Thursday, January 30, 2014

Week of January 30

Thursday Thoughts January 30





Tuesday was a day like no other.  The likes of which I hope we never have to endure again. The stories kept coming about the many students stranded on busses and the staff and and students who had to sleep at schools.  After hearing from many of you, I can tell you that the commutes home ranged from less than 2 hours to up to 22 hours.  I wish I had some profound commentary or quote to make Tuesday's ordeal seem like it was no big deal, but I don't.  In fact, I have too much respect for you to even try to minimize what occurred this week.  But what I will say is that I witnessed first hand a building full of adults who epitomize the motto "Where Students Come First". 
You are the best!
 

Staff Spotlight:
This week I would like to shine the spotlight on our staff as a whole.  Tuesday continues to run through my mind like a movie reel.  So many staff members came to the atrium to help me figure out the best way to dismiss students.  The ladies in the front office fielded hundreds of calls from anxious parents. Teachers took kids into their rooms so that other teachers could leave.  Those without homerooms turned into messengers who walked the halls retrieving students from class when the parent crowd spilled out of the door and the atrium became too loud to use the intercom.  Some teachers and assistants refused to leave the building.  I kept telling them that they had to leave but they refused (isn't that insubordination...lol).  Thankfully they left before dark.  But  I would be remiss if I did not thank Debbie and Chris specifically.  As the principal it is my job to remain calm under pressure.  But as a human it is only reasonable that as night fell, a bit of worry set in and the possibility of staying became a reality.  Debbie was the communications manager (I just made that up) and she kept in constant contact with the parents and transportation.  Chris was the logistics engineer (made that up too) who found food in the kitchen and prepared a meal for the students (yogurt plates).  As of 6:00 we still had about eight students in the building.  I could spend the rest of the blog naming the other things that Debbie and Chris did but I don't want you to miss the point.  The point is this....as a leader you don't always have all of the answers.  I didn't have all of the answers for Tuesday.  But I realized that when you are a part of a loving school family everyone pitches in to get the mission accomplished.   I later learned that one of the students had never spent the night away from his parents.  The fact that I could reassure them that he was fine and having a great time (the boys had smiles on their faces until they feel asleep) reminded me that what we do as educators is not a job but a calling.  Thank you Medlock for putting yourselves in harm's way to answer the call!



NO ARTICLE OR WEBSITE THIS WEEK-            PLEASE ENJOY THE LONG WEEKEND!

Thursday, January 23, 2014

Week of January 23

Thursday Thoughts January 23

 
Lately I have been talking to several staff members about the importance of living life to the fullest each and every day.  Often we get so caught up in deadlines or what we have to do next that we miss the importance of now....today. This week I have shared a little information regarding life events that are going on with a couple of our staff members.  However for every one that is mentioned, there are several more that are not.  Please stop and take the time to ask someone how they are doing.  Then take a few minutes to actually listen.  You never know what a person is dealing with and today may be the very day that their life is forever changed.  Thank you for being such a generous and caring staff.  I know that when I share personal staff information with you, you can be trusted to show genuine concern and respect for their situation. 

Staff Spotlight:
This week I would like to shine the spotlight on our Speech teachers, Janet McClung, Michelle Penn and Kristen Stultz.  These ladies not only do a phenomenal job when working with individual students or small groups, but they also provide support and resources to our special education teachers.  Many times, you can find any of these ladies working inside the classroom teacher's room and assisting as needed.  As a general education teacher, you may have had the occassion to work with them if you have questions about a student's speech.  I have had the opportunity to sit in IEP meetings with them and they are very positive, professional and knowledgeable about all things speech related.  I appreciate their contribution to our special education team and our school overall.  Ladies, thank you for ALL that you are doing for students.

4C's: Collaboration, Communication, Creativity, Critical Thinking Skills
(many thanks to Leigh, Jennifer Serafin and English for constantly sending articles to share with all)

Foundations for Independent Thinking Look to Bloom and Marzano

By Liz Allen

Today’s classroom looks very different from classrooms of even fifteen years ago. Students entering the classroom today range from those with hundreds of hours of computer and Internet experience to those who have little or no access to technology. Some of our students read, write, and speak English fluently; others are second-language learners who primarily speak another language. How can we engage students with such a variety of skills and talents while providing them with important and relevant 21st–century skills like creativity and problem solving?

If we give students a traditional “choose an animal and write a report” assignment, we may have problems challenging or engaging them. Those students with computer experience may head to the Internet, copy and paste information from a couple of sources, print it out as their own, and move on. Our ELL students may not have the reading and writing expertise to really demonstrate their understanding.

Using the principles laid out by Marzano’s Nine Essential Instructional Strategies and Bloom’s Taxonomy as a foundation for structuring our assignments, we can empower all of our students to think creatively and independently. The suggestions and strategies in Bloom and Marzano are rich with verbs such as compare, design, predict, develop, incorporate, and evaluate, making project design easy. When students are given an assignment that encourages higher-level thinking, the opportunity for “data dumping” (copying and pasting) is almost nonexistent.

Back in the 1950s, Benjamin Bloom and colleagues developed a taxonomy that focuses on six levels of thinking. Revised in 2001, Bloom’s taxonomy provides a framework for examining the types of questions we provide our students and the thinking required to answer them. If we give tasks that draw from the four levels of higher-order thinking skills, we run into wonderful verbs like imagine, contrast, and create that help us transform the end product of our assignments to increase engagement, encourage student learning, and avoid data dumping.
Read the research report on The Impact of Pixie on Student Achievement.
In exploring research about effective teaching and learning, Bob Marzano and colleagues identified nine strategies aimed at increasing student achievement by fostering higher-level thinking skills. The first in this list of instructional strategies, identifying similarities and differences, easily lends itself to creative thinking. In this strategy, Marzano stresses the importance of the ability to break a concept into similar and dissimilar characteristics. If students are able to do so, it is likely they will also be able to solve complex problems by breaking them down into simpler parts.

Using Bloom and Marzano strategies does not require us to teach more content, just teach our content a little differently. Let’s look at some ways we can take what we already teach and transform the end result into a creative and unique learning opportunity for students.
Jupiter Project
 
Top–Ten List
Nearly every upper-elementary student is required to do a space report. Most often, the task is to choose a planet and write a report. Many of today’s students will “Google” their planets the night before the assignment is due, copy and paste a few facts, turn in the assignment, and call it a day. As an alternative, task students with creating a top–ten list of reasons why they would or would not like to live on their planets. While they can still go to the Web to complete their research, it is unlikely they will find (or will agree with!) someone else’s top ten reasons not to live on Jupiter.

This opportunity to be creative and thoughtful will help ensure they do not just copy and paste existing data and pushes them to state the facts in their own words and make connections to their own lives. This type of assignment can be used for reporting on places, people, events, animals, and more!
 
 
Five Senses
A five senses assignment is great for reporting on places or habitats. Rather than having students write an essay about a habitat, ask them to author a poem about it using their five senses. This requires students to do extensive research to determine what type of landforms, structures, or animals they might see; what types of agriculture they might taste; and so on. Using Pixie, students can support their poems with additional graphics, illustrations, and voice narration, enabling them to synthesize their research into a highly creative end product. Again, this type of assignment makes data dumping nearly impossible.

Associative Letter Report
Similar to an ABC-style book, an associative letter report asks students to take what they know about a topic and organize the information around a specific letter. For example, a student assigned the letter “B” and Rosa Parks might write “B is for Rosa Parks because she was brave when she would not budge from her seat.”
This assignment incorporates reference skills by necessitating the use of a thesaurus and encourages problem- solving skills, especially when students have a difficult time finding words to describe their topics. You can even introduce ideas like alliteration to more advanced students to give them additional flexibility with their wordplay.

Watch Liz Allen’s video Research Without Copying.
 
We use associative letter reports for Black History Month and make sure that each letter of the alphabet is represented. When the project is completed, all of the pages are bound together into a creative and informative book.
Associative Letter
 
If…But
The “If…But” report is an exercise in comparing and contrasting, which plays a key role in both the Bloom and Marzano frameworks. In this style report, students compare two topics, such as animals, states, or people. For example, if a student is comparing alligators and crocodiles, they might write, “If I was an alligator, I would eat meat and live in fresh water. I would also use my tail and webbed feet to help me swim. Also, I would have a U-shaped jaw. But, I would not have a V-shaped jaw because crocodiles have that.” Since the report is written in first-person, this assignment deters students from simply copying and pasting content.
If...ButI often provide specific templates to simplify the process. I ask students to begin with “If I were” or “If I visited” to describe their first topic or place. Then, I ask them to use “But I would not” to describe the second topic. To differentiate for different grades and ability levels, I simply change the number of sentences required.
   
Fact or Fiction
The “Fact or Fiction” report, requiring students to create their own book, is one of my favorite report methods. The front of each sheet of paper includes a “Fact or Fiction” heading, below which the student writes a statement about the topic being studied. On the back of that page, the heading is either “Fact” or “Fiction” depending on whether the statement was true or false. The student also includes an explanation of the answer. When the pages of this report are bound together as a book, the reader sees the first “Fact or Fiction” challenge. When they turn the page, they learn the answer and read the next question.
Fact or Fiction
 
In Conclusion
Each of these projects, developed using ideas from Bloom and Marzano, provide an opportunity for higher-level thinking and avoid the problem of data dumping. They do not require us to teach new content—we can breathe new life into our curriculum just by changing the end product that students produce once we have taught the content. Students who are afforded a chance to demonstrate comprehension in a creative manner are far more likely to retain information than if they had they been required to summarize, match, or recall. As teachers, we have the ability to empower our students to strive for creativity. By stepping outside of the box and providing the right opportunities, we can foster a room full of independent thinkers!

 
 
 

Technology Tidbits: (If you have websites to share please email me and I will share with all)

Check out the following website:

www.pbslearningmedia.com
A wealth of resources for all grades levels (even preschool) including videos and lesson plans that you can sort by standards. 

News & Notes  (hot off the press today per our area superintendent)

Policy IEDA Board indicates that the principal sets the location of recess, but the policy does not set a temperature for when to stay inside. Students should not go out if there is any weather advisory that indicates it is unsafe due to temperature, wind chill, or another weather event. For cold weather, consider keeping students in when the temperature drops below 40. However, this could vary slightly either way depending on if it overcast or sunny with no wind.

Thursday, January 16, 2014

Week of January 16

Thursday Thoughts January 16
 



 This week I have enjoyed meeting with teachers to conduct the Mid Year conferences.  During the course of the conversations, I asked about the ways in which you have grown and the areas of challenge this semester.  Repeatedly I hear that being able to satisfy parents and their requests is a challenge.  I thought it most appropriate to share part of an email that I received just yesterday from a parent:
 
"I am constantly amazed at the things my children are learning and doing at school each day. I have been so impressed by each and every one of their teachers, and I cannot imagine my children attending school anywhere else."
 
The work you do is hard. Words of appreciation are far and few between.  But I believe that when you get right down to it, you do what you do because of your love for kids.  You make learning come alive for students and although all parents may not express it, we know that the impact that you have on children will be longlasting.  Thank you for hanging in there through the challenging times and making an impression on some many lives. 


Staff Spotlight:
This week I would like to shine the spotlight on Aronda Carroll.  Aronda's job is very detail oriented and quite important to the operation of our school.  You may not know this, but in her role, mistakes can be costly.  Thankfully Aronda's expertise and attention to detail over the years has kept Medlock in the clear.  I am so thankful to Aronda who does her job with a sense of pride and a spirit of excellence. Thank you for all that you do!

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

5 Projects That Integrate Art and American History

By Deva Dalporto

Given that they are both humanities subjects, art and social studies fit together quite naturally. Adding an art project to an American history unit can reinforce learning and make class more fun! Here are 5 great projects that integrate art and American history:

  • Design a State Postage Stamp: Have the class create oversized postage stamps of the states. Hand out pieces of poster board cut into large squares and invite the students to fill the whole square with colorful representations of their assigned state. Encourage students to include in their designs defining qualities of their respective states like landmarks, native plants, state birds, etc. See the full instructions here!
  • Presidential Sculptures: To add an artistic twist to a unit on Presidential history, have each student create a clay bust of a U.S. President. You can show them images of historic busts and teach them the history of these sculptures. Once they’ve learned about the historic significance, hand each student a large block of clay and some carving tools and have him or her set to work on a bust of the president of their choice.
  • Life-Size Historical Figures: Have each of your students choose a figure from American history that he or she wants to study. Print out or photocopy a life-size image of the historical figure’s face and have each student create body and appropriate outfit out of construction paper, cardboard, or even real clothing for his or her figure. Hang the finished products up in your classroom and prepare for ooohs and ahhhs from anyone who stops by! See the full instructions here!
  • Build Lincoln’s Log Cabin: Show the students a picture of a typical log cabin from the 1800’s. Hand them each a piece of sturdy construction paper or cardboard for the background, a bunch of pretzel sticks, red construction paper, scissors, and glue.Encourage the students to “build” the cabin by gluing the pretzels onto the construction paper. Have the each cut a roof out of the red construction paper and glue it on. Voila! They have a log cabin!
  • Underground Railroad Quilt: Introduce the concept of the Underground Railroad Quilts. Show the students examples of the quilt code patterns and explain how they were used to help the slaves find their way to freedom. Then, hand each student a 4x4 square of paper and some crayons. Invite students to create their own individual quilt square based on one of the quilt codes. When the students are finished with their individual squares, tape them together to create a large quilt.

Technology Tidbits: (If you have websites to share please email me and I will share with all)

Check out the following website:


http://classroom.jc-schools.net/basic/science.html 

Access to hundreds of science links and resources

http://msnucleus.org/membership/guide/storybooks.html
Free  science animated electronic storybooks (as with anything, PLEASE preview these before showing)

News & Notes

Our proposed 2014-15 school enrollment is 611.  This is a decrease of about 40 students. Individual class size maximums do not appear to be increasing for next year.  As I get more information from the district I will share it with you.


Thursday, January 9, 2014

Week of January 9

Thursday Thoughts  January 9
 



 
 

Two weeks off from work not only gives you time to rest but also gives you time to reflect.  I have a reflection exercise that I do entitled "The Good, the Bad and The Ugly".  This is where I reflect upon events that occurred within a certain time period, a series of decisions that I have made or actions that I took (both proactive and reactive).   The gist of the exercise is that I divide the events, decisions and actions into one of the three categories.  Now you can easily figure what the good and the bad mean, but the ugly is a whole different story.  The items that go in the "ugly" category are those things that I just flat out messed up or situations/decisions where I completely missed the mark.   Although the "good" category makes me feel successful, it is the bad and ugly categories that truly fuel my growth and development as an educator and a leader.   As we bring in the new year, I encourage you to become more reflective on your professional practices and decisions regarding your classroom and students.  Pat yourself on the back for the good and think about the learning opportunities that you can glean from the bad.  As far as the "ugly" just remember that our mistakes are the stepping stones to learning and move forward.  Looking forward to an awesome 2014!!  
 


Staff Spotlight:
This week I would like to shine the spotlight on Joy Kim.  Joy is a new staff member who is serving in a position that prior to this year had not existed at Medlock.  Joy serves as our Bilingual Community Liaison and needless to say she has had to "build the plane as she flies it".  Joy has jumped right into the mix and reached out to not only Korean parents, but has identified the numerous international families that we have at the school.  Our student body is very diverse representing 17 different countries.  Joy holds monthly parent meetings, translates the school newsletter (Korean) and communicates with individual parents.  She can also work with any teacher who may have a need to reach out to a parent or new student who speaks Korean.  Joy was instrumental in making sure that our Korean Exchange Teachers felt welcome.  I truly appreciate what Joy is doing to make sure that all families within our community have an opportunity to actively participate in their child's education.  Thank you Joy!


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

27 Simple Ways To Check For Understanding by Mia MacMeekin


Checking for understanding is the foundation of teaching.
Whether you’re using formative assessment for data to personalize learning within a unit, or more summative data to refine a curriculum map, the ability to quickly and easily check for understanding is a critical part of what you do. (Which was the idea behind our post last March, “10 Assessments You Can Perform In 90 Seconds Or Less.”)
The following infographic Mia MacMeekin offers up 27 additional ways to check for understanding. Some aren’t necessarily quick–”Test what you learned in a new situation”–but there are a dozen or more other ideas that are worth adding to your teacher toolbox, many of which aren’t content-related, but rather cognitively-related (Locate 3 people who agree with your point of view.)
Good stuff.
did-they-learn-anything



Technology Tidbits: (If you have websites to share please email me and I will share with all)

Check out the following website:

http://mathsframe.co.uk/
170 interactive math games for students

http://www.sowashco.k12.mn.us/virtualmedia/elementary/science.htm
This site gives you access to a Minnesota school system's resources.  Hundreds of web resources.
I found that some did not open but you will have to play around with them.


News & Notes
Student hardships are available now.  They are due on Feb 17th.

Teachers please be on the look out for a technology survey that I will be sending out within the next few days.