Day three post

I wonder...if the brain needs rest and exercise in order to remember and keep information stored for longer amounts of time, then why have schools in the past expected children to sit still all day and do worksheets that are not exciting or stimulating?  And also if the brain needs exercise why are there so many schools that do not even offer a recess time for children to release some energy?  
I predict...the reason is because teachers and staff are afraid of losing control.  Many times we hear children having "silent lunch" because of behavior that was not appropriate for school.


I also believe that teachers nowadays are learning about brain research and how children learn and retain knowledge.  Not only are many teachers learning about it, but they are implementing it in their classrooms.  With data driven instruction trending nowadays, it is important to know the strengths and weaknesses of each child and to address their needs by any means possible.  Making sure sleep and exercise is integrated into their lives (and at least exercise integrated into their school day), children will have greater potential to learn and retain knowledge and skills being taught.

Does any of this information remind you about a personal or classroom experience?   Of course when we were growing up traditional classrooms where children are expected to sit still, listen and learn in all the same style and complete work at the same time was expected.  I am really impressed how this old generalization is no longer being implemented by many teachers (at least at my school I am at)!  It is really moving to see children moving around (no pun intended! hehe) and learning in order to retain information and concepts.

Struggling Strand

Hello again!  Over the past few weeks I have begun to introduce the idea of Scholars and Knowledge including the icons for depth and complexity.  In my homeroom class, one student remembered them from last school year and became very excited when she saw them!

We discussed what scholars do everyday and have begun to add the vocabulary to their everyday lives.  Out of the four strands so far, my most difficult to implement has been differentiation because of the time constraint.  After our last meeting together, I reflected on a lunchtime conversation we had.  The other two teachers were discussing the idea of putting whole group time off if need be, to ensure small group and differntiated instruction takes place.  I was beginning to feel as though I was working very hard to ensure quality small group times and workstations are taking place, and then I was running out of time to complete them. 

Today and Friday I stayed very cogniscent of the time and made sure to end when I said I would to ensure time to meet with my students in small group to differentiate.  Also, when I was teaching the lesson whole group I had certain children work on individual or group problems which seemed to really help a lot. 

Introduction

I began introducing the idea of something fun to come next week on Friday after our G/T meeting.  I copied all the signs for depth and complexity on Friday and are waiting for them to get laminated next week.  I am really excited because I believe the children in my class will learn so much and recall it for many years.  I am thinking about working on the project: Mathematics in Nature found at: http://www.maths.surrey.ac.uk/hosted-sites/R.Knott/Fibonacci/fibpuzzles.html which is through the texaspsp website.  :-)