Super Teacher Stuff

The Potential of Google Plus

noreply@blogger.com (Gallimore) — Fri, 15 Jul 2011 01:54:00 +0000

The Potential of Google Plus

by Nicholas Gallimore

Google has changed the face of education. I am not merely talking about classrooms, homework, or researching for your child’s science fair project. By Google making information readily available, the human population can self-educate on any topic they wish. Combine that fact with the connectivity of smart phones along with high speed Internet, and a new unintended product emerges, On Demand Learning.

I feel that mankind has already developed the first stages of brain augmentation on a global scale, and much of that can be attributed to the ability to organize a vast sea of information in mere seconds from the palm of your hand. Here is an example of modern self-education. If I want to make a quiche’ from scratch, then I can pick up my phone or tablet pc search for quiche’ recipes, and now I know how to make quiche’ from scratch. Not only that, but I can also see reviews on the best quiche’, video tutorials on cooking techniques, and have the dish prepared before everyone wakes up for breakfast. Before the combination of high speed Internet, smart phones, and search engines, I would have either had to own a cookbook with quiche’ recipes (which have been previously taste tested) or print a recipe from my computer, so I wouldn’t have to keep running back and forth between the monitor and the kitchen.

We have the ability to learn anything we want, video lessons from Harvard, the latest developments in String Theory, or how to get kids to like vegetables. Unfortunately, we are limited by our own self-interests. Instead of learning more about Physics we tend to learn how to get to the next stage of a videogame, or about the mundane life of our favorite celebrity, or how to bake a quiche’. On the transverse for those of you who are into Physics, simply replace celebrity with theorist.

This On Demand Learning will change the educational system, eventually, once all of the tradition of institutionalization has been deemed archaic. In the meantime, my fellow teachers become a revolutionary. Even if you’re the only one in your school, find new and exciting technology and try it out. See if it makes your lesson sink in, or makes your life a little easier. If it doesn’t, then try something else. Find your students’ interests, and give them the tools to develop into life-long learners. But most importantly show them that there is another world outside of their limited self-interests, and that there might be something else that they find appealing. As teachers, we should feel obligated to facilitate On Demand Learning. We should teach our students how to use modern tools to solve modern problems, and just maybe rekindle the connection between education and the “real world”.

I see ways that Google Plus can help teachers facilitate extremely individualized instruction. It can be used along with Google Docs as a classroom management tool that has the potential for realistic instruction that is driven by the student’s self-interests. This paired with teachers facilitating their students’ desire to learn about a variety of new potential interests, which happen to align to state standards, learning goals, and lesson objectives.

Problems with Google Plus in the Normal Classroom Environment

How can this On Demand Learning classroom revolution become realized through the use of Google Plus? Well that’s where a problem arises. Notice I didn’t give this article the title “Google Plus will Change the Way You Teach.” There are still realistic relevant objections to using social media in the classroom. Most they stem from cyber bullying and privacy concerns. Another stumbling block is the fact that not every classroom has one computer for every student, and that not all students have working computers at home. There are also strains on the school network, content filtering, and other concerns that seriously need to be addressed before teachers mandate the use of Google Plus in their classroom. Realistically, Google Plus will probably be blocked by your school’s content filter for some time. I know that many of you are already devising ways to circumvent the network filters (allowing cell phones in the classroom for example). A word of warning though, if one of your students does something off task while using unapproved technology, then you as the teacher will have a lot of explaining to do to your administrators.

Engaging the Learner through Google Plus

Engaging our students has always been the bane of every teacher’s existence. “I have the information that they need to pass; so why don’t they just listen to me and study.” People simply don’t work that way. Yes the information is what we need, but it’s not necessarily what we want. The modern teacher is tasked with making their students want what they also need. However, we are rarely given the proper tools to accomplish this impossible task. For those of you who are not teachers, relate this to trying to get a child to want to eat broccoli. Many of you thought, “Well I just put some cheese on it.” What if there wasn’t any cheese or if they just lick the cheese off of the broccoli? How do you get someone to do something you want them to do, because they want to do it?

Google Plus is designed to tailor your experiences based upon your interests. As teachers, we can address the interests of our students through the creation of dynamic circles and project based, teacher facilitated hangouts. I relate this concept to virtual versions of traditional classroom centers. However, unlike the traditional classroom center, the teacher has the entire Internet at their disposal. This leads me to wonder why school systems will continue to spend so much on textbooks, while they are faced with slashed budgets.

My vision of Google Plus in the classroom sound a little complicated on paper, but I can visualize how it would work. The teacher and students all have Google Plus accounts; the teacher leads the class in setting up circles based upon what topics are to be learned. The students could have generic circles for each subject or more specific circles for group projects, key learning goals, or specific tasks. The teacher would have to be a member of each of these circles to facilitate discussions, offer feedback, share resources, and collect group submissions. Basically, I see Google Plus as making learning a collaborative effort.

Each student is the center of their circles, so their learning experienced can be tailored to their interests through the sharing of ideas. Not only can those ideas be shared, but the teacher has given them a platform and an audience. If they want to share a video that they made about the quadratic formula, then they can post it to those in their Math circle. If they would like to have a hangout session about the global impact of America’s foreign policy, then the students could actually invite others from around the globe to get their perspective. They could utilize Google’s translate feature to speak to other kids in their native language. I know that the translations wouldn’t be perfect, but that could start a whole other project based on the importance of linguistics in a global economy.

I realize that this may seem like a convoluted pipe dream now, but I can see a future where this type of learning is not only feasible, but expected. There are a lot of hurdles to overcome to get there, but I can see the potential of Google Plus when in the able hands of a competent, caring teacher.

Note: If you would like an invite to Google Plus please send me an email and I’ll send an invite to you

superteacherstuff@gmail.com

Poet-Tree Class Writing Project

noreply@blogger.com (Gallimore) — Tue, 05 Apr 2011 05:44:00 +0000

A few years ago while I was teaching a poetry lesson, I thought of an interesting writing activity. I had my students write poems from different genres on outlines of their hands. I understand that this may not be such an original idea to the seasoned teacher, but at the time I felt that it was quite the epiphany.

My students liked expressing themselves, but they really enjoyed creating the tree. They chose to have the tree climb the ceiling like a grape vine. I would have liked a smaller tree with more leaves. It may have looked better if I added a canopy of green poster paper, and then taped their leaves to that instead of sticking them to the branches. I’m going to try the project again this year. I hope my current students enjoy the project.
I have created some things that you may find useful for your poetry unit, if you would like your students to create a “Poet-Tree” for your classroom.

A Short List of Poetic Terms and Definitions

Hand Shaped Writing Template

Leaf Shaped Writing Template

GamerNode: News - Gamer uses virtual medic training to help save a life

noreply@blogger.com (Gallimore) — Sat, 22 Jan 2011 03:14:00 +0000

GamerNode: News - Gamer uses virtual medic training to help save a life

Our Anime Studio Project

noreply@blogger.com (Gallimore) — Mon, 17 Jan 2011 05:00:00 +0000

We used Anime Studio to learn the basics of animation. I want my students to be able to recreate a BrainPop film.

We made our robots this week, learned about bone rigging, and created basic movement. This week was focused on learning the software.

I think that my students liked working with Anime Studio 6 Debut, but it was very hard for them to learn the software. I found it really easy to use,

but then again, I'm not a 6th grader. I always want the level of my students work to be amazing. Some of these videos were good.

I posted a few to YouTube. Please vote for the ones that you like the most.

My kids could use some POSITIVE or CONSTRUCTIVE feedback. Thanks.

T Minon Janvier- A Cajun French New Year's Story

noreply@blogger.com (Gallimore) — Fri, 31 Dec 2010 23:25:00 +0000

Le Petit Bon Homme Janvier, the little man of January, visits on New Year's Eve to leave a gift for little Cajun children to find once they wake New Year's Day. The gifts left, usually in the form of fruit and small bits of paper wrapped candy, are sometimes hidden around the house, in stockings left from Christmas, or in the shoes that the children place outside.

(The following articles by Jim Bradshaw appeared in The Daily Advertiser, Lafayette, LA on December 28 and December 31, 2004)

Santa didn’t begin to visit Cajun children until the late 1800’s. Before then, le petit bonhomme Janvier, sometimes called the Little January Stranger in English, delivered gifts at New Year’s. If the children were good during the year, he left them fruit and perhaps a bauble
or two. But if they had been bad, he turned trickster and left them ashes.

There were also some remote places in Louisiana’s bayou country where, until relatively recent times, Christmas was not celebrated until February. Some people may still remember that February 25 was called “Trapper’s Christmas.” The real Christmas fell in the middle of the trapping season, when the men of the trappers’ families were out in the marsh. So the families waited until after the trapping season to celebrate Christmas. That way, Papa
was home for the celebration, and so was the money he got for his pelts.
It made for a better celebration.

Latitude Longitude Song

noreply@blogger.com (Gallimore) — Tue, 23 Nov 2010 04:21:00 +0000

Lines of Latitude
Sung to the tune of “Wheels on the Bus”
written by Nicholas Gallimore

The equator is the
Starting Point
Starting Point
Starting Point
The equator is the
Starting Point
For lines of latitude

Latitude lines measure
North and South
North and South
North and South
Latitude lines measure
North and South
All around the world

The Prime Meridian is the
Starting Point
Starting Point
Starting Point
The Prime Meridian is the
Starting Point
For lines of longitude

Longitude lines measure
East and West
East and West
East and West
Longitude Lines measure
East and West
All around the world

The History of Thanksgiving from the History Channel

noreply@blogger.com (Gallimore) — Tue, 23 Nov 2010 02:52:00 +0000

Creating a Video Game using Promethean's Activ Inspire

noreply@blogger.com (Gallimore) — Thu, 04 Nov 2010 22:26:00 +0000

SuperTeacherStuff.com

I am currently developing a video game using Promethean's ActivInspire software. I'm hoping to get my students involved in creating video games for reading assignments, and I think that this is a good way to begin without a lot of coding.

Activ Inspire is a program for Promethean's interactive whiteboard, and I feel that it can be used for more than just hiding and revealing answers, or quizing students.

Teachers it time to think out side of the curriculum.

Data Driven Instruction and the Dynamic Group Learning Environment: Making Standardized Testing Useful in the Classroom

noreply@blogger.com (Gallimore) — Sun, 24 Oct 2010 05:22:00 +0000

Data Driven Instruction and the Dynamic Group Learning Environment:
Making Standardized Testing Useful in the Classroom
By Nicholas Gallimore

Twenty or more students enter our classrooms every year, and we have only a few days to establish a baseline. Some of our students are repeating the grade. Some have been socially promoted due to age or previous retentions. Some are working at grade level. Yet others are working on a more advanced level than everyone else in the classroom. It is essential that we address the needs of every student, and that simply cannot be done through a constant whole group instructional approach. Using standardized testing data from previous years, students can be placed into dynamic groups that allow teachers to alternate members depending on the skill being addressed. This will increase student engagement, understanding, and retention rates; while simultaneously reducing misbehavior in the classroom.
Whole group instruction has been used in the American Educational System for years, yet now it seems with increased accountability that the gears of reform are starting to get a little more oil. Whole group instruction is perfect for tasks that require repetition, basic memorization, teacher modeled instructions, or addressing an issue that concerns the entire class. However, whole group instruction falls short in maintaining student engagement over an extended period of time with such a diverse audience. While the teacher is remediating the class on basic skills, the advanced students are bored. While the teacher is trying to introduce new skills, the lower leveled students are confused. Essentially, teaching using a strictly whole group approach results in lessons that are geared toward the lower performing students in the class and often exclude some members of the group.
Ability grouping has been tried in the past by many classroom teachers. This approach allows the teacher to address the diverse needs of their students, while simultaneously increasing lesson engagement. The students are placed in high, medium, or low groups depending on academic ability. The teacher then creates lessons for each performance level. Unfortunately, this often results in the teacher merely assigning worksheets to the groups that were not working with the teacher. Ability grouping allowed some of the students to be engaged some of the time. Most of the time the lower performing students still monopolized instructional time, because they simply needed more time to process new information.
A dynamic group is one that is assembled by the teacher based upon the student’s need in a specific skill area during a specific time. In using this approach, the classroom is divided into several dynamic groups that are simultaneously learning different skills. These skills can be based upon aspects of the same subject or in different subject areas altogether. While one group is working on punctuation, another is focused on grammar, and the other is focused on reading comprehension. These dynamic groups can be initially formed through the use of the data that has been collected throughout our students’ educational career.
Our students are tested to the point of exhaustion. I feel that it is time for the classroom teacher to take the reins of this ever increasing mountain of data, and utilize it to drive a more individualized instruction. I understand that educational think-tanks, the government, and local school boards spend countless hours analyzing data to construct another round of educational programs. However, children are more than test scores, and raw data. Social constructs, up-bringing, attitude, and environment come together to transform the children in our desks into contributing members of society. As classroom teachers, we have the capacity to see past the raw test data into the heart of each student’s potential. Since we understand our students as individuals, we can understand their shortcomings and address each student’s unique educational needs. The question with which most teachers struggle is, “How can one person meet the individual needs of so many students”.
The simple answer is that we can’t realistically fix every deficit or inspire every student. However, we can set in motion the means for every student to become inspired or to identify ways that students can experience achievement. Teachers have many tools at their disposal; one of which is our students. Children learn more through teaching and explaining to their peers than a teacher could ever hope to achieve. Peer teaching and discussion increases the engagement of our students and forces them to problem solve in a natural and authentic setting. However, this tool must be used with extreme caution. In order for peer teaching in dynamic groups to be successful, the teacher must lay the initial instructional foundation and establish a rigid classroom management routine.
The teacher must establish how the groups will transition from one station to the next, the expectations of student behavior while at that station, how the students will flow from group to group during the course of the year, and the role each student takes in their own education. I feel that this approach may help to put the students in charge of their education. Instead of being educated by an outside source, the student can utilize their natural curiosity and build a need to know. In this setting the teacher becomes a facilitator of knowledge rather than a dictator of truth. The archaic student teacher relationship is challenged and student centered learning can occur.
As a facilitator, the classroom teacher must transition between the dynamic student groups and illustrate ways in which students can find needed information. More importantly though, is the facilitator’s role in showing group members ways to digest that information into authentic usable solutions. The ability to memorize facts has not lead to human prowess. It is our ability to problem solve that has built our strength. The importance of memorization is decreasing with the rise of technology. Information can be found on any topic with the use of a keyboard, but it is what we do with that information that is essential to forming solutions for our problems. The role of the classroom teacher is no longer to be the sole provider of information; instead it has become a manager of information. We show our students how to discern which information is legitimate and which is misguided. We guide our students to transform the information and the data into usable solutions. We are charged with the responsibility of nurturing the desire of our digital natives to become responsible, contributing digital citizens.

It is time that we teach by example. We need to take the data that has been giving to us by the think-tanks, our government, and our principals and transform the information into a usable solution. We can group our students based upon their need. This is different from ability grouping, because each group is formed to meet the needs of a student’s deficit. We need to identify the problem before we construct its solution. As the student’s deficit is identified, individual learning goals can be established by the teacher. Once these goals are met and the student’s deficits are reconciled the student can transition to another area of need. In this model groups are formed and dismantled as needs arise and are addressed.
Dynamic groups should be viewed as another tool in your teaching arsenal. It is another way to engage your students. This method may not be feasible in your learning environment, but I feel that it is one way that we as teachers can realistically meet the needs of our students. As students become disengaged, the potential for problem solving decreases; while conversely behavior problems increase.

Adding Navigation to Your Promethean ActivInspire Flipcharts

noreply@blogger.com (Gallimore) — Sat, 25 Sep 2010 05:08:00 +0000

Using Electronic Readers in the Classroom

noreply@blogger.com (Gallimore) — Wed, 23 Jun 2010 18:13:00 +0000

I feel that using electronic readers in our classrooms and libraries can both benefit students and possibly lower the cost of their education. School districts spend millions of dollars purchasing textbooks, supplemental materials, books for individualized instruction, large print books, books at various reading levels, and replacement books for those that are lost or stolen.

Will these new devices actually help our student's reading comprehension, scores, and ultimately improve their outlook on reading as enjoyable? Will this new technology just be another bit of snake oil that is marketed to fix the broken American educational system?

As with any technology that has been implemented in the history of education, the success of e-readers as an educational tool depends solely on the classroom teacher or librarian. If the e-readers are not used effectively, then it is illogical to say that the technology is detrimental to the learning environment. Teachers must be trained on how to use the technology, shown how it will make their job easier, and persuaded that the technology is a better approach to teaching skills than the latest gimmicky reading program that they have been ordered to implement.

The Kindle Goes to Ghana
The difference between e-readers and reading programs is the same difference between static books and reading programs. The e-reader and the book are the medium in which the reading program is implemented.

Comparing e-readers to static books is the equivalent of comparing books to cuneiform written on clay tablets.

A static book only tells what has been written within its pages, but e-readers allow the reader to carry a limitless library of static books with ease and portability.

Schools could bundle all of the core textbooks into one device for each student, and fit an entire library onto student's e-readers. This would drastically decrease the amount of weight that students have to lug around on a daily basis. Currently, the average sixth-graders back pack weighs more than twenty pounds.

Using e-readers may eventually mean that the school library is no longer necessary. Why would stacks of books be necessary if it can all be contained in a small portable device? What would happen to the card catalog? What will the role of the librarian become? Will there still be a need for librarians, when the device can automatically search and organize information? When will teachers get their planning period, if there is no more library time?

These questions may need to be addressed in the near future, but we are not quite at that point yet.

Before e-readers are integrated into the classroom we need to iron out some things:

1. How will they be used?
2. Who will use them?
3. Will the students be allowed to bring them home?
4. Will the students be charged a "lab fee" or insurance against damage or theft?
5. What type of professional developments can be developed for proper integration?
6. Will the device cause network strains for the district?
7. Which device is more appropriate for each grade level?
8. What of visually impaired students; will the use of these devices put them at a disadvantage?
9. What pilot programs are being studied?
10. How do we start a pilot program at our school, and properly collect usable data?

I plan on posting a review of each of the prominent e-readers, and developing integration methods.

Please let me know what you think about the future of e-readers in education.

Teaching the Scientific Method Using a Variation of Mentos and Coke

noreply@blogger.com (Gallimore) — Sat, 26 Sep 2009 16:53:00 +0000

Using attention getting experiments is a sure way to promote active student engagement in the lesson. Several of my students want to do this at their house to show their friends and family.

I know that the Mentos and Coke reaction has been on the net for some time now, but with a change in the amount of Mentos added, or a change in the type of beverage you can have a testable Scientific Experiment.

The focus of this lesson was to illustrate the different variables involved in a Scientific Investigation.

I hope that this sparks your creativity in the classroom.

Serious Gaming for Serious Engagement

noreply@blogger.com (Gallimore) — Tue, 02 Dec 2008 04:47:00 +0000

Here is a presentation that I have been working on for the upcoming Louisiana Computer Using Educators conference in Baton Rouge.

If you have ever wanted to try something different in your classroom, why not try gaming?
It has been proven to help kids learn, but you have to implement them correctly. Do not just stick the kid on the machine, and hope it will do the work for you.

Here are some ideas that will help.

Serious Gaming for Serious Engagement interactive .swf

Original PowerPoint

Serious Gaming for Serious Engagement.ppt

Second Life Gives Second Wind to Educational Gaming

noreply@blogger.com (Gallimore) — Thu, 07 Jun 2007 12:37:00 +0000

Ever think that your children are wasting time with those mind numbing video games? Many studies have been conducted showing that gaming is not as detrimental as we once thought.

Second Life is an online environment completely created by it's users. If the player wants a motorcycle, then they model it, program a script for movement and sound, and if it is good enough they can sell it for real money via slboutique.com

Anything you can imagine can be created... Think of the possibilities! Engaging chat rooms with 3d avatars, programming students can script in real time and get immediate feedback from instructors and peers. Students could understand the concepts of business and commerce through actually selling what they have created.

They have an education page check it out and let me know what you think. Watch the videos on the side menu. I was quite impressed. Could this be a possible future of education?

Second Life:Education

Here are some videos from YouTube:

Watch these architecture students design a house based upon actual blue prints while their instructor oversees the design process

Architecture on the Double

added by Keystone1111 on January 25, 2007

Architecture on the Double

A video game that can teach Neurology?

The Virtual Neurological Education Centre (VNEC) has been developed as an experiential learning environment for an Identified community and health care professionals.

An educator gives a walk-through of some of the benefits of Second Life.

VNEC Second Life

Added bylhetherington on May 10, 2007

VNEC Second Life

(Note: The green boxes on the table once clicked will bring up a window that shows symptoms, diagnostic strategy, etc. Notice also communication can be done via video on the flat screen tv, or from their lecture area.)

Education in Second Life: Explore the Possibilities

created by xxArete2xx on May 29, 2007

Education in Second Life: Explore the Possibilities

Ways to Group Students Quickly and Effectively

noreply@blogger.com (Gallimore) — Fri, 02 Mar 2007 07:17:00 +0000

In the struggle to reach every student in the classroom it occasionally becomes necessary to divide them into groups, but how? Whether it's for an activity, remediation, or even a quick little game, grouping students quickly and effectively can be tricky. I have been struggling with this concept, because my kids really want to work in groups on a full time basis. However, I'm doubtful of how much actual work will take place if I spend too much time helping one group over the other.

That dilemma has sparked a search for a solution. Like most teachers I need a solution that works in the classroom, not one that just sounds great on paper. Since classrooms are made of different personalities, I've decided to try different ideas to determine which works best in my class.

Here are some grouping strategies that may work for you.

Setup an area for groups in your classroom- this works well if your kids don't stay in groups throughout the day, or if the groups change regularly.

Pass out one playing card to each student-this way you can separate them by suite, evens, odds, factors of a number (factors of 6), the same number (four 9's), card-runs (2,3,4,5; or 6,7,8 depending on how big you want the group), divisible by, etc. The kids will be less likely to complain about the card they have, because they don't know how you are going to call the groups.

"Number Pops"- "Number Pops" works like this: Get a bunch of craft or Popsicle sticks and write numbers on them. These numbers should correlate to the number of groups that you would like and the number of people in each group. Example: If I wanted six groups of four students, then I would have four 1's, four 2's and so on. This may take a while to prepare for the teacher, but once it's done... it's done. Note: If you don't want to set it up ask a few of your "helper" students to do it for you during recess or something. Even better you could write on the can the number of groups. That way you could have cans that separate your class into groups of 4, 5, and 6.

Synonyms- on index cards you can write synonyms and have the students find their partners by matching the words together. Note: This concept can be confusing to some students. You may want to go over which of the words match before hand to calm the kids confusion.

"Group of the Day"-this strategy should be setup during the first few days of school, while you are still setting up your classroom routines. Have different groups for different days of the week. (Groups of 4, 5, and 6 for Mondays, Tuesdays, etc. That way on Monday if you say groups of four they know who they belong with, and on Tuesday their group of six maybe different) By doing this the students can get accustomed to getting in their groups, and you can develop a routine. Routines are a teacher's best friend!!! The kids will know immediately what is expected of them and who they should pair up with. Make a Bulletin Board sized calendar just for this grouping, this way the kids can reference it throughout the year.

Partners, Teams, and Panels- like "group of the day" you may need to establish these at the beginning of the year, but it works well for the different types of activities that you need them to achieve. Once established don't change the people in the groups, because keeping a routine will make the transition very quick. Once created the teacher will just have to say, "I need Partners to do such and such", "I need my Teams to complete...", or "As a Panel discuss....."

"Partners"- pair the students up or have them in groups of three. These types of groups work well for study groups, or paired reading.
"Teams"- separate your kids into groups of three and four. (NOTE: DON'T PAIR TWO GROUPS OF PARTNERS!!! They will become too friendly or get tired of each other. Plus it's good to have fresh input into the group.) These types of groups work well when there is a "hands-on" activity to be completed.
"Panels"- the kids are separated into groups of five or six. These groups are designed to talk. However, the teacher should have something constructive for them to talk about. Since the groups are so large you don't have to walk around as much just a quick visit to make sure they're on task. (Note: These groups are best at discussing written works, hot topics, "what if" scenarios, cause and effect, and problem solving. Make sure to give each student a participation sheet so they can document their feelings, ideas, solutions, etc. This will make each student in the group accountable for their individual work.

Birthday Buddies- match the students according to the months that they were born. This may or may not work depending on the dynamic of your classroom. I for example have 5 birthdays that fall in June, while only 1 is in March. So for my classroom, I chose to do "Birthday Buddies" by season. You could also separate them by the beginning, middle, and end of the month.

Burger Buddies- have your kids choose the fast food establishment they like the best. Have choices for the number of groups that you would like. Example: Which do you prefer? McDonald's, Burger King, Hardee's, Subway, etc. You may have to even up the groups by asking which beverage they prefer. (Note: I teach in a very small town and they only have one fast food place. So, I took it a step further and asked what is your favorite type of food to get from this place/what would you like on your burger.)

Genre Groups- separate your kids by the types of books, movies, music, or subjects that they enjoy. (Note: "Genre Groups" and "Burger Buddies" can be done through an interest survey at the beginning of the year. Since these surveys are done on paper, they will have no clue that you are using the survey as a means to group them. They will probably think that you are just trying to get to know them better.)

Color Pencils-have your kids pick colored pencils out of a can. Have four or five of the same color and have as many colors as you need groups.

I hope these ideas help to make grouping your students a little less stressful.
-Enjoy

Fodable Fortune Teller Fun!!!

noreply@blogger.com (Gallimore) — Wed, 17 Jan 2007 04:32:00 +0000

Do you remember those paper fortuneteller things that girls used to make when they were younger? You know the ones with the colors and the numbers written on them, and when your friend opened a certain flap it meant that she was destined to marry so and so, and have a mansion, and a "bazillion babies". Yeah, something like that. Anyway a thought occurred to me when I confiscated one of these instruments of gossip from a student in my class last year. What if I could take this thing that is already appealing to kids and use it to teach them something?
I know just like a teacher to zap the fun out of everything, but here goes.
I had my students write a question on each of the outside flaps. Once the question was answered, then the person holding the fortune spelled out the letters of the answer, while moving the fortune teller open and shut. (This can also be done with the words from the answer, if they are longer than one or two word phrases.) Once the answer is spelled out then the student can choose from the vocabulary words that are written on the inside of the fortune teller. They have to correctly define the word that they choose, or they do not get a point. The students can then open the fortune to see if the guesser had it right.

If the little animated gif that I made is hard to follow, then here are the step by step instructions:

These directions look complicated, but it is quite easy to make (just difficult to describe!).

Start with a square piece of paper. (Use a standard sheet of paper. Take a bottom corner and diagonal fold it across to the opposite side of the page. Cut off the 2.5 inch strip at the top of the page to create an 8.5 x 8.5 sheet of paper)
Fold the paper along the diagonal and crease. Then open it back up. Fold along the opposite diagonal and crease. Open it back up. Fold the paper in half along a straight edge and crease. Open it back up. Turn the paper 1/4 (90 degrees) and fold in half again, and crease. Open it back up. You should have a flat piece of paper with the creases forming a star in the center of the page.
Take one corner and fold it in to the center of star. Repeat with each corner. When you are done, you will have a six inch square, with four open flaps on the top.
Flip the piece of paper over. Take one corner and fold it in to the center of star. Repeat with each corner. Your square will now be about four inches on each side, with four flaps.
Flip the paper over so that the top side has square flaps. Fold the paper in half along a straight edge and crease. Open it back up. Turn the paper 1/4 (90 degrees) and fold in half again, and crease. Open it back up.
Put your thumb and index finger on your right hand under the two square flaps on the right hand side. Put your thumb and index finger on your left hand under the two square flaps on the left hand side. As you pinch your finger tips together, the fortune teller will take shape.
At this point you can write questions, definitions, characters, vocabulary, math problems, science terms, etc. on the flaps and answers under the flip up pieces.
To work the fortune teller, put your fingers back in the flaps. Pinch your thumb and index fingers together, then gently pull apart to open the center. Then bring the four fingers back together. Pinch together the two index fingers and the two thumbs. Gently pull apart to open the center.

This will work with any size square sheet of paper. These instructions use an 8.5 inch square so that other measurements can be used as guidelines in the instructions.

Getting your kids off the couch

noreply@blogger.com (Gallimore) — Fri, 12 Jan 2007 01:04:00 +0000

As a kid I found myself sitting in front of the television, eating TV dinners. I wasn't really motivated to get up and do anything. I mean, since I had every source of entertainment in the living room, what was the big appeal of going outside? As a result, I became a little fatty. Also, as an adult I find that I have to motivate myself to stay in shape and exercise. What are some steps that we as parents can take to make sure that our kids enjoy fitness, eating right, and going out every now and then to catch a breath of fresh air?

I find that recently the video gaming industry has taken a wonderful turn in the fight against childhood obesity. All too many times parents, and teachers blame the video game for excessive violence, and facilitating sloth in our nations youth. However, the industry has released several titles that I think educators and parents alike can appreciate.

The recent release of the Nintendo Wii is a major step in the right direction. This gaming system actually wants kids, adults, and seniors to forget their lazy ways by simply having them break free of the bindings of the couch monster. I have purchased one of these machines over the holidays, and found myself enjoying bouncing around my living room, in order to return a serve while playing tennis on Wii Sports. I've actually felt my heart rate increase while playing Raymond Rabbid Rabbits. Could this be the way of the future?

This movement craze did not begin with the Wii. Before the Wii was released, there was a game that swept through malls everywhere, challenging the likes of unfit gamers. I was too embarrassed to play the game in public, but found myself mesmerized by the rate at which the arrows flew across the screen! However, I was more amazed at the players ability to keep up!
That game was Dance Dance Revolution (DDR)! It showed me that our kids have the energy, they just have no structured means of letting it out! We actually keep our kids indoors, because who knows what kind of crazy people are out there. Then we fill them full of hyperactivity medication, because they are driving everyone in the house crazy. Why not give them a way to burn off that energy, and a hundred calories a minute by playing a video game they enjoy? I purchased this game for the PS2, and in no time my wife and I were bouncing across the living room trying desperately to catch our breathe as we clumsily stomped the arrows on the dance pad. At first it takes a little getting used to, but after a while we began having competitions with our friends. Can you imagine having twenty kids in a classroom playing DDR on a projector? What fun would that be! The extra pads would not even have to be plugged in! Actually all that you would need is some masking tape arrows pointing up, down, left, and right; and the kids could try to keep up!

Though even before DDR, Nintendo released the "Power Pad" for the Nintendo Entertainment System. This pad encouraged people to run, jump in place, and even do aerobics, as the player watched their little pixilated character mimic their movements. It was really revolutionary for its time, just like the Nintendo Wii is trying something different for our nation's youth. It may or may not last, I can't say... I'm just glad they tried.

Other games that get kids moving: Guitar Hero, Eye Toy, and Karaoke Revolution

Other less expensive ways of getting your kids off the couch:

Plan an outdoor activity as a family- (If your kids see that you enjoy getting out of the house then they may just follow your lead.)
Enroll them in a sport, or extracurricular activity- (Dancing, karate, soccer, track, all of these build the mind along with the body.)
Take them for a hometown tour- (I know that your kids have seen all of the local sites during school field trips, but they will actually get more out of a personal tour with their parents. Think about it. They will be able to ask you questions, go where they want to go, and discover things that the school trip may have passed over because of time restraints.)
Have a monthly family picnic- (The kids will get some fresh air, eat a healthy meal, and while they are playing on the swing set; you and your spouse can have a relaxing afternoon.)
Conduct a fitness challenge- (There is nothing wrong with a little friendly competition. Challenge your kids to do more jumping jacks than you, to jump rope longer, to make the "behind-the-back-one-legged-no-looking" jump shot. They will strive to make you proud. Side note: When they do beat you, be a gracious loser. This will leave it open for you to challenge them again next week....)

I hope this post gave you a few ideas about how to not only motivate your children and students to get off the couch, but also show how we as parents can positively effect our kid's lives.

Longitude & Latitude Rap

noreply@blogger.com (Gallimore) — Thu, 04 Jan 2007 03:32:00 +0000

How many times have you tried to teach the difference between latitude and longitude, only to leave your students with a look of utter confusion? I have something that may work. I can't guarantee that will work for every classroom. Some of your kids may just look at you like your crazy, but they'll appreciate the fact that you obviously trying to reach them.
I created a little freestyle rap, and my kids created the dance to go along. ( I know! I know! I'm a nerd... thus the web sites... The key is not to try to be cool, just be yourself. Your kids will understand. At least it will brighten their day.)
Here goes:

"Longitude/Latitude Rap"

To find your spot on the globe
Some coordinates you have to know

To get these numbers that you see
There's a little dance so listen to me

Slide your feet side to side
On the latitude line we ride

Move yourself up and down
The longitude line is what we found

To find your spot on the globe
Some coordinates you have to know

To get these numbers that you see
There's a little dance so listen to me

Slide your feet side to side
On the latitude line we ride

Move yourself up and down
The longitude line is what we found

To find your spot on the globe
Some coordinates you have to know
Longitude and Latitude there you go

(Have your kids stand up as they mimic you. They'll start to laugh, but eventually they'll realize that it's better than taking notes.)

If your kids think the rap is dumb, then you can challenge them to create a better one.
Please let me know if they come up with one that you like better. I'll be happy to post it for others, and of course class and teacher will get credit.

-Enjoy

Diorama

noreply@blogger.com (Gallimore) — Fri, 29 Dec 2006 19:49:00 +0000

Dioramas in the classroom can be a wonderful teaching tool. They are very cheap and easy to make. The students only need two sheets of regular (or construction paper), scissors, and glue (or staples if you want to be really cheap; staples also work a lot quicker because you do not have to wait for the glue to dry.)
When you think of a diorama you may be reminded of the old shadow boxes that you made when you were little. These shadow boxes were generally made from old shoe boxes, construction paper, and enough glue to keep Elmer's in business. However, the modern diorama is a very close cousin to the foldable. Here is how to make one.

To create a simple diorama, take a square piece of paper. (8 1/2" X 8 1/2" works well) Fold the paper diagonally, open it and fold it on the other diagonal. Then, cut on one fold to the center. Bring one of the flaps over the other flap and staple. This makes a little tent shaped space for your scene. Color the scene, add the setting, and then you can also have your students write a small paragraph about why they chose specific things.

Once the diorama is complete you can have the students combine four of the dioramas together, and they can be used to compare or contrast various ideas.

Happy Holidays!!

noreply@blogger.com (Gallimore) — Mon, 11 Dec 2006 00:05:00 +0000

Cheers to whatever you're celebrating this time of year! Whether it's Christmas, Chanukah, Kwanzaa, New Years, or just enjoying some time away from work. Enjoy every moment. I will be including some great holiday activities in this post to help ease your party planning.

However, this time of year does mean one thing for most teachers. It means the
year is about halfway over. Not to be a "Grinch", but testing is right around the corner!!! I always get nervous around this time of the year. I wonder if I have done all that I can to cram as much information into those tiny little brains as much as humanly possible. Then again what if my kids just freak out once they get the test and everything that was learned just fades away. I know that I'm over reacting, but deep down many of us feel this way.

So my question is how are you preparing your students for the upcoming testing sessions?

I teach 6th grade in Louisiana so we take the ILeap, which is basically a comprehensive test which includes several constructed responses. Below are some sites that I have found really helpful in getting my kids prepared for Standardized Testing.

(Right click on the links below to open in a new tab or window.)

Louisiana Pass-- A great site for Math review.
PSSA Math Practice Grade 5 (PDF)
Houghton Mifflin Math-- Test Prep, Brain Teasers, and Testing Techniques
Brain Child-- Preparation for many different state tests.
Test Taking Tips-- Several ways for your kids to stay cool under testing pressure.
Leap4Fun--Engage up to four players in this interactive board game. (Perfect for the one computer classroom)

Be sure to leave comments on your favorite standardized testing tips. As a community we can help each other to reach the demands of accountability.

I was going to incorporate a "Test Prep" section into SuperTeacherStuff, but there are so many tests out there, that it's hard to easily organize them all.

Now that I have stressed you out, it's time to sit back, relax, and enjoy some class holiday party plans.

Holiday Ideas

Happy Hands Wreath-- for lower elementary

Trace about ten hand prints on green paper. Glue them onto a wreath shaped chunk of cardboard. Decorate with glitter, fake berries, a bow, whatever...they are adorable. You can also use the same hand prints and shape them into Christmas trees with the fingers pointing down, and then let them decorate with beads, sequins, popcorn, whatever to make a cool tree.

Christmas Craft Ideas for Kids -Craft Spoon Christmas Tree

You'll Need

Wooden craft spoons;the spoons that come with ice cream cups.
Acrylic paint
Fabric paint tubes
Paint brushes
Yellow fun foam or felt
Craft glue
Scissors
Pin backs or ribbon

Step 1. Paint five wooden spoons with green acrylic paint.

It will take just a few minutes of drying time before
handling. Children can do the next step while waiting.
Step 2. Cut the star from the fun foam or felt.
I prefer fun foam. It's easier for kids to cut & glue.
Step 3. Glue the craft sticks in a fan shape to make the tree.
Step 4. Make dots with the paint tubes, for the decorations.
Step 5. For an ornament or gift tag; glue a ribbon loop
to the back.

To make a pin, attach a pin back. Pin backs can be found plain or with self adhesive strips
already attached.

Pine Cone Tree

Supplies needed:

Pinecones (purchase green or spray paint)

Green paint

Mini-pots

Stars

Sequins

Glue

Christmas Wreath Game

Suspend a large Christmas wreath in a doorway at a convenient height from the floor. Prepare in advance "snowballs," made of cotton batting covered with white tissue paper.

The players stand about eight feet from the wreath, and take turns, one at a time. Each is given three "snowballs," and the one who succeeds in throwing all three, one at a time, through the wreath, is given the prize.

To make it more exciting, sides may be chosen, and each one of the three snowballs numbered, one being 5, the other, 10, and the third, 20. If the ball numbered 5 goes through, it counts 5 for that player's side. If it does not go through, it is a loss, and so on. The side scoring the most points is victorious.

Get free holiday clip art here

"Hello World"

noreply@blogger.com (Gallimore) — Mon, 04 Dec 2006 22:19:00 +0000

This is the first program that a computer programmer learns to write. It sends a basic screen print message to the monitor the reads "Hello World". So basically this program is the programmer's announcement that he/she is on the way to becoming a fully competant programmer.

This is my way of announceing that Super Teacher Stuff has joined the blogging age. If you would like to subscribe to this blog, then please add it to your news reader or other rss reader. I will be covering many different educational topics. The good thing about a blog is you can read the stuff that you're interested, and not be worried about sending your email address to "god-knows-where". They say that they don't sell your information, yet the spam just keeps on coming.

To formerly introduce myself; my name is Nicholas Gallimore and I am currently developing two educational websites for teachers (Gallimore Learning.com and Super Teacher Stuff.com). I currently teach sixth grade in Louisiana, so I know what you are going through. My main drive for these sites is just to help my fellow educators in anyway possible. I don't ask for email addresses, memberships, or bombard you with popups. Basically, I get the space for very cheap through Sanity Internet, so I have no other alterier motives.
I just hope the general sharing of knowledge can make us better at what we do.

If you have any comments complaints, any ways that I can improve, material that I could add, or any helpful links, then please let me know.

-Nicholas Gallimore