CSI and Numbered Heads Together

Excellence in Education: Color, Symbol, Image (CSI)
Last week's topic focused on discussions and ensuring inclusion of ALL students. This week's technique focuses students taking deeper dives into learning and offers the advantage of providing an opportunity for students who may lack language skills to display higher order thinking skills.

After learning about a topic, students;

1. Choose a COLOR that they think best represents the essence of that idea
2. Create a SYMBOL that they think best represents the essence of that idea
3. Sketch an IMAGE that they think best captures the essence of that idea 

What kind of topics does this work for? Choose a topic that has different viewpoints and is relatively complex. Some good examples would be a speech, a scene from a play, a snippet from a book, etc.

How do you introduce this to students? While you are getting students to think metaphorically, it's not necessary to delve into What is a Metaphor? Before the students read, view, watch, etc explain to them that they pay attention to things that they feel are important, interesting or insightful. Also explain that they are going to be completing a CSI assign. It may be helpful to explain what a symbol is with some examples.

How do you support and assess students? Encourage your student to take notes as they explore the topic. You can ask questions and make comments through this stage, "You wrote interesting there. What'd you find interesting?"

The same can be done as students develop their CSI portions. Require students to share their work with a partner, group or the class. You may ask groups to share their favorite or most creative or most thoughtful color, symbol or image.

Throughout the process, pay particular attention to the students thinking. 

How can this be differentiated? This is a great "leveler" to begin with but it can also be differentiated by student readiness levels. For example, the content can be presented through different means. If it is a reading assignment, for example, you can level the reading in advance or you can provide more direct instruction for struggling readers. You can also partner students together as they read and/or partner them together to go through the CSI process.

You can also differentiate the assignment by allowing students to use their computers to complete the CSI portion. Also don't require students to draw their images; instead, a student may wish to use his/her word.

*Attribute for CSI Making Thinking Visible by Ron Ritchhart, Mark Church and Karin Morrison.

Excellence in Education: Numbered Heads Together 

As we're in SOL season, this oldie but good from Spencer Kagan is a great way to review for exams but it also works great with complex, higher-order questions.

How to:

1. Students are placed in groups of 4. Assign each of the 4 a number (1-4).
2. You, as the teacher, pose a question. Of course, it helps for students to be  able to see the question as well as hear it.
3. Students individually think and write down their answers. Answers can be written on a their desks (using white board markers), individual white boards, on paper, or using their computers.
4. Provide the students with a set amount of time to answer the question individually and provide them with a countdown as time is about to expire.
5. After time is called, the group discusses the answer and works towards a consensus answer.
6. Each member of the group should be able to answer the question for the entire group.
7. Randomly call a number (1-4) and that student reports the answer to the entire class. Again, depending on the type of question, you could use this as a competition between groups by keeping score or by having all of the randomly called numbers write their answer on a small whiteboard. For example, after giving groups time to answer, tell them to erase their answers. Randomly call on a number and have all students who were that number write down the correct answer on their whiteboard. Then have them display their answers to you. It’s also great to ask follow-up questions too.  

Why it works?

1. Each student is accountable, but the team approach eliminates fear
2. It provides opportunities for students to talk and listen, making learning visible
3. Appropriate grouping means stronger students can support struggling students without feeling “slowed” by them

Need to Knows
Tech Newsletter from LEAD featuring a couple of our own!!

Faculty Meeting Google Slide Presentation 

Field Trips and SOLs
May 30-May 4: SOL re-tests and transfers
April 30: Poetry Slam
May 1: College Signing and College Culture/Pride
May 2, 3: Digital Imagining and Photography Field Trips to IX Park
May 3: Celebration of Dr. Moran
May 4: Spring Musical Preview


Birthdays


April 30-Louise Weaver
May 3-Kelsey Terpay and Michael Schafer
May 4-Mary Morales and Jennifer Timms

Useful Information
Activity Period Calendar : Mentorship for 9th-11th, Senior Class Meeting for 12th

Technology / Website Permission Request Form Please use this form to request use of a website or any resource that requires student log-in if the site is not already on the approved list. DART approved list

Morning Announcement Stream: http://streaming.k12albemarle.org/ACPS/links.htm 

Announcement Request: http://tinyurl.com/requestannouncement

Teacher Handbook

Worth Your Time
What Does It Mean to Be a Successful Teacher? A Conversation with John Hattie

Racial Disparities in School Discipline Are Growing, Federal Data Shows

Using Vocational Education to Teach Academic Courses

What Happens to Student Behavior When Schools Prioritize the Arts

What a 'Nation At Risk' Got Wrong, and Right, About American Schools

Two Discussion Techniques

Excellence in Education: Two Discussion Techniques
Throughout most of my student life, I was an introvert. Rarely--if ever--did I participate in classroom discussions. As teacher, I recognize the value and importance of classroom discussions, but getting all students to participate was as difficult as seeing colors in the dark. Socratic Seminars and its variants often fell short at being inclusive and responsive. I sought a way to increase participation, speaking and listening and engagement while providing feedback.

Below are two classroom discussion techniques that build on the principles of Socratic Seminars. Both techniques offer the following advantages:

1. The teacher's role as a facilitator is minimized and the students take on more ownership and responsibility for the discussion
2. As a teacher you're able to offer more feedback on both the content and the how the students conduct themselves when discussing. I believe the latter is probably more important in preparing students for life.
3. The classroom becomes more silent. BUT this is a good thing as the conversations become deeper and more relevant, and students spend more time listening.

The Spider Web Discussion 
I've never used this as a teacher but read about it in a book by Alexis Wiggins, daughter of Grant Wiggins and an English teacher. Here's a video of the technique in action.

Why is it called “Spider Web” discussion? It's an acronym for several aspects of the discussion that are key to its success:
Synergetic – a collaborative effort with one single group grade (honestly, I'm not sure I agree with the group grade)
Process– it’s ongoing and practiced with a focus on feedback and improvement. 
Independent – students work while the teacher observes and provides feedback.
Developed – the discussion aims to be deep and sustained 
Exploration – an exploration of a text, essential question, or ideas
Rubric – a clear, concise rubric against which students can easily self-assess. Here's an example.

How's it work? 
In advance or in conjunction with the below steps, provide students with a reading, a video, an essential question, problem or topic to prepare for the discussion. In advance of the first discussion, it may be helpful to practice as a class. 

1. Students sit in a circle. 
2. Distribute the rubric.  
3. Set a time limit. Wiggins recommends about 30 minutes for a first-time 9th grade class. 
4. Accept the silence. Don't interrupt or correct them. If you're concerned about the students being able to conduct a 30 minute conversation, you may assign roles.
5. While you observe, draw a circular seating chart. Keep the codes simple at first and add to them as students become more familiar. Here's an example. As students talk, connect them using lines. For example, if Liam is talking and then is followed by Luis, draw a line from Liam to Luis. Besides, the acronym, this is another reason it is called the Spider Web technique. If a student interrupts, place an "I" next to his/her name.
6. Share the web with the students. The first time, the students will most likely be amazed and react accordingly (comments, laughs, etc.) 
7. Have students self-assess.
8. Debrief. 

Keep the webs throughout the year so you and your students can track progress and celebrate individual and class growth.

The Hammurabi Discussion
 Unlike the Spider Web technique this one doesn't have a catchy name (it's one I used--most likely stole form somewhere and I'm calling it the "Hammurabi Discussion" only because it was the first discussion topic of the year. Weak, I know. It differs in a couple of ways. First, the students are provided with specific discussion questions or prompts. Secondly, it is a more scripted approach.

How's it work?
Again, it's often helpful to practice with a topic students are familiar with, like school dress code.

1.  Provide students with a reading, a video, an essential question, problem or topic to prepare for the discussion. 
2. Develop 3 or more discussion questions around the topic and distribute these to the students. 
3. Place students in groups of 4. Assign each student a role. These roles will rotate. The roles I used were Facilitator (student would read the question and facilitate the discussion in the group), Clarifier/Notetaker (student would take notes and ask clarifying questions in the group), Speaker (student would be the spokesperson for the group), Questioner (student will ask follow-up questions to other groups). 
4. Have students discuss question 1 in their individual groups. They must reach a consensus or at least as close to it as possible. The speaker represents the group's opinion.
5. Randomly call on 1 of the groups' speakers to start the conversation. 
6. The student will then call on the next group. The speaker from the next group will summarize and react to the previous group(s), "We agree/disagree with...Our group...." This continues until all groups have the opportunity to share. 
7. During the next stage, each group's Questioner will have the opportunity to ask clarifying/prodding questions.
8. While students manage the discussion, the teacher is recording and is preparing to share feedback. A rubric similar to the one in the above example was used.

While the two approaches are quite different, they do share commonalities.

• Grading and feedback should be used as a tool not a weapon. 
• They both focus on developing student's soft skills and conversational skills. 
• They both hold students accountable for their learning and growth. 
• Shy students and the traditional class leaders must navigate the new terrain. Far too often the traditional class leaders control the conversation while shy students rarely participate. Both of the above approaches require equal participation.

Need to Knows
April 27: Student Award Nominations are Due (see Lisa Haney's email)

Faculty Meeting Google Slide Presentation 

Field Trips and SOLs
April 23, 24: Digital Imagining and Photography Field Trips to UVa
May 2, 3: Digital Imagining and Photography Field Trips to IX Park
May 4: Spring Musical Preview and Celebration of Dr. Moran


Birthdays

April 23-Dan Brown
April 24-Lisa Killham, Katherine Williams
April 26-Veronica Price-Thomas
April 27-Kim Morgan-Thomas
April 30-Louise Weaver

Shout Outs
We had a great spring concert! Great job by our music instructors: Katherine Williams, Shannon Hutchison-Krupat and Janet Whitmore! 

Useful Information
Activity Period Calendar : Club Day this weekend
 

Technology / Website Permission Request Form Please use this form to request use of a website or any resource that requires student log-in if the site is not already on the approved list. DART approved list

Morning Announcement Stream: http://streaming.k12albemarle.org/ACPS/links.htm 

Announcement Request: http://tinyurl.com/requestannouncement

Teacher Handbook

Worth Your Time
Teacher Suspended for Making Pancakes During State Tests Rick and I debated how we'd handle this one

Google Sheets Adds Checklists This is a cool feature!

Why Teens Cyberbully Themselves 6% of teens engage in digital self-harm

Pearson Embedded a 'Social-Psychological' Experiment in Students' Educational Software

4th Quarter Relationships

The beginning of the 4th quarter marks a challenging time for us. It's probably the busiest and most stressful time of the year; not just for us but for our students as well. Because of that we sometimes lose focus of what matters. We become hyper-focused on content and curriculum for the final push towards AP tests, SOLs and culminating assessments.  

We must never lose our focus. I've never heard anyone say, "I became a teacher to ensure my students pass the SOLs." We became educators to help our students reach their potential. Before we reach their minds, we must reach their hearts and souls. 

Relationships always come first. 

Kenny was one of the most challenging students I ever taught, and  as a freshman, I had him in 3 classes. A capable, but underachieving student, Kenny lacked peer relationships and abused drugs and alcohol. No doubt part of this was due to a trauma-filled childhood. 

Thankfully, and because of a lot of purposeful actions, my relationship with Kenny had improved throughout the year. This isn't to say our relationship was a great one--heck, it might not have even been a good one--but I was usually Kenny's biggest advocate.

Kenny was on court probation and double secret school probation. His administrator had met with all of us and said, "Kenny can't get any more referrals."

On this day in May, I was feeling the pressure. Days before the SOL, I wasn't feeling confident that the 29 students in Kenny's class were going to pass the SOL. In typical teacher-speak, at the beginning of class I reminded the students how many days were left before the SOL and how important it was for everyone to put forth 90 minutes of hard work. 

But there was Kenny walking around the class and distracting his classmates. Without drawing attention to him, I quietly addressed his behavior as others worked on the Do Now. Within minutes Kenny was misbehaving again. Again, I attempted to refocus him. 

By the time we wrapped up the Do Now, which never exceeded five minutes, Kenny needed redirection at least 3 times. My patience was being tested and his classmates were becoming increasingly agitated. 

As we shifted to the next learning activity, I stood between a bookcase and a group of student desks when Kenny bopped up and said, "Dog, I need to go." 

"Kenny you need to sit down and work. And I'm not your dog." 

"Whatever dog!" 

While I didn't blow my mind, I know my next comments were sarcastic and demanding. They didn't go over well with Kenny. He stormed out of the classroom and slammed the door. When he returned, there was a referral waiting for him. 

After class I walked down to the main office to meet with Kenny's administrator. My classroom was about as far from the main office as possible, and as I made my way down the halls, my frustration and dare I say, anger, grew. I was done with Kenny. To my dismay, the administrator immediately challenged me, "Why were you so sarcastic?" 

"Because I was trying not to lose my cool. This is it for Kenny, right." I wanted Kenny out of my class and out of the school.

"Reed, think about it. You've worked as much with Kenny as anyone ever has. Is he going to learn anything from another suspension? From a probation violation?" 

We went back-and-forth for several minutes. Kenny was going to be assigned ISS. I left his office feeling unsupported and angry. 

After replaying the entire scenario in my mind several times, I realized my sarcasm was unnecessary (there's no place for teacher sarcasm). The next day I took a chance and went down to the detention trailer and had a conversation with Kenny. I started by apologizing for my sarcasm, hoping this would open the door for Kenny to apologize and take responsibility for his actions. 

It did! While we didn't get to the root of why Kenny continued to misbehave, Kenny and I developed a plan of action. With administration approval, I offered Kenny the chance to come to my class. 

I'd love to say that this turned everything around; it didn't. But we did at least m this point forward that Kenny became a good student. He didn't. But we were able to coco-exist for the remainder of the year and our relationship became stronger. The administrator had challenged me. I had taken for granted my work and my relationship with Kenny. 

Relationships always come first. Before we reach their minds, we must reach their hearts and souls. 
 

Need to Knows 

All Staff Faculty Meeting April 19 at 8am. 

   
Local Grants Available!! Deadline for applications is April 20th.  Information about the program can be found at: http://www.shannongrants.org/

Shout Out

Great job to all those who attended prom as chaperones and especially Ms. Stott for her work on organizing this great event for our students!

 

Field Trips and SOLs 

All Staff Faculty Meeting April 19 at 8am.   
April 19: Music Concert, 7pm 
April 20: Pep Rally 

April 25: Invenio: CTE Showcase 6-8:30
April 27: Poetry Slam

Birthdays

April 21: Rita Taylor (custodian)

Useful Information

Activity Period Calendar : No activity period because of Pep Rally 

Technology / Website Permission Request Form Please use this form to request use of a website or any resource that requires student log-in if the site is not already on the approved list. DART approved list

Morning Announcement Stream: http://streaming.k12albemarle.org/ACPS/links.htm Please be sure to have announcements cued and ready to go at 8:55 every morning.

Announcement Request: http://tinyurl.com/requestannouncement

Teacher Handbook 

Link to Athletic calendar, schedules and rosters

Worth Your Time

Students are Being Prepared for Jobs That No Longer Exist. Here's How that Could Change. 

Why American Students Haven't Got Better at Reading in 20 Years 

Attention Students: Put Your Laptops Away (Note taking)

NC Educator Takes on Critic Who Says Teachers Have it Easy 

Frickin' Packets  

 

 

Bell Schedules

Pep Rally Schedule (Anchor Day), April 20th

No Mentorship or Club Day, No Long Lunch

1A: 8:55-9:35 (40 minutes)

1B: 9:40-10:15 (35 minutes)

2A: 10:20-10:55 (35 minutes)

2B: 11:00-11:35 (35 minutes)

3A: 11:40-1:15 1st lunch: 11:35-12:05 2nd lunch: 12:15-12:40 3rd lunch: 12:45-1:20

3B: 1:20-1:55 (35 minutes)

4A: 2:00-2:35 (35 minutes)

4B: 2:40-3:15 (35 minutes)

Pep Rally: 3:15-3:50 Please wait for the band or an announcement to dismiss your class.

AM CATEC: Students leave 9:55 (10:10-12:15 at CATEC; student will miss 3A)

PM CATEC: Students leave at 12:05 after eating 1st lunch. Students may return for the pep rally. 

Statement re: April 20

Dear Parents and Guardians:

Next week on Friday, April 20, we anticipate that some of our students will participate in a nationwide student walkout at 10 a.m. As we understand from media reports, the walkout is designed both to call attention to gun violence in schools and to promote school safety. The date of April 20 was selected because it was the day in 1999 when the Columbine shootings occurred.

As was the case during the student walkout that took place on March 14, Albemarle County Public Schools will not encourage or discourage student participation in next week’s walkout.

What makes the student walkout next week different from the one that occurred last month is that we anticipate that some students may leave school at 10 a.m. on April 20 and not return to class. Any student who walks out next Friday and does not return to school will be counted as absent without excuse for the remainder of the day, unless a parent or guardian provides a written note requesting that their child’s absence be excused. As outlined in our school handbooks, any student who leaves without a parent’s express permission may be subject to discipline.

More importantly, parents, guardians and students should understand that once a student leaves school grounds, the school division no longer is able to provide for that student’s safety. Students who leave school grounds and do not return do so at their own risk.

Elementary and middle school students will not be permitted to leave school grounds unless they are accompanied by a parent or guardian.

Beyond asking participating students to turn in any written note from a parent or guardian excusing their absence, we will not engage students in conversations about their participation in the April 20 walkout; those discussions should occur between students and their parents or guardians. There are several online resources that you may find helpful, including:

• School Shootings and Other Traumatic Events: How to Talk to Students (National Education Association)
• Talking to Your Children About the Recent Spate of School Shootings (American Psychological Association)
• Talking to Children About the Shooting (The National Child Traumatic Stress Network)

Although we expect that any student participation in the walkout next week will predominantly impact our high schools, given the visibility of this issue, we want to share our practices on student free speech expression with all parents and guardians.

Over the next several days, staff in our schools will focus their efforts on ensuring that our learning environments on that day will remain safe and productive in serving the needs of all students. Please feel free to contact the principal at your child’s school or my office (434-296-5820) if you have any questions. As always, we invite and value the input of all members of our school community.

Sincerely,

Dr. Nicholas King
Student Services Officer
Albemarle County Public Schools