A Failed Apple Pie

A Failed Apple Pie

I believe that nothing beats a slice of homemade warm apple pie with a scoop of vanilla ice cream. My favorite apple pie recipe has a filling that’s not too sweet; even a little tart and savory. As the sweet ice cream melts over everything, it balances out the apple pie filling. I found a recipe several years ago, and it soon became a requested dessert at Thanksgiving and amongst some of my friends.

This weekend, I pulled out the recipe and baked. As soon as I took my first bite, however, I realized that this was not THE PIE I had made in the past. The crust seemed chewier and wasn’t as flaky as I remembered, but even more disappointingly the filling fell short in both taste and texture as it leaked out on the first cut. I’m definitely a filling makes the pie guy.

I immediately reviewed the recipe to see where I could’ve messed up. Did I overmix or undermix the crust? Was the butter chilled enough? Did I overwork or underwork the dough? Did I not cook the apple mixture enough? Where and why did I fail to reduce the liquid enough? Were the apples just bad apples? Did I bake it at the right temperature? Did I underbake it?

Of course, the pie was still edible--I ate plenty to make sure my initial assessment was correct.

Like teaching, baking is both a science and an art. Both require making adjustments on the fly and afterwards. As a baker, my pie was good but it wasn’t good enough. I felt disappointed and frustrated. I didn’t throw the recipe away but I took action to improve it next time. I ordered an oven thermometer to ensure my oven’s temperature is correct. I didn’t use a timer when making the filling and I know this was a major fault. I’ll also pay particular attention to some finer details next time I make the pie.

As teachers we must we must be open and ready to do what needs to be done to meet our students’ needs. We must constantly seek ways to assess our own actions and how they impact our students.

Unfortunately for me, I coasted when making my pie. I’ve made this pie several times before with no problems. It was like waiting for the test to realize I didn’t teach it well. I missed indicators along the way. The filling didn’t turn caramel color and wasn’t sufficiently reduced and the dough was rolled too thick.

As educators, we can always do better.

Great teachers refuse to stand by while their students succeed or fail. Great teachers act. They reflect. They do. They realize that they, are the most significant variable to student success.

Need to Knows

Mustang Morning Updates:

1. Mustang Morning and Clubs have been updated through the second week in December. We still have a couple of tweaks such as Honor Societies to make.
2. Student rosters were copied forward.
3. Freshman can now sign up for enrichment activities.
4. Please make sure students sign up for M, T, Th Mustang Mornings and clubs during 1A. No Mustang Morning on Wednesday because of CWRA/PSAT.

Important Dates

October 10: PSAT / CWRA Testing

October 12: A-Day with Long Lunch and Clubs

October 18: Parent-Teacher Conferences

October 19: Extended 1st period (8 period schedule)

Field Trips and SOLs

October 9: Tech Tech Tour  Field Trip (9-2)

October 29: 10th grade Career Expo

College Visits

John Hopkins University 10/9 @ 9:30AM

Northwestern University 10/10 @ 9:30AM

Ferrum College 10/11 @ 1:30PM

Stats of the Week: State Climate Survey Summary

Scores were standardized so that the mean score for the state is 10 and the standard deviation is 1. Thus, scores between 9 and 11 are within 1 standard deviation of the state mean. Scores above 11 are more than 1 standard deviation above the state mean in a favorable direction and scores below 9 are more than 1 standard deviation below the state mean. Higher scores indicate a more favorable school climate. Scores must be interpreted with care.

Birthdays

October 8: Nanette DeFrank

October 12: Jo Ann Harris

Shout Outs

Thanks to our core department chairs and Cindy Pryor for creating an action plan to ensure our students have an opportunity to be successful on their SOL retakes. Some of our purposeful actions:

1. Small group targeted remediation schedules.
2. A blast/series of cram sessions before the SOL.
3. Adjusted SOL test dates to meet students’ needs.

What ideas do you have?

Useful Information

Bell Schedules : http://bit.ly/MOHSbells

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

Announcement Request

Teacher Handbook

Worth Your Time

Virginia Takes Deeper Learning Statewide  (ACPS also is a member of EdLeader21)

It’s time to rethink the purpose of standardized tests

How do we prepare the students of today to be tomorrow’s digital leaders?

PSAT and CWRA Testing October 10 There will be NO AM Bells
7:40-8:40	Zero Period
8:45	Sophomores and Juniors: Report to Testing Center Students not testing report to forum 9:00-12:45 Testing 12:45-1:15 Lunch Freshmen: report to Freshman Seminar 9:00-10:30 CWRA Testing 10:30-11:30 Freshman Seminar Activity 11:30-12:10 Lunch 12:15-1:15 Distracted Driving Presentation Seniors: report to Atrium/Auditorium 9:00-9:45 Breakfast 9:45-10:25 Picture/Senior Class Meeting 10:30-11:00 Jostens 11:00-12:10 Long Lunch 12:15-1:15 Distracted Driving Presentation
1:25-2:40	3rd Period
2:45-3:50	4th Period

AM CATEC: Canceled; PM CATEC Students will leave at 1:30

A-Day Friday Schedule with Long Lunch October 12
7:40-8:40	Zero Period
8:55-10:15	1st Period
10:20-10:55	Club Period
11:00-1:00	2nd Period Lunch Class 1st: 10:55-11:35 11:40-1:00 2nd: 12:20-1:00 11:00-12:20
1:05-2:25	3rd Period
2:30-3:50	4th Period

8 Ways to Help Students Learn from Failure

Excellence in Education: Learning from Failure

Does learning come from success or failures? Research tells us it's a combination of both with some of the greatest learning the product of failure.

As an educator, one of my biggest challenges was finding each student's zone of proximal development. Much like bending a wooden pencil, you want to find that point where each pencil will bend but not break. Unlike the box of Ticonderogas, however, each student has a different breaking point.  

Below are 8 ways we can can establish a classroom culture in which all students believe that they can be successful.

1. Let students see you fail. In many ways I'm a pessimistic perfectionist. As a teacher that meant constantly developing new lessons, and as a coach, it meant constant tweaking of practice plans (reflectively I did too much altering). When I tried a new lesson, I often started off the lesson with a statement along the lines, "This is a new lesson for me, so it might be a little bit rough." At the end of the lesson, I sought students' feedback. Sometimes, especially when trying a new tech tool, I scraped the lesson before the next period. 
2. Ensure students have a map of what they are to learn. By sharing the targets and objectives and constantly checking for understanding through formative assessments, students will be able to see their progress and monitor their own learning. Of course, it's even more important for the teacher and student to use formative assessments to adjust teaching and learning in order to move towards the learning goal.
3. Allow redos and retakes. We can't expect students to learn from failures unless we allow them the opportunity to relearn. We should allow multiple attempts at learning and assess the final product only.
4. Provide growth-minded feedback. Effective feedback enables students to work through a process and lead to student actions to improve their work. Assess students by providing feedback on attention to detail, individual progress and effort.
5. It's not about being first. Too often students race to finish. I had a teacher friend of mine who only gave A's on assignments if they were turned in early. Yikes! I much preferred the student who came in with the an assignment early so he/she could get feedback to guide their learning. 
6. It's not about being best. Education and learning are not about being the best. Helping students develop a growth mindset and grit, will enable students to go a lot further in life than the highest grade.
7. Treat wrong answers as opportunities. Use wrong answers as a means to engage students in the learning process and knowledge construction. A simple trick I used was to simply say, "I haven't done a good job of teaching. Let me correct myself (followed by re-teaching)."
8. Allow students to demonstrate learning in a variety of ways. Creative assessments and student choice allow students to learn and demonstrate their learning in a variety of ways, increasing their own motivation and accentuating their strengths. 

Knowing that learning is possible goes a long way towards motivating students to achieve their learning goals.  We want all students to enjoy learning. Some students find school too easy and others find it too difficult; the end result for both students is frustration. All students must be feel challenged, supported and encouraged. Effective failures, where we focus on what happens after stumbling, help students develop a growth mindset and grit.

What are some ways that you help students learn from their failures?

PS I need to apologize to Mr. Inman who I called Mr. Burton in last week's post. So embarrassing and thanks for calling me on it Mr. Kenneth (Burton) Inman.

Need to Knows
Our first club day went exceptionally well. It's not too late to sponsor a club. A couple of clubs reached capacity (or were real close) so if you'd like to co-sponsor any of the following clubs, let me know: Board Games, Book Club, Card Making, Crafts, Fishing, Random Acts of Kindness, and Soccer Club.
If you have a club that you would like to remain constant in regards to student population, my recommendation is that you create a group for your club's roster and limit the capacity to that number of students. We can also add a comment to that group if you'd like. Be forewarned though that many students want to try different clubs. 

Mustang Mornings start tomorrow. I know it's early, but it's extremely important that we request students for Mustang Morning to be effective. Our study halls have reached capacity. It's also extremely important that when students sign up on Monday that we check to make sure all students have signed up for Mustang Morning sessions. We had over 250 students unassigned for many days this week. Let's make sure we catch the coughs before they turn into pneumonia.

Lockdown drill: 2:30 on Wednesday (required by code to have 2 in first 20 days)
Fire drill: 10:05 on Thursday (required to have 1 per week for first month)

PLCs 

• Use a data analysis tool (models in PLC Handbook) to analyze your pre-assessment
• Use data to begin discussing students 
• Create SMART Goals
• Design Mustang Morning system to provide specialized instruction 
• Upcoming: Meet with John (LTI), AVID team member, Beth Brown (Illuminate)

September 5: College Planning Night  
September 6: Monticello Lead Teacher Meeting  
September 7: Long Lunch A-Day (because of no school on Monday) with Mustang Morning.  
Students/Teachers will follow Monday Mustang Morning Assignments (we'll have to see how that works in system)
September 11, 12: Underclassman Pictures 
September 12: Back To School Night (schedule below)

Field Trips and SOLs







Stats of the Week

Birthdays
Thomas Warren: September 9

Shout Outs












Useful Information
The presentations and resources from the first couple of days have been added to the Monticello Team Drive on Google.

Don't forget to use the Shared Monticello Calendar. 

Bell Schedules : http://bit.ly/MOHSbells

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

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

Teacher Handbook

Worth Your Time

Students who earn at least 5 credits in 9th grade (this may equate to 6 in ACPS) and get no more one F in a core class are 3.5 times more likely to graduate on time. From the University of Chicago.

'America to Me Shows' Why All the Black Kids Sit Together in the Cafeteria

Back to School: Is the US Falling Behind in Education? 

Back to School Night Schedule

Time	Period
6:30-6:55	Mr. Vrhovac’s Presentation in Auditorium
7:00-7:07	1A
7:12-7:19	2A
7:24-7:31	3A
7:36-7:43	4A
7:48-7:55	1B
8:00-8:07	2B
8:12-8:17	3B
8:22-8:29	4B