ALL HANDS ON DECK
HS STAFF NEWS | DECEMBER 6, 2019
background photo by senior, Parker Schmitz.
Our Collective Commitment Corner
This week’s piece takes us back to our cross-curricular work with learning targets. It’s no question that clear communication serves us all, and the first of our seven-part Instructional Framework is all about just this!
I think we can collectively agree that the current administrative walk-thru data indicating 38% of us falling at only emerging and developing here speaks volumes. This past week we discussed what this means to us for student learning, and that’s why it is so very important to view this part of our work with our whole passion as opposed to just mere compliance.
When immersing myself in with our students, one of the greetings I have used from the start of the year is “Tell me about what you’re learning.” Those simple words can lead to so much about our students’ processing. For example, when I hear “science” as a reply, I go deeper with, “Can you tell me more specifically about what you’re learning in science?” And when I hear responses like “motion” or “energy” I’ll dive even deeper. What I’m trying to guide students to is thinking about their learning through the lens of our verbs, and oftentimes they miss that without being coached through it.
Outlined below is the language from our Instructional Framework itself. I so appreciate how it articulates the research as well as pedagogical practice. Let’s move that 38%, Pirates! For the good of our students and their growth, we owe them so much more!
Overview of Clear Purpose or Learning Objective
Why do it? Setting clear learning objectives is the process of establishing a direction to guide learning (Pintrich & Schunk, 2002). When teachers communicate learning objectives for student learning, students can see more easily the connections between what they are doing in class and what they are supposed to learn. They can gauge their starting point in relation to the learning objectives and determine what they need to pay attention to and where they might need help from the teacher or others. This clarity helps decrease anxiety about their ability to succeed. In addition, students build intrinsic motivation when they set personal learning objectives (Marzano, 2011).
What is it? Research continues to stress the importance of clarifying—for any lesson—what will be learned and how the learning will be demonstrated (Marzano, 2007; Wiggins, 2013). The purpose of each lesson should be posted prominently and referred to often enough to help students—and the teacher—stay focused and enjoy their sense of progress. Teams or departments should be in charge of developing and refining objectives and should record particularly effective ones for future use (Schmoker, 2016).
What does it look like? At a minimum, setting objectives involves clearly communicating what students are to learn. The classroom practices presented here emphasize that there are additional actions teachers should take to maximize this strategy's potential for improving student achievement.
There are four recommendations for setting objectives in the classroom:
- Set learning objectives that are specific but not restrictive.
- Communicate the learning objectives to students and parents.
- Connect the learning objectives to previous and future learning.
- Engage students in setting personal learning objectives.
Here is our updated list of students' attendance for the year. Please sign up to check in with students to see how they are doing and how they may need support. This is an opportunity to continue to build positive relationships with our students to help them find success.
We are currently at 85% of our students attending 90% of the time. Our goal for the end of the year would be to have more than 87% of our students attending 90% of the time. Ultimately, we would like to have 90% of students here 90% of the time. Building positive relationships helps our students achieve higher rates of success.
PULSERA Project - ELA and Spanish Classes Raising Awareness and Money
Bake-Off on Wednesday, December 11th
White Elephant Gift Exchange
A little different format this year!
Rules for the exchange:
- Nothing BROKEN
- Must be able to use it or something you would regift (if you regift!)
- NO more than $5.00 if you purchase something - you know Dollar Tree.......
- NO district purchased items
Bring a wrapped gift to PLC/Wed. at Paxton, grab a number set from Hartland. Put one number on the gift and the other in the basket.
If a child reports BULLYING to you, as outlined in the safe school training, please use the following link to report the issue:
USE THE REPORT VIA WEB button to fill out the information to be investigated.
- GAME OF LIFE (Seniors)
- ASSEMBLY DURING PLT
- FOOTBALL TEAM SEND-OFF TO STATE!
- BOYS BB (C) Home
- SWIM & WRESTLING, Home
- PLC DAY - & STAFF BAKE-OFF
- FULL MOON
- GIRLS BB (C), Home
- ENTREPRENEURSHIP FAIR
- PTSA Mtg., 6:30 PM, LMC
- BOYS BB (C), Home
- CHOIR HOLIDAY CONCERT
- IMPROVEMENT TEAM MTGS.
- WRESTLING, Home
- BAND WINTER CONCERT, 7 PM
- BOYS BB (C) & GIRLS BB (JV/V), Home
- IMPROVEMENT TEAM MTGS.
- DEPT. CHAIR MTG., 3 PM
- END of 1st SEMESTER
Thank you to our Pirates ROCK Star business partners!
Platte County High School
- Dr. Chad Sayre, Principal
- Shari Waters, Assistant Principal
- Matt Messick, Assistant Principal
- Dr. Stephanie Theis, Assistant Principal
- Phil Dorman, Activities Director