In mathematics, learners often confuse the meaning of the greater than symbol (>) and less than (<) symbol.  Last week in my math class, one fifth grade student was no exception.  At our school, students use the memory trick to think of the sign as an alligators mouth.  The way to draw the symbol is easier because the alligator wants to eat the bigger number.  Another trick we use it to think of the point as the smaller end (which points to the smaller number) and to think of the other side as the larger end (which is on the same side as the larger number).  This particular student knew both of these tricks, but was still struggling.  That is when we came up with what is now called the “bird trick” (Thanks Kara!).

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Being a fifth grade teacher that loves science and teaching science, I apprehensively welcomed the fifth grade science End of Grade (EOG) exam. It is my bargaining tool for including more time for science instruction each week. In three years, I have moved from teaching science for 40 minutes every three days to teaching science for 45 minutes every two days. This is an increase of 40 hours of science instruction per year to 67.5 hours of science instruction per year. For comparison purposes, I teach 270 hours of math and 270 hours of reading instruction per year.

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In the past I have discredited international exams with the same reasons (or perhaps what Baybee would call excuses):
-”other countries only test their brightest”

-”other countries do not include special students”

-”other countries do not have second language learners”

-”other countries teach to the test” are ill informed and wrong” (2007).

Here is why I was wrong…

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After working from 6:30 am to 5:30 (an 11 hour workday) and then working an additional 2 hours at home (making for a 13 hour workday), I decided to do the math.  This equates to a 65 hour work week.  I know I am not alone.  Most teachers work more than a 40 hour work week.

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A blog I always enjoy reading, The Tempered Radical by Bill Ferriter, created a new day to celebrate – Epic Tech Fail Day.  In honor of this day, Bill asked for submissions of tech fails in the classroom.  We’ve all had these experiences.  Internet crashes, computers freezing, and other uncooperative technology that decides to stand still when you are in front of 30 eager students (even though it worked flawlessly when you tested it out just 15 minutes prior).  If an administrator is there to observe, the likelihood of an epic tech fail increases ten fold.  Here are a few of my epic tech fails, as well as some tips to overcome or prevent technology failures in the classroom.  Be sure to visit The Tempered Radical to share some of your own experiences!

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The History of This Unit

This unit is the culminating project for a course I am taking at East Carolina University labeled “EDUC 6001 – Introduction to Differences in Human Learning in Schools” taught by Professor Shea.

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I have recently integrated the use of flashcards into my science instruction and I am energized by their effectiveness and simplicity.  In the past I would have balked at using flashcards due to their implicit “drill and kill” stereotype; however, I am finding that they can be a dynamic part of instruction if used thoughtfully.  In reflecting on how I will implement flashcard use next year, I have come to the following conclusions based on my experience thus far:

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