TZHS NEWS

Issue 1

TZHS News

January 13, 2014

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Real-World Learning
The following excerpt from a fall 2013 article in The New York Times presents one perspective regarding the drop-out rate in the US: So why do so many American kids still drop out of high school? One reason is that they dont see the point. In one large survey of high school dropouts, about half cited uninteresting classes as a major reason for their decision. Four out of five said they wished theyd had more opportunity to do realworld learning in high school (Ripley, 2013). We know that it is not just those students contemplating dropping out from school who ask, When will I ever need to know this? or Why do I have to learn this? One response might be that we, as adults, also had to learn across all disciplines in order to earn our high school diplomas; therefore, our students today can do it as well. Seeing the connection between the curriculum and their future lives as adults is a luxury and not our responsibility. Another response might be to see how answering those questions where possible can help students to care more about what we are trying to teach, to connect more with the curriculum, and to be more cognitively alert Ripley, A. (2013, November 11). The New York Times. Real world skills in the classroom. Retrieved on January 12, 2014 at http://www.nytimes.com/roomford ebate/2013/10/29/should-highschool-last-six-years/real-worldskills-in-the-classroom

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| Issue 1 There was also a suggestion to have students contribute to the development of the Great Student rubric by using something like this protocol. How do or how would our students respond to an opportunity to create this form of assessment, and how does or how might that affect the learning environment within our classrooms? Click on the orange hyperlinks to access these resources from IDE: The Great Student Rubric The Great Student High School Rubric Creating the Great Student Rubric
LEARNER ENGAGEMENT
Learner Engagement is the extent to which all learners (1) are motivated and committed to learning, (2) have a sense of belonging and accomplishments, and (3) have relationships with adults, peers, and parents that support learning.
AS EXCERPTED FROM STUDENT ENGAGEMENT: TEACHER HANDBOOK

Whos doing the work?

Every day, you work incredibly hard to ensure students have all they need to be successful in your classroom. Sometimes students take advantage of our work habits, and that can translate into them doing less than they should. Weve all likely had the experience of feeling like we care more about students learning than they do. Transferring the responsibility for learning to our students themselves can lead to greater student learning and engagement. I ran across two rubrics recently: one is intended to be a teachers resource for assessing how your students are contributing to the learning environment, and the other is for students to self-assess their own contributions.

http://www.leadered.com/pdf/Student%20Eng age%20handbook%20excerpt.pdf

Professional Learning Opportunities

A few things that came my way recently that I thought you might enjoy: Debate in the classroom (with a new twist) http://www.edweek.org/ew/articles/2013/02/20/21d ebate.h32.html Holocaust Education Holocaust Education PD opportunity.pdf http://www.state.nj.us/education/holocaust/curricul um/

Technology Tips & Tricks

Heres what I think will quickly become my newest best technological friend: NudgeMail. In essence, when I receive an email, find a website, or remember something I need for later but do not have time to address right now, I send an email to my NudgeMail account and it sends me a fresh email on the day and time that I specify. It works on my Android phone, my iPad, and any computer. Check it out! Nudgemail.com

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Issue 1

Learner-Active, Technology-Infused Classrooms

The Great Student Rubric

A classroom where students are engaged in learning is a place where they take responsibility for their own learning by planning their time, tackling challenging tasks, assessing their own progress, and using teachers as important resources. This is a shift from the way most classrooms run! It requires students to work in new ways. This rubric will help you become a great student in this class!
Novice Noise Level moderates voice to match venue with prompting from teacher carries out assigned role with some prompting from teacher and/or peers Apprentice moderates voice to match venue at times; requires an occasional reminder from teacher carries out chosen or assigned role effectively Practitioner moderates voice to match venue Expert moderates voice to match venue; respectfully reminds others to keep voices at a reasonable level actively contributes to determining necessary roles for a task and assigning them; carries out roles effectively

Roles

works with home group members to assign rotating roles (such as Materials Person, Recorder, Timekeeper, Reader) as noted; carries out role effectively completes all work to be handed in on time; always meets team deadlines stays on task; reserves off-task conversations for lunch time

Work Responsibility

Comes into class Reads whats on the board and begins stays on task with prompting from teacher and/or peers

completes most work to be handed in on time; usually meets team deadlines generally stays on task; catches oneself and gets back on task without teacher or peer prompting plans schedule with feedback from teacher; reflects on why activities took significantly more or less time folders organized with work completed on one side and work in progress on the other; completed and checked work is removed within a week

all of Practitioner plus, when finished early, works to improve upon the work to be handed in all of Practitioner plus respectfully reminds others to do the same

Focus

Time Management

plans schedule with significant assistance from teacher

plans schedule well; generally completes activities within time limits; makes adjustments as needed without sacrificing performance folders organized with recently completed work for the teacher to review on one side, work in progress on the other side; support materials are stored elsewhere; completed and checked work is removed immediately

all of Practitioner plus can explain the strategies for effectively planning a schedule to others

Folder Organization

folders organized with work completed on one side and work in progress on the other

all of Practitioner plus places

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| Issue 1

The Great Student High School Rubric

Novice Apprentice all of Novice plus Noise Level comes into class using an indoor voice during testing: stays quiet, focuses on test, and makes the most of time Practitioner All of Apprentice plus Throughout class: is aware of voice level and moderates volume based on learning needs Expert All of Practitioner Plus reminds other respectfully to moderate volume

Individual Responsibility

comes into class ready to learn: completed HW from night before has something to write with

begins each task right away in class including the donow

completes all work to be handed in on time always meets deadlines completes all notes

when finished early, works to improve upon the work to be handed in

when you have a question: read directions on the board or worksheet quietly ask those around you for help ask the teacher for help if you need to wait for the teacher: you move on to something else productive uses binder/folder to help answer questions before asking others stores papers from previous units at home for final completes all class work on time sometimes gets to extension/challenge activities able to explain organization strategy and changes made over time

Organization

brings prior work necessary for class each day

binder/folder is organized to easily access prior papers

Focus and Time Management reserves off-task conversations for lunch time does everything possible to get to school each day catches oneself and gets back on task without teacher or peer prompting

can explain the strategies for: effectively managing your time in school and at home effectively staying focused during school and homework

During group work: follows through on responsibility helps group meet goal using text to back up opinions asks content related questions to teacher asks content related questions to peers during appropriate times participates appropriately during online activities

Participation

positives participates in class to promote learning

sometimes answers questions during full class discussion consistently participates during small group activities

volunteers as a peer expert to help others in class

8 or below= see teacher, 9=D, 10=D+, 11=C-, 12=C, 13=C+, 14=B-, 15-B, 16= B+,17= A-, 18-9=A, 20=A+

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| Issue 1

Creating the Great Student Rubric Work as a PLC. Within your group, choose a FACILITATOR AND TIME KEEPER. Its really important to give your students clearly-articulated expectations up front. Today, youre going to design a Great Student Rubric to offer your students a guide to meet with success in your classroom.

Lets get started 1. Think about what characteristics and behaviors will make for a great student in your classroom. Take 5 minutes to individually jot down ideas no talking! You can use the back of this sheet. 2. Then, as a group, start the collaboration process by sharing one item from his or her list; the FACILITATOR will write that down on a large sheet of newsprint. The FACILITATOR will then have each person share one item from the list, going around until all lists are exhausted. 3. Then, as a group, review your copy of the Great Student Rubric. This is meant to be a guide; it is a rubric developed by IDE Corp. Some of the ideas may work for you; others will not. Read through the rubric noting how many of the items listed are on your list; also note the differences. 4. As a group, take ten minutes to share ideas from your collective list and from the sample provided, adding to your collective list as you discuss.

5. Then, work independently or collectively to begin developing a Great Student Rubric for your Classroom, using the ideas generated collaboratively by your group, along with your own ideas. Begin by identifying your components, or categories; then consider the Practitioner column and bullet all of the characteristics you would expect from your students. As you are working, ask yourself, What will the behavior look like? Be sure to connect with your PLC on any common expectations to build the same language into your rubrics.

6. Next, work backwards to identify what characteristics they would demonstrate if they were moving in the right direction (Novice, then Apprentice. For the Novice column, consider what a student who is struggling with demonstrating a positive behavior do to get started? And then for the Apprentice column, what would come next? 7. Next, consider the Expert column. What would awesome look like? The TIME KEEPER should make sure the group stays on task and manages its time well.