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PQ and CQ in Mrs. Cornelli's classroom
Transcript of PQ and CQ in Mrs. Cornelli's classroom
PQ and CQ defined
According to an article written by Thomas Friedman (2013), intelligence is no longer enough to meet the demands of an ever-changing future. In order to be ready for the future, and to prepare our students to be successful in an increasingly demanding workplace, we must instill, and demonstrate, the PQ and CQ (Friedman, 2013).
PQ = passion quotient
CQ = curiosity quotient
As Friedman (2013) writes, these individuals who place an emphasis on being passionate and curious about how to improve, learn, and grow, will be the ones who "leverage all the new digital tools to not just find a job, but to invent or reinvent one, and to not just learn but to learn for a lifetime" (Friedman, 2013). Thus, the question is... How am I inspiring the PQ and CQ in my students, and how am I using technology to do so?
Each mini-lesson, in each unit, has a central teaching point that helps me to instill a sense of urgency in my students. This makes them curious as to how the different skills can help them grow as a reader. I let my students choose their own books, thus choosing either those which they find interesting and are curious about, or those which they want to know more about because they are passionate about the topic. I keep a vast non-fiction collection in my classroom library, because I know this genre is tough for my readers and I want them to have the opportunity to advance their knowledge while practicing reading skills - all while reading about animals and people they cannot meet in person, but are curious to know more about. Each student has their own account on Raz-kids, so that they can read or listen to books online. My students LOVE using Raz-kids to read for their monthly reading log. I also read aloud to my students daily, to introduce them to different authors and genres. I build up series of books in my library so students can explore characters they have grown to love.
Science and Social Studies
In Science, we have hands-on experiments that allow my students to explore and "play" in order to learn. I often have them play around and observe the materials before setting up the learning goal, thus allowing students to explore personal curiosities with what we will be learning. I show a lot of videos on the smartboard, as these are another way for students to learn concepts. I start each lesson of each unit with some kind of guiding question. By setting up the learning goal as a question, rather than simply telling students what they will learn, they are able to explore throughout the lesson and develop a passion for being a true scientist, coming to their observations completely on their own. I also rely on google images to show students real-life images of scientific concepts (like landforms, which we are currently learning about as part of an earth resources unit).
In Social Studies, our units are focused completely on our state so students can build up their curiosities about where they live. I always stress with them the importance of being an informed citizen, so having units that center around their state helps them to realize the importance, and that they have resources available to learn and grow as a Michigander!
Similar to Reader's Workshop, the mini-lessons for writer's workshop come with their own teaching point to show students what is expected of them. However, I still make time for my students to simply write something they truly enjoy. This free-write time includes the opportunity to write songs, poems, or made-up stories. They focus on superheroes, the weather, and the 7 Habits - but all the while, they are writing about something which they are passionate about. A small group of students even started their own book writing club, and I provided them with a basket so that the books they wrote could be checked out of our classroom library when students shop for books. After revising/editing and writing final copies, we head to the computer lab to type up our finished work. This gives students the chance to go through the entire writing process, just like a professional author. Some students even wrote their own biographies at the library, printed them off, and brought them in to share.
This time of our morning is slightly less-structured. I do give students tasks to accomplish in the form of Must Do's and May Do's. The Must Do's are required to complete; the May Do's are a list of options. Students choose between reading, working on writing, practicing math facts, using a Chromebook or tablet (if it is their day to do so), practicing spelling, or studying for upcoming tests. By having May Do's, students choose a task that is interesting to them. They choose something they want to continue working on, whether a new book they just can't put down or a story they started writing over the weekend. Students see that there is value in choice, and that they have the power to guide their learning for this period of time. When students use Chromebooks or tablets, they practice fine-motor skills while working on an educational site to practice concepts.
I rely on manipulatives to keep student engaged and interested in what we are learning. Third graders have high standards to meet with math facts, so I build in excitement with timed tests. Students cannot WAIT to take these weekly tests and increase their scores; they are passionate about learning the facts, and learning them fluency. I rely on LearnZillion and the EverydayMath website to help teach concepts to students, as both websites offer videos to show students how to perform operations and computations. Students and parents both have told me how much they enjoy watching the EverydayMath videos at home, and this is never something that I require - it's simply a technology that is out there and available for use, and my students LOVE to use it! To keep up with math facts, I use the EverydayMath online games website and Xtra Math. Students love playing the games by themselves or with a partner. On Xtra Math, I can move students up to more challenging math problems upon successful completion of their current program. My students really have the passion and drive to become better mathematicians, and they really enjoy using these programs to do so.
Friedman, Thomas L. (2013, January 29). It's the P.Q. and
C.Q. as Much as I.Q.
The New York Times
. Retrieved from http://www.nytimes.com/2013/01/30/opinion/friedman-its-pq-and-cq-as-much-as-iq.html.
Whitney Cornelli, CEP812