Week At A Glance 4/4-4/8

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April 4
Day 4

Out of Building-Bortner, Frey (until 9:30 a.m.)


April 5
Day 5
Beads & Ties Day
End of 3rd Marking Period
Talent Show - 6:30 pm

Out of Building-


April 6
Day 6
2-Hour Late Arrival for Students
Grades K-2 PLC 10:00 - 10:45 am

Out of Building- Godfrey (@WM)


April 7
Day 1
Grade 4 & 5 Data Meeting

Out of Building-


April 8
Day 2
Grade 2 Data Meeting
Chorus Rehearsal from 1:45-2:45 in the gym

Out of Building-


Dear CV Staff-

As I've started to reflect on my time here at Clearview, I want to say thank you.  I've come to realize how blessed I am to have had the opportunity to work with such a caring and committed group of educators. I appreciate, so much, the Dunkin Donuts gift card.  That will certainly go to good use for my minor coffee addiction! There has been such an outpouring of support for me as I've made the transition...I know that you'll give Sheila that same type of support as she returns.

Those of you who offered assistance, given me feedback, advice, and resources, and fixed my mistakes - I am truly grateful.  It has been a challenge, at times, to have focus in getting up to speed at Clearview and not lose touch at the junior high.  I know at times I probably seemed aloof and I may have even frustrated you.  Please understand that was never my intent.  I hope that I was a valuable contributor to your growth as a community as I've tried to fill the shoes of Sheila (which was tough for sure).  My time at Clearview has been a valuable growth experience for me.  Thanks again for welcoming me to your team during these last 4 months.

Remember why you chose to work with students.  I'm sure that you are like me and didn't enter this profession interested in political muck & mud, closed minds, low expectations, or just blending in. I suspect many of you were interested in seeking solutions, making ethical decisions, cultivating young minds, thinking outside the box, collaborating, and innovating. There are good things happening at Clearview. Don't succumb to the status quo...be extraordinary! Our students deserve it.

Tim

Week At A Glance 3/28-4/1

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March 28-
Day 5-
School In Session- Make Up Day
Officer Phil Program

Out of Building-None


March 29-
Day 6



Out of Building- Godfrey (@WM), Jennings (Half Day PM)


March 30-
Day 1
Mr. Smith's Luncheon


Out of Building-McGuire


March 31-
Day 2



Out of Building-None


April 1-
Day 3
Welcome Back Sheila!!!

Out of Building-Godfrey


Bits & Bytes

Here is a great resource...a free, online collection of narrated, digital picture books. Check it out. http://www.uniteforliteracy.com/


PLC in Print
Close Reading 101 (courtesy of the Marshall Memo) - I know you all have been focusing some PLC time on close reading throughout the past year...I liked the simplicity of this resource.  Click here to access it...11 Quick Tips: Turn Your Student Into Close Readers.

I enjoyed this article, Teaching Students Mathematical Argumentation as well, again courtesy of the Marshall Memo.  What a great way to have students thinking on a higher level.  Good stuff from the NCTM!

Week At A Glance 3/21 - /3/25

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March 21-
Day 1
Mobile Ag Lab
Grade Level Planning

Out of Building-

March 22-
Day 2
Mobile Ag Lab
Grade Level Planning

Out of Building-


March 23-
Day 3
Bus Evacuation Drill
Mobile Ag Lab
Grade Level Planning
Out of Building-


March 24-
Day 4
Mobile Ag Lab
Grade Level Planning

Out of Building-Smith (All Day)


March 25-
No School!!!
Spring Vacation

Bits & Bytes

Ever has a list of student names and you want to separate them into first and last name in 2 different columns?  Google Sheets can do that for you.  Read morehttp://googleappsupdates.blogspot.com/2016/03/easily-convert-text-to-columns-in.html.

PLC in Print

Courtesy of the Marshall Memo.

Teaching ELA and Math Students to Use Their Brains in Similar Ways

            In this article in Kappan, former ELA teacher Nancy Gardner and math teacher Nicole Smith argue that the Common Core standards form a natural bridge between the seemingly disparate subject areas of English language arts and math. The similarities:

            • Grit – In both subjects, the new standards emphasize perseverance – sticking with a task, especially a difficult one. In ELA, this manifests itself in getting students to read more-difficult texts. “We want all students to have a productive struggle with texts,” say Gardner and Smith. “Sometimes this means more time devoted to shorter passages” – for example, spending two weeks delving into just two chapters of Frankenstein. In math, Common Core ramps up the importance of solving word problems with real-world relevance. “Teaching perseverance depends heavily on the questioning skills of teachers,” say the authors. “Teachers need to understand the how and why of good questions so they can help students dig deeply and avoid superficial responses.”

            • Supporting claims – In both ELA and math, Common Core standards involve using claims, reasons, and evidence to back up arguments. In ELA, this means returning again and again to the text for actual evidence, versus the previous emphasis on relating texts to one’s own personal experiences and opinions. In math, students are asked to show the steps of solving a problem or completing a proof. “This means students start to articulate why a given answer must be true – or how a logical conclusion can be reached,” say Gardner and Smith. “In both ELA and math, the focus shifts from finding the what answer to how to find the best answer and why that answer is best. The conversation may even continue to include whether there is a best answer.”

            • Precision – In ELA, this includes close attention to grammar and word choice in students’ writing and in the texts they read – for example, why did the author use the word catastrophe rather than problem? In math, students are called upon to know what level of precision is necessary for a given task – for example, is the best unit of measurement centimeters or millimeters? – and debating with classmates about the most efficient and elegant way to solve a problem. “The importance of precision goes beyond being right,” say the authors, “to a deeper understanding of how right or how effective something is or isn’t.”

            • Structure analysis – In ELA, why did the author use particular images or rhyme schemes? Why did the writer choose this extended metaphor? Why was the argument constructed this way? In math, students need to learn how to step back and look at the big picture as they analyze mathematical structure, looking for similarities, differences, and patterns. “This helps students make formulas their own and reach past the superficial level of memorizing a formula,” say Gardner and Smith.

            • Using tools strategically – Common Core standards ask students to use vocabulary and grammar with skill and careful intent. This is essential given the way students are bombarded with words and ideas from the Internet and other sources, and the challenging nature of tasks they will face in the years ahead.

“Math and ELA Meet at the Common Core” by Nancy Gardner and Nicole Smith in Phi Delta Kappan, March 2016 (Vol. 97, #6, p. 53-56), www.kappanmagazine.org; Gardner can be reached atngardner@teachingquality.org.

Week At A Glance 3/14-3/18

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March 14-
Day 2

Kindergarten Registration @ WM 9a-8p
Out of Building-Smith (@WM 11:00-3:30)

March 15-
Day 3
Faculty Meeting 8AM
Kindergarten Registration @ WM 9a-8p
Out of Building-None


March 16-
Day 4
CV PTO Meeting-6PM
Kindergarten Registration @ WM 9a-8p
Out of Building-Smith (Out of District All Day)

March 17-
Day5
School Board Meeting @ EC-7:30 PM
Happy St. Patrick's Day!
Out of Building-Smith (Out of District All Day)

March 18-
Day 6

Out of Building- Godrey (@WM), Orwig (All Day)

Bits & Bytes

Check out this great set of tips for using Chromebooks


PLC in Print

An interesting read from the Marshall Memo this week about project-based learning...

Project-Based Learning 101

(Originally titled “It’s a Project-Based World”)

            “When students engage in project-based learning over the course of their time in school,” says John Larmer (Buck Institute for Education) in this article in Educational Leadership, “there’s an accumulating effect. They feel empowered. They see that they can make a difference.” In addition, they’re more likely to acquire the skills, knowledge, and dispositions needed for college and career success. Here is how Larmer sees the key elements of project-based learning, carefully planned and skillfully managed by the teacher:

            • A challenging problem or question – It should be novel, complex, and open-ended. Students assess what’s required and, with guidance from their teacher, find the resources they need to complete the task.

            • Sustained inquiry – Students are challenged to work on the project over a period of days or weeks.

            • Authenticity – As much as possible, projects expose students to the outside world in all its complexity. “They understand what it’s like to meet real deadlines, not the arbitrary ones typically set by teachers but the ones they had to meet because people were counting on them,” says Larmer. “They learn how to behave, make eye contact, and dress appropriately.”

            • Student voice and choice – Students take responsibility for a series of tasks and make decisions on how to proceed. “They troubleshoot problems and often find themselves in situations that stretch them,” says Larmer, “such as when they interview an expert, use new tech tools, or propose solutions for a community problem to an audience of adults.”

            • Reflection – Teams of students engage in projects that involve ongoing analysis on how they’re doing.

            • Critique and revision – As students work, they fine-tune their process and product. “Sometimes their ideas fail, and they have to return to the drawing board,” says Larmer.

            • Public product – The students conclude their project by demonstrating what they have learned to an adult audience.

            Larmer gives three examples of successful projects conducted by students at different grade levels:

-   Fifth graders researched brain cancer, conducted a fund-raiser, and contributed $1,300 to a children’s hospital.

-   High-school economics students researched home ownership in their community and, working with a local bank, conducted a community education event to inform parents and local residents of the benefits of home ownership.

-   Ninth-grade science students studied local water quality, produced a video, and wrote a class book based on their findings. They also contacted state officials and successfully proposed an adopt-a-shoreline program to improve a local lake.

Larmer closes with four ways that project-based learning can go off the rails and not fulfill its potential:

-   Mistake #1: Using materials that aren’t truly project-based; beware of PBL-lite!

-   Mistake #2: Providing inadequate training and support for teachers; one-shot workshops are not enough.

-   Mistake #3: Over-using projects in the curriculum; basic skills can still be taught in a more conventional format.

-   Mistake #4: Implementing project-based learning on an ad hoc basis; to get the long-term effect, students need to engage in high-quality projects on a regular basis through their school years.

“It’s a Project-Based World” by John Larmer in Educational Leadership, March 2016 (Vol.

73, #6, p. 66-70), available for purchase at http://bit.ly/1QZNyHB; Larmer can be reached atjohnlarmer@bie.org; further resources are available at www.bie.org.

Why Recess?

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The age-old question...is it appropriate to take away recess from students.  I don't believe there is a clear cut answer.  I wrote about it on my personal blog here about 18 months ago.  
I encourage you to check that out...I reflect on WHY we implemented recess at the junior high 2 years ago. 








The NY Times did a nice piece on this a few years ago too.

And yet another article linked here.  "Kids are not hardwired to sit all day long."  This article is promoting even more recess (I remember when we had 2 recess times for students).  That is outside our area of influence at this time.  What we can impact is how are we using our current recess allotment.

Consider these as the weather becomes more cooperative to being outside regularly.

How about wiping the slate clean at the end of the marking period and having students start fresh?  What about monthly, weekly?  Better yet, how about DAILY?  

Are there other, better ways to hold students accountable for doing and completing work? If work (homework, classwork) is not getting done, ask this...is the activity or task relevant? Does it engage thinking?  Is it necessary?  Have you explained how it is applicable to them?  From my experience, very few students fail to complete work just to spite us as a teacher.  Yes, they need to complete the task that you ask them.  Some will, some won't.  They all need a break during the day though, regardless of whether they are completing the work.

Week At A Glance 3/7-3/11

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March 7-
Day 3
Data Meeting gr. 6
Out of Building-Smith (@ EC 10:30-4:00)

March 8-
Day 4
Author's Fair Meeting
Out of Building-None

March 9-
Day 5
Fire Drill 2 PM
Polka Dots/Stripes Day
Data Meeting gr. 3
Running Club Info Meeting 3PM
Out of Building-None

March 10-
Day 6
Data Meeting gr. K & 1

Out of Building- Godfrey (@WM), Smith (@ MG 11:30-3:30)

March 11-
Day 1
Grade 1 Principal calls due
Out of Building-Godfrey (All Day)

March 12-
CV Roller Skating Party 5:15-7:15

March 13-
Daylight Savings Time
TURN YOUR CLOCKS AHEAD!!!!



Bits & Bytes

In this article in Teachers College Record, David Williamson Shaffer (University of Wisconsin/Madison), Padraig Nash (Lawrence Hall of Science, Berkeley), and A.R. Ruis (Wisconsin  Center for Educational Research) report that despite the fact that 99 percent of U.S. classrooms have access to computers, only 40 percent of U.S. teachers use computers on a regular basis. The article explores the skills, knowledge, values, and ways of thinking that teachers will need to support their students’ social, emotional, and intellectual development in a high-tech world.  Click here to read more.

Article courtesy of the Marshall Memo.


PLC in Print

How Long Will We Wait to Give Students Choice? via @ajjuliani  Click here