The Reds Tale
October 19, 2016
Newark High School
Email: thomas.roote@newarkcsd.org
Website: http://newarkcsd.org/Domain/84
Location: 625 Peirson Avenue, Newark, NY, United States
Phone: 315-332-3240
Facebook: https://www.facebook.com/nhsreds
Twitter: @Newark_HS
From the Desk of Mr. Roote
At our in-service on Friday, October 7 we discussed several of the quality attributes of exemplary assessments (with the NYS Regents a backdrop). It was impossible to ignore the importance of higher order thinking when considering the development of a quality assessment. Susan Brookhart, in her book How to Assess Higher-Order Thinking Skills in Your Classroom does a nice job explaining, "What Is Higher-Order Thinking? If we agree to stay grounded in this important purpose, our definitions of higher-order thinking for the purposes of this book can be much more modest and practical. In this Introduction, we consider the kinds of higher-order thinking that are (or should be) stated or implied in state content standards and classroom learning objectives. Definitions that I find helpful fall into three categories: (1) Those that define higher-order thinking in terms of transfer, (2) Those that define it in terms of critical thinking, and (3) Those that define it in terms of problem solving.
Here is a definition in the transfer category: Two of the most important educational goals are to promote retention and to promote transfer (which, when it occurs, indicates meaningful learning)…retention requires that students remember what they have learned, whereas transfer requires students not only to remember but also to make sense of and be able to use what they have learned. (Anderson & Krathwohl, 2001, p. 63)
The critical thinking category includes this definition: Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe or do. (Norris & Ennis, 1989, p. 3) Another example in this category comes from Barahal (2008), who defines critical thinking as "artful thinking" (p. 299), which includes reasoning, questioning and investigating, observing and describing, comparing and connecting, finding complexity, and exploring viewpoints. In the problem solving category are these two definitions: A student incurs a problem when the student wants to reach a specific outcome or goal but does not automatically recognize the proper path or solution to use to reach it. The problem to solve is how to reach the desired goal. Because a student cannot automatically recognize the proper way to reach the desired goal, she must use one or more higher-order thinking processes. These thinking processes are called problem solving. (Nitko & Brookhart, 2007, p. 215) As you explore new domains you will need to remember information, learn with understanding, critically evaluate ideas, formulate creative alternatives, and communicate effectively. [A problem-solving] model can be applied to each of these problems…to help you to continue to learn on your own. (Bransford & Stein, 1984, p. 122)"
From the Desk of Mr. Wagner
Getting out of your comfort zone: It is difficult for teachers to share ownership of their classrooms. I know it was for me. As I look at some of the educational trends, I notice that there is a common theme regarding a creative or diversified learning environment. Furthermore, providing students with an opportunity to contribute to the creation of their learning environment can increase student engagement and ownership in classroom expectations. In the article Involve Students in Classroom Design, Taylor Meredith writes about allowing students to share in the decision making of:
- Use of bulletin boards and wall space
- Configuration of furniture in the room
- Supply storage solutions
- Placement of mailboxes, best work bin -- our place for turning in work --, iPad/device storage
- Available/unavailable areas during work times
- Anchor chart decisions
- Possible décor
At the high school level, I could see the benefit of a flexible seating arrangement or possible student driven décor, as well as the classroom organizational items mentioned above. As you think about ways to engage student learning, please consider the value of allowing students an opportunity to have a voice in the space.
Mash Up
Friday is our next Staff Advisory Cabinet (STAC) meeting at 2:30 pm in room 194 (Mr. Harrington). On the agenda is the following question: Learning targets, what do they look like on lesson plans at NHS?
Remember, hoods and headbands may not be worn at all at NHS. The exception being to restrain hair.
Great job Ms. Ross developing the door welcome signs in the building. Please get on board if yours is missing.
A quick clarification on roles and responsibilities of our staff after an inquiry last week. Mrs. Mulberry, supports our work checking in daily orders. As a result, she will often pull invoices from your packages to confirm their contents. This system allows us to forego piling boxes in the main office (remember those days).
Please be sure to remove door window coverings so visibility into your classroom is less than 15% obscured.
OPPORTUNITYISNOWHERE: Opportunity is now, here! That is what popped into the heads of the kids at the recent NYS Council on Leadership and Student Activities the Student Advisory Cabinet attended at Finger Lakes. The activity goal was to open minds and to promote positivism.
A timely link given our upcoming work with Capstone presentations: Why The Art of Speaking Should Be Taught Alongside Math and Literacy
Red Ribbon Week is the nation's oldest and largest drug prevention program reaching millions of youth and parents each year. The campaign runs each year during the last week of October. By wearing red ribbons and participating in community anti-drug events, young people and families pledge to live a drug-free life and pay special tribute to DEA Special Agent Enrique Camarena. Red Ribbon Week is a family-focused effort to raise public awareness and to mobilize communities to combat alcohol, tobacco and drug abuse among youth. It is designed to be part of a major force in strengthening our communities and neighborhoods. In 1988 the National Family Partnership (NFP) coordinated the first National Red Ribbon Week Campaign with President and Mrs. Reagan serving as honorary chairpersons. To date, more than 80 million youth and adults have participated in annual Red Ribbon events. FAST FACTS:
- Research shows that nothing destroys families more than alcohol and drug abuse! Families should be aware of the protective and risk factors to consciously strengthen families and create a buffer against drug abuse!
- Research shows that when family and friends disapprove of drinking, smoking, or taking drugs - teens are less likely to do it.
- When adults know the dangers of drinking and drugs and effectively communicate those dangers to their children, the children are less likely to engage in self-destructive behaviors.
- The more parents talk with their children about drugs, the less likely youth are to use them.
- Research shows that when parents spend time with their children - and when families bond and form positive attachments, when initiation into drug use drops.
The three leading causes of death for teenagers are homicide, suicide, accident fatalities, alcohol and drugs are the primary causative factors in each category of death!
Social Emotional Learning and the Plan for Excellence
Calendar Share
Friday, October 21 from 7:30-11:30 am at WFL BOCES. Tom Out: Regional Principals Meeting. Contact: T Roote.
Friday, October 21 from 2:30-3:00 pm in room 194. STAC (Staff Advisory Cabinet) Meeting. Contact: T Roote.
Tuesday, October 25 from 3:00-4:00 pm. After School PD Hour. Contact: T Roote.
Tuesday, October 25 from 6:15-7:30 pm. SCAC (School/Community Advisory Cabinet) Meeting. Contact: T Roote.
By 3:00 pm October 26, December 1, January 10, February 14, March 22 and May 2. ↓65 Infinite Campus Grade Reports. Contact: T Roote.
Friday, October 28 and Monday, October 31. Tom Out. Contact: T Roote.
Tuesday, November 1 from 2:30-3:00 pm. Staff Meeting. Contact: R Roote.
Tuesday, November 1 in Guidance Office Conference Room. BEDS Help. Contact: S Schultz.
Friday, November 18. BEDS Complete. Contact: S Schultz.
The Newark High School Mission, Vision and Values
The Newark High School Mission: We are a school community with deeply held hometown pride, committed to readying young people to be life-long learners with experiences aimed at continuously motivating us to hone our skills in the complex tasks of teaching and learning. Our community is devoted to providing supports for the aspirations of our adolescents as they mature into adults with ambitious plans for college and careers.
The Newark High School Vision: Staff embody the school values and impart confidence while providing an inviting classroom environment with clear expectations and specific academic and behavioral goals. Students embody the school values through intellectual and emotional perseverance. Families embody the school values while remaining actively involved as advocates for their children and supporters of the school programs and staff.
The Newark High School Values: Safe, Responsible, Trustworthy, and Respectful.
Email: thomas.roote@newarkcsd.org
Website: http://newarkcsd.org/Domain/84
Location: 625 Peirson Avenue, Newark, NY, United States
Phone: 315-332-3240
Facebook: https://www.facebook.com/nhsreds
Twitter: @Newark_HS