I love this quote by Bill Belichick (although I don't love his team). I think one of the reasons that I enjoy the game of football so much is because I appreciate the complexities of the game. So much of football mirrors life and especially education. To win games, a team needs each player on the field to execute the plays and and make solid decisions. Yes, the quarterback runs the offense; however the other players must play their positions well to make forward progress. All 11 players on the field are vital to the team's success. When a mistake or turnover occurs, the team does not have time to dwell on it. Players get up, brush it off , reset and keep playing. These are the things that we do as educators and at Medlock we operate like a championship team. On Sunday, I will be on pins and needles rooting for my team and hoping for a win. While this is an exciting time and I would love to get the win, I must say that working alongside each of you on our dynamic MBES team is a win for me everyday.
Staff Spotlight
This week I would like to shine the spotlight on Chris Bellagamba. The role of RTI/ STEM Facilitator is pretty ambiguous and the person in this role must create value for students and staff with very little guidance. Chris has embraced her new role and is making it one that meets the needs of all. In the capacity of RTI Facilitator, she consistently provides assistance and support to teachers and connects with individual students to help them meet with success. As the STEM Facilitator, Chris has made it a priority to have all K-5 classes in the lab frequently. Her wheels are constantly spinning as she thinks of ways to improve the lab and create the most engaging lessons possible. She works with grade levels to develop PBLs and her work with the Science Olympiad students is sure to bring us a win in several categories this year. There are other things that Chris does to benefit our school including advisement to our Student Council, overseeing the council's school store and serving as a vital member of our Math Advisement Team. Chris has a heart for the students and staff at Medlock and we are thankful for the work that she is doing to MOVE us forward.
Encore Article
22 Powerful Closure Activities
by Todd Finley
Edutopia December 15, 2015
Too many university supervisors and administrators criticize the absence of lesson closure, a dubious assessment practice likely caused by the improper use of Madeline Hunter’s lesson plan model (PDF) as a de facto checklist of eight mandatory teaching practices -- anticipatory set, objective and purpose, input, modeling, checking for understanding, guided practice, independent practice, and closure -- a custom that Hunter decried in 1985 (PDF). Although it offers multiple benefits, please don't view closure as a professional must-do.
What Is Closure?
Closure is the activity that ends a lesson and creates a lasting impression, a phenomenon that Colorado State University professor Rod Lucero calls the recency effect.
Teachers use closure to:
Check for understanding and inform subsequent instruction
Emphasize key information
Tie up loose ends
Correct misunderstandings
Students find closure helpful for:
Summarizing, reviewing, and demonstrating their understanding of major points
Consolidating and internalizing key information
Linking lesson ideas to a conceptual framework and/or previously-learned knowledge
Transferring ideas to new situations
Like contracting your bicep at the top of a dumbbell curl, closure squeezes an extra oomph into a lesson. See my favorite closure strategies below!
Creative Closure Activities
1. Snowstorm
Students write down what they learned on a piece of scratch paper and wad it up. Given a signal, they throw their paper snowballs in the air. Then each learner picks up a nearby response and reads it aloud.
2. High-Five Hustle
Ask students to stand up, raise their hands and high-five a peer -- their short-term hustle buddy. When there are no hands left, ask a question for them to discuss. Solicit answers. Then play "Do the Hustle" as a signal for them to raise their hands and high-five a different partner for the next question. (Source: Gretchen Bridgers)
3. Parent Hotline
Give students an interesting question about the lesson without further discussion. Email their guardians the answer so that the topic can be discussed over dinner.
4. Two-Dollar Summary
Kids write a two-dollar (or more) summary of the lesson. Each word is worth ten cents. For extra scaffolding, ask students to include specific words in their statement. (Source (PDF): Ann Lewis and Aleta Thompson)
5. Paper Slide
On paper, small groups sketch and write what they learned. Then team representatives line up and, one and a time, slide their work under a video camera while quickly summarizing what was learned. The camera doesn't stop recording until each representative has completed his or her summary.
6. DJ Summary
Learners write what they learned in the form of a favorite song. Offer extra praise if they sing.
7. Gallery Walk
On chart paper, small groups of students write and draw what they learned. After the completed works are attached to the classroom walls, others students affix Stickies to the posters to extend on the ideas, add questions, or offer praise.
8. Sequence It
Students can quickly create timelines with Timetoast to represent the sequence of a plot or historical events.
9. Low-Stakes Quizzes
Give a short quiz using technologies like Socrative, BubbleSheet, GoSoapBox, or Google Forms. Alternatively, have students write down three quiz questions (to ask at the beginning of the next class).
10. Cover It
Have kids sketch a book cover. The title is the class topic. The author is the student. A short celebrity endorsement or blurb should summarize and articulate the lesson's benefits.
11. Question Stems
Have students write questions about the lesson on cards, using question stems framed around Bloom's Taxonomy. Have students exchange cards and answer the question they have acquired.
12. So What?
Kids answer the following prompts:
What takeaways from the lesson will be important to know three years from now?
Why?
13. Dramatize It
Have students dramatize a real-life application of a skill.
14. Beat the Clock
Ask a question. Give students ten seconds to confer with peers before you call on a random student to answer. Repeat.
15. Find a First-Grade Student
Have kids orally describe a concept, procedure, or skill in terms so simple that a child in first grade would get it.
16. Review It
Direct kids to raise their hands if they can answer your questions. Classmates agree (thumbs up) or disagree (thumbs down) with the response.
17. CliffsNotes, Jr.
Have kids create a cheat sheet of information that would be useful for a quiz on the day's topic. (Source (PDF): Ann Sipe, "40 Ways to Leave a Lesson")
18. Students I Learned From the Most
Kids write notes to peers describing what they learned from them during class discussions.
19. Elevator Pitch
Ask students to summarize the main idea in under 60 seconds to another student acting as a well-known personality who works in your discipline. After summarizing, students should identify why the famous person might find the idea significant.
20. Simile Me
Have students complete the following sentence: "The [concept, skill, word] is like _______ because _______."
21. Exit Ticket Folder
Ask students to write their name, what they learned, and any lingering questions on a blank card or "ticket." Before they leave class, direct them to deposit their exit tickets in a folder or bin labeled either "Got It," "More Practice, Please," or "I Need Some Help!" -- whichever label best represents their relationship to the day's content. (Source: Erika Savage)
22. Out-the-Door Activity
After writing down the learning outcome, ask students to take a card, circle one of the following options, and return the card to you before they leave:
Stop (I'm totally confused.)
Go (I'm ready to move on.)
Proceed with caution (I could use some clarification on . . .)
Download the PDF cards for this exercise. (Source: Eduscapes)
These 22 strategies can be effectively altered or blended. And they are great opportunities to correct, clarify, and celebrate.
So far, 2017 is off to a good start. I know that we are only twelve days into the new year but I have decided to take a fresh perspective on life as I start this year. While I don't really believe in making resolutions (because I can never keep them), I do believe in setting a focus at the beginning of the year. Over the break, I came to realize that I am at my best when I am serving others. Don't get me wrong, it is important to take care of yourself and take time to do things that you like to do. But I have learned that when I focus on helping others, I am better able to see my own problems are small in comparison to the plight of many.
On Monday, we have a day to reflect on a man who gave his life serving others. In fact, the Dr. Martin Luther King Jr. holiday is considered to be a significant day of service all over the U.S. As you embark on 2017, I urge you to strongly consider giving a bit of your time throughout the year to serve others in meaningful ways. You may think that you are doing it for them, but you will quickly learn that you are the one who will receive the greatest benefit. Happy New Year!
Staff Spotlight
This week I would like to shine the spotlight on Rachel Jackson. It is no secret that Rachel is a master teacher who works wonders in the classroom. She is able to nurture each of her kindergarten students, giving them the instruction and guidance needed to begin their lifelong love of learning. This year, Rachel has taken it upon herself to launch a Kindness Campaign among the Medlock staff. While she kicked off the campaign with the snack cart (which we loved), I think the "smile" notes in the lounge are the biggest hit. Often times, it is truly the little things that make the biggest impact in our daily existence. A simple smile, a warm hello or a genuine "non work" related conversation can make a rough day a bit more manageable. I personally look forward to the weekly videos that Rachel sends out. It means so much that she would take time out of her busy day to share a word of encouragement with all of us. Rachel, thank you for being an example of how one person really can make a difference in the lives of others. Medlock is a remarkable place to teach and learn because of staff members like you.
