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Northstar Elementary in the Northeast Heights was packed today with students and teachers getting ready for a learning lesson, but it's a different kind of learning lesson. 18 fourth and fifth graders taught their teachers how to use apps. The project was spear-headed by April Requard--the school's technology director.

This is fantastic - thanks so much for sharing, Janet. This project seemed to elicit great energy from both kids and adults!

Thought provoking article that stresses even more that developmentally Kindergarteners are not ready for the curriculum that they face.

Kerry, thanks for sharing this. This article was well worth reading. It makes me sad to think of what we are continuing to do to young kids, and scared for their future. Just thinking back to when I was in kindergarten, I remember lots of time to explore and play in different stations, including building and dress up stations. We did plenty of learning through play, and still all learned to read and make it through school. I'm in the middle school and don't always know exactly what's going on in the lower elementary schools, but it does seem like things are continually being pushed to younger and younger ages. The math that the sixth graders are doing now is similar to what I did in 8th grade algebra. Many of them are not developmentally ready for it, and then feel like failures if they can't get it. At an even younger level, I'm seeing it with my nephew who's 3 1/2 and in preschool. His teacher told my sister-in-law that he's behind because he can't write his name yet. Now she's concerned about it of course, but I'm thinking that's a little premature. And the last thing he needs at this age is someone trying to force him to write his name - he'll already be on a track to hating school..... I'm going to share this article with her. Also, when they talked about learning to read, I loved the quote about kids who learned to read later showed better understanding because they had had time to develop more language at an earlier age.Thanks for sharing.

Another great post - I agree with so much of what this article states, and I hear so many other educators and parents expressing concern about the trend that has been developing in all elementary grades, but especially kindergarten. The question is, if we all agree that it's not working, how do we change it?

Here is an article from the IRA with great mentor text suggestions for Writer's Workshop.

I love this topic. I have always believed that using picture books beyond elementary school is a great idea. Mitali Perkins will be our visiting author this May. Her latest book Open Mic: Riffs on Life Between Cultures in Ten Voices might be another useful resource for teachers interested in working with short texts. I believe she only edited the stories that were picked. I have not read it yet, but I just copied and pasted the information from Mitali's website for you to look over. The public library will be ordering mulitple copies and the middle school will hopefully do the same. Though we lack a funding source, it might be a consideration for some type of all school (middle school) read. "Listen in as ten YA authors-some familiar, some new-use their own brand of humor to share their stories about growing up between cultures. Edited by Mitali Perkins, this collection of fiction and nonfiction embraces a mix of stayles as diverse as their authors, from laugh-out-loud funny to wry, ironic, or poignant, in prose, poetry, and comic form. With contributions by Cherry Cheva, Varian Johnson, Naomi Shihab Nye, Mitali Perkins, Olugbemisola Rhuday-Perkovich, Debby Rigaud, Francisco X. Stork, Gene Luen Yang, and David Yoo."

I'm glad that I'm not the only one looking for quality mentor texts, and am also glad that others found the information from the IRA helpful. Thank you for adding information of your own. It's all so informative. There are some great resources out there!

Some free apps that look great and easy to use. I think our elementary students might like to try them out. I just wish they were all free.

This is a thought-provoking article about the effects that our kids may be experiencing from use of handheld devices when very young. It's a question that I've had for a while about relative benefits of technology for very young kids. What do people think?

This could be an interesting debate topic. While I don't necessarily agree with some of the points made in the article, I do sometimes wonder how much overuse of technology is contribute to higher rates of ADHD or ADD. I don't have any hard and fast evidence, but based on what I see in the classroom, it seems difficult for students to "slow down" and focus on any activity for long periods of time. They so used to jumping from one thing to another, or texting on their phone while talking to a friend, that they're never really present in the moment, or focused solely on what's in front of them. I also notice it with myself. Having an ipad or cell phone or laptop at a meeting, it's hard to always stay focused on what's going on, especially when work emails are coming in that seem to need your immediate attention. It's definitely hard to shut off or disconnect. However, I also remember someone sharing in class thoughts from Tony Wagner's book that screen time in school where kids are working collaboratively on a project, or experiencing things that they can only experience with technology, is vastly different from playing video games, or watching TV/movies in a more isolated setting. Technology can be instrumental in learning, and I don't see how it wouldn't remain part of instruction in elementary schools. Maybe the debate is more in the quality of how it's used? Good food for thought; thanks for sharing!

I agree that this is a great topic to debate. As with with most things there are positives and negatives that both make sense. I agree with Julie that maybe the question should focus on the quality and quantity of how these devices are used with children under 12.

This is a real and current issue. I assign homework. I believe it helps me assess that students have mentally digested what happened in class through their reflections, and helps my students prepare for class when we are operating in a flipped capacity. Tough issue with people who feel strongly on all sides. This is one teacher's perspective.

I was going to stay out of this because it is such a hot button issue, but in the end, I decided to comment. I think we all know there is no easy answer. I have a daughter in high school here in Reading who does 7-8 hours of homework per night and spends at least half her weekend, every weekend, studying and doing more homework. It has become a real issue for my daughter and my family. It is September, and to say she is burnt out is an understatement. More balance is needed. An hour and a half to two hours of homework in each class per night equals 7 or so hours minimum every night after attending school for 6 1/2 hours each day. This normally means getting to bed well after midnight each night, and up again by six the next morning to do it all again. She is exhausted. It's not mentally or physically healthy for anyone, let alone an adolescent. This is just my perspective as a teacher and the parent of a high schooler. I am not against homework, and have always instilled a strong work ethic in my kids, but the time and stamina needed to complete the pure volume of homework, study for tests, complete individual and group projects, day in and day out, is not sustainable.

Thanks for posting your perspective, Jan. Indeed, 7 hours of homework after a full day of school sounds staggering. There are other articles at the Atlantics website in which teachers argue against assigning any homework at all (see http://m.theatlantic.com/education/archive/2013/09/should-i-stop-assigning-homework/279803/). Both perspectives are interesting and both talk about what their research shows. I think 7 hours a night is too much. I think assigning mere "worksheets" is not helpful. I posted this because I have been considering my own practice. I don't think it has to be 2 hours a night or nothing, though. There is no easy answer.

This looks like a great, engaging hands-on activity. Sometimes I wish I taught science just so I could do fun things like this.

We have just started teaching informative writing. This guide has great information, some of it grade specific, on why and how to teach this type of writing.

Thanks for sharing this, Jan. I can see how it will be a helpful tool. I like the Thinking Maps that apply to different writing purposes - reminds me a bit of the EmPOWER writing program.

This reminds me how much I respect K-3 and elementary teachers in general. The fundamentals are so important. Thanks for posting this. I'm excited that Common Core emphasizes expository writing. I find it somewhat disingenuous that a lot of high school language arts curriculum is based on analyzing fiction and works of literature, and "proving" theses that are up for interpretation. Expository writing can be so interesting and when inspired by passion for the subject matter, powerful.

Interesting read. I know some parents even at the elementary level that would agree with this as they feel any homework is too much. However, I feel that all school aged children should have some homework as to reinforce skills and then the parents can see what they are doing in school. I remember the days of having sooo much homework in high school, that I would feel sick. I also remember having arguments with my mother that I needed to go to school and she would say, but you can't because you are sick. Having to make up all of that work as well as keep up with everything was daunting. I see this in high school students now...many hours of homework. Not sure how to fix this Race to No Where.

Training available through Code.Org partnership. Workshop is one day and could be hosted at Reading if enough people are interested. 20 hour curriculum designed to be integrated.