Perkins Beat
March 18-22
Check This Out
Student Stories
How you "frame" a portrait can be similar to how you frame a story. Think about the stories we tell about students. Think about the labels that are placed on them. How does that impact how we see them?
https://www.youtube.com/watch?v=F-TyPfYMDK8&feature=youtu.be
THE LAB: DECOY - A portrait session with a twist - YouTube
A photograph is shaped more by the person behind the camera than by what's in front of it. To prove this we invited six photographers to a portrait session with a twist.
Learning Targets
Learning targets need to be visible, aligned to standards, and measureable.
Visible
· Do learners know the targets and they are visible throughout the learning process?
· Are targets are in student-friendly terms so learners can clearly understand the expectations?
Aligned
· Are the targets identified specifically tied to standards?
· Are the targets shared in ways that add purpose to the learning?
Measurable
· Are the targets measurable?
· Have we agreed on what proficiency will look like (clear success criteria) and do we have ways of making those expectations clear to the learners as we engage them in the work of meeting or exceeding the targets?
Verbs to Assist with Writing Learning Targets
https://www.bncohen.com/uploads/6/3/4/7/6347286/verbs_for_learning_targets_2011_0.pdf
Verbs for learning targets 2011 - bncohen.com
December,2011 2!! Craftsmanship targets... Help students better understand a particular medium. They are often associated with the arts and technology or related to the
THINGS TO NOTE THIS WEEK
Announcers for March: Mrs. Arbogast's Class
3/19
- State Ed Review
- 2nd Grade PLC 8:10
3/20
- State Ed Review
- Math and Movement Night 6-7
- Board of Education Meeting 6 PM
- State Ed Review
- Ice Cream with Principal 2:15
- PD Hour 3:40
- Kindergarten PLC 8:10
- Maple Farm Field Trip 9:15-11:00 Potter, Cohrs, Barragato
- CORE 10:30
Technology Tuesday
Twitter has included a new feature for all users to fight toxic comments. "Twitter users currently have three tools to address toxic or unproductive replies: Block the user, mute them, or report the account. Now, Twitter is adding a new feature that would allow users to selectively hide replies to tweets from public view, so that others can’t see the offending reply when interacting with the initial tweet."
This may be a good conversation starter with students that are using Twitter and something to keep in mind for your own Twitter accounts if you were to encounter any unwanted comments.
DUTIES
Walker Entrance
Jandreau
Back Bus Loop
Taylor
Foyer
Larsson
PM
Walker Dismissal
Puckett, Monahan, Hoven
Bus Duty
Faust, Bittner
CLASSROOM CONNECTIONS
Increasing wait time after asking a question in your class helps students practice critical thinking skills.
By now, most instructors are familiar with the value of actively involving students in class through asking questions. But it can feel awkward or even frustrating when questions posed to a classroom full of students are met with nothing but crickets. A first impulse may be to just cold call a student and hope for the best or for the instructor to provide the answer her- or himself.
There is another option, though, and it involves a simple strategy with potentially huge payoffs. This other option is simply to wait. Let those crickets chirp for at least three (but up to even ten!) seconds, and see what happens.
Over 40 years ago, Mary Bud Rowe pioneered the notion that “wait time” – a name she gave to the length of time between when a teacher asks a question and when a student hazards an answer—was an integral variable in the overall quality of student responses and thus of student learning.
Rowe showed that after asking discussion questions of their students, most instructors (from elementary school through college) waited less than one second before calling on a student for a response or providing the answer themselves. Robert Stahl expanded Rowe’s concept, recommending three second gaps at multiple points during a class period—not just during question and answer activities.
Students need time to identify and put into practice the critical thinking tools they are being asked to hone in class before composing thoughtful and coherent verbal contributions. Extending “wait time” provides them with a chance to do just that.
In fact, Rowe, as well as subsequent researchers, found that the length of student responses tends to increase at least threefold. Student responses tended to be more substantive, including more thorough argumentation and less mimicry of what the instructor had already stated. On top of all that, increased wait time appears to be directly related to increased student motivation!
Instructors benefit from increasing wait time as well. Having more time allows instructors to better strategize how to incorporate student responses, and provides an opportunity to develop higher-level questions. Research shows that the combined benefit of increased wait time and higher cognitive questions is greater than the benefit of either of these alone.
This simple strategy—slowly counting to three (more like 10) while waiting out an “awkward silence”—is one of the easiest and most effective ways to allow chirping crickets to transform into churning wheels.
FROM OSU.EDU
Shout Out to the TA's
Shout out to the Perkins School TA’s. You all rock!! With all the changes and additions this year the data is showing that your hard work is paying off. Some of the data that has been collected is based on your work with SIPPS groups and pulling students for targeted instruction. 32 Students were seen by TA’s in SIPPS groups from Fall to Winter, 75% of these students made Green or Blue growth on our FastBridge tool, which is 15% higher than the grade level average!! A pat on the back to you and the classroom teachers that are planning and making this all possible. Keep it up!!!
Agenda for March 21, 2019 PD Hour
K-5 Classroom teachers, Reading and Library, Speech/Language and ENL: Continued work with intentional lesson planning and CCC based on survey data/need
Choose 1:
1. Use the CCC Planning Tool for your grade level to plan for an upcoming unit: TBD
2. Facilitating Classroom Discussions that Push Student Thinking in CCC and all content areas: Perkins LGI
3. Connecting Formative Learning Cycle to CCC lessons: Rm 310
OT/PT: Continue work with 3+1 and CEU Location: Perkins School
UPK Teachers: Looking Beyond the UPK standards to Support Those Students ready for Kindergarten (On your Own with resources provided by K.H.)
The Behavioral Health Team: Counseling Plan Development WFL BOCES Maple Building-Wayne Rm
The following Departments will meet K-12 from 3-4 for PD, then Elem. will stay until 4:40:
Physical Education K-12: Continue work with dept. regarding formative learning cycle Location: Perkins Office Conference Room
Art K-12: Continue work with dept. regarding formative learning cycle Location: HS room 168
Music K-12: Continue work with dept. regarding formative learning cycle Location: HS Band Room
Red's Tale
Red’s Tale – Engaging Students’ Thinking
Over the last two PD hours, we have spent time looking at the 10 qualities of successful lessons and the connection to the formative learning cycle. As we continue to grow our craft as teachers, one area that continues to resurface is lesson facilitation. We want to facilitate our lessons in a way that encourages a lot of diverse participation and holds students responsible for their own thinking and behavior. To foster this type of teaching, we must position ourselves in a manner that best encourages and supports the sense-making our students are doing. We need to craft a stance that allows us to move instruction beyond the simple call and response, towards fully engaged conversations.
As teachers, we need to spend more time listening and inviting students to do most of the talking. A resource was recently share by Kari Hamelinck that she picked up at a conference (Engaging Student Thinking Protocols), that provides lesson strategies designed to provide teachers with student evidence of understanding during the formative learning cycle. If we need to get students talking, we need to ask better questions. Instead of simply moving on after a student shares, we need to ask them to “tell me more”. This stance provides a framework for facilitating student thinking that helps bring students to their greatest learning potential and creates a positive learning environment.
Link to resource - http://tinyurl.com/y6ttufoc
ABSENCE REMINDER
Perkins School
Email: susan.achille@newarkcsd.org
Website: newarkcsd.org
Location: 439 West Maple Avenue, Newark, NY, United States
Phone: 315-332-3315
Twitter: @Newark_PS