Strengthening Our Research Skills and Challenging Our Creativity

The past two weeks we have really focused on our research skills.  The students worked on their ABC order skills to better prepare them for locating information in the index of reference books.  Once they showed me they could alphabetize to the fourth letter, I knew they were ready.

We looked at the organization and arrangement of traditional encyclopedias.  We discussed how to use guide words, the table of contents and the index.  We also discussed how captions, headings, subheadings, key words, charts and images can help us locate specific information in an article.  The students then practiced locating different topics in the World Book Encyclopedia.

I also introduced the students to using a traditional US and world atlas.  After learning the parts of a grid and how to locate a point by its coordinates, the students practiced their skills.  They located a given city in the index, recorded the page number and coordinates and then found the city on the map.  Understanding how to use a traditional map helps students understand how a GPS system also finds a specific location.

In the computer lab, the students are learning to open a new Microsoft Word document.  They have learned to save their document in their SAGE shared drive file.  This week the students learned to format their font for bold, Italics, underline, size, color and style.  In the weeks ahead, they will learn more about Microsoft Word and Power Point.

After lunch, the students had their first Spanish lesson with Senora Gates.  Each child had an opportunity to select a Spanish name.  Today they practiced greetings and how to introduce themselves.  We will have a 30 minute Spanish lesson each week.

We have also been exploring our creativity, flexibility of thought and ability to handle stress and frustration.  To do this, we completed our first "hands-on" problem solving challenge. Using only one pair scissors, two paper clips, a 9 x 12 inch sheet of paper, two drinking straws, and three folder labels the students had to create the tallest, free standing structure possible.  

They began with five minutes to brainstorm designs for their tower on their planning form.  They were then given twenty minutes to actually construct their tower.  It is fun to see the room go completely silent as each student's brain is fully engaged in the task. The students used a variety of designs for their towers.  Some were successful, while others struggled to overcome design obstacles.  They ended the task by evaluating their designs, construction and finished structure on their hands-on planning form.

To be successful, students must be fluent, flexible thinkers.  They need a steady stream of ideas and they must be able to adapt and change direction or strategy as new problems arise.  These tasks develop the skills needed to solve real world problems and provide wonderful opportunities for affective conversations.  We discussed how individuals handle frustration and challenge, why some students quit and others persevere and how their classmates that struggle academically might feel each day.  For some it is the "Ah Ha!" moment that enables them to empathize with their peers and avoid hurtful bragging.  Having said that, it takes a great deal of maturity and wisdom for an individual to celebrate their academic success in a way that does not make someone else feel less and so, the conversation continues...

Next "B" day, the students will try this same exercise again.  This will give them an opportunity to piggy-back on ideas they saw as they redesign and improve on their original structures.  Ask your child to share their "hands-on" design form with you and tell you about their structure and their challenges.