Thoughts on the American with Disabilities Act

Watching the Presidential Inauguration yesterday during my 20 minute lunch break, I thought about the disparity between those with financial means and those without.  This was highlighted the previous day for me.  The hearing for the Secretary of Education nominee was disheartening as she seemed to be unfamiliar with the laws of our land regarding education and special education in particular.  Those with means access the latest, the best, and the most scientifically backed, research based services for their children with disabilities.  Those of us who attend public schools depend upon the school district adherence to the American with Disabilities Act.  And there is the distinction of adhering to the ADA to the letter of the law or a tad bit more because that is what kids need.

STEM: Science, Technology, Engineering, and Math for Kids

Well, it has been quite a while since my last post as the start of the school year is always hectic and the summer was spent attending professional development about the Wilson Reading Program (of course!) as well as my new interests of STEM and MakeSpace.  I also helped out at the library summer program for kids by running a couple of make space session in July. Then, it was off to STEM learning and make space boot camp!

Oh my gosh, so much information to take in along with the realization that I can do this.  I can provide kids with exposure and opportunities to explore imagining, creating, and science and having fun.  Exciting!

The idea of offering a ten-week STEM Club for any interested 4th and 5th grade students (hoping there would be some interest) morphed into a club with a large enough response to keep running all year long!!!  Even more exciting!!   There will be three sessions during the course of this school year and just writing this makes it seem like not enough kids will be able to participate.  I have an idea to get more kids involved and I'll see how it pans out.

Our school PTA is generously funding the supplies for STEM.  We are learning how to design buildings that will survive an earthquake.  Kids are learning that there are many ways to solve a problem using the engineering design process (similar to the writing process).  They are imagining, planning, creating, improving, and asking as they work collaboratively to reach their goal of developing an earthquake resistant building code.  It is so cool to see their interest and understanding grow as they undertake each weekly adventure.

Maker Spaces 

While at the White House Teacher Appreciation Social, I learned about maker spaces.  Seems like a familiar concept being recycled with a newer name. The more I research about maker spaces I am reminded of the projects I facilitated when my kids were younger.

Maker spaces can go in two directions.  Structured or unstructured blocks of time to explore materials and make a creation.

While not a technical interpretation, to me an unstructured maker space is similar to placing a collection of junk in front of someone so they can explore and make something.  Similar to how you give preschoolers a basket of 'stuff' and they end up with a car made of plastic cups and straws. 

A more structured maker space, is beginning with a specific end product in mind.  Using materials and tools to figure out how to make XYZ(whatever the end product is meant to be).

Maker spaces exist for adults as well--there is one that I read about in Portsmouth (Port city Makerspace) and one in Nashua (MakeIt Labs).  They provide  space and tools for people to work on projects!  My vision for makerspaces I want to offer for kids includes both unstructured and structured sessions.

 Some of us can right away look at a pile of stuff and have a vision or see a way to begin.  Others of us need a tad more guidance before the creative juices can flow.  

As a kick off to my exploration of maker spaces, I will have free sessions at the Hollis Social Library Meeting Room on June 24, 25 and 26  from 5-7.  It is important to me that the sessions are free of charge so that all can attend.  Later in the summer, as part of the library reading program there will be two more free sessions.

Washington DC May 7, 2014

 At the Lincoln Memorial with Mrs. Price,  a teacher from Delaware.

Dr. Biden, a teacher at a community college in Virginia and Second Lady.

White House Teacher Appreciation Social

Wednesday, May 7^th, was an exciting day for me as I was one of twenty teachers invited to the White House Teacher Appreciation Social!!!!  

 Congratulations! You've been selected to attend the Teacher Appreciation White House Social

Wednesday, May 7, 2014

The White House

Yes, I was beside myself with excitement!  How did it happen that I was invited?  I saw something on Twitter April 24^th and applied.  I don't really recall what the questions where as who thought I would be considered?  I do remember that I struggled with finding the right words and decided that I would just speak from my heart about how I work with my students. No jargon, just me.  On Thursday, May 1^st, I received my invitation!   Oh, it is so nice to think that policy makers like what I do!! 

After submitting my security clearance form, a Monday email confirmed that I needed to get myself to the White House for Wednesday.  A busy Tuesday as we made travel arrangements –my husband Jim came with me. He planned to spend the day at the Smithsonian Air and Space Museum. 

We were up very early to catch a 6:00 AM flight out of Manchester.   When we landed in DC, I was glad Jim was with me as I was SO excited. I was glad not to think about finding the exit from the airport, grabbing a taxicab and other details that Jim managed.

Following a tour of the White House and watching President Obama depart in his helicopter (no, we didn't get to shake hands as he didn't walk down the line) we met with Education Secretary Arne Duncan, Dr. Jill Biden joined us at lunch, and various other White House people spoke with us about education.  The particular initiatives of The First Lady and of Dr. Biden, lifelong educator, were explained.  

To be selected from many applicants and discover that I was the ONLY teacher from NH and the ONLY special educator there--so validating of the work that I do with children.  I felt like I represented all of us who are working so hard every day with kids.  

I had a great day last Wednesday and have so much to process about moving forward.  I say, this will probably  keep me afloat until I retire--in about 10 years!!

Using Playing Cards for Math Fact Practice

A Deck of Cards

A deck of cards presents a myriad of opportunities for fact practice.  Addition, subtraction, multiplication, and division—you can practice it all with a simple set of playing cards.   Generally, I remove the Ace and picture cards but a value can be assigned to those cards.    A multiplication chart and/or calculator provides the necessary assist to keep the game moving and fun.  After all, games are supposed to be fun don’t you think?  And if you can learn a few facts, awesome benefit!!

Decide which facts you want your child to practice and select the appropriate cards for practice and play.   You put the cards down, your child adds them up (subtracts, multiplies or divides), and whoever initially put down the highest value card, gets to keep all of the cards.  Check the answer (or find the answer) with the multiplication chart or calculator.  Simple and quick as you have limited the size of card deck.  No need for a marathon war game.

Motivaton

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I have been doing a lot of thinking lately about intrinsic versus external motivation.   What about the value and thrill of learning for itself?  Some of my students will soon be embarking on a Math Fact Challenge where students compete against themselves to improve math fact accuracy.   Do I give tangible awards for success or will the satisfaction of making math easier because one can more automatically pull up the facts be enough?  

For whatever reason, math facts are not meaningful pieces of information to some and therefore just don't stick in the memory.  Lack of practice?  Lack of understanding of what math facts represent?   And where is the desire, what is the motivation to commit facts to memory?  Is it an instructional  issue?  Student issue?  Do students have adequate support to assist them in their quest for knowledge?  When we are engaged in a topic, we are excited to learn more.  This is about more than retention of math facts. Many thoughts to ponder as we begin the challenge.  There is so much for me to learn about being more effective as a teacher--my journey is on-going. I want my students to have that same desire for themselves.