Past projects 2
Games That Aim for Our Learning Targets
Funded Mar 12, 2018I wish you could see and hear my students' enthusiasm as they play these aiming games. One of my goals was to build community and practice the social-emotional learning skills from our Second Step lessons. The Second Step skills include self regulation, assertive problem solving, and sincere compliments. My class includes students with autism, students with processing struggles, students with anger issues, and beginning English speakers, along with the usual variety of skills and issues in any group of people. While you can't see their social negotiation in the photos, you can see the enthusiasm that helped support both compliments and problem solving. I have noticed students working to negotiate conditions for play: how to set up the game, how to stay out of the way of other games, how to not get hit by other students' wayward frisbees. Student teams have been fluid across games and "best friend" groups, and social frustrations are minimized by the engagement in the games. Students cheer each other's successes and share strategies. Every time we play, I hear friendly noise and hear great disappointment when it is time to stop.
The games were introduced inside the classroom, by trying the Molkky and petanque throws (gently) on the carpet. We gathered in a circle to observe and analyze. Everyone wanted a turn! There were lots of different ideas on how to throw the Molkky, as well as surprise at the weight of the petanque balls. Once we had the basics, we headed outside and added the frisbee golf.
I am usually free to circulate, support, and observe. As I suspected, students who struggle more in class also struggle with throwing accurately. I found myself coaching many students on basics at the beginning, such as using their opposing foot and hand for better balance and aim. Now I hear students occasionally give suggestions to their teammates. One came up with a rebound strategy for frisbee goals, which has been adopted by many. Another social bonus is that many of the quieter students have had a chance to shine, as their aim is often more accurate.
Since I don't have a control group that didn't play the games, I cannot definitively prove that these games are helping my students focus in class. I can say that I have noticed students build confidence in the games over time, and their social cooperation has been exceptional. One student used to tune out regularly, and is now noticeably more engaged with other students, and with reading and math in particular. Two students who are beginning English Learners cheer and discuss the games without restraint, and I see them pushing themselves as learners in literacy. The mom of one of my students with autism says that this is the first year he has made friends on his own.
What are the next steps for these games? More play, and tape measures. Learning to measure in both the English system and the metric system are big challenges in our math standards. Now we can give it meaning by beginning to keep accurate data for petanque. In fact, I plan to keep my eyes out for more petanque/boules/bocce sets so everyone can work on more measurement skills.
Thank you again for your support!”
With gratitude,
Mrs. Brothers
Literature Response at the Movies
Funded Oct 9, 2017Most of my students are very comfortable with technology as a toy. They play video games, use their parents' devices, and several of them use their own smartphones to play games, text, and watch videos on YouTube. One of my roles as a classroom teacher is to help them learn good digital citizenship in order to be both safe and productive with technology as a tool, not just a toy.
Your gift, which allowed us to have a classroom iPad, supports the use of technology as a tool by enticing students to refine and share their thinking about the books they are reading. This means they are discussing the meaning and possible themes within a text. They continue to work with a partner to fit their thoughts into the iMovie templates and choose images to enhance their words, even when that work can be difficult to negotiate.
My students have had long conversations about word and image choice as they sit with their heads together, playing and replaying their iMovie drafts. We started this work with biography reading, so they are analyzing the impact that people beyond their imagination have had on the world. (Dr. Martin Luther King, Jr., Rosa Parks, Malala Yousafzai, Babe Ruth, Thomas Edison, and Dr. Seuss have all made appearances in our classroom.) And, finally, students have had chances to share their work and get feedback from their peers.
Thank you for a gift that has expanded horizons while building cooperative discussion in our classroom. The next step will be to share the results of our research projects using this creative tool!”
With gratitude,
Mrs. Brothers