What the Teacher Said

Having been a teacher for more than 30 years, I've said a lot.  But that's not what this post is about.  This post is about what teachers have said about my products.

My teaching passions are many, but chief among them are materials that promote critical thinking and problem solving.  My appetite for this was first whetted wwwaaaaayyyyy back in my second year of teaching when I attended a state conference on gifted education.  It was there that I was first introduced to the  critical thinking activity, Hink Pinks, and their cousins, Hinky Pinkies and Hinkity Pinkities.  

 My enthusiasm for Hink Pinks et al. has never waned.  Indeed, I have used them with every class from 1st grade to 5th. It takes a little more prompting to get 1st graders to combine syllable constraints with synonyms, but there is nothing more rewarding than seeing that "lightbulb moment" when a little one gets it.

You can see examples of my Hink Pinks et al. by going here.  Several of them are free! If you try them, I think you will like them. But, you don't have to take my word for it.  Here's what the teachers said:

If you would like to check out my Hink Pink et al. products, click here.  By the way, they are CCSS aligned.

Pinteresting Boards for G/T & HOTS

Collaborative Pinterest boards for Gifted & Talented,  Higher Order Thinking Skills (HOTS), enrichment, and differentiated instruction!

If you follow my blog, you know that these topics are near and dear to my heart.  You also know that I have been posting lists of collaborative boards on specific topics; kindergarten and 1st grade, to date.  But when I tried to compile a list of Pinterest boards for G/T, HOTS, enrichment, and differentiation, I did not get very far.  Here's what I have been able to find:

• Teaching Critical Thinking & Problem Solving
• Critical Thinking Skills
• Creative & Critical Thinking Activities & Ideas
• Brain Teasers & Twisters
• Differentiation Ideas & Resources
• Gifted Education Ideas & Products
• Gifted Ed Resources & Info
• Gifted on TpT - K - 8
• Gifted on TpT - High School
• Gifted & Talented Teaching Resources
• Activities for Gifted & Talented Students
• Gifted and Talented teaching ideas K-8

So, I'm asking for your help.  If you know of any collaborative boards for G/T, enrichment, HOTS, and/or differentiation, will you please post the link in a comment?  Then I can expand this list to make it more comprehensive.   

Thanks!

HOTS for Hats

It's about time, teachers, ... for Hat HOTS.

While this volcano hat is very nice, it's not exactly what I had in mind for HOTS - Higher Order Thinking Skills.

It is so fun and rewarding to challenge your children to use HOTS when studying hats.  I'm referring, of course, to Bloom's Taxonomy. Following are a few of the ways I exercise their brain power.

Analysis

Using my hat cards, I challenge the students to sort them in various ways:

• men's hats/women's hats/unisex
• safety/decorative/job identification
• historic/modern day
• similarities
• baseball cap, baby's bonnet, & cowboy hat = protection from the sun
• wizard's hat, witch's hat, & magician's hat = magic makers
• Pilgrim's hat & Santa's hat = holiday head gear
• jester's hat, crown, & knight's helmet = medieval hat wear

My enrichment students are asked to create their own sorts.    Then I require them to write about their thinking.  I up the ante for G/T students by asking them to create 3 to 5 different sorts with descriptions of their sorting properties.

Evaluation

Again using the hat cards, I challenge my students to make lists of hat opposites. Examples:

• astronaut's helmet and diving helmet
• mortar board and dunce's cap
• bridal veil and top hat

Students pick 2 cards and tell why the hats may go together. Examples:

• Top hat and fancy lady's hat - they might go to the symphony together
• football hat and stocking cap - you could find them both at a football game in November

Creation

Make "Hat Words."  We start by generating a list of -at words.  Then we turn them into 'Hat Words" and write clues to their meaning.  Examples:

• Hatmosphere - What do you call the blanket of air surrounding a hat?
• Hatlas - What do you call a book of maps that show you where head coverings may be found?
• Hattack - What do you call it when a hat tackles you?
• Hattic - What is the room at the very top of a hat building?

As you can tell, my students and I really get into hats.  So throw your hat in the ring and join me in teaching a hats unit.  My unit, Hats!  Hats!  Hooray for Hats!, is available on TpT and TN.  There are 55 pages to this unit, which includes printables, manipulatives, centers, and activities.  It even contains my original poem.  Be sure to get it's companion product, Hat Idioms Book.  Check it out because it is FREE and is being used by upper elementary and even middle school teachers.

  

Until next time,...

Hanging Out with Stellaluna -- Pt. 3

Now that you've read Stellaluna to your class, it's time to extend the learning.  One of my goals with this study is to change my students' attitudes about bats.  To this end, I invite experts to come talk to my class.  I'm fortunate to live in a college town (Go ILLINI!) where it is easy to find a bat expert.  A professor from the U of I's Natural History Museum is kind enough to spend some time with my kiddos and brings lots of cool artifacts.  Moreover, I have a personal friend who is a caver and professor at the local community college.  She also gives her time to my class.

In addition to these awesome resources, I like to read several non-fiction books about bats to my class.  A couple of my favorites are Amazing Bats by Seymour Simon and Bats by Gail Gibbons.

Armed with new knowledge about bats, my class then completes a Venn Diagram comparing bats and birds.  I have always done this with the traditional 2 ovals intersecting in the middle.   Yesterday, as I was perusing Pinterest, I found this idea for putting the diagram on a bat.  Well, duh.

Well done Kinder by Kim!

Being a "poet-tree nut," I just have to include some poetry writing.  We write acrostics --

and bat shaped poems -- 

 

and stories -- 

Because I teach first grade, I don't assign factual reports to the class.  I do, however, challenge my gifted/enrichment students to create a factual report -- 

We make a bat nursery with origami bats --

and share our learning with the school --

Can you see the echolocation lines in Katie's drawing above?  They are purple lines right beside the bat's head.  

We publish a class book with all of our poems, stories, and reports.  One copy goes in our class library, one copy is given to the school library, and each student takes a copy home.

If you would like more ideas for teaching about bats through Janell Cannon's Stellaluna, check out my Hanging Out with Stellaluna product on TpT or TN.  In addition to the activities already discussed, Hanging Out with Stellaluna includes math journal prompts, origami directions, and center ideas, such as this phonics center vowel sort --

I don't need a standardized test to assess my students' learning.  It's obvious.  

 

Sports Sorts

It's about time . . . for the Olympics.  

And, just in time for the Olympics, I am offering Sports Sorts.

Through simple sorts, children learn to recognize similarities and differences.  That, in turn, allows them to develop organized thinking.  Thus, they begin to make order out of chaos.  Sorts for early childhood classrooms lay down the foundations for sets & groups, attributes, and logical thinking.  Thus, CCSS now include standards for sorting in math.

Most early sorting tasks are directed, giving the children the parameters for the sorts.  With time, sorts become open ended.  At that point, children begin categorizing.  They are given a set of objects and challenged to construct their own, independent conditions and attributes.

When they begin categorizing, children are engaging in the upper levels of Bloom's Taxonomy.  They ANALYZE the elements and their relationships.  By combining the elements in new ways, the children are SYNTHESIZING.  When judging the elements according to their own parameters, they are EVALUATING.  I submit, then, that sorting and categorizing activities are HOTS activities.  As such, teachers of older children should include them in their math centers and explorations frequently.  In doing so, they are providing differentiated instruction to G/T students and promoting critical thinking in all of their students.

Following is a preview of Sports Sorts:

There are 20 picture cards in color.  There is also a black & white set.  This unit includes task cards for patterning, a work mat, and a recording sheet.  

Sports Sorts are available on TpT or TN for $2.50.

HOTS Activity

Did you find yesterday's TRIADS easy?  If you did, thank the teachers that encouraged you to use HOTS.  

Answer:  card

Answer:  brush

Weren't those fun?  Want to try some more?  

WARNING: TRIADS may be addicting!

If you like TRIADS, you might also enjoy:

  

Higher Order Thinking Skills and much more!

Last week, I blogged about Bloom's Taxonomy and Higher Order Thinking Skills (HOTS).  (See April 2, 2012.)  My friend, Andrea, over at One Teacher's Take...is Another's Treasure commented that she also uses Webb's Depth of Knowledge (DOK) Levels and Marzano's Dimensions of Thinking, both of which are new to me.  So, I immediately googled them. Here's what I found. . .

Webb's DOK Levels look like this:

What I like about Webb's model is the 4 levels versus Bloom's 6.  It's always nice to condense things, isn't it?  At least in my realm of preparing dozens of lesson plans each day, less is more!  The 4 level descriptors (the inner circle) boast newer and somewhat clearer concepts.  

Then my eye wanders over the outer circle.  Ouch!  Another sea of verbs to swim through.  The 4th level, presumably the quarter in which we strive to spend most of our time, is curiously short on verbs compared to the other 75%.  Are those 8 verbs/phrases just more succinct?  Or, do they reflect the limitations foisted upon teachers by the Common Core of Teaching Standards, standardized testing, and uniform time lines?  Surely that triad has bearing on it.  

Perhaps there is more to be considered, however.  Is the 4th level truly where teachers strive to  be?  I hope, in my heart of hearts, that the answer is YES.  However, it is possible that some, if not many, teachers find little motivation to work on level 4.  Their efforts are not evaluated by standardized tests, depriving them of extrinsic approval.  Paychecks remain static whether teachers push their students toward extended learning or not.   Indeed, rewards are esoteric.  Certainly the dedicated, professional teacher experiences intrinsic satisfaction.  S/he may even be fortunate enough to receive accolades from students, parents, colleagues, and/or  administrators.  Is that enough? 

In a future blog, I'll discuss Marzano's Depth of Knowledge Levels.  Until then,  I'd love to hear your thoughts about teaching HOTS.  

Easter Hink Pinks

Are you egg-cited about checking your answers for the Easter Hink Pinks and Hinky Pinkies?  Or are you egg-ravated that you had to wait?  Are you cracking up at my egg humor or do you just want to yolk choke me?  Before I reveal the answers, I have to share the following egg humor:

This cracked me up, no yolk-ing!  (I think the season has me deviled.)  

Egg-nuff already!  Here are the answers:
     9. Twin rabbits = hare pair
    10. Royal leader of the season = spring king
    11. Egg coloring belongs to me = my dye
    13. Chocolate bunnies by the ocean = sandy candy

    14. Tall building made of lilies = flower tower

    15. Bunny's routines = rabbit's habits

How did you do?  Did you find them to be hard boiled and frustrating?  Or were they over easy?  

One of the things I love most about Hink Pinks, Hinky Pinkies, and Hinkity Pinkities is that they require ALL students to really think.  Even "Gavin Gifted" can't produce the answer before you finish reading the clue.  That alone makes them worth their weight in gold! However, I will admit that the more of them you present to the class, the quicker the response time.  I like to think they are building new neural pathways in their brains.  

If you are intrigued by these riddles, you may be interested in:  

      

These are FREEBIES:

As you can see, I'm really into Hink Pinks.  This is just a fraction of what I have in my files.  Do you think I need an intervention?