Distance Learning Brain Breaks

Let's not forget about Brain Breaks!

Unfortunately, due to this pandemic, we have to do some different and unconventional things like close our classrooms and teach students from our homes. Social distancing is necessary to stop the spread of the virus, but it creates some unique situations for teachers, students, and parents. As teachers, we've been taught that students need to get up and move numerous times a day to be successful learners. As a society, we've been told that a child shouldn't sit in front of a screen for long periods of time. But due to the pandemic, many students need to log in and participate in online learning daily. As all of us are experiencing, we are sitting in chairs for long periods every day. This is especially difficult for kids to do. Their little bodies weren't meant to sit still that long-they NEED to move.  There is an easy solution for students to get the movement they need while participating in online learning.  Brain Breaks!

Activity brain breaks serve an important purpose in and OUT of the classroom. As we know, school is hard work for kids. As teachers, we expect students to cram so much into each day, learning a ton of information that they need to retain and put into practice. It can be exhausting. In our classrooms, Brain Breaks allow kids to take a minute to refocus and release some energy. Distance Learning is no different. Students need active time incorporated into Distance Learning too. Kids need opportunities to have movement throughout their day while they are participating in at-home learning.  

What is a Brain Break?

Brain Breaks are breaks from whatever students are currently working on... but something to remember is the break can be both fun and educational. Also, Brain Breaks can be simple or more complex. Moving around, even if it's just stretching, gives the body a boost by increasing blood flow. In turn, this provides the brain with increased blood flow, which provides kids the edge they need to help retain information and stay focused. By taking a break and moving around, kids receive a necessary tool they need to help them succeed at whatever it is they are working on. Movement is vital when it comes to brain breaks. Moving the body also helps relieve stress, which we all know many kids are experiencing right now. Movement, in turn, will give kids a release that allows them to get back to work and refocus.

How many Brain Breaks do kids need?

According to research, kids need to take a 3-5 minute break every 45 minutes of working. As each teacher adapts and creates their Distance Learning routines, they need to remind and educate parents and students on how to incorporate Brain Breaks into their day. I have been letting my families know that it is essential to have frequent breaks during learning. As a First Grade teacher, I am suggesting students work for 30-40 minutes, with a 10-15 minute break twice a day. So my students are working a total of 60-80 minutes with two 10-15 minute breaks in between. I have also suggested that my students add in 20 minutes to read to self or with someone else. These breaks will vary based on age, grade, and individual students.

What are some at-home Brain Breaks my can students do?

There are several Brain Breaks to suggest to parents and kids to help them thrive during this time. I've given parents the advice to help their child pick something they can transition to and from easily. I make it a point to say that they know what works and doesn't work best for their child. I also recommend staying away from screen time here because they are using screens for many hours a day already. I have also tried to encourage parents and siblings to join in on Brain Breaks. This situation is stressful for parents too! So if they can be goofy and/or active with their child during this time, that can also be helpful. All of these Brain Breaks can be used during our online platforms for Distance Learning. I recently had my first Zoom meeting with my kids, and after answering questions and explaining assignments, we ended our session with a group GoNoodle. They left that meeting with smiles from ear to ear. Incorporating Brain Breaks into our Distance Learning/Teaching will help students feel some normalcy and routine that they are missing from their classrooms.  

Movement Brain Breaks

1. Breaks can be as easy as jumping jacks, push-ups, and stretching to getting outside to toss a Frisbee, kick a soccer ball, a game of tag, or even a walk or bike ride.

  

2. Dance Party- When brains need breaks, nothing beats turning on a song and having a dance party. Have kids choose a song to play and let them move around and dance for the entire song.  

3. Secret Handshakes- For a quick Brain Break, have a family/sibling handshake. Take a quick minute to make up and practice a fun handshake to do anytime your child needs a break.

4. Yoga- Yoga will give kids a break they need in between tasks. Encourage kids to be mindful as they move through favorite yoga poses.  Cosmic Kids Yoga is a favorite Youtube channel with tons of themed yoga videos kids will enjoy!  

5. GoNoodle- This website gives kids a fun and silly way to work out the wiggles! Kids will love jumping, moving, and singing along to their favorite GoNoodle videos. You can stream the videos on Youtube or on your SmartTV.

6. Sami Circuit- Sami Kadar, a long-time fitness expert has recorded circuit videos on Youtube. The circuit combines a high-energy, age-appropriate music mix, sound and lighting effects, and exercises tailored to the participating age group.

Brain Break Games- Kids love playing games. Games give kids the chance to take a moment and simply have fun.  

1. Freeze Dance- This game is like freeze tag and musical chairs rolled into one single fun game. Turn on the music and have kids dance around the room. When the music turns off, kids must freeze in whatever dance moves they were doing.  

2. Would You Rather (Animal Edition)- This is just a fun game of asking the question- Would you rather be a ____ or a _____? Have students act out the animal they chose. This is a fun question to ask students during a Zoom Call or as a question of the day in your Google Classroom.  It can even turn into a writing prompt.

3. Hot Potato- Use a beanbag/ball and have families toss it around the room as the music plays. When the music stops, whoever is holding the "potato" is out.  

4. Simon Says- This game makes a great brain break for families. Kids need to pay attention as they attempt to do what Simon says.  

5. Rock Paper Scissors- This is a fun, quick way for families to engage for a brain break.  

Educational Brain Breaks- These are fun ways for your students to take a break and practice skills they might have already learned.

1. Air Spelling- Challenge kids to "air write" their spelling or High-Frequency words. Parents can have fun guessing the words.

2. Pop- Practice skip counting during a Brain Break. Pick a magic number, then have kids play with families taking turns counting, with the word POP replacing multiples of the magic number. If skip counting by 3's, the sequence would be 1-2-POP-4-5-POP...

3. Syllable Clap- Have kids talk to their parents or siblings, but while chatting, they need to clap (or stomp) the syllables of the words they say. They can also do this brain break activity with spelling words.

4. Categories- Name a category, and each person has to name a word that fits into that category. For example- Beach- then you could say words like such as sand, umbrella, etc..

No matter which of these Brain Breaks teachers, students, or parents use, I'm sure they will help our students be more successful at home throughout this quarantine. And most importantly, kids will learn and have fun!  

Positively Teaching,  

Randi Muehlen

Got S - t - r - e - t - c - h Text? (PART 2)

Thank you for returning to my 3-part blog regarding stretch text.  Last month, I introduced this idea of what stretch text means in the classroom.  I highlighted some frequently asked questions and this month I want to continue sharing some of these insights and questions with you!

FAQ's:

Why stretch text?  http://www.corestandards.org/assets/Appendix_A.pdf  Read pages 1 - 11

What essential questions can I use during stretch text lessons?  The one essential question that I use during ALL stretch text lessons: “What makes this text difficult?”  This simple yet powerful essential question is what I want my students to think about throughout the lesson.  By “deconstructing” the text, my students can dissect, explore, investigate, and “reassemble” the text like a puzzle.  If they can succeed with stretch text, they will certainly succeed with grade level text. Ultimately, I want my students to think about their thinking.

Where do I find stretch text?  NOT on Teachers Pay Teachers!  Instead, I have found that famous speeches or Ted Talks are ideal to use as stretch text (they are also free).  Try to select speeches that are relevant, engaging, and meaningful or that tie into Wonders anthologies in some manner.  For example, in fourth grade Wonders unit 4, week 3 includes the anthology selection The Moon Over Star.  This historic fiction selection focuses on the night of the moon landing.  You could tie the famous Moon Speech by JFK to this particular selection (which I actually have done).  Another example in fourth grade Wonders is unit 4, week 1 leveled reader “A Day in the Senate.” Last year, we deconstructed part of the Constitution using it as a stretch text in order to extend the understanding of the leveled reader.  The possibilities are endless. I try to make sure that my students understand that my selected stretch text is either part of an article, document or a transcript of a speech. This is why I try to avoid TPT worksheets or TPT articles. It is no secret that Common Core has made the understanding of technical texts a cornerstone of these new standards.  Stretch text lessons allow the teacher to at least begin to encourage and build self-efficacy within students in order to challenge them to continue “reaching and stretching” their reading abilities. My "look for" when I am searching text is mainly vocabulary. Does the text include a fair amount of academic vocabulary for students to grapple with? Be careful though! Too much may become too frustrating.

Note:  If you find a video on youtube, it usually offers the option to view the transcript.  Copy and paste the transcript onto your desktop in order to print the text for students.

How long do stretch text lessons take?  If you decide to do stretch text lessons during a 30-minute time block of UA, you can expect to take approximately three to five days to grapple with the passage.  It really depends on how deep you want students to go into the text. It is up to you and your learning outcomes.

Are there any resources that I can use?  Yes, I have included below some links that you can view at your leisure to see some examples of stretch text lessons.  Be warned, you will not find much resources by googling “stretch text.” You will usually find resources about accessing complex text (which may in itself be helpful as well):

1.  READ pages 1 - 11 in Appendix A of the common core initiative document (yes, I know it may be a struggle but, hey, if you want your students to do this, then we need to do this as well):

http://www.corestandards.org/assets/Appendix_A.pdf

2.  Teaching Channel videos:

https://www.teachingchannel.org/video/teaching-declaration-of-independence

Happy Writing!
             Gustavo Macuil

G.R.I.T.

Could You Use Your Fingers Without Your Palm?

How do you motivate your students? I have found it EXTREMELY difficult to motivate my students, when the times get tough. For the last few years, I have seen a little progress in their ability to motivate themselves by solely introducing growth mindset in my class. My students clearly knew the difference between Growth and Fixed Mindset. My students had the best intentions; however, they did not have the stamina to achieve their goals.

As a child, my most valued accomplishment was receiving the Award for Perseverance. At the time this award met a lot because it was a plaque given to one student from the whole school (I was unsure what perseverance even meant). It was not until later did I realize the importance of perseverance and how it plays a huge role in my success. So how do I help my students instill this skill?

Grit is important because it is a driver of achievement and success, independent of and beyond what talent and intelligence contribute. Being naturally smart and talented are great, but to truly do well and thrive, we need the ability to preserve. Without grit, talent may be nothing more than unmet potential. It is only with effort that talent becomes a skill that leads to success (Duckworth 2016)

At the end of last year, I went to a professional development training called Motivation, Mindset, and Grit: Practical, Proven Strategies to Increase Learning(which I strongly recommend attending). I walked away with some important insights.

1. They compared G.R.I.T. with being the palm of a hand and growth mindset as being the fingers. You can use your palm without your fingers, but you can't you use your fingers without your palm. Student not only need the ability to believe they can become smarter; they need the reliance and perseverance to achieve their goals.
2. Personal goals need to be measurable. My students and I write a short term goal every Monday morning. On Friday, we check to see if it if they have been met.

3. Social emotional skills need to be fit into the curriculum!!

Here is the activity I did with my class to introduce G.R.I.T.

(To make the egg bounce soak it in vinegar for a day)

G.R.I.T. Activity

Sorry about the video quality...we're constantly learning from our mistakes in this classroom.

For the love of teaching,

Kimberly Reza

Conferencing with Students = Communicating with Parents (part 2)

Conferencing With Students =

Communicating with Parents (part 2)

     What is more exciting than conferencing with a struggling reader or perhaps an English Learner and witnessing their continuous effort to become fluent readers?!  In this month’s post, I want to continue talking about how to conference with students using authentic and meaningful data in order for them to articulate this data with their parents!  

Conferencing with students should be meaningful for both teacher and student.  It is an important opportunity to create, strengthen and continue the teacher-student bond that can last for years to come!

I have made an extra effort to use the technology that our district provides such as Renaissance Learning products (Accelerated Reader) in order to meet with students about their reading habits/progress as well as convert these into an opportunity to communicate with their parents.  AR offers lots of reports and I would like to share how I use the word count report with students.  At our school, our Principal has created a “challenge” to all students.  Each grade is challenged to gain a certain amount of AR points within a six-week period.  If students achieve these points, they receive an extra recess as well as a brag tag.  The brag tags have been a great incentive this year as most students really want to collect all six Principal’s Challenge tags for the year!

Each time a student passes an AR quiz, the program adds the total word count of that particular book into the student’s record.  AR allows teachers to run reports within certain time periods to report a particular word count for that time period.  What I like to do is use an informational chart that our principal provided us a few months ago about the impact that reading has on academics.  I decided to create a worksheet (embedding this chart) in order to allow my students to reflect on how they did during the principal’s challenge and what this tells them about their reading habits.  In the video below, you can see how I conferenced with one particular student to help her reflect on her reading.  I also encouraged her to make personal goals for the next challenge.  In the end, she made certain that she would be able to share this information with her mom at home. 

Items to remember during student conferencing:

1.   Keep it simple - try to make data “kid-friendly” but don’t be afraid to use academic vocabulary when reviewing reports.  Kids get it!

2.           Keep it positive - students tend to gravitate towards the “mistakes” so become their cheerleader and their coach by celebrating their progress.

3.           Keep it brief- remember that you have a lot of students and not enough time.  Allocate just a few minutes for each conference...I usually try to keep them under 10 minutes...less is more!  

4.           Keep it reflective - it is more important to me my students understand HOW they learn instead of what they’ve learned.   Questions I try to use over and over: What does this tell you about yourself as a learner?  What goals can you set? Why?

5.           DON’T keep it to yourself - have students share their data home to share with parents.  Parents often mention to me how impressed they are to hear their child articulate details about their performance or progress.  It is exciting to receive this feedback during parent conferences or unexpected emails.

Learning and growing along with my students!

Gus Macuil