Emphasizing the SUPPORT in Gifted Support

This is my third year as a gifted support teacher, although, in actuality, I've been providing gifted support for over 30 years! As a parents of a now-adult child who is gifted, I have spent several decades providing enrichment and advice and countless hours researching best practices, searching for resources, and reflecting on "what I could have done differently." My experiences as a parent certainly have been of value to me as a teacher. I have also worked with children who are gifted in my general education homerooms in second and fifth grade. Through project-based learning, differentiation, and providing independent study, I aimed to support all learners of all abilities in my classrooms.

Now, as an "official" gifted support teacher, I have several jobs, which makes things interesting and keeps me quite busy! I provide academically challenging experiences for my students, whom I meet daily in what is sometimes called the "humanities class." I also review data about each student on my caseload and develop a plan for each child that recognizes their strengths and supports their development. I provide resources to enrich my students outside the classroom, provide out-of-school time programs, and push in to classrooms to provide enrichment opportunities. I collaborate with my colleagues to develop projects and experiences that excite and challenge our students.

The gifted label can be misleading. Those who are identified as gifted do not always have it easy. While they might be fast thinkers, creative writers, brilliant musicians, passionate speakers, and/or amazing problem solvers, they can also be highly distracted, disorganized, argumentative, and anxious. They sometimes think they need to know and understand everything and that they are failures if they are not perfect. They might feel burdened with the idea that they are responsible for solving world problems. They might have difficulty fitting in with their peers, and they can grow impatient with others who are not keeping up with their pace of thinking. Part of my job is to help our gifted population and those who work with them navigate these challenges so the children can be successful in school and in life.

And so I think it is important to emphasize and understand the value of SUPPORT when we talk about a gifted support program. Gifted support is not a class or a part of a day; it is not a subject or an "extra." Children with special needs, including those who are gifted, need a learning environment and supports that acknowledge their differences and that take into consideration that there is not just one way to meet the needs of those who learn differently. Children who are gifted, and their families, need help understanding the positive and negative aspects of being gifted and might need help finding resources.

My job as a gifted support parent and teacher can be difficult at times but well worth it. It has been personally rewarding to be able to work as a team with my students and their families and to support others on their journey. My hope is that our children grow into adults who are happy, healthy, and feel empowered to do great things.

Design Your Own Dot Day

When I was teaching fifth graders, we created party committees and subcommittees. Children who joined the committee would be in charge of planning our class holiday parties (Halloween, Winter, Valentine's Day, End of Year). The children planned for food, decorations, and games/activities. The parties were a big hit, and it was one of the highlights of the year for the kids to be able to plan their own parties. They also learned some valuable lessons about budgets, considering the needs of a diverse group, and time management.

As I thought about doing something new and fun this year for International Dot Day, I got the idea to NOT plan and to let my classes actually do the planning. What a way to weave creativity into this special day! We will discuss the purpose of International Dot Day and then I will ask the children to plan some events that they think would match the message of the day. I'm excited to hear their ideas! 

International Dot Day is an annual event, held every September 15ish. We plan to celebrate on September 16.

Here's a quote from The Dot author, Peter Reynolds:

Imagine the power and potential of millions of people around the world connecting, collaborating, creating and celebrating all that creativity inspires and invites. I hope you will join the growing global community of creativity champions using their talents, gifts and energy to move the world to a better place.

If you want to participate in International Dot Day, check out these great resources:

Dot Day Website

International Dot Day Connections

International Dot Day on Facebook

Twitter @DotClubConnect 

Adventures With Fourth Graders and Finches

This is my first year as a gifted support teacher. Previously, I've taught 2nd and 5th grades. Now I am working with students in grades 1, 4, 5, 6, and it's great! I was hired for my new job in August and had to begin adjusting some of my project plans that I had been working on during the summer. One thing I was able to keep in place, however, was my plan to participate in the Finch Robot Loan Program from BirdBrain Technologies.

My fourth graders were able to participate in a combination of the Finch Loan Program and the Global Read Aloud, a collaborative event where schools read the same book for six weeks in October-November. We decided to read The Wild Robot and to connect the Finches to the story.

As part of a graduate course I took the summer of 2016, I had created some lessons that linked The Wild Robot to a few STEM challenge activities designed to introduce elementary-level students to working with robots, engineering, and environmental awareness. When I became part of the Finch Robot Loan Program, I simply adjusted a robot-focused activity to allow students to use the Finches while still being able to connect to The Wild Robot. It was a great pairing!

The goals of the Finch Robot activities were to help students learn how the Finch operations, to learn some basic programming (we used Snap!), and to complete a challenging task collaboratively. Students could choose to join one of two projects: 1) Use Finch Robot to retell a portion of The Wild Robot story, or 2) Use Finch Robot to maneuver the geographic features found in the setting of The Wild Robot. Eleven students were participating in this challenge, and, fortunately, they were able to choose the project they wanted and have teams that were pretty even.

Students first learned how to use the Finch Robot and the block-based programming, Snap! They did some planning of their projects and then got to work creating the props they would need for their videos. As some students worked on props, others began planning the scripts for the video and started working on the programming that would allow the Finch to tell their stories. Deadlines had to be extended due to the amount of time needed to successfully complete each part of the projects as well as to accommodate for other activities, absences, etc., that took away time. By winter break, however, the students had recorded all the clips they needed to assemble, as best they could, a finished project. As of today, they have not had a chance to do the video editing, but they will very soon. I plan to share the videos as soon as they area ready - so stay tuned!

While our timeline was not quite what I had planned, I was thrilled with the learning that has taken place along the way.  Here are some thoughts about long-term projects and about using the Finch Robots in the classroom.

• While deadlines are important, when possible, give kids the time they need to try things, make mistakes, stall, rework their ideas. Also, reserve time at the end of the project for all to reflect on the process and think about how to improve how they work for future projects.
• When kids are given the chance to work with materials, such as the Finch Robot, you can see how excited they are about what they are doing. They commit to the task and have fun as they learn.
• The fourth graders had a hard time making their ideas work. That's OK. They got frustrated at times, and they were sometimes impatient with their teammates. As their teacher, I provided guidance on how to use the robot and Snap! as well as how to work together and to move forward when things were difficult. I'll admit that sometimes it was hard to resist jumping in and saving the day when things were a bit rough. By allowing the children to work through their problems, they learned valuable collaborative skills. 
• I enjoyed observing the children as they worked. From the planning, to designing props, to programming, to filming, they showed growth and perseverance. They all had a chance to share their ideas and to have their voices heard. They truly took ownership of their work.
• The students learned that it's OK to "mess up." Sometimes their ideas didn't quite work out. They had to keep returning to the drawing board to adjust their programming or their props, to re-record their narration and to re-re-record their narration. Once they got into the flow of the trial and error process, it was hard to get them to stop working. 
• I plan to continue to use the Finch Robot in my fourth grade class as well as in some of my other classes. It has definitely been a great addition to our school!  I am very thankful to the staff at BirdBrain Technologies for all their support and advice. What a great team to work with!

Here are some photos of the process. Remember to keep a look out for the finished videos. I know I can't wait!

The Robots Arrive - Each student got to name his or her own Finch. 

Planning Session

More Planning

Students were able to connect the Finch projects to something else: digital fabrication. Thanks to grants from the Council Rock Education Foundation and the National Education Association, as well as funds from the Fab@School Match Grant Program, our school is working to create digital fabrication stations that use Fab@School Maker Studio. These students needed wooden crates for their story - so they made them!

The Crate

More Crates

Trying Out a Ramp

A View From Above

Props for the Geography Tour

The scenes are coming along.

Almost Ready - Remember to stay tuned for the finished videos!

Summer STEM Academy 2017 - Not That Horrible

For six years, I have facilitated my school district's Summer STEM Academy (originally Summer Technology Academy). There are two, two-week sessions, and kids entering grades 3-8 attend. It is a great learning experience for the participants, and for me, as I am always looking for ways to challenge participants and get them excited about the STEM disciplines. Additionally, in the last couple of years, the program has seen more "repeat customers," which means I need to change each session a bit to accommodate those who have already attended. It's an ever-evolving program.

During each two-week session, I learn about the participants, their skills, and their interests. Then I create experiences that are new for the group, I work to build upon the skills some already have, and I create mini training sessions for anyone who is interested in a certain topic. For example, this year we had a mini 3D pen session and an Arduino session. About half the time we work together on specific activities. The other half the time the participants work on something of their own choosing. This routine works well and creates a community of learners who are working because they want to, not because they have to. Some participants will work by themselves, rarely asking for help, others work in groups on massive projects. Participants can be seen teaching each other new skills, collaborating across grade levels, and working through what might seem impossible so they can create their vision.

This year, we had two high school volunteers join us who were past STEM Academy participants. It's wonderful to have these amazing young people return to the program in this capacity. It's also exciting to hear current participants already making plans to return as volunteers when they are in high school. At the end of each session, some of the participants already began to make plans to come back next summer, and there were some participants who were making plans to stay in touch after the program ended. There is a sort-of "camp culture" feel to it when kids are truly enjoying themselves and making memories and friends that last beyond the program. It's great to see kids from across our big school district and across grade levels finding others with whom they have things in common.

At the end of each STEM Academy, I always reflect on how I can bring some of the STEM Academy routine to the regular classroom during the school year. I couldn't create an identical program, but I think about ways I could build community, inspire independent learning, and encourage our students to be both teachers and learners. It takes some creative planning, but it is possible to bring the "camp culture" to the classroom.

One of my favorite quotes from the program came from an 8th grade participant. He wasn't convinced at first that learning in the summer was for him. When we chatted about the program, he admitted, "Well, it isn't that terrible here." We laughed and I told him I think this might be the best customer testimonial for summer learning ever!

Educon 2017 Session - Mental Health: Finding Help, Getting Help

Educon 2.9 takes place January 27-29 at the Science Leadership Academy in Philadelphia, PA. On Saturday, January 28, from 1-2:30 pm, in Room 209, I'll be leading a conversation about Mental Health, with a focus on mental health and mental illness as it relates to our school communities. The goal is to help each other become better informed, to share resources, and to simply provide a supportive environment for those who want to discuss this sensitive topic. Throughout the session, we will use a shared document to post notes and resources. Finally, participants will discuss some "next steps" that can be taken to help support mental health in our communities.

There will be a brief intro (statistics, short video clip, share-out) and then participants will join in small group discussions about challenging issues related to mental health, including discussions of how schools can support students, families, and colleagues with mental health needs. Here are some of the proposed questions. Keep in mind the conversation will be flexible to take into account participants' needs and expertise. 

1. Are our learning communities designed to promote mental health for all?
2. Do we know how to identify signs of mental illness? 
3. Do we know where to go to find help for those in need? Do schools have supports in place to help children and adults who are part of our communities?
4. Are schools responsible for reaching out to families or helping family members? 
5. Are we keeping an eye on our colleagues? Is self-help possible?
6. What are some next steps for our communities?

Consider attending Educon this year. It's a great opportunity to "recharge" during the winter months. If you are attending, I hope to see you at the Mental Health session. 

Take care!
~Maryann

Sports and Learning

Today is "Sports Day" at school, when you can wear your favorite sports clothing. The ONLY sport-type clothing I own are a handful of Iditarod t-shirts. When I taught second grade, I used the Iditarod dogsledding race to teach the kids many things, and they and their families had a great time and made lasting memories.

The Iditarod race takes place the beginning the first Saturday in March. We used to prepare weeks in advance. You can check out some of what we did here (although I haven't updated the site since I moved to fifth grade). https://motivatewithmushers.wikispaces.com

You can find out more about the Iditarod and how you can use it in your classroom here:  http://iditarod.com

What I am thinking about today is how project-based learning is an effective way to get kids excited about learning and to actually learn. It takes a lot of prep work, but it is worth it. Past students AND their parents often reminisce with me about one of their favorite parts of second grade - The Iditarod. Some have continued to follow the race years after first learning about it in school.

Here is just a quick list of what the children learned through this exciting sport:

• Reading (fiction and nonfiction)
• Writing (fiction, journaling, informational, news stories)
• Data collection and analysis
• Time zones, 24-hour time
• Maps, geography
• Addition, subtraction
• Statistics and probability
• Singing, dancing
• Northern lights
• Water color painting
• Technology - tracking mushers and dogs
• Community service and volunteerism
• American history
• Current events
• Point-of-view
• Animal care
• Alaskan culture
• Marketing

I encourage everyone to take a look at this event and the great resources provided for educators on the Iditarod web site. And they have fun t-shirts!!

~Maryann

First Week 2016, and Beyond...

"A Fresh Page...A Fresh Start" by Kalyan Chakravarthy Licensed under a Creative Commons 

Attribution 2.0 Generic (CC-BY2.0). Accessed 25 Aug. 2016. https://www.flickr.com/photos/kalyan02/4387482121 

There were lots of great things happening during our first week of school. Teachers were feeling excited to work with students and families. Rooms were arranged to be appealing to the kids. It's always fun to reconnect with the building and district community. We also got to meet most of our new students at our annual Meet and Greet. The kids seemed excited to return to school. They enjoyed meeting up with peers and getting a first look at their new classroom and new teachers.

Obviously, that "new class feeling" doesn't last for the whole year as we get to know each other and get comfortable with our group. That's OK and normal. But how can we keep the year fresh and exciting even if it's not new? Here are some ideas:

• Reserve some time during the year to try something new. Sometimes we get busy and fall back into the usual routine. Put in on your calendar now and lock it in. 
• Plan to have your students take the lead in learning. Let them teach you and the class. 
• Invite parents and other community members into school to share their knowledge and skills with the class. You might have scientists, artists, or chefs in your midst!
• Inquiry - If you do not already engage in inquiry-based learning, do some research and find out how you can incorporate inquiry into your lessons. Even if you just start by trying one thing, your students and you will benefit.
• Creative writing - "school writing" might be required, but don't leave out the creative writing, and give kids choices.
• Reading - Read along with your students. Read lots and lots and have kids read lots and lots. And talk about it.
• Go outside - There's so much to learn outside the classroom. Get out of that room!
• Party Plans - A lot of schools have holiday parties. Many times the teachers and/or parents plan. Let the kids plan. As appropriate with age, give them a budget, available supplies, and time to meet. Make a food, decoration, and activity committee and let the kids work together to have the party they want. Have parents moderate the committee meetings and help the kids connect with all the parents for donations. The kids will learn great skills and have fun. 
• Play music - in the morning, during the day, dismissal. Make some playlists that kids and you will enjoy. Also, it will help kids build memories - music sparks memory. When they are 50 and hear that song, they will think back to those great school days!

How do you keep the excitement going?