Thursday, February 9, 2017

Week of February 9

              Thursday Thoughts February 9







Years ago, when I was a teacher, I loved Valentines Day.  The children were excited about exchanging cards and candy.  And a day full of fun activities served as a brief diversion from our normal routine.  In fact, it just seemed that everyone was generally a bit kinder to each other on Valentines Day.  While I personally don't think you need a commercialized day to tell people that you love them, it is nice to have a day dedicated to showing kindness and love toward others.  Before we can teach anything, children need to know that we love them and that everyday is a fresh new start.    It is my hope that you are planning something fun and exciting for your students on Tuesday.  Make it a special day and most importantly, make sure all students know that they are loved.

Staff Spotlight

This week I would like to shine the spotlight on Patty Neumeister.  It is no secret that Patty is quite possibly the most upbeat person  on staff.  Just a few minutes around her and you will walk away smiling. She has a song (or can make one up) for just about anything.   She goes out of her way to help others and instills this same spirit of service and kindness in her students.  Patty's passion for literacy is contagious.  This year her students are writing letters to famous authors.  Amazingly, some of the authors are writing back to the students.   If you visit her classroom, you will see that the students can't contain their excitement about this venture.  They quickly tell you the names of the authors to whom they have written and are happy to share the responses that have been received so far.  Talk about authentic engagement!  At Medlock  Bridge, our mission is"to educate and inspire all students to be lifelong learners."  Thank you Patty for working hard to fulfill this mission.  


30 Of The Best Books To Teach Children Empathy


by Teach Thought Staff
January 22, 2017
Often confused with sympathy and compassion, empathy is, put simply, the ability to feel what another person is feeling. Unlike sympathy or compassion, empathy doesn’t require you to feel for  them, though it can lead to those emotions. Empathy, rather, is a starting point for understanding both ourselves and other people from the inside out.
In “How To Teach Empathy,” Terry Heick said that “empathy is both a cause and effect of understanding, a kind of cognitive and emotional double helix that can create a bridge between classroom learning and ‘real life’ application.”
Since storytelling is such a powerful tool to communicate the human condition, we’ve created a list of 30 stories that do exactly that. Each of the following books in the collection we’ve created below were selected for the ability to provide an especially apt demonstration of, or opportunity to learn, empathy.
Most of the books are useful to teach empathy to almost any student of any age. In fact, it could be argued that a student doesn’t need a story at all–music, the news, art, film, YouTube videos, and other media forms are also useful here. It’s also true that they don’t necessarily need a “empathy story.”
Most literature, by design, promotes empathy with characters in stories, especially when told through a first-person narrator. Still, a book created expressly to showcase empathy can be an even more precise teaching tool. Though the list below tends towards K-8, there are many that would work well in a high school classroom as well.
Take to the comments below and let us know if we missed any of your favorites books to teach empathy in the classroom!
30 Of The Best Books To Teach Children Empathy
30 Books To Teach Children Empathy | El Deafo
Going to school and making new friends can be tough. But going to school and making new friends while wearing a bulky hearing aid strapped to your chest? That requires superpowers! In this funny, poignant graphic novel memoir, author/illustrator Cece Bell chronicles her hearing loss at a young age and her subsequent experiences with the Phonic Ear, a very powerful—and very awkward—hearing aid.
The Phonic Ear gives Cece the ability to hear—sometimes things she shouldn’t—but also isolates her from her classmates. She really just wants to fit in and find a true friend, someone who appreciates her as she is. After some trouble, she is finally able to harness the power of the Phonic Ear and become “El Deafo, Listener for All.” And more importantly, declare a place for herself in the world and find the friend she’s longed for.
30 Books To Teach Children Empathy | Wonder
2. Wonder
August Pullman was born with a facial difference that, up until now, has prevented him from going to a mainstream school. Starting 5th grade at Beecher Prep, he wants nothing more than to be treated as an ordinary kid—but his new classmates can’t get past Auggie’s extraordinary face. Wonder, now a #1 New York Times bestseller and included on the Texas Bluebonnet Award master list, begins from Auggie’s point of view, but soon switches to include his classmates, his sister, her boyfriend, and others. These perspectives converge in a portrait of one community’s struggle with empathy, compassion, and acceptance.
30 Books To Teach Children Empathy | Fish in a Tree
The author of the beloved One for the Murphys gives readers an emotionally-charged, uplifting novel that will speak to anyone who’s ever thought there was something wrong with them because they didn’t fit in. “Everybody is smart in different ways. But if you judge a fish by its ability to climb a tree, it will live its life believing it is stupid.”
In Wonder, readers were introduced to memorable English teacher Mr. Browne and his love of precepts. This companion book features conversations between Mr. Browne and Auggie, Julian, Summer, Jack Will, and others, giving readers a special peek at their lives after Wonder ends. Mr. Browne’s essays and correspondence are rounded out by a precept for each day of the year—drawn from popular songs to children’s books to inscriptions on Egyptian tombstones to fortune cookies.
Having spent twenty-seven years behind the glass walls of his enclosure in a shopping mall, Ivan has grown accustomed to humans watching him. He hardly ever thinks about his life in the jungle. Instead, Ivan occupies himself with television, his friends Stella and Bob, and painting. But when he meets Ruby, a baby elephant taken from the wild, he is forced to see their home, and his art, through new eyes.
With honesty and humor, the main characters bridge the miles between them, creating a friendship that inspires bravery and defeats cultural misconceptions. Narrated in two voices, each voice distinctly articulated by a separate gifted author, this chronicle of two lives powerfully conveys the great value of being and having a friend and the joys of opening our lives to others who live beneath the same sun.
Inside Out and Back Again is a New York Times bestseller, a Newbery Honor Book, and a winner of the National Book Award! Inspired by the author’s childhood experience of fleeing Vietnam after the Fall of Saigon and immigrating to Alabama, this coming-of-age debut novel told in verse has been celebrated for its touching child’s-eye view of family and immigration.
Cerulean is on the brink of collapse. The decay wasn’t fast, it wasn’t obvious, but now the world stands on the precipice. Woven forests floating on an ocean around a star, Cerulean’s once vibrant treescape has grown dim over generations of arboreal life, and the creatures of the forest have forgotten the light.
This is the delightfully warm and enjoyable story of an old Parisian named Armand, who relished his solitary life. Children, he said, were like starlings, and one was better off without them. But the children who lived under the bridge recognized a true friend when they met one, even if the friend seemed a trifle unwilling at the start. And it did not take Armand very long to realize that he had gotten himself ready-made family; one that he loved with all his heart, and one for whom he would have to find a better home than the bridge.
Life carried on for the community of Port William, Kentucky, as some boys returned from the war and the lives of others were mourned. In her seventies, Nathan’s wife, Hannah, has time now to tell of the years since the war. In Wendell Berry’s unforgettable prose, we learn of the Coulter’s children, of the Feltners and Branches, and how survivors “live right on.”
Raised in South Carolina and New York, Woodson always felt halfway home in each place. In vivid poems, she shares what it was like to grow up as an African American in the 1960s and 1970s, living with the remnants of Jim Crow and her growing awareness of the Civil Rights movement. Touching and powerful, each poem is both accessible and emotionally charged, each line a glimpse into a child’s soul as she searches for her place in the world.

‘Island of the Blue Dolphins’ is an adventure of the spirit that will haunt the reader long after the book has been put down. Karana’s quiet courage, her Indian self-reliance and acceptance of fate, transform what to many would have been a devastating ordeal into an uplifting experience. From loneliness and terror come strength and serenity in this Newbery Medal-winning classic.
Jayber Crow, born in Goforth, Kentucky, orphaned at age ten, began his search as a “pre-ministerial student” at Pigeonville College. “You have been given questions to which you cannot be given answers. You will have to live them out—perhaps a little at a time.”
14. Paperboy
Little Man throws the meanest fastball in town. But talking is a whole different ball game. He can barely say a word without stuttering—not even his own name. So when he takes over his best friend’s paper route for the month of July, he’s not exactly looking forward to interacting with the customers. But it’s the neighborhood junkman, a bully and thief, who stirs up real trouble in Little Man’s life.
This, the only memoir published by a former Schindler’s list child, perfectly captures the innocence of a small boy who goes through the unthinkable. Leon Leyson (born Leib Lezjon) was only ten years old when the Nazis invaded Poland and his family was forced to relocate to the Krakow ghetto. With incredible luck, perseverance, and grit, Leyson was able to survive the sadism of the Nazis, including that of the demonic Amon Goeth, commandant of Plaszow, the concentration camp outside Krakow.
Night is Elie Wiesel’s masterpiece, a candid, horrific, and deeply poignant autobiographical account of his survival as a teenager in the Nazi death camps. This new translation by Marion Wiesel, Elie’s wife and frequent translator, presents this seminal memoir in the language and spirit truest to the author’s original intent. And in a substantive new preface, Elie reflects on the enduring importance of Night and his lifelong, passionate dedication to ensuring that the world never forgets man’s capacity for inhumanity to man.
In the town of Placid, Wisconsin, in 1871, Georgie Burkhardt is known for two things: her uncanny aim with a rifle and her habit of speaking her mind plainly. But when Georgie blurts out something she shouldn’t, her older sister Agatha flees, running off with a pack of “pigeoners” trailing the passenger pigeon migration. And when the sheriff returns to town with an unidentifiable body—wearing Agatha’s blue-green ball gown—everyone assumes the worst. Except Georgie.
In this groundbreaking memoir set in Ramallah during the aftermath of the 1967 Six-Day War, Ibtisam Barakat captures what it is like to be a child whose world is shattered by war. With candor and courage, she stitches together memories of her childhood: fear and confusion as bombs explode near her home and she is separated from her family; the harshness of life as a Palestinian refugee.
Wise, funny, and heartbreaking, Persepolis is Marjane Satrapi’s memoir of growing up in Iran during the Islamic Revolution. In powerful black-and-white comic strip images, Satrapi tells the story of her life in Tehran from ages six to fourteen, years that saw the overthrow of the Shah’s regime, the triumph of the Islamic Revolution, and the devastating effects of war with Iraq. The intelligent and outspoken only child of committed Marxists and the great-granddaughter of one of Iran’s last emperors, Marjane bears witness to a childhood uniquely entwined with the history of her country.
Billy has long dreamt of owning not one, but two, dogs. So when he’s finally able to save up enough money for two pups to call his own, he’s ecstatic. It doesn’t matter that times are tough; together they’ll roam the hills of the Ozarks. Soon Billy and his hounds become the finest hunting team in the valley. Stories of their great achievements spread throughout the region. But tragedy awaits these determined hunters—now friends—and Billy learns that hope can grow out of despair, and that the seeds of the future can come from the scars of the past
Terribly unhappy in his family’s crowded New York City apartment, Sam Gribley runs away to the solitude-and danger-of the mountains, where he finds a side of himself he never knew.
Twelve-year-old Marie is a leader among the popular black girls in Chauncey, Ohio, a prosperous black suburb. She isn’t looking for a friend when Lena Bright, a white girl, appears in school. Yet they are drawn to each other because both have lost their mothers. And they know how to keep a secret. For Lena has a secret that is terrifying, and she’s desperate to protect herself and her younger sister from their father. Marie must decide whether she can help Lena by keeping her secret–or by telling it.
The first book in Deborah Ellis’s riveting Breadwinner series is an award-winning novel about loyalty, survival, families, and friendship under extraordinary circumstances during the Taliban’s rule in Afghanistan.
Melody is not like most people. She cannot walk or talk, but she has a photographic memory; she can remember every detail of everything she has ever experienced. She is smarter than most of the adults who try to diagnose her and smarter than her classmates in her integrated classroom—the very same classmates who dismiss her as mentally challenged, because she cannot tell them otherwise. But Melody refuses to be defined by cerebral palsy. And she’s determined to let everyone know it–somehow.
Abilene Tucker feels abandoned. Her father has put her on a train, sending her off to live with an old friend for the summer while he works a railroad job. Armed only with a few possessions and her list of universals, Abilene jumps off the train in Manifest, Kansas, aiming to learn about the boy her father once was.
The New York Times bestseller A Long Walk to Water begins as two stories, told in alternating sections, about two eleven-year-olds in Sudan, a girl in 2008 and a boy in 1985. The girl, Nya, is fetching water from a pond that is two hours’ walk from her home: she makes two trips to the pond every day. Enduring every hardship from loneliness to attack by armed rebels to contact with killer lions and crocodiles, Salva is a survivor, and his story goes on to intersect with Nya’s in an astonishing and moving way.
They Poured Fire on Us from the Sky is the three boys’ account of that unimaginable journey. With the candor and the purity of their child’s-eye-vision, Alephonsian, Benjamin, and Benson recall by turns: how they endured the hunger and strength-sapping illnesses—dysentery, malaria, and yellow fever; how they dodged the life-threatening predators—lions, snakes, crocodiles and soldiers alike—that dogged their footsteps; and how they grappled with a war that threatened continually to overwhelm them.
A boy and his father have come to the Vietnam War Memorial to look for the boy’s grandfather’s name among those who were killed in the war. They find his name surrounded, but far from lost, in the rows of print that “march side by side, like rows of soldiers.” “I’m proud that your grandfather’s name is on this wall,” says the boy’s father. The boy agrees, adding, “but I’d rather have my grandpa here.”
Jess Aarons has been practicing all summer so he can be the fastest runner in the fifth grade. And he almost is, until the new girl in school, Leslie Burke, outpaces him. The two become fast friends and spend most days in the woods behind Leslie’s house, where they invent an enchanted land called Terabithia. One morning, Leslie goes to Terabithia without Jess and a tragedy occurs. It will take the love of his family and the strength that Leslie has given him for Jess to be able to deal with his grief.
E. B. White’s Newbery Honor Book is a tender novel of friendship, love, life, and death that will continue to be enjoyed by generations to come. It contains illustrations by Garth Williams, the acclaimed illustrator of E.B. White’s Stuart Little and Laura Ingalls Wilder’s Little House series, among many other books.





Thursday, February 2, 2017

Week of February 2

                 Thursday Thoughts February 2


                                                     
                   


One of the things that I enjoy most about working at Medlock Bridge is the fact that we love to laugh.  We laugh at ourselves and one another.  We especially laugh at the funny things that our students say and do.  Tonight I enjoyed the 1st grade musical and I am still laughing from the speeches (given by students who have missing teeth) and the antics of some of the students on stage. We started with a pretty solemn audience and I promised them that the performance was the cure to any sort of bad attitude or rough day that they may have had. At the end of the evening, there was nothing but smiles from parents and grandparents alike and I was grinning like a Cheshire cat.  They say that laughter is the best medicine and I believe that to be true.  Thank you to so many of you who regularly stop by my office with a funny story, picture or joke to make me laugh.  I am so excited about our luncheon tomorrow because I know that there will be lots of laughter filling the room!

Staff Spotlight
This week I would like to shine the spotlight on Steve Herron. Although Steve has only been here a couple of months, it feels like he has always been a part of the Medlock Family.  Upon arrival, we had a laundry list of things for Steve to do and he immediately began tackling the list.  Not only is he out and about in the building on a daily basis, but his response time to heat tickets is quite remarkable.  If he does not know the answer (which is rare) he is quick to reach out and get assistance.  Steve seeks ways to make things easier for staff and he anticipates classroom needs.  Steve has made it a point to bond with the Special Areas team and he is definitely a team player.  He attends extracurricular staff events and lends a helping hand in any way when asked. I admit that while we have a friendly staff, we can drive a hard bargain around here.  We have high expectations and we need new staff members to jump right in and make things happen.  We are grateful that Steve is doing just that....making good things happen at Medlock.  Thank you Steve!     



    by Matt Renwick
    Guiding students to become self-determining learners should be the ultimate goal of any teacher. This is especially true for reading. The benefits that come with being a lifelong reader are plenty.
    For starters, lifelong readers tend to make more money. A study from Italy found that kids who were exposed to more books as a child, along with more opportunities to read, made on average 9 percent more income than counterparts without this access to books. Reasons for this were hard to find. Possibilities include the modeling for youth with having literature available, and the opportunities to explore one’s curiosities.
    Second, adults who read literature are more likely to be able to empathize with someone else’s situation. Researchers have found that people who engage in social experiences mediated through fiction could better empathize with others’ situations. This happens because readers practice their “perspective-taking” skills when they put themselves in the shoes of the characters. This skill can transfer to a person’s life.
    Most surprisingly, people who read on a regular basis may actually live longer.  According to a recent study, book readers out lived their non book reader counterparts on an average of 23 months. This almost-two year difference in health benefits was reserved for book readers; newspaper and magazine connoisseurs only saw limited benefits. A possible reason is literature incites more cognition on the part of the reader. Consuming news, while important, is a one way street.
    Knowing this information, one would think people would be clamoring to read more books. Unfortunately the opposite is true. In a Washington Post article, literary reading is on the decline, from 57 percent in 1982 to 43 percent in 2015. There are a variety of reasons for this, including more distractions available that can steal attention (i.e. social media), along with people’s lives becoming more steadily busy.
    However, a part of the responsibility for declining recreational reading, especially with literature, can be pointed toward schools. With the advent of high stakes testing and national standards, teachers are expected to increase nonfiction reading and raise the rigor of reading assignments. This leaves little time for recreational and deep reading experiences.
    These three suggestions offer possibilities to bring back a love for reading in the classroom. The outcomes can lead to lifelong, independent readers.
    3 Ways To Grow Independent Readers
    1. Provide choice in and access to high interest, high quality texts.
    This goes beyond a stacked school library or having a full-time librarian on staff (both of which are important). Classrooms should also have a robust and organized library of texts that students can check out any time of the day.
    This might mean an annual budget to update the classroom library. New titles are published every year. They may not be exposed to them without a teacher who is knowledgeable and willing to spend time promoting these new reading opportunities. Organizations like the Cooperative Children’s Book Center at the University of Wisconsin-Madison make it their mission to promote excellent titles for our students and teachers.
    1. Teach less, read more.
    The district-prescribed reading programs currently mandated in many schools tend to position the teacher as the disseminator of strategies and skills. While this makes sense in theory, the reality is that every student becomes a better reader through their very personal reading experiences. When we read something engaging, especially with fiction, we mentally and emotionally reside in the characters and situations. If students are not invested in the text, no amount of strategy or skill instruction will suffice. Engagement is often a prerequisite for achievement.
    In response, teachers should keep their demonstrations to a minimum. Model what needs to be conveyed, and release the responsibility for reading to the students when ready. For every minute spent “teaching” a skill or strategy is the same amount of time lost for students to apply them in context. To provide the necessary scaffolding for applying reading strategies and skills, use interactive practices such as shared read aloud and partner reading.
    These activities should be temporary, as the ultimate goal is students reading independently with purpose.
    1. Make work associated with reading authentic.
    If the activities we ask students to do related to their reading do not resemble what readers might do in the real world, we should question it. To promote reading as a lifelong endeavor starts with replicating the habits of real readers. This includes keeping track of the books we read, but avoiding having students respond to comprehension questions once they are done reading every chapter.
    No lifelong reader does the latter voluntarily. Instead, teachers can individually conference with students about their current reading. This more personal assessment opportunity can reveal what they understand about their current choice in text, as well as what they will be reading next.
    Above all, remember why people do anything at all over and over: for the reward of the experience. Whether that be for entertainment, to learn, or a mix of both, readers come back to read and read again because they gain something from it. That means teachers have to remind their students continuously why they engage in reading in their classrooms. It can be a personal reason that is individual to each student.
    The teacher’s goal is to foster that purpose within each student and help them develop reading as a habit for a lifetime. Their lives and livelihoods may depend on it.
    To learn more about this topic, download his free eBook, The Secrets of Self-Directed Student Learning. Matt Renwick is an elementary school principal in Mineral Point, Wisconsin and author of multiple books, including 5 Myths About Classroom Technology: How do we integrate digital tools to truly enhance learning? (ASCD, 2015) and The Secrets of Self-Directed Student Learning. Learn more about Matt on his website, mattrenwick.com, and by following him on Twitter @ReadByExample.

Thursday, January 19, 2017

Week of January 19

               Thursday Thoughts January 19


                                                     
                     

  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



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.

Thursday, January 12, 2017

Week of January 12


                Thursday Thoughts January 12


                                                                            


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.