Monday, October 23

Today's Content:

• STEM: Problem-Based Learning

• STEM: The Engingeering Design Process

• Continuous Improvement: Implementing PDSA - a Review

We know we're a STEM campus.  We know that our math and science colleagues worked diligently last year to learn a large amount of coursework, complete several observations, and run-through various instructional trials.  We know science - technology - engineering - math.  But have you had a chance to see what STEM truly means for our students?

This Falcon Focus is dedicated to illustrating the different ways we are a growing STEM campus, and to hopefully spark some cross-curricular ideas for the future.

Inquiry, one of the main pillars of STEM education, encourages students to have voice and choice in their own learning of content, learning method, and/or product.  By capitalizing on the natural curiosity of students, inquiry creates the intrinsic motivation that fuels student learning.  Need an example?  In Kelly DeLeon's class, students needed to learn about different rock properties, so they designed their own property tests. Check out the video below...

OK, so technically the student has his vocabulary mixed up; "malleable" means that it bends, not that it breaks.  However, that was an easy fix.  His explanation and demonstration indicates deep learning, the goal of STEM education.

This exploratory learning method is quite opposite of the traditional instructional model (where students "sit and get"), so to foster this inquiry-driven environment, there are three main components:

• Domain 1: Creating an Environment for Learning
• Domain 2: Building Scientific Understanding
• Domain 3: Engaging Students in Science and Engineering Practices

So what does that mean for our students? What kinds of things will our students be talking about?

Falcon Focus: Problem-Based Learning (PBL)

In Problem Based Learning, students are presented an authentic problem to solve via an entry event that includes a guiding question.  Students conduct a needs assessment, recording on a chart what they know about the problem, and what they need to learn in order to solve their problem.  In order to solve their guiding question, students have several different workshops, where they learn the necessary information and skills to solve their problem.  So, the guiding question drives the learning.

7th Grade Math recently started a problem-based learning unit on personal finance.  The entry event?  Students fast-forwarded 10 years into the future to 2027 and their hypothetical graduation from Falcon University.  Upon receiving their diplomas, each student learned about their degree, decided upon an appropriate career, and set about making financial plans for their lives.

To answer their guiding question, “Based on the current financial trends, how can I create a financial portfolio that will allow me to be a financially responsible citizen?”, students have received their first paycheck--and their first deductions.  (They are shocked by how much money comes out of paychecks.  Ha ha!)  They've also learned about net and gross pay, used various percent applications, and created family budgets.  

As students continue through the PBL, Five Star Ford will be visiting to educate students on purchasing their first vehicle.

For their final presentation, students will be creating a PSA on how to be a financially responsible citizen. Be sure to ask the 7th graders about their new lives as "adults"!

Falcon Focus: The Engineering Design Process (EDP)

Often Problem Based Learning includes engineering an actual solution to the problem.  In 6th grade science, students have used the Engineering Design Process (EDP) to design and build toy prototypes.

In their entry document (see the image to the right), students were challenged to design a toy demonstrating motion and multiple energy transformations.  The finished prototypes will be tested by their target audience, Sally Frye's awesome 3rd grade classes at Snow Heights Elementary.  Those students will determine which toys are the "best".

To get started, students explored different toys that demonstrated motion and energy transformations.  They used their science journals to sketch and record observations about the various toys.  Naturally, this led to discussion about the types of toys they might want to create themselves. Watch the videos below to see how the exploration went.

  

Students then set to work, learning all about motion and energy transformations in workshops that would enable them to design and build a toy that demonstrated all of required concepts.

Students are now in the production phase.  They are using recycled materials for toy parts, as well as
bringing some items from home.  Many teams have also utilized our 3D printer to create parts for their designs.  Most importantly, students are having deep conversations about their learning, as they problem-solve and work on solutions.

Later this week, they will be creating video presentations that explain the concepts demonstrated in their toys, and it will all go to Snow Heights.  Students have thoughtfully considered their 8 to 9 year old audience, tapping into their resourceful creativity.

Be looking for their prototypes to show up in the display cases sometime after Thanksgiving, once they've been returned from Snow Heights.

Falcon Focus: Implementing PDSA - a Review

Hopefully you have your Plan-Do-Study-Act system in place in your classroom.  But in case you don't, or if you're in need of a refresher, here are the resources that we used last year to get started.

PDSA in Jonie Dodson's Class

PDSA in Josue Martinez's Class

By clicking here or on the picture below, you can access our PDSA Smore.  The Smore will walk you through how to set up (or tighten up) the PDSA process in your classroom.  It includes specific instructions to get started, tips to keep it simple, and example pictures and video.

If you'd like to view some campus examples, you will want to visit my blog entry from March 2017.  To visit that post, click here or on the picture below.

Finally, to view the original Leaders of Learners PDSA presentation from last January, click here or on the image below.  That presentations includes district rationale and even more examples.

If have any questions or would like some help implementing these or other strategies, please let me know.  And remember...

It's a great day to be a Falcon!

Monday, September 18

Today's Content:

• Building Literacy: September Book Sampling

• Classroom Management: Stoplight Warning

• Campus Culture: Building a Community

With so many great things going on around campus, I can hardly keep up!  Here's a look at a few activities from the past couple of weeks that you may want to add to your your own instructional toolkit.

Falcon Focus: Supporting Literacy

For some of our students, reading is a channel they are hesitant to cross.  Some have failed to find a reason for reading, lacked a personal connection to stories and articles, experienced failure with texts beyond their current capacity, or just been flat out bored (thank you, test-taking passages).  In order to truly build literacy, we have to open as many doors as possible to help students realize the variety of available material, to read for a variety or reasons, and to possibly, maybe, even (ahem) like it.

Two weeks ago, 6th grade ELAR classes laid the groundwork for building reading lives for our students through a book sampling.  Hosted in the Learning Commons, students were greeted with a cafe-style atmosphere. Tables were adorned with books of all types, and soft piano pop filled the silence.  Students were then invited to select a book, read silently for about five minutes, and decide if they wanted to take the book "on a second date".  As with real reading, students had the freedom to decide if a book was a match or "not [their] type".

Peer sharing is one of the best ways for a new title to catch on.  A few times during each class period, students were invited to give book talks over the selections they felt were recommendation-worthy.  Check out two enthusiastic students promoting their finds below.

Want to support students in their reading lives, too?  Talk to kids about what they are reading.  Read a few books from the Texas Star List (click here to see the list).  Post your own "Read" and "Next Reads" lists in your room.  And definitely add your reads to the Teacher Shelfie display in your pod and in the library (coming soon!).

Falcon Focus: Classroom Management

When addressing off-task behavior in the classroom, calling out a student often leads to escalation and confrontation.  Finding a non-verbal strategy that works is essential for smooth behavior redirection.  Kelly Stubblefield is using one such approach to let her students know when they are off-task, to give them an opportunity to correct their behavior, and to assign a consequence, all without saying a word out loud.

The process is simple.  

1. If a student is off-task, drop a Stoplight Ticket off at his/her desk, with the student name, date, and behavior description filled in (green light).  
2. If the student continues the behavior, walk by and initial the second warning (yellow light).  
3. If the student still continues, then a d-hall is assigned (red light).  
4. Regardless of the level reached for each warning, collect all issued tickets at the end of the class, and you have instant documentation.

 If you'd like the Stoplight Tickets for yourself, click here for pdf or here for an editable Word doc.

Falcon Focus: Building Community

Finally, the teachers of the 8th grade pod are getting to know each other better through the Pod 8 Spotlight.  Stephanie Maupin set up the board to highlight each of the teachers in the pod with photos of the teacher and answers to some interview-style questions, including the teacher's birthday, his/her favorite meal, and the one place he/she would like to travel.

This month's teacher spotlight is Greta Parr. According to the board, Mrs. Parr is inspired by Mother Teresa and loves Garth Brooks, James Taylor, and Def Leopard equally.

Want to know more about her?  Drop on down to the 8th Grade Pod workroom and check it out.

If have any questions or would like some help implementing these or other strategies, please let me know.  And remember...

It's a great day to be a Falcon! 

Wednesday, August 23

Today's Content:

• Continuous Improvement: Getting Started with Mission Statements

• Falcon Welcome: Celebrating Our New Campus

Welcome back Falcons!  It has been a long time coming, but 2017-18 school year is finally here.  We have much to anticipate, and much to celebrate.  Let's get started!

Falcon Focus: Getting Started with Mission Statements

As our classes get underway, several teachers have asked for assistance with Mission Statements.  Mission Statements are critical to effective continuous improvement, so you definitely want to consider this in your first few weeks of instruction.  

Here's your Mission Statement refresher, in three easy steps.  

Step 1:  Why write a mission statement?  As a group, we must know and understand our purpose. Only with clear goals in mind can we align our attitudes and actions to achieve group success.  Putting our mission into words helps us and our students stay focused on the reason for being in our classes - to learn, of course!  Everything in your class should ALWAYS come back to your mission, and involving the students in that process helps them take ownership in their own learning.

Not to mention it is a district and school expectation, so there's that, too.   

Step 2:  How do I write a mission statement?  There are three key questions that your students and you need to consider and discuss:  1) Why are we here?  2) What do we have to do well together?  and 3) How will we make it happen?  These questions help students narrow, refine, and articulate their thinking on why we are at school in the first place, and how we can achieve the goals we set forth.

Need more guidance?  Check out this Google Slides presentation; it will walk you through the Mission Statement writing process.  Feel free to make a copy and edit as you see fit.

Example Mission Statements

Step 3: Now that we've written our mission statement, what do we do?    A mission statement should be a cornerstone of your classroom culture, a mantra.  Revisit it often.  Students (and teachers) should use it to help guide their actions rather than hinder their learning and classroom environment.  If students know it well enough, they will even use it to keep each other in check.  

Click on the links below to view two examples from last year of students interacting with their mission statements.

Mrs. Grosenbach’s ELAR Recites Mission Statement

Mrs. Hutson’s ELA Recites Mission Statement

Falcon Focus: Celebrating Our New Campus

It has been an amazing start to the year!  Students are learning their way around the building, and our new space is a new beginning for everyone.  Please enjoy a few pics from the first few days, and if you have something to celebrate, share it on Twitter using #NRMSProud.  (Just be sure to check the photo permission list before posting students' pictures.)  Let's share our story with the community, and let them see the great things happening at our school.

PD Shenanigans

NRMS Ribbon Cutting

1st Day Excitement

If have any questions or would like some help implementing these or other strategies, please let me know.  And remember...

It's a great day to be a Falcon! 

Wednesday, March 1

Today's Content:

• Questioning Strategies:  Socratic Seminar in Math

• Literacy Focus: Authentic Reading Opportunities in 6th Grade

• Continuous Improvement: PDSA Examples in Classrooms

Hard to believe it's already March.  This Spring semester has brought about many new strategies and creative learning opportunities for our students.

Falcon Focus: Socratic Seminar in Math

If you have never tried Socratic Seminar in your class, you should.  This student led academic discussion strategy gives students a voice by teaching them to question the world around them, clarify their opinions, support ideas with evidence, and disagree respectfully.   Basically, it makes them think - on their own.  I loved using this strategy in my ELAR class...but Math?  Who does that?

Well, Elizabeth Pauley did, with all of her math classes at the beginning of the Spring semester.  First, the students read various articles about growth mindset in math and the role of failure in learning. Different students had different articles, and practiced close reading strategies to help them process their reading. Then on day 2, they shared their thoughts on trying and failing in math, school, and life in general.  Their conversation covered the topics of growth mindset, perseverance, and how to get help from your teachers. 

Their conversation was deep and meaningful.  Please take a few minutes (four) to watch the video from their discussion.  It was an amazing and authentic discussion by some students who were really changing their viewpoints on some things.  Enjoy.

Falcon Focus: Reading Fun in 6th Grade

6th grade reading has been busy exposing students to new titles and connecting them to published authors.   On Valentine's Day, students had the opportunity to "speed date"...books!  Kathy Harvell and Kylie Norrell transformed the hallway into a reading cafe.  Students visited each table for a limited amount of time and were able to browse different genres to find books they wanted to read.  As the bell rang, I overheard at one table, "Aw, I wanted to keep reading!"  #TeacherWin

If falling in love with a book wasn't exciting enough, the 6th graders celebrated #WorldReadAloudDay on February 16 by connecting with published authors.  Throughout the day, Reading classes Skyped with authors, as they read aloud from one of their books, shared their own favorite reads, and answered student questions.  The authors who "visited" were:

Brooks Benjamin, My Seventh Grade Life in Tights

Sarah Aronson, Beyond Lucky

Janet Summer Johnson, The Last Great Adventure of the PB&J Society

Lee Gjertsen Malone, The Last Boy at St. Edith's

Miriam Spitzer Franklin, Extraordinary

Corey Ann Haydu, Rules for Stealing Stars

Hear about this experience from the students themselves by visiting the Facebook Live broadcast from Karen Teeters & Rashel Larson on #DigitalLearningDay, and check out the pictures below.

Falcon Focus: PDSA Examples in Classrooms

February has drawn to a close, and we already have so many different examples of PDSA.

Need some inspiration?  Use your spring semester Falcon Walk to learn about how a colleague is utilizing PDSA in their class.  Ask your friendly neighborhood coach for some assistance in brainstorming ideas.  Or you can just check out just a few of the campus examples below.

The "study" section includes both the assessment data and the plus/deltas from the students.

This PDSA board offers some ideas for improvement to be used in the "Do" section.

Not enough space?  Use your cabinets!

Or your white board space.  You can revise your PDSA with the simple eraser.

You may have seen this one before, but notice the Tic Tac Toe board under "Do".  Students choose how they are going to support their own learning by making a tic-tac-toe.  See a sample Tic-Tac-Toe below.

The "Do" here includes both student and teacher actions.  This way, when it's time to "Study" there is much to discuss as far as what worked and what didn't.

Since I first pulled these pictures a week ago, there are already so many more fantastic examples of PDSA being posted in classrooms and used to steer learning.  I will continue to gather ideas for you and share them with the campus.  There is a lot going on right now, and I am happy to support you however I can.  You are all doing an amazing job.  Thank you!

If have any questions or would like some help implementing these or other strategies, please let me know.  And remember...

It's a great day to be a Falcon!

Wednesday, January 4

Today's Content:

• Instructional Strategies for ELLs:  Z Charts and Canva

• Special Education: Teacher Swap in Co-Teaching

• Falcon Way: #WheelchairChallenge and Other Empathy Building

Happy New Year!  And what a year it's been so far! Has this semester flown by as quickly for you as

it has for me?  With Falcon Way and the many other systems we have built up for our students and our campus, it has been a whirlwind.  Many have dedicated their time and effort (did I mention time? and effort?) to make a difference for our kids, and there are countless stories of the changes that are taking root.  I can’t possibly do you all the justice you deserve in my (incredibly overdue) blog post, so I’m just going to hit three of the areas where a lot of work has already made a difference.

Falcon Focus: Instructional Strategies for ELLs

The SIOP team has been hard at work this year identifying and putting into practice several different strategies specifically designed to improve the learning of our ELL students.  Most recently, the team has worked on Z Charts as key strategy.  Several teachers have already used these graphic organizers in all classes to facilitate the reading, listening, speaking, and writing of our students, with a lot of success!   

The best part about SIOP strategies is that they represent best practice for all of our students, providing opportunities discussion, collaboration, and differentiation.   

Most recently, SIOP members used Z Charts themselves to jigsaw the six key SIOP instructional features using Canva (as taught by Rashel Larson last week), Google Slides, and Power Point.  The six key features include:

·       Content Objectives

·       Language Objective

·       Age-Appropriate & Educationally Appropriate Content Concepts

·      Clear and Meaningful Supplementary Materials

·       Adaptation of Content to Student Proficiency Levels

·       Meaningful Activities That Integrate Language Practice

Click on the Prezi below to learn about the six key SIOP Instructional Features and check out the professional Canva graphics created by our teachers.  

If you have any questions about how these features would work in your own classroom, please ask Regina Walker or Mary Terry.

Falcon Focus: Taking Risks in Co-Teaching

Many of our teachers have been working hard is in our co-teach classrooms this semester as well.  Even though our we do not have the ideal co-teach structure in place, the cohort's goal is to create the best possible co-teach environment for our students.  Through our Google classroom, co-teachers are learning more about the six co-teach models and collaborating with their co-teacher on ways to make the models work for them.  A few teams have worked as target teams, opening themselves up to trying different co-teach models in less-than-ideal situations – and making it work like gangbusters!  I’m very excited about the conversations going on in our Google classroom and the resulting learning in classrooms. 

This past week, two of our teachers took it a step farther by doing a teacher swap.  Yes, you read correctly – a teacher swap. 

What's a teacher swap, you ask?  Well, in this case, it was Jonie Dodson and Teresa Davis trading places to gain a better understanding of the expectations facing the other teacher.  With the hope of establishing a clearer path to co-teach collaboration, Mrs. Dodson and Mrs. Davis took a risk and gave up control of their schedules for the day.  In the video below, check out the hard work being accomplished in Ms. Dodson's class, with Mrs. Davis at the helm:

Both teachers appreciated having the opportunity to truly see what some of the constraints are, and gained some perspective.  According to Mrs. Davis, "To step into Jonie's shoes for a day, I realize what she's been telling me...and what most of my other co-teachers tell me...that the co-teach class functions and performs much differently than the other classes, even though it is the same lesson.  So for them, in a very real way, the co-teach class is the first time they've taught that lesson each day."

Building empathy for the others in our building is the first step to true collaboration, and we are well on our way.

Falcon Focus: #WheelchairChallenge

Speaking of empathy, hats off to Sarah Peltier and the Acceptance House for the creation of the #WheelchairChallenge.  We had 9 volunteers so far, and all have told of sore arms, unexpected challenges, and surprise (occasionally overextended) kindness.  

As we continue our work to build the Falcon Way, I hope you've found the challenges to be rewarding and look forward to many more celebrations in the new year!  Enjoy some of the celebrations from the the fall semester in the video below.  (Spoiler alert: There's a video of Mr. V participating in the #WheelchairChallenge towards the end!)

If have any questions or would like some help implementing these or other strategies, please let me know.  And remember...

It's a great day to be a Falcon!