Science

An Extension Project on Biomes

Pernille Ripp
Biome Project Breakdown

Goal:  To teach the rest of the class about your selected biome and assess their understanding.

Products:  Research report to Mrs. Ripp, hands-on extension project to use as teaching tool, assessment for class (can be verbal), self-evaluation based on class assessment.

Process:

  1. Determine the top 3 biomes you would like to research with your group:  Savannah, desert, tundra, rainforest, grasslands, or deciduous forests.
  2. Within group, research the various parts of your biome, such as: people, climate, plants, animals, locations.  You decide what the most important parts are.
  3. Use sources from the library as well as from our LiveBinder to research.
  4. Once research is completed, write one report as a group – double spaced, Times New Roman, sz. 12.
  5. Work on extension project for teaching, ideas are: PPT, Prezi, Animoto, Posters, diorama, terrariums, movies.  You are the teacher, how would you like to be taught about a biome?  Make it interesting.
  6. Work on how you will assess the students learning.  How will you know you did a good job teaching them about your biome?  Ideas for assessment include: question sheet, asking questions, have students write what they learned,  have students draw/diagram their learning, have them write a song, create a concept map, do a compare/contrast, check their pre-knowledge and then their post-knowledge, true or false, word search, definition match, crossword, write a blog post that talks about your learning, solve a problem, student choice
  7. You need to know your facts as the teacher, figure out who will do what etc.

being a teacher, failure, mistakes, students

When We Admit Our Faults Or When Math Blows Up in Your Face

Pernille Ripp
I admit it; math today was a mess.  I had done my preparation, I had created my lesson, I had everything ready and then in the middle of it; breakdown.  The kids were getting antsy, my explanation didn’t work, and finally it dawned on me ; I was not making sense.  Mortification, terror, and just a little bit of embarresement.  You see, I hadn’t taken the time to fully understand the concept being taught.  I had prepared, sure, but I hadn’t figured it out on my own.  I had just follwoed the prompts of the books and copied the words thinking that I understood when in reality I didn’t.  In fact, I wasn’t even close.

So when students started asking questions, there I stood with a choice to make; do I admit my faults or do I pretend that I know what i am talking about.  I swallowed my pride and admitted it,”Sorry, but I have to figure this out first before I teach it to you.”  The kids went quiet.  “I don’t want to teach it to you because I will teach it wrong, so let’s get back to it tomorrow when I have had some time.”  Then the kids sighed in relief.  “Good Mrs. Ripp, because I was really confused…” and the energy immediately returned to the room.

After school today, I sought out a colleague and I asked them to walk me through it and explain it like they did to the students since the book just wasn’t clicking for me.  And as he patiently explained it, I realized once again how our students must feel when something doesn’t make sense.  I realized how important it is for us to figure our curriculum out before we teach it to students.  I realized how crucial it is for us to admit when we simply don’t know. 

Sure my lesson tomorrow just a got a little more crowded, but in the end, it is worth it.  I didn’t wing it, I didn’t fake it, I presented it as a true learning moment in which the teacher didn’t know, and then I figured out how I would learn it myself.  In the end, when I admitted my fault, I learned more, and that lesson is something worth passing on.

being a teacher, being me, communication, contest

We Are Only Human, Why Do We Forget That?

Pernille Ripp
Being a blogger, a teacher, a person who exposes themselves to the world through their words and actions, our personalities sometimes get distorted.  We get boxed in, labeled, or categorized in some way, all so that others can get a better handle on who we are and what we stand for.

Strangers decide whether they like us or not on small acts, on assumptions that they create, on things we say, write, do and then spread that like or dislike to others, forever judging us based on perhaps one blog post, one idea of what we are, or some distorted image.  And sometimes others forget that we are humans too.  Parents send angry emails based on an assumption, anonymous commenters attack rather than discuss, and sometimes people you consider to be part of your support network drop you like you were yesterday’s news.  And it hurts, and our blogging, or our teaching interferes with the emotions we bring home and into our homes.  Our personal relationships suffer because of what happens outside of us, outside of our own realm of control, and we wonder why we put ourselves out there?

This school year, I was a top 10 finalist in a contest for good teachers.  While I had nothing to do with my own nomination, I used it as a way to show that having a non-traditional classroom in a public school setting was indeed possible.  And yet, no matter how noble my intentions,  the contest proved to be detrimental to me as an educator and as a person.  I said yes to continue on in the contest because if I won, I could get $10,000 and use it for something at my school; a new gym floor, working computers, more books.  And that was something bigger than me.  I knew there would be backlash but the magnitude of it still astounded me.  People who I thought would understand, perhaps not support, but understand, berated and tore me to shreds.  Educators whom I admire in my PLN decided that they would no longer follow me or have conversations with me, teachers whom I admire thought I did it as a way to show off, to elevate myself above the rest.  And it hurt.  And it confounded.  And even though you try not to take it personal, you do, because it is.  And even though you try to pick up the pieces, they just never fit back together the same way.  The people are gone, the communication is gone, the care is gone.

So I learned my lesson, don’t think you are anything special – perfect for a product of Janteloven – because others will disagree.  Others will tear you down.  How sad, how utterly contrary to what we stand for as educators, how eye opening.  And yet, I continue to congratulate others, to be excited about their success and I remind myself whenever I see someone within my realm of the world; whether global PLN or local community, that is being recognized that I should cheer for them.  That I should be happy whenever an educator is recognized for something good rather than some evil they have done.We are all just human, and words hurt more than we know, we should be each others biggest cheerleaders, there are enough people trying to tear us all down.

Uncategorized

So You Are Going to #EdCamp – How To Stay Involved & Stay You

Pernille Ripp
Picture from my first EdCamp, I am all the way to the left 

The first ever Wisconsin EdCamp, #EdCampMKE,  is this coming Saturday which made me think back to when I was getting ready to attend my first EdCamp in Chicago last year.  To say I was nervous wouldn’t quite cover it.  It was more of a, “Why did I sign up for this and I can’t believe people will see me, what if they hate me…” kind of pukey feeling nervousness.  So I figured I am not alone, perhaps you are about to attend an EdCamp or even some other conference where you are meeting people from your PLN for the first time, perhaps you are an old pro at these events.  Either way, here is what I wish I had known before I went.

  1. Initiate.  My first EdCamp I sat at a table until my friend Katie found me.  I was so nervous to say hi to anyone, I would have gladly sat at that table all day, just slipping through the cracks.  But that is not what EdCamps are about; they are there for you to start a conversation, so do so right away.  Sit down at a table that is having a lively discussion or say hi to someone sitting by themselves.  We don’t all look like our avatars so you never know who that person is and just how introvereted they may really be, me included.
  2. Engage and speak up.  Once you have made initial contact; speak up.  Add your voice to the conversation, again this is what make EdCamp so ingenious, it is all about communication and relationships.
  3. Propose.  I am passionate about limiting grades, homework and rewards in the classroom and no one had offered a session on it.  So up to the stage I went with my proposal.  The worst thing that could happen?  No one showing up, but instead it was a lively one hour discussion that brought many people to the table.  So if you have something you would love to discuss, propose a session or find someone to propose it with you.  This isn’t about you lecturing a group of people; it is all about the discussion.
  4. Think Un-Tech.  I love technology!  But I don’t want to discuss it all day, so please come to EdCamp with more than just tech-related ideas.  And while there is room for everything at EdCamp, there needs to be a balance.  We may all be geeking out over possible 1 to 1 initiatives but isn’t education much more than just fancy tools?  
  5. Move on.  So you really want to discuss a particular topic but no one else does, or the session you thought was going to be incredibly exciting is just not?  Move on.  Do so quietly and respectfully, but do find something that interests you, otherwise why bother spending your Saturday afternoon there.
  6. Be Nice.  EdCamp isn’t about snark or putting others down, it is about community and great debate.  So just like our moms taught us; play nice.  And that also goes for the backchannel that usually pops up.
  7. Be Courageous.  If you are passionate about something bring that to the session or better yet, lead your own.  I am not an expert on anything but I do have opinions so why not add them to the conversations.  Yes, people may disagree with you but you may learn something and so may they.
  8. Be Creative.  At the last EdCamp Chicago my friends Katie and Jason led a session on the shy/introverted educator and their place in educator.  What a fantastic creative topic that I was so sorry I missed.  Think of what you really want to discuss and take it further.  Why not start a discussion on how we can actually change education in our country starting in your classroom, or how to bring passion in to the classroom or some other topic that may seem a bit out of the ordinary.  While you may not come up with solutions, the conversations will probably still be worth it.
  9. Be Quiet.  Yes, I know I have said to speak up but also know when to listen.  I was amazed at some of the things and ideas coming from other people, as long as I stopped talking long enough to hear them.  So add you ideas and then listen to others.  It is the give and take that make EdCamp extraordinary.
  10. Drink water.  This very pregnant mama will be the one chugging water all day and you should do the same.  EdCamp, or any other conference, can be exhausting and you want to stay alert for the whole day.  

Fellow EdCamp Veterans, what did I miss?

contest

Appreciate a Teacher – Win a Gift Card Thanks to Adobe

Pernille Ripp
I know teacher appreciation week is in full swing in many places, and I am sure feeling the appreciation here at school.  So the great people of Adobe thought they would pass on some appreciation as well to you and your favorite teachers.  It is actually quite simple; for the chance to win a $25 iTunes gift card, followers must tag @AdobeStudents and write a wall post about their favorite teacher/mentor and why on the Adobe Student Facebook page .  Write a story, post a quote, share a video/picture/give a shout out.  You can even win a $50 gift card if you create something with Photoshop or Illustrator and post that.


SoO get appreciating and maybe some good karma will come your way as well.
being a teacher, classroom expectations, summer, teaching

Summer Is Not Here Yet – Tips To Stay Motivated and Energized

Pernille Ripp
See that kid walking in; the one who smiles every day and then just kind of retracts into their own world.  yeah that child, well, it is not too late to make a connection.  In fact, now, as the end of the years nears is the perfect time to try again.  I know you are busy, I know summer looms large, but still, how about another try?

With less than 5 weeks to go, some are in summer mode, both teachers and students, and others continue to push on.  At the end of every day with my students I say, “There goes another day in 5th grade but boy we have a lot to do.”  In our room there is a sense of urgency; a need for efficiency, hard work and a little bit of pressure because the learning just does not have time to wait.  Students are busy with larger end of the year projects and I work more as consultant than direct instructor.  Sure side conversations slip in but overall there is a sense of mission.    A sense of using the year to the fullest degree, of finishing with a bang rather than a fizzle.

So what can we do to keep ourselves motivated?

  • Reach out and speak to someone new.  We tend to retract during this time, feeling that our schedules are overpacked and there is so much to do but there is something about reaching out and making a new connection.  Whether it is with a student, a colleague, or a parent even, now is the time to continue to build relationships.  It provides spark and energy and new ideas, what else could you want in May.
  • Get heavily invested.  I am very invested in these end of the year projects and I am in new territory with all of them. Students are acting as teachers in one with an assessment piece even tied in by them.  Another lets us use Adobe Elements which I have never attempted, you get the drift.  Instead of resting and trying something safe, I continue to push it and it keeps me revitalized, which directly translates to the energy level of the classroom.
  • Now is the time for conversation.  Although my mind is fully in this year, knowing I have a maternity leave coming up, I want to make sure I set my sub up with the best options, so my students and I speak a lot about what works and what doesn’t.  How would they tweak the classroom, how would they alter projects and so forth.  I, in turn, listen and take notes, changing as I go.
  • Trust them more.  I see some teachers pull in the reins and really try to control students more as the end of year nears.  And yes, energy levels are up across the board and yet, I give mine more leeway.  I trust them more to make the right decisions, to represent, and to push themselves.  They have grown so much over the year, now is the time to acknowledge that.
  • Crank the music.  And don’t take yourself so seriously.  Yes, you may be frazzled with so much to do, we all are, but is it fair to give that to the students?  I try to laugh more, smile more, and dance more as the year comes to a close.  We al need the body breaks and you an get a lot of classroom cleaning done with a great 80’s song blaring.
  • Stay with the kids.  And with that I mean, in your mind and in your heart.  I always have an awful time letting go of “my” kids even though I know they are ready, but it is something I pride myself on.  These kids know I am fully focused on them and on their academics.  They know that I want to hear their stories and I want to support them.  Even though our official year is almost over does not mean our relationship is.  So I continue to work on all of my relationships with them to ensure that they know that they belong, that they are accepted, and that room 310 will always be their home, no matter how old they get.

Related articles