Making+It+Stick

Presenter- Sally Bacon Title- **__ Making it Stick- Keep it Simple Using Technology __** Subject- Varies (Working collaboratively/ Multiple intelligences) Grade- Elementary

I read a book by the same title, and one of the things that I recall is the commercial about “Where’s the Beef” It was for Wendy’s- that their hamburgers had more beef in them. This simple line became very famous. Stella Pevsner was an instant hit! Another line from this was, “I don’t think there’s anybody back there.”

When teaching children a concept we try to break it down into the simple parts. -tion is pronounced shun cvc e makes the vowel sound a long vowel sound bossy r changes a sound to ar sound circumference is the distance around a circle area is square- so you need to multiply perimeter peri means around, so it is the length of the sides of a fence added together insects have six legs spiders have eight legs prefix is before a word to help understand its meaning three feet to a yard twelve inches to a foot

One of the successes I would like to share today is, “The Higgy Throw-in!” My son played soccer, and one of his friends and teammates had a great throw-in when the ball went out of play. He would whip that ball over his head and throw it really hard! His nickname was Higgy. During second grade intervention, we would go to the gym and the kids would throw a ball over their head as best they could. Not to gain distance, but to recall that “i” was a short vowel sound. Each child had to think of a word with a short vowel sound. One of my twins in the class at the time thought of a jig. Another boy, not to be out-smarted recalled the “i” sound of a tiller.

So, when we teach children that cvc + e changes the words to long vowels, what is a long vowel? Mrs. Bacon has long hair. She has a long vowel sound in Baaaaaaacon. Adam is short a a a a a a a a a a a a is the short vowel sound.

So, where does the technology fit in? For all of the above examples, students can use technology to help them remember a concept. They can make a powerpoint of words with the “long a” sound. No duh, they can find words with the schwa sound. Take a photo of Amanda (Uh MAN Duh!)

Other creative ways to make things stick- Write tion words on the chalkboard A C T I O N Call out the cheer, Act ION Ac tion Ac tion we want Action. As you holler the cheer they write it on the chalkboard with a wet sponge. (I got this idea from Patricia Polacco- __Thank You, Mr. Falker__!)

Have students take a picture of someone someone showing what a yard of material is- My mom always stretched it from her nose to the end of her hand to measure one yard. Kids can videotape each other measuring out a yard of material. Then later on, to show that 3 feet are in a yard, take three rulers and see which child is the closest to the actual yard when they stretch their arm

Area- getting new carpet this summer? How much square footage will the installers need? Measure it. And while you do this, let the children videotape each other as they measure, and then do the math. Don’t forget to label your answer in square feet!!!!!

PROCESS CHARTS- I never can remember which way to run a credit card at the gas pump or Wal-Mart. They have a photo there of which way the stripe goes. KEEP IT SIMPLE- Making Things Stick must be their motto. A process chart can simplify your directions for many tasks. When presenting at a conference, the one lady said, “Oh, I understand. A process chart is the directions.” I guess she is right, but it is broken down into the simple steps.

Ways to respond to apply Keep it Simple to Make it Stick--- Inspiration/ Kidspiration- Students use the laptop to move coins onto a presentation slide and then count the value- use “greater than and less than” (Big Al) to decide which amount is greater.

Digital photos- Take a photo of “another word” from a thesaurus- tool- implement. Eat- plastic fork- dine

Digital photos-prefix. Write un on a piece of paper. Kids write a list in magic markers of un words that really do mean not. Do not write uni unless you mean uni as in unicycle.

Movies- The most fun my kids had this past year were to be an octopus- oct meaning eight. Four kids lined up and waved their arms to show the eight legs of an octopus.

Movies- sing your song so kids can later remember the rules. Make up a song- book parts- Hi Ho Librario- The title’s at the top, the title’s at the top- hi ho librairo the title’s at the top. The publisher’s at the bottom,,,,,,, the publisher’s at the bottom….. sing this in a really low voice. (To the tune of __The Farmer in the Dell__.)

Hope hoping Hop Hopping

Kids jump around the room on two feet to show that hopping has two consonants in it. They make a mini movie of them hoping, but bouncing up and down on only one leg to show that hoping only has one consonant. Remember Higgy Throw-in? Knock your socks off can be played to remember that o is a short o vowel sound. O as in rope is the long vowel sound.

ED NED TED FRED the Skeleton- short e sound. Hats can be word and filmed for the short a sound.

Insects have six legs- show them one under the document camera. Mint tea- mint has a square stem with alternate leaves. Show them. Let them touch the stem and feel that it is square and the leaves are alternate. Then let them use the key to other leaves to learn plant anatomy.

HOW DO CHILDREN LEARN? Some learn part to whole and others learn whole to part. I like to share my Clifford puzzle. Kids put the simple puzzle together using the ELMO. As they work, I like to talk about the strategies they are using. As they work, which child needs to see the box? That person needs to see the whole thing. They start to look for the bright red pieces- these will help put Clifford together. Now they look for his eyes- while another child is looking for the corners and edges. All of this helps to put the puzzle together. As children learn, what bits and pieces are they gathering? I know that I am a global, nit-picky thinker. I need to gather all the information I need before I can make sense of it. Then I take those pieces and put them together so that they make sense.

Some children are sequential. They need to learn their multiplication tables in order. All know how to count by two’s and five’s. Why? They learned it over and over again. Why not teach skip counting by four? Then they could recall their multiplication facts 4-8-12-16-20-24-28-32-36-40. Have kids take a photo of their hands- and skip count for the four’s table- they place that photo in an Inspiration Pixie slide and superimpose numbers on top (in order of course) to help make it stick. Divide the class into groups- and when done, you could have the multiplication facts from one to ten.

Learning Goal- Practice responsible and appropriate use of technology systems, software, and information.

2.0 Digital Citizenship B Legal and Ethical Issues 1. Practice responsible and appropriate use of technology systems, software, and information b.) work collaboratively with others when using technology in the classroom