10-11:30
Eileen Collins - National Aeronautics and Space Administration
Columbia Accident 2003 - Organizational and Cultural Factors (aside from physical/structrual reasons)
Classic Leaderhship Principals - Be the best you can be, work well with people, integrity
Columbia Accident 2003 - NASA asked Air Force to turn satellite to take pictures of wing after foam hit - satellite was never turned, pictures never taken - Many could not believe that the foam would break the heat shield. (Organizational and Cultural Flaw)
Now - robot arm used to take pictures of heat shield, shuttle flips when meeting with space station so they can take pictures even though flight rules prohibited loss of visual with space station(new protocal developed - thinking outside the box)
A leader doesn't need to be liked, a leader needs to be respected.
Sunday, March 15, 2009
The Respectful School: Where Every Student Can Learn to Potential - ASCD Conference
8am-9am (Center for the Prevention of Hate Violence)
Anecdote - John decided to skip a school dance. Other boys didn't like it... Started calling him horrible names. Started calling him names in class, pushing in halls, cornered in school yard and attacked, attacked in bathroom, threatened with noose, threatened with gun. Police were finally called after 5 months of this. Boys were arrested and sent to juvenile detention. These boys were 12 years old in Maine in a K-8 school.
Assessment - Rate the school as 1-7 (1 being safest) - Level 6 and 7 are where outside involvement (police etc.) happens.
How would the perception change between asking, administrator, teacher, students?
Student Statements - Feedback from students all over the US regarding their experiences (inappropriate to record)
Key Elements of a Respectful School - Response, Prevention - Develop a Harassment Policy, Discipline System, Faculty and Staff Intervention, Student Programs, Intervention Strategies, Impact Analysis
Anecdote - John decided to skip a school dance. Other boys didn't like it... Started calling him horrible names. Started calling him names in class, pushing in halls, cornered in school yard and attacked, attacked in bathroom, threatened with noose, threatened with gun. Police were finally called after 5 months of this. Boys were arrested and sent to juvenile detention. These boys were 12 years old in Maine in a K-8 school.
Assessment - Rate the school as 1-7 (1 being safest) - Level 6 and 7 are where outside involvement (police etc.) happens.
How would the perception change between asking, administrator, teacher, students?
Student Statements - Feedback from students all over the US regarding their experiences (inappropriate to record)
Key Elements of a Respectful School - Response, Prevention - Develop a Harassment Policy, Discipline System, Faculty and Staff Intervention, Student Programs, Intervention Strategies, Impact Analysis
Saturday, March 14, 2009
Digital Media Tools for Bilingual or English Language Learners - ASCD Conference
5:15-6:15
"Must Have" Hardware Tools - Computers, Projectors, Digital Cameras, Web Cams, Document Camera (Lumens), Ipods, Digital Voice Recorder
Comprehinsible Input - Ipod - exposure to "taped" text - lots of free content on Itunes
--------FREE-------
http://www.storynory.com/ : free audio stories.
http://www.oup.com/elt/students/?cc=global
http://etc.usf.edu/lit2go/ : Classic literature in audio
http://www.breakingnewsenglish.com/ : Lesson Plans for Current Events (check this before sending students - just to be safe)
http://www.voanews.com/specialenglish : News stories
http://www.english-trailers.com/ : Trailers of movies with attached activities
-------Some FREE Some NOT--------
Older students:
http://www.librivox.org/ : free audio books - all public domain - FREE
http://www.gutenberg.com/ : eBooks - text - often scans of 1st editions
Video:
http://www.discoverystreaming.com/ : also has songs, speeches, etc. 100 in Spanish (NOT FREE)
Images:
http://www.flickr.com/ : search terms (may be safer than google)
Background Knowledge - virtual experiences
http://www.brainpop.com/ : 3-4 minute videos that cover a variety of topics (high elementary)
http://www.archive.org/ : public domain videos - "duck and cover" videos - news reels (WW2)
Academic Vocabulary - create nonlinguistic representations
Digital pictures representing vocabulary - especially when students are involved picture creation
http://www.picnik.com/ : photo editing
http://www.mywebspiration.com/ - Online version of Inspiration and Kidspiration
http://www.bubbl.us/ - simple graphic organizer
Comic Life - comic book creation program plesq.com
http://www.kerpoof.com/ : comic like creation - no frames
http://www.makebeliefscomix.com/ : simple comic creation with frames
Audio:
Audacity - free sound recorder for the computer
http://www.gcast.com/ : free podcast server
http://www.voicethread.com/ : voice collaboration over video, document, powerpoint, etc.
MORE HERE - http://eduese.com/links/
"Must Have" Hardware Tools - Computers, Projectors, Digital Cameras, Web Cams, Document Camera (Lumens), Ipods, Digital Voice Recorder
Comprehinsible Input - Ipod - exposure to "taped" text - lots of free content on Itunes
--------FREE-------
http://www.storynory.com/ : free audio stories.
http://www.oup.com/elt/students/?cc=global
http://etc.usf.edu/lit2go/ : Classic literature in audio
http://www.breakingnewsenglish.com/ : Lesson Plans for Current Events (check this before sending students - just to be safe)
http://www.voanews.com/specialenglish : News stories
http://www.english-trailers.com/ : Trailers of movies with attached activities
-------Some FREE Some NOT--------
Older students:
http://www.librivox.org/ : free audio books - all public domain - FREE
http://www.gutenberg.com/ : eBooks - text - often scans of 1st editions
Video:
http://www.discoverystreaming.com/ : also has songs, speeches, etc. 100 in Spanish (NOT FREE)
Images:
http://www.flickr.com/ : search terms (may be safer than google)
Background Knowledge - virtual experiences
http://www.brainpop.com/ : 3-4 minute videos that cover a variety of topics (high elementary)
http://www.archive.org/ : public domain videos - "duck and cover" videos - news reels (WW2)
Academic Vocabulary - create nonlinguistic representations
Digital pictures representing vocabulary - especially when students are involved picture creation
http://www.picnik.com/ : photo editing
http://www.mywebspiration.com/ - Online version of Inspiration and Kidspiration
http://www.bubbl.us/ - simple graphic organizer
Comic Life - comic book creation program plesq.com
http://www.kerpoof.com/ : comic like creation - no frames
http://www.makebeliefscomix.com/ : simple comic creation with frames
Audio:
Audacity - free sound recorder for the computer
http://www.gcast.com/ : free podcast server
http://www.voicethread.com/ : voice collaboration over video, document, powerpoint, etc.
MORE HERE - http://eduese.com/links/
It ALL Happens in the Classroom: Supervision that Really Works - ASCD Conference
3:30-5:00
Slide Show and Bibliography Provided - Hard Copy
Tom Gannon, Mount Union College, Barbara Lentine, NJ Schools (teacher, school board), Mark Wigler (Chicago Teacher's Union), Judy Conk (Former Superintendent)
Consider our current district/school supervisory climate... How does it compare to the most current research/literature on good supervisory practice?
Issues - Versus Culture, Expertise, Cost, Time, Results in terms of student achievement, Lack of credible data, Idiosyncratically based, Improvement in teacher effectiveness??????
"... teaching is too sublime to be reduced to a few descriptions that fit on one page." Green and Smyser (1996)
The ultimate goal of supervision is to increase student learning.
"...supervising practice must be regulated in large part by the teacher."
Danielson (1996)
Solutions - New Models, Better instruments, Alternatives to traditional supervision, Research-based principals, Teacher empowerment, Use of data, Change culture
Building relationships and trust is critical!
"Promoting teacher learning in collaborative teams, a principal is far more likely to improve student achievement than by focusing on formal teacher evaluation." Dufour & Marzano (2009)
Chicago - Union and School Board created partnership - Fresh Start - Instructional Leadership Teams - Teacher Advancement Program - Frameworks for Teaching/Praxis III - Teamwork in BEST (Beginning Educator Support and Training)
"The Art and Science of Teaching" - Marzano (ASCD)
Qualities of Effective Teachers - Student Engagement, Instructional Strategies (more student led than teacher led), Communication of Content Knowledge and Skills, Instructional Complexity, Monitoring Student Progress, Respond to student need and abilities - Strange & Hindman (2006)
Mixed Methods Approach to Teacher Evaluation - Peer Ratings, Classroom Observations, Assessment of written communications skills, Standards-based Portfolio - Toledo, Ohio Public Schools
Improve Supervision - Team Supervision, Portfolios, Interactive journaling, Mentoring new staff, peer coaching, Action research projects, Other collaborative
activities.
Team Supervision - Norm of Collegiality, Peer based, Cooperative approach, student work samples, may be project based, produces life-long professional learning.
Slide Show and Bibliography Provided - Hard Copy
Tom Gannon, Mount Union College, Barbara Lentine, NJ Schools (teacher, school board), Mark Wigler (Chicago Teacher's Union), Judy Conk (Former Superintendent)
Consider our current district/school supervisory climate... How does it compare to the most current research/literature on good supervisory practice?
Issues - Versus Culture, Expertise, Cost, Time, Results in terms of student achievement, Lack of credible data, Idiosyncratically based, Improvement in teacher effectiveness??????
"... teaching is too sublime to be reduced to a few descriptions that fit on one page." Green and Smyser (1996)
The ultimate goal of supervision is to increase student learning.
"...supervising practice must be regulated in large part by the teacher."
Danielson (1996)
Solutions - New Models, Better instruments, Alternatives to traditional supervision, Research-based principals, Teacher empowerment, Use of data, Change culture
Building relationships and trust is critical!
"Promoting teacher learning in collaborative teams, a principal is far more likely to improve student achievement than by focusing on formal teacher evaluation." Dufour & Marzano (2009)
Chicago - Union and School Board created partnership - Fresh Start - Instructional Leadership Teams - Teacher Advancement Program - Frameworks for Teaching/Praxis III - Teamwork in BEST (Beginning Educator Support and Training)
"The Art and Science of Teaching" - Marzano (ASCD)
Qualities of Effective Teachers - Student Engagement, Instructional Strategies (more student led than teacher led), Communication of Content Knowledge and Skills, Instructional Complexity, Monitoring Student Progress, Respond to student need and abilities - Strange & Hindman (2006)
Mixed Methods Approach to Teacher Evaluation - Peer Ratings, Classroom Observations, Assessment of written communications skills, Standards-based Portfolio - Toledo, Ohio Public Schools
Improve Supervision - Team Supervision, Portfolios, Interactive journaling, Mentoring new staff, peer coaching, Action research projects, Other collaborative
activities.
Team Supervision - Norm of Collegiality, Peer based, Cooperative approach, student work samples, may be project based, produces life-long professional learning.
Differentiating Instruction for ELLs in the Core Content Areas - ASCD Conference
12:30 - 2:30
Handout Packet Distributed
Cultural Difficulties - Male/Female, Attitudes to Teachers/Education, Parent involvement, etc.
Linguistic Difficulties - Multiple meaning words, Sentence structure, 24 tenses, idioms
Reading/Writing Challenges - Literacy in naitive language, Imagery/symbolism, etc.
Decomposing and Comprehension for ELLs - takes 5 years to develop complex language needed for interpretation
Support ELLs - Avoid idioms, simple sentence structures, modify writing assignments (accept shorter versions), provide word banks, use visuals
Vocabulary Building - (guided activity)- Preview-Predict-Confirm (PPC)- Preview pictures in book, predict words the author will use, discuss (activity in handout)
Did you know... students need to know at least 90% of the words in a text in order to understand what they are reading.
Did you know... an average native English speaker enters kindergarten knowing at least 5000 words.
Did you know... at least 30% of all English words have a cognate in Romance languages.
Did you know... at least 36% of daily language in English is figurative.
Cognate Activity
Figurative Language Activity
Tips for teaching Idoms: Cartoons, Comic Strips, Ads. Encourage students to record and discuss
Make and Take - Square paper, fold in corners to middle, write 4 items on outside (first, middle, then, last) and students will write thought, summary, picture, etc. on inside of "flap".
Multiple Meaning for Math Vocab - Table, Foot, Tree, Log, yard, meter, face, formula
How many different words we use for +, -, x, /, =
Support for ELLs in Math - Illustrations, diagrams, highlight important info/cross out unimportant info
Modifying an Assessment - shortening does not help (Will shortening a paragraph in Russian to two sentences help?
Make and Take
ELL Struggles in Social Studies - Government, personal beliefs contradict information
Handout Packet Distributed
Cultural Difficulties - Male/Female, Attitudes to Teachers/Education, Parent involvement, etc.
Linguistic Difficulties - Multiple meaning words, Sentence structure, 24 tenses, idioms
Reading/Writing Challenges - Literacy in naitive language, Imagery/symbolism, etc.
Decomposing and Comprehension for ELLs - takes 5 years to develop complex language needed for interpretation
Support ELLs - Avoid idioms, simple sentence structures, modify writing assignments (accept shorter versions), provide word banks, use visuals
Vocabulary Building - (guided activity)- Preview-Predict-Confirm (PPC)- Preview pictures in book, predict words the author will use, discuss (activity in handout)
Did you know... students need to know at least 90% of the words in a text in order to understand what they are reading.
Did you know... an average native English speaker enters kindergarten knowing at least 5000 words.
Did you know... at least 30% of all English words have a cognate in Romance languages.
Did you know... at least 36% of daily language in English is figurative.
Cognate Activity
Figurative Language Activity
Tips for teaching Idoms: Cartoons, Comic Strips, Ads. Encourage students to record and discuss
Make and Take - Square paper, fold in corners to middle, write 4 items on outside (first, middle, then, last) and students will write thought, summary, picture, etc. on inside of "flap".
Multiple Meaning for Math Vocab - Table, Foot, Tree, Log, yard, meter, face, formula
How many different words we use for +, -, x, /, =
Support for ELLs in Math - Illustrations, diagrams, highlight important info/cross out unimportant info
Modifying an Assessment - shortening does not help (Will shortening a paragraph in Russian to two sentences help?
Make and Take
ELL Struggles in Social Studies - Government, personal beliefs contradict information
Promoting Peace Once School, One Child at a Time - ASCD Conference
First: Encouraging words from Young Educator Award winners:
"All children learn... just not in the same way, and not at the same rate"
Greg Mortenson
To students: "How many of you have spoken to your grandparents about the depression, civil rights, Vietnam, WW2." In USA - 10% In India - 90%
Video - "Pennies for Peace" - Building schools in Pakistan and Afghanistan - "We have to build relationships..."
"The real enemy is ignorance..."
If you educate a boy, you educate an individual... If you educate a girl, you educate a community. - African Proverb
"All children learn... just not in the same way, and not at the same rate"
Greg Mortenson
To students: "How many of you have spoken to your grandparents about the depression, civil rights, Vietnam, WW2." In USA - 10% In India - 90%
Video - "Pennies for Peace" - Building schools in Pakistan and Afghanistan - "We have to build relationships..."
"The real enemy is ignorance..."
If you educate a boy, you educate an individual... If you educate a girl, you educate a community. - African Proverb
Literacy for the 21st Century - ASCD Conference
8-9:30 am - Douglas Fisher, Nancy Frey, Jane Hill, Amy Sandvold - http://www.fisherandfrey.com/ - Slides will be available on website - comments in bold
Communication that shapes beliefs, change, understanding and society.
Critical literacy the analyze informaiton that changes rapidly
Create, respond to, and act upon the information
Tensions in 21st century - Gadgets, projects vs. instruction, assessment systems, skills vs. content
From nouns to verbs - Searching (google...), Communicating (twitter...)
Assumptions - 1. Students know stuff in order to do stuff 2. Teachers know stuff 3.Students know stuff too 4. Teachers and students learn from eachother by interacting and collaborating.
Structure for Instruction that Works - From more teacher responsibility to more student responsibility
Teacher Responsibility - (Wide to Narrow) Focus lesson (mini lesson), Guided instruction
Student Responsitility - (Narrow to Wide) Collaboration, Independent
Often the Guided instruction and Collaboration are missing! From focus lesson to independent! Kids who do well in classes like this are those that know the content and just need practice.
Sometimes, even the focus lesson is missing!
Many classroom reading sessions incorporate shared reading, guided reading, independent reading. (focus lesson, guided instruction, independent) - collaboration is missing
Collaboration consolidates information before application.
We often forget, in an education world overrun with "differentiation" that we must also differentiate homework.
Video - Vocabulary - "I like to model my thinking..." - reading history, stops on vocabulary and examines (judicial - root is judge... ratified - text my big brained friend... presidents cabinet - chose his kitchen? No!)
Showing 11th graders that you have to WORK your way through text.
Invest in teachers intentionally releasing responsibility.
------------
English Language Learners
Q. Children learn second languages more quickly and easily than adults. T/F
Q. The younger the child, the more skilled he/she will be at aquiring english. T/F
Q. The more time they spend in english, the faster they will aquire english. T/F
Q. Parents of ELLs should be asked to speak as much english as they can to thier children at home. T/F
All False! Myths an Misconceptions about English Language Learning: What Every Teacher Needs to Unlearn - Barry McLaughlin http://www.ncela.gwu.edu/pubs/symposia/reading/article6/mclaughlin93.html
NCLB/National ELL office - Asking all teachers of ELLs to be teachers of language development AND content...
How much language do your ELLs need to participate? Will they predict, describe, etc.?
Why are their misconceptions about ELLs? - "My child learned by experience and immersion, must be the same for ELLs"
Functional Language and Oral Language - Key to 21st Century Literacy
Communication that shapes beliefs, change, understanding and society.
Critical literacy the analyze informaiton that changes rapidly
Create, respond to, and act upon the information
Tensions in 21st century - Gadgets, projects vs. instruction, assessment systems, skills vs. content
From nouns to verbs - Searching (google...), Communicating (twitter...)
Assumptions - 1. Students know stuff in order to do stuff 2. Teachers know stuff 3.Students know stuff too 4. Teachers and students learn from eachother by interacting and collaborating.
Structure for Instruction that Works - From more teacher responsibility to more student responsibility
Teacher Responsibility - (Wide to Narrow) Focus lesson (mini lesson), Guided instruction
Student Responsitility - (Narrow to Wide) Collaboration, Independent
Often the Guided instruction and Collaboration are missing! From focus lesson to independent! Kids who do well in classes like this are those that know the content and just need practice.
Sometimes, even the focus lesson is missing!
Many classroom reading sessions incorporate shared reading, guided reading, independent reading. (focus lesson, guided instruction, independent) - collaboration is missing
Collaboration consolidates information before application.
We often forget, in an education world overrun with "differentiation" that we must also differentiate homework.
Video - Vocabulary - "I like to model my thinking..." - reading history, stops on vocabulary and examines (judicial - root is judge... ratified - text my big brained friend... presidents cabinet - chose his kitchen? No!)
Showing 11th graders that you have to WORK your way through text.
Invest in teachers intentionally releasing responsibility.
------------
English Language Learners
Q. Children learn second languages more quickly and easily than adults. T/F
Q. The younger the child, the more skilled he/she will be at aquiring english. T/F
Q. The more time they spend in english, the faster they will aquire english. T/F
Q. Parents of ELLs should be asked to speak as much english as they can to thier children at home. T/F
All False! Myths an Misconceptions about English Language Learning: What Every Teacher Needs to Unlearn - Barry McLaughlin http://www.ncela.gwu.edu/pubs/symposia/reading/article6/mclaughlin93.html
NCLB/National ELL office - Asking all teachers of ELLs to be teachers of language development AND content...
How much language do your ELLs need to participate? Will they predict, describe, etc.?
Why are their misconceptions about ELLs? - "My child learned by experience and immersion, must be the same for ELLs"
Functional Language and Oral Language - Key to 21st Century Literacy
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