanks so much for your continued support! As I have read about the cognitive learning theory this week, I researched further for a deeper understanding. I was excited to find another video with "Teacher Tony" implementing a theory in his "classroom". After reading about "Cues, Questions, and Advanced Organizers" and "Summarizing and Note Taking", it was easy for me to see how these instructional strategies relate to the cognitive learning theories (Pitler, Hubbell, & Kuhn, 2012). This theory focuses on how information is received, organized, stored, and retrieved. By offering cues, teachers can be straightforward and provide a preview of what they are about to learn. Organizing these cues and questions within a concept map or graphic organizer can help students better understand and organize their thoughts. The use of a concept map can also be partnered when implementing a virtual field trip. Honestly, I had never really heard of concept mapping until this assignment and had a hard time understanding the logistics behind it until I actually created one. After creating my own (http://3-burnette.weebly.com/burnettes-blog/virtual-field-trip), I was able to see and understand how it could be helpful for directing the path of learning...especially in regards to a virtual field trip. When I think about note taking, I recall 8th grade social studies where we were required to copy hand written notes, line by line, from the overhead as the teacher monitored our progress. For me, this was a waste of time. The creativity behind the Wordle example inspires me for implementing notes in my own class. In the past, I have also had my kids create "graffiti" as their notes or summaries for certain lessons. Our third grade team is also implementing the idea behind "Interactive Notebooks" next year in our Science and Math classes. I believe this method of note taking will be engaging for students and deepen their understanding of content. (Examples below) I think as teachers, we are always thinking about how students think and learn. We are always eager to find ways to help them remember something - whether it be a song, a mnemonic device, an image, or graphic organizer. Luckily, in this day and age, we have technology on our side. Although it is complicated, frustrating, and somewhat unreliable, it also facilitates learning and offers opportunities and methods for learning and teaching that would have been impossible on our own. Resources
Laureate Education (Producer). (n.d.). Spotlight on technology: Virtual field trips [Video file]. Retrieved from https://class.waldenu.edu Pitler, H., Hubbell, E.R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD The Salt Marsh As part of the current grad course I am in, we were required to create a concept map to be used alongside a virtual field trip. I chose the virtual field trip to the South Carolina Salt Marsh on Knowitall.org. They have several other amazing virtual trips on their site: The Old Exchange in Charleston, Historic Brattonsville, The SC State House, and The Cove Forrest. The concept map below can be used to organize and represent the knowledge throughout the virtual experience to the salt marsh. Students should record their answers and observations on their Science journal page. Get on the bus and let's go! It's time to explore the South Carolina Salt Marsh!
Click the picture of the bus to be directed to the field trip link..... Hello, everyone! I am excited for another week full of learning. Third Grade Newsletter and Dojo Reports will be sent home today and are also attached. Please note that we are not sending home graded papers this week, as they will be held for next nine week’s grades. 3rd Nine Weeks Report Cards will be issued on Wednesday. Our awards program is next Tuesday, March 24th at 8:15am. ***Please note that the time on the newsletter is incorrect.*** This week in Science, we will continue with our study of landforms and bodies of water. Students will work to complete a flipbook of land forms as seen below: Our standard reads that students should be able to illustrate landforms and bodies of water. I believe this activity will be a great learning experience for them to create a mental picture of these important features. Our test will be on Thursday. I am attaching all study materials for those that want to begin studying. Students will be required to recognize and identify pictures of each feature of Earth. Also, remember I have created a Science lesson in Study Island (www.studyisland.com) that would be an excellent review. In Math, we will work on time and measuring mass and liquid volume. We have several cute activities planned for students to rotate through stations and practice these skills. Students will complete an assessment on time, mass, and volume on Friday. We are working on Math 4 Today #27 – this assessment will also be on Friday. DREAM Homework sheet is reflective of what we are working on in class each day. You will also notice on our Operation Quick Checks that we have now introduced 2-digit x 1-digit multiplication. Students seem to be doing well with this concept. Please have your child continue practicing the basic facts for our Kiwanis testing. Please let me know if you have any further questions or concerns.
As I revisited the ins and outs of the behaviorist learning theory this week, I searched for additional resources to help me better understand the theory and application in the classroom. I came across the following video on YouTube and I found it extremely informative. As I read our assigned chapters for this week, “Reinforcing Effort and Providing Recognition” and "Assigning Homework and Providing Practice”, I reflected on those strategies and how they related to behaviorist learning theory (Pitler, Hubbell, & Kuhn, 2012). When reading the sections, I thought about my note and quote on the board regarding homework. Our school has a school-wide rule, “No homework, no recess.” Our homework is passed out on Monday and due on Friday. Each Monday, I clip a stack of extra homework sheets under a note that says, “If you are absent or misplace your homework sheet, it is your responsibility to get a new one.” Beside my note is a quote that reads, “If you take responsibility for yourself, you will develop a hunger to accomplish your dreams. –Les Brown.” I believe this parallels with the recommendation that we should “teach students about the relationship between effort and achievement” and also follows the recommendations made for assigning homework (Pitler, Hubbell, & Kuhn, 2012). In my class, I use the Class Dojo program, which offers rewards and consequences for behaviors. Students that return their homework on Friday receive a point towards their total that can be exchanged for coupons. Students that do not return their homework lose a point, and also have recess detention. We also have a homework celebration each 9-weeks to reward students with fewer than 3 homework strikes. This is a behavioristic approach that we have found works extremely well for our school. As far as rewarding effort and providing recognition, I feel that our Class Dojo system definitely serves its purpose in this regard. Although it was not mentioned in the multimedia section, I found it to be very similar to the badge system mentioned. Class Dojo also capitalizes on the need for communication. Below is an amazing Prezi shared by Ashley Knox that pinpoints exactly how technology paired with principles of behaviorist theories can really work in the classroom. Aside from classroom management, the behavioristic approach can also prove beneficial for instructional strategies using technology. As pointed out in our text, “Well-made software programs allow teachers to choose which learning objectives students need to practice, offer sophisticated and seamless multimedia to keep the learner engaged, and provide immediate feedback and scaffolding in order to help students understand and practice a concept” (Pitler, Hubbell, & Kuhn, 2012). Our school uses a program called Study Island by Edmentum. “Study Island combines rigorous content that is highly customized to specific state standards in math, reading, writing, science, and social studies with interactive features and games that engage students and reinforce and reward learning achievement” (Study Island, 2014). I do agree with Orey, in that it is possible for behaviorism to be used in a negative way – especially involving technology (Laureate Education, n.d.). Focusing on students that are underachieving and aligning all technology for remediation purposes only is a sure way to drain all passion for learning. Instructional software should be enriching and entertaining for students.
I do believe that there are many instructional strategies that correlate closely to the ideas behind the behaviorist theory. There is also an abundance of technology resources that partner seamlessly and facilitate an opportunity for success in any classroom. Resources: Laureate Education (Producer). (n.d.). Behaviorist learning theory [Video file]. Retrieved from https://class.waldenu.edu Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/ Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD. Study Island. (2014). About us. Retrieved from https://www.studyisland.com/about-us Students are coming home today with a cabbage plant donated by Bonnie Plants. They also have a flyer about the Scholarship contest, rules, and regulations in their red homework folder. I have attached it for your convenience. In 2002, Bonnie Plants started the 3rd Grade Cabbage Program with a mission to inspire a love of vegetable gardening in young people. Each year, they distribute more than one million free cabbage plants to 3rd Grade classrooms across the country. As part of the program, Bonnie Plants awards a $1,000 scholarship to one student in each state. Teachers submit a class winner and a child is chosen via random drawing by each state’s Director of Agriculture. The link for more information is below: http://bonniecabbageprogram.com/ Submissions must be turned in to me by September 20th. (Even though your student will be in 4th grade, you still submit them to me.) You can also read about the 2014 winner from Union, SC in an article from The Spartanburg Herald Journal: http://www.goupstate.com/article/20140110/ARTICLES/140119973 This is a GREAT opportunity! I hope everyone will choose to participate. Good luck!
As part of Severe Weather Awareness Week, our school participated in a state wide tornado drill this morning. After the drill, a discussion was prompted of severe weather. Although we do not teach weather in 3rd grade, we will discuss fast and slow changes to Earth in our next unit of study. I took this opportunity to share a slideshow from Study Jams: http://studyjams.scholastic.com/studyjams/jams/science/weather-and-climate/severe-storms.htm and read an article from GoUpstate online: http://www.goupstate.com/article/20150310/ARTICLES/150319963/1083/ARTICLES?Title=Spartanburg-to-participant-in-statewide-tornado-drill-Wednesday&tc=ar.
We also discussed having plans if severe weather were to occur at home. I encouraged students that were unsure of what to do or where to go, to have that conversation with someone at home today. I was so proud of every student as they responded quickly and calmly to today’s drill. Although this was a drill, students were aware of the severity of these types of situations and the importance of developing a plan of action and practicing it. The students enjoyed getting a little dirty this morning in Watershed! ...don't worry, they were all clean for Spring Pictures! We reviewed the different types of soil through an exploratory activity. Students were able to get a "hands on" approach for the different properties. We are all very sad that this is our final Watershed for the year. Special thanks to USC Upstate, The Watershed Ecology Program, and Woodruff-Roebuck Water District for allowing and facilitating these amazing learning opportunities! Good morning. Students have Dojo reports and newsletters with graded test papers. Please be sure to sign these and return them tomorrow. In Science, we are now learning about Earth’s features…bodies of water and landforms. Students have “trading cards” of the features they are required to learn about. We will be completing a booklet and identifying photographs this week. Our test will not be until next week. I have attached information in the event you want to begin studying. You can also view the lesson at the following link: https://jr.brainpop.com/science/land/landforms/ I have also created a lesson in Study Island for this material if you wish for your child to work on it at home. The link is www.studyisland.com and their username and password are located in the front of their agenda. The lesson is simply titled “Science”. In math, we are working on measuring items to the nearest inch, ½ inch, and ¼ inch. Students were given a paper ruler today and we actually wrote the correct measurements on the ruler to help them learn the order and how to read them. Please excuse the imperfection of my drawing, but this illustration on the board really seemed to help them understand reading a ruler. Once we have measured our set of items, we are then plotting the data on a line plot. This is a great step-by-step tutorial of creating a line plot: http://studyjams.scholastic.com/studyjams/jams/math/data-analysis/line-plots.htm Line plots can use either “x’s” or “·’s” to represent the data. Sometimes line plots are also referred to as dot plots. We have gone through this process step by step today with a practice sheet like the attached. Please let me know if you or your child have further questions. We will complete Math 4 Today #26 this week with an assessment on Friday. Please be reminded that we have Spring pictures tomorrow. We also have Watershed tomorrow. Students need to send in $1 to attend. If you have questions or concerns, please feel free to email or call me!
Good morning. Students have newsletters and dojo reports with graded test papers in their homework folder. Please be sure to sign these and return them tomorrow. In Math, we are working on representing data with picture graphs and bar graphs. Students are also required to answer solve one- and two-step problems using the information from the graphs. This week, we will work on a graphing booklet where we collect data and represent it in various graph types about favorite lunch items. DREAM homework sheet is reflective of these types of problems. We are working on Math 4 Today #25 with a test on Friday. In Science, I have postponed our rocks/minerals/soils/fossils test until Wednesday. I have attached all study materials and keys again for your convenience. Once we test, we will then being a new unit on Earth’s land and water. I will send home information to go along with this unit once we get started. Please remember that we have our SS Program tomorrow morning at 9am in the Activity Center. Students have been working very hard on their performance – you will not want to miss it! Let me know if you have any other questions or concerns.
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My dream is to create a 21st Century classroom that encourages collaboration, integrates technology, and promotes thinking deeply.
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August 2018
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