Thursday, December 17, 2015

Week of December 17

Thursday Thoughts December 17
 
 
Have a wonderful break, you deserve it. 
It is such a pleasure working with you. 
You truly are the best!
 
 
I am already in vacation mode so there is nothing serious in this week's blog.
Please enjoy the cartoons. 
 Happy Holidays!!





 

 

Thursday, December 10, 2015

Week of December 10

Thursday Thoughts December 10
 

 
 

 

One thing I miss about having small children during the holidays is the joy and excitement that I got from giving them gifts.  Of course now my children want money and I do not get any joy from that.  But seriously, there is a certain joy that you get from giving something to someone who can't repay you for what you have done.  This is most evident in teaching.  Students and parents can't pay you enough for what you are giving to children.  You purchase more items and supplies for your class than we could ever reimburse.  You give more of your time than the district could ever compensate.  And most importantly, you give your heart to students everyday without expecting anything in return.  The Medlock Bridge staff members are some of the most giving people that I have ever met.  You give to charity, you give your time to help colleagues and you give your energy daily to make sure that every student is successful.  Thank you for what you give to our school.


 

Staff Spotlight

This week I would like to shine the spotlight on Dr. John Burger.  John is our social worker and he has been working double time to meet the needs of our students.  Earlier this year, Dr. Burger wrote a grant on behalf of our school to secure more funds to recognize students for their excellent attendance.  He works closely with Karen on monitoring attendance and follows up with families often.  John goes out of his way to support our families with resources, assistance and sometimes just good old advice.  Before I can even mention a student who may be in need, John has already made contact with the family and lets me know what else needs to be done.  Although John is only here one day per week, his impact is felt and his assistance is appreciated.  We thank Dr. Burger for looking out for our students who need it the most.


Personalized Learning
 
Looking Ahead


FCS Superintendent Search Survey

Please take a moment to complete this brief survey of six questions to provide your input. Your answers are anonymous and will be given to the Fulton Board of Education for their consideration.  Updates on the search process will be shared on the Fulton County Schools website and at upcoming community and board meetings. The goal is to have a new permanent superintendent named and on board by the summer of 2016.



Thursday, December 3, 2015

Week of December 3

Thursday Thoughts December 3
 

 

 
One of the benefits of working at an elementary school is that you are literally in your own world each day.  You really don't have a sense of what is going on in the "real" world while you are at school.  I know that this isn't necessarily a good thing, but lately there has been so much despair in national and world events that it feels good to stay sheltered from the chaos for a few hours each day Working with young children is tough, but their smiles, laughter and innocence gives me hope that better days are yet to come.  If we can teach our students how to respect and value themselves and each other, we are doing our part to make this world a little bit better.


 

Staff Spotlight

This week I would like to shine the spotlight on Brittany Randolph and Rebecca Ferguson.  These two ladies have joined Medlock at a time when we are going through unprecedented change in special education here in Fulton County.  The expectation to move from room to room and provide both co taught and pull out services for multiple grade levels everyday is a challenge.  This would be a challenge for veteran Medlock teachers, let alone teachers who are new to our school.  Brittany and Rebecca are making the most out of their circumstances.  They are taking time to get to know the students and are making every effort to provide quality instruction alongside their co teachers.  They are participating in the New Teacher Induction Program as well as the New Teacher Special Education Meetings that Ingrid Parham has initiated monthly.  They are continually seeking guidance from Debbie, Ingrid and Janie Massey on the best strategies to use with students.  They are working hard to manage difficult student behaviors and although they have every reason to complain, they don't.  I am thankful that Brittany and Rebecca joined the Medlock Family and I appreciate the work that they are doing with our students.


  
Looking Ahead

The 15th Annual FCS Technology Competition will be held on Jan. 30, 2016 at Centennial High School.  Please consider volunteering to serve as a judge or volunteer at the registration desk or in any other capacity.  See Poonam for details.

Thursday, November 12, 2015

Week of November 12

Thursday Thoughts November 12
 

 
 

We have one week to go until Thanksgiving Break!  I am very excited.  I love Thanksgiving (especially when I do not have to host the dinner).  In our fast paced lives, it is important to take some time to reflect on what is most important....family and friends.  We give all that we have to our students and it often comes at a great price to our loved ones.  We spend hours upon hours lesson planning, grading papers and doing countless other tasks.  Needless to say, our families often get the leftovers.  Please take the upcoming time off to spend quality time with your family and carve out a little time for yourself.   Happy Thanksgiving!

 

Staff Spotlight

This week I would like to shine the spotlight on Paula Bell.  I wish I could explain to you the scope and importance of Paula's job.  Let's just say that she has to dot every "I" and cross every "T".  She accounts for all money that comes in and out and there is no margin for error.  Recently we were commended for a perfect audit.  That is definitely something to brag about.   But the spotlight on Paula is about more than her "job".  It is about the extra things that she does around Medlock.  Many times I will mention something to her that I want done and then and leave the details up to her to figure out.  I know she loves that about me!  She takes pride in our school and wants the very best for the staff. She is creative always looks for ways to bring the staff  together.   I am thankful for Paula and the way that she looks out for MBES.



by TeachThought Staff

Introducing students to new ideas is a matter of both art and science.
How do you frame the content? How do you stimulate curiosity, or establish a need to know? Which student is ready for what content, and how do you know?
This is all true whether you’re introducing students to concepts (e.g., literary symbolism), or skills (e.g., dividing fractions). One powerful way to introduce students to new ideas is to let them “play” with these ideas. If a coach wanted a baseball player to understand how to swing a bat, he wouldn’t make him watch a PowerPoint. Instead, he’d hand him a bat, watch him swing, and provide him with feedback.
Of course, it’s not that simple with everything (may not make sense to hand a student $1000 to let them “make sense of” financial literacy), but the idea of letting students interact–on their own, as they will–with new ideas make sense. Technology is adept at providing this kind of opportunity. Tablets like the iPad (as well as those from Microsoft and Android) host countless apps (of varying quality) to support this.
In pursuit, we created a collection of 12 of the best math apps for kids–specifically, elementary school students. We focused on the kinds of apps that introduce students to concepts, as well as those that let students practice and progress. Better yet, many are adaptive learning apps, adjusting in difficulty to meet an individual student at their level. Some (e.g., ProdigyGame) also feature dashboards as well for both teachers and students track progress over time.


  Learn Math For Free. Forever.                        

12 Of The Best Math Apps For Kids | Learn Math For Free. Forever.
Prodigy Math Game - Free, Common Core aligned math game for grades 1-8
Prodigy's adaptive math video game is an entire virtual world where children can play and learn with friends at a pace that's right for them. Prodigy takes game-based learning a step further and provides teachers with useful features like:
*Assessment tools to align the game to the classroom and easily assign homework
*Real-time reports to easily track student progress and identify trouble spots
*Rich Common Core-aligned math content, including more advanced problem solving questions
*A built-in diagnostic test
12 Of The Best Math Apps For Kids | Sumdog
On Sumdog, students have a great time - but their teachers retain full control over their work. At the simplest level, you can simply log in and choose which subject they'll play. If you have a little more time, you can edit the default Progress Hub™ skill plan to match the order in which you teach; Sumdog will lead your students through the skills in this order.
12 Of The Best Math Apps For Kids | Motion Math: Pizza!
Learn economics and mental math as you buy ingredients, design pizzas, set prices, and serve customers in this delightfully delicious simulation game. The player decides whom to buy ingredients from, what to stock up on, the look of your pizzas, the names, and the pricing. To succeed in Motion Math: Pizza!, you’ve got to strategize and know your math. Find the best price, evaluate your costs, and add and multiply at the cash register to satisfy your customers!
12 Of The Best Math Apps For Kids | Quick Math - Multiplication Table & Arithmetic Game
Quick Math is perfect for students in grades 3 to 6, or for anyone wanting to improve their general math skills. With multiple difficulty levels and a focus on self-improvement, Quick Math provides increasing challenges as your skills develop. Other features:
• Practice mental addition, subtraction, multiplication, division and mixed operations
• Develop arithmetic fluency and improve mental strategies
• Practice pre-algebra skills by calculating unknown values and using inverse operations
• Practice handwriting
12 Of The Best Math Apps For Kids | Reflex Student
Reflex is a research-based system that helps grade 2-8 students to develop instant, effortless recall of math facts in all four operations. Students have already answered billions of math facts on Reflex, increasing their skill, confidence and test scores.
  • A highly adaptive environment that continually adjusts to create the optimal learning experience for every child
  • Fun and motivational game-based learning, so students enjoy using the program and take pride in their success
  • Outstanding results for students of all ability levels across grades 2-8.
12 Of The Best Math Apps For Kids | Number Line, by the Math Learning Center
Number Line helps students visualize number sequences and illustrate strategies for counting, comparing, adding, subtracting, multiplying, and dividing whole numbers. The number line can be labeled with multiples of any whole number from 1 to 100.
12 Of The Best Math Apps For Kids | Number Rack, by The Math Learning Center
Number Rack facilitates the natural development of children’s number sense. The movable, colored beads encourage learners to think in groups of fives and tens, helping them to explore and discover a variety of addition and subtraction strategies.
This virtual version of the manipulative is an open-ended educational tool, ideal for elementary classrooms and other learning environments that use iPod Touches, iPhones, or iPads.
  • Display 1 to 5 rows of beads, 10 beads per row. On the iPad, display up to 10 rows.
  • Hide beads with the resizable shade, which allows teachers or learners to model subtraction or difference problems.
  • Reverse the colors of rows 6 to 10 to distinguish (or not) groupings of 25 beads.
  • Use the drawing tools to annotate work and show understanding
  • Write equations and expressions with the text tool.
12 Of The Best Math Apps For Kids | Number Pieces, by the Math Learning Center
Number Pieces helps students develop a deeper understanding of place value while building their computation skills with multi-digit numbers. Students use the number pieces to represent multi-digit numbers, regroup, add, subtract, multiply, and divide.
12 Of The Best Math Apps For Kids | Pizza Fractions 1
In chef's pizzeria your child masters the concept of naming simple fractions using pizza picture examples. Designed for grade levels 2-5, Pizza Fractions provides introductory practice with fractions in an approachable game-like environment.
  • players presented with randomly generated fractions to identify by counting slices of pizza
  • entry level simple fractions build confidence with denominators 1-12, excluding sevenths and elevenths
  • adjustable level of difficulty allows beginners to start with easier fractions and progress as they learn
  • option to advance questions by shaking the device or using a button
  • score data and round timing allows you and your child to compete by alternating rounds
12 Of The Best Math Apps For Kids | iTooch Elementary School App
With more than 25,000 exercises, iTooch Elementary is a new and fun way of practicing and learning Math, Language Arts and Science for 1st, 2nd, 3rd, 4th or 5th Graders.
‣ Speech synthesis to help young users in reading and text comprehension
‣ Multi-player management
‣ Font size adjustment to suit everyone’s needs
‣ An embedded calculator
12 Of The Best Math Apps For Kids | 10 Frame Fill
"10 Frame Fill" provides children practice with recognizing additive "10 Families" (e.g., 1 and 9, 2 and 8, etc.). Set the 10 Frame to fill in sequence or randomly. Use contrasting color chips to fill the 10 frame as you determine the answer. Select to show a corresponding number sentence
12 Of The Best Math Apps For Kids | Montessori Numbers - Math Activities for Kids
Montessori Numbers offers a sequence of guided activities that gradually help children reinforce their skills. Each activity offers several levels of increasing complexity.
• Learn to count up to 999
• Experiment with quantities and learn their names
• Learn the numerals and their names
• Associate quantities with numerals/numbers


Habitudes- (Growth Mindset)


Looking Ahead
We are scheduled to undergo major renovations this summer.  Below please find the link that provides the details.  The school board is scheduled to vote on our proposed renovations next week.

http://www.boarddocs.com/ga/fcss/Board.nsf/files/A3VLCP5296B7/$file/Medlock%20Bridge%20ES%20Scope%20Summary.pdf
 

Thursday, November 5, 2015

Week of November 5

Thursday Thoughts November 5
 
 
 
 
This evening I had the pleasure of serving as a guest speaker for teenagers through an organization called Opportunity Knocks.  This is a nonprofit that works with troubled teens living in various group homes.  I was able to eat with them, fellowship and hopefully I encouraged them to hang in there.  Life is tough for these young people and they have experienced things that many of us could not even imagine.  In spite of their circumstances, they had the ability to joke and laugh and even opened up about what inspires them.  The kids were amazing and I hope I get a chance to see them again.  If you ever think that what you are going through is unbearable, make time to connect and interact with people whose journey is much different than yours. It will change your perspective and maybe even how you look at your own life.

 

Staff Spotlight

This week I would like to shine the spotlight on Chris Bellagamba.  Chris continues to set the bar high for herself and her students.  This year she has stepped up to participate on the Superintendent's Advisory Council, the Teacher Leadership Forum (the compensation reform task force as I like to call it) and the Assessment Leaders Cohort. This is all being done while providing the highest quality instruction for her students.  Chris has embraced Genius Hour and she takes hands on science to another level.   I would also be remiss if I did not mention the time and effort that she puts into our Student Council.  Our students are taking ownership of their school and the council is leading the way.   Chris is passionate about students' learning and she is always striving to improve her craft.
We are thankful for her leadership and appreciate Chris for the work she is doing to make Medlock  a great place to learn.



Personalized Learning

Medlock Bridge Instructional Model for Personalized Learning

by Medlock Personalized Learning Team


•Our model plan will support Personalized Learning in each classroom by giving teachers the autonomy to determine scheduling based on the needs of their individual students as well as their class as a whole.   We will not specify or enforce time limits for individual activities.

•Our Model plan will be used in K-5.

 

•We expect whole group instruction to be used for introduction and closing activities. The majority of instructional time will be dedicated to small group and individual learning activities.  Whole group is not the preferred method of instruction so teachers will use it as a “campfire” type activity where they quickly share plans, directions or inspiration for the day’s activities.

 

•A Station Rotation model has been utilized at MBES for several years.  Students will continue to rotate through the stations as outlined in our model.  Teachers will be consistently re-evaluating their students’ learning and will determine what types of activities are most effective for individual students.  Students will be given some voice and choice in selection of learning activities.

 

•When classroom devices are rolled out we will continue to have our current iPads available for temporary checkout.   These can be used for for creation or exploration stations, Genius Hour,  PBL,  and other special projects.   Because Special Areas have larger class sizes the iPads will be made available for checkout by those classes as well.

 

•For the past three years our school has been consistently focused on communication,  collaboration,  creativity and critical thinking skills.  Our PL instructional plan is designed to support this initiative for our students as well as our teaching staff.


•Flexible groupings are fluid and adjusted based on student mastery of standards.
 
•Classrooms in grades 2-5 are departmentalized.   Students receive instruction based on their continuous achievement level with the opportunity to move to another level when ready.  There are some accelerated students who may receive instruction on another grade level for a particular subject.

•Teacher roles within the instructional model will vary widely depending on the needs of students.  Teachers will have the autonomy to be creative within the instructional model as they design a classroom environment that supports their students. We will provide support to ensure that each classroom model allows for effective Personalized Learning instruction, and encompasses  the 4 C’s.

 

•Teachers will monitor student progress daily,  they will design assessments,  both formal and informal to ensure that students are learning within the model.  We will use the data from observations, grade level data talks as well as results of our adaptive digital content tools (Redbird and Compass Learning/Hybridge) to ensure student success.


•Students will be given choice in many aspects of our model.  We expect them to become more knowledgeable and aware of their learning style,  choose topics within the curriculum that interest them and explore topics outside the curriculum that foster become lifelong learning.

•Students will be able to choose how they show what they have learned.  We envision a variety of technology tools in addition to many other forms of presentation.  We have already seen Genius Hour students present their learning in poetry, plays,  projects, movies and many other formats. 


•Students will be given easy access to adaptive Personalized Learning tools as well as digital content at home through our Mackin Via Digital Portal.  They will be able to use these tools to continue their learning,  work on skills that need development and explore topics that interest them.




Habitudes- (Growth Mindset)


 Looking Ahead

 

Next week is our canned food drive.  Many thanks to all who created a pumpkin character to excite the students.  

 

After Thanksgiving, we will begin our staff holiday gift card campaign.  We will identify a few of our very own Medlock students and their families in need and present them with gift cards that will allow them to purchase food and toys for the holidays. 

 

In January, our students will participate in a shoe recycling drive (derived from two 5th graders' actual Genius Hour project).  

 
Thank you for being such a generous and caring staff!


 


 

 

Thursday, October 29, 2015

Week of October 29





Thursday Thoughts October 29
 


The Genius Hour projects this year are AMAZING!  I am so impressed with the presentations and I have had several students approach me with proposals for real initiatives to implement at school.  Their interests and the many things they want to research, explore and make are limitless.  I must admit that I was just a little apprehensive last year when Leigh shared this movement with the CORE Team. I mean who has time to allow students to just "explore their passion"?  Honestly in all my years in education, I can't say that I ever gave much attention to students' passion.  The focus had always been on what they needed to learn and how much of the curriculum we could get through before the big test each Spring. Now at Medlock, the time period of 7:45am-8:15am is a bevvy of student activity in the halls, media center and classrooms.  Kids can't wait to tell you about what they are researching and I love that there is time for them to share their projects with classmates and other adults in the building.  Great things are taking place at our school from the moment students hit the door until the time they leave.  Thank you for making it happen!

   

Staff Spotlight

This week I would like to shine the spotlight on Ainsley Kurtz and Carol Lynn Hutchins.  Being a first year teacher is tough, but especially so when you have a classroom consisting of students in three different grade levels.  This means managing three different schedules, three sets of lesson plans and number of different teachers, therapists and of course parents.   In addition, it is always a challenge to work with students whose behaviors are less than desirable.  Ainsley and Carol Lynn have patience beyond measure and strive to give each of their students the individual attention that is needed to ensure success.  I am thankful that these ladies have a love for their students and are passionate about this work.  It takes strong educators to do what they are doing and we appreciate them.



 
Personalized Learning

8 ways teachers can talk less and get kids talking more

by Angela Watson- www.thecornerstoneforteachers.com

the person doing the talking is the person doing the learning
 
If you do fewer teacher-directed activities, that means the kids will naturally do more talking, doesn’t it?  Not necessarily. I have often found myself talking almost constantly during group work and student-directed projects because I’m trying to push kids’ thinking, provide feedback, and help them stay on task.
Even when the learning has been turned over to the students, it’s still tempting to spend too much time giving directions, repeating important information, and telling students how they did instead of asking them to reflect on their work. Here are 8 ways teachers can talk less and getting students talking more:
1. Don’t steal the struggle.
It can be uncomfortable to watch kids struggle to figure out an answer, but they need time and silence to work through it. Resist the urge to talk students through every step of a problem and instead just observe. Similarly, learn to love think time. I often worry about keeping the momentum of a lesson going, and it’s uncomfortable for me to allow several moments of silent “wait time”or “think time” before calling on students. However, I try to push against the feeling that I will lose students’ attention because I know providing wait time can actually increase the length and quality of their responses. Letting kids think instead of rushing in to narrate or question builds anticipation around what’s going to be said next and increases participation as more kids are prepared to move into the conversation.
2. Move from the front of the classroom.
It’s easy to get in an instructional rut when you stand at the same place near the board all day long. Try occasionally sitting on the side of the classroom or in an absent student’s desk and say, “I need someone to go up and demonstrate ___ for us.” Because students are used to the person at the board facilitating the lesson, they are likely to talk for much longer than if you stay at the front and they’re in their seats answering you. You can even remain sitting among the class once the student is done demonstrating and ask follow up questions from other students instead of commenting on the students’ demo yourself (“What do all think? Is that an effective method–how do you know? Does anyone use a different strategy?”)
3. Teach students signals for your often-repeated phrases and for transitions.
Cut down on conversations about bathroom/water/pencil sharpening/etc by teaching kids to use sign language to request permission: use sign language to indicate your answer back: yes, no, or wait. I also like to teach kids sign language for please, thank you, and you’re welcome so that I can reinforce their good choices and acknowledge kids without constantly talking. Use music, a chime, or other auditory signal to indicate when it’s time to start an activity, pause, and clean up. The idea here is to give kids a break from hearing your voice: they are far more likely to tune in to a unique sound than to a 20 word direction.
4. Use non-verbal reinforcement for behavior whenever possible.
A lot of the talking most of us do throughout the day is related to student behavior, and most of the time, we’re wasting our breath. Resist the urge to lecture students every time someone forgets their materials, interrupts your lesson, or makes an inappropriate noise. It’s far more effective (not to mention easier and less disruptive) to give students “the teacher look” and keep the lesson moving. If you need to have a conversation about the behavior with a student or issue a consequence, try to wait for a break in your instruction rather than stop the whole class from learning while you discipline one kid.
5. Turn your statements into questions and prompts.
Instead of saying to a group, “Nice work over here, I like the strategy you used for ___”, ask the kids to reflect on their own work: “Tell me how your group has chosen to solve ___.” Instead of telling a child, “Take a look at #3, that answer is incorrect” say, “Would you tell me how you got the answer for #3?” Not only will these questions get kids talking instead of you, kids will also have the chance to reflect on and articulate their learning.
6. Instead of asking, “Does that make sense?” say, “Can you put that in your own words?”
If you’ve ever asked kids “Are you getting this?”, you’ve probably noticed you rarely get an insightful response. So, you either move on without kids understanding or you repeat something you’ve already said. Try inviting kids to put what you’ve explained into their own words, either repeating it back to you (if you were helping the child in a one-on-one conversation) or by turning and talking to a partner/doing a quick think/pair/share.
7. Stop repeating yourself.
It’s tempting to say important points and instructions a couple of different ways to make sure every child understands, but that strategy can backfire when it’s overused. Kids learn that it’s okay to tune you out because you’ll repeat everything you say. Instead, experiment with different strategies for getting kids to follow directions the first time you give them and use call-and-response routines to get kids’ attention right away.
8. Notice moments when you summarize/review for students and instead get their input.
If you hear yourself saying once again, remember, as I said, as always, so to sum this up, or don’t forget, that probably means you’re about to drive home an important point for the second or third (or tenth) time. Practice making those moments a chance for kids to share: What’s the rule about this? Who can sum this section up for us? Who remembers the way to determine ___? Some teachers even turn these moments into interactive activities, where the whole class does a hand motion, body movement, sound, or chant to indicate that they’re summarizing an idea or reviewing directions before getting started.




Habitudes- (Growth Mindset)

Looking Ahead

The math series resource below has been adopted by the FCS School Board:

Carter, J., Cuevas, G., Day, R., & Malloy, C. (2014). My Math: Grade K-5 Teacher Edition. Bothwell, WA: McGraw-Hill Companies.

Grade Levels-K - 5

Made for You.
McGraw-Hill My Math is written to meet the Common Core State Standards. Customized for the way teachers teach, personalized for the way students learn, and individualized to maximize student success, My Math is truly "Made for You."
Your Success
McGraw-Hill My Math lessons are written to meet the CCSS. My Math provides a colorful and intuitive lesson format that is engaging and kid-friendly, making math fun and memorable.
Your Approach
McGraw-Hill My Math Digital Tools let you customize the math content allowing you to plan, sequence, and deliver the instruction in a way that works best for you and your students.
Your Learning
McGraw-Hill My Math is a completely consumable program where each student interacts with the text in multiple ways throughout the learning cycle. Personalized vocabulary, student created examples, online games, and downloadable apps move students from learning abstract concepts to concepts they can apply.

Stay tuned for more information about when schools will receive these resources.