Monday Morning Message
March 17, 2014
3/17 Grades uploaded by 3:00 p.m.
3/18 BMX presentation
3/20 P/T Conferences
3/21 No School
3/24 Spring Break Begins
4/1-3 IOWA Test grades 1-2
4/4 Benchmark Assembly in Cafeteria
4/7-11 Benchmark Exam
4/8 Pre-K and Kindergarten Registration (p.m.)
4/11 Kindergarten Field Trip
4/15 Popsicles in the Park (behavior incentive)
4/16 Native American Program in cafeteria
4/17 1st Grade Lunch with Loved Ones
4/21 Kindergarten Cap and Gown Pics
BMX Bike Show to be Held Tuesday!
Focus Book Study
Please reflect on the following as you read Chapter 3 of Focus. We will discuss this chapter during our April professional development.
Chapter 3: How We Teach
- This chapter describes the simple elements of an effective lesson that are still all too rarely implemented. Do you believe that all teachers are perfectly clear on these elements? Is there a need in our school to revisit these elements and provide a slow, careful review (a "refresher course") on these elements? Would it be a good idea to share the evidence of the stunning and immediate impact these elements would have if consistently implemented in our school?
- How could you or your leadership team or faculty ensure that these simple, well-known elements are implemented? What actions and routines could you initiate to ensure their consistent implementation?
- Does "lecture" in your classroom resemble the kind of engaging "interactive lecture" described on pp. 68–73 in this chapter?
- Reflect on curriculum topics, standards, and units in your subject area for which "interactive lecture" would be enormously effective and engaging for students.
- What elements of the "literacy template" (see p. 74) make it engaging—no matter how often you employ it—in any subject area?
- After selecting any course in your curriculum, designate which parts of the curriculum could be taught with either (or both) of the templates. Try to approximate the percentage of the curriculum for which you could productively employ one or both of the two templates.
- Revisit this question: Have we—all practitioners—made a thorough case for the three priorities described on pp. 10–11? Have we made the case for the stunning and immediate impact that these priorities would have on student learning and college and career preparation? How could we do this? On what occasions? How often should we revisit, clarify, and reinforce these priorities?