Monday, December 19, 2016

Teachers Need to CHILL!

Get Ready, Get Set, Chill! 
Research shows that Teachers who spend time over the Holidays relaxing and enjoying themselves, come back to school better prepared to be effective.  This is the scoop from <https://www.theguardian.com/teacher-network/2015/dec/17/teachers-relax-christmas-avoid-burnout>

A study of 90 teachers from across the UK by academics at City University, London, has found it’s critical for teachers stop working in the holidays to avoid burnout and exhaustion. Time off allows teachers to “restore their emotional energy,” the report states.
The research asked teachers to complete a survey at the end of eight weeks – capturing their feelings before, during and after the Christmas break in 2013. It found that teachers who continued to worry about work during their holidays were less likely to recover from the demands of the term, while those who satisfied their basic psychological needs (competence, autonomy and feeling connected to others) improved their mental health.


A senior lecturer in organiational psychology at City University, Dr Paul Flaxman, said: “Our work shows that breaks for teachers, especially at times like half-term and Christmas, are incredibly important ... Making sure that teachers have regular opportunities to recover from the considerable demands of the job will help to prevent burnout.”
The report also made recommendations for reducing stress levels, including practicing mindfulness.
But there’s a huge gap between knowing you should take a break, and implementing that practically. Here our community of teachers and health experts share their tips for switching off:

Even a few days can help

Stress piles up, just like the papers you need to grade seem to. Work breaks are crucial to re-setting the physiological response to stress, and may even have lasting effects on health and wellness. Dutch researchers investigating the effects of vacationing have seen that short vacations (4-5 days) can have just as positive effects on health and wellbeing as longer vacations (9 days). However, the afterglow of a tropical vacation will not last very long so frequent breaks throughout the year are recommended. And it’s crucial to keep work off your holiday schedule, otherwise you won’t be as likely to benefit from the health benefits.
Dr Claudia Aguirre is a neuroscientist.

Disable your email and play games instead

For me, it is all about family time, making sure that I disable the email function on my phone, play board games, watch rubbish TV and eat far too much chocolate. I also make sure I read books on my to-read list.
  • Rebecca Goulds is a subject leader in English at an academy.

Distract yourself by getting active

It’s an obvious one but physical exercise is important. As well as being good for your waistline it helps you relax. Lots of teachers over the holidays also go for a massage and another good form of relaxation is laughter.
Some teachers find it really hard to relax, so the key is distraction. Find a way to distract your mind, by reading a book for example. Do anything to turn your thoughts away from school. 
If you find yourself thinking of school when you don’t want to, visualise yourself in another location – on holiday or on a beach. The other thing that people often ignore is their breathing. They tend to think of breathing as an automated response, but when we get wound up or stressed we tend to breath from the chest. Our most relaxed breath comes from the diaphragm. Sometimes it’s just about being conscious of breathing and putting your hand on your tummy, imagining you have a balloon in there that’s rising and falling.
  • James Hilton is a speaker, trainer and author specializing in resilience, stress management, leadership and positive psychology.

Amid all the festivities, find time for yourself

The hardest part about relaxing is the expectation that you should be relaxing. It then becomes a chore in itself, another task that you need to make time for. Remember, relaxing is not the same as doing nothing because this usually results in your mind stumbling across all the things you need to prepare for in January. 
I have found two things help to put aside niggling worries. The first is accepting that there are things you have to do; be realistic and set aside a couple of hours to complete some small tasks. Finding a storybook you might like to read to your class can be quite an enjoyable task and give you a small sense of achievement. 
You also need to set aside some time for you, which can be harder to achieve. Christmas can become a time for keeping other people happy. If you have children, agree with your partner (or with yourself) that after the kids are in bed you will watch that film you wanted to see, or go for a walk alone. This is not selfishness or being anti-social, it is vital self-reflection time.
  • Joe White is an assistant headteacher at a special school.

Learn the art of mindfulness

I would recommend staying away from work, especially during the main holidays – even if it’s just for a few days. If you do have to work during the Christmas break contain it to a certain amount of time. For example, you might want to get stuff done first thing in the morning. Get it out of the way and then relax for the rest of the day.

Lastly, try to avoid talking about work. Teachers tend to socialise a lot with each other and that can mean you wind yourself up about work. Talking about other things is a smart move.
Gail Kinman is professor of occupational health psychology at the University of Bedfordshire.

Wednesday, December 14, 2016

The SAT Practice and Persistence

The SAT - not a mystery but  a way to get better at it, is here!

The SAT Practice Tests are available!


Also, an app for the phone or IPad to practice and get better! The following is from the website.

One Question a Day, Zero Excuses
Make practice part of your routine — any place, any time. Answer a question a day on the Daily Practice for the New SAT app and get immediate feedback. The free app makes it easy to:
  • Answer an exclusive, official reading, writing and language, or math question.
  • Reveal a hint if you’re stuck.
  • Read answer explanations and learn from your mistakes.
  • Keep at it — daily practice can only sharpen your skills.

Instant Practice Test Scoring

Simulate test day and take the SAT or PSAT 10 on paper. Then — for the first time ever — take a picture of your answer sheet and get an instant score.
Here’s how Scan and Score works:
  1. Take a complete SAT practice test or PSAT 10 practice test, using the official answer sheet to bubble in your answers.
  2. Open Daily Practice and activate your phone’s camera.
  3. Keeping the app open, scan your answer sheet with your phone’s camera.
And there it is in seconds: your score. Scores are saved so you can track your progress.
Next, dig into the question-by-question details, then connect to Official SAT Practice at Khan Academy® for personalized study.

Monday, December 12, 2016

Twin Poets at Mariner Middle School

Nnamdi Chukwuocha and Al Mills, the 'Twin Poets,' were named Delaware's 17th poets laureate by Governor Jack Markell. They came to Mariner Middle to speak to students and were able to work with 8th graders to write poetry.  Teacher Amy Soni and Dana Orton were very interested in the great work their students accomplished.


The Twin Poets visit Mariner Middle School 8th Grade



"Spending More Money Does Improve Education"

The New York Times reported today that increased funding to schools dealing with poverty DOES improve learning and test scores. The article is by Kevin Carey and Elizabeth Harris.

For many years, research on the relationship between spending and student learning has been surprisingly inconclusive. Many other factors, including student poverty, parental education and the way schools are organized, contribute to educational results.
Teasing out the specific effect of money spent is methodologically difficult. Opponents of increased school funding have seized on that ambiguity to argue that, for schools, money doesn’t matter — and, therefore, more money isn’t needed.
But new, first-of-its-kind research suggests that conclusion is mistaken. Money really does matter in education, which could provide fresh momentum for more lawsuits and judgments like the Connecticut decision."

Friday, December 9, 2016

Cape Literacy: Vocabulary



The Course is Cape Literacy: Vocabulary on Schoology




Access Code



WDXVR-K7PH2

Vocabulary Questions for ELA@CHHS

Vocabulary Questions for ELA @ CHHS
Dec 9, 2016 PLC
 
EQ's for ELA PLC
How do you present, teach and reinforce vocabulary?
How can we develop lists that span across the curriculum?
How to better promote the Tier 2 words in other subjects?
How to better teach the Tier 2 words in other subjects?
 
Brainstorming
Ideas

Tier Vocabulary Proposal

Vocabulary in Tiers
Professional Development Proposal for CHHS
Nov 28, 2016
From Diane Albanese, Cape’s Literacy Specialist
 
PD Goals, Work with Teams of Teachers in PLC’s
  1. Promoting learning around the standards by defining and addressing the use of vocabulary tiers across the content within a grade level
  2. Determine teachers’ needs to develop better vocabulary strategies
  3. Develop a mechanism for delivery for instruction/practice involving electronic devices
 
Explanation/Rationale: Learing vocabulary is basic and critical to learning. Text understanding, reading comprehension, writing abitlity and even higher level thinking is linked to the vocabulary acquistion and use.  It is a relevant, significant and imperative part of the Delaware Literacy Standards and a CHAT goal for this school year.
 
At this time vocabulary is being taught across subject areas and students are responsible for learning within a core but there is no across the board plan or crossover skills. There is also confusion around the Tiers of Vocabulary: Tier 1, 2 and 3. What does this mean and how can it be utilized in classrooms? How can we improve the practice, improve learning and ultimately boost test scores?tiered-3.png
 
Possible Timeframe: late 2016-toward mid spring 2017
 
 
Examples of possible outcomes:
  • Core sets of vocabulary words  
  • Best strategies for teaching and testing vocabulary
  • Consistency
  • Moving toward common goals
  • Use of Ipads across core subjects
  • Many more created from PLC groups
 

 

Monday, December 5, 2016

CODE Resources Article


Computer Science Week Dec 5-11 Code Resources Article from eSchool News

"Every year in December, students and teachers have a chance to participate in nationwide computer science and coding activities during Computer Science Education Week.
Computer Science Education Week, running from Dec. 5-11, is sponsored by the Computing in the Core coalition and is organized by Code.org.
This year, the event is even more significant–after intensive work, Code.org and partners launched the K-12 Computer Science Framework to help more students access programming opportunities.
The need for increased attention to computer science learning frameworks and opportunities is evident–a two-year Google study exposed racial and gender disparities in computer science education."

Friday, December 2, 2016

December Calendar with Resources for Teachers

Winning With Autism from the NY Times: Lesson Plan


From  NY Times Article "Go Hammerheads" 
Video: Interview with Parent of Robbie and the Swimming Hammerheads
NY TIMES : "Children with disabilities often can’t participate in team sports. The video “Go Hammerheads! Winning With Autism” shows excerpts from “Swim Team,” a documentary that chronicles the Jersey Hammerheads, a swim team for kids with autism.
Lesson Plan for Teachers 
Students will 
1. Watch the eight-minute film above. While you watch, you might take notes using our Film Club Double-Entry Journal (PDF) to help you remember specific moments.
2. After watching, think about these questions:
• What moments in this film stood out for you? Why?
• Were there any surprises? Anything that challenged what you know — or thought you knew?
• What messages, emotions or ideas will you take away from this film? Why?
3. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.)
4. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.
5. To learn more, read this brief article by Tara Parker-Pope:
Team sports are a rite of passage for many children, but kids with disabilities often can’t participate. A new documentary called “Swim Team” chronicles the Jersey Hammerheads, a swim team for children with autism.
“A lot of these kids don’t have friends. At one time or another, all of our kids have been ostracized,” says Michael McQuay, the Hammerheads’ coach. “For them to be part of a team is unbelievable.”
The documentary follows Coach Mike and his team as they train for the Special Olympics and the national USA Special Olympics games. In this video excerpt, you will meet the coaches and athletes whose lives have been transformed by joining the swim team."


Wednesday, November 30, 2016

Formative Assessments from Smarter Balanced Digital Library

The Smarter Balanced Digital Library
Formative assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets/goals.
There are four attributes in the Formative Assessment Process, represented graphically as a clover:  
  • Clarify intended learning
  • Elicit evidence
  • Interpret evidence
  • Act on evidence
Use the “Formative Assessment Attributes” filter to search for Digital Library resources for each of these attributes.
Learn more about the formative assessment process and the four attributes:

Monday, November 28, 2016

Tier 1,2,3 Vocabulary

This was taken from Dr. Averil Coxhead's work on Vocabulary at the following link:

Common Core Vocabulary, Tier I, II and III Words

COMMON CORE TIER VOCABULARY INFORMATION
Common Core State Standards: Focus on Tier 2 & Tier 3 Academic Vocabulary

Tier 1 Basic words that commonly appear in spoken language.  Because they are heard frequently in numerous contexts and with nonverbal communication, Tier 1 words rarely require explicit instruction.Examples of Tier 1 words are clock, baby, happy and walk.
Tier 2 High frequency words used by mature language users across several content areas.  Because of their lack of redundancy in oral language, Tier 2 words present challenges to students who primarily meet them in print.  Examples of Tier 2 words are obvious, complex, establish and verify.
Tier 3 Words that are not frequently used except in specific content areas or domains.  Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and should be integral to instruction of content.  Medical, legal, biology and mathematics terms are all examples of these words.
The following lists were created by Dr. Averil Coxhead Senior Lecturer
School of Linguistics and Applied Language Studies at Victoria University of Wellington
 
 



Tuesday, November 22, 2016

Reading/Writing/Creating - Extending IPads with SAMR

Now that the Students have IPads, what is a good way to extend their use? Consider the SAMR model then plan a lesson using the Scholastic News Online.

"SAMR is a model designed to help educators infuse technology into teaching and learning. Popularized by Dr. Ruben Puentedura, the model supports and enables teachers to design, develop, and infuse digital learning experiences that utilize technology." from Kathy Shrock's Guide to Everything

Here's a suggestion: give students access to  Scholastic News Online and have them choose an article to read or a video to view. Work in pairs, write or react to the item, discuss then create something unique! 

Extending IPad Use

Now that the Students have IPads, what is a good way to extend their use? Consider the SAMR model.

"SAMR is a model designed to help educators infuse technology into teaching and learning. Popularized by Dr. Ruben Puentedura, the model supports and enables teachers to design, develop, and infuse digital learning experiences that utilize technology." from Kathy Shrock's Guide to Everything

Here's a suggestion: give students access to  Scholastic News Online and have them choose an article to read or a video to view. Work in pairs, write or react to the item, discuss then create something unique! 

Teach This Poem

Highly recommended new, free resource from the Academy of American Poets! 
A poem a week with a simple lesson plan.  Poems are chosen to compliment the season and the latest news cycle. There is so much richness here! 
"Produced for K-12 educators, Teach This Poem features one poem a week from our online poetry collection, accompanied by interdisciplinary resources and activities designed to help teachers quickly and easily bring poetry into the classroom. The series is curated by our Educator in Residence, Dr. Madeleine Fuchs Holzer, and is available for free via email."Sign Up for Teach This Poem

Wednesday, November 9, 2016

Literacy in the Content Areas



Literacy in the Content Areas Read here for more examples

Ed Weekly discussed the focus on teaching reading and writing in the content areas.

"...Schools, districts, and states are increasingly shaping what happens in science and social studies classes around the Common Core State Standards for literacy in history, social studies, science, and technical subjects. These lesser-known standards, tucked in the back of the English/language arts section of the common core, aim to teach students to read, write, and analyze text like a historian, a scientist, or some other disciplinary expert.
"We're asking all teachers to be teachers of reading and writing in their disciplines," said Bridgett Bird, the senior manager of content literacy for the 90,000-student Denver public school system and the head of the group that developed the chemistry lessons and other discipline-based literacy lessons. "Literacy is the key to equity. If we're only focused on literacy in [English/language arts], we're leaving out seven-eighths of the day."

Books that Teach Gratitude


Thanksgiving is almost here! 
Brightly brings us books that we can use in the classroom to help teach children what it means to be THANKFUL.
Check out this link: WHAT IT MEANS TO BE THANKFUL


Explaining the Election Results to Students


Today Teachers get to explain the what and why of our National Elections: not an easy task given the race, the media and the outcome.

Here's a link that can help from Scholastic News that includes and Electoral Map and articles that are helpful.  My favorite part is an interactive vocabulary list.

Wednesday, November 2, 2016

"The Icing or the Cake?" form ASCD



The Fall Literacy Workshop that we attended last week with Kylene Beers and Robert Probst got me thinking. What are the elements of student engagement?

The ASCD article by Kristina J. Doubt and Jessica A Hockett,  "The Icing or the Cake?" answered many of my questions. Here's a look:

"Teachers can plan for student engagement so that it's more than just decoration.
Please, please, please try to just shake it up sometimes. Give us a variety of work and activities and don't just stick to the same type of lesson every day."
This student's plea, reported in Grant Wiggins' 2014 Annual Student Survey of Academic Experience, reflects the longing of students in classrooms everywhere. Embedded in this learner's request are the top three culprits of classroom boredom, echoed by numerous high school students in the same survey: "Our assignments are just busywork," "There's no variety in what we do from day to day," and "The teacher talks too much."
It's tempting to dismiss such comments as the predictable complaints of adolescents who are inundated with compelling and distracting content from screens and social media. But similar themes emerged in the responses of elementary and middle school students who were surveyed with the same questions (Wiggins, 2014a, 2014b). Both common sense and research tell us that an engaged student at any grade level will invest—and therefore achieve—more than will a disengaged student (Sousa and Tomlinson, 2011; Hattie, 2012; Walkington, 2013). So instead of disregarding these students' complaints, we should use them to catapult us toward more effective planning.
How then can teachers plan lessons that address required content and standards while promoting student investment? We offer the following four practical principles that address sources of disengagement."

My summary of the article is a short list. Engagement with students relies on four factors:
  • Teacher/Student Relationships
  • Concepts and Essential Questions
  • Responding to Progress 
  • Offering Choice

Scenarios for Opening Schools

This is the most well thought out article that I have read about possible scenarios for opening schools.  Jennifer Gonzalez - Cult of P...