Tch DIY: Number Routines… It’s a Wrap!

Tch DIY math routines blog header

This is a bittersweet post, as it marks the final set of videos from my Math Routines video series from this past school year. I learned so much over the course of the year while filming and working with teachers and students across grades K-4 on these Number Routines:

As I watched each filmed class routine, I reflected a lot on the types of questions I asked students, the way I structured the problem(s), the math the students knew, and the many interesting student ideas I didn’t anticipate in my planning. This process was an incredible experience in professional growth.

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Three Ways to Use Virtual Science Notebooks in the Early Grades

Tch Next Gen Science Squad

This is the first year that I’ve been using virtual notebooks in my classroom. At first, I was a bit nervous about trying this with six-year-olds, but I felt it could open up so many collaborative tools for my students.

We are a Title I public school in Rhode Island and each student K-12 has his or her own Chromebook. My students are very familiar with different Google applications, but I was looking for something I could use in place of a science notebook. I was introduced to Seesaw by a colleague and decided to give it a try.

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Fidgeting for Physics: Spinner Science in Six Steps

Tch Next Gen Science Squad

This time of year most of us are a little fidgety.

Summer is right around the corner, but as we’re constantly reminding students “the year isn’t over yet” and “don’t give up,” some of us find ourselves needing the same pep talk from our administrators and social media networks. We’re almost there — but in the year of dabbing here and there, flipping hydration, and slime (yes, slime!) enters an item that’s making heads spin.

What is this amazing tool that’s taken our students by storm? The fidget spinner!

 

Wait. You mean that at the end of the year our students are obsessed, unknowingly, with NGSS phenomena? Students are loving science and some don’t even realize it.

 

So how can “Spinners” be spun into relevant phenomena for science classrooms and what is the science behind the spin?

 via GIPHY

 


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Video Self-Reflection: What We Don’t Know

Tch Next Gen Science Squad

I felt the blood rushing to my face. I was standing in front of a group of teachers presenting on a topic I was very familiar with and all of the sudden, I couldn’t for the life of me remember what I was saying. The teachers were very gracious, but I was cringing. I didn’t know what to do. I didn’t have the strategies to make my next move. I sure could’ve used some coaching in that moment.

I often have the opportunity to work with teachers as a professional learning provider or coach around the implementation and assessment of the three-dimensional learning expected from the Next Generation Science Standards. In this work, I’m expected to be the “expert” and the collaborator, but sometimes I need coaching too.

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Facing My Fears: Teaching STEM to Kindergartners

Tch Next Gen Science Squad

Do you ever wonder how you get yourself into some things?

That’s exactly what I was thinking when I stepped in front of 21 kindergartners to teach a lesson I developed with the video camera rolling. I planned on challenging myself and embracing my year of growth mindset and learning from taking risks. I was both excited and terrified by the opportunity to bring my love of STEM to the small scientists.

Did I mention that I have NEVER taught kindergarten before?

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Integrating Scientific Argumentation and Modeling for K-2 Learners

Scientific Argumentation in the Early Grades - Watch the video series

The practices of scientific argumentation and modeling involve using evidence and reasoning to create and evaluate claims about how or why something happens in the world. For example, why did a town flood in 1915 when a dam was built nearby? Scientists and science learners develop an understanding of the world through constructing arguments and models and determining which best account for observations at a given time. The Next Generation Science Standards (NGSS) invite all students — including primary students — to engage in argumentation and modeling as interconnected practices.

town flood diagram

In this video series, we share key principles and strategies for engaging K-2 students in the practice of scientific argumentation with explanatory models. We join a second grade scientific community in the midst of exploring a real-life question: What caused the town of Moncton to flood?

As they pursue answers to this question, you’ll see that students are not making arguments about isolated observations (e.g., which kind of soil water flows through fastest), but rather arguments that connect to their explanatory models of the phenomenon (the flooding of Moncton*). We call this “model-based CER (Claims, Evidence, and Reasoning),” where argumentation occurs in service of developing models of phenomena and supporting deeper, more interconnected science learning.
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Flipping the Lens: Finding New Perspective On Delivering Quality PD

Tch Next Gen Science Squad

Did I just say that… and do I really sound like that?

I’ve always been told I look and sound exactly like my younger sister, just with darker hair. I’m still not convinced we look alike, but after listening to my most recent presentation, it easily could’ve been my sister speaking. Scary!

Even more frightening is the wording I chose and the stammering that occurred throughout my delivery of the professional learning.

Those poor teachers.

Without the close vetting of this “unwanted” video, I’d never have realized how much I needed to improve. Sometimes “looking in the mirror” can hurt.

To be 100% truthful, I’m considered the “face” of our school district and I conduct numerous interviews that are then streamed on our local cable channel and on our district YouTube channel. How many of those interviews have I watched to see how I can improve on the next, you ask? ZERO!

It’s time to change my paradigm and realize that video self-reflection can be one of the most valuable tools we have as educators. Here’s my most recent glimpse of my reflection.

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Engaging the Community with Family Engineering Nights

Tch Next Gen Science Squad

“Now I understand what engineering in elementary school looks like!”

A dad raving about the Family Engineering Night

“Easiest and most fun event I have ever volunteered for at school.”

A teacher leading a station

“Loved how it got all members of the family involved in problem solving!”

A response from the parent survey


How much to do you involve your families with school?

If you’re like me, involvement with families consists of newsletters, emails, volunteering in the classroom, attending performances or academic celebrations, and conferences. As I started analyzing and reviewing how I was engaging families in the new science standards, I quickly realized this was purely a one-way system. Families were merely an audience for whatever I deemed relevant.

As I researched more about the traditional family involvement paradigm I’d been adhering to for so long, I realized I was missing an important and critical opportunity to have families as partners. So I started unpacking my beliefs and biases about families, and I thought about ways I could reframe and reshape what I’ve been doing. I was ready to move beyond the status quo and start pushing my practices to move out of my comfort zone!

The opportunity to start this work fell on my plate as a mandate. In my new role as district Elementary Science and STEM Specialist, I was informed that all 15 elementary schools would be hosting a family engineering night, for the first time EVER.

We’ve completed five of our school events and received overwhelmingly positive responses from teachers, volunteers, families, and students — a few of my favorites opened this post.

Here’s how we did it — and you can do it too!

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