We've one more day of Kagan Cooperative Learning Train the Trainer training. During today's session, I began to think about cooperative learning and engagement in the modern classroom. Part of the Kagan premise is "Simultaneous Interaction" which asks the question, "What percent is overtly engaged at a given time?" It's a fantastic time and one teachers have been asking since they stepped in to the first schoolhouses. The trouble I see is prescriptive engagement. Jackie, our trainer, made sure to point out that engagement does not equal compliance. Doesn't it? Another piece of the Kagan premise is "Individual Accountability" which asks, "Is individual public performance required." It's that last word that runs up against the idea of compliance being separate from engagement. If I'm requiring my students to fulfill a certain role, am I not requiring them to engage in a compliant manner? If student A refuses to work because he wanted the role assigned to student C, then he is truly engaged, but not at all in compliance. Most teachers would give student A the choice of complying or choosing to work alone. I know many who choose the latter and even more teachers who expect the former.
This works away from 21st century literacy skills and problem-based learning. I would much rather my students were engaged due to authentic interest in content rather than contrived adherence to teacher prescription. In my doodling/notetaking today, I wrote down, "Cooperative learning does not fix bad teachers." You can take a horrendous teacher, train them in Kagan structures, have them buy in and own the structures and use them everyday in their classroom, but I would argue you haven't helped that teacher if the content the students are cooperating to learn has not changed. If this teacher is having students use the "Quiz-Quiz-Trade" structure to review important dates of battles of the American Civil War, then the students are still being done a disservice in their learning. Even if they were using the same structure to review the causes of the war, a disservice has been done if those causes came from the textbook or teacher. The teacher has simply found a new way to transfer old information.
Teachers must also be taught how to let students uncover and evaluate their own information. From there, quiz-quiz-trade is a great avenue of education. Kagan surely informs our practice, but not our pedagogy. Old dog, old tricks, new order.
I would be remiss if I did not clarify that I am a believer in the promise of Kagan. I've experienced the transfer of responsibility and increase in student accountability in my own classroom. My worry is that it is not requiring teachers look more critically at their practice, rather it is providing a more palatable (for teachers and students) method of delivery. Taking your cousin to the prom is taking your cousin to the prom whether he's the best looking person their or not.
One piece I thoroughly enjoy about Kagan is its focus on state change and its interest in brain chemistry. While teaching does have an artistic side, educators cannot afford to ignore the science of the brain and how best to activate it. Including the elements of "Silly Sports" and "Goofy Games" is something all structured events, from classes to faculty meetings would do well to include.
Miguel Guhlin had a fantastic post recently on "Whitelisting and Transparency" that has certainly informed my thoughts on covert and unintended hypocrisies in education. It's led to the consideration of how I can transform the way I do things in such a manner that it provides my students with authentic engagement in a safe (in many senses of the word) environment. Kagan is an undeniably useful tool, but it is the lens to examine the findings, not the hammer and pick to unearth the learning.
More later.
Thursday, August 31, 2006
Wednesday, August 30, 2006
Time, Time, Time
I'm in training all week this week to become a certified school trainer with Kagan Cooperative Learning. I'm highly excited by this prospect. This is my third Kagan training, and each time I walk away with new knowledge that had direct benefits for my students.
The difficulty comes in the visage of being out of my classroom for an entire week so early in the school year. It's never easy for me to leave my students in the hands of a substitute, even the most capable. Amazingly, I know they've learned from teachers I'll never meet and will go on to meet many more. For me, though, it's a question of how long I have them in my classroom and I hate to waste any of that time.
For the most part, my substitute reports have been positive, with regular mentions of some frustrating mishaps. I've had my students working on the laptops the first two days of the week, but that met with big problems. For someone who knows what to expect, it's an excellent environment. For someone who neither designed the lesson nor has the training/experience with technology, it's proven a nightmare.
Tuesday, as my final attempt, I designed an automated PowerPoint presentation with embedded audio thanks to audacity. I figured the students would be able to hear my voice and that will help as a behavior regulator. Plus, it was a way for me to be in the room without being in the room. For some, it worked; for others, it did not. That's ok. It was a trial.
Upon returning to school Tuesday afternoon and reading of further mishaps in the substitute teacher's notes, I packed up the laptops in the cart and wrote a lesson plan that was technology free, no projector even. Not only that, for the first time in four weeks, I was sent to the copy machine. The lesson I designed was high-content, but low-tech. Traditional would be the word for it.
I didn't go back to school when I got out of training today. After staying up until 1:30 both Sunday and Monday nights, I decided I had put in my time. I got to bed at a decent hour last night, but it hadn't been 11 hours since I left when I stopped by the building this morning. Luckily, I have not much of a life outside of teaching.
The whole week takes me to what I've heard Will Richardson comment on several times in person and in podcasts - it's about teaching the skills. I thought I had made headway with my students in showing them appropriate use of resources and the rationale behind it. Clearly, there's more work to be done. When we get back after the holiday, I'll start in with new class and teambuilding as well as tech. and web usage skills. One of the pieces I'm constantly reminded of is the premise that many of my students stand on the losing end of the technology divide. Though the majority of them have home computer and Internet access, it's a slim majority. They may be natives of Prensky's digital world, but they are not among the power class. There's a difference between living in the Bronx and living in Manhattan. I'm not sure if the metaphor works, but it's how I see things in my head.
Much of the time, I feel the shininess must wear off before we can get to the true potential of these tech tools.
One more note about training before I sign off. The final announcement for the day was about the follow-up to the training and making sure every participant had support in taking what we've learned back to our schools. The way that will happen is a follow-up day back at the district office for participants to voice concerns, questions and the like. Stephanie, friend and science teacher at Phoenix, and I agreed a blog would be the best way to house that conversation and eliminate the need for yet another day out of the classroom. We proposed the idea and were told a blog was a great idea, but as a follow-up to the follow-up. Tried to make the case for blog-as-follow-up, but met with resistance. I suppose the agreement that a blog would be a useful tool is a sign of progress. Oh, progress, you slow, lumbering behemoth. (My point was just validated by the fact the blogger.com spellcheck did not recognize the word "blog." Too funny.)
More later.
The difficulty comes in the visage of being out of my classroom for an entire week so early in the school year. It's never easy for me to leave my students in the hands of a substitute, even the most capable. Amazingly, I know they've learned from teachers I'll never meet and will go on to meet many more. For me, though, it's a question of how long I have them in my classroom and I hate to waste any of that time.
For the most part, my substitute reports have been positive, with regular mentions of some frustrating mishaps. I've had my students working on the laptops the first two days of the week, but that met with big problems. For someone who knows what to expect, it's an excellent environment. For someone who neither designed the lesson nor has the training/experience with technology, it's proven a nightmare.
Tuesday, as my final attempt, I designed an automated PowerPoint presentation with embedded audio thanks to audacity. I figured the students would be able to hear my voice and that will help as a behavior regulator. Plus, it was a way for me to be in the room without being in the room. For some, it worked; for others, it did not. That's ok. It was a trial.
Upon returning to school Tuesday afternoon and reading of further mishaps in the substitute teacher's notes, I packed up the laptops in the cart and wrote a lesson plan that was technology free, no projector even. Not only that, for the first time in four weeks, I was sent to the copy machine. The lesson I designed was high-content, but low-tech. Traditional would be the word for it.
I didn't go back to school when I got out of training today. After staying up until 1:30 both Sunday and Monday nights, I decided I had put in my time. I got to bed at a decent hour last night, but it hadn't been 11 hours since I left when I stopped by the building this morning. Luckily, I have not much of a life outside of teaching.
The whole week takes me to what I've heard Will Richardson comment on several times in person and in podcasts - it's about teaching the skills. I thought I had made headway with my students in showing them appropriate use of resources and the rationale behind it. Clearly, there's more work to be done. When we get back after the holiday, I'll start in with new class and teambuilding as well as tech. and web usage skills. One of the pieces I'm constantly reminded of is the premise that many of my students stand on the losing end of the technology divide. Though the majority of them have home computer and Internet access, it's a slim majority. They may be natives of Prensky's digital world, but they are not among the power class. There's a difference between living in the Bronx and living in Manhattan. I'm not sure if the metaphor works, but it's how I see things in my head.
Much of the time, I feel the shininess must wear off before we can get to the true potential of these tech tools.
One more note about training before I sign off. The final announcement for the day was about the follow-up to the training and making sure every participant had support in taking what we've learned back to our schools. The way that will happen is a follow-up day back at the district office for participants to voice concerns, questions and the like. Stephanie, friend and science teacher at Phoenix, and I agreed a blog would be the best way to house that conversation and eliminate the need for yet another day out of the classroom. We proposed the idea and were told a blog was a great idea, but as a follow-up to the follow-up. Tried to make the case for blog-as-follow-up, but met with resistance. I suppose the agreement that a blog would be a useful tool is a sign of progress. Oh, progress, you slow, lumbering behemoth. (My point was just validated by the fact the blogger.com spellcheck did not recognize the word "blog." Too funny.)
More later.
Wednesday, August 23, 2006
Bringing Dimension to the Flat World
I was talking to myself as I walked through the halls yesterday morning. It wasn't the first time and I doubt it to be the last. I happened upon our assistant principal, Dr. Shelley, and said, "Do you know what Jason (our social studies teacher) is talking about in his class today?"
She didn't and asked what.
He was talking about the flat world...to eighth graders...historically low-achieving eighth graders. It was amazing. Not only that, he opened with a streamed video clip from one of Thomas Friedman's appearances on The Daily Show with Jon Stewart.
Then, he gave a mini lecture to familiarize his students with the topic. From there, the learning belonged to the students. He asked them questions about the populations of China, India and the US. He asked about graduation rates, industry and the like. He didn't point them toward the information, he simply supplied them with the question. Our kids still need the guidance.
Tomorrow, he will be presenting a PowerPoint on China and India and how they measure up to the US. I'd showed him Carl Fisch's now-updated presentation and told him our students had already seen it in my class. His picks up nicely.
To round it out, he has the students identifying the possible impact of developments in China and India and then writing about possible solutions in the US.
A group of students was talking about effects of war and ethnic cleansing in another class with our literacy coach the other day and she asked what they would do if someone came in to their homes and they were forced to leave. Some of the students said they would go to China because they had learned in my class that there were a lot of smart people in China, so it must be safe. Our lit. coach told me of the interesting and engaging conversation that followed.
Now, think about this. I can't imagine another 8th-grade group that has spent such a chunk of the beginning of their school year talking about, thinking about and soon writing about global economic shift. As they are about to become participants in the global community, it's probably best that they realize its existance and importance first.
I realize they don't get the nuances of the process. I realize it's new and will take much more to develop a reasonable understanding, but what a great foundation for learning. Often, we talk about what our kids are and are not prepared for. Rarely, do we speak TO our kids about what we have a faint idea might lie ahead. I cannot wait to begin blogging with them. I cannot wait for the world to engage them.
More later.
She didn't and asked what.
He was talking about the flat world...to eighth graders...historically low-achieving eighth graders. It was amazing. Not only that, he opened with a streamed video clip from one of Thomas Friedman's appearances on The Daily Show with Jon Stewart.
Then, he gave a mini lecture to familiarize his students with the topic. From there, the learning belonged to the students. He asked them questions about the populations of China, India and the US. He asked about graduation rates, industry and the like. He didn't point them toward the information, he simply supplied them with the question. Our kids still need the guidance.
Tomorrow, he will be presenting a PowerPoint on China and India and how they measure up to the US. I'd showed him Carl Fisch's now-updated presentation and told him our students had already seen it in my class. His picks up nicely.
To round it out, he has the students identifying the possible impact of developments in China and India and then writing about possible solutions in the US.
A group of students was talking about effects of war and ethnic cleansing in another class with our literacy coach the other day and she asked what they would do if someone came in to their homes and they were forced to leave. Some of the students said they would go to China because they had learned in my class that there were a lot of smart people in China, so it must be safe. Our lit. coach told me of the interesting and engaging conversation that followed.
Now, think about this. I can't imagine another 8th-grade group that has spent such a chunk of the beginning of their school year talking about, thinking about and soon writing about global economic shift. As they are about to become participants in the global community, it's probably best that they realize its existance and importance first.
I realize they don't get the nuances of the process. I realize it's new and will take much more to develop a reasonable understanding, but what a great foundation for learning. Often, we talk about what our kids are and are not prepared for. Rarely, do we speak TO our kids about what we have a faint idea might lie ahead. I cannot wait to begin blogging with them. I cannot wait for the world to engage them.
More later.
Sunday, August 20, 2006
SOAP
Part of me can't believing I'm posting this. The rest of me isn't surprised at all.
My friend Rachel and I went to see the much-anticipated Snakes on a Plane last night. I don't have a particular affinity toward snakes, planes, Samuel L. Jackson, Julianna Marguiles, etc. In talking Rachel into seeing this movie, I finally became exasperated at making my case and just said, "We just have to see this movie."
If you haven't or are thinking about it, I will leave that decision up to you. Much in the same way this post is not about the movie, the need to see it last night was not about the movie.
Exiting the theater in extreme states of incredulity, Rachel and I both agreed, SOAP is an incredibly important movie. Incredibly.This movie, on its merits, hadn't a shot in the world, but then came Web 2.0. The blogosphere erupted, T-shirts were printed, news outlets had no choice but to engage.
I'm not immune to the ironies at work here. A movie that would otherwise have been heavily neglected was brought to the global conscious while policital issues and global crises fail to garner the attention due to them. Still, it is a first major flexing of a muscle that, 5 years ago, was barely forming.
Change consistently happens in unexpected ways. The key to the success here had to be its lack of contrivance. If it had been a promotion originating from big business, I argue Snakes on a Plane would have crashed. Natives no contrivance, it lacks luster. In the same way my educational practices must be authentic, SOAP had to be an authentic phenomenon.
Either way, it is an important movie, perhaps one of the most important we've seen in a while, but that importance has nothing to do with the movie. What will be next?
More later.
My friend Rachel and I went to see the much-anticipated Snakes on a Plane last night. I don't have a particular affinity toward snakes, planes, Samuel L. Jackson, Julianna Marguiles, etc. In talking Rachel into seeing this movie, I finally became exasperated at making my case and just said, "We just have to see this movie."
If you haven't or are thinking about it, I will leave that decision up to you. Much in the same way this post is not about the movie, the need to see it last night was not about the movie.
Exiting the theater in extreme states of incredulity, Rachel and I both agreed, SOAP is an incredibly important movie. Incredibly.This movie, on its merits, hadn't a shot in the world, but then came Web 2.0. The blogosphere erupted, T-shirts were printed, news outlets had no choice but to engage.
I'm not immune to the ironies at work here. A movie that would otherwise have been heavily neglected was brought to the global conscious while policital issues and global crises fail to garner the attention due to them. Still, it is a first major flexing of a muscle that, 5 years ago, was barely forming.
Change consistently happens in unexpected ways. The key to the success here had to be its lack of contrivance. If it had been a promotion originating from big business, I argue Snakes on a Plane would have crashed. Natives no contrivance, it lacks luster. In the same way my educational practices must be authentic, SOAP had to be an authentic phenomenon.
Either way, it is an important movie, perhaps one of the most important we've seen in a while, but that importance has nothing to do with the movie. What will be next?
More later.
Friday, August 18, 2006
Two Weeks
With two weeks under my belt, the school year is zooming by.
I did an informal survey today, asking my students to tell me what they had learned in the first two weeks of my class. "What have you done that you haven't done before? Tried that you hadn't tried before? Learned or thought about that you hadn't before?"
More than once, a student raised his hand and said something to the effect of, "Last year, we visited the computer lab maybe three times in the entire year." Three times! I'm finding, not surprisingly, that my kids are not as tech literate as I'd like them to be. In one class, four kids raised their hands when I asked if anyone had ever created a PowerPoint presentation before. They know Myspace and they know the ins and outs of Windows Media Player, but the majority don't have anything past that. The vision is to move to a community of bloggers the way I read about Konrad Glogowski or Darren Kuropatwa's classes doing, but it's going to take time. The legs are still shakey. We'll get there.
Alan November's question of "who owns the learning" is in the driver's seat this year. Today, I did something I wasn't so sure about. I knew it would be uncomfortable for my students, but I also knew I had to stop spoon feeding them and let them gain confidence. I put up the assignment on the ActivBoard with three bullets:
In another class, students would try to get me to answer questions and I would almost answer, but I was cut off by a slew of students who said, "Can I help him, Mr. Chase?" They would get up, walk over and show the students how to complete the assignment. One girl announced, "All right, I'm not getting up after this, so who needs help now?" How many times have I thought that as a teacher. I was monitoring screens with my new Vision access to make sure things were on track. They were.
It felt fantastic. I was so proud. They were building a community.
One other things of note today. I'm not certain of the etiquette on this one. Checking my Bloglines account this morning in a faculty training on how to use the district's online print shop order form (not so helpful for the paperless classroom), I saw my name in David Warlick's blog 2 Cents Worth. I literally let out a little scream.
Now, I've been published online, in newspapers, magazines, etc., but none of it compared to the excitement of this. Why? A number of reasons. For one, it wasn't passive. I had written something that made someone else think. For another thing, it meant more people were going to be reading what I wrote. I called my mom. By the end of the day, I had messages from around the globe. I stopped and realized. This is why our students should be blogging, this feeling of connectedness, of authenticity. I shared the whole thing with my classes, explaining how the network operated, how David likely found my blog and so on. All but three of my students had never heard of a blog before, so I took it slowly. It was the first glimmer of realizing the potential in a first-hand manner. Awesome. I feel I'm such the nerd for saying so, but it truly was.
More later.
I did an informal survey today, asking my students to tell me what they had learned in the first two weeks of my class. "What have you done that you haven't done before? Tried that you hadn't tried before? Learned or thought about that you hadn't before?"
More than once, a student raised his hand and said something to the effect of, "Last year, we visited the computer lab maybe three times in the entire year." Three times! I'm finding, not surprisingly, that my kids are not as tech literate as I'd like them to be. In one class, four kids raised their hands when I asked if anyone had ever created a PowerPoint presentation before. They know Myspace and they know the ins and outs of Windows Media Player, but the majority don't have anything past that. The vision is to move to a community of bloggers the way I read about Konrad Glogowski or Darren Kuropatwa's classes doing, but it's going to take time. The legs are still shakey. We'll get there.
Alan November's question of "who owns the learning" is in the driver's seat this year. Today, I did something I wasn't so sure about. I knew it would be uncomfortable for my students, but I also knew I had to stop spoon feeding them and let them gain confidence. I put up the assignment on the ActivBoard with three bullets:
- Log in to Blackboard.
- Read the announcement.
- Complete and turn in the assignment.
In another class, students would try to get me to answer questions and I would almost answer, but I was cut off by a slew of students who said, "Can I help him, Mr. Chase?" They would get up, walk over and show the students how to complete the assignment. One girl announced, "All right, I'm not getting up after this, so who needs help now?" How many times have I thought that as a teacher. I was monitoring screens with my new Vision access to make sure things were on track. They were.
It felt fantastic. I was so proud. They were building a community.
One other things of note today. I'm not certain of the etiquette on this one. Checking my Bloglines account this morning in a faculty training on how to use the district's online print shop order form (not so helpful for the paperless classroom), I saw my name in David Warlick's blog 2 Cents Worth. I literally let out a little scream.
Now, I've been published online, in newspapers, magazines, etc., but none of it compared to the excitement of this. Why? A number of reasons. For one, it wasn't passive. I had written something that made someone else think. For another thing, it meant more people were going to be reading what I wrote. I called my mom. By the end of the day, I had messages from around the globe. I stopped and realized. This is why our students should be blogging, this feeling of connectedness, of authenticity. I shared the whole thing with my classes, explaining how the network operated, how David likely found my blog and so on. All but three of my students had never heard of a blog before, so I took it slowly. It was the first glimmer of realizing the potential in a first-hand manner. Awesome. I feel I'm such the nerd for saying so, but it truly was.
More later.
Thursday, August 17, 2006
So Much!
Nine days, that's it! I've only been in the classroom nine days and I feel like I'm doing good. My kids are using Blackboard, they've posted to an online discussion board, they've uploaded files, they're getting closer to where they need to be.
Tonight, Wendy, our Tech Coach, and I worked with my student laptops to install Vision. This means that my room of 20 laptops is much more manageable. I can keep tabs on what they're looking at, chat with them, demo what I want them to do, the works. It's one of the pieces I've felt was missing.
For the first time, today, I was able to work Wikipedia in to my lesson today. I posted a piece of the entry on Myspace.com on the discussion board. It was all about restrictions being put on the site in schools. My kids were all over the place with what they thought. Not everyone was a fan, all of them understood the dangers. What surprised me last week was the number of kids who said their parents also had Myspace pages. The kids knew it and they knew their parents were watching. Maybe things aren't as bleak as the frightened masses would like to think.
In the coming weeks, I see great opportunities. I showed my kids the PowerPoint presentation from Karl Fisch's blog today. Some good conversation came from it. Not only that, Wendy said the kids were asking her about the presentation after they left my class. Something stuck.
I've been looking at Thinkfree.com tonight. What an excellent partner for our program that puts computers in homes of students who don't have them! No longer do parents have to worry that they can't get the right software. Kids can save their work online and then pull it down. Start a file at school, edit it at home, share it with classmates. It's a network in a grand sense.
My problem is that I'm so anxious to use these things. I need to pause. I need to slow down.
One of my frustrations when listening to the podcasts and presentations of folks like David Warlick and Will Richardson is that I want examples, I want lessons and projects, I want to see what's going on with the people who have been there.
Perhaps I should sleep. Take pause. I feel like I can't afford to pause.
More later.
Tonight, Wendy, our Tech Coach, and I worked with my student laptops to install Vision. This means that my room of 20 laptops is much more manageable. I can keep tabs on what they're looking at, chat with them, demo what I want them to do, the works. It's one of the pieces I've felt was missing.
For the first time, today, I was able to work Wikipedia in to my lesson today. I posted a piece of the entry on Myspace.com on the discussion board. It was all about restrictions being put on the site in schools. My kids were all over the place with what they thought. Not everyone was a fan, all of them understood the dangers. What surprised me last week was the number of kids who said their parents also had Myspace pages. The kids knew it and they knew their parents were watching. Maybe things aren't as bleak as the frightened masses would like to think.
In the coming weeks, I see great opportunities. I showed my kids the PowerPoint presentation from Karl Fisch's blog today. Some good conversation came from it. Not only that, Wendy said the kids were asking her about the presentation after they left my class. Something stuck.
I've been looking at Thinkfree.com tonight. What an excellent partner for our program that puts computers in homes of students who don't have them! No longer do parents have to worry that they can't get the right software. Kids can save their work online and then pull it down. Start a file at school, edit it at home, share it with classmates. It's a network in a grand sense.
My problem is that I'm so anxious to use these things. I need to pause. I need to slow down.
One of my frustrations when listening to the podcasts and presentations of folks like David Warlick and Will Richardson is that I want examples, I want lessons and projects, I want to see what's going on with the people who have been there.
Perhaps I should sleep. Take pause. I feel like I can't afford to pause.
More later.
Monday, August 07, 2006
Stepping Forward
Reading Doug Johnson's latest post tonight, I was reminded of the term "change agent." It's what teachers must be. It's our job. How ironic that the change agents of society are so resistent to change. Today, though, I saw things move in the right direction.
We've been trying to implement various technologies at Phoenix this year. Some are big ones, initiatives like blogging and podcasts and wikis. Some, like one I experienced today, are small but important. Rather than have each 8th-grade teacher keep his or her own separate parent contact log, we've designed an Excel file that lives on the server which is access-restricted. All 8th-grade teachers can open and modify the file that has columns for Date, Last Name, First Name, Calling Teacher and Notes. Not only does it put a record of all teacher-parent contacts in one convenient location, it is sortable and each-to-use. It's something that's been possible for years, literally. While I realize it's simple, I cannot overstate it's importance. It's something that I can show to teachers and say, "Look, this is a way you can look to technology to improve how we do things." Once they are sold on the little things, we're more open to putting more deep-seeded traditions on the table. Small steps.
The thing is, at the end of the day, our assistant principal called me in to her office about finding the right tech tool to provide basic bulletins on specific student behavior monitoring. This is a conversation she would not have had last year. Even she realized and appreciated that fact.
Some fantastic news, news I'll say "I told you so" on. Today, Phoenix started a waiting list. A WAITING LIST! The school that was searching for students just last year and worrying about it's numbers in a much different way, has people waiting to get in. What an amazing team I get to be a part of that has created an environment for students in which such contagious change is possible. Seeing them in action today reminded me of what consumate professionals they are. Hearing their dedication to solving the little problems that arose during Day 1 reminded me of what adept problem solvers they are. Such a healthy place to work.
As more and more outlets enter the DOPA debate, I've been asking myself what I can do. I've decided to pitch a column to the paper presenting a NeXt Gen educator's take on the whole thing. With the fair and impartial piece on our dedication to tech integration, it seems a logical follow-up.
With all the changes in humanity, it amazes me the extent to which we are still afraid of what we do not understand.
More later.
We've been trying to implement various technologies at Phoenix this year. Some are big ones, initiatives like blogging and podcasts and wikis. Some, like one I experienced today, are small but important. Rather than have each 8th-grade teacher keep his or her own separate parent contact log, we've designed an Excel file that lives on the server which is access-restricted. All 8th-grade teachers can open and modify the file that has columns for Date, Last Name, First Name, Calling Teacher and Notes. Not only does it put a record of all teacher-parent contacts in one convenient location, it is sortable and each-to-use. It's something that's been possible for years, literally. While I realize it's simple, I cannot overstate it's importance. It's something that I can show to teachers and say, "Look, this is a way you can look to technology to improve how we do things." Once they are sold on the little things, we're more open to putting more deep-seeded traditions on the table. Small steps.
The thing is, at the end of the day, our assistant principal called me in to her office about finding the right tech tool to provide basic bulletins on specific student behavior monitoring. This is a conversation she would not have had last year. Even she realized and appreciated that fact.
Some fantastic news, news I'll say "I told you so" on. Today, Phoenix started a waiting list. A WAITING LIST! The school that was searching for students just last year and worrying about it's numbers in a much different way, has people waiting to get in. What an amazing team I get to be a part of that has created an environment for students in which such contagious change is possible. Seeing them in action today reminded me of what consumate professionals they are. Hearing their dedication to solving the little problems that arose during Day 1 reminded me of what adept problem solvers they are. Such a healthy place to work.
As more and more outlets enter the DOPA debate, I've been asking myself what I can do. I've decided to pitch a column to the paper presenting a NeXt Gen educator's take on the whole thing. With the fair and impartial piece on our dedication to tech integration, it seems a logical follow-up.
With all the changes in humanity, it amazes me the extent to which we are still afraid of what we do not understand.
More later.
Good Press
Up and getting ready, but I've got to post this article from the Sarasota Herald-Tribune on the NeXt Generation Teacher program. It's a nice, brief description. Let's hope Liz follows it throughout the year to keep us on our toes.
More later.
More later.
9.5 Hours
The first day of school is technically here and there's so much to do. So much. I need to be trying to sleep. Much like the night before a marathon, I have trouble sleeping the night before school starts.
Open house was a success this year. We had more parents come through than I've seen in 3 years of teaching. It was odd that I always forget how animated I get when I'm in a classroom. There's an electricity attached to it. At some point, parents were clapping and muttering "Uh-huh, that's right." One mother stopped me and asked if I could give my speech at another district school.
It wasn't until I got started with the first group that I realized what I was going to say. That's the improvisor in me. It turns out I was driven by the question Alan November asked us when he came to speak to the NeXt Gen teachers and again when I was up at the BLC06 conference, "Who owns the learning?" Well, it turns out I'm determined to have the students own the learning this year and I told them and their parents that. In fact, I flat out refused to own the learning anymore.
Now, I qualified it by confessing that I would kill myself to make sure they had everything they needed to succeed, but admitted that actually succeeding would be on them. A friend of mine stopped by Phoenix to pick me up Friday night (we'll not talk about how late I was in my room). Enamored by all of the technology with which we are equipped, she noted, "I guess you really do need to be following the technology, huh?" It triggered something, we shouldn't be following the technology. Playing catch up will leave us winded and grasping. We have to be on the edge. We have to be pulling technology, thinking of what we need it to do next and then finding ways for our students to demand more rather than patiently waiting to find out what we're supposed to be excited about next.
Web 2.0 came without a clarion call. We must set our own alarms for what comes next. Speaking of which, I should set mine so that I'm well-rested for what comes next.
More later.
Open house was a success this year. We had more parents come through than I've seen in 3 years of teaching. It was odd that I always forget how animated I get when I'm in a classroom. There's an electricity attached to it. At some point, parents were clapping and muttering "Uh-huh, that's right." One mother stopped me and asked if I could give my speech at another district school.
It wasn't until I got started with the first group that I realized what I was going to say. That's the improvisor in me. It turns out I was driven by the question Alan November asked us when he came to speak to the NeXt Gen teachers and again when I was up at the BLC06 conference, "Who owns the learning?" Well, it turns out I'm determined to have the students own the learning this year and I told them and their parents that. In fact, I flat out refused to own the learning anymore.
Now, I qualified it by confessing that I would kill myself to make sure they had everything they needed to succeed, but admitted that actually succeeding would be on them. A friend of mine stopped by Phoenix to pick me up Friday night (we'll not talk about how late I was in my room). Enamored by all of the technology with which we are equipped, she noted, "I guess you really do need to be following the technology, huh?" It triggered something, we shouldn't be following the technology. Playing catch up will leave us winded and grasping. We have to be on the edge. We have to be pulling technology, thinking of what we need it to do next and then finding ways for our students to demand more rather than patiently waiting to find out what we're supposed to be excited about next.
Web 2.0 came without a clarion call. We must set our own alarms for what comes next. Speaking of which, I should set mine so that I'm well-rested for what comes next.
More later.
Monday, July 31, 2006
So Much Input
Brain so full! Ideas everywhere!
The first day back was a full one. I gave Steve a hard time at the end of the day for saying we should include more during our initial planning meeting for today. Thank goodness we didn't.
Having never had any experience with MCREL, I found Wendy's information interesting. What struck me the most when she was talking about cooperative learning was the practices MCREL encourages are also the practices encouraged by Kagan. I saw quite a bit of overlap. In fact, Kagan makes a point of describing the difference between Kagan Cooperative Learning and generic Cooperative Learning. One example would be the formation of heterogenous groups. Kagan has it down to nearly precise science. It will be interesting to monitor further similarities as Wendy continues to help us understand MCREL.
Sue's presentation was full of useful information as well. I was particularly interested to hear the statistical data she brought to our attention on the role socio-economic status has on reading development. That knowledge will be helpful in continuing to develop an understanding of where our students are coming from.
As always, her strategies for vocabulary education were invaluable. I wish we had more time! I'm glad she'll have an opportunity to educate the entire staff on reading across the content areas this year.
I'm pleased with how the Lesson Tuning Protocol was received. Though the time crunch threw quite a wrench in the works, it was evident that some good work was going on. The key will be to schedule the protocol at fixed times throughout the year. Such good discussion. From the beginning of my career, I've missed the structured collegial interaction provided by interactions like these. Sue just made the comment that she recognized the tool as being helpful both pre and post. She said it took going through the process to see its value. That's exactly what I was saying to people as I was finishing up the plan last night.
I have a good feeling about the coming year. So much to be done. Such talented people to do it.
More later.
The first day back was a full one. I gave Steve a hard time at the end of the day for saying we should include more during our initial planning meeting for today. Thank goodness we didn't.
Having never had any experience with MCREL, I found Wendy's information interesting. What struck me the most when she was talking about cooperative learning was the practices MCREL encourages are also the practices encouraged by Kagan. I saw quite a bit of overlap. In fact, Kagan makes a point of describing the difference between Kagan Cooperative Learning and generic Cooperative Learning. One example would be the formation of heterogenous groups. Kagan has it down to nearly precise science. It will be interesting to monitor further similarities as Wendy continues to help us understand MCREL.
Sue's presentation was full of useful information as well. I was particularly interested to hear the statistical data she brought to our attention on the role socio-economic status has on reading development. That knowledge will be helpful in continuing to develop an understanding of where our students are coming from.
As always, her strategies for vocabulary education were invaluable. I wish we had more time! I'm glad she'll have an opportunity to educate the entire staff on reading across the content areas this year.
I'm pleased with how the Lesson Tuning Protocol was received. Though the time crunch threw quite a wrench in the works, it was evident that some good work was going on. The key will be to schedule the protocol at fixed times throughout the year. Such good discussion. From the beginning of my career, I've missed the structured collegial interaction provided by interactions like these. Sue just made the comment that she recognized the tool as being helpful both pre and post. She said it took going through the process to see its value. That's exactly what I was saying to people as I was finishing up the plan last night.
I have a good feeling about the coming year. So much to be done. Such talented people to do it.
More later.
Sunday, July 30, 2006
Lesson Tuning Protocol
The Lesson Tuning Protocol was designed by The Institute for Research and Reform in Education as a tool to help teachers work in a collaborative, structured environment to improve lesson plan design and implementation.
The LTP benefits teachers and students by:
The LTP benefits teachers and students by:
- providing a structure for collegial interaction
- creating a space where educators feel safe to discuss and share pedagogies
- allowing teachers the benefit of peer input on given lessons
- introducing a mechanism for building Professional Learning Communities
- Model use of LTP in larger Professional Learning Communities.
- Integrate cooporative learning / MCREL strategies and content area vocabulary tools to work within your content area to develop a lesson plan you will be able to use this year in your classroom.
- Work within small PLCs to carry out the LTP with a randomly selected lesson plan.
- Post a comment to this blog entry with your thoughts/questions about the LTP.
Tuesday, July 25, 2006
State Standards
I know I sound like a broken record on this whole Hargreaves issue, but I'm sure I'll find something newer and shinier soon. Until then, a report out by Education Next has a ranking not of state performance but on state standards and how they measure up nationally.
Interesting stuff.
Proficiency is a tricky word.
Florida pulled a C, nothing like striving to be average.
What this could point to is the idea that the FCAT is overly lenient in its assessment when compared to a national assessment. If this is the case, then the students who are ranked "proficient" according to state standards are below par nationally. What are we setting our students up for?
On the plus side, the bar's not quite low enough to trip over. On the minus side, it's a pretty challenging limbo. Over the next few years, it will be interesting to see if the legislature takes the time to put it at high jump level.
Interesting stuff.
Proficiency is a tricky word.
Florida pulled a C, nothing like striving to be average.
What this could point to is the idea that the FCAT is overly lenient in its assessment when compared to a national assessment. If this is the case, then the students who are ranked "proficient" according to state standards are below par nationally. What are we setting our students up for?
On the plus side, the bar's not quite low enough to trip over. On the minus side, it's a pretty challenging limbo. Over the next few years, it will be interesting to see if the legislature takes the time to put it at high jump level.
Monday, July 24, 2006
Steve's Response
As mentioned in my previous post, here's my principal's response to Andy Hargreaves' BLC'06 keynote on sustainable leadership:
I read the article and your comments. I believe the author is right for the most part, schools must develop sustainable systems (not a new concept, see Good to Great)...actually sustainable successful systems for learning (we have many of the former). And as stated, while we create these systems we must also deal with the higher system mandates such as standardized testing issues. That is the dilemma. I would love to be able to forgo the state testing dilemma we are in and move totally towards "owned learning". It appears that our students have massive deficits in this area and to correct it would take great time and effort. But, I think we are addressing it, slowly but surely in the context of our program, because to make them own their learning they have to have some success first. After the success, I believe they will begin to care and then we teach them to own their learning. As the author stated, to forgo the state testing program and our quick fixes is administrative suicide! Can both concepts coexist? Probably so, for the time being.
As far as effective PLCs. I am hoping that we will get there this year. I really want to see the teacher leadership step up, beginning with our coaches, but I know it will take time. Student learning must be the priority and it is a bit fuzzy on the correct path and methods to get there. Many ideas out there! Do we live and die with the data (maybe flawed data) or do we trust our instincts and discuss our strategies and plans. A balanced approach of both will probably get us our best results.
Your thoughts are interesting on the topic. I totally agree that one would be misled to look solely at years of teaching experience with our staff. Our staff has way too much to offer to look at that one indicator. Talent frequently beats the hard worker that lacks skills most times, but when you have both then you can move these students. Oh what a year we have ahead of us! We must have the best jobs in the district.
I read the article and your comments. I believe the author is right for the most part, schools must develop sustainable systems (not a new concept, see Good to Great)...actually sustainable successful systems for learning (we have many of the former). And as stated, while we create these systems we must also deal with the higher system mandates such as standardized testing issues. That is the dilemma. I would love to be able to forgo the state testing dilemma we are in and move totally towards "owned learning". It appears that our students have massive deficits in this area and to correct it would take great time and effort. But, I think we are addressing it, slowly but surely in the context of our program, because to make them own their learning they have to have some success first. After the success, I believe they will begin to care and then we teach them to own their learning. As the author stated, to forgo the state testing program and our quick fixes is administrative suicide! Can both concepts coexist? Probably so, for the time being.
As far as effective PLCs. I am hoping that we will get there this year. I really want to see the teacher leadership step up, beginning with our coaches, but I know it will take time. Student learning must be the priority and it is a bit fuzzy on the correct path and methods to get there. Many ideas out there! Do we live and die with the data (maybe flawed data) or do we trust our instincts and discuss our strategies and plans. A balanced approach of both will probably get us our best results.
Your thoughts are interesting on the topic. I totally agree that one would be misled to look solely at years of teaching experience with our staff. Our staff has way too much to offer to look at that one indicator. Talent frequently beats the hard worker that lacks skills most times, but when you have both then you can move these students. Oh what a year we have ahead of us! We must have the best jobs in the district.
Swimming in Technology
Wow! Just - Wow!
I'm logged on at Metro literally double=fisting coffee and my head is swimming with information and possibilities for the coming year. I know where I want to go, I know the multiple roads that will take me there, I need to plot it out. This is one of those pieces where another person comes in handy.
I e-mailed my principal and assistant principal a link to Steve Dembo's blogging of Andy Hargreaves' keynote at BLC'06. See my post on sustainable leadership for my thoughts.
Steve, principal, sent back a very thoughtful/provoking reply. I've asked if I can post it here. It's worth reading.
As I was sending them the link and reading Steve's reply, I realized the entire process was behind the times. Web 2.0 means Steve would have a feed to my blog and would have read my post, checked out Dembo's post and linked his thoughts from his blog to mine.
From there, other teachers (those I know and those I don't) would check out all posts and reply. One keynote speech would directly affect the thinking of a community on the other side of the country.
I spoke to Stephanie earlier today about some training we'll be doing together for the start of the year. She and I will be integrating BlackBoard into our classes this year and are looking forward to get other Phoenix faculty on board. I told her the development facilitating team had decided to take baby steps in implementation. It's something I have to remember. Prensky would probably point to the immigrant/native divide. I'm a native teaching other natives in a school of immigrants.
In the same way getting my students to begin to think of themselves as capable and able writers is a slow process, affecting and integrating technological/pedagogical change requires a plan. A full onslaught would be daunting.
A note: I'm digging del.icio.us. Superb.
More later.
I'm logged on at Metro literally double=fisting coffee and my head is swimming with information and possibilities for the coming year. I know where I want to go, I know the multiple roads that will take me there, I need to plot it out. This is one of those pieces where another person comes in handy.
I e-mailed my principal and assistant principal a link to Steve Dembo's blogging of Andy Hargreaves' keynote at BLC'06. See my post on sustainable leadership for my thoughts.
Steve, principal, sent back a very thoughtful/provoking reply. I've asked if I can post it here. It's worth reading.
As I was sending them the link and reading Steve's reply, I realized the entire process was behind the times. Web 2.0 means Steve would have a feed to my blog and would have read my post, checked out Dembo's post and linked his thoughts from his blog to mine.
From there, other teachers (those I know and those I don't) would check out all posts and reply. One keynote speech would directly affect the thinking of a community on the other side of the country.
I spoke to Stephanie earlier today about some training we'll be doing together for the start of the year. She and I will be integrating BlackBoard into our classes this year and are looking forward to get other Phoenix faculty on board. I told her the development facilitating team had decided to take baby steps in implementation. It's something I have to remember. Prensky would probably point to the immigrant/native divide. I'm a native teaching other natives in a school of immigrants.
In the same way getting my students to begin to think of themselves as capable and able writers is a slow process, affecting and integrating technological/pedagogical change requires a plan. A full onslaught would be daunting.
A note: I'm digging del.icio.us. Superb.
More later.
Thursday, July 20, 2006
BLC '06 November Reign
Quite a bit to process after hearing Alan speak on new school design.
Perhaps most interesting was the fact he didn't talk about building buildings. He spoke mainly on what to do before or instead of building buildings. An interesting proposition given the topic at hand.
One piece that stuck out, was something he said at the end of the session, "If I were designing a new school, one of my main design principles would be that students own the learning."
It's not necessarily how we design the buildings; it's how we design the learning.
The applications to Phoenix are obvious. We are a prime candidate for implementing each aspect of the conference. When Alan spoke of having us write scenarios as to what a student's day would look like if a school were to implement everything that has been mentioned in the conference, I thought to myself, "I want to live it, I don't just want to write it."
Talking with Jenny during and after the session was good. She told me she gets terrified every time she hears Alan speak. I can understand that.
I told her I just enjoy being surrounded by people who think in similar ways.
Phoenix Academy is populated by a group of students who figured out long ago that the schools owned the learning. As such, they learned to sit back and slide through, not seeing the relevance.
I anticipate some interesting results next year as I turn over ownership. Socrates indeed.
Dangerously, children have not just been relieved of the duty of providing for the family's welfare, they have to a surprising extent been relieved of the duty of providing for their own welfare.
Will Richardson brought up this point in both of his sessions I saw, saying his children were already conditioned to look to the teacher for information and direction. Is it a sense of entitlement, a sense of surrender, or something else. Whatever the case, it surely does not bode well.
This is, I think, the reason Jenny was terrified. I don't get terrified in the face of these propositions.
I feel Alan does not intend to terrify, but perhaps realizes things must appear dyer before people are stirred to act. I take all of this as a call to arms. It's about time teachers started a revolution rather than simply being revolted.
More later.
Perhaps most interesting was the fact he didn't talk about building buildings. He spoke mainly on what to do before or instead of building buildings. An interesting proposition given the topic at hand.
One piece that stuck out, was something he said at the end of the session, "If I were designing a new school, one of my main design principles would be that students own the learning."
It's not necessarily how we design the buildings; it's how we design the learning.
The applications to Phoenix are obvious. We are a prime candidate for implementing each aspect of the conference. When Alan spoke of having us write scenarios as to what a student's day would look like if a school were to implement everything that has been mentioned in the conference, I thought to myself, "I want to live it, I don't just want to write it."
Talking with Jenny during and after the session was good. She told me she gets terrified every time she hears Alan speak. I can understand that.
I told her I just enjoy being surrounded by people who think in similar ways.
Phoenix Academy is populated by a group of students who figured out long ago that the schools owned the learning. As such, they learned to sit back and slide through, not seeing the relevance.
I anticipate some interesting results next year as I turn over ownership. Socrates indeed.
Dangerously, children have not just been relieved of the duty of providing for the family's welfare, they have to a surprising extent been relieved of the duty of providing for their own welfare.
Will Richardson brought up this point in both of his sessions I saw, saying his children were already conditioned to look to the teacher for information and direction. Is it a sense of entitlement, a sense of surrender, or something else. Whatever the case, it surely does not bode well.
This is, I think, the reason Jenny was terrified. I don't get terrified in the face of these propositions.
I feel Alan does not intend to terrify, but perhaps realizes things must appear dyer before people are stirred to act. I take all of this as a call to arms. It's about time teachers started a revolution rather than simply being revolted.
More later.
BLC '06 Sustainable Leadership and All Things Otherwise
Sustainable leadership.
Schools run out of tricks. Must be careful.
As someone teaching a school charged with improving not only the test scores of a historically underperforming population, but its own school grade as well, I take to heart the caution of unsustainable leadership.
When Andy was talking today about the three types of school cultures - veteran, novice and blended - I began to think of where Phoenix fits in that spectrum. By some accounts, we are so novice that we would make Maria from the Sound of Music proud. Look closer, though, and I think one will find we are not as wet behind the ears as it would appear from first glance. Granted, the majority of us have only a few years of classroom experience under our belts. This does not mean we are unseasoned in other ways. Many of our staff have been highly successful in other careers and are bringing those experiences to the classroom.
Still, I would imagine we must be cautious with our expectations and our energies. Ours is a population that stays with you when you head home. They are on your mind when you wake in the morning. The ease of burnout is not to be mistaken. Luckily, we are infused with enough of a veteran faculty and administration that those "tricks" Andy mentioned are readily available. Also, though we all have horrible days when the sky appears to be falling, there exists someone who is not having a horrible day who can be counted on to listen and counsel where needed.
The thought of plateau-ing is a jarring one. The formula for state-mandated improvement and thereby success is not one that meshes well with the work we are doing at Phoenix.
I can't help wondering whether the work we are doing is to prepare our students to so growth or competency on a test or to learn in such a way that they develop a taste for it.
Yes, my students met with success when it came to the FCAT Writing exam last year, but are they up to par with what I would expect an 8th grade student to be able to do in written work? It's a daunting question.
If there is a message I have heard from speaker to speaker in the many conferences and trainings I've attended this year, it's the call for meaning and authenticity.
Year, align it. Yes, make it rigorous. But, make it engaging or no one will care. Plus, from what I've seen, if I provide the relevance, the students will provide the rigor.
One thing I would like to have seen more of in the last two days is more of a how-to or a showing of what each of these technological elements looks like in the classroom. I've heard presenter after presenter talk about blogging with students from other schools and countries. How did that happen? What are the nuts and bolts? What does a typical week look like in these classrooms? What's the best way to introduce blogging?
I get that I should start with a class blog before the students get individual blogs, but how does that work? Do I type? Do the students?
So many questions are left unanswered. This brings a piece of frustration, but it does not overshadow the excitement I have for the world, literally, awaiting my students in the coming year. Gladly, I meet with a network of qualified teachers who have gone this way or a similar way before.
A thought on myspace. Why have we not a session on appropriating myspace for the classroom? Will Richardson said today he thought each of the educators in the room should have a myspace profile so that we understood how it works. I'd like to take that a step further and make myspace work for my classroom. I've heard a great deal about blogging and podcasting. The students owned these tools before. They knew they existed and utilized them for socialization. Teachers are quickly appropriating them for classroom use. Let us find a way to do the same with myspace. Surely, we must be an ingenious enough bunch to find a way to tame the beast.
Schools run out of tricks. Must be careful.
As someone teaching a school charged with improving not only the test scores of a historically underperforming population, but its own school grade as well, I take to heart the caution of unsustainable leadership.
When Andy was talking today about the three types of school cultures - veteran, novice and blended - I began to think of where Phoenix fits in that spectrum. By some accounts, we are so novice that we would make Maria from the Sound of Music proud. Look closer, though, and I think one will find we are not as wet behind the ears as it would appear from first glance. Granted, the majority of us have only a few years of classroom experience under our belts. This does not mean we are unseasoned in other ways. Many of our staff have been highly successful in other careers and are bringing those experiences to the classroom.
Still, I would imagine we must be cautious with our expectations and our energies. Ours is a population that stays with you when you head home. They are on your mind when you wake in the morning. The ease of burnout is not to be mistaken. Luckily, we are infused with enough of a veteran faculty and administration that those "tricks" Andy mentioned are readily available. Also, though we all have horrible days when the sky appears to be falling, there exists someone who is not having a horrible day who can be counted on to listen and counsel where needed.
The thought of plateau-ing is a jarring one. The formula for state-mandated improvement and thereby success is not one that meshes well with the work we are doing at Phoenix.
I can't help wondering whether the work we are doing is to prepare our students to so growth or competency on a test or to learn in such a way that they develop a taste for it.
Yes, my students met with success when it came to the FCAT Writing exam last year, but are they up to par with what I would expect an 8th grade student to be able to do in written work? It's a daunting question.
If there is a message I have heard from speaker to speaker in the many conferences and trainings I've attended this year, it's the call for meaning and authenticity.
Year, align it. Yes, make it rigorous. But, make it engaging or no one will care. Plus, from what I've seen, if I provide the relevance, the students will provide the rigor.
One thing I would like to have seen more of in the last two days is more of a how-to or a showing of what each of these technological elements looks like in the classroom. I've heard presenter after presenter talk about blogging with students from other schools and countries. How did that happen? What are the nuts and bolts? What does a typical week look like in these classrooms? What's the best way to introduce blogging?
I get that I should start with a class blog before the students get individual blogs, but how does that work? Do I type? Do the students?
So many questions are left unanswered. This brings a piece of frustration, but it does not overshadow the excitement I have for the world, literally, awaiting my students in the coming year. Gladly, I meet with a network of qualified teachers who have gone this way or a similar way before.
A thought on myspace. Why have we not a session on appropriating myspace for the classroom? Will Richardson said today he thought each of the educators in the room should have a myspace profile so that we understood how it works. I'd like to take that a step further and make myspace work for my classroom. I've heard a great deal about blogging and podcasting. The students owned these tools before. They knew they existed and utilized them for socialization. Teachers are quickly appropriating them for classroom use. Let us find a way to do the same with myspace. Surely, we must be an ingenious enough bunch to find a way to tame the beast.
Wednesday, July 19, 2006
Andy Hargreaves
Now that, was an invigorating keynote. I'm now twice impressed with the keynote presentations here a BLC '06. Yesterday, Marco Torres gave us a great look at what he was able to do with students in a population similar to the one we're working with at Phoenix. He showed some excellent work by his students. I don't know that these things would work for Phoenix, given our "mission." Still, the thought processes are excellent. Will Richardson links to a full blog of the speech by Steve Dembo for anyone who's interested.
Andy Hargreaves was another who made me think at this conference.
His overarching point was that the current thinking of testing>achievement>learning is on the way out and we will be seeing a reversal to Learning>Achievement>Testing.
He was one of the first people to echo what I have said since moving to Florida. We, as teachers know what we are doing, we must be trusted. Must.
A non-teacher friend sent me a text the other day saying, "Teaching is not a lost art, but th regard for it is a lost tradition."
Hargreaves argues it is coming back. We will be regaining the power.
"Do not concentrate your leadership energies on complying what there is now," he says, "Prepare for what soon will come." I hope it to be true.
What he said interested me the most because it went along with a wonder I had at the beginning of my teaching career that has gradually faded away. Why are we standardizing what we teach? We don't standardize what we do. I mean, yes, there are standards and practices, but not in the same way.
Plus, these tests are faulty representations of what will truly be helpful.
It's an interesting dichotomy that I'm seeing so many wonderful resources at the conference and so many brilliant ideas for authentic learning, but worry that they will not have me preparing for the standardized test that is omnipresent in my county.
Perhaps what Sara Kajder said in her session yesterday is more important. An element of flying under the radar might be important. Ah, renegade teaching, a bold thought.
More later.
Andy Hargreaves was another who made me think at this conference.
His overarching point was that the current thinking of testing>achievement>learning is on the way out and we will be seeing a reversal to Learning>Achievement>Testing.
He was one of the first people to echo what I have said since moving to Florida. We, as teachers know what we are doing, we must be trusted. Must.
A non-teacher friend sent me a text the other day saying, "Teaching is not a lost art, but th regard for it is a lost tradition."
Hargreaves argues it is coming back. We will be regaining the power.
"Do not concentrate your leadership energies on complying what there is now," he says, "Prepare for what soon will come." I hope it to be true.
What he said interested me the most because it went along with a wonder I had at the beginning of my teaching career that has gradually faded away. Why are we standardizing what we teach? We don't standardize what we do. I mean, yes, there are standards and practices, but not in the same way.
Plus, these tests are faulty representations of what will truly be helpful.
It's an interesting dichotomy that I'm seeing so many wonderful resources at the conference and so many brilliant ideas for authentic learning, but worry that they will not have me preparing for the standardized test that is omnipresent in my county.
Perhaps what Sara Kajder said in her session yesterday is more important. An element of flying under the radar might be important. Ah, renegade teaching, a bold thought.
More later.
BLC '06 Will Richardson
Just got done listening to Will Richardson speaking on Web 2.0 and how it is affecting reading and writing. My beef with the people I've been to see so far is that they weren't saying anything that was totally new to me. There were no new ideas. There was some tweekage, but there were no band-spankin'-new ideas.
Then there was Will.
Again, Will didn't say anything that was totally new, but he said things that got me thinking. He also seemed to want to have a conversation with us; though, he didn't really ask us to speak until the end of things.
His point was that there are new ways of reading and writing.
I remember one of the first courses I took at ISU spoke of teaching students and living in a hypertextual society. Only seven years ago and it now looks like such a simplistic statement. The point the original statement was meant to make was that teens, and the tail-end of my generation have grown up surrounded by information input and are equipped with natural filters. While I still believe this to be true, I'm also brought to the realization that the filters can operate in reverse. Many of my students filter out the thoughts that occur naturally in many adult minds and, instead, allow in the barrage of images and information without questioning validity or perspective.
The danger is obvious.
I felt a bit weird asking Will why he wrote a book when one of his comments was that "as soon as textbooks are written, they are out of date." The same must be true for any work of non-fiction. His answer was one that garnered my respect. He'd considered this, and said there was no real reason other than his book had aggregated the information it contained in a linear context with which the standard reader is already familiar. I also appreciated the fact he had brought up the idea of publishing the book for free on the Internet. I can only imagine the publisher's response.
One piece I would like to see highlighted in more detail during the conference is the accessibility the Internet affords. Alan touched on it briefly when he came to speak in Sarasota, cautioning us that we weren't really doing anything new with the resources we have, just differently. It's a good point. That, I suppose, will have to be the challenge of the year to come.
I'm sure taking my classroom paperless will be a built-in driver. Part of me wonders why I would want to create what promises to be a bit of a headache. Still, this has to be the way education is heading. It's the responsible way. I need more models though.
Nice to have a session that makes me think. I sadistically wouldn't mind someone I didn't agree with. Now that the brain's moving, I'm in a bit of a mood for an academic argument.
Then there was Will.
Again, Will didn't say anything that was totally new, but he said things that got me thinking. He also seemed to want to have a conversation with us; though, he didn't really ask us to speak until the end of things.
His point was that there are new ways of reading and writing.
I remember one of the first courses I took at ISU spoke of teaching students and living in a hypertextual society. Only seven years ago and it now looks like such a simplistic statement. The point the original statement was meant to make was that teens, and the tail-end of my generation have grown up surrounded by information input and are equipped with natural filters. While I still believe this to be true, I'm also brought to the realization that the filters can operate in reverse. Many of my students filter out the thoughts that occur naturally in many adult minds and, instead, allow in the barrage of images and information without questioning validity or perspective.
The danger is obvious.
I felt a bit weird asking Will why he wrote a book when one of his comments was that "as soon as textbooks are written, they are out of date." The same must be true for any work of non-fiction. His answer was one that garnered my respect. He'd considered this, and said there was no real reason other than his book had aggregated the information it contained in a linear context with which the standard reader is already familiar. I also appreciated the fact he had brought up the idea of publishing the book for free on the Internet. I can only imagine the publisher's response.
One piece I would like to see highlighted in more detail during the conference is the accessibility the Internet affords. Alan touched on it briefly when he came to speak in Sarasota, cautioning us that we weren't really doing anything new with the resources we have, just differently. It's a good point. That, I suppose, will have to be the challenge of the year to come.
I'm sure taking my classroom paperless will be a built-in driver. Part of me wonders why I would want to create what promises to be a bit of a headache. Still, this has to be the way education is heading. It's the responsible way. I need more models though.
Nice to have a session that makes me think. I sadistically wouldn't mind someone I didn't agree with. Now that the brain's moving, I'm in a bit of a mood for an academic argument.
Tuesday, June 27, 2006
27 June 06 Prof. Development Meeting
What we garner/infer from a brief examination of the data from the past two years:
- Proud of learning gains
- Concern about not moving 2s to 3s.
- Proud of writing scores
- Concern on increasing expectation to include grammar and spelling.
- Need science scores to focus on learning gains. (district-wide concern)
- Percent meeting high standards in writing – ok.
- Need to focus on reading and writing proficiency.
- Proficient expectations are not as realistic as increasing learning gains.
- Higher expectations on learning gains.
05-06 High-Impact Strategies That Worked:
- Small group instructionWebQuests
- Frequent Assessments
- Cooperative Learning
- AIP Chats
- Instruction Focus Lessons
- Team/Teach Collaboration
- Beginning of Interdisciplinary Units
- Field Studies
- Regular Grade-Level Meetings
- Instructional Focus Calendars
- SRI Progress Meetings
- Differentiated Instruction
- Building Relationships
- Un-official schoolwide recognition of student/class/teacher success
- DAR Testing
- Literacy Center
- Sequencing Objectives (not textbook pages)
- Home/School Relationships
Possible 06-07 Strategies:
- Educational Technology Training
- Blogging
- Podcasts
- Teacher Websites
- Blackboard
- Instanet
- Reading Across the Content Areas
- Vocabulary – Academics/Social
- Structured Re-teaching
- Lesson Plan Protocol
- Student Work Protocol
- Collaboration (in-school and with neighboring schools)
- School-wide rubric for specific skills
- TRAINING IN WHAT A REAL PLC LOOKS LIKE
- Ruby Payne
- Peer Observations (In and Out of school)
- Building Home/School Relationships
- Post-FCAT Instructional Objectives
Top 5 High-Impact Strategies for 06-07:
- Technology
- Reading Across Content Areas
- Structured Reteaching
- PLC Training
- Lesson Plan/Student Work Protocols
What does the opening day training look like?
8:30-9 Breakfast
9-10 Coop Learning/McREL
10-11 Lesson Plan Protocol
11-11:15 Break
11:15-12 Blackboard
12-1 Lunch
1-2:15 Content Area Reading Overview - Vocab
2:15-2:30 Break
2:30-3:15 Lesson Plan Developed by Content Area
3:15-4 Lesson Plan Protocol
Go Home
Friday, May 19, 2006
Semester II Final
8th Grade Language Arts Semester II Final
Expository Essay
Instructions: Using the skills you have learned throughout this semester, plan, write and proofread and expository essay in response to the prompt below.
Prompt:
Writing Situation: Over the course of the past school year, everyone in this school has changed some way or another. Change, it has been said, is the only constant.
Directions for Writing: Think of how you have changed physically, mentally, and socially over this past school year. Consider things like your studies, your relationships, your life. Using these details, write to explain to Mr. Chase what the biggest changes have been and how they will affect your path in life.
To Receive Full Credit You Must:
- Complete a planning sheet for this essay.
- Properly formatted, edited essay.*
*If you have forgotten how to properly format a typed essay, you can find the guidelines saved under Teacherdrop, Chase, Your Class Period in the file names “Essay Formatting Guidelines.”
When you have finished, save your essay as follows. Also, print a copy of your essay to the printer in Rm. 115.
To save, name your essay with your last name and the words “Final Essay.” For example, my essay would be saved as “Chase Final Essay.”
Save the file as Teacherdrop, Chase, Your Class Period, Final Essay
Monday, May 08, 2006
Bayou Letter Addresses
Pick one of the agencies below to write your letter to. Click on the name of the organization so you can find their address.
Environmental Protection Agency
Southwest Florida Water Management District
Sarasota City Commission
Environmental Protection Agency
Southwest Florida Water Management District
Sarasota City Commission
Friday, May 05, 2006
Formal Letters
Welcome! Here are the notes for today. They are due by the end of class period today.
What to Say:
Correct Form:
What to Say:
- Be formal and courteous.
- Make your point briefly and clearly.
- Include all the information the person will need.
Correct Form:
- Heading: Contains your address and the date. Pay careful attention to capitalization and punctuation.
- Inside Address: This address is the same address that you will use on the envelope. It appears at the left-hand margin. Include the name and title, if you know it, of the person to whom you are writing. Follow the same punctuation and capitalization rules that you use for the heading. You may use standard abbreviations.
- Greeting: Skip a line or leave space between the inside address and the greeting. Use a colon (:) after the greeting. If you do not know the name of a person to write to, use Dear Sir or Madam:, or use the company's name after Dear.
- Body: Write your message. Indent each paragraph unless you are using block style.
- Closing: Skip a line or leave space before the closing and line it up with the heading. Use a formal closing such as Yours truly, or Sincerely yours. Capitalize only the first word of the closing.
- Signature: Write your full name under the closing. Then print or type it under the signature.
Thursday, April 27, 2006
Run-Ons and Sentence Fragments
Glad you could make it. Find your Guided Practice and Homework assignment below.
Guided Practice: On a separate sheet of paper, rewrite the passage, correcting all fragments and run-ons.
Canoeing can be challenging. When the water flows fast. Many of the rivers in Canada near Hudson Bay are excellent for canoeing, there are also certain rivers. Where the sport would be quite dangerous. For the rapids are long and swift. For example, a small river with rapids. Feeds into the Moose River, people fear them because the water moves so swiftly. Most people avoid them.
Homework: Write five related sentences about a real or imagined vacation. Check carefully to be sure that you have not written any fragments or run-ons.
Guided Practice: On a separate sheet of paper, rewrite the passage, correcting all fragments and run-ons.
Canoeing can be challenging. When the water flows fast. Many of the rivers in Canada near Hudson Bay are excellent for canoeing, there are also certain rivers. Where the sport would be quite dangerous. For the rapids are long and swift. For example, a small river with rapids. Feeds into the Moose River, people fear them because the water moves so swiftly. Most people avoid them.
Homework: Write five related sentences about a real or imagined vacation. Check carefully to be sure that you have not written any fragments or run-ons.
Tuesday, April 04, 2006
Discovering the Jim Crow South
In your groups of two:
- Go to the site below.
- Select a "story category" you and your partner will research and present to the class.
- Read three stories from the category you selected.
- Create a 2-3 sentence summary of each story (spelling, punctuation and grammar all count).
- Present your findings to the class.
- Click here to go to http://americanradioworks.publicradio.org/features/remembering/read.html.
4-4-06
Monday, February 06, 2006
After the Test
Well, you've finished your testing for the day. It's time to get to the real work. Click on the link below to begin a gigantic adventure.
http://home.cfl.rr.com/mrshebert/Gigantic/index.htm
http://home.cfl.rr.com/mrshebert/Gigantic/index.htm
Wednesday, January 25, 2006
Class for 1-26-06
Welcome Back!
- Please use the map at the front of the room to find your way to your new seat.
- Once you are at your seat, please take out your homework from last night and have it ready to be picked up.
- Please write the following in your agenda: Enjoy the evening.
- Please leave your agenda and your homework out.
Today, we will be writing based on the prompt below. I have included some guiding questions to help you add elaborations and details to your writing.
Writing Situation: Language is all around us and shapes the way we feel, understand and communicate.
Directions for Writing: Keeping in mind the effects of language, write to explain your feelings on cursing. Describe it, why people do it and your feelings on whether or not they should.
Guiding Questions:
- Why do people curse?
- What constitutes cursing?
- What role do entertainment and the media play in whether or not someone curses?
- Is there a certain age where it is appropriate?
- How do you think society views cursing now vs. in the past?
- How might society’s views on cursing change in the future?
To Get Out
•Save your file with your last name in the file named 1-26-06 in your class’ folder.
•Log off of your computer.
•Clean up your area.
–Floor
–Table
•Wait for Mr. Chase to dismiss you.
Thursday, December 15, 2005
Semester Exam
Welcome to the Exam of Love!
Your Exam: Essay
For your Semester Exam, you must plan, write and revise a formal essay.
From the options below, select the one that inspires you the most.
Choice 1
Think of and write about the person you admire most. Write to explain why you admire that person. Include a specific instance or anecdote about that person that gained them your admiration.
Choice 2
An editorial in one local paper has invited readers to comment on the situations of violence and vandalism that are increasing in our schools. Assume that you have the opportunity to respond to the editorial by writing a column. In a well-organized five paragraph essay, discuss what you believe to be some of the causes for this problem and offer possible solutions; where possible, draw upon your own experience and observation to support your discussion.
Choice 3
“The more things change, the more they stay the same.” Do you agree with this statement? Plan and write an essay in which you develop your position on this issue. Support your point of view with reasoning and examples taken from your reading, studies, experience, or observations.
Choice 4
Writing Situation
All of us have seen the effects of peer pressure in school situations. The pressure can result in bullying, in unusual competition, in experimentation with alcohol and drugs, or even suicide. Other results such as non-conformity with school dress codes, unwillingness to display academic ability, etc. are less dramatic but nevertheless just as real.
The Writing Directions
In a well-organized essay consider your own experiences with peer pressure in school settings. Identify a particular example, either one you personally experienced or one you observed; describe the situation, the kind of pressure exerted, and the result. Indicate what implications there might be from this experience for how you, as a teacher, can help students to cope with peer pressure in school.
Choice 5
I have learned many things that have helped me in life, but one thing that was especially valuable was ______ Assignment: Write an essay that completes the statement above. Explain the reasons behind your choice.
Choice 6
"There has always been great passion to keep things as they are." "There has always been great passion to bring about change." In an essay, discuss ONE of the two statements above, supporting your views with an example or examples from science, art, music, history, literature, current events, or your own experience or observation.
Choice 7
“Whatever is right is right even if no one else is doing it. What is wrong is wrong even if everyone is doing it.” Write to explain the quotation above and explain whether or not you agree with it.
Choice 8
Writing Situation: If you could choose to be any animal for forty-eight hours, what would you be?
Directions for Writing: Before you begin writing, think about what kind of animal you would like to be - a wild animal, farm animal, or a household pet. Now explain in an essay why you chose this animal. Support your ideas with examples and details.
Choice 9
Writing Situation: The U.S. Postal Service has honored many individuals from presidents to singers to cartoon characters, by placing their portraits on postage stamps. Whom would you nominate to honor with a postage stamp?
Directions for Writing: Before you begin to write, think about why this person should have his or her own stamp. Now write an essay to tell the reader whom you would choose and explain why that person should be honored with a postage stamp. Support your ideas with examples and details.
Choice 10
Create your own persuasive or expository prompt. Once you have written the prompt, print it and bring it to me for approval.
After you have selected your prompt, create a new Word file, format it according to the essay formatting guidelines and begin typing your rough draft. When you have completed your rough draft, save it to the folder named “Rough Draft” in your period’s folder.
Give your file your last name only. After you have saved your rough draft, begin revising your essay. When revising, make certain you make the most possible use of the following important essay pieces:
Hook
Introductory Paragraph
Thesis Statement
Transitions
Main Idea/Topic Sentence
Extensions
Elaborations
Conclusions
Figurative Language
Anecdotes
Mature Vocabulary
Also, make certain you do all you can to fulfill the requirements for a 6.0 essay:
A 6 paper is superior. It does ALL OR MOST of the following:
Addresses the topic clearly and effectively showing originality, creativity, and depth of thought.
Develops ideas in a clear, logical, and detailed manner, displaying effective organization and coherence.
Uses language effectively with a sense of control.
Commits few, if any, errors in grammar/usage and mechanics.
After you have revised your essay, save it in the “Finished Essay” folder in your period’s folder. Name your file with your last name only.
Your Exam: Essay
For your Semester Exam, you must plan, write and revise a formal essay.
From the options below, select the one that inspires you the most.
Choice 1
Think of and write about the person you admire most. Write to explain why you admire that person. Include a specific instance or anecdote about that person that gained them your admiration.
Choice 2
An editorial in one local paper has invited readers to comment on the situations of violence and vandalism that are increasing in our schools. Assume that you have the opportunity to respond to the editorial by writing a column. In a well-organized five paragraph essay, discuss what you believe to be some of the causes for this problem and offer possible solutions; where possible, draw upon your own experience and observation to support your discussion.
Choice 3
“The more things change, the more they stay the same.” Do you agree with this statement? Plan and write an essay in which you develop your position on this issue. Support your point of view with reasoning and examples taken from your reading, studies, experience, or observations.
Choice 4
Writing Situation
All of us have seen the effects of peer pressure in school situations. The pressure can result in bullying, in unusual competition, in experimentation with alcohol and drugs, or even suicide. Other results such as non-conformity with school dress codes, unwillingness to display academic ability, etc. are less dramatic but nevertheless just as real.
The Writing Directions
In a well-organized essay consider your own experiences with peer pressure in school settings. Identify a particular example, either one you personally experienced or one you observed; describe the situation, the kind of pressure exerted, and the result. Indicate what implications there might be from this experience for how you, as a teacher, can help students to cope with peer pressure in school.
Choice 5
I have learned many things that have helped me in life, but one thing that was especially valuable was ______ Assignment: Write an essay that completes the statement above. Explain the reasons behind your choice.
Choice 6
"There has always been great passion to keep things as they are." "There has always been great passion to bring about change." In an essay, discuss ONE of the two statements above, supporting your views with an example or examples from science, art, music, history, literature, current events, or your own experience or observation.
Choice 7
“Whatever is right is right even if no one else is doing it. What is wrong is wrong even if everyone is doing it.” Write to explain the quotation above and explain whether or not you agree with it.
Choice 8
Writing Situation: If you could choose to be any animal for forty-eight hours, what would you be?
Directions for Writing: Before you begin writing, think about what kind of animal you would like to be - a wild animal, farm animal, or a household pet. Now explain in an essay why you chose this animal. Support your ideas with examples and details.
Choice 9
Writing Situation: The U.S. Postal Service has honored many individuals from presidents to singers to cartoon characters, by placing their portraits on postage stamps. Whom would you nominate to honor with a postage stamp?
Directions for Writing: Before you begin to write, think about why this person should have his or her own stamp. Now write an essay to tell the reader whom you would choose and explain why that person should be honored with a postage stamp. Support your ideas with examples and details.
Choice 10
Create your own persuasive or expository prompt. Once you have written the prompt, print it and bring it to me for approval.
After you have selected your prompt, create a new Word file, format it according to the essay formatting guidelines and begin typing your rough draft. When you have completed your rough draft, save it to the folder named “Rough Draft” in your period’s folder.
Give your file your last name only. After you have saved your rough draft, begin revising your essay. When revising, make certain you make the most possible use of the following important essay pieces:
Hook
Introductory Paragraph
Thesis Statement
Transitions
Main Idea/Topic Sentence
Extensions
Elaborations
Conclusions
Figurative Language
Anecdotes
Mature Vocabulary
Also, make certain you do all you can to fulfill the requirements for a 6.0 essay:
A 6 paper is superior. It does ALL OR MOST of the following:
Addresses the topic clearly and effectively showing originality, creativity, and depth of thought.
Develops ideas in a clear, logical, and detailed manner, displaying effective organization and coherence.
Uses language effectively with a sense of control.
Commits few, if any, errors in grammar/usage and mechanics.
After you have revised your essay, save it in the “Finished Essay” folder in your period’s folder. Name your file with your last name only.
Friday, December 09, 2005
Class for 12-9-05
Welcome back to the Classroom of Love!
Today you will be showing me you are able to analyze the meaning of words using word structures, content and word origin. You will also be showing me you can write for a variety of occasions, audiences and purposes. (Sarasota Standards 2.1 and 5.5)
Please write the following in your agenda and keep your agenda on your table so that I may see it:
Agenda: Finish writing if you did not complete it in class.
Today, we have two tasks to complete:
Task 1: Create origami object of your choice.
Task 2: Write using the origami object as your muse.
Procedures to remember: 3-Before-Me and Quiet Signal.
Task 1: I have compiled a list of different origami possibilities and linked them to the list below. Simply click on one of the words and you will be taken to the instructions for how to make that object or animal. Select one of the objects and use the paper I have provided to create that object. You may use your team's markers and scissors if needed.
I have samples of each of these if you would like to see them.
Object List:
Hat
Tank
Fish
Whale
Cat
Frog
Snail
Mouse
Task 2: After you have created and decorated your object, please get your comp. book from the back shelf and turn to a blank page.
At the top of the page, please write:
Date
Period
Which object you created
Please use the remainder of your time to write using your object as your muse or inspiration.
You may write for any number of different purposes:
Story, "Once upon a time, there lived a lazy little tree snail..."
Journal entry from the point of view of your object, "It stinks being a paper tank, I've got nothing to do and no one is intimidated by my little folded barrel..."
Production log telling what you thought and felt as you created your object, "Grrrrr, I picked the hat because I thought it would be the easiest to make, but I quickly found out I was wrong..."
Or any other type of writing you can think of. The only rule is that is must include your object directly.
Note: If you do not have time to complete your writing in class, you may take your comp. book home to complete the writing and return it to me Monday at the start of class.
Today you will be showing me you are able to analyze the meaning of words using word structures, content and word origin. You will also be showing me you can write for a variety of occasions, audiences and purposes. (Sarasota Standards 2.1 and 5.5)
Please write the following in your agenda and keep your agenda on your table so that I may see it:
Agenda: Finish writing if you did not complete it in class.
Today, we have two tasks to complete:
Task 1: Create origami object of your choice.
Task 2: Write using the origami object as your muse.
Procedures to remember: 3-Before-Me and Quiet Signal.
Task 1: I have compiled a list of different origami possibilities and linked them to the list below. Simply click on one of the words and you will be taken to the instructions for how to make that object or animal. Select one of the objects and use the paper I have provided to create that object. You may use your team's markers and scissors if needed.
I have samples of each of these if you would like to see them.
Object List:
Hat
Tank
Fish
Whale
Cat
Frog
Snail
Mouse
Task 2: After you have created and decorated your object, please get your comp. book from the back shelf and turn to a blank page.
At the top of the page, please write:
Date
Period
Which object you created
Please use the remainder of your time to write using your object as your muse or inspiration.
You may write for any number of different purposes:
Story, "Once upon a time, there lived a lazy little tree snail..."
Journal entry from the point of view of your object, "It stinks being a paper tank, I've got nothing to do and no one is intimidated by my little folded barrel..."
Production log telling what you thought and felt as you created your object, "Grrrrr, I picked the hat because I thought it would be the easiest to make, but I quickly found out I was wrong..."
Or any other type of writing you can think of. The only rule is that is must include your object directly.
Note: If you do not have time to complete your writing in class, you may take your comp. book home to complete the writing and return it to me Monday at the start of class.
Wednesday, November 09, 2005
Class for 11-9-05
Welcome back to the Classroom of Love!
Homework: Enjoy your evening.
Bellwork: Rally Robin with your eyeball partner for 30 seconds remembering yesterday's class.
RallyCoach:
Homework: Enjoy your evening.
Bellwork: Rally Robin with your eyeball partner for 30 seconds remembering yesterday's class.
RallyCoach:
- Partner A solves the first problem.
- Partner B watches and listens, coaches, and praises.
- Partner B solves the next problem.
- Partner A watches and listens, checks and praises.
- Repeat starting at step one.
Tuesday, November 08, 2005
Class for 11-8-05
Welcome back to the Classroom of Love!
Homework: Find out how the referenda vote comes out with percents. Must be written.
Bellwork: Please write the date (11-8-05) at the top of a new page in your comp. book. Then, take 5 minutes to write your answer to the question below:
What are your thoughts on preserving the environment?
RallyRobin
1. Teacher poses a problem to which there are many possible responses or answers.
2. In pairs, students take turns sharing responses or solutions.
Find Someone Who…
1. Students mix in the class, keeping a hand raised until they find a new partner that is not a teammate.
2. In pairs, Partner A asks a question from the worksheet; Partner B responds. Partner A records the answer on his or her own worksheet.
3. Partner B checks and initials the answer.
4. Partner B asks a question; Partner A responds. Partner B records the answer on his or her own worksheet.
5. Partner A checks and initials the answer.
6. Partners shake hands, part, and raise a hand again as they search for a new partner.
Students repeat steps 1-6 until their sheets are complete.
7. When their worksheets are completed, students can sit; seated students can be approached by others as a resource.
Research:
www.sarasotacountyforever.com
Homework: Find out how the referenda vote comes out with percents. Must be written.
Bellwork: Please write the date (11-8-05) at the top of a new page in your comp. book. Then, take 5 minutes to write your answer to the question below:
What are your thoughts on preserving the environment?
RallyRobin
1. Teacher poses a problem to which there are many possible responses or answers.
2. In pairs, students take turns sharing responses or solutions.
Find Someone Who…
1. Students mix in the class, keeping a hand raised until they find a new partner that is not a teammate.
2. In pairs, Partner A asks a question from the worksheet; Partner B responds. Partner A records the answer on his or her own worksheet.
3. Partner B checks and initials the answer.
4. Partner B asks a question; Partner A responds. Partner B records the answer on his or her own worksheet.
5. Partner A checks and initials the answer.
6. Partners shake hands, part, and raise a hand again as they search for a new partner.
Students repeat steps 1-6 until their sheets are complete.
7. When their worksheets are completed, students can sit; seated students can be approached by others as a resource.
Research:
www.sarasotacountyforever.com
Friday, November 04, 2005
Class for 11-4-05
Welcome back to the Classroom of Love!
You know what I expect of you. You know what you are capable of. You know how to respect and treat others well. Remember these things throughout class today.
Homework: Think about how you will make my class a great place for learning when you return Monday.
Today, we have 4 tasks to complete.
Task 1: Journal Entry
Task 2: Catch up from yesterday
Task 3: Unit Review
Task 4: Letter
Task 1: In your Comp. Books, please write the date at the top of a clean page. Then, for 10 minutes, write to explain your behavior in our classroom over the past week. Remember, when I ask you to explain, I’m looking for what happened and extensions and elaborations to tell me how, why and what it looked like. When time is called, Miss Carrigan will call on one student to collect the Comp. Books and place them where they belong on the back bookshelf.
Task 2: I know I gave you quite a bit of work to complete yesterday. I have the work that was turned in to me, but also want to give you a chance to complete what you did not have time to complete.
Special Note: Miss Carrigan passed along the observation that many of you were struggling with yesterday’s assignment. This is ok, much of this should be new material that you cannot simply read the problem and find the answer. You must Must MUST read the unit and explanations that come before the assigned problems if you are going to understand what to do.
Task 3: This task is to be completed ON YOUR OWN. Each unit has an “Extra Practice” section at its end. Today, please complete as much of this section as you can, working alone. I will check the papers at the end of the day to see how far each student was able to get. The Unit’s and their page number for their “Extra Practice” sections are listed below.
Unit 1: Page 30
Unit 3: Page 99
Unit 5: Page 184
Unit 7: Page 264
Unit 9: Page 337
Unit 11: Page 418
Task 4: If you complete Tasks 1-3, your assignment is to write a letter to me. Your topic can be whatever you choose. Write it about class, your life, the space station, music, etc. When you have finished with your letter, please sign it and give it to Miss Carrigan to pass on to me.
Thank you for your attention and respect. I will see you Monday.
You know what I expect of you. You know what you are capable of. You know how to respect and treat others well. Remember these things throughout class today.
Homework: Think about how you will make my class a great place for learning when you return Monday.
Today, we have 4 tasks to complete.
Task 1: Journal Entry
Task 2: Catch up from yesterday
Task 3: Unit Review
Task 4: Letter
Task 1: In your Comp. Books, please write the date at the top of a clean page. Then, for 10 minutes, write to explain your behavior in our classroom over the past week. Remember, when I ask you to explain, I’m looking for what happened and extensions and elaborations to tell me how, why and what it looked like. When time is called, Miss Carrigan will call on one student to collect the Comp. Books and place them where they belong on the back bookshelf.
Task 2: I know I gave you quite a bit of work to complete yesterday. I have the work that was turned in to me, but also want to give you a chance to complete what you did not have time to complete.
Special Note: Miss Carrigan passed along the observation that many of you were struggling with yesterday’s assignment. This is ok, much of this should be new material that you cannot simply read the problem and find the answer. You must Must MUST read the unit and explanations that come before the assigned problems if you are going to understand what to do.
Task 3: This task is to be completed ON YOUR OWN. Each unit has an “Extra Practice” section at its end. Today, please complete as much of this section as you can, working alone. I will check the papers at the end of the day to see how far each student was able to get. The Unit’s and their page number for their “Extra Practice” sections are listed below.
Unit 1: Page 30
Unit 3: Page 99
Unit 5: Page 184
Unit 7: Page 264
Unit 9: Page 337
Unit 11: Page 418
Task 4: If you complete Tasks 1-3, your assignment is to write a letter to me. Your topic can be whatever you choose. Write it about class, your life, the space station, music, etc. When you have finished with your letter, please sign it and give it to Miss Carrigan to pass on to me.
Thank you for your attention and respect. I will see you Monday.
Wednesday, November 02, 2005
Class for 11-2-05
Welcome back to the Classroom of Love!
Homework: Explain your team's assessment to a parent or guardian.
Today you have 3 tasks to complete.
Task 1: Essential Information No. 48.
Task 2: Review the checklist-rubric.
Task 3: Steps 1-5
Alternative
Task 1: Please write the following Essential Information in Section 4 of your binders:
No. 48 Though others around you may try to distract you and take you off task, remember you are responsible for your own choices and will be held responsible for you own actions.
Task 2: Please listen and participate as needed as Miss Carrigan reviews the steps to creating your lesson. As you review the checklist, think to yourself, "Am I doing what I need to do to make sure I am ready to teach the class?"
Task 3: We're focusing on Steps 1-5 of the checklist again today. The difference? You individual lists of key concepts as well as your team's Master List are due at the end of the period today. You team's quiz/assessment is also due at the end of the period so I can look over your work tonight and make certain you are all on the right track. You have had three full days of class to work on this, so I am expecting some great stuff.
Once you have finished Steps 1-5, I have left sheets of chart paper on the back tables. Each team gets one piece of paper on which to complete the WEB described in step 6.
Alternative: If, for some reason, you choose not to work with your group or on this project today, you will read silently in class and complete the Reading Inventory sheet I have created for you. This does NOT mean you will not be responsible for the group work you choose not to do. It simply means a choice on your part not to complete the assignment does not give you the right to do no learning or thinking in my class.
Homework: Explain your team's assessment to a parent or guardian.
Today you have 3 tasks to complete.
Task 1: Essential Information No. 48.
Task 2: Review the checklist-rubric.
Task 3: Steps 1-5
Alternative
Task 1: Please write the following Essential Information in Section 4 of your binders:
No. 48 Though others around you may try to distract you and take you off task, remember you are responsible for your own choices and will be held responsible for you own actions.
Task 2: Please listen and participate as needed as Miss Carrigan reviews the steps to creating your lesson. As you review the checklist, think to yourself, "Am I doing what I need to do to make sure I am ready to teach the class?"
Task 3: We're focusing on Steps 1-5 of the checklist again today. The difference? You individual lists of key concepts as well as your team's Master List are due at the end of the period today. You team's quiz/assessment is also due at the end of the period so I can look over your work tonight and make certain you are all on the right track. You have had three full days of class to work on this, so I am expecting some great stuff.
Once you have finished Steps 1-5, I have left sheets of chart paper on the back tables. Each team gets one piece of paper on which to complete the WEB described in step 6.
Alternative: If, for some reason, you choose not to work with your group or on this project today, you will read silently in class and complete the Reading Inventory sheet I have created for you. This does NOT mean you will not be responsible for the group work you choose not to do. It simply means a choice on your part not to complete the assignment does not give you the right to do no learning or thinking in my class.
Tuesday, November 01, 2005
Class for 11-1-01
Welcome back to the Classroom of Love!
Today's homework: Tell your parent or guardian one thing you and your group accomplished in planning your lesson for class today.
Today, you have three tasks to complete:
Task 1: Essential Information No. 47
Task 2: Lesson Checklist-Rubric
Task 3: Individual Chapter Notes
Task 4: Group Master List of Key Concepts
Task 5: Begin Writing Unit Assessment
Task 1: Please write the following information in Section 4 of your binders:
No. 47 Remember that your actions do not exist in a vacuum and that your choices bad or good will be remembered and called into question long after you make them.
Task 2: Miss Carrigan will pass out and review the Checklist-Rubric for this week.
On this sheet of paper, you will find step-by-step instructions to completing your lesson plan. If you pay close attention to what they ask you to do, you will have a successful project.
As of today, I expect all groups to be working on items 1-5 of the checklist. There is no need for you to be using computers yet, nor is there any need for you to be using my teaching resources.
If you have a question on the Checklist-Rubric that Miss Carrigan cannot answer, please write it on a Post-It note and I will respond to you tomorrow.
Task 3: Continue your individual notes on your assigned units that you began yesterday. If you need more specific instructions, please see Task 3 for yesterday's class. Remember, each group member is responsible for turning in his or her individual notes.
Task 4: After each group member has completed his/her notes on the Key Concepts for the Unit, as a group, please draft a master list of the key concepts. This may mean you throw out some people's ideas or that you add ideas no one had come up with.
Task 5: After you have shown Miss Carrigan each group member's notes on the unit's key concepts as well as the groups Master List of Key Concepts, you may begin creating your group's test.
This test should include assessment of all of the key factors you addressed in your Master List and cannot include any fill-in-the-blank or True/False questions. Multiple Choice, Short Response and Extended Response questions are allowed.
Alternative assignment: If, for some reason, you choose not to work with your group or on this project today, you will read silently in class and complete the Reading Inventory sheet I have created for you. This does NOT mean you will not be responsible for the group work you choose not to do. It simply means a choice on your part not to complete the assignment does not give you the right to do no learning or thinking in my class.
Today's homework: Tell your parent or guardian one thing you and your group accomplished in planning your lesson for class today.
Today, you have three tasks to complete:
Task 1: Essential Information No. 47
Task 2: Lesson Checklist-Rubric
Task 3: Individual Chapter Notes
Task 4: Group Master List of Key Concepts
Task 5: Begin Writing Unit Assessment
Task 1: Please write the following information in Section 4 of your binders:
No. 47 Remember that your actions do not exist in a vacuum and that your choices bad or good will be remembered and called into question long after you make them.
Task 2: Miss Carrigan will pass out and review the Checklist-Rubric for this week.
On this sheet of paper, you will find step-by-step instructions to completing your lesson plan. If you pay close attention to what they ask you to do, you will have a successful project.
As of today, I expect all groups to be working on items 1-5 of the checklist. There is no need for you to be using computers yet, nor is there any need for you to be using my teaching resources.
If you have a question on the Checklist-Rubric that Miss Carrigan cannot answer, please write it on a Post-It note and I will respond to you tomorrow.
Task 3: Continue your individual notes on your assigned units that you began yesterday. If you need more specific instructions, please see Task 3 for yesterday's class. Remember, each group member is responsible for turning in his or her individual notes.
Task 4: After each group member has completed his/her notes on the Key Concepts for the Unit, as a group, please draft a master list of the key concepts. This may mean you throw out some people's ideas or that you add ideas no one had come up with.
Task 5: After you have shown Miss Carrigan each group member's notes on the unit's key concepts as well as the groups Master List of Key Concepts, you may begin creating your group's test.
This test should include assessment of all of the key factors you addressed in your Master List and cannot include any fill-in-the-blank or True/False questions. Multiple Choice, Short Response and Extended Response questions are allowed.
Alternative assignment: If, for some reason, you choose not to work with your group or on this project today, you will read silently in class and complete the Reading Inventory sheet I have created for you. This does NOT mean you will not be responsible for the group work you choose not to do. It simply means a choice on your part not to complete the assignment does not give you the right to do no learning or thinking in my class.
Monday, October 31, 2005
Class for 10-31-05
Hello, and welcome back to the Classroom of Love.
Homework: Explain one key concept of your unit to your parent or guardian.
Today you have 3 tasks to complete:
Task 1: Essential Information No. 46
Task 2: Assignment of Units
Task 3: Read your assigned units separately and take notes.
Task 1: Please write the following essential information in Section 4 of your binders:
No. 46 When completing a group project, remember the final product is only as good as the efforts of the weakest group member.
Task 2: Please take out the piece of paper titled, “You Week Ahead.” As Ms. Carrigan reads off the list of unit assignments, please put your group’s unit number at the top of the page on the line marked “My Group Unit.”
If you have lost your copy of the “Your Week Ahead” paper, please raise your hand and Ms. Carrigan will bring you a replacement. This is the only day she will be providing replacements, so make certain you put this paper where you will not lose it.
Task 3: Once you have your assigned unit, all you will need to complete the remainder of the class is the English book, some paper and a writing utensil.
It is EXTREMEMLY IMPORTANT that you take your time and put a great deal of effort into this task, because doing poorly on this task will result in your group doing poorly when it is their turn to teach. In short, PAY ATTENTION!
That said, here is what you will need to do:
Task 3.1: Turn to the first page of your unit.
Task 3.2: Begin reading your unit carefully.
Task 3.3: As you read, write any important or key concepts for your unit on a blank piece of paper with your name at the top. This will likely require several sheets of paper and will most likely be something that will take the rest of this class period and part of tomorrow’s class to complete.
Q. Why is this important?
A. Reading the unit you will be responsible for teaching and identifying the key concepts from that unit are absolutely necessary to making sure you can provide your students with the information they require.
Q. What is I have questions about the information from my unit?
A. If you have a question and do not understand something you read:
1. Re-read the information slowly three times and try to figure it out on your own.
2. Raise your hand and wait for Ms. Carrigan to come and answer your question.
3. If Ms. Carrigan has answered your question and you still need further assistance, please write your question on a separate sheet of paper with your name at the top and give it to Ms. Carrigan. I will read your questions when I get back to school and leave you a reply for tomorrow.
4. If you have further questions, you may post a comment to this blog, e-mail me or IM my account.
Thursday, October 27, 2005
Class for 10-27-05
Welcome back to the classroom of love!
Homework: Typed, finished essay due at the beginning of class Friday. Remember, this includes your 1)Planning Sheet, 2)Handwritten rough draft with peer comments, and 3) Typed, final copy (formatted correctly).
I will be at school beginning at 8:30 a.m. Friday for any students who have questions or need assistance.
As we have been working on this project since 10-10-05, no excuses for late work will be accepted.
Homework: Typed, finished essay due at the beginning of class Friday. Remember, this includes your 1)Planning Sheet, 2)Handwritten rough draft with peer comments, and 3) Typed, final copy (formatted correctly).
I will be at school beginning at 8:30 a.m. Friday for any students who have questions or need assistance.
As we have been working on this project since 10-10-05, no excuses for late work will be accepted.
Wednesday, October 26, 2005
Class for 10-26-05
Welcome back to the classroom of love!
Homework: Please complete your rough draft. If your rough draft is completed, edit a peer's rough draft using the editing checklist you received in class.
Today we have five tasks to complete:
Task 1: Essential Information No. 45
Task 2: Joke Duty
Task 3: Reading
Task 4: Rough Draft Sharing
Task 5: Editing Checklist Explanation
Task 1: Please write the following Essential Information in Section 4 of your binder:
No. 45 Rather than reacting verbally in the heat of the moment, take time to leave the situation, think about what's going on and cool down. This will reduce the chance of otherwise pointless arguments growing out of control.
Task 2: Will the designated joke teller please entertain us.
Task 3: Please, listen and take notes on what you hear while I read for 10 minutes from S.E. Hinton's Rumble Fish.
Task 4: Please take out the Rough Draft versions of your essay. Read through and make any comments you may have on what you have written. I will give you three minutes to complete this task. Afterward, please wait silently for directions.
Task 5: Please participate while we read the editing checklist together and then place it as the last page of your Basics Packet in Section 5 of your binder.
Homework: Please complete your rough draft. If your rough draft is completed, edit a peer's rough draft using the editing checklist you received in class.
Today we have five tasks to complete:
Task 1: Essential Information No. 45
Task 2: Joke Duty
Task 3: Reading
Task 4: Rough Draft Sharing
Task 5: Editing Checklist Explanation
Task 1: Please write the following Essential Information in Section 4 of your binder:
No. 45 Rather than reacting verbally in the heat of the moment, take time to leave the situation, think about what's going on and cool down. This will reduce the chance of otherwise pointless arguments growing out of control.
Task 2: Will the designated joke teller please entertain us.
Task 3: Please, listen and take notes on what you hear while I read for 10 minutes from S.E. Hinton's Rumble Fish.
Task 4: Please take out the Rough Draft versions of your essay. Read through and make any comments you may have on what you have written. I will give you three minutes to complete this task. Afterward, please wait silently for directions.
Task 5: Please participate while we read the editing checklist together and then place it as the last page of your Basics Packet in Section 5 of your binder.
Tuesday, October 25, 2005
Class for 10-25-05
Welcome Back to the Classroom of Love!
Homework: If you have not already done so, complete the rough draft of your essay.
Today, we have 5 tasks to complete:
Task 1: Good News/Joke Duty
Task 2: Essential Information No. 44
Task 3: Complete Diagnostic Part II
Task 4: Complete Planning Sheet/Rough Draft
Task 5: Question Game
Task 1: Let's take 3 minutes to share good news since the last time we met. Also, I will explain and assign the first joke duty.
Task 2: No. 44 When ordering food, especially in the lunch line, make certain you say, "Please," and "Thank you," at the appropriate times.
Task 3: For those of you who did not complete the Reading Diagnostic Friday, take a few minutes to complete it now. Those students who have already completed the diagnostic should work on their planning sheet and rough draft or read silently.
Task 4: Please take out your completed planning sheets and whatever you may have completed of your rough draft. Based on what you have completed and with the help of your Basics Packet, today we will be writing out our rough drafts.
For those of you who have your rough drafts completed, find someone else in the class to trade with, and edit a peer's rough draft using the editing sheet I will provide.
Task 5: If the class works well and shows expected behavior, we will learn the Question Game. If I do not feel the class has earned the right to the question game, I will save it for next week.
Homework: If you have not already done so, complete the rough draft of your essay.
Today, we have 5 tasks to complete:
Task 1: Good News/Joke Duty
Task 2: Essential Information No. 44
Task 3: Complete Diagnostic Part II
Task 4: Complete Planning Sheet/Rough Draft
Task 5: Question Game
Task 1: Let's take 3 minutes to share good news since the last time we met. Also, I will explain and assign the first joke duty.
Task 2: No. 44 When ordering food, especially in the lunch line, make certain you say, "Please," and "Thank you," at the appropriate times.
Task 3: For those of you who did not complete the Reading Diagnostic Friday, take a few minutes to complete it now. Those students who have already completed the diagnostic should work on their planning sheet and rough draft or read silently.
Task 4: Please take out your completed planning sheets and whatever you may have completed of your rough draft. Based on what you have completed and with the help of your Basics Packet, today we will be writing out our rough drafts.
For those of you who have your rough drafts completed, find someone else in the class to trade with, and edit a peer's rough draft using the editing sheet I will provide.
Task 5: If the class works well and shows expected behavior, we will learn the Question Game. If I do not feel the class has earned the right to the question game, I will save it for next week.
Thursday, October 20, 2005
Class for 10-20-05
Welcome back to the classroom of love!
Homework: Complete the rough draft of your essay. Remember to bring something to read Friday.
Today, we have 5 tasks to complete.
Task 1: Homework check
Task 2: Journal Response
Task 3: Essential Information No. 43
Task 4: Rough Drafting
Task 5: Joke Duty
Task 1: Please take out the planning sheets you completed as homework last night and hand them to the person I ask to collect them.
Task 2: Take 13 minutes to respond to the prompt below:
Prompt: Years ago, there were separate public schools for girls and boys, especially at the high school level. Boys went to one school and girls went to another nearby, an entirely different school. Do you think this is a beneficial idea? Should boys and girls attend separate schools? Write for 13 minutes to persuade school officials whether or not they should separate boys and girls into different schools.
Task 3: Essential Information No. 43: You may not choose what happens in your life, but you are constantly in charge of what you do about it.
Task 4: Now that you have completed your planning, it is time to begin work on your rough draft. To complete the rough draft, you will need to use the framework you began on the planning sheet and transfer that to complete paragraphs. You may use your Basics Packet for ideas on vocab choice and other writing devices. Your completed rough draft is due FRIDAY.
Task 5: Mr. Chase will explain.
Homework: Complete the rough draft of your essay. Remember to bring something to read Friday.
Today, we have 5 tasks to complete.
Task 1: Homework check
Task 2: Journal Response
Task 3: Essential Information No. 43
Task 4: Rough Drafting
Task 5: Joke Duty
Task 1: Please take out the planning sheets you completed as homework last night and hand them to the person I ask to collect them.
Task 2: Take 13 minutes to respond to the prompt below:
Prompt: Years ago, there were separate public schools for girls and boys, especially at the high school level. Boys went to one school and girls went to another nearby, an entirely different school. Do you think this is a beneficial idea? Should boys and girls attend separate schools? Write for 13 minutes to persuade school officials whether or not they should separate boys and girls into different schools.
Task 3: Essential Information No. 43: You may not choose what happens in your life, but you are constantly in charge of what you do about it.
Task 4: Now that you have completed your planning, it is time to begin work on your rough draft. To complete the rough draft, you will need to use the framework you began on the planning sheet and transfer that to complete paragraphs. You may use your Basics Packet for ideas on vocab choice and other writing devices. Your completed rough draft is due FRIDAY.
Task 5: Mr. Chase will explain.
Class for 10-20-05
Welcome back to the classroom of love!
Homework: Complete the rough draft of your essay. Remember to bring something to read Friday.
Today, we have 5 tasks to complete.
Task 1: Homework check
Task 2: Journal Response
Task 3: Essential Information No. 43
Task 4: Rough Drafting
Task 5: Joke Duty
Task 1: Please take out the planning sheets you completed as homework last night and hand them to the person I ask to collect them.
Task 2: Take 13 minutes to respond to the prompt below:
Prompt: Years ago, there were separate public schools for girls and boys, especially at the high school level. Boys went to one school and girls went to another nearby, an entirely different school. Do you think this is a beneficial idea? Should boys and girls attend separate schools? Write for 13 minutes to persuade school officials whether or not they should separate boys and girls into different schools.
Task 3: Essential Information No. 43: You may not choose what happens in your life, but you are constantly in charge of what you do about it.
Task 4: Now that you have completed your planning, it is time to begin work on your rough draft. To complete the rough draft, you will need to use the framework you began on the planning sheet and transfer that to complete paragraphs. You may use your Basics Packet for ideas on vocab choice and other writing devices. Your completed rough draft is due FRIDAY.
Task 5: Mr. Chase will explain.
Homework: Complete the rough draft of your essay. Remember to bring something to read Friday.
Today, we have 5 tasks to complete.
Task 1: Homework check
Task 2: Journal Response
Task 3: Essential Information No. 43
Task 4: Rough Drafting
Task 5: Joke Duty
Task 1: Please take out the planning sheets you completed as homework last night and hand them to the person I ask to collect them.
Task 2: Take 13 minutes to respond to the prompt below:
Prompt: Years ago, there were separate public schools for girls and boys, especially at the high school level. Boys went to one school and girls went to another nearby, an entirely different school. Do you think this is a beneficial idea? Should boys and girls attend separate schools? Write for 13 minutes to persuade school officials whether or not they should separate boys and girls into different schools.
Task 3: Essential Information No. 43: You may not choose what happens in your life, but you are constantly in charge of what you do about it.
Task 4: Now that you have completed your planning, it is time to begin work on your rough draft. To complete the rough draft, you will need to use the framework you began on the planning sheet and transfer that to complete paragraphs. You may use your Basics Packet for ideas on vocab choice and other writing devices. Your completed rough draft is due FRIDAY.
Task 5: Mr. Chase will explain.
Wednesday, October 19, 2005
Class for 10-19-05
Welcome back to a classroom of love!
Please write the hoemwork in your agenda.
Homework: Complete essay planning sheet. (Eighth grade, you may need to take your Comp. Books home to help you with this.)
Today, we have four tasks to complete.
Task 1: Read aloud
Task 2: Read aloud response
Task 3: Essential Information
Task 4: Essay planning and rough drafting
Task 1: For 10 minutes, listen as I read aloud to the class. While you listen, you may want to take notes on what you hear to better prepare for the Read Aloud Response afterward.
Task 2: In your comp. books, write the date at the top of a new page, title the page "Read Aloud Response #1" and respond to the questions below (Use extensions and elaborations to receive full credit on each answer):
Please write the hoemwork in your agenda.
Homework: Complete essay planning sheet. (Eighth grade, you may need to take your Comp. Books home to help you with this.)
Today, we have four tasks to complete.
Task 1: Read aloud
Task 2: Read aloud response
Task 3: Essential Information
Task 4: Essay planning and rough drafting
Task 1: For 10 minutes, listen as I read aloud to the class. While you listen, you may want to take notes on what you hear to better prepare for the Read Aloud Response afterward.
Task 2: In your comp. books, write the date at the top of a new page, title the page "Read Aloud Response #1" and respond to the questions below (Use extensions and elaborations to receive full credit on each answer):
- Analyze what you heard in class today and explain why you think the author wrote this book.
- Predict what will happen as this book unfolds.
- Describe the narrator of this book.
Task 3: Essential Information No. 42:
If all else fails, give a compliment.
Task 4: Today, we will work on completing the planning sheets for our publishable essays. If you have any questions while you are completing the planning, raise your hand and I will help you. Once you have completed your planning, show me and I will tell you whether you are ready to begin your rough draft. If you do not finish your planning sheet, you must do so this evening so that we may move forward with this assignment.
Monday, October 17, 2005
Class for 10-17-05
Hello, it's nice to have you back today!
Homework: Complete figurative language worksheet.
Today, we have 5 tasks to complete.
Task 1: Journal response
Task 2: Essential Information No. 41
Task 3: Review Figurative Language Quiz
Task 4: Complete planning sheet.
Task 5: Homework explained
Task 1: Please respond to the prompt below for 13 minutes. Remember, don't think, just write.
Prompt: Everyone has somethiing or someone that is important to him/her. Pick an object, a person, or a feeling that is important to you and explain why it is so important in your life.
Task 2: Please write the following information in section 4 of your binder:
No. 41 If what you are saying is insulting or demeaning to another person, then it is neither joking nor kidding. Remember the impact your words and actions have on the lifes of others.
Task 3: Once you have received your quiz and looked at your grade, we will have a class discussion of why people scored the way they did.
Task 4: Please take out the planning sheets we started last week and complete them on your own. Remember to use extensions, elaborations and personal stories to make the writing more effective. This planning sheet must be complete by the start of class tomorrow.
Task 5: Those students who scored a 6 or lower on the figurative language quiz must complete the figurative language worksheet as homework tonight. Students whose scores were greater than 6 are welcome to complete the worksheet, but it is not required.
Homework: Complete figurative language worksheet.
Today, we have 5 tasks to complete.
Task 1: Journal response
Task 2: Essential Information No. 41
Task 3: Review Figurative Language Quiz
Task 4: Complete planning sheet.
Task 5: Homework explained
Task 1: Please respond to the prompt below for 13 minutes. Remember, don't think, just write.
Prompt: Everyone has somethiing or someone that is important to him/her. Pick an object, a person, or a feeling that is important to you and explain why it is so important in your life.
Task 2: Please write the following information in section 4 of your binder:
No. 41 If what you are saying is insulting or demeaning to another person, then it is neither joking nor kidding. Remember the impact your words and actions have on the lifes of others.
Task 3: Once you have received your quiz and looked at your grade, we will have a class discussion of why people scored the way they did.
Task 4: Please take out the planning sheets we started last week and complete them on your own. Remember to use extensions, elaborations and personal stories to make the writing more effective. This planning sheet must be complete by the start of class tomorrow.
Task 5: Those students who scored a 6 or lower on the figurative language quiz must complete the figurative language worksheet as homework tonight. Students whose scores were greater than 6 are welcome to complete the worksheet, but it is not required.
Thursday, October 13, 2005
Class for 10-13-05
Welcome Back!
Homework: Have a safe and pleasant 3-day weekend.
Today we have 5 tasks to complete.
Task 1: Essential Information No. 40
Task 2: Turn in homework.
Task 3: Whoosh
Task 4: Figurative language quiz.
Task 5: Writing planning.
Task 1: Please write Essential Information No. 40 in section 4 of your binders.
No. 40 Don't whine.
Task 2: Please pass your homework to the middle of the room.
Task 3: I will explain this activity when we are ready.
Task 4: Please have a piece of notebook paper and a writing utensil prepared for this quiz.
Task 5: Please have your planning sheet out and prepared as we move forward with our publishable work.
Have a great weekend!
Homework: Have a safe and pleasant 3-day weekend.
Today we have 5 tasks to complete.
Task 1: Essential Information No. 40
Task 2: Turn in homework.
Task 3: Whoosh
Task 4: Figurative language quiz.
Task 5: Writing planning.
Task 1: Please write Essential Information No. 40 in section 4 of your binders.
No. 40 Don't whine.
Task 2: Please pass your homework to the middle of the room.
Task 3: I will explain this activity when we are ready.
Task 4: Please have a piece of notebook paper and a writing utensil prepared for this quiz.
Task 5: Please have your planning sheet out and prepared as we move forward with our publishable work.
Have a great weekend!
Wednesday, October 12, 2005
Class for 10-12-05
I'm ready for a productive Wednesday!
Homework: Write two similes, two metaphors and two examples of personification.
Today we have 4 tasks to complete:
Task 1: Essential Information No. 39
Task 2: Whirligig
Task 3: Figurative Language Notes For link to notes, click here.
Task 4: Essay Planning
Task 1: Please write No. 39 in section 4 of your binder.
No. 39 Encourage those around you to do their best.
Task 2: What has happened so far in Whirligig? What do you think will happen?
Listen as we find out more.
Task 3: Please take out a piece of paper and copy down the notes I write on the board concerning figurative language. Pay close attention because these are key to successfully completing your homework tonight.
Task 4: Please take out your planning sheet so that we can work through the process together.
Homework: Write two similes, two metaphors and two examples of personification.
Today we have 4 tasks to complete:
Task 1: Essential Information No. 39
Task 2: Whirligig
Task 3: Figurative Language Notes For link to notes, click here.
Task 4: Essay Planning
Task 1: Please write No. 39 in section 4 of your binder.
No. 39 Encourage those around you to do their best.
Task 2: What has happened so far in Whirligig? What do you think will happen?
Listen as we find out more.
Task 3: Please take out a piece of paper and copy down the notes I write on the board concerning figurative language. Pay close attention because these are key to successfully completing your homework tonight.
Task 4: Please take out your planning sheet so that we can work through the process together.
Tuesday, October 11, 2005
Class for 10-11-05
Welcome Back!
I missed you while I was away.
Homework: Write the definition of "idiom" on a piece of notebook paper.
Today, we have four tasks to complete.
Task 1: Essential Information No. 38.
Task 2: Journal Entry (12 Minutes)
Task 3: Continue/complete reverse planning.
Task 4: Debrief
Task 1: Please write No. 38 in section 4 of your binder:
No. 38 Maintain your integrity no matter what happens.
* Look up "integrity" in the dictionary.
Task 2: Please respond to the prompt below in your comp books for 12 minutes.
Prompt: The way a class behaves while in the care of a substitute teacher is a reflection of the level of respect they have for themselves, their daily classroom teacher, their school and their upbringing. When a substitute is present, students should ask themselves, "Am I doing what my teacher would expect of me?", "Am I showing respect for everyone involved?", "Am I doing the best I can?" With all of this in mind, take 12 minutes to write on your behavior and the behavior of your classmates while I was away Friday and Monday. Include the concepts of integrity and respect in your writings. Be honest and fair with your writing.
Task 3: Planning and drafting of essays. (Mr. Chase will lead instruction and begin drafting process.)
Task 4: Discussion of process, thoughts on class.
I missed you while I was away.
Homework: Write the definition of "idiom" on a piece of notebook paper.
Today, we have four tasks to complete.
Task 1: Essential Information No. 38.
Task 2: Journal Entry (12 Minutes)
Task 3: Continue/complete reverse planning.
Task 4: Debrief
Task 1: Please write No. 38 in section 4 of your binder:
No. 38 Maintain your integrity no matter what happens.
* Look up "integrity" in the dictionary.
Task 2: Please respond to the prompt below in your comp books for 12 minutes.
Prompt: The way a class behaves while in the care of a substitute teacher is a reflection of the level of respect they have for themselves, their daily classroom teacher, their school and their upbringing. When a substitute is present, students should ask themselves, "Am I doing what my teacher would expect of me?", "Am I showing respect for everyone involved?", "Am I doing the best I can?" With all of this in mind, take 12 minutes to write on your behavior and the behavior of your classmates while I was away Friday and Monday. Include the concepts of integrity and respect in your writings. Be honest and fair with your writing.
Task 3: Planning and drafting of essays. (Mr. Chase will lead instruction and begin drafting process.)
Task 4: Discussion of process, thoughts on class.
Thursday, October 06, 2005
Class for 10-6-05
Welcome Back To Class!
Homework: Bring book or periodical to read after diagnostic test tomorrow.
Remember: This class is open to those who come ready to learn.
Today, we have tasks to complete:
Task 1: Essential Information
Task 2: Respond to prompt
Task 3: Class discussion
Task 4: Intro. Paragraphs
Task 1: Please take out your binders and write today's essential information in Section 4.
No. 35 When someone else is speaking, think to yourself, "What I have to say is important, but what you have to say is more so."
Task 2: Please respond to the prompt below in your composition book for 12 minutes. This should be 12 minutes of uninterrupted writing time.
Prompt: The state writing assessment test puts pressure on students and their teachers. On the other hand, student writing all over the country has improved since this test has been implemented. What is your opinion on the matter? Should there be a state writing assessment test, or should this particular test be eliminated? Write to convince your state of your opinion on whether there should or should not be a state writing assessment test.
Task 3: When time is called for Task 2, be prepared to discuss your thoughts with the class. Make certain you have included extensions and elaborations to support your answers.
Task 4: Please take out a piece of paper and prepare to take brief notes on intro. paragraphs.
Homework: Bring book or periodical to read after diagnostic test tomorrow.
Remember: This class is open to those who come ready to learn.
Today, we have tasks to complete:
Task 1: Essential Information
Task 2: Respond to prompt
Task 3: Class discussion
Task 4: Intro. Paragraphs
Task 1: Please take out your binders and write today's essential information in Section 4.
No. 35 When someone else is speaking, think to yourself, "What I have to say is important, but what you have to say is more so."
Task 2: Please respond to the prompt below in your composition book for 12 minutes. This should be 12 minutes of uninterrupted writing time.
Prompt: The state writing assessment test puts pressure on students and their teachers. On the other hand, student writing all over the country has improved since this test has been implemented. What is your opinion on the matter? Should there be a state writing assessment test, or should this particular test be eliminated? Write to convince your state of your opinion on whether there should or should not be a state writing assessment test.
Task 3: When time is called for Task 2, be prepared to discuss your thoughts with the class. Make certain you have included extensions and elaborations to support your answers.
Task 4: Please take out a piece of paper and prepare to take brief notes on intro. paragraphs.
Wednesday, October 05, 2005
Class for 10-5-05
Welcome Back!
Today’s continuing goal: Generate a written draft for a specific purpose and audience.
Today, we have three tasks to complete:
Task 1: Essential Information (3 min.)
Task 2: Whirligig (15 min.)
Task 3: Zip Zap Zop (10 min.)
Task 4: Introduction paragraphs (17 min.)
Task 1: Please write the following information in Section 4 of your binders:
No. 34 Do not tell others to “shut up,” “be quiet” or the like.
Task 2: Listen as we catch up on the events of Whirligig.
Task 3: Please stand in a circle in the middle of the room and wait for further instructions.
Task 4: Please take out the introductory paragraphs you wrote last night to go along with your “Pledge” essays and wait for further instructions.
Today’s continuing goal: Generate a written draft for a specific purpose and audience.
Today, we have three tasks to complete:
Task 1: Essential Information (3 min.)
Task 2: Whirligig (15 min.)
Task 3: Zip Zap Zop (10 min.)
Task 4: Introduction paragraphs (17 min.)
Task 1: Please write the following information in Section 4 of your binders:
No. 34 Do not tell others to “shut up,” “be quiet” or the like.
Task 2: Listen as we catch up on the events of Whirligig.
Task 3: Please stand in a circle in the middle of the room and wait for further instructions.
Task 4: Please take out the introductory paragraphs you wrote last night to go along with your “Pledge” essays and wait for further instructions.
Tuesday, October 04, 2005
Class for 10-4-05
Let’s have a strong Tuesday!
Special Note: Again, today we will be saving files to the server. It is incredibly important that you take care to read the instructions carefully so that you save your files to the correct location with the correct name so that you will get credit for your work. If you have questions, remember to raise your hand and I will be with you as soon as I possibly can.
Homework: Write an introductory paragraph to your “Pledge” essay.
We have four tasks to perform today:
Task 1: Recording Essential Information in Binders
Task 2: Respond to Prompt for 12 Minutes
Task 3: Introductory paragraph notes
Task 4: Body Paragraphs for Pledge Essay
Task 1: Copy the Essential Information from today into Section 4 of your binder.
No. 31 When a guest visits our room, we will be on our best behavior and prepared to answer any questions the guests may have.
No. 32 When I call your home, answer the phone in an appropriate and respectful manner.
No. 33 Keep your hands and feet to yourself.
Task 2:
Respond to this prompt for 12 minutes MS Word.
Prompt: Suppose you have been appointed to a neighborhood improvement committee. You must make recommendations on ways to make your neighborhood a better place to live. Think about some changes you would like to make in your neighborhood. Write an essay to inform your reader of changes you would recommend to improve your neighborhood and why these changes are important.
Save your response as "Last Name" 10-4. My file would be saved as Chase 10-4. Please save your file in this class period's folder in the folder marked "10-4-05 Prompt."Write until time is called. Remember, we write the entire time.
Task 3:
When time is called, please close your computer, take out a blank piece of notebook paper and a writing utensil.
When we have finished writing, click HERE to complete Friday's online quiz. If you do not remember your user name or password, please raise your hand and I will come provide you with that information. Remember to take all three opportunities to improve your quiz score.
Task 4:
If you did not complete it Monday, please take out your body paragraphs from your essay on the "Pledge of Allegiance." Create a new MS Word file or open the file you created yesterday and type in those paragraphs. When you are done, save your essay as "LAST NAME" Pledge. My file would look like this "Chase Pledge." Please save your file in this period's folder in the folder named: Pledge Essay.
Ending task:
If you have extra time today, you may log in to Quizstar and complete your writing quiz. Click here for Quizstar.
Special Note: Again, today we will be saving files to the server. It is incredibly important that you take care to read the instructions carefully so that you save your files to the correct location with the correct name so that you will get credit for your work. If you have questions, remember to raise your hand and I will be with you as soon as I possibly can.
Homework: Write an introductory paragraph to your “Pledge” essay.
We have four tasks to perform today:
Task 1: Recording Essential Information in Binders
Task 2: Respond to Prompt for 12 Minutes
Task 3: Introductory paragraph notes
Task 4: Body Paragraphs for Pledge Essay
Task 1: Copy the Essential Information from today into Section 4 of your binder.
No. 31 When a guest visits our room, we will be on our best behavior and prepared to answer any questions the guests may have.
No. 32 When I call your home, answer the phone in an appropriate and respectful manner.
No. 33 Keep your hands and feet to yourself.
Task 2:
Respond to this prompt for 12 minutes MS Word.
Prompt: Suppose you have been appointed to a neighborhood improvement committee. You must make recommendations on ways to make your neighborhood a better place to live. Think about some changes you would like to make in your neighborhood. Write an essay to inform your reader of changes you would recommend to improve your neighborhood and why these changes are important.
Save your response as "Last Name" 10-4. My file would be saved as Chase 10-4. Please save your file in this class period's folder in the folder marked "10-4-05 Prompt."Write until time is called. Remember, we write the entire time.
Task 3:
When time is called, please close your computer, take out a blank piece of notebook paper and a writing utensil.
When we have finished writing, click HERE to complete Friday's online quiz. If you do not remember your user name or password, please raise your hand and I will come provide you with that information. Remember to take all three opportunities to improve your quiz score.
Task 4:
If you did not complete it Monday, please take out your body paragraphs from your essay on the "Pledge of Allegiance." Create a new MS Word file or open the file you created yesterday and type in those paragraphs. When you are done, save your essay as "LAST NAME" Pledge. My file would look like this "Chase Pledge." Please save your file in this period's folder in the folder named: Pledge Essay.
Ending task:
If you have extra time today, you may log in to Quizstar and complete your writing quiz. Click here for Quizstar.
Monday, October 03, 2005
Class for 10-3-05
Good Day and Welcome Back!
I'm glad you're here today.
Special Note: Today we will be saving files to the server. It is incredibly important that you take care to read the instructions carefully so that you save your files to the correct space so that you will get credit for your work. If you have questions, remember to raise your hand and I will be with you as soon as I possibly can.
Homework: Think of everything you know about introductory paragraphs. (Please write this in your agenda.)
We have four tasks to perform today:
Task 1: Recording Essential Information in Binders
Task 2: Respond to Prompt for 12 Minutes
Task 3: Completing Online Quiz
Task 4: Reviewing Body Paragraphs for Pledge Essay
Task 1:
No. 29 We will decide to make the best choices.
No. 30 Never cut in line. If someone cuts in front of you, do not say or do anything about it. It's not worth it; just let me know what happened.
No. 31 When a guest visits our room, we will be on our best behavior and prepared to answer any questions the guests may have.
No. 32 When I call your home, answer the phone in an appropriate and respectful manner.
Task 2:
Respond to this prompt for 12 minutes MS Word.
Prompt: Parents, courts, and cities often impose curfews on teenagers. What do you think of curfews? Are they helpful in saving lives and keeping teenagers out of trouble, or are they just another insult to responsible teenagers? Write to explain your position.
Save your response as "Last Name" 10-3. My file would be saved as Chase 10-3. Please save your file in this class period's folder in the folder marked "10-3-05 Prompt."
Write until time is called. Remember, we write the entire time.
Task 3:
When we have finished writing, click HERE to complete Friday's online quiz. If you do not remember your user name or password, please raise your hand and I will come provide you with that information. Remember to take all three opportunities to improve your quiz score.
Task 4:
Please take out your body paragraphs from your essay on the "Pledge of Allegiance." Create a new MS Word file and type in those paragraphs. When you are done, save your essay as "LAST NAME" Pledge. My file would look like this "Chase Pledge." Please save your file in this period's folder in the folder named: Pledge Essay.
Ending task:
Post a comment to this blog explaining whether or not you think the country should continue to spend money on exploring space.
I'm glad you're here today.
Special Note: Today we will be saving files to the server. It is incredibly important that you take care to read the instructions carefully so that you save your files to the correct space so that you will get credit for your work. If you have questions, remember to raise your hand and I will be with you as soon as I possibly can.
Homework: Think of everything you know about introductory paragraphs. (Please write this in your agenda.)
We have four tasks to perform today:
Task 1: Recording Essential Information in Binders
Task 2: Respond to Prompt for 12 Minutes
Task 3: Completing Online Quiz
Task 4: Reviewing Body Paragraphs for Pledge Essay
Task 1:
No. 29 We will decide to make the best choices.
No. 30 Never cut in line. If someone cuts in front of you, do not say or do anything about it. It's not worth it; just let me know what happened.
No. 31 When a guest visits our room, we will be on our best behavior and prepared to answer any questions the guests may have.
No. 32 When I call your home, answer the phone in an appropriate and respectful manner.
Task 2:
Respond to this prompt for 12 minutes MS Word.
Prompt: Parents, courts, and cities often impose curfews on teenagers. What do you think of curfews? Are they helpful in saving lives and keeping teenagers out of trouble, or are they just another insult to responsible teenagers? Write to explain your position.
Save your response as "Last Name" 10-3. My file would be saved as Chase 10-3. Please save your file in this class period's folder in the folder marked "10-3-05 Prompt."
Write until time is called. Remember, we write the entire time.
Task 3:
When we have finished writing, click HERE to complete Friday's online quiz. If you do not remember your user name or password, please raise your hand and I will come provide you with that information. Remember to take all three opportunities to improve your quiz score.
Task 4:
Please take out your body paragraphs from your essay on the "Pledge of Allegiance." Create a new MS Word file and type in those paragraphs. When you are done, save your essay as "LAST NAME" Pledge. My file would look like this "Chase Pledge." Please save your file in this period's folder in the folder named: Pledge Essay.
Ending task:
Post a comment to this blog explaining whether or not you think the country should continue to spend money on exploring space.
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