Learning while Teaching

Science Resources

HK4522WS74PK

I saw this link via a Twitter post and followed the link to a post by Richard Byrne, so HT to Richard and thanks.

If you like science as much as I do and you teach it in your classroom as I do (yes, even the students in my Resource Room are exposed to science on a daily basis) then you might find this website hosted by the National Oceanic and Atmospheric Administration helpful as a supplement. It's called Games: Planet Arcade.

 

There are 25 different interactive games available from puzzles to matching to connect the dots to board games. You will learn about w eather, conservation, animals and more. 

I suppose this might be better for supplementing a lesson or maybe good for a day when there is a guest teacher in the classroom. I'm not endorsing everything you find here, but simply pointing the way to something that may be helpful to you in your work. 

I am a big believer in teachin science to our students and any resource I can find and use is of some benefit, I will try and incorporate in our daily lessons. Enjoy the resource. 

 HK4522WS74PK

Thoughts on Education Reform, Pt 1: Athletics & Academics

Every time there is a presidential election we hear folks asking what the prospective candidates will do about ‘the problems with our educational system.’ It gets old very quickly; nevertheless, it has become a staple of presidential campaign platforms and so it is necessary to talk about education, sadly, from a political point of view.

In 2008, then Senator Barack Obama made a speech at a school in Colorado. He was, I suppose, in part laying out his agenda for how to ‘fix’ education. He spoke that day about No Child Left Behind which he simultaneously praised and condemned. Condemned might be too harsh a word, but since he was in large part appealing to his constituency, it is apropos. And then he hit the nail on the head: “We don't have to accept an America where we do nothing about six million students who are reading below their grade level.” That was probably a political dig, but I agree even if I disagree that we were ‘doing nothing about’ it. I think if we ask any teacher, they would disagree that ‘we’ were doing nothing about it.

Whatever else we might say about teachers, students, parents, politicians, or custodians, this is a problem: children cannot read.  As an educator, I am only too well aware of the struggles our children have when it comes to reading. Being a newer educator, I’m not exactly certain yet where or what that disconnect is, but there are reading issues prevailing in our classrooms.

There are hundreds, if not thousands, of reading programs available and there are thousands of well-educated, dedicated, passionate teachers using them to help children read. I know that the teachers I work with would balk at the idea that they are doing ‘nothing about it.’

So, if that is true, and I think it is, how can someone start off a blog post, syndicated by Huffington Post, that starts this way: “The education reform movement is failing”? (Vicki Cobb) I’m not sure what education reform movement is being referred to because I thought our president had solved all those problems and had reformed NCLB; I guess I was wrong. People demand teachers be accountable; politicians act; people get frustrated when teachers do what politicians say. There is one disconnect. 

Personally, I do not happen to believe that education needs to be reformed. Maybe people's expectations need reformed. Maybe where we spend our dollars in education needs reformed. Maybe the way we teach each individual student needs to be reformed. At the end of the day there will always be problems until we address some seriously significant issues--simple issues--that will not be solved by merely throwing more money at the problems. We need to reform our mindset about how we adults are behaving when it comes to education. We don't need education reform; we need people reform. 

In part 1 of this 3 part series of posts,  I will begin laying out what I believe will help improve education and might bring about some of the reform that people are evidently clamoring for in the United States. Maybe if we practice some of these things we can help close the achievement gap that exists between the USA and, say, China. At minimum, I would like to see our children become better learners, better readers, and take a life-long joy in learning about this world in which we live.

First, I think we should de-emphasize athletics in schools (which is not to say eliminate). I’m sure this will rankle the hearts and minds parents whose children derive their self-worth from their ability to throw or catch a ball, but I think it is necessary. I do not even think it is enough to have eligibility tied academics. A Notre Dame football was recently suspended from the team for exercising ‘poor academic judgment.’ So of all the football programs that exist in the USA, we hear about one player being suspended for academics? Really? And this is supposed to teach us exactly what? Of all the programs that exist in the USA there is seriously only one athlete having academic issues? Really?

I think athletics are over-emphasized, over-valued, and an overall distraction to academics in our schools. What I mean is this: I’d like to see as much emphasis, enthusiasm, financial support, and volunteerism from parents for academics as there is for athletics. Why not have a booster club for academics? Why not have cheerleaders for ‘nerds’? Why not have book clubs? Writing clubs? Chess clubs? Math clubs? Cross-country reading groups? Academic baseball or golf? We should have art shows and talent shows. We should have drama clubs. 

It seems to me that we have no problem whatsoever raising thousands of dollars for new football stadiums in the USA—at the taxpayers expense!—but we have to beg, borrow and steal when it comes to a new playhouse or library levy (and I’ll have more to say about the arts later in this series). Author Anne Lamott has done significant work when it comes to libraries and I have appreciated reading about her passion for these ‘places of small miracles.’

If we want to help children keep reading, reading more, reading better then we should not have to worry about budget cuts affecting libraries or curriculum or the arts first. The majority of the population can live without school athletics, but you cannot even be an athlete without knowing how to read and think and comprehend.

I’m not opposed to athletics. I am opposed to the infatuation we seem to have with them and the lack of enthusiasm we have for reading or learning. I want to see academic competitions with parents lined up out the door. I want to see more things like Literacy Night that we host at my school a couple of times per year (in contrast to the hundreds of athletic events we host/participate in yearly). Maybe we could have teachers on the radio calling commentary on students while they are taking a test: “I see Johnny is erasing his answer on #3…what’s up with that Bill? Oh, I see...he wanted to add another paragraph and cite some references. Good for Johnny!”

I don’t know. All I’m saying is that maybe a switch of emphasis will help bring about the reform folks are looking for. Maybe it’s not reform of the same tired methods we need, as much as an utter revolution of ideas and emphasis?

One final thought. Why is it if you are an athlete your coach can demand that you spend x amount of hours working out, lifting, running, practicing, watching film (even in the summer!!) and getting your body in shape and building stamina and that if you do not meet x requirement, you don’t play. But if a teacher makes a similar requirement of a reading or math student it is an issue because ‘it might cut down on family time’ or some other such nonsense? Think about all the hours demanded by coaches all in the name of ‘being the best player’, but that backlash teachers receive if the same student has an equal amount of reading to do before the next day. Think about all the evenings and Saturdays parents give up for athletic competition, but how many parents show up to school on test day to cheer on their kids?

You want your student to do better on tests? Well have them read for an equal amount of time that they practice their football or basketball skills.

Reform or revolution? I think by and large we have our priorities way, way out of balance in America.

In part 2 of this post, I will discuss my second practical thought on how to improve education in America: Lessen government involvement. 

Recycling Play-Doh Canisters: Ordering Sizes, Matching Colors, & Sequencing Tasks

Not many of the tasks I post about here happen due to careful, calculated efforts on my part. Sometimes I am simply riffing from another idea I see. Sometimes it is out of sheer necessity. Sometimes it is pure luck. Such is the case with this task: it was pure luck that I happened to have in my classroom, stuck in the closet, three different sizes of Play-Doh canisters awaiting purpose. And a game is born. 

The canisters happened to be empty because, as it is in life, Play-Doh when played with enough is eventually left out or falls on the floor or is eaten by hungry students and thus an empty container is born. Luckily for my students, I never throw anything away that has a lid. Everything is useful. (Seriously, the smallest containers have been in my classroom since January 2012. I'm not even sure we used the fake-doh that was in the canister because my paraprofessional would not permit it. She said, "It's fake!")

So gather the Play-Doh containers, grab an empty shoe box, and sort through your box of random or leftover manipulatives and, Voila!, a sorting, ordering, sequencing task is born. 

For the most part the lid colors are the same. Only the smallest green lid differs from the two larger green canisters. There was no intent here; just what was available. I will probably rectify this at some point in the future--and if you want to use this task, you should probably just build it correctly to begin with--but for now, it is sufficient. 

You can see that the three canisters in each column are of three distinct sizes. There are also four distinct colors. You can use any colors you like, but I chose simple colors for the purpose of this task for a specific reason: there are objects inside the canisters that match the canister lids. 

Notice also that the sizes of the objects are also relative: small, medium, and large. These objects fit inside the small, medium, and large Play-Doh canisters according to color. Really, this task is about as simple as it gets. 

Below is the jumbled mess. You can start the task here by asking the students to sort the objects by size, by matching the manipulatives to the correct canister size, or matching by color. Frankly, you can have students work this task any way you like. That's what is fun about it. (I start with all the lids off the containers too just to make the mess in the box look even worse.) Differentiate the task by including less objects and/or less containers. Some students may need only one size; some may need only one color; others may need only one set of objects. Really, it's up to you. 

At the end, all the pieces fit nicely into an empty shoe box for safe and convenient storage. You may want more uniformity in your choice of objects that go inside the Play-Doh canisters. That's fine. Honestly, I should probably be more concerned about it, but again, for now, it works just the same. 

This task came together in a matter of about 10 minutes or so. It was easy to build and it will be a nice addition to our classroom curriculum. And not only that, but we have saved space in our local landfill by keeping 12 empty Play-Doh cans and a shoebox out of it. 

I would categorize this as a math task; however, we are also working with fine motor skills too. It is a chore for the students to remove and put the lids on the Play-Doh containers so they will have to work at it. I also use tasks like this for measuring what I call 'time on task.' That is, it's a long task that I want the student to work at for more than 5 minutes. 

So enjoy the task. Let me know about your use and variations on the task. I'm always happy to hear from readers. 

Related articles

Building Curriculum: Recycle, Reuse

Cereal boxes, breakfast bars, etc: Reuse, Re-purpose, Recycle, pt 3

Recycle, Reuse: Country Time Lemonade Containers & Film Containers

I Love Old Shoe-Boxes: Recyle, Reuse, pt 2

Learning Addition or Multiplication Playing Games

I confess that I am not much of a math student, but that doesn't mean I do not try to be the best math teacher I can. In my multiple-disabilities, self-contained classroom, I am the students' sole source of match instruction. I take every opportunity I can to learn about math, math techniques, and ways to teach math that eschews worksheets. I work very hard for my students because they deserve my very best efforts. And math should not be boring.  

By that I mean I am always looking for new, creative, and interesting ways to teach math concepts. I recently attended a two-session math seminar hosted by our local State Support Team and featuring math professor Ky Leigh Davis from Muskingum University and learned about some fantastic tools that I can add to my toolbox. Ideas shared during that seminar inspired me to come up with my own ideas. This post is about one such idea. 

This quick math game I invented for my kids in order to learn either addition or multiplication. So depending upon which skill you want to teach, it serves both purposes. 

What you see is two separate number grids. Both grids contain the numbers 1 through 9. We intentionally mixed the colors. It is not necessary to do so, and one can use more than two colors if you like. You could use the different colors to differentiate (notice all our lower numbers are one color and the higher numbers are a different color) or simply to make the game more interesting. 

Another important aspect is to make certain the numbers are mixed up on the board. It is probably unhelpful to put the numbers in order; although, it might not matter at all. It just depends upon your preference. 

After you have assembled the two boards, laminate them. This will preserve the boards for many uses (especially since the game will be played on the floor). You can make the boards as big as you like. Ours are about 18 inches square. We also used pre-manufactured numbers as opposed to trying to write or draw them in freehand. I think it makes the game more uniform and appealing--plus, the numbers are big for those who may have visual impairments. 

After the boards are assembled, it is up to you how you will play. Again, it can be either addition or multiplication. (I suppose the game can also be used for division and subtraction, but the number boards will have to be adjusted accordingly.) Make a 'plus' (addition) sign and a multiplication sign to place in between the two boards in order to remind the students during the game what sort of math equations they will be working with. Or, as a way to vary the game: make a stack of cards that feature addition (+) and multiplication (x) signs. When a student comes up for their turn, they must choose a card. The sign on the card will determine if the student is to perform an addtion or a multiplication problem.

Now, originally, I thought about having the students throw darts at the boards in order to choose the two numbers they would add or multiply. Then I got to thinking...hmmm...Special Education...darts....nah; bad idea. So I opted for bean bags. The gist is this: the students toss the beanbags, the beanbags (or whatever you use) land on two numbers (one on each board) and the students either add them or multiply them together. (I actually got the idea from a game I played as a kid called 'Toss-Across'.)

Here's a fun variation: do both addition and multiplication. Let the student choose which calculation they wish to make and award points based on difficulty (if, in fact, you make it into a team based competition.)

This is a simple task that you can use as a group or even for individual work. The kids are learning addition facts and/or multiplication facts while playing a game. The kicker is, they are having fun and learning math at the same time. These foundational facts are so important to the students' future ability to master higher order mathematics that really this is not just as task for special education students. This is a game that anyone can use or play in any classroom, at just about any level. 

Have fun. Be sure to let me know how you use it so that I can add to my own toolbox. 

PS--this is also a great way to help the children exert some gross motor skills, practice mental math, and learn about social cooperation during game play. That's what I love about building games like this: so much can be accomplished during the course of one game. Good luck.

Recycle, Reuse: Country Time Lemonade Containers & Film Containers

I have a book called Tasks Galore and the task I will share in this post is, to be sure, a riff on a task found in that book. Credit where credit is due and all that. I have modified my taks and made it a little sturdier and, as always, I have used recycled materials to accomplish my task. 

The task is a simple sequencing or sorting task--it just depends upon what you want to accomplish with your students. It is flexible and can easily be modified to suit your needs. Here is a picture of the completed task.

The materials you will need are as follows:

1. One shoebox

2. Three Countrytime Lemonade containers (minimum)

3. At least six empty film containers w/lids

4. Six plastic counting bears (or other manipulatives of your choice. I used six because that is the six basic colors available.)

5. A few brass fasteners; rubber cement; tape.

Step one is to wrap the plastic film canisters in colorful paper that matches the color of the manipulatives you have chosen. That's why I use the counting bears. There are six basic colors which makes choosing colors easy. 

Next, you will want to secure the lids of the lemonade canisters to the lid of the shoebox. I turn the lids upside down and using the rubber cement to secure them to the shoebox. While they are securing, I punch a hole in the center and addd another layer of security by pushing a brass fastener through. Now, I push the brass fastener from the top of the shoebox so that the part that gets folded down is actually inside the lemonade lid. Note: only fasten two of the lids to the shoebox lid. The third lemonade lid will remain loose so it can be screwed back on top of the lemonade containter where you will store all of your manipulatives when the task is not in use. 

In the above picture you can see the fasteners attached to the outside of the lid. At this point, your project should look like the picture below.

The third step is to wrap the larger part of the lemonade container with a picture of a 'stop' sign. It's not terribly difficult. You can see the sample in the first picture. This will alert the students to the fact that 'this is where the task ends.' You can use different words besides 'stop'. 

That's about it as far as assembly is concerned. When it's all assembled, you can store all manipulatives and parts inside the shoebox. In the picture below you can see how everything fits nicely inside the shoebox for easy storage. (You can also see the brass fasteners. For an extra layer of protection, I cover the fasteners with tape.)

The final step, then, is simply to open up the task and let the students get busy working. What I like about this task is that it is easily manipulated to form other sorting or sequencing tasks. Here is how the task is set up:

 You can't see them very well, but in the third lid is the smaller lids for the film canisters. The task follows three steps:

1. Choose a colorful canister.

2. Choose a matching colorful bear.

3. Put the bear inside the film canister.

4. Put the smaller lid on the canister.

5. Place the canister inside the 'stop' container. 

It's a simple task that I use with my students who have autism or other developmental disabilities. And again, you can alter the task to suit your needs: create less steps; create more steps; change colors; etc. 

This is a fun task for students and it also manages to find a way to recycle stuff that might otherwise end up in a local landfill. 

Thanks to Tasks Galore for the inspiration. Enjoy the task. If you use it and make modifications, please let me know what they are so I can incoporate them into my own version of the task. 

Loving my Students

I am a special education teacher. I wouldn't have it any other way. I proudly love what I do. 

I recently began the initial steps of my Ohio Teacher Evaluation System procedures by sitting down with my principal and having my pre-observation interview. It was a lot of fun. 

Much of the interview was about the lesson my principal will be observing, but a good deal of it also revolved around my professional development, teaching style, and relationships with colleagues. I was also asked about my philosophy of education--which I interpret as, "What is your relationship with your students?" Here is what I had to say. 

I try to incorporate everything into my lessons. I think my age is one of my assets with my students. I am honest with them [my students] about what they have to face in life and how their education will aid them in future endeavors, and how a lack of it will hinder them. I encourage them to remember that they have something to contribute to this world. I encourage them to break the shackles of helplessness--which parents and otherwise well-meaning people impose upon them. I positively brow-beat [just a wee bit of hyperbole becaues I don't actually, literally brow-beat] them with the idea that they are responsible for themselves and their actions. I also remind them daily that they are loved and cared for. I try to be to them all the things that teachers and others have not been to me. 

In other words, I work very hard to love my students. I work very hard to make certain that they are achieving as much as they can daily. I do not wait for a principal to observe me. I do not wait for my students to take assessments. I do not wait for my yearly evaluation to be put into my hands. I don't wait for value-added data to be published. I take the responsibility of educating my students very seriously. Considering how much time I put in, maybe too seriously. 

What I do is go to my classroom everyday with the idea that I am never going to see my kiddos again and that I have a lot of work to do with them, for them, and on their behalf. I refuse to be lazy in my classroom; I refuse to produce lazy students. Furthermore, I refuse to allow my students to be lazy in my classroom. Just because a student has special needs or are differently-abled does not mean they are exempt from the rigors and challenges of this life. 

I do not want my students to find themselves at some point in life where they can not take care of themselves. In other words, I think about the what-ifs of life each day. I am especially honest with parents about this too. 

Special Education is not about hiding students in a closet and getting them through year to year with the least expenditure of energy possible. It's not, to be sure, even about getting them to pass Alternate Assessment or other tests the state and federal government impose upon them. (It's an obscene amount of pressure put upon students so that my job will be safe.) Special Education is, on the contrary, about helping the students to function in the real world as freely, as fluently, and as and as frequently as possible.

I despise people who take the path of least resistance when it comes to education, even more those who do that in special education. Our students deserve our 100% effort every single minute of the day. Am I really loving my students if I do nothing but perpetuate helplessness? If my students think I am lazy then what will think I expect of them? Or, how can I expect my students to put forth effort when the example I set for them is one of laziness and indifference? 

It may sound mean, but I give my students as little help as possible in the classroom. Sometimes they need my hands; sometimes my feet. But for the most part, the students need my encouragement to do for themselves. This is how I best love my kiddos.

Recycle, Reuse: Empty Bean Cans

I have a friend who was married over this past summer and who hosted her own reception after the honeymoon. At the reception, she must have had some massive dish involving green beans (blech!) because she saved the giant empty cans for me, 5 in all. She cleaned them and brought them to school for me. I love these cans!

That's a lot of green beans!

Well, as it turns out she asked me if I thought the cans would be useful in my classroom. I immediately said, 'Yes!' and about  a month ago we found a use for them. I designed a very simple game that the students absolutely love playing. Seriously took about 5 minutes to invent this game. Here's how we play it.

First, I set the cans up in some sort of configuration on the floor. I make sure there is a wall behind them. Next, we draw a line on the floor with tape and the students have to line up behind the tape. Third, we grab a ball: ping-pong and tennis balls work best because they are small and bounce and cause small damage if they bounce too hard and far. 

Next, inside the cans I place simple things: numbers, pictures of various coin collections, sight-words, addition/subtraction problems, etc. For example, the next picture shows some simple double digit numbers flashcards I downloaded for free from HaveFunTeaching.com. (I think they were skip counting flashcards.) The cards were then cut and laminated. I place the cards in the cans and the game is ready to begin. 

We keep score by making a simple score chart on the Smartboard and placing each student's name in the graph. Using the double-digit numbers example, when a student correctly reads the double-digit (say, '22' for example) they receive the amount of points they just read. So, if they read '22', they get 22 points. On their next round, the values are added together. In this case, 22+10=32 and so on and so forth. We keep score and whoever has the most points at the end gets a prize from the prize box or a pat on the head. 

So, the student stands beh iind the line, softly tosses or bounces the ball towards the cans, the ball will either land in a can, in which case we take the card out and they read it, or the ball misses, in which case the student retreats to the end of the line until their next turn. 

You can play as many rounds as you like. I have found this to be an especially fun game when we have 15 or 20 minutes of 'nothing to do.' It is easy to set up and is so flexible. Like I noted above, you can use sight words, number cards, addition/subtraction flash cards, multiplication cards, or whatever. Coin collection cards are fun too because then the students have to add the various amounts of cards and they get that much 'money' for their score. 

Safety note: please make sure when you open the cans that you use a safety opener that will eliminate any sharp edges from the tin. I don't let the kids near the cans anyhow, but this is an important safety tip so as to prevent injury to yourself and, most importantly, the students. 

I hope this little game is helpful to you and that you will find a use for more stuff that might otherwise end up in a landfill. 

Cereal boxes, breakfast bars, etc: Reuse, Re-purpose, Recycle, pt 3

I love when I come across a new resource that really opens my eyes to new possibilities and my mind is stimulated to greater heights of creativity. Such was the case when I was sitting next to a stranger this past summer at a professional development seminar. She happened to be carrying around with her a copy of a book called Tasks Galore. This is a book I highly recommend not only to intervention specialists, but to teachers in general. The book is chock full of creative, hands-on, manipulative based ideas and modified curriculum tasks. Better, most of the taks and projects in the book involve re-purposing and recycling stuff that might otherwise be wasted.

For this post, I have simply expanded on an idea (found on page 51 of the book) the authors called "Seven-piece jigsaw of familiar item." The authors simply took the front of a cereal box, jig-saw cut it (rounded pieces, etc.) and made a puzzle. I like the idea, but I also thought it needed some expansion. (One of the great things about the book is that it shows a picture of a task and its use is left open to interpretation.)

I have kept the basic idea of cutting up the front of a box--in this case, cereal, breakfast bars, or even the lamination product I use--and building a puzzle. The only real difference is that I prefer to cut my boxes into geometic shapes--triangles, trapezoids, etc.--instead of jigsaw shapes. Here is an example:

Now, here is where I am going to build upon the general idea found in Tasks Galore. As important as seeing the parts of the whole and putting the whole back together is, I also want this project to be a little more useful for my older and more advanced students. So, I want them to be able to read and write about what they have just finished. Thus I developed a short paper for the students to work on after the puzzle has been completed. I have attached a file to this bog post that you can use or you can use it as a template for your own writing project. (You can find the link below.)

The puzzles can be as simple or as complex as you like them to be. When I'm using a smaller box, I tend to make the puzzle simpler. When I'm using a larger box-front I make the puzzle more complex.

I am grateful for Tasks Galore for the idea-- because it is a great idea and I will be using this as a writing task for my students. As you can tell, this also serves a vital functional task as the students are learning about products they may need one day in their life. (I included a question on the question sheet that requires the student to use the internet in order to discover the price of the product.)  I believe the only limit to this game is the amount of box-fronts you can collect, cut, and laminate. Yes, even though the box-front is typically cardboard, it is still likely to be destroyed quickly. I go ahead and laminate the pieces so that I can get more than one use out of the puzzle.

It is also serving the function of strengthening your student's fine motor skills--occupational therapy which many of our special education students participate in daily.

As you can see this is yet another way to re-purpose things that might otherwise just be discarded into a landfill. Cardboard is highly recyclable and when the laminate is added, it lasts even longer.

You can use this link Tasks Galore to access the Tasks Galore Task of the Month. You can download the question sheet here: Download Box fronts writing.

Feel free to share your ideas about the writing project that goes along with this task. I'd love to hear your thoughts.

I Love Old Shoe-Boxes: Recyle, Reuse, pt 2

I am a special education teacher. It's a calling I heard late in life so I am only now, at the age of 43, learning the joys of creating curriculum and finding ways to recycle stuff that others think is junk. I love what I do: I get the educate those who have the most powerful and fragile minds all in the same body.

This means I have to be creative and energetic. I have to think as I have never thought before; quickly and while on the move. There is no time for the special education teacher to sit in his chair behind his desk. (Frankly, there's not much time for any teacher to do so, but that's another post entirely.) Worse, now that the so-called Affordable Health Care Act is beginning to affect even schools, teachers are going to be faced with less help from aids, paraprofessionals, and others in the school building. We are going to have to be creative and we are going to have to find ways to use, reuse, and recycle stuff.

So I had an old shoebox. And last year someone gave me a giant bag full of brand-new, empty, unlabeled prescription pill bottles. I knew I could use them for something, but what? Then it came to me about a week and a half ago. Below you will find several pictures of the new creation I have built for ordering numbers and also developing fine and gross motor skills for students with developmental disabilities.

My first incarnation of this game involved the use of a $6 fishing tackle box from the local Wal Mart. The box is about 1.5 to 2 inches deep and the dividers are easily moved to accomdate different configurations and/or amounts of pill containers.

I thought the number 24 would be a bit random, so I stopped at the number 20 (you can still use the other four spaces or simply remove the dividers to create a definitive stopping place). This easily fits into the domain: mathematics: operations and algebraic thinking; counting and cardinality (common core/extended standards) in the K-2 grade band.

The numbers I got at a yard sale a long time ago, the pill bottles were free, and the tackle box cost $6. But I was not entirely satisfied. This version of the task does require some fine-motor skills, believe me it is not as easy as it looks to get those bottles standing straight or putting in more bottles without knocking others over, but I was hopeful to do more with it. So I developed the next version of the task.

In this version, I have used an old shoe-box as a container for the pill bottles. The next picture gives a better idea:

Using my X-acto knife, I carefully cut 20 holes in the lid of the shoe-box--just a little smaller than the diameter of the pill bottles. This intentionally limits the task to twenty numbers. The difference here is that students will have to exert effort in order for the pill bottles to fit into the holes. Furthermore, the shoe-box was deep enough for the pill bottles to fit all the way to the bottom. You can see this in the picture below.

This is a simple task at some levels. And, to be sure, after a while the holes will have to be re-cut in another shoe-box or reinforced in some way or other. Furthermore, after a while the students may well memorize the order of the numbers--GOOD!--and the job/task may become a little dated. Still, we can always use this job for skip counting, filling in the missing number, or we can add new numbers for higher counting. The best part, though, might be that we have done a small part to keep usable resources out of the local landfills.

I have field-tested this task and it works well with students who have an ASD.

PS--one other alternative use for this task is that the lids could be removed and the student could be asked to put into the containers the amount of objects to match the number on top. One could use small objects like paper clips or even Skittles.

Traveling Circle Time

I am currently tutoring a student who has an Autism Spectrum Disorder. The student is a participant in the Autism Scholarship Program which means that he is educated at home by a professional. I work with the family to provide helpful tools they can use, I work with the student on academic and behavioral skills, write curriculum and also provide guidance on achieving IEP objectives. It is truly a worthwhile effort that I enjoy immensely.

There are times, however, when we encounter small problems. One such example is what some call 'circle time' and others call 'calendar time.' It's that time of the day when teachers engage the students in learning the days of the week, months of the year, and other such fun things. Well, when there is only one student, circle time can be rather boring; nevertheless, I did not want my student to miss out on this opportunity. So I had to develop a way to teach the various circle time elements in a one on one situation to a student with an ASD.

Out of this was born the Traveling Circle Time. Here's a picture:

As you can see in this picture, there are many elements included in this miniature version of Circle Time. Some of the elements are traditional--for example, today is, yesterday was; the add-the-number-of-the-day calendar in the center; today's weather is; and so on. Other elements are specific to our environment. One on one, we can talk about nouns, verbs, synonyms, antonyms, specific numbers and letters. Also included is a student specific category for 'how I [the student] am feeling today.' Here's another view:

Most of the elements included on the Traveling Circle Time board were produced from Boardmaker(R). It is super easy to make them, and they can be designed any way you like. I used simple, clear shapes and provided plenty of space for my student to place the 'buttons.' The buttons are incredibly easy to make using the Boardmaker(R) software (which I swear by). The various elements are simply created, printed, and glued to the tri-fold board using Elmer's Craft Bond Rubber Cement. I did not laminate the elements because they wouldn't stick as well to the board. After gluing them down, simply apply your sticky-back Velcro(R) (or another hook and loop product) in the appropriate space.

After the board is prepared, make your butttons. I did laminate the buttons because they will get a lot of use and you don't want to have to remake them every other day. In a later post, I will show you the container I use to keep all of my prepared buttons in for easy access.

The cost on this item is a little higher than I would normally like, and did not involve any recycling at all, but in the end it is worth. Boardmaker(R) is provided by my district. I prefer Scotch brand thermal laminating sheets and my trusty Scotch desktop laminator. A couple of the items (days of the week; months of the year) were found on a couple of free websites (I regret I don't recall to give them props). And the tri-fold board is $2-$3 depending upon where you buy it.

This is an excellent tool you can use to provide individualize calendar time to your students. Maybe you can even find a way to work this into your classroom setting, but at least it is useful for one on one contact. I'm actually going to build another one for other tutoring sessions and students, but it will most certainly have other elements included.

Enjoy the Traveling Circle Time. Let me know if you have other ideas for improving this task.Good luck, and enjoy!

PS-The Traveling Circle Time probably looks very dull and un-colorful. That is intentional. The students I work with are easily distracted so I limit the amount of extra-curricular decorations which only aid and abet their distractability. I keep it to the point intentionally.