Know Different
Take it from teachers who know different.
What's Know Different?
Our goal in Teacher Engagement is to support ALL teachers in their journey in growing their craft - mainly by providing a way to showcase the incredible instruction going on in our great district and creating a forum for teachers to connect and learn from each other. Looking to make a change? Then take a look at what teachers are doing who know different!
#teachertalk
Christen Fiermonti, Valleyview Elementary School
@primarypriorities Today my students became illustrators and authors. In first grade we have been learning about getting information from illustrations. Each team created a wordless story. After creating their story they gave their book to a different team. The next team had to examine all of the illustrations and write the text based on what they saw. My students had a blast!
Betty Stephens, Lake Region High School
@classmsstephens My students had fun creating their own iambic pentameter sentences this week. So many good ones! (Click on picture to make it larger!)
Alexis Jones-Simmons, Westwood Middle School
What's in this issue?
- Polk Teachers Weigh in on Goal Setting
- Higher Order Thinking Strategies
- Leading from the Classroom Twitter Chat Highlights
- Spotlight on Polk Teachers
What do you do to get students to take ownership of their learning?
Tori Parks, Combee Academy of Design and Engineering
Kimberly Slifer, Tenoroc High School
"I use anticipation guides, probing question notes (where the students think of the definitions on their own based off labs and other hands on experiences), three column notes (given a picture, the students write all their observations and inferences before we then discuss what their concept that day is...sort of like an anticipation guide), I have students answer their learning target questions as bell work to refresh the concept from the day before or as a ticket out the door. Additionally, I have students creating level three questions about ideas to see if they can manipulate their ideas further than face value and then we have class discussions as a class where they answer the questions they all created (either as socratic, philosophical chairs, whole group discussion, or gallery walk). For example, what would the world be like if no one had a frontal lobe? What would happen if plants only did photosynthesis?" - KS
Richard Monteverde, Stambaugh Middle School
@verdemtn "I am grateful for my Intensive Math students who are learning how to take responsibility for their own learning. Through the journal pages they are learning how to study math and push through difficulties they experience." - RM
Jan Urankar, Ridge Community High School
"Students will take ownership of their learning when their data drives the instruction. My students receive instruction based on the data, their grade is based on the date so they own it all. If a student does not want to receive instruction on a particular standard then they must show that they have mastered the standard. I love my students! They hop on the Urankar Diploma Train and they Graduate! So proud of them." - JU
How do you amp up the rigor in your lessons?
Tori Parks, Combee Academy of Design and Engineering
"I give students time to confer with their classmates about problems/their thinking. Students know they have experts in their class that can share their learning with them as well. We perform error analysis on our work and look for multiple ways to solve the same problem." - TP
How do you elevate the level of your questioning?
Cheryl McMaster, Gause Academy
After a school faculty meeting about reinventing the wheel, Cheryl McMaster from Gause Academy pondered on how to capture her student's attention. One note from the meeting read, “Get to know the students, as well as, teaching them what you want them to learn." From that point on, Cheryl made it her goal. Keep reading to find out how Cheryl began to elevate her questioning along with increasing student ownership!
"As my direct teaching was scaffolding to the work they do on their own, I pulled up a chair, and next to each student, I told them how happy they made me when I see that they came to school. I told them that I was honored to teach them . I thanked each and everyone of them for the opportunity to teach them today. What did this do to the class to increase ownership of their work? They took ownership at their own levels. They began to give me suggestions of hanging their work on the walls. They helped me rearrange the room. They took out old boxes and kept their journals and books clean. They took ownership. I told them what I expected and I made it their learning target. They all started to take ownership now, and rigor was setting in as a mainstay. They started seeing success on their assignments. They could see their graphs and beautiful drawings that were on display for all to see. The level of questioning started to amp up and the kids at first would hesitate. I would answer some for them and show them how if I could do it they could. They started taking chances. They started taking risks. But, I have to say, that we all changed that day that I did that one little task. It changed me and my perspective, to reach them where ever they are, and celebrate with them the little steps of success onto to bigger and better challenges." - CM
Tori Parks, Combee Academy of Design and Engineering
Cynara Appling, Garner Elementary School
@cynara09675573 The overall idea that, to begin a movement and impact change you can start in your own circle of influence and then expand out. Change can happen from any platform. All you need is one person that chooses to follow to begin a movement.
Tanya Hoke, Laurel Elementary School
@Tonyeeze1 From the beginning, I felt this was what I needed. I find myself talking about @patricklencioni amazing book about The Five Dysfunctions of a Team. I express to colleagues what I read, inquire what they feel would help us build strong teams, starting with trust.
Caroline Freeborn, Tenoroc High School
Julie Roberts, Spessard Holland Elementary School
Christy Lipham-Thomas, Kathleen Middle School
Susan Carleton, Daniel Jenkins Academy
@DukeEnergy! Thank you Duke Energy and we are so excited to see what our students create with our new makers space!
Mark Your Calendars!
New Teacher Seminar - Trauma Informed Teaching
Tuesday, Dec 10, 2019, 05:00 PM
Haines City Senior High School, Hornet Drive, Haines City, FL, USA
RSVPs are enabled for this event.
Teacher Engagement
- Teacher Support
- Teacher Leadership
- District Culture
Contact us today to see how you can plug in and be a part of a community of learners focused on supporting your growth, both inside and outside of the classroom.
Email: teacherengagement@polk-fl.net
Website: http://thehub.polk-fl.net/hr/teacherengagement/
Location: 1907 South Floral Avenue, Bartow, FL, USA
Phone: 863-534-0781
Facebook: https://www.facebook.com/teacherengagement/
Twitter: @TeachEngagePCPS
Teacher Engagement Sponsors
Grand Canyon University
https://degree.gcu.edu/lps/eapa/chss/polkschoolsfl/step-1/?utm_source=EAP-PolkSchoolsFL
Carolina Burdier
University Development Counselor
407-988-9381