Habits of Learning: Advocacy and Self Control/ Self Dicipline

The 5th grade classes have finished our unit on multiplicative thinking, and assessment scores are in students' Schoology gradebook.  This group is moving into a unit on volume, and our first problem solving task involves a problem determining the volume of a refrigerator truck.  This is a 3-day problem, and it was a great start for kids to try their approach to problem solving.  While working in the cafeteria, a FedEx truck pulled into the front circle, after which the entire class was interviewing the driver about the box part of his truck.  Over the next few weeks we will be building on students’ understandings of volume.

The 6th grade classes have been working with ratios and rates,and the focus the past week has been on working with ratios written as a part to part relationship and a part to whole relationship.  At the beginning of the week the 6th grade groups did a ratio experiment with food coloring drops and water to try to match a premixed color.  Be sure to check ask them about their color mixtures and problem solving strategies during this task.  

We have also introduced two new rubrics in the class on advocacy and self discipline and self control.  Later this week the rubric for communication will be introduced.  After each class each student is asked to give themselves a score on 2 of the 4 habits of learning (self discipline/self control, advocacy, problem solving, and communication) and write a short reflection on one of their scores.  At the end of each week students will be doing a more formal reflection on their work and habits of learning in their blog, which they can access at home through their gmail.  Below are the rubrics for advocacy and self discipline/self control.  The intent of working on these rubrics is to promote growth.  It is ok to be a ‘2,’ as long as you are working toward making yourself a ‘3.’

As always, let me know if you have any questions.  

Habits of Learning: Advocacy

4

You initiate or create challenges that move beyond the goal and attempt to solve problems using multiple strategies.

3

You actively use supports around you to understand the goal after considering your knowledge of the problem.  You are seeking to find your challenge zone.  You ask specific questions.

2

You accept help, but sometimes do not seek it yourself or ask specific questions.  You may rely on others to get to an answer not understand a problem.

1

You don't accept help.  You don't seek to challenge yourself.  You don't ask questions.

Habits of Learning: Self Discipline/Self Control

4

Does not distract self or others and you are focused and on task.  Did not need a reminder.  You use all of class to make progress toward the goal.

3

Does not distract self or others and you are focused and on task.  Did not need a reminder.  You use most of class to make progress toward the goal.

2

May distract others.  You are on task and focused for most of class, but need at least one reminder.  You used most of class to make progress toward the goal.

1

You were distracted or distracted others during class.  You needed multiple reminders.  You use very little class time to make progress toward the goal.

Problem Solving in The Classroom Rubric

One of the learning habits we have been focusing on in the classroom this week is problem solving, specifically how students approach and work through a task.  Below is the rubric from the classroom that we will have spent a lot of time reflecting on in the classroom and will continue to throughout the year.  Problem solving will appear under "Habits of Learning Proficiencies" in the gradebook in Schoology.  Below is the rubric we will be using for tracking this idea.

4

Is a 3 and also does the following:  Looks for various approaches to problems solving.  Looks to solve problems in multiple ways.  Tries to find most efficient solution.

3

Initiates a problem solving task independently.  Considers what the problem is asking, creates a plan, and identifies a strategy  OR develops questions to move forward.  Has perseverance when challenged.

2

May have difficulty initiating a problem solving task independently. Has difficulty generating questions he/she may have.  May not persevere when met with a challenge.

1

Does not try to initiate a problem solving task independently.  Does not generate any questions about the problem.

Scores that populate the gradebook will be from a combination of teacher and student input. As always, if you have any questions feel free to contact me at eeley@wwsu.org

-Eric

Problem Solving and Advocacy

The 5th grade class has been moving toward developing efficiency while solving division problems.  Our goal will be to solve problem solving tasks that include 2-digit divisors and 4 digit dividends while maintaining an efficient strategy.  Over the course of the next week we will continue to work toward this goal, but will also incorporate the use of remainders into the problem solving approach.  Students will be asked to consider the "leftovers" as part of the problem solving task.  As part of our work 

The 6th grade classes are shifting our focus to a unit on rates and ratios.  This week we will be focusing on writing rates as a unit rate with our initial explorations revolving around the amount of item each person will receive for a given situation (amount per person).  

Both groups will also be reflection over the next few weeks on perseverance while problem solving and self initiative and advocacy.  The focus for these topics will be beyond simply skills in mathematics, but instead grapple with how students initially attach a problem and work through challenges and questions as they arise.  We will be using rubrics and journal reflecting on these topics throughout they year.  Look for more on these topics throughout the year.  

Depth of knowledge for both the 5th and 6th grade in math facts is crucial to opening up the brain to explore more in depth mathematical topics.  I have pointed toward xtramath.org as a simple springboard for developing these basic skills.  If your student seems to be struggling here let me know, and we can come up with a plan for success.  As always, let me know if you have any questions at eeley@wwsu.org 

-Eric