3-2-1 Bridge on Innovation

We used the thinking routine 3-2-1 Bridge to focus our discussion of innovations last week. This is probably the hardest routine for my students-- it is especially difficult for them to formulate questions about how their words relate and connect with the main idea. The boys used Post-its to record their ideas, and we went through the routine step-by-step (this was definitely more effective than letting them go through the steps on their own).

321 Bridge from Courtney Humphreys on Vimeo.

321 Bridge 4D from Courtney Humphreys on Vimeo.

Reflection on 321 Bridge from Courtney Humphreys on Vimeo.

Novel Discussion

1.26.10 Reflection from Courtney Humphreys on Vimeo.

Yesterday I tried a new format for our novel discussion (we are reading The Twenty-One Balloons). Usually we all sit on the carpet in front of the Smartboard and discuss the chapter page by page, and the boys share the marks they made as we add ideas to our character and setting posters. Instead of doing this, I broke the boys into groups and assigned them each a few pages from the chapter. They assigned their own recorders who took notes on butcher paper, and then they presented their ideas to the class. We talked about what makes a good group presentation, and they were all very organized and prepared. I don't think we discussed as much from the chapter as we usually do, but as their reflections show below, they were able to focus on specific pages. I've talked about giving my students agency, and I think this is one way to do that-- to let them determine the best way to organize our novel discussions.

See, Think, Wonder

We used the routine "See, Think, Wonder" to discuss the book The 21 Balloons. After we made a collage of images connected to the themes and content of the book, the students used "Think, Pair, Share" as they looked for connections among the images and tried to predict what the book might be about. They paired off with partners and then shared their ideas. After they shared their ideas with a partner, we used whole group discussion to talk about what they saw, thought and wondered about the images. I was surprised by the depth and complexity of their responses (one student pointed out that the book is probably about someone who travels in a balloon because the map would indicate traveling). I've seen they are now providing support for their claims without being prompted, which is exciting!

Assessments and Reflections

After taking our verb test last week, the boys completed a reflection exercise to assess their understanding of the concepts covered on the test. In the past, I have had the boys reflect in their journals after a test and written questions on the board to guide them in their reflection. I decided to give them more guidance as this process is still very new to them. Afterward, I asked them how this process helped them (videos are below). We also broke into groups according to areas of most difficulty (the boys decided which concepts they were still confused about), and students led one of the groups as I led the other. I am realizing how crucial it is to not let the test be the final picture of my students' understanding, and I now grasp how to make a test an opportunity for more learning.

Verb Test Reflection from Courtney Humphreys on Vimeo.

Verb Test Reflection 2 from Courtney Humphreys on Vimeo.

Verb Cafe 12/2/09

We have completed our unit on verbs, and we have exposed the boys to some very difficult concepts like predicate nominatives and predicate adjectives. It has been challenging material for them, but it's incredible to see the progress they have made. Today we did a verb cafe to review the concepts we have covered, and a number of boys said they understood complements much better after the cafe. Again, I have seen the incredible advantage of letting the boys take ownership of their learning and giving them agency. Simply put, they learn and understand much more when they are in charge.

Verb Cafe Reflection from Courtney Humphreys on Vimeo.

Verb Cafe Reflection 2 from Courtney Humphreys on Vimeo.

Verb Cafe Reflection from Courtney Humphreys on Vimeo.

CSI & Tug of War

We used the thinking routines CSI and Tug of War to discuss the short story "Fresh" lat week. The boys have gotten used to the CSI routine, and it's incredible to see the complexity of their ideas. We looked at the connections between the characters, and it led to a fascinating discussion about the story. The visual of the tug of war rope really helped the boys to see the dilemma that the main character faced, and then they were able to generate "tugs" for each side of the rope. I am realizing every day how much more my students are capable of than I ever imagined, and I'm just trying to tap into that daily.

Ladder of Feedback

Untitled from Courtney Humphreys on Vimeo.

LWW Project Presentation (4D) from Courtney Humphreys on Vimeo.

Yesterday we used the Ladder of Feedback routine to critique each other's final projects for The Lion, the Witch and the Wardrobe. The boys did an excellent job presenting their projects, and instead of rushing through that part (even though it did take the whole class period-- so it was hard for me to slow down), I thought it would be more beneficial for the boys to give feedback to each other. They are beginning to see the difference between clarifying questions and concerns, and they were able to give valuable feedback about the depth of the work, the quality of the presentation, and how well the team worked together. I said very little the entire time because I realized the boys were saying all the things I would have said! It was pretty incredible to watch. We will continue to use this routine throughout the year to give feedback on projects and writing assignments.