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, April 25

Today's Content:

• Tier 1 Priorities:  Vocabulary Ladders

• Shifting Culture: Falcon Way Update

• Reminders:  Falcon Walks & "Believe" Challenge

• Newsworthy:  Mickie Siek in FW Star-Telegram

Falcon Focus: Vocabulary Ladders

All content areas are focusing on vocabulary; this is no surprise.  So when two of our teachers stumble on the same vocabulary strategy and are singing its praises, it needs to be shared with all.  

Both Lindsey Cato and Jonie Dodson are working their way through the TAGT On Demand training, and have learned a new vocab strategy  - vocabulary ladders.  Within this application strategy, there are multiple options for students to process their learning.

Lindsey's class explained the connect of each new word to the original.

Lindsey Cato had her students identify a key academic word on the highest rung.  Then, they selected one letter from the original word and came up with related words for the lower rungs.

Afterwards, her students used the right side of the ladder to explain the connections of the new words to the original word.


Jonie Dodson's students used the same graphic organizer but worked with the vocab a little differently.  Starting with the key word, students pulled a letter from each subsequent word to come up with the new related words.  At the end, she had them write a summary that connected all of the terms together.

Jonie's class used the vocab ladder to write a summary.

Falcon Focus: Falcon Way Update

This weekend I sent out the Padlet with the notes from last week's teacher meeting.  However, I wanted to share with you the feedback we've collected from students so far.

Click on the slide to see the guidelines for discussion.

Students were asked for their opinions on how to live the CORE values on campus and improve campus culture overall.  Their responses are listed below.

Falcon Focus: Falcon Walks & "Believe" Challenge

Just a quick reminder of a couple of campus initiatives for the end of the year:

First - the Falcon Learning Walks, our structure for informal peer observation.  As we discussed on Friday, April 1st, the purpose is to provide teachers with self-determined, collaborative professional development.  You identify the type of observation that will best help you and your students, and then make it happen.

Before visiting a class, review our Learning Walk Protocols:

• Intentionally plan your observations.
• Walk in with a growth mindset.
• Observe for a minimum of 15 minutes.
• Remember to be an observer and not a participant in the lesson.
• Complete the Falcon Reflection Form to let your Academic Coach know if you need any assistance.

You may review the Learning Walk handout for a more detailed refresher.  A few teachers have already completed their walks, and they were able to absorb great ideas to implement in their own classes.  Be sure to go for a walk now, while there are still a few weeks to try out something new.

Second - the "Believe" Challenge, your opportunity to reflect a student you really believe in.  The goal here is simply to let our students know just how much we do believe in them, their dreams, and their future.  If you would like to film the conversation, I am happy to assist.  Either way, please send me your names.  Let's share the love with our students! <3

Falcon Focus: Star-Telegram

As a result of their selection into the Mount Vernon trip, Mickie Siek and Watauga Middle's Elizabeth Cumbie were featured in the Star-Telegram last Friday.  The article highlights a lot of our 8th graders talking about the Constitution; there are some fantastic quotes!  Check out the article by clicking on the link below.

Click the image to go to the article in the FW Star-Telegram.

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, April 18

Today's Content:

• Shifting Culture: Defining the Falcon Way 

• Tier 1 Priorities:  Using Data to Drive Instruction

• Digital Learning:  #CelebrateMonday

Falcon Focus: Defining 
The Falcon Way

As we near the end of the school year, we have only about 42 more weeks in this school.  With the new building right around the corner (ha, ha), we have a unique and significant opportunity to define and establish a united, positive campus culture rooted in learning for students, teachers, staff, admin -- and the community at large. This new culture is called The Falcon Way.

All faculty and staff are invited to help develop this new way that we are building for our students and our community.  If you missed last week's meeting, the presentation is listed below.  Basically, it covers the following topics:

• Mindset - How are we approaching this culture shift?  How can participants contribute to the process most successfully?
• The foundation of the project - culture change via bringing the CORE values to life = The Falcon Way
• Vehicles of change that have been identified, including weekly advisory period and BOY orientation for all students
• Opening the discussion to move forward 

To view the full presentation, simply click on the slides below.  Meeting discussion was recorded on Padlet (also, see below).

Click on the slides to see the PPT

Click on the image to see the Padlet

If you did not make it to the April 14th meeting, you are still welcome to attend any and all future meetings. We recognize that attending five Thursdays in a row is very difficult; just come when you can to be part of the conversation.  This Thursday, we will be discussing teacher support during our culture growth.  All upcoming meetings are listed below.

 Falcon Focus: Using Data to Drive Instruction

8th grade science is gearing up for the STAAR test, and they are using data to do it.  Last week, students took the 2015 released test.   Using "Par for the STAAR", students then analyzed their own results and identified areas of strength and weakness.

Robin Asaff and Lee Wagstaff are able to target specific TEKS in class that affect the majority of students, and kids are able to decide which reporting category-focused STAAR tutorials they should attend.  Furthermore,  Karen Sanchez is also pitching in, creating Reporting Category-specific workstations and assisting in 8th grade classes.  Thanks to this collaborative effort, students are able to guide their own STAAR instruction, and own their learning.  Our 8th graders will be well prepared this spring!

'Par for the STAAR'

Robin works with students in data analysis

Students work collaboratively to identify strengths and weaknesses

 Falcon Focus: #CelebrateMonday

Finally, each week is another opportunity to identify the greatness in our students, our classes, and our school.

Let's find those fabulous school moments and celebrate them.  Post pics and comments of the great things going on here at NRMS using #CelebrateMonday and #nrms2015 to share our awesomeness with the world!

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!

Friday, February 26

Today's Content:

• Differentiated Instruction: Growth Mindset
• Tier 1 Priorities: Vocabulary: Word Stems Across Content

Falcon Focus: Growth Mindset

Growth Mindset.  You've noticed the chatter and may be wondering, is this really a thing?  Yes, it is!  Psychologist Carol Dweck has found that there are two mindsets, fixed and growth.  People with a fixed mindset believe that we are born with a specific amount of intelligence and talent; therefore people excel at some things but struggle with others.  Those with a growth mindset believe that intelligence can be developed, and that the learning comes from the effort that leads to success.

So why does this matter for education?  Think about the way your students (sometimes) approach their own learning process.  When a student says, "I never get this," or "Reading/math/art/music/any fill-in-the-blank-topic is just not my thing," they are already setting themselves up to fail.

And it's not just about trying; growth mindset is about trying harder.  Even when we have an innate talent or developed a skill, there's always room for improvement.  So, in a nutshell: if we want our kids to grow their skills, they have to grow their mindset, too.

Promote Growth Mindset Self-Talk!
Display created by Brittany Joyner & Amy White

Want to learn more about Growth Mindset?  Read Carol Dweck's book, Mindset: The New Psychology of Success, or click here to read more information. 

Falcon Focus: Word Stems Across Content

As we continue to develop vocabulary focus across all of our content areas, everyone is looking for a more powerful form of teaching new words.  Why not try using word stems?

We've seen how 7th grade Reading uses TPR (Total Physical Response) to teach word stems:  

Word Within a Word on the Board (above)
Miss White teaching Word Stems in class (below)

This very specific, targeted vocabulary instruction over the meaning of parts of words can work in any content area.  

Try intentionally teaching your students the meanings of parts of their words.  Below you can see how some different teachers are intentionally using word stems to:

a) breakdown differences between academic vocabulary in TEKs,
b) compare words with related meanings in academic word walls, and 
c) provide students with a tool to determine word meaning on their own. 

Want to know what word stems have already been taught, or what the current word stems are in ELAR?  Just ask me, or your friendly neighborhood Reading teacher; they or I will be happy to share those lists with you.  (Also, I'll be updating the hallway word walls sometime next week.)

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!

Friday, February 19

Today's Content:

• SIOP: Language Objectives in different classrooms
• Continuous Improvement: Student Analysis of Data: 8th grade ELAR
• Differentiated Instruction: Using Total Physical Response in 7th grade Reading & 6th grade science

Falcon Focus: SIOP

The SIOP committee has spent the last few weeks working on how to bring the Language Posting Language Objectives in our classrooms helps our ELLs become more aware of how the tasks they perform in class connect to their learning objectives.  Not sure what an effective Language Objective looks like?  Here are a few great examples from around our campus!

Falcon Focus: Continuous Improvement

8th Grade ELAR recently used a data day for students to assess their own learning for the year thus far.  Students keep data folders, and compared all of their test results over the course of the first semester to identify different TEKs that were strong, and TEKs that had room for improvement.  

Particular emphasis was placed on growth in Figure 19 TEKS - basic reading comprehension.

Other than celebrating overall class growth, students also looked at their results individually, and identified personal areas of strength and growth.

Falcon Focus: Differentiated Instruction

So why do we want students to move in class?   Because brain research says so.  Studies show that physical activity increases memory retention and recall.  (Click here to read an article summarizing some of the brain research of David Sousa.)

Some great examples of total physical response (TPR) are evidenced on our campus.  Watch the videos below to see Amy White's 7th grade Reading class using TPR to remember the meaning of stem vocabulary, or to see Ted Odum's 6th grade Science class dancing to a plate tectonics rap.  You also get to hear the beatin' skillz of Ted himself!

This was only the 2nd or 3rd time Amy's class had done this activity.

Same for Ted's class.  Hopefully there will be a whole cafeteria flash mob soon; I'll be sure to post!

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!

Friday, December 4

Today's Content:

• SIOP: Flipped Classroom in Lindsay Cato's 7th Grade Science
• Problem of Practice: Writing & thinking critically about students' art
• Tier 1 Priorities:  Check-in from the 11/18 faculty meeting

Falcon Focus:  SIOP

Lindsay Cato has started flipping her classroom by recording previews of her daily lessons.  Each 3-7 minute video includes the daily warm-up, a brief explanation of concepts and activities for the day, and key academic vocabulary.  Students will have access to the videos via YouTube, and are also encouraged to come in before or after school.  The target audience are her LEP students; however, it will benefit all of her kids!  

Lindsay's first Screencastify broadcast

If you have any questions about Screencastify or are interested in flipping parts of your class, talk to Lindsay, Mary Terry, or Rashel Larson.

Falcon Focus: Problem of Practice

Rebekah Luckett's select art class created still lifes of objects personal to them.  Students were instructed to select 7 objects so dear to them that the would want to rescue them above all other possessions.  After completing the art work using a variety of mediums, students then went on to reflect on and write about their artwork.  Why were these objects important?  What do those objects reveal about me as an individual?  

The class then reflected on each other.  How had the other artworks impacted them?  What did they notice about the other students' pieces?  Finally, they summed up the group reflections in a hashtag.  #checkoutthefronthallway



Falcon Focus: Tier 1 Priorities

Finally, a follow-up to our faculty meeting on 11/18.  At the end of the meeting we used Padlet as a means to reflect on the Tier 1 priorities and instructional practices that we are focusing on across the different content areas.  Clearly, there's quite a bit of overlap from one content area to another, and you guys did a great job of reflecting on specific strategies and areas you wanted to focus on in your classroom.

Please let me know if you have any questions about any of the Tier 1 Priorties, or if there is some way that I can support you in implementing any of this.  I hope everyone has a great day, and remember...

It's a great day to be a Falcon!