CPUMS
Week of January 30
Quote of the Week
High-Impact Instruction
"To pursue a personal best in the classroom, teachers need a clear understanding of how well their students are learning. This isn't always easy. To see the classroom exactly as it is, teachers must have the courage to venture outside their comfort zone. Sheehan (1998) writes, "It's more comfortable not to try. But life, is or should be, a struggle: Comfort should make us uncomfortable, contentment should make us discontented: (p. 30). Real learning requires an honest assessment of current reality. The best teachers understand this and, consequently, they are never completely satisfied. They have a clear understanding of how their students are doing and they restlessly strive to create better experiences and more learning for their students."
This concept is the same as Cory and I shared with the students. We truly learn when we are at the edge of our comfort zone. If you're struggling-you are in the right place.
WOW-Working on Work
We have discussed Schlechty's Levels of Engagement.
To achieve high levels of engagement Schlechty believes we must work of the designs of our instruction. He includes the following things as important:
- Content and Substance
- Product Focus
- Organization of Knowledge
- Clear and Compelling Product Standards
- Protections from Adverse Consequences for Initial Failures
- Affiliation
- Affirmation
- Choice
- Novelty and Variety
- Authenticity
Each week I will include more information of each of these concepts :
Protection from Adverse Consequences for
Initial Failures. Students are more engaged when
they can try tasks without fear of embarrassment,
punishment, or implications that they’re inadequate.
(Unfortunately, current school structures and grading practices often make this difficult to achieve.) With the concept of reassessing, CPUMS is working on this premise.
Affiliation. Students are more likely to be engaged
by work that permits, encourages, and supports
opportunities for them to work interdependently with
others. Those who advocate cooperative learning understand this well and also recognize the critical
difference between students’ working together and
students’ working independently on a common task, which may look like group work but isn’ t. Revisit Jim Knight's playbook on cooperative learning. If you did not attend the session with me on 1/23 ask me for a playbook.
Calendar
Monday 1/30/17
- Triad meeting-Mrs. Burkhart and Mr. Winterhof
- Grade level task meetings
- Meet with teacher on video recording
Tuesday, 1/31/17
- Meet with Mr. Libolt and Mr. Winterhof on Professional Development days
- Work with students and teachers
- Subject area meetings
Wednesday,2/1/17
- Data Teams
- GWAEA-all day-Coaching Across Curriculum
- Faculty meeting-LMS
- Work with students and teachers
- Team learning meetings-Dilyn out of building, go over presentation of Paula Kluth as developed by grade level teams.
Friday, 2/3/17
- Phonics screener for 6th graders
- Work with students and teachers
- IC Meetings-PM
If you would like to see my Google calendar search my name while in Google Calendar.