Week of December 18

Thursday Thoughts December 18 

 

 

 

 

 

At the beginning of the year, we agreed to stop making resolutions for the new school year and focus on one word.  I hope you came up with a word and have been able to think on it throughout the semester.  My word is "thankful".  I didn't realize at the beginning of the year how often I would focus on my word but it has now become a daily reflection for me.  I am thankful for my family who show love and patience toward me when I come home grouchy.  I am thankful for our students who come to school excited and eager to learn.  I am thankful for parents who want what's best for their kids and trust us enough to provide it.  And I am thankful for you, a staff who cares for one another and gives your all everyday.  As we enter into a time of rest and reflection, I hope that you have an opportunity to think on your word.  More importantly, I hope that you have an opportunity to relish every moment with your family and friends.  That is what matters.

 

 

 

Staff Spotlight

This week I would like to shine the spotlight on Poonam Bhavinani.  I have always been amazed that there is only one person taking care of the technology needs of a school; however with the district's focus on technology, Poonam's job has become all the more difficult.  Not only has she taken care of the laptop refresh, but she is also preparing for the highly anticipated interactive projectors.  Meanwhile she is troubleshooting everything from dying laptops to a malfunctioning visitor log in system.  If you are like me, when technology is not working, you need her to fix it immediately.  I can only imagine what is on the horizon with the classroom tablets.  With all of this going on, you would think that Poonam would be too busy to focus on the Technology Fair.  We know better!  She is full speed ahead with leading the charge to get our students ready to compete.  Poonam, like so many other staff members, is a one person department whose role is vital to our school's overall function.  She has dedicated many years to Medlock and she has no plans of slowing down.  Poonam, thank you for the work that you do to keep us "connected".   

 

 

1 C: Comedy 

 

 

 

 

 

 Enjoy your time off!!!

Week of December 11

Thursday Thoughts December 4

 

 

 

The graphic above reflects how I feel about who we are as a school team at Medlock.  We go through good and bad times.  We have ups and downs.  We work hard and we play hard.  During this holiday season, make sure you take the time to fellowship with and enjoy the people who are on your team. You can't do this work alone!  I look forward to spending time with you tomorrow at the holiday party.  Thanks for what you do for the team!

 

Staff Spotlight

This week I would like to shine the spotlight on Patty Neumeister.  Patty's energy and love for teaching and learning is contagious.  She is constantly seeking to improve her practices through various professional development opportunities and will serve as the Professional Learning Facilitator for our school.  Without hesitation, she allows her classroom to serve as a model for effective instructional reading strategies for new teachers.  Patty is a cheerleader for Medlock and encourages others to see the glass as half full.    Many thanks to Patty for being a team player and her ability to make everyone she comes in contact with feel special.

 

4C's: Collaboration, Communication, Creativity, Critical Thinking Skills

 

 

This Is What I Need From You

12/03/2014, Jennifer Nichols

 

As educators, we have a huge responsibility towards each child entrusted to us.
It is our duty to try our best to meet the needs of the students in our classroom and to help them become productive members of our communities. Sometimes we need to step out of our ‘teacher shoes’ and step into the shoes of a student to help us better understand them, since they are not always very adept at verbalizing their thoughts. Here are ten things you would learn from their point of view.

Teachers: This Is What I Need From You
1. I need to feel important.
I will notice if you always call on someone else more, praise them more, smile at them more, or talk to them more. I might not say anything about it, but I will think about it and feel less valued in your class. I will know that I am not your favourite and this will help to shape the way that I feel about myself as a person and as a learner. I need to feel like I belong in your class and in my school.
Even if I don’t always understand my academics very well, how you make me feel can be the difference it takes for me to stay in school and keep trying. I need to feel that I am part of the community and that I would be missed if I weren’t there.
2. I need you to care about me.
Please show an interest in the things that I share with you. You want me to show an interest in the things that you share, and I would like to know that you would do the same for me. Besides, the things that I share with you are important to me and help us to bond. Knowing that you care about those things will help me remember that I trust you and like you the next time I am having a bad day.
3. I need to care about my future.
I might not listen all the time or do what I should, but I want to live a happy life. Instead of making me feel like I am doomed for failure, please help me to feel like I have a place in this world and that I am worthy. I need you to believe in me more than you may realize. I sometimes tell myself how bad I am… please don’t agree with me, it would validate my negative thoughts. Also, don’t forget that I can hear you when you talk about me to others. Be kind.
4. I need to see past the work.
I’m sorry that I might not appreciate the ‘classics’, and haven’t been reading the chapters you have been assigning. That might be your favorite book, but for me it is destined to become ‘that book my teacher forced us to read’. Instead of making me feel like there is something wrong with me for not finding the material interesting, please try and teach me the value of learning about this instead.
Teach me to understand that it’s normal not to like everything, and tell me about the skills that I will gain from doing the work that aren’t related to enjoying the story.
5. I need to understand why.
I will ask you about the rules and why we need to follow them. Helping me to understand the reasons behind the rules will help me to see the value in them, and will help me to follow them even when I don’t really want to. When I break the rules and get into trouble, please help me to understand why my behaviour was wrong and help me to figure out alternatives for the next time. It may take practice, but I’ll try my best to be good even when it isn’t easy.
Sometimes I’ll fail. When I do, please don’t punish me in a way that makes me feel like you hate me, or in a way that embarrasses me and makes me feel ostracized. My punishment should help me, not hurt me.
6. I need you to protect me.
When my peers don’t like me and call me names, I need to know that I can come to you. Being bullied can hurt me, but it hurts even more to feel like I am alone in it. I know that you can’t always be there to stand between me and a bully, but I need to know that you will always be there to listen to me and to help me deal with things.
I know that you might not be able to stop the others from being mean to me, but I need to see you try. I need to hear you tell them that it is not acceptable and that you will not tolerate it. Please react when it happens in class, it will make me feel safer there. I don’t want to feel alone and unprotected.
7. I need you to make learning fun.
I want school to be an enjoyable and fun place to be. When teaching, can you please try to incorporate things that will be interesting to me? I love games, so maybe we could collect points or badges, or even progress to higher ‘levels’. It would be great if we could do lessons using games sometimes. You may never see me collaborate in a team better than when building a team ‘house’ in Minecraft!
Or maybe, if you can, would you bring in cool things for us to touch and figure out? I love to learn through play and exploration. I want to look forward to coming to class to hear what you have for us to do, as this will help me to build my future as a lifelong learner. I will continue to be curious when I leave your class.
8. I need you to be a model for me.
Actions speak louder than words. Please show me how you interact with others and conduct yourself in different situations. React to things the way you would like for me to react to them, because I am watching you and might reflect your behaviour when something similar happens to me. Don’t let me hear you talk about others in a negative way. You tell me that’s bullying and not to do it – it’s confusing to me when I see you doing it.
Above all, please teach me respect. I need to know how to respect other people, my school, my materials, the environment, and above all… myself. It may be one of the greatest lessons I learn.
9. I need to know that I can be myself.
I might not like the same things as most other people. The games I play and the stories I like to write might seem horrible or silly to other people, but they are not horrible or silly to me. If you make me feel like it is bad to like the things that I do, I will not stop liking them; but will instead feel guilty about liking them and stop sharing my ideas. Instead of making me feel like I am wrong or strange, please encourage me to be the best that I can be without having to completely change who I am.
Teach me about why things are considered appropriate or not, and how to judge what will be acceptable in different situations. You will have more success in teaching me how to embrace my likes and hobbies without offending others than you would in getting me to change what I like.
10. I need to build skills for my future.
Whatever it is I choose to do in my life, there are skills that I will need to be successful. Please do your best to teach me the things that I need to learn. I won’t always make your job easy, but I will appreciate your efforts when I am older. When I don’t understand, don’t give up on me. If you keep trying, I will too. Don’t let me get too discouraged by failure. Instead, teach me that failure is a normal part of life and that it doesn’t define who I am as a student or as a person.
Teach me to be resourceful. I will need to figure things out for myself in life. I might never achieve perfectly, but every step you help me to take now will make me that much more capable later.
I am worth it.

 

 

Technology Tidbits

https://www.gonoodle.com/#dashboard Great site for giving students "brain breaks" during class through educational and fun activities/videos. Sign up is free.  ***Coach Rogers this would be a great resource for you in PE

 

News & Notes:

FCBOE approved an increase in the pay rates - effective December 5, 2014 - for the substitute teaching position only (other substitute categories may be considered during the regular budget planning cycle). The new pay rates are $100 (daily) and $120 (long-term).  Please let me know if you know of anyone who is interested in going through the FCS process to become a substitute teacher.

 

 

 

Week of December 4

Thursday Thoughts December 4

This week I learned something about myself.  I have difficulty living in the moment.  I am always reflecting on what I should have done or planning what should happen next.  Some of you may be able to relate.  I am slowly realizing that life is too short to miss the many moments, big or small, that we can not get back.  I can truly say that I enjoyed our celebration this morning.  I was living in the moment.  I enjoyed the smiles on students' faces, the high fives that the older children gave our little ones in the hall and the excitement that erupted when the students saw their classmates on video.  Because today was a monumental occasion, it was fairly easy to live in the moment.  However, my goal, and I challenge you to do this as well, is to find something to enjoy everyday.  I plan to find a moment each day that makes me thankful for the day.  Fretting about tomorrow is pointless (trust me....it is) and reflection is good as long as you don't dwell on the past.  Thank you for participating in today's events in order to create moments that our students will remember for years to come.

 

Staff Spotlight

I couldn't let this week go by without recognizing Paula Bell and the many hats that she wears.  When we learned about the Blue Ribbon Ceremony, I immediately turned to Paula and said, "OK-what are we going to do?"  She took the lead on creating the invitations, programs and stickers, while ordering the banners and working with numerous other staff members to make sure everything was perfect.  When an unexpected dignitary arrived for the ceremony today, she was able to quickly create a name sign and slip it onto the stage without even batting an eye.   This attention to detail is how she has been able to win accolades from the County for her bookkeeping abilities and it is how we, as a staff, have been able to depend on her to help us do just about everything.  Lunch today is yet another example of how she takes care of the details.  Paula, thank you for taking care of the staff at MBES.  We appreciate you!

 

4C's: Collaboration, Communication, Creativity, Critical Thinking Skills

 

11 Simple Ways To Start Using Technology In Your Classroom

By Jeff Dunn on September 19, 2014

If you’re on the education technology fence, you probably can’t decide which device or app is the best one to really use. You aren’t sure if you want to jump into the edtech pool with Evernote, Moodle, an iPad, a Chromebook, or some other hot new product or service. That’s because there are an overwhelmingly large number of options out there. Seriously. Take a gander at the Apple iTunes App Store and click on the education category after you’re done on Edudemic. It’s an almost limitless number of apps that could potentially help you.
And that’s just the apps. There are so many more resources out there worth taking a look at. But you’re a busy teacher and you barely have time to use your own iPad to play a quick round of Angry Birds.
What if there was some sort of time-saving handy visual that could help you dream up nearly a dozen new ways to use technology in your classroom? That’s exactly what you’ve got with this fabulous graphic below. It’s designed by the folks at Really Good Stuff to be simple to read, understand, and implement.

 

Technology Tidbits
http://statisticsonline.org/subtangent/mathionaire.swf- 
This game is great practice for 4th & 5th graders because it provides practice on a variety of math skills.  It has the same format as the Who Wants to be a Millionare gameshow.
 

News & Notes

The playgrounds are ready as of next Monday!!!!  Of course there is a catch....your students CAN NOT play on the sod surrounding the playscapes.  This is the agreement that I made so that we could use the playscapes before winter break.  The orange fencing will remain up until February because it serves as the barrier to keep students off of the sod.  Right now there is only one access/entry point for each playscape (due to the fencing).  The playscape nearest the K/1 windows is for Kindergarten through 2nd grade students.  The farther playscape is for 3rd-5th grade.  Please have students play on the structure designed for their grade level.  You may also play on the field or have students use the benches.  Of course only one grade level may go out to the play area at a time.  Please see me on Monday if you have questions.

Week of November 13

Thursday Thoughts November 13

 

 

 

 

 

 

This week it was amazing to interact with so many other school representatives from all over the country.  I was able to have roundtable discussions with principals from as far away as California, Alaska and even Germany ( schools for the children of our service men and women are in Germany and other countries).  The common theme among the schools was the commitment of teachers and staff to put students' needs above all else. This is something that Medlock Bridge has done for years.   You put children first each and everyday without any expectation of recognition. It was a great honor to represent you in Washington.  Please know that every opportunity I get, I will share the awesome things that you are doing in your classrooms with whoever will listen.  I thank you for your trust and can't wait to celebrate our Blue Ribbon recognition here with you on December 4th.

   

Staff Spotlight 

 This week I would like to shine the spotlight on Carrie Halron.  Carrie is new to Medlock but she has years of teaching experience.  She loves to share with others and is open to learning from colleagues.  Carrie's teaching style is one that engages students and gets them excited about reading and writing.  Being new to a school can be challenging, but Carrie is making the most of this new experience by helping in any way possible.  This week, Carrie's expertise in the Writer's Workshop was welcome as we begin our writing cohort.  Carrie, thank you for what you are doing for kids and I appreciate your willingness to share with and learn from colleagues.

 

   

 4C's: Collaboration, Communication, Creativity, Critical Thinking Skills

 

27 Teacher Actions That Help Promote Valid Assessment Data

10/21/2014, by Teach Thought Staff

 

 

There is often talk about assessment–its forms, frequency, and the integration of gleaned data to revise planned instruction. Formative versus assessment, rigor, and the evasive nature of understanding are also areas for exploration.
But rarely is there discussion about the kinds of things teachers can do–literal actions and concrete strategies–to help streamline the assessment process, and hopefully produce purer results you can trust.
In the infographic below, Mia MacMeekin offers her now familiar “27 ways” format, this time teacher actions that are conducive to more valid assessment results–and thus data you can trust. Coupled with our 10 Assessments You Can Perform In 90 Seconds Or Less, that’s several dozen simple formative assessment forms and strategies to add to your teacher tool set.
As with any list, some are better than others, but a few stand out:
Evaluate
Having the student evaluate the format helps bring them closer to the actual process of learning
Seconds
Or thirds, fourths, and fifths. What matters is that they prove they understand, no?
Match
Align assessment forms so that the form isn’t the barrier.
Limit & Relax
This is especially true for struggling readers and younger students. If you ever don’t believe it, give the same test under multiple circumstances, and watch the data jump all over the place. On a Monday. A rainy day. The day a student broke up with their boyfriend. Early in the morning. After lunch.
Prep
Or as described below, model. Model what you expect so that students are clear. You can make it open-ended and creative, but don’t be surprised when the data is “problematic.”

Technology Tidbits

http://scorescience.humboldt.k12.ca.us/fast/kids.htm-  website that gives you access to numerous (about 50) Science websites for students.

News & Notes

State Board of Education proposes revisions to CCGPS standards in ELA, math; proposed changes posted for public comment for 60 days- Read the attached link for more information.

https://www.georgiastandards.org/Common-Core/Pages/Proposed-English-Language-Arts-and-Mathematics-Standards-Kindergarten-through-High-School.aspx

 

 

Week of November 6

 

Thursday Thoughts November 6

 

When meeting with our School Board Member, Linda McCain, on Tuesday, I began a discussion about the college and career ready seeds that we plant in our students at the elementary level.  She was amazed that we started talking to children about college in elementary school.  I was amazed that she was amazed by that.  But then I got to thinking about what age I was when my parents starting talking to me about college.  I can tell you that it wasn't in elementary school.  I think I remember my mother telling me to make good grades in middle school so that I could get into a college.  That was the extent of the conversation until 10th grade.  Then it became a race to make sure that I was taking all the right courses.  I am sure that we could argue the case of what age is too early to start talking to children about college.  But I think the bigger issue is making sure that we aren't so focused on what kids will be when they grow up that we forget what they are now...KIDS.  Exposure to many different things is the best way that we can get our kids ready for college and/or careers right now.  Let's spark their interests and show them the possibilities of the future.

   

Staff Spotlight

This week I would like to shine the spotlight on Dana Thornton and Abigail Holder.  Dana has made a huge jump from assisting in a special needs classroom last year to serving as a Pre K teacher this year.  She is creative, nurturing and makes learning fun for her students.  When visiting her classroom, you immediately notice that she has a lively bunch.  Her calm demeanor and patience are two qualities that are crucial to teaching Pre K.  In addtion, Dana welcomes feedback and suggestions on how she can best meet the needs of her students.  But Dana can not do the job alone. 

Abigail joined us this year and has been a tremendous asset to the program.  Abigail always has a positive attitude and serves as a team player.  She works closely with Dana to ensure that every child has a great day in Pre K.  She seeks ways to support the instruction and she plays an important part in the success of  the class.  I am proud of our Pre K program at Medlock and I thank Dana and Abigail for what they do each day.

4C's: Collaboration, Communication, Creativity, Critical Thinking Skills

 10 Creative Careers That Rely on Science and Math

Knowledge of STEM subjects isn't just essential for physicists or computer engineers. Fashion designers, zookeepers, and deep-sea divers also use it every day.

Alexandra Ossola Oct 31, 2014

 

Scuba divers must exhibit a proficiency in physics. (U.S. Navy/Flickr)
          

You probably know someone working in science: People in STEM fields accounted for about 6 percent of American workers in 2011. That may not sound like a high percentage, but it’s growing; the U.S. Department of Commerce anticipates that STEM jobs will grow 17 percent between 2008 and 2018, almost double the growth projected for the rest of the economy. Some of those jobs are in predictable fields—computer technicians, pharmaceutical developers—but others may be more surprising. STEM topics blend harmoniously with art, nature, construction, and other areas, making those fields more precise and enabling the creation and discovery of things far greater than the sum of their parts.

 

1. Meteorologist

Today, most people picture a meteorologist as the person gesturing to a map on the local news. But although this field started when early scientists diligently observed weather patterns, it became much more rigorous when they started trying to understand and forecast future conditions. Now, weather prediction requires the calculation of complex vectors, drawing on knowledge of physics, calculus, and earth science.

2. Taxidermist

Part biology, part artistry, preserving animal bodies requires an intimate knowledge of several different scientific disciplines. The taxidermist should understand an animal’s habitat in order to create accurate dioramas. The tanning of the animal’s hide also requires comprehension of the chemical processes necessary to keep it from decaying. Only once the hide is properly tanned and re-sewn can the aesthetic work begin.

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3. Animator

The time-consuming, paper-based animation techniques of Disney’s golden years are a thing of the past. Today, most animators use computer programs to render the worlds of movies and TV shows. Often, young animators get into the field armed with a background in computer science and an affinity for art. Many animators also emphasize the advantage of mastering multiple types of computer platforms and software.

4. Fashion Designer

Clothes of different cuts, sizes, and fabrics don’t just magically drape themselves on the human body. To create the initial pattern, a designer must craft a 3-D garment on 2-D fabric, which requires a knowledge of geometry. Of course, the garment has to fit the model in all the right places and be scaled up appropriately for different sizes, which means it also involves algebra and arithmetic. And in order to make a profit, the designer has to calculate the cost of the fabric and labor, then determine how much he or she should charge for a piece of clothing.

5. Park Ranger

Custodians of our national parks don’t have to be as frustrated as Ranger Smith, constantly arguing with Yogi Bear. Their work is made easier by strong backgrounds in forestry and conservation, and an intimate knowledge of the delicate ecosystems they work to protect. Employing their knowledge of botany and biology, they are sometimes called upon to help fight forest fires or take care of injured animals in the park.

6. Cartographer

Back in the days of the explorers, cartographers made maps using sundials, compasses, and telescopes, pinpointing and drawing out different locations with all the information available to them (which, in the early days of mapmaking, wasn’t very much). Today, cartographers use aerial imagery and digital databases to make maps, sometimes indicating three dimensions on paper or a screen. Even though computers now help with many calculations, cartographers need to know algebra, calculus, trigonometry, geology, and statistics.

7. Carpenter

When a carpenter starts to make a set of stairs, how does she determine how many to make? With math, of course! Carpenters use geometry to determine the dimensions for what they build, as well as during the building process. No one likes a slanted set of stairs!

8. Zookeeper

Although zookeepers have the awesome privilege of hanging out with exotic animals like lions and elephants, most of their time is spent caring for these creatures. Much like a veterinarian tends to a cat or dog, zookeepers care for the physical and mental wellbeing of the animals. They achieve this through careful observation and by using their training in biology and life science to treat any illnesses the animals may have.

9. Ship Captain

Even in these days of high-speed travel, the seas are filled with ships, many of them delivering cargo from one side of the world to another. When setting the course, a ship captain must make some sophisticated calculations, taking into account a vessel’s position, wind speed, current, tide, and cargo weight. The advent of GPS has aided this somewhat, but captains must still be able to use older technologies like maritime charts in case computers fail at sea. In addition to a knowledge of physics and computer science, a captain has to know how to work all the machinery on board, and will often be asked to log the ship’s pollution.

10. Diver

Scuba divers have some great job perks, like interacting with incredible wildlife and seeing the world in a new way. But they couldn’t do so safely without an intimate knowledge of math and physics. For even the simplest plunges, divers need to calculate the rate at which they should rise to the surface to avoid decompression sickness. They also need to know the laws of physics to determine how long their oxygen tanks will last given the water pressure at various depths.

 

 Technology Tidbits

 

http://www.visualfractions.com/- Site that can be used for fraction help

 http://nces.ed.gov/nceskids/createagraph/default.aspx -Students can use this site to create graphs

 

 

News & Notes

Check out the Advanced Strategies Lab at State Bridge.  We are headed in a similar direction!

http://statebridgeadvancedstrategieslab.weebly.com/

Week of October 30

Thursday Thoughts October 30

I have finally started making my way into classrooms to conduct walkthroughs.  I know that this is not the most enjoyable time for you as a teacher, however it is one of the highlights of my day as an administrator.  I am in awe of the teaching and learning that is taking place in the Medlock Bridge classrooms.  Our students are happy and seem to be having fun while they learn.  Yes it is an understatement to say that you are working hard, but I'll say it anyway.....YOU ARE WORKING HARD!  Keeping students challenged and engaged takes endless hours of planning and I know that it takes away from your personal time.  I get it.  But please hear me when I say that your hard work is paying off.  It may take years for you to reap the reward of the work that you are doing now but I can tell you that your reward is surely coming (it just won't be in monetary form....lol).



Staff Spotlight

 

This week I would like to shine the spotlight on Tanis Ockwell.  We all know that Tanis is quite creative and is the go to person for technology; however her ability to pitch in wherever she needed is truly appreciated.  As one of our School Governance Council members, Tanis volunteered her time this summer to attend SGC planning meetings with me.  In addition, Tanis has a heart for teaching and she seeks new ways to provide instruction to students. Parents have made me aware of the math tutorial videos that Tanis has made for her students this year (one is currently on the homework section of her website).  They have indicated how helpful these videos have been as they attempt to help their students with the "new math" at home.  I know that like most of you, Tanis goes above and beyond for her students with no expectation of recognition.   Tanis, thank you for what you do for students and the passion that you bring to the profession.

4C's: Collaboration, Communication, Creativity, Critical Thinking Skills

The Difference Between Technology Use And Technology Integration

TeachThought Staff,   10/23/2014,

The Difference Between Technology Use And Technology Integration
by TeachThought Staff
Using technology for learning makes sense. Technology creates access, transparency, and opportunity. Any smartphone or tablet is media incarnate–video, animation, eBooks, essays, blog posts, messages, music, games. The modalities of light, color, and sound all arranged just so to communicate a message or create an experience.

But there is a difference, claims this graphic from teachbytes, between using technology and integrating it deeply into the learning experiences of students. This is, of course, what models like the SAMR model are based on–that idea of mere use to automate, to redefining what’s possible.
This is not a new idea, but what makes this graphic useful is the indicators offered that clarify Dos and Don’ts–kind of like an educator’s Goofus and Gallant.
Goofus gives iPad to students so that they can Google topics for a “research paper.”
Gallant helps students design their own open-ended and collaborative learning experiences, and uses apps like Behance or Storehouse to share them with the world.
The chart continues this pattern, but misses the opportunity to make Highlights allusion for nuance:
Technology usage is random, arbitrary, and often an afterthought.
Technology usage is planned and purposeful.
In all seriousness, it’s easy to say to “be purposeful.” It’s another to know what that looks like–which is where all of the indicators as a whole can be useful to you as an educator.

 

 

 Technology Tidbits

http://www.mathgametime.com/ Check this out for interactive math games as well as video tutorials for specific math concepts.  A good resource to add to your website.

https://sites.google.com/a/norman.k12.ok.us/mr-wolfe-s-math-interactive-whiteboard/home- An amazing math resource that is sure to spark your interest.

 

 

News & Notes

Please mark your calendars for Thursday, December 4th.  This is the date that has been selected for the Blue Ribbon Ceremony here at Medlock Bridge.  Right now we know that Dr. John Barge, State Superintendent, will be making a presentation.  Since we finally have a date, we will begin to make preparations for the event.  If you have ideas or suggestions, please share them with Paula. 

 

Week of October 23

Thursday Thoughts October 23

 

 

One of our biggest struggles as educators is figuring out how to motivate students.  This is also a struggle that I have experienced as a parent.  Investing time in learning our students' interests is one of the most valuable things we can do.   We have some truly gifted students who aren't always in the spotlight as our smartest, but they are gifted none the less.  I encourage you to spend a couple of minutes a day engaging in a non academic conversation with one or two students in your class. You will be amazed at the ways in which you will be able to use the information to make a connection and then use the information later to help with motivation.  



 

Staff Spotlight

This week I would like to shine the spotlight on Chris Woodall.  We all know that Chris is a character and loves to poke fun and make light of things.  But I must truly say that Chris is instrumental in getting things taken care of as it relates to working with the FCS maintenance department.  He is serious when it comes to staying on top of work orders.  Last week, we were scheduled to have the trees removed on the workday and as you know, it rained.  That meant that they didn't start the work until Wednesday.  Friday was the carnival, so needless to say,there were a few PTA parents that went into a panic on Wednesday afternoon.  Because of the professional relationship that Chris has with maintenance, they worked double time to ensure that our grounds were ready for the carnival.  I will be the first to admit that I am constantly complaining to Chris about what should be done better but I have to tell everyone that I appreciate what Chris does and I am thankful that he cares about the kids and the staff at Medlock Bridge.  Thank you Chris!

 

4C's: Collaboration, Communication, Creativity, Critical Thinking Skills

 

9 Characteristics Of 21st Century Learning

 by Terry Heick   www.Teachthought.com

 

 

 

The label of “21st Century learning” is vague, and is an idea that we here at TeachThought like to take a swing at as often as possible, including:

–weighing the magic of technology with its incredible cost and complexity

–underscoring the potential for well thought-out instructional design

–considering the considerable potential of social media platforms against its apparent divergence from academic learning

Some educators seek out the ideal of a 21st century learning environment constantly, while others prefer that we lose the phrase altogether, insisting that learning hasn’t changed, and good learning looks the same whether it’s the 12th or 21st century.

At TeachThought, we tend towards the tech-infused model, but do spend time exploring the limits and challenges of technology, the impact of rapid technology change, and carefully considering important questions before diving in head-first.

The following take on 21st century learning developed by TeachThought is notable here because of the absence of technology. There is very little about iPads, social media, 1:10 laptops, or other tech-implementation. In that way, it is closer to the “classic” approach to “good learning” than it is the full-on digital fare we often explore.

The size of the circles on the map are intended to convey priority.

9 Characteristics Of 21st Century Learning

1. Learner-centered

2. Media-driven (this doesn’t have to mean digital media)

3. Personalized

4. Transfer-by-Design

5. Visibly Relevant

6. Data-Rich

7. Adaptable

8. Interdependent

9. Diverse

 

Technology Tidbits

 Try these blogs for math ideas and resources
 

http://mathcoachscorner.blogspot.com/

http://www.commoncoremathlessons.com/

 

News & Notes

The School Governance Council will be proposing that our school implement two full day release days next year (meaning no school for students).  The process is that our parent community will have an opportunity to comment or express their opinions on this proposal.  Please note that the days will be used for structured professional development and all staff will come to work on these two days.  One of the implications being considered is how this will affect our cafeteria employees (what professional development will they receive those days).  We will also be working with our feeder schools, Johns Creek HS and Autrey Mill MS to see if they are proposing release days as well.  If so, we hope to align the days so that all three schools are out on the same days.  Stay tuned and feel free to email me with questions regarding this proposal.

Week of October 16

Thursday Thoughts October 16

As you know, the community has been all a buzz about our Blue Ribbon status.  I must admit that it is pretty exciting and definitely well deserved.  But we have to be careful not to get too caught up in the hype.  The reality is that Medlock has been consistently performing and outperforming schools for years.  The work of Professional Learning Communities was in place here long before it was the educational catch phrase.  The recognition that we are receiving now is a result of years of consistent practice.   Whether you have been a part of the Medlock Family for many years or you have just joined, you are a part of a school where excellence is the standard.  We will continue to provide the highest quality instruction and nurture our students long after the royal blue ribbon fades. 

Staff Spotlight

This week I would like to shine the spotlight on Stephanie Woods.  Since the beginning of the year, Stephanie has taken great care in leading the grade level.   She has worked closely with administration to ensure that the student transitions into the new classroom have gone smoothly.  Stephanie was instrumental in helping Ms. Connelly prepare to receive new students.  Even when there was standing room only in her classroom due to 33 adult-sized students, Stephanie still found a way to smile.  When the NELC Team came to do the rigor walks, they were highly impressed with the rigorous activities that students were doing in her classroom and the way that she made it work with so many students in the room.  Stephanie, thank you for your dedication and the way that you are working with teachers and students everyday.

 

4C's: Collaboration, Communication, Creativity, Critical Thinking Skills

20 Things Every Teacher Should Do

published by David Wees

 

 

 

Technology Tidbits

Try these blogs for Critical Thinking and Problem Solving Ideas

http://www.teachingwithamountainview.com/2013/07/increasing-critical-thinking-part-1-of.html

 

http://lookingfromthirdtofourth.blogspot.ca/2014/01/whats-question-tried-it-tuesday.html

 

 

News & Notes

Check out Mountain Park Elementary's PBL video.  We have to start capturing the great things we are doing at Medlock.  We are doing the RIGHT work guys!

https://www.youtube.com/watch?v=1zmrCqil2xU&feature=youtu.be

 

Week of September 25

Thursday Thoughts September 25

As principal, I  have the great fortune of meeting and talking to MANY parents about everything under the sun.  This week I had a conversation with a parent who is new to Medlock (actually new to Georgia) and she shared how impressed she was with our teachers.  She stated that her childrens' school experience here in these few short weeks has far surpassed that of their former schools.  I proceeded to tell her that our staff is the secret to our success.  Yes we have supportive parents and we have well behaved and loving kids, but it is you, the staff, that put your heart and soul into this school.  You pour everything you've got into the kids and you do whatever it takes to support each other.  It is your optimism and action that help us get through the tough times and we all know that times have been tough for a while.  Thank you for realizing that you make a difference and that you will make a lasting impression on kids for years to come.  

Staff Spotlight

This week I would like to shine the spotlight on Matt Rogers.  I can tell you that I have often been guilty of taking his instructional space (the gym) for granted.  Many times, the gym is our "go to" location for programs, pep rallies, picture day (although not this year) and anything else that requires a large space. He graciously adjusts and "makes it work".  In addition, Matt is a supporter of our PTA and the various requests that they make of him.  We just experienced a day of fun at Runapalooza and he is gearing up to get slimed next week at the reward pep rally. Last year Matt chaperoned the 5th graders in Tybee Island and he has offered to do so again.  I appreciate Matt's willingness to be a team player and support the school in any area of need.

Please don't forget that you too can "spotlight" a colleague who has helped you or has made a difference at MBES.  The forms are located on my office window ledge.
 

4C's: Collaboration, Communication, Creativity, Critical Thinking Skills

 

The 4-Step Guide To Critical Thinking Skills

By Jeff Dunn on June 23, 2013

www.edudemic.com

Do you know what critical thinking is? Do you know how to successfully incorporate it into your classroom? If you’re a student, do you know how to think critically about a particular topic, idea, or project? This handy visual is truly a must-have for both students and teachers (and probably some parents and administrators out there) looking to expand their understanding and learning. It’s a guide to critical thinking skills complete with four (count ‘em, 4!) steps accompanied by fill-in-the-blank questions designed to pique your interest and illustrate how each step works.
In other words, keep this visual chart from Enokson handy while tackling your next project (for a PBL classroom perhaps?) or assignment. In case you were curious, here are some of the key skills that a student and / or teacher must have in order to master critical thinking:

Step 1: Knowledge

Identification and recall of information is key here. Answer the basic questions (Who, What, Why, Where, etc.)

Step 2: Comprehension

Organize your thoughts, select the facts, choose the ideas. Be able to interpret and paraphrase what you’re reading and learning.

Step 3: Application

Be able to use facts, rules, and apply principles. You should be able to find out information, solve problems, and give an example. This shows a higher level of understanding.

Step 4: Analysis

This is where the true learning really shines. Separate the whole topic or story into components / parts and pick each of these apart. Examine and then infer. Keep going! Do this for everything you’re hoping to learn about. You may just surprise yourself!

 

Technology Tidbits

http://www.mathbuddyonline.com/common/mbqad.html- I have sent this link before.  This site will send you a free math problem of the day.  However if you click the "sample lessons" tab, it will give you sample games (I only tested the younger grades).  You may even decide that this is a site to which your grade level would like to subscribe.  Check it out

 

 

 http://www.transum.org/Software/- Attention upper grade teachers!!! This site can provide LOTS of math challenge for students.  The problems are free but the answers require a subscription....I guess that is the catch.

 

 

News & Notes

HOT OFF THE PRESS.....The work to install the new playground structures may begin as early as next week.  The project manager will come out to discuss specifics tomorrow morning.  I will then have more information regarding the length of time that students will not be able to play in the back.

We may have to devise a schedule so that ALL students play on the 4th/5th grade black top.  I will keep you posted.

Week of September 18

Thursday Thoughts September 18

 

 

Tomorrow we will complete the sixth week of school.  Some of you may be thinking, man the time has flown by; while others (5th grade teachers especially) may be thinking this has been the longest six weeks ever.  Either way, I agree with you.   We are now at the point where the newness has worn off, we know our kids and we know what they need.  We are remediating, challenging and exposing students to new things daily.  At today's principals' meeting, I learned of the district's technology device roll out plan for the next 3 years.  I will share details with you on Tuesday, but I can tell you now that the roll out will happen in cohorts.  The decisions made will be contingent on each school's readiness to receive and implement the technology.  Essentially, our ability to receive classroom sets of devices will be determined by our current capacity and ability to utilize what we have.  I can truly say that I am so proud of the work that you have done and continue to do in the area of technology.  In three short years, we have grown by leaps and bounds and I truly believe that YOU are the most important tool that students will come in contact with here at MBES.

Staff Spotlight

This week I would like to shine the spotlight on Susan LeBaron.  Susan has been determined to make this year's school start as smooth as possible.  Not only did she have the normal challenges of the dismissal process, the after school program rosters and the management of the green cards, but she also had to master the new visitor sign in system in a matter of a few days.  I can truly say that Susan has gone above and beyond in dealing with the glitches in the system and bypassing Fulton County to get answers directly from the vendor.  Susan's attendance is impeccable and quite frankly, she keeps a cool head amidst the hustle and bustle of the daily front office commotion.  I appreciate Susan's willingness to learn new things and her ability to make adjustments as needed.  Susan, thank you for your committment to MBES. 

4C's: Collaboration, Communication, Creativity, Critical Thinking Skills (Thanks Leigh for sharing this article)

 

Using Webb's Depth of Knowledge to Increase Rigor

September 4, 2014

Gerald Aungst

Supervisor of Gifted and Elementary Math / Cheltenham School District

 

The word "rigor" is hard to avoid today, and it provokes strong reactions from educators. Policymakers tout its importance. Publishers promote it as a feature of their materials. But some teachers share the view of Joanne Yatvin, past president of the National Council for Teachers of English. To them, rigor simply means more work, harder books, and longer school days. "None of these things is what I want for students at any level," Yatvin says. Part of the problem is that we have adopted the jargon without a clear understanding of what we really mean.

Calculating Cognitive Depth

For classroom teachers, the more important question is one of practice: how do we create rich environments where all students learn at a high level? One useful tool, Norman Webb's Depth of Knowledge Levels, can help teachers meet that challenge. Depth of Knowledge (DoK) categorizes tasks according to the complexity of thinking required to successfully complete them.

Level 1: Recall and Reproduction

Tasks at this level require recall of facts or rote application of simple procedures. The task does not require any cognitive effort beyond remembering the right response or formula. Copying, computing, defining, and recognizing are typical Level 1 tasks.

Level 2: Skills and Concepts

At this level, a student must make some decisions about his or her approach. Tasks with more than one mental step such as comparing, organizing, summarizing, predicting, and estimating are usually Level 2.

Level 3: Strategic Thinking

At this level of complexity, students must use planning and evidence, and thinking is more abstract. A task with multiple valid responses where students must justify their choices would be Level 3. Examples include solving non-routine problems, designing an experiment, or analyzing characteristics of a genre.

Level 4: Extended Thinking

Level 4 tasks require the most complex cognitive effort. Students synthesize information from multiple sources, often over an extended period of time, or transfer knowledge from one domain to solve problems in another. Designing a survey and interpreting the results, analyzing multiple texts by to extract themes, or writing an original myth in an ancient style would all be examples of Level 4.

Photo Credit: Expert Infantry.

Recently, educators have begun applying Webb’s DoK to help them design better instruction. Try this exercise to better understand the cognitive depth of the tasks you are using in your classroom and improve the rigor of your instruction:

1. Keep a list or collection of every task you ask students to do in a day (or in one subject for a week), including classwork, homework, and projects.


2. Sort the tasks into categories according to the four DoK Levels. Some resources which may help:
   • This DoK “wheel” (PDF, 34KB)
   • These examples of DoK levels for four content areas (PDF, 39KB)
   • These examples of using DoK in the fine arts (PDF, 102KB).


3. Work with a team of colleagues to review the groupings. Many tasks are easily categorized, but some will require deeper discussion to clarify your understanding of the levels. Strive toward consensus. A few pointers:
   • The verb does not define the level. Instead, consider the cognitive effort that a student will use to complete the task. The verb "describe," for example, could be any level, depending on the kind of description.
   • It is common to find tasks that seem to fall in between levels. When in doubt, assign the higher level.
   • "Extended time" alone does not make a task Level 4. Lower-level tasks that are merely repeated over a period of time are still lower level.


4. Analyze your groupings. What patterns do you see? Is there a reasonable distribution of tasks across the four levels? Do you notice anything unexpected?


5. Rewrite a Level 1 or Level 2 task to be at least Level 3. These question stems are helpful in creating good tasks (PDF, 28KB).

Apply as Needed

You may be asking at this point, "Well, what is a reasonable distribution? How often should I be doing tasks at each level? What's the right sequence?"
DOK Levels are not sequential. Students need not fully master content with Level 1 tasks before doing Level 2 tasks. In fact, giving students an intriguing Level 3 task can provide context and motivation for engaging in the more routine learning at Levels 1 and 2.
DOK levels are also not developmental. All students, including the youngest preschoolers, are capable of strategic and extended thinking tasks. What they look like will differ, and what is Level 3 to a kindergarten student may be a Level 1 task for a middle schooler. All students, however, should have opportunities to do complex reasoning.
To find the right balance, ask yourself these questions:

• What kinds of thinking do I want students to do routinely?
• If my own child were participating, what would I want him or her to be doing?
• What's the most effective way to spend the limited classroom time I have?

Decide for yourself how often you should focus on tasks at each level so that students gain the most from the learning opportunities you design.
Regardless of how you define "rigor," the important thing is that students are thinking deeply on a daily basis. Webb's Depth of Knowledge gives you a framework and common language to make that happen in your classroom.

 Technology Tidbits

https://create.kahoot.it- a free way to create fun quizzes for your students for a pretest or quick check.  Students will need a device or computer to use.  It is a powerful classroom engagement tool and definitely worth setting up a free account.

News & Notes

Dr. Avossa will be proposing the school calendar for the 2015-16 and 2016-17 school years to the Board soon.  Some of the proposed changes include teacher work days AND professional development days disbursed throughout the school year instead of front loading them on "pre preplanning" days.  I will let you know when the drafts are ready for public comment.

 

Week of September 11

Thursday Thoughts September 11

It is hard to believe that the tragedy of 9/11 happened thirteen years ago.  For many of us, it is still very vivid in our minds.  Like many of you, I can recall the exact moment that I heard the news.  My assistant principal walked to every classroom and told the teachers that a terrible tragedy had occured in New York.  He said that there wasn't much information to share but that we should pray for our country.  My assistant principal was not usually a very serious guy so when I saw the look on his face, I knew something unspeakable had occured.  Although I was worried, confused and unsure of what was going on, I wanted to make sure that my students couldn't sense that anything was wrong.  As loving and nurturing educators, our first thoughts are always our students and how to shield them from the cruel realities of the world.   Just think, the children that we are shielding now, will grow up and serve as first responders, pilots, educators, military personnel and any number of other important roles in this country.  As this days draws to a close, I hope that we all remember that what we do today matters.  The lives we touch today matter.  We will never forget that fateful day and the lives that were lost.  But the best way that we can honor their memory is to live each day making a difference in the lives of others and teaching our children the importance of service.

Staff Spotlight

This week three ladies, Liz Nguyen, Katie Skelly and Ashley Mason have been nominated for their efforts with Genius Hour in 1st grade by Leigh Martin.   They are facilitating the Genius Hour enrichment activities for 1st grade.  They have read books, played kindness games and helped students brainstorm kind phrases.  They are currently helping each class brainstorm a Random Act of Kindness project that students will do for someone else in our school community.  Genius Hour is definitely an "outside the box" activity and they have been creative and excited to help.  Leigh also wants to acknowledge all participating grade levels for diving into Genius Hour and taking it very seriously.  It is truly exciting to see this become a success!

 

4C's: Collaboration, Communication, Creativity, Critical Thinking Skills

 

4Cs: How to Teach Collaboration

 This blog is written by Mary Beth (couldn't find last name anywhere) from the July 29, 2014   http://runteacherrunriley.blogspot.com/

A series on the 4 Cs.

Creativity. Critical Thinking. Communication. Collaboration. What do these mean in your classroom? I put them in the shape of a puzzle because it's hard to complete the 21st Century vision without one of these pieces.

For our school, the 4Cs are a part of our district vision. It's a part of us making our vision come to life in classrooms. So our next step was asking ourselves how we not only make sure we include the 4 Cs for 21st Century learning in our planning and instruction, but ultimately how we are going teach our students to use them and transfer these skills. Thus begins my series on the 4Cs and how you can bring them alive in your classroom! I do not personally have the answers, but I hope that I can summarize what I've learned in other places, from other people, and from professional development.

This Week's Focus:

So I will start with Collaboration, a piece I feel is critical for the start of the school year. We often incorporate team building components at the start of the school, but we don't intentionally teach students how to collaborate and work together. We just have them do activities with the hope that it will happen.

As our school dives into PBL and providing our students with more opportunities for critical thinking, a huge piece of this is collaboration. We have realized that our students are much better prepared for working with their peers when they are taught specific pieces of collaboration and then given opportunities to put them in action.

The #1 Resource I have come across is by Douglas Fisher and Nancy Frye (if you don't know Fisher and Frye, they are the Gradual Release Gurus!). They write a tremendous article about mini lessons you can use to teach your students how to collaborate and cooperate in group settings. They divide these lessons into 3 different categories of group work:
• Personal Responsibility
• Respectful Discourse
• Collaborative Problem Solving

Do you not love these First 20 Days? Seriously, Fisher and Frye nailed it again. I strongly urge you to read the article (short and succinct, but rich with content!). You will be so glad you did - especially before school starts!

This is another graphic they use in the article to get students to see what their contribution is during group work. Again, just easy-to-use resources.

I'd love to hear what others do and use to teach collaboration within your classroom!

 

Technology Tidbits

http://www.mrcpl.org/literacy/lessons/sight/index.html- Sight word activities for the lower grades

http://www.dogonews.com/- Online current events articles for kids with comprehension questions after the articles.  Science and Social Studies articles are on this site as well.

News & Notes

We have been given a concrete date!  The projectors are scheduled to be installed in the classrooms here at Medlock during the last week of October.