Coding Unplugged – A number sorting computer

I learned an amazing coding activity at the #NCSTA17 conference in Greensboro, NC in October. The activity is from csunplugged.org. The mat works like a computer. It has rules and paths the information must follow. I was mind blown the first time we did it as adults at the conference and I immediately had the idea to use this as one of my comparing numbers introductions. #math1NBT3

The first time I did this, I taped the pattern out on the floor copying it from the photo I took at the conference. I didn’t want to spend the money making the cloth if it didn’t work. I was worried that my firsties wouldn’t get it since they would need to know right from left in order for the computer to be successful. I was so surprised! They did not want the computer to “break” and were very careful to chose the correct direction and help each other figure out where to go on the coding mat.

I bought this drop cloth at Lowes. I painted the pattern with tempra paint from my classroom. I copied it from the photo I took at the conference. It was pretty easy except I didn’t eyeball the paths correctly and ended up with 2 curved ones when they should all be straight. I also had a few cat prints from my dear sweet 15 year old torti cat, Calypso, being nosy and walking across the mat.

The kids DID NOT MIND! They love hearing all the crazy stories about my pets!

The first time we did this, I gave the kids single digit numbers 1-6 that I knew they would be able to compare and put in order easily. I had them line up out of order at the starting end of the mat. I asked the kids who were not on the computer to tell me what they noticed:

  • “They are 1 digit numbers.”
  • “They are out of order.”

So far so good! I explained the rules and paths on the computer and gave reminders for right and left so the knew which direction to move. At each step forward I had them stop and the observers to notice any changes (Nothing changed except the order of the numbers. And they were still out of order.) I slowed this WAY down. One step at a time asking them to compare and decide: right or left? By the time they go to the other end of the computer they were just as amazed as I was at the conference that this unplugged computer WORKED!!!

The next time we did this, I gave them teen numbers which I knew they were familiar with from kindergarten and had 1 or 2 numbers missing (i.e. 11, 13, 16, 17, 18 19). I kept it at a slow pace. Taking 1 step at a time and comparing and following paths and asking the observers to notice any changes. They were less surprised that the numbers ended up in order and more concerned that some numbers were missing in the order. This led to a great conversation about comparing numbers and the numbers that come between other numbers.

We moved on from there comparing more 2 digit numbers. I gave out another set of cards with 2 digit numbers specifically chosen so that it didn’t matter if they only compared 1 of the digits, it would still work out in order (i.e. 12, 23, 34, 45, 67, 89). I anticipated this would be a common misconception with comparing 2 digit numbers. We talked about always comparing with the tens number firs then the ones if the tens were equal.

The next set of cards had more random 2 digit numbers. I had them draw the base ten picture for this number so they could begin comparing both the number and a picture of that number and visualizing each 2 digit number. The last set of cards had just base ten pictures and they compared the images.

Each time I gave out a new set of cards, I called different students to be in the computer so that everyone could have a chance to observe and notice and participate. Each time we worked the computer, they were able to follow the rules and paths faster. Our observation skills even got keener as they noticed mistakes in the right/left stepping and corrected their friends so we didn’t “break” the computer.

Please share other unplugged computer science or coding activities or ideas you have for this activity in the comments!

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Amazon’s Echo Dot in the Classroom

This is not a sponsored post.

I bought an Amazon Echo Dot at the beginning of the school year and have set it up in my classroom as an additional learning tool. The Echo Dot uses an Artificial Intelligence, Alexa, to interact with humans through voice commands. Having an AI in the classroom helps students work on their speaking and listening skills. They have to speak clearly so she can hear them. They have to listen carefully because she sometimes answers quickly.
I have seen a lot of questions around lately about how these are can be used in the classroom. I linked a podcast at the bottom where they talk about the benefits of AI in the classroom. I’m going to share 5 ways I currently use my echo dot and then some of the new skills I just added and look forward to using.

I chose to use AI in my classroom this year because it can help support students with different needs. It takes the pressure off students because they don’t need to read or write in order to interact with the device. I also love that it is a relatively new technology on the market and I love the challenge of making it work in the classroom.

Note – We changed the wake word on our Echo Dot to Echo instead of Alexa since I have a student with that name.

*tips* turn OFF shopping, put it in a spot that doesn’t have a ton of regular activity so she can hear and be heard

1. Muisc

From day 1 I have used my Echo to play music. I have amazon music set up and can ask her to play anything from a specific song to a genre or artist playlist. My kids love to be the DJ for the day as one of our classroom rewards. They get to pick the music for morning arrival, movement breaks, or quiet music when we need to concentrate.

2. Timers and Reminders

I will ask Echo to set a timer for the number of minutes students have to complete a task or remind us of something we need to do that is not part of our regular schedule.

3. Spelling

First graders are really good at phonetic spelling and can stretch and write the sounds for any word they want. However, they start to realize that their spelling doesn’t match conventional spelling and they want to spell words correctly. I let my students use Echo to spell a word for them or check their spelling of a word. At first they needed to ask me before asking Echo to spell a word (I didn’t want them using it for sight words or words we have learned the spelling pattern for). They are good about this now and I’m ready to release control to them (or an Echo Manager – student job).

4. Brain Breaks

Echo can play music, tell a joke, or play quick games to help with brain breaks. We can ask her to play a song for a quick dance break, tell a joke to lighten the mood, or play a quick game. We love to play the Animal Game (one of the skills you can add). It works like 20 questions about animals.

5. Genius Hour

We have an (almost) weekly genius hour in my classroom. When students are ready to choose a topic or question to work on for their genius hour, they need to have their idea approved by Echo first. The purpose of Genius Hour is for students to spend time exploring their own curiosities. Part of this is in coming up with ideas that are not “googleable.” Alexa, being and AI, works like google. My students need to ask her their question and get an, “I don’t know” response from her to know that their question is going to take some time and work to reach an answer.

Skills I like or will be using soon

  • Invisible Dice
  • Ambient Sounds
  • Animal Game
  • Flip a coin
  • Kids Affirmation
  • Kids Mad Libs
  • Laugh Box
  • MathFacts
  • Mother May I
  • Rock Paper Scissors
  • Translated
  • Would You Rather
  • Word Look Up
  • Weather

Do you have and Alexa or another AI in your classroom? How do you use it? Please leave ideas in the comments!

Google Teacher Tribe Episode 31

Scooters, Science, Goal Setting

Yesterday as I stood in my driveway waiting for AAA to jump start my husband’s car, I watched as the neighbor boy (5 years old) played on his scooter in his driveway. The street leading into our cul-de-sac is a hill and his driveway is also sloped. Our driveways have a little bump so rain water goes down the storm drains instead of flooding our driveways. He went to the top of his driveway and realized he only needed to push once to make it to his garage. Next he went to the bottom of that bump and got frustrated with the number of pushes he needed to make it over the bump before he could coast to the garage. He went a little ways into the cul-de-sac and pushed off. He had to push again to make it over the bump in the driveway and then coast to the garage. He went farther into the cul-de-sac and pushed off. He made it to the peak of the driveway bump but didn’t make it over it. He went to the top of the cul-de-sac as his sister yelled for him to come back inside. This time he made it all the way down to the driveway, up and over the bump, and all the way into his garage. I could tell by the look on his face as he rode faster and faster down the hill that he was so proud of his accomplishment. He knew before he reached the garage that he was successful.

The whole time I watched as he problem solved, tried multiple strategies, failed, made adjustments, but never gave up until he succeeded my teacher brain was going wild!

  1. Wow! I can use this story to teach forces and motion in science to my firsties!
  2. Woah! This kid has some serious growth mindset and was so determined to race to his garage with only one push. He never once gave up or thought he was a terrible scooter rider.
  3. If kids can use these skills when they play why not for academics? Why aren’t academics at school approached through play?
  4. How can I use this kid’s perseverance and apply it to myself?

Yes, I plan to tell this story to my firsties and see if they can apply it to our science unit as well as pull out the character strengths he used while working to solve this problem.

I believe in play based learning as best practice for littles. Kids learn so much from their play. We as teachers need to pull our curriculum objectives out of children’s natural play. We need to guide and inspire play where children can apply curriculum knowledge to their games. Play allows children to feel safe in order to take risks. Risks allow children to learn and grow in deeper ways.

His perseverance inspires me. I am a goal setter but I often don’t make clear plans to take the necessary steps to meet my goals. I need to be more mindful about making plans and following through on the steps I need to take to meet my goals. I also need to take time to reflect on my progress and make adjustments to my plan in order to meet my goal. I need to go farther up the hill to get over the bumps in the path toward my goals.

What does this story make you think about?

Strengths Based Approach (3 blog posts under 250 words – post 2) #IMMOOC

Feedback is the most influential, powerful practice teachers can implement in their classrooms. Research (Hattie) shows that no single other practice in a classroom has a greater impact on student learning than feedback. However, how often does feedback come in the form of negatives.

  • “You need to start your sentence with a capital.”
  • “Did that sound right? Try a different strategy.”
  • “Check your counting. You made a silly mistake. “

I’m guilty of this type of feedback myself. I think I’m helping my students. But what message are they actually hearing? I worry that it could be:

  • “I’m a terrible writer.”
  • “I can’t read.”
  • “I’m not good enough.”

I have to be mindful daily to focus on my students strengths. It’s a decision I have to make every 5 seconds: tell them what they did great or what they need to fix.

I find that I get my fristies’ attention and interest when I start with something they did great. They love to hear how amazing they are. I try to make a point of telling each of my firsties something I love about them every day. They need this positive affirmation.

Today on flipgrid, one of my firsties was WAY off in her response but I didn’t even address it right away. I started by telling her how amazing she is at selfies (and she’s better than I am!) She lit up and hung on my every word after that! We hit her grow area after she was able to glow!

“I failed my way to success” #IMMOOC

I teach little kids. Modeling EVERYTHING is important. I model reading strategies, writing conventions, counting methods, steps in a process. Every. Single. Day. Multiple. Times. A. Day.  Modeling my learning is just as important. I preach growth mindset, the power of yet, and the miracle of mistakes all the time. I try to see into the future and predict the mistakes my littles will make then plan ahead to make those mistakes as I’m teaching my mini-lessons. These moments can be powerful for them. But I’ll tell you what, those kids are smart! They can see right though me! They know I made that mistake on purpose and they know I know better!

It is far more powerful to make natural mistakes in front of students. I don’t play those off as if I meant to. I model the process of how I realized there was a mistake and what I’m going to do to fix it and learn from it! My kids help me realize my mistakes and they cheer me on as they observe my process to improve.

My littles know I’m on twitter, they know I blog, they know I read books about education, they know I go to teacher conferences and workshops both to teach other teachers and to learn from other teachers. My kids know that teaching that their learning is my passion. During our morning meeting time we share what we’re learning, mistakes we made, and our curiosities. It’s important for me to be open and honest with them. I don’t tell them kid friendly things. I share the real things in my life that I’m learning, my actual mistakes, and what I’m actually wondering about. My kids know I just bought a house and I’m struggling to work my front garden to make it look nice and keep the weeds out (they even offered to come help).

When kids see the adults near them learning, making mistakes, and improving they will realize that’s what life is all about. My goal is for my students to learn to enjoy the struggle and lean into it. Our favorite quote is from Thomas Edison, “I failed my way to success.” It’s our mantra.

What are you learning right now?

#IMMOOC I’m a risk taker.

I’m a risk taker. I love to learn new things from twitter, podcasts, books, friends, and even billboards! I enjoy trying new things with my students and helping them find enjoyment in learning. I truly believe that if you love what you do, you never work a day in your life! I see it as my mission to help children find a love of learning that will last them their lifetime. My purpose is to help them find their passion and explore it. I teach first grade and I constantly think about my students as adults. What I design for them in first grade will help them in their future.

I #innovate4littles in my classroom because they CAN ! The first time I tried Genius Hour, I did it because I just knew it couldn’t be done with littles and boy was I wrong! At the time I taught kindergarten and they ran with it. Littles are natural risk takers because no one has told them they can’t yet and so they believe they can! That year, my littles inspired me to be a risk taker through their hard work, learning, and application of standards and content though self guided experiences in Genius Hour.

I am a risk taker for my littles because they take risks everyday. I empathize with them because it must be so scary! So, I join in and model taking risks, failing, trying again, and hopefully succeeding. I hope that my risk taking inspires them to love learning for the rest of their lives and become innovators of whatever they choose to have a passion for. I hope that my littles never work a day in their lives!

#Eclipse2017

Anyone out there still working on their plan for The Great American Eclipse? In my area we have the opportunity to see about 90% of the total eclipse and I am TOTALLY nerding out! North Carolina just rolled out a new science standard for first grade 1.E.1 – Recognize the features and patterns of the earth/moon/sun system as observed from earth. This means #Eclipse2017 fits in my standards!!!! I’m just now getting my details worked out and thought I would share them. Please share yours in the comments section!

Wonder

One of my goals this year is inquiry based instruction. I’m going to begin our day by collecting questions my firsties have about the eclipse. I’m sure they have heard people talking about it and I want to gather what they know and wonders. This may require some last minute scrambling to make sure I address misconceptions and questions I’m not prepared for.

Video

Discovery Education has gathered some great video and image  resources for the eclipse. I’ll start with the one titled “Solar Eclipse.” We’ll watch it once and then I’ll have my firsties write one thing they learned on a sheet of paper. We will use the DE Spotlight on Strategy (SOS) Snowball Fight to review our learning from the video. Students will crumple their paper into a ball, throw it in the middle of the circle and on my cue pull one sheet of paper out and read it. We’ll then watch the video again. After a second video, students will pull 2 snowballs from the circle and add an idea from the video to their friends’ snowballs. We’ll then have some share time to discuss what we noticed from the video. You will probably be able to find a few good videos on You Tube if you don’t have access to Discovery Education.

Article

Reading A-Z has some great science content on Science A-Z. Their July issue has a short 1 page article I’m going to have my firsties read in pairs. After reading, they will use Flipgrid to share a selfie video of the most interesting thing from the article. If you don’t have access to this great resource, they offer a free 2 week trial! Also, Front Row is free and they have a few different short, leveled articles about the eclipse you can share.

Model the eclipse

I have a handful of flashlights and quarters I’m bringing to school tomorrow. Students will use these materials to work in groups of 3-4 to make a video of what they think will happen during the eclipse. They will post this video on Seesaw.

Eclipse Observation

I have this amazing observation sheet from my EDU buddy Bill Ferriter. I have made 5 copies for each student. We will go outside to observe for about 30 seconds. Then we will come inside to work on our observation sheets. We will go out for observation 5 different times during the eclipse so my firsties can see the changes in the sky and environment. Each time we come inside to reflect on observations, we will discuss what we saw and make a prediction of what it will look like next. I’ll have a student share their drawing  and together we will draw our predictions on a portable dry erase board.

Extras!

I just bought a Google Cardboard and they have a Virtual Reality App for the eclipse. It costs $0.99 but I think that is worth it! I only have 1 cardboard so they will have to take turns. I’m doing this before the eclipse will help curb their desire to look at the eclipse outside.


Discovery Education also has a bunch of other videos I can use for my firsties to gather more information. They are also streaming the eclipse live on the Science Channel if it is cloudy or something happens that we can’t go outside. We can also view this when the eclipse is over as we reflect on the experience.

If we have time, we will make this to help us act out the movements of the earth and moon around the sun and try to make it show a solar eclipse.

Mystery Science also has a great activity with all the content you will need!

Reflect

I’m going to use another DE SOS for students to reflect on their experience. I’ll have them recreate the eclipse with art materials then tell about it with the “3 truths and a lie” SOS. I’m going to have them start with 1 truth and 1 lie and add to it time permitting. We’ll write the truths and lies flipbook style so we can hang them in the hall and others can guess which is the truth and which is the lie and flip it up to see.

I also have other reflection ideas so this may change or, better yet, I’ll give them a choice. It’ll depend on how everything goes tomorrow.

  • SOS 6 Word Story
  • Another FlipGrid
  • Chatterpix
  • Seesaw

Note: It is NEVER safe to look directly at the sun! I have parent permission and NASA approved eclipse glasses for each of my firsties. We are going outside to view the eclipse. I will (obviously) be very strict about making sure they know the damage that can be done if they do not leave their glasses on their eyes. I’ve done my research and know that if they look with a naked eye they won’t feel pain because the retina doesn’t have pain receptors and they will have blurry or even lose their vision permanently. I’m going to be very up front and honest with my firsties and I trust them to follow my directions.

PS – I’ll take pictures tomorrow and edit this post after!

My Flexible Classroom Journey

About 2 years ago I moved from a traditional classroom set up to a flexible classroom. I’ve learned some things along the way and made some adjustments. I noticed that different groups access flexibility differently. I’m going to share with you my growth process for flexible seating. For reference, Year 1 and Year 2 are years that I taught kindergarten. Year 3 is the current school year and I am teaching first grade. Year 1 was the year I began BYOD as well. You can read about that here.

Year 1:

My school purchased hokki stools for each grade level. They were evenly split between the classrooms. If you’re not familiar with these, they have a rounded bottom and when you sit on them you have to use your core to balance. I got 3 hokki stools and spread them around the room for my kinders to sit in. At this point, all I had were 3 hokki stools and chairs. I made a plan for students to take turns sitting in the hokki stools. My kinders had assigned seats so I had to move the hokki stool to a different kinder’s assigned spot each day.

Once I saw the benefits of the hokki stools for some kinders, I was interested to try other things. Our school had a staff PD about flexible seating and we talked about ways we can add things to our rooms with out spending money and then we were challenged to write a grant for the PTA to fund more flexible seating options.

Free options: raise tables for students to stand at, lower tables so students have to sit on floors, old crates turned upside down are strong enough to hold littles. I had pillows and cushions in my room already so I moved them to the floor tables and put them on top of the crates so they were more comfortable. My kinders also asked if they could go under tables to work and… YES! why not?!

Things our PTA funded for us: scoop chairs, more crates, seat cushions, tall stools, and yoga balls. These were spread around the room at different tables.

I transitioned from assigned seats to home bases. My students had placemats with their name tags on them and every week, they would choose a new table spot for their home base.

I made my own basket seats with my husband with plywood, cushion, and fabric. I followed a DIY I found online. I used these instead of upside down crates with cushions. Cassidy helped! 😜

Year 2:

I had all the same furniture in my room. My big shift year 2 was to move to daily home bases. Kinders chose a new seat every day. This would be the spot they go back to for independent work time. It worked great until a kinder went home sad because he didn’t get to school early enough to have lots of choices in his seat. Mom emailed me to let me know and I developed a plan to make sure each kinder got a turn in each flexible seat type. I had a chart with each seat type across the top and all the students names listed under. Once kinders chose a spot for the day, they had to cross off their name. They couldn’t choose that seat type again until everyone had a turn. This worked fabulously!

Year 2 I also made the decision to explicitly teach each seat choice. I made an anchor chart with diagrams and labels to show how I expected my kinders to sit or stand. I also had kinders model the right way and the wrong way to use the flexible seats. This was great because the had the chance to play with the seat choices. I revisited the chart and modeling as I observed patterns of kinders using seats in unexpected ways.

Year 3:

This year I made my expectations chart with the class and had them act out the right and wrong ways to use the seat choices. I love how the anchor chart serves as a daily reminder. I no longer use name tags as home bases. I have moved to a completely flexible option. Firsties can choose a different spot each time they need to go to the tables to work. I find a lot of my firsties like to lay on a pillow with a clipboard. My centers don’t have assigned areas, firsties bring the materials they need to whichever table or seating area they want. This year I plan on using some of my morning meeting time to talk about why we have each type of seating and the type of learner it supports. “If you ___ the ___ would be a great choice for you!”

I have come to the realization that there is a difference between having flexible seating and having a flexible classroom. Flexible seating refers to the furniture in your classroom and students get to choose where they sit (daily or weekly). To me, a flexible classroom includes student choice in more than just their seat location. It includes, their choice in how to complete work (digitally or paper), what they are learning (interest driven or options), books they read (shout out to my PLN buddy Allie Bond for inspiring me to move away from leveled readers!), and more! What do you do that makes your classroom flexible ?

5 Lessons Learned from BYOD with Littles

3 years ago my principal, Dr. Sandy Chambers challenged our staff to participate in a district pilot program in which students would bring devices to school from home (Bring Your Own Device – BYOD). This included a lot of push back, a lot of challenges, and a lot of awesomeness! I’m not gonna lie – I didn’t think it would work in kindergarten! They couldn’t keep track of their jacket! How would they keep track of a device!? It took a few years but I think I have learned some lessons that might help others get going on BYOD with littles!

Lesson #1

Set Expectations 

My school has a contract for each family participating in BYOD. If students don’t follow the guidelines they can lose the privilege of BYOD.  You will need to teach, model, and repeat these expectations with both parents and students frequently. Expectations include:

  • Use the device for learning.
  • Carry it with 2 hands.
  • Only the owner can use it.
  • Devices come to school charged.
  • How often the kid should bring their device.
  • Apps or settings kids need.
  • Digital Citizenship

Lesson #2

Procedures, Procedures, Procedures!

Procedures are what keeps your classroom running smoothly. Teachers have procedures for everything from going to the bathroom to solving student disagreements. BYOD needs its own set of specific procedures. You will need to teach, model, and repeat these procedures frequently. My procedures include:

  • Sign in devices daily so you know what is in your classroom. The sign in let’s me know what I have available each day.
  • Our devices are to stay in student bookbags until we need them.
  • I have a call out to check what students are doing. When I say, “device check!” Students immediately hold their device above their head facing in my direction. If they take a long time or you can see them tapping their devices they are most likely off task.
  • When instructing or giving directions I ask kids to put their devices in “listening mode.” This means they are upside down on their lap.
  • Kindness matters! When responding to other’s work digitally, be kind.

Lesson #3

Allow for students to become experts!

Pick a few apps you want students to have on their BYOD and use them frequently! Let the kids become experts. These apps should become second nature and a “go to” for responses and reflection. Try to pick open ended apps that can be used for creation. Here’s a list of my favorites:

  • Seesaw
  • Chatterpix,
  • Do ink green screen,
  • Felt board

I use and teach other apps too but these are the ones we use the most. I also use raz-kids/kids a-z daily, but it isn’t a creation app.

I also like to keep a running list of things I want to try. Here is my list of creative apps I want to try:

  • aurasma
  • book creator
  • sock puppet
  • coma coma

Lesson #4

Create!

Devices can add to your lessons in meaningful ways. A true blended classroom integrates technology seamlessly. Think creation and not just playing on apps. Use apps that are open ended and allow students to create: draw, photo, video, and write. Playing games and doing rote practice is not a sustainable way to integrate technology. Creation can be used for students to share their learning, respond to questions, or reflect on their learning. Allow students choice in how they share, respond, and reflect. Remember those favorite apps… They are all choices! Students choose them for different reasons depending on what they are trying to communicate.

Lesson #5

Try!

You will find things that work and things that don’t. Be flexible and take a chance. You’ll be surprised what littles can do with devices, they are digital natives after all! Modeling and involving them in the problem solving process is key to success in BYOD for littles.

Please reach out to me if you have any questions about BYOD and littles!

#FailForward with paper airplanes

Today was a hectic day. Track 2 tracked out and needed a home base for the day so the track 3 teacher could move into her room. So the track 2 teacher and I decided to #innovate4littles! We planned a paper airplane STEM challenge. It was hard. It was fun. It was dramatic. It was challenging. It was busy. It was engaging. It was amazing. It was innovative!

First, we watched this video. (Don’t judge the weird voices. It was the best we could find on short notice.)

And then we challenged them! We asked them to make a paper airplane that could fly far and not catch on fire. 😜 We showed them a paper airplane book (which a friend called out to identify as a how-to book! 🤗#elaKW2 #innovate4littles)

Then we gave them the rules:

  1. make an airplane
  2. write your name on the airplane
  3. the only material you can use for your airplane is paper (no tape, no glue, no scissors, no paperclips.)

We told them they could use youtube kids to search for how to videos, use the how-to books we had or teach each other if they already knew how to make paper airplanes. The kids immediately broke into their own working groups to build some airplanes. We walked around and called out what we saw for some of the lone roamers to find a group. “Chloe is teaching this group how to fold a paper airplane.” “Ian found a video on youtube kids.” “This group is following the how-to book.”


The room was buzzing with students folding paper. I won’t lie, there were tears. A LOT of tears. Teachers sat down with the stressed out kinders to slow down the steps, model, provide extra hands to stabilize paper being folded, and pause videos at the right moment. Coaching, scaffolding, good teaching.


Then they were ready to test their creations. We went outside to fly them. (We didn’t measure distance this time. That will come soon though!) Kinders teamed up to see who could fly theirs farther than the other. They made sure to start at the same standing spot to be fair. They struggled again because the wind blew the airplanes in crazy directions. (#scieKE1 #ssKG21)

​​​
Finally, we brought them together to debrief. We discussed how it was hard for everyone. Almost every kinder had to use more than one sheet of paper to make a successful airplane. One kinder even used 13 sheets of paper before getting a flying airplane! We talked about how you can learn from something not working. How you change to make it work. How struggle makes your brain grow. How even though it was hard everyone who kept trying made it work. How paper airplanes are like reading, writing, and math. Because mistakes are good, not getting it the first time is good, struggle is good. Then we watched a video on Class Dojo about Growth Mindset. And discussed how it connected to the paper airplanes and learning.

Sometimes you need to take a break from your pacing guide and teach life lessons.

Please share a time when you switched gears and tried something like this with your class.