School Uniforms for Columbia?!!!

During math I was happy to see the Ss retention of concepts learned on Friday, checked with C and he was able to demonstrate understanding successfully.  N is feeling very successful with this, great participation with hand up much more enthusiasm.
A lesson today that was part LA part SS was learning how to debate (sort of).  The topic was: Should our school have school uniforms?  To set the stage I stressed no outbursts/comments that may influence others opinions, needed the opportunity to think independently first, later you'd have a chance to influence manipulate others views (they liked that!).  We viewed many examples of what these uniforms might look like on the projector.  I introduced the "T" Chart for a Pros/Cons list, talked about how it is a great tool for helping make all kinds of decisions throughout life.  Students independently brainstormed for pros/cons for their chart in their writing book then answered the question either yes or no because... (the important part giving your reasons/backing up your opinion).  After some time to do this, mixed results through the class, N took 3 reminders to get out his book and once out almost no writing occurred, a very reluctant writer at times (should he be given a different option, needs to write but... ideas/thoughts...) Next I randomly grouped the students into groups of about 4 and went over what to do in the groups, modelled good listening, speaking, etc.  Each person was to take a turn sharing their pro/con list and their yes/no opinion, others were not to comment or interrupt at all, after everyone has a chance to share then move to discussion, again modelled ("I like what you said, I hadn't thought of.., yes but...) While the students were working in their groups I went around and recorded with the Flip thinking I will share the movie with them so they can see their group interactions and we as a class can discuss).  Next back to your desks to update lists with any "fresh" ideas/thoughts from the discussion.  Create pro/con list on the board together Ss can choose to add to either collumn if they think it is relevant to their thinking.  Then had them "pick sides" yes or no in favour of opposed to getting school uniforms.  20 against 6 for.  Moved them so they were sitting facing each other the yes and no group.  "Debate" begins using the microphone and following guidelines similar to class meetings taking turns, listening, responding.  I did some paraphrasing for clarity purposes.  Return to seats and outline highlights.  Now some think time (lunch time).  After lunch reviewed and asked them to now write their opinion yes or no, why?  Now 13 for and 13 opposed.  Focussed on the importance of not judging too quickly, listening to other's opinions, being open to possibilities, etc.
Think I'd like to do more debates with them, their engagement seemed really positive.  Am thinking that for a follow up to this lesson we'll use all those pros/cons we generated to write a persuasive paragraph (will require teaching paragraph structure first) and perhaps giving opportunities for presenting opinions orally, maybe developing a skit in groups demonstrating the side you agree with,....just thinking, tossing around ideas...

Math Lesson Place Value

Today's (Fri Oct 14) math went really well.  Some good reminders for me for learning with 9 and 10 year olds.  We started by all making our own place value odometers.  A fair bit of scissor work, good to provide opportunities for them to keep these skills sharp.  The youthful exuberance of cutting and following the directions to make sure theirs turned out created great energy in the room.  Fast finishers helped slower students, really positive friendly interactions.  Once done teacher led (TL) 3 column chart on the board, Ss followed along copied into notebook (a common element, slowly completed helps keep them together, allows all to be successful).  Intro a dice give Ss turns rolling to create a 4 digit number: multiple challenges opportunities completed with the number: create the biggest number, the smallest, one in between, had students up in front of class in group of four holding number cards and arranging themselves accordingly (I am the ones, tens, etc). to build four digit number.  Had another student build the number using manipulatives in the middle of the room where all could see them then had 4 more students represent each place value hold the manipulatives up,etc.  TL record the number on the board in column one standard form, have all students make the number on their place value odometer, invite one student up to show, have all students check read out the number to their elbow partner.  Record the same number in column 2 expanded form/relate numbers to groups on odometer, have student read number out write word form in column 3, have Ss copy in their books.  Repeat process with 2 more 4 digit numbers, then a five digit number (switched from dice to pick a number between 0-9 randomly throughout the room helps keep them all on their toes-used name sticks for some of this).  Repeated process with 6 digit number, and 7 digit introducing millions (Gr5 concept).  Concluding activity was a partner (I quickly partnered while distributing dice) dice game modelled between me and P (one of 4 students identified for "Lens" project).  Take turns rolling die decide where to place digit on place value odometer to build biggest number, win the round score a point, race to 5 points.  Ss had fun playing the game and really demonstrated solid understanding of the concept.
2 at risk Ss, C and N struggled getting going, can't find scissors, making mistakes, etc. removed barriers, lent them scissors, partners with a stronger student, had them copy their partner.  Both ended up being successful, N had more smiles than have seen in a long time, doesn't seem happy most of the time.  C, enjoyed was more engaged but not sure if he really understands the concept well will have to follow up check for understanding one on one next class with him.
Lessons for me: when possible make it hands on/keep them busy with things they can experience success with, they want to be busy, short instructions, more action, single step at a time, must keep a strong element of structure to keep whole group moving in desired direction together (too much freedom can lead to being lost/struggles), keep it fun try to include low risk high reward games whenever possible, make use of student leaders/partnerships to help each other beneficial to the Ss and me.
Challenge is to create a similar lesson/learning environment for LA lesson, thinking about how to do.

Welcome to Blog World

This is my first experience with blogging for myself.  I read several other people's blogs regularly but haven't tried it myself.  The self reflection will be a positive practice if I can stay disciplined enough to record my thoughts regularly.  First of many hopefully!