GLC Agenda Minutes Articles

Machananao Elementary School
3rd Grade GLC Table of Contents
GLC 1 – August 16, 2019

Agenda - Minutes
GLC 2 – September 6, 2019

Agenda - Minutes
GLC 3 – October 4, 2019

Agenda - Minutes
GLC 4 - November 29, 2019

Agenda - Minutes - Article
GLC 5 - December 19, 2019

GLC 6 – January 17, 2020

GLC 7 – February 7, 2020

GLC 8 – March 27, 2020

GLC 9 – April 13, 2020

Mighty Mighty 3rd Grade
Grade Level Meeting
Friday, August 16, 2019
Agenda
I. Call to Order
II. Attendance
III. Old Business
None
IV. New Business
a. Lesson Plans
b. Goals for the year
V. Next Steps
a. GLC Meeting on September 6, 2019
VI. Open Discussion
VII. Adjournment
Grade Level Meeting
Friday, August 16, 2019
Minutes
I. CTO – 1:35 PM
II. Attendance: Pablo, San Luis, Maluwelmeng, Baisa
III. Old Business
None
IV. New Business
a. Lesson Plans
Baisa: How do we handle lesson plans?
San Luis: Lesson plans are to be printed and put in our classrooms.
Maluwelmeng: We will use our priority standards as a guide. We can do lesson
plans individually, as long as we are all covering the same skills, unless students
need a review, or more time on particular skills.
b. Goals for the year
 Ensure our students maintain acceptable behavior. Practice getting in line
when the “bell” rings.
 Have at least one fieldtrip this year.
 Implement SBG in math.
V. Next Steps
A. GLC Meeting on September 6, 2019
VI. Open Discussion
VII. Adjournment – 2:35 PM
Grade Level Meeting
Friday, September 6, 2019
Agenda
I. Call to Order
II. Attendance
III. Old Business
a. Lesson Plans
b. Goals
IV. New Business
a. Noun activities
b. Shirts
c. Rounding
V. Next Steps
a. GLC Meeting October 4, 2019
VI. Open Discussion
VII. Adjournment
Grade Level Meeting
Friday, September 6, 2019
Minutes
I. CTO-1:35 PM
III. Old Business
a. Lesson Plans
b. Goals
IV. New Business

A. Noun activities
 Play games with students to have them sort the different types of nouns.
 Use a Power point presentation to understand what nouns are
 Songs
 Show a brain pop video about nouns
 Anchor Charts
B. Shirts
 We will use the same design as previous year to save on cost
 Yellow shirt with city in background
 San Luis will be in charge of placing the orders
 Shirts will be ordered from Hornet
 The more shirts we sell the more profit we’ll make and the cost of the
shirt will be less.
C. Rounding
 Students are having a hard time with rounding specifically
 More practice and more time on place value to help
 Use more examples and when possible used hands on experience.
V. Next Steps
A. GLC Meeting October 4, 2019
VI. Open Discussion
VII. Adjournment-2:30 PM
Grade Level Meeting
Friday, October 4, 2019
Agenda
I. Call to Order
II. Attendance
III. Old Business
a. Noun activities
b. Shirts
c. Rounding
IV. New Business
a. Traveling Trophy Ideas
b. Trunk or Treat
c. PTEP
V. Next Steps
A. GLC Meeting November 29, 2019
VI. Open Discussion
VII. Adjournment
Grade Level Meeting
Friday, October 4, 2019
Minutes
I. CTO-1:35 PM
III. Old Business
a. Noun activities
b. Shirts
c. Rounding
IV. New Business
a. Traveling Trophy Ideas
 Costume Contest: in the past we could break this down into several
categories but with the group we currently we have, we may not be able to
get many students to dress up.
 Relay race: We can do a spooky relay race where students have to walk
like a zombie.
 STEM Challenge
b. Trunk or Treat
 Mrs. Maluwelmeng plans to go to the event with her own kids.
 Do not want to participate at the carnival part since most of us are
unable to make it.
c. PTEP
 During a focus BCD meeting it was discussed the possibility of doing a
big group PTEP and focusing on SBG
 PTEPs are done individually but we can use the same goals.
V. Next Steps
A. GLC Meeting November 29, 2019
VI. Open Discussion
Grade Level Meeting
Friday, November 29, 2019
Agenda
I. Call to Order
III. Old Business
IV. New Business
a. Article: Keeping Students Accountable (National Education Association)
http://www.nea.org//tools/54212.htm
b. Fieldtrip Ideas
V. Next Steps
A. GLC Meeting- December 19, 2019
VI. Open Discussion
VII. Adjournment
Grade Level Meeting
Friday, November 29, 2019
Minutes
I. CTO-1:35 PM
III. Old Business
IV. New Business

A. Article: Keeping Students Accountable (National Education Association)
http://www.nea.org//tools/54212.htm
San Luis: When I read the article I identified with the part about making our
classroom feel like a unit. In my class I spend a lot of time having students create
that group unity. In the beginning it was difficult, but I feel like now they
encourage each other, and look out for each other without my guidance. I also
thought the part of the article that touched on having a rubric is interesting, and
something I am incorporating into my classroom.
Maluwelmeng: What I liked about the article is having students use a rubric to
get students invested in their work. Although in my class, I’ve been using a
Learning Objective Sheet (LOS) rather than a rubric to have students make a self-
assessment of where they are before the lesson and after the lesson. Later on, the
same sheet, I have them compare their self-assessment rating to the teacher’s
analysis of their work. It took a lot of practice to get the kids used to the scale, but
overall I think I’ll continue to implement the LOS because it helps with holding
them accountable to learning and also easing their minds that it’s okay not to be
on target right away as long as it shows growth.
Pablo: I liked how the article mentioned that creating a positive classroom
environment being the first step to keeping students accountable. Students being
responsible for their behavior and creating their own goals was really interesting
to read about as well. I haven't tried it, but it's something I am interested in. After
reading this article, I am considering implementing it in my classroom next
quarter.
Baisa: The article showed how students can be accountable in many ways. One
way that stood out for me is to treat them as adults and also remind them that they
are part of a larger group. This allows the students to work with each other and
also reduce problem behaviors. Being treated as an adult also allows them to take
pride in what they do and their overall goal. They can also determine their goals
as well and most likely strategize on issues and problems that arise. If the goal
proves to be to difficult they can get insight from their classmates on how to
accomplish their goal.
B. Fieldtrip Ideas
Maluwelmeng: Around the island, however a problem with this idea is that many
popular Guam landmarks are cliffs and lookouts. This may be unsafe for our
students.
San Luis: Valley of the latte, however part of this field trip takes place on a boat,
which is a safety concern. Probably not a possibility.
Baisa: Guam Museum, it would be a neat field trip and a chance for the students
to learn more about the island. (however, it was pointed out that in the past the
Chamorro teachers have taken the kids on this field trip)
Pablo: Sky Zone, the cost and safety hazards, is something we are all concerned
about.
San Luis: Let’s keep thinking about ideas and make suggestions as do some
research.
V. Next Steps
A. GLC Meeting- December 19, 2019
VI. Open Discussion
Keeping Students Accountable
Tired of excuses? Try these strategies for helping kids take
responsibility for their success.
By Edward Graham
Found in: teaching strategies
Share241
ARTICLE SECTIONS
o Creating a Positive and Respectful Group Atmosphere

o Making Students and Parents Partners in Their Success
o Using a Rubric to Get Students Invested in Their Work
Do you have students who constantly make excuses? Do they try to blame away poor
grades and behavioral infractions on their teachers or fellow students without
assuming any responsibility for their actions? Do they mischaracterize their mistakes
while recounting the day's activities to a parent? Is there anything you can do to
change their ways?
Making students accountable for their own success isn't easy, but fortunately your
colleagues have some tried and true approaches to help students step up to the plate
and become responsible learners.
Creating a Positive and Respectful Group Atmosphere for Students

One place to start is creating a classroom atmosphere that is conducive to accountability and
responsible learning.
“Establish, practice, and enforce expectations and

consequences,” says Kate Ortiz, a retired teacher and classroom management expert. “The goal is
for students to take ownership of their own behavior. Creating a positive group identity and
helping each student know that they are part of the group helps.”
Ortiz also strives to create a culture of mutual respect that allows students to feel like adults.
“I have found that greeting students at the door is a big help as it establishes me as a confident,
businesslike person who is pleased to have the students there,” says Ortiz. “I never sit down when
Website: http://www.nea.org/tools/54212.htm
students are in the room and am mobile while speaking to them and while they are working,
using proximity and facial expression before words to address any inappropriate behavior
whenever possible. If I do have to talk to a student about behavior, I do so as briefly, matter-of-
factly, and quietly as possible.”
By treating their students as adults, but also reminding them that they are part of the larger class,
Ortiz believes that teachers who work to create a respectful group mentality will have a greater
chance of promoting personal accountability in their students.
“I think it is important to send the message through your demeanor and tone that you care about
the kids. Much the same way you are happier and more willing to work for a principal who values
you, kids respond better to a teacher who doesn't buy into the ‘these are the worst kids’ stigma
and instead tries to get to know them and models respectful behavior, even when responding to
disrespect.”
Making Students and Parents Partners in their Success

Beckee Morrison, a sixth-grade social studies teacher at the Kalama Intermediate School in
Makawao, Hawaii, is in her ninth teaching year. She believes students should have the
opportunity to take charge of their academic success by formulating and following through on
their own plan to improve. By assuming responsibility for their mistakes, Morrison believes her
students learn the true value of personal accountability.
“Nobody likes getting bad grades,” she says, “but I think it’s better for kids who can go home and
say, ‘Look, I’ve got a D right now, but here’s my plan to bring my grade up.’ It’s like the kid’s
saying, ‘I got this!’”
When students have a low grade at the midterm in her class, Morrison gives them a blank plan
with a list of approaches that will lead to improvement. The goals are realistic—no more missing
or incomplete assignments, a target grade for the rest of the semester, and at least partial
proficiency in the coursework, for example. Next they identify specific steps they will take to meet
the goals for the remainder of the term. By allowing students to take the lead, Morrison puts
them in charge of their own academic success.
“I sign it, the student signs their own plan, and the parents sign it,” says Morrison, who has
noticed her students taking more of a proactive approach to their classwork. “After two weeks, I
print up a new grade report for that student, and we conference. We review the plan, talk about
whether it was realistic, whether they took the steps, and whether they met their goal.”
To ensure that students are held accountable at home and school, and to boost the likelihood that
they will follow through on efforts to reach their goals, Morrison includes parents in the
conversation. This way, students can work from an unwavering foundation of positive
reinforcement, which encourages them to reach their goals and also teaches them the value of
personal responsibility.
Teachers should work in tandem with parents to help students grow into self-conscious and
constructive adults. Meeting that goal is not always easy, but once parents see you as an advocate
in their child’s development, you’ll be on the way to making sure the lessons from school are
being enforced at home, and vice versa.
Using a Rubric to Get Students Invested in Their Work
Terri Messing, who teaches at Cedar Heights Jr. High School in Port Orchard, Washington, also
puts her eighth-grade students in charge of their own success. Like Morrison, she has noticed
encouraging changes. A certified teacher for the last 10 years, and a paraeducator for 18 years
before that, Messing has experience with students who would rather slack off then be held
accountable for their studies. The trick, she says, is getting students invested in their work.
“I came up with the effort and achievement rubric as a way to get my eighth-graders—who say
that eighth grade doesn’t matter because their grades start over in high school—to buy into what
is going on in class and to take responsibility for their learning.”
Using Robert Marzano’s book “The Reflective Teacher” as a model, Messing tweaked his ideas to
create an effort and achievement scale that students complete daily to show how they are meeting
their school responsibilities. Students grade their daily commitment to schoolwork on a 1-4 scale.
At the end of the month, they tally their scores on a graph and explain what the graph says about
their approach to learning. Students also create a list of up to 10 learning targets. Each month,
they give themselves a grade indicating how well they have met their objectives.
Initially, Messing’s students were skeptical. Over time, she has seen a significant change in their
approach to work.
“At first, the students’ responses at the end of the month were very generic,” says Messing, “now,
the majority of students are really getting that their effort does have a significant effect on their
learning.”
Students seem to respond productively when teachers give them the opportunity to take charge of
their academic success. By holding students accountable for their work and responsible for
maintaining a personal level of excellence, teachers can provide their classes with the necessary
tools they need to better themselves. Accountability breeds responsibility, and students who
develop the tools to target and improve their academic shortcomings will, in turn, develop the
skills they need to go far in life.
Grade Level Meeting
Friday, December 19, 2019
Agenda
I. Call to Order
II. Attendance
III. Old Business
A. Article discussion
Article: Keeping Students Accountable (National Education Association)
http://www.nea.org/tools/54212.htm
IV. New Business
a. Article: Five reading comprehension teaching strategies that work with K-3
students.
https://www.ernweb.com/educational-research-articles/5-reading-comprehension-
teaching-strategies-work-k-3-students/
V. Next Steps
a. GLC Meeting- January 24, 2020
VI. Open Discussion
VII. Adjournment
Grade Level Meeting
Friday, December 19, 2019
Minutes
I. CTO-1:35 PM
III. Old Business
A. Article discussion
Article: Keeping Students Accountable (National Education Association)
http://www.nea.org/tools/54212.htm
San Luis: When I read the article I identified with the part about making our
classroom feel like a unit. In my class I spend a lot of time having students create
that group unity. In the beginning it was difficult, but I feel like now they
encourage each other, and look out for each other without my guidance. I also
thought the part of the article that touched on having a rubric is interesting, and
something I am incorporating into my classroom.
Maluwelmeng: What I liked about the article is having students use a rubric to
get students invested in their work. Although in my class, I’ve been using a
Learning Objective Sheet (LOS) rather than a rubric to have students make a self-
assessment of where they are before the lesson and after the lesson. Later on, the
same sheet, I have them compare their self-assessment rating to the teacher’s
analysis of their work. It took a lot of practice to get the kids used to the scale, but
overall I think I’ll continue to implement the LOS because it helps with holding
them accountable to learning and also easing their minds that it’s okay not to be
on target right away as long as it shows growth.
Pablo: I liked how the article mentioned that creating a positive classroom
environment being the first step to keeping students accountable. Students being
responsible for their behavior and creating their own goals was really interesting
to read about as well. I haven't tried it, but it's something I am interested in. After
reading this article, I am considering implementing it in my classroom next
quarter.
Baisa: The article showed how students can be accountable in many ways. One
way that stood out for me is to treat them as adults and also remind them that they
are part of a larger group. This allows the students to work with each other and
also reduce problem behaviors. Being treated as an adult also allows them to take
pride in what they do and their overall goal. They can also determine their goals
as well and most likely strategize on issues and problems that arise. If the goal
proves to be to difficult they can get insight from their classmates on how to
accomplish their goal.
IV. New Business
a. Article: Five reading comprehension teaching strategies that work with K-3
students.
San Luis: This article had so many useful strategies. Reading comprehension is
a skill that has always been difficult for students. It is such an important skill and
one that will carry on beyond 3rd grade, so it is imperative that we find and try as
many strategies as we can, to improve this skill. I find that the story mapping
strategy is something I could really use in my class and would be beneficial to our
students. The article had so many interesting strategies that seemed easy to
implement and tweak to relate to the age group we teach.
Maluwelmeng: The different strategies that are featured in this article seemed
wonderful and I especially liked that they are adaptable so they can work for any
classroom. Reading comprehension, I feel is a critically significant skill that is
lifelong. So we need to do our best to ensure that we as teachers know as many
strategies in teaching it, to guarantee our students improve in it. The strategy that
I found the most interesting was the peer mediated learning strategies. I find that
students do benefit from learning from their peers. I would like to find ways to
incorporate this strategy in my classroom.
Pablo: This article was great because it shared helpful strategies that we could
use for our grade level. Reading comprehension is such an important skill, but it
can be really difficult for our students to grasp, making it challenging for us to
teach. I always enjoy reading about different strategies. I like how the article
shows different ways we can modify strategies to our age group. I also like how
they shared the importance on vocabulary knowledge. I agree that having a good
understanding of vocabulary words will benefit students and help with
comprehension. I’ve heard nothing but good things with using graphic organizers
and I am looking forward to trying it out more with my instruction.
Baisa: I agree with this article. A lot of classrooms need to evolve into students
teaching one another with the help of the teacher. I often try to facilitate peer
teaching in my classroom as much as I can. It saves me time and also students
build and progress more quickly that just me doing the instruction. I also would
need to implement more vocabulary teaching. I don’t focus much on the
vocabulary of text but I most likely should implement review, read, and recap
vocabulary after any text. I think it will greatly benefit the students understanding
of any text.
V. Next Steps
a. GLC Meeting- January 24, 2020
VI. Open Discussion
5 reading comprehension teaching strategies that
work with K-3 students
The early grades are a time when young children can and should be building reading comprehension skills.
Most research focuses on reading comprehension skills for older children. A recent study
in Preventing School Failure identifies strategies that work for grades K-3 based on 25 peer-
reviewed studies that focused on building reading comprehension in this age group.
Below are the 5 strategies that are most effective in the early grades based on this review of
the small number of studies currently available:
Peer-mediated strategies
Peer-mediated strategies were not designed for very young students, but when modified for
them, they have shown promise for improving reading comprehension.
Peer Assisted Learning Strategies (PALS) and Class-Wide Peer Tutoring (CWPT) are 2 peer-
mediated learning strategies that can improve the reading comprehension of young
students, including those with disabilities, according to this review of the research.
With each of these strategies, students are paired or grouped with others of different levels of
ability and take turns in their roles as coach/tutor or tutee. Teachers often model the different
roles for their students and provide structure and supervision.
In one study, low-achieving 1st graders who engaged in PALS activities such as predicting,
shared book experiences and retelling, made gains in comprehension. When decoding and
phonemic awareness skills were blended with comprehension activities, another study found
that young students made less progress in decoding and fluency without increasing
comprehension.
Peer-mediated learning may benefit students across different age groups. In one Flemish
study, 3rd and 6th graders who engaged in cross-age tutoring were better able to articulate their
reading strategies than those in the control group.
Website: https://www.ernweb.com/educational-research-articles/5-reading-comprehension-
Vocabulary instruction
Having a broad and deep vocabulary is often associated with strong reading comprehension.
Some researchers believe vocabulary knowledge is what makes reading and comprehending
text possible.
Several studies examined the effects of vocabulary instruction embedded in storybooks read
aloud to children in grades K through 3. Word banks, pictures and repetition were some of
the vocabulary instruction strategies used during read-alouds. Teachers can introduce target
vocabulary words before the story is read, highlight words during the reading and review
words after the story has been read. Students also can construct sentences with the new
words and evaluate whether the teacher and their peers are using the words correctly.
Children with greater pre-existing vocabulary may benefit more from vocabulary instruction
than low-achieving students. One New Zealand study found that average-achieving students
ages 6-8 made strong gains in vocabulary after participating in an intervention in which they
listened to repeated readings of stories with explanations of target words, and the use of
synonyms or definitions and pictures and role playing to explain the words. However, lower-
achieving students did not make such gains.
Vocabulary instruction is very time-consuming in the early grades, but when teachers have a
better understanding of how to provide it, their students have been demonstrated to perform
better on vocabulary measures, according to the researchers.
Story Grammar and Text Structure

Teaching students about the structures of informational and narrative texts has been shown to
increase comprehension of text. Students in the early grades can be taught to look for clue
words that will reveal structure and to ask questions aimed at understanding the texts’
contents.
In a series of studies, students were taught how to identify theme in stories, compare-
contrast text structure in science and the cause-effect text structure in social studies.
“These studies followed the same instructional design of teacher modeling, scaffolding that
fades as students use the strategies independently, and repeated guided practice with
feedback,” the researchers write.
Students in these interventions were more successful in transferring what they had learned to
novel texts than their peers receiving traditional instruction. Time spent on teaching
structure also did not take away from learning content.
Story mapping and other graphic organizers

Story mapping and graphic organizers help direct students’ attention in a text while
prompting them to identify key “story grammar” elements.
In one study with 2nd-graders, students constructed a concept map of an informational text by
using the book cover and subtitles. Students wrote the book title at the center and the
subtitles in surrounding circles. During the shared reading, students added new concepts and
main ideas to the class concept map and to their own individual concept maps. Students then
used the maps to study for a comprehension test. Students who received the concept mapping
instruction significantly outperformed students who received traditional read-and-discuss
instruction.
In another study, 3rd graders who were taught using Scaffolded Reading Experience
(SRE) in urban classrooms outperformed a control group on multiple choice
assessments. Teachers also preferred SRE to other less formalized comprehension activities.
SRE uses story maps as one element of reading comprehension instruction. Before reading,
students are provided with background information and relevant vocabulary and make
predictions based on the story title and illustrations.
Students with learning disabilities also seem to benefit from story mapping and other graphic
organizers, according to the review of research.
Self-questioning
The fifth important reading comprehension strategy for young students is self-questioning.
In one study, students were given 10 generic questions before they read a story. At two points
in the story and again at the end, students activated a tape recorder and began self-questioning
with all 10 questions. They were encouraged to make changes to their answers at each
stopping point in the text. Students then listened to their responses prior to taking a
comprehension test. Students had also engaged in story mapping to improve comprehension.
When asked which strategy they preferred, students expressed a preference for self-
questioning because they liked using the tape recorder.
In another study, students engaged in self-questioning to identify 3 text structures, cause-

effect, compare-contrast and problem solution. The 2nd-graders were taught to survey a
passage for clue words, to ask appropriate questions and to read to answer their questions.
The teacher used think-alouds to model questioning. After they were familiarized with
graphic organizers and the 3 types of text structures, students matched one of 3 graphic
organizers to the correct text structure of each text. Literal and inferential comprehension
increased for all participants as a result of the instruction, the authors write.
“Untangling Reading Comprehension Strategy Instruction: Assisting Struggling Readers in

the Primary Grades,” by Jennifer Mahdavi and Lael Tensfeldt, Preventing School Failure,
2013, Volume 57, Number 2, pp. 77-92.
Categories: Reading, Comprehension
Grade Level Meeting
Friday, January 17, 2020
Agenda
I. Call to Order
II. Attendance: Pablo, Maluwelmeng, Baisa
III. Old Business
A. Article: Five reading comprehension teaching strategies that work with K-3
students.
IV. New Business

A. Article: Making lessons more physically active.
https://www.teachermagazine.com.au/articles/making-lessons-more-physically-active
B. PTO Events
V. Next Steps
A. GLC Meeting- February 7, 2020
VI. Open Discussion
VII. Adjournment
Grade Level Meeting
Friday, January 17, 2020
Minutes
I. CTO-1:35 P.M.
II. Attendance: Pablo, Maluwelmeng, Baisa
III. Old Business
A. Article: Five reading comprehension teaching strategies that work with K-3
students.
San Luis: This article had so many useful strategies. Reading comprehension is
a skill that has always been difficult for students. It is such an important skill and
one that will carry on beyond 3rd grade, so it is imperative that we find and try as
many strategies as we can, to improve this skill. I find that the story mapping
strategy is something I could really use in my class and would be beneficial to our
students. The article had so many interesting strategies that seemed easy to
implement and tweak to relate to the age group we teach.
Maluwelmeng: The different strategies that are featured in this article seemed
wonderful and I especially liked that they are adaptable so they can work for any
classroom. Reading comprehension, I feel is a critically significant skill that is
lifelong. So we need to do our best to ensure that we as teachers know as many
strategies in teaching it, to guarantee our students improve in it. The strategy that
I found the most interesting was the peer mediated learning strategies. I find that
students do benefit from learning from their peers. I would like to find ways to
incorporate this strategy in my classroom.
Pablo: This article was great because it shared helpful strategies that we could
use for our grade level. Reading comprehension is such an important skill, but it
can be really difficult for our students to grasp, making it challenging for us to
teach. I always enjoy reading about different strategies. I like how the article
shows different ways we can modify strategies to our age group. I also like how
they shared the importance on vocabulary knowledge. I agree that having a good
understanding of vocabulary words will benefit students and help with
comprehension. I’ve heard nothing but good things with using graphic organizers
and I am looking forward to trying it out more with my instruction.
Baisa: I agree with this article. A lot of classrooms need to evolve into students
teaching one another with the help of the teacher. I often try to facilitate peer
teaching in my classroom as much as I can. It saves me time and also students
build and progress more quickly that just me doing the instruction. I also would
need to implement more vocabulary teaching. I don’t focus much on the
vocabulary of text but I most likely should implement review, read, and recap
vocabulary after any text. I think it will greatly benefit the students understanding
of any text.
IV. New Business
A. Article: Making lessons more physically active.

San Luis: In this era of kids wanting to spend so much time on various devices,
and less time on physical activity, I think it’s a good idea to include physical
activities in our lessons. I feel like this keeps them interested in the lesson and
helps them remember the information being taught. I find the example given
about students doing star jumps while reciting multiplication facts interesting
since I have used a similar strategy in my classroom. I have a power point that
has students recite multiplication facts and has random slides that give students a
physical activity such as run in place, jumping jacks,etc. I would like to expand
this to other subject areas.
*San Luis emailed her thoughtd on article since she was in training
Maluwelmeng: While reading the article it basically confirmed what I’ve always
believed which is that physical activity improves the learning experience, and
helps students stay focused and probably retain the information more. I
personally use this method as much as I can. I have used physical movements for
students to remember the different types of angles. They would use their arms
and hands to make the different types of angles. It allowed my students to
remember what the angles look like. I think I’ll be able to incorporate physical
activity in other lessons. This article made me more excited to find ways to do so.
Pablo: I think adding physical activities during lessons can definitely help with
getting students engaged in lessons. I agree that there are no negative effects to
doing this. I like the recommendation of adding star jumps when reciting the
multiplication table. I’ve done similar activities when I have my students practice
multiplication facts and they really enjoy it. I’ve seen firsthand how much more
engaged they’ve become when physical activities are added. After reading this
article, I now want to think of more creative ways to include physical activities in
my lessons. I also think adding little physical activities as brain breaks would be
fun for students and could help when transitioning into a different subject/lesson.
Baisa: I used to think that students would be drained from doing some physical
activity. I was wrong. It helps boost the students’ mental abilities and at the same
time the students are more attentive during the lesson. I used SPARKS awhile
back and it incorporated movements that were 1 minute to 2 minutes. I also used
them for transitioning between subject and also if students were inattentive. I
would try to incorporate more movement in my routine. At times teaching 3rd
grade a lot of the students seem bored of the material and I guess I can bedazzle it
by adding more movement into my class’ current routine.
B. PTO Events
Maluwelmeng: We will be performing soon for PTO, and we will also be able to
sell snacks during the carnival. What are some ideas we can do for the PTO
performance?
Pablo: I think we should do something that can incorporate Martin Luther King
Jr. since the kids have been learning about him, in our classes.
Maluwelmeng: My students have been learning a poem about Martin Luther

King Jr. Maybe we can have them recite the poem.
Baisa: That seems appropriate, maybe include an appropriate song, and some
movement.
Maluwelmeng: I think that is plausible, we can start practicing after recess since
that is the time we don’t have any Chamorro.
V. Next Steps
A. GLC Meeting- February 7, 2020
VI. Open Discussion
VII. Adjournment-2:35 P.M.

Making lessons more physically
active
SHORT ARTICLES
16 January 2020
Authors: Dominique Russell

Share Tweet Email Print
Introducing physical activity to sedentary lessons can positively impact student learning. ©Monkey
Business Images/Shutterstock
Implementing physical activity has been shown to have a positive effect on

student engagement and educational outcomes, a new systematic review
shows.
The research, Physically active lessons in schools and their impact on

physical activity, educational, health and cognition outcomes: a systematic
review and meta-analysis looked at 42 studies, the majority of which focused
on children in early childhood and primary school settings.
Lead researcher, Emma Norris, a Research Fellow at the Centre for Behaviour
Change at the University College London, says the review found that using
physically active learning led to increases in physical activity beyond the
classroom, as well as increases in positive student behaviour.
‘There are no downsides to adding physically active lessons into your

teaching,’ she tells Teacher. ‘Examples of physically active lessons include
Website: https://www.edutopia.org/blog/brain-breaks-focused-attention-practices-lori-
doing star jumps while reciting times tables or using movements to show
whether an answer is true or false.’
The positive impact of active lessons

Across the 42 studies included in the systematic review, the implementation
of physical activities into lessons ranged from one-off sessions, to an
implementation period of three years. Physical activity outcomes were
assessed in 24 of the studies, and educational outcomes (academic
achievement) were assessed in 36.
‘Large, significant effects were found on pupils’ physical activity in lessons,

and small, significant effects on activity during the whole school day and
beyond,’ Norris says. ‘This is important as it shows that increasing children’s
activity in active lessons does not lead them to reduce their activity later in
the day.’
Significant effects were also seen in relation to student behaviour and

attention, with more positive behaviour and attention being recorded.
Interestingly, more significant effects were seen with studies that
implemented physically active lessons for eight weeks or fewer. This suggests,
Norris says, that the effects on behaviour may decrease as students get more
used to active learning.
‘We also found that physically active lessons produce small, significant
improvements to academic achievement, assessed using standardised tests
or recorded exam scores,’ Norris adds. ‘Importantly, this shows that adding
activity into curriculum teaching does not have negative effects on learning.’
A positive impact on lesson time – particularly an increase in student time

spent on task – was also recorded in the review, with the report theorising
that increased time spent on task may have prompted students in the studies
to pay greater attention to the content delivered in the classroom. This, in
turn, could have helped lead to the overall impact on education outcomes
and, more specifically, academic achievement.
Areas for further research

Norris says more research is needed to explore the effectiveness of physically
active learning in high schools, as only two studies in this review involved
secondary school students. As well as this, only studies published in English
were reviewed, and no schools educating students with additional needs were
included, so researchers say these are areas that should be assessed in the
future.
Further research would also be needed to assess the effects of active learning
on health outcomes, Norris adds. Only a small handful of studies in this review
assessed the health outcomes of students by measuring their BMI (Body Mass
Index), and no effect was found.
For educators looking to introduce or enhance the use of physical activity in

their classroom lessons, Norris suggests accessing some external resources. ‘A
range of programmes have been launched internationally providing pre-
prepared physically active lessons, such as BBC SuperMovers,’ she says.
Emma Norris says that having students use movements to show whether the
answer to a question is true or false is an example of how teachers could
effectively adjust their lessons to make them more physically active.
Think about how you could make your lessons more physically active. Which
sedentary activities do you have planned for lessons in the new school year
that could be made more physically active?
Grade Level Meeting
Friday, February 7, 2020
Agenda
I. Call to Order
II. Attendance
III. Old Business
A. Article: Making Lessons More Physically Active.
B. PTO Events
IV. New Business

A. Article: Energy & Calm: Brain Brakes and Focused-Attention Practices
https://www.edutopia.org/blog/brain-breaks-focused-attention-practices-lori-desautels
B. Working session (Aimsweb Data Analysis)
V. Next Steps
A. GLC Meeting- TBA
VI. Open Discussion
VII. Adjournment
Grade Level Meeting
Friday, February 7, 2020
Minutes
I. CTO-1:35 PM
II. Attendance: Pablo, Maluwelmeng, San Luis, Baisa
III. Old Business
A. Article: Making Lessons More Physically Active.
San Luis: In this era of kids wanting to spend so much time on various devices,
and less time on physical activity, I think it’s a good idea to include physical
activities in our lessons. I feel like this keeps them interested in the lesson and
helps them remember the information being taught. I find the example given
about students doing star jumps while reciting multiplication facts interesting
since I have used a similar strategy in my classroom. I have a power point that
has students recite multiplication facts and has random slides that give students a
physical activity such as run in place, jumping jacks,etc. I would like to expand
this to other subject areas.
*San Luis emailed her thoughts on article since she was in training
Maluwelmeng: While reading the article it basically confirmed what I’ve always
believed which is that physical activity improves the learning experience, and
helps students stay focused and probably retain the information more. I
personally use this method as much as I can. I have used physical movements for
students to remember the different types of angles. They would use their arms
and hands to make the different types of angles. It allowed my students to
remember what the angles look like. I think I’ll be able to incorporate physical
activity in other lessons. This article made me more excited to find ways to do so.
Pablo: I think adding physical activities during lessons can definitely help with
getting students engaged in lessons. I agree that there are no negative effects to
doing this. I like the recommendation of adding star jumps when reciting the
multiplication table. I’ve done similar activities when I have my students practice
multiplication facts and they really enjoy it. I’ve seen firsthand how much more
engaged they’ve become when physical activities are added. After reading this
article, I now want to think of more creative ways to include physical activities in
my lessons. I also think adding little physical activities as brain breaks would be
fun for students and could help when transitioning into a different subject/lesson.
Baisa: I used to think that students would be drained from doing some physical
activity. I was wrong. It helps boost the students’ mental abilities and at the same
time the students are more attentive during the lesson. I used SPARKS awhile
back and it incorporated movements that were 1 minute to 2 minutes. I also used
them for transitioning between subject and also if students were inattentive. I
would try to incorporate more movement in my routine. At times teaching 3rd
grade a lot of the students seem bored of the material and I guess I can bedazzle it
by adding more movement into my class’ current routine.
B. PTO Events
Maluwelmeng: We will be performing soon for PTO, and we will also be able to
sell snacks during the carnival. What are some ideas we can do for the PTO
performance?
Pablo: I think we should do something that can incorporate Martin Luther King
Jr. since the kids have been learning about him, in our classes.
Maluwelmeng: My students have been learning a poem about Martin Luther

King Jr. Maybe we can have them recite the poem.
Baisa: That seems appropriate, maybe include an appropriate song, and some
movement.
Maluwelmeng: I think that is plausible, we can start practicing after recess since
that is the time we don’t have any Chamorro.
IV. New Business

San Luis: This article was great because it gave me a better understanding of
brain breaks. I used to focus on just having students get up and move, and do
something physical to refocus their attention. This opened my eyes to more
creative possibilities beyond just stretching and movement. Having students take
a literal brain break and focus on a different task which can then have their minds
come back to the previous task with a fresh perspective. I loved the different
suggestions, and the fact that they would be so easy to implement in my class.
Maluwelmeng: I like the idea of brain breaks, it’s such a neat concept and easy to
use in my classroom. I have had students do simple brain breaks like do some
simple songs, or phrases, just to have them refocus. However, I like the examples
provided since they give so many options, from having them use creativity, or
focus on logic like solving math problems. It is so versatile and easy to
incorporate into my lessons. I would be excited to try it.
Pablo: I agree that brain breaks will refresh out thinking and help us discover a
solution to a problem or see a situation through different lens like the article
states. Brain breaks are great for students and adults. I use brain breaks when
transitioning to a different lesson, but I like how this article provides different
examples of some. I think my students would get a kick out of using some of
these and they require no prep. I don’t do many focused-attention practices in my
classroom, but now I want to try some. Brain breaks and focused attention
practices can truly make a difference on our students’ learning and it really
doesn’t take too much time. This article was a great reminder on how crucial
these simple activities can be!
Baisa: I do practice brain breaks in class along with gonoodle.com. However, I

always thought of it as movement, now that I read this article, I can practice
giving breaks that are also centered around drawing, writing and team building. I
will try to implement invisible pictures, squiggle story, and story starter to
strengthen their writing and drawing abilities.
Brain breaks and relaxers both keep the classroom environment productive and
reduces inappropriate behavior allowing better learning and teaching.

We used the rest of the scheduled meeting time to work on our data analysis for
our BM1 and BM2 results.
V. Next Steps
A. GLC Meeting- TBD
VI. Open Discussion
VII. Adjournment-2:35
CLASSROOM MANAGEMENT
Energy and Calm: Brain Breaks and Focused-

Attention Practices
Quick breaks that help students refocus so they
can return to work feeling centered and ready to
learn.
By Lori Desautels
January 14, 2015 Updated September 16, 2016
© Popova Anastasiya/Creative Market
When presented with new material, standards, and

complicated topics, we need to be focused and calm as we
approach our assignments. We can use brain breaks and
focused-attention practices to positively impact our
emotional states and learning. They refocus our neural
circuitry with either stimulating or quieting practices that
generate increased activity in the prefrontal cortex, where
problem solving and emotional regulation occur.
BRAIN BREAKS
A brain break is a short period of time when we change up
the dull routine of incoming information that arrives via
predictable, tedious, well-worn roadways. Our brains are
wired for novelty. We know this because we pay attention
to every stimulus in our environment that feels threatening
or out of the ordinary. This has always been a wonderful
advantage. In fact, our survival as a species depended on
this aspect of brain development.
Website: https://www.edutopia.org/blog/brain-breaks-focused-attention-practices-lori-desautels
When we take a brain break, it refreshes our thinking and
helps us discover another solution to a problem or see a
situation through a different lens. During these few
minutes, the brain moves away from learning, memorizing,
and problem solving. The brain break actually helps to
incubate and process new information. Consider trying
these activities with your class:
The Junk Bag: I always carry a bag of household objects

containing markers, scrap paper, and anything that one
would find in a junk drawer—for example, a can opener or
a pair of shoelaces. Pick any object out of the junk bag
and ask students to come up with two ways this object
could be reinvented for other uses. They can write or draw
their responses. Once students have drawn or written
about an invention, they can walk the room for one minute
sharing and comparing.
Squiggle Story: On a blank sheet of paper, whiteboard, or

Promethean Board, draw one squiggly line. Give students
one minute to stand and draw with their nondominant
hand, turning the line into a picture or design of their
choice.
Opposite Sides: Movement is critical to learning. Have

students stand and blink with the right eye while snapping
the fingers of their left hand. Repeat this with the left eye
and right hand. Students could also face one another and
tap the right foot once, left foot twice, and right foot three
times, building speed they alternate toe tapping with their
partner.
Symbolic Alphabet: Sing the alphabet with names of objects

rather than the letters.
Other Languages: Teach sign language or make up a
spoken language. In pairs, students take turns speaking or
interpreting this new language for 30 seconds each.
Mental Math: Give a set of three instructions, counting the

sequence to a partner for 30 seconds. Example: Count by
two until 20, then count by three until 50, finishing with
seven until 80. Switch and give the other partner another
set of numbers to count.
Invisible Pictures: Have a student draw a picture in the air

while their partner guesses what it is. You could give them
categories such as foods or places, or other ways to
narrow the guessing.
Story Starters: A student or teacher begins a story for one

minute, either individually or with a partner. The students
then complete or continue it with a silly ending.
Rock Scissors Paper Math: After players say, “ Rock, paper,

scissors,” the last call-out is “math.” With that call,
students lay out one, two, three, or four fingers in the palm
of their hand. The first player to say the correct sum of
both players’ fingers wins.
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F O C U S ED - A T T E N T IO N P R A C T I C E S
A focused-attention practice is a brain exercise for
quieting the thousands of thoughts that distract and
frustrate us each day. When the mind is quiet and
focused, we’re able to be present with a specific sound,
sight, or taste.
Research repeatedly shows that quieting our minds ignites
our parasympathetic nervous system, reducing heart rate
and blood pressure while enhancing our coping strategies
to effectively handle the day-to-day challenges that keep
coming. Our thinking improves and our emotions begin to
regulate so that we can approach an experience with
variable options.
For the following practices, the goal is to start with 60 to

90 seconds and build to five minutes.
Breathing: Use the breath as a focus point. Have students

place one hand close to but not touching their nose and
the other on their belly. As they breathe in, have them feel
their bellies expand. As they exhale, they can feel the
warm air hit their hand. Students will focus on this breath
for only one minute. Let them know that it’s OK when
thoughts sometimes come into the mind uninvited. Tell
them to exhale that thought away.
Colors: Visualize colors while focusing on the breath.

Inhale a deep green, and exhale a smoky gray.
Have students imagine the colors as swirling and alive
with each inhale. If a student is de-escalating from an
angry moment, the color red is a great color to exhale.
Movement: This one is for younger children. Direct

students to stand and, as they inhale, lift an arm or leg
and wiggle it, exhaling it back to its original position. For
younger grades beginning these focused-attention
practices, it’s good to include an inhale and exhale with
any type of movement.
The Deep-Dive Breath: Have students inhale for four counts,

hold for four, and exhale for four counts. You can increase
the holding of breath by a few seconds once the students
find the rhythm of the exercise.
Energizing Breath: Have students pant like a dog with their

mouths open and their tongues out for 30 seconds, and
then continue for another 30 seconds with their mouths
closed, taking short breaths with one hand on the belly.
We typically take three energizing pant breaths per
second. After a full minute, have students do the deep-
dive breath.
Sound: The use of sound is very powerful for engaging a

calm response. In the three classrooms where I teach, we
use rain sticks, bells, chimes, and music. There are many
websites that provide music for focus, relaxation, and
visualization. Here is one of my favorites.
Rise and Fall: As we breathe in and out through our noses,

we can lie on the floor and place an object on our
stomachs, enhancing our focus by watching the rising and
falling of our bellies.
When we’re focused and paying attention to our thoughts,

feelings, and choices, we have a much greater opportunity
to change those thoughts and feelings that are not serving
us well in life and in school. When we grasp this
awareness, we see and feel the difference.
Grade Level Meeting
Monday, March 27, 2020
Agenda
I. Call to Order
II. Attendance
III. Old Business

IV. New Business
A. Collaboration and Collective Inquiry in a PLC

https://www.edutopia.org/article/collaboration-and-collective-inquiry-plc
B. Working session
V. Next Steps
A. GLC Meeting- TBD
VI. Open Discussion
VII. Adjournment
Grade Level Meeting
Monday, March 27, 2020
Minutes
I. CTO-11:16 AM (whatsapp)
III. Old Business
San Luis: This article was great because it gave me a better understanding of
brain breaks. I used to focus on just having students get up and move, and do
something physical to refocus their attention. This opened my eyes to more
creative possibilities beyond just stretching and movement. Having students take
a literal brain break and focus on a different task which can then have their minds
come back to the previous task with a fresh perspective. I loved the different
suggestions, and the fact that they would be so easy to implement in my class.
Maluwelmeng: I like the idea of brain breaks, it’s such a neat concept and easy to
use in my classroom. I have had students do simple brain breaks like do some
simple songs, or phrases, just to have them refocus. However, I like the examples
provided since they give so many options, from having them use creativity, or
focus on logic like solving math problems. It is so versatile and easy to
incorporate into my lessons. I would be excited to try it.
Pablo: I agree that brain breaks will refresh out thinking and help us discover a
solution to a problem or see a situation through different lens like the article
states. Brain breaks are great for students and adults. I use brain breaks when
transitioning to a different lesson, but I like how this article provides different
examples of some. I think my students would get a kick out of using some of
these and they require no prep. I don’t do many focused-attention practices in my
classroom, but now I want to try some. Brain breaks and focused attention
practices can truly make a difference on our students’ learning and it really
doesn’t take too much time. This article was a great reminder on how crucial
these simple activities can be!
Baisa: I do practice brain breaks in class along with gonoodle.com. However, I

always thought of it as movement, now that I read this article, I can practice
giving breaks that are also centered around drawing, writing and team building. I
will try to implement invisible pictures, squiggle story, and story starter to
strengthen their writing and drawing abilities.
Brain breaks and relaxers both keep the classroom environment productive and
reduces inappropriate behavior allowing better learning and teaching.
We used the rest of the scheduled meeting time to work on our data analysis for
our BM1 and
BM2 results.
IV. New Business

San Luis: This article on PLCs was interesting. It outlined not just how to have
productive PLCs but also how to work as a productive team. Many of the
suggestions are things we already implement naturally. Specifically, sharing
tasks. Although on record I am the grade-level chair, we all have responsibilities
that make being GLC easier, and not as daunting. I think overall this article
shows the importance of teamwork, and utilizing strengths with I think we already
do
Maluwelmeng: My takeaway from this article is that we need to get to know our
members as people by looking at their strengths and experiences. Whether it is a
veteran teacher or someone right out of college, it is important to build a sense
that at a PLC, it is safe to bring up ideas and thoughts. Which brings us to the
importance of establishing team norms and focusing on building collaborative
PLCs. When making decisions and sharing teaching strategies or styles, a member
can take ownership of the work done.
Pablo: I like how the article stated that the importance of PLC was to foster a
form of collaboration within a team and manage the process of collective inquiry.
It’s important to know your team members as people and understand their
capabilities. I like how the article stated that the goal isn’t to push people into a
task, but to offer opportunities to contribute and grow. I think the article’s goal on
collective inquiry made great points. Teachers should be meeting to discuss new
methods and teaching practices. It is a good way for new and experienced
teachers to collaborate and find out what will work best for them. It’s true that
creating an effective PLC team is challenging. Like the article stated, we are not
explicitly taught how to do it. I do like the goals it stated on creating an effective
PLC and I do believe understanding each other and sharing ideas are vital
components to a successful PLC.
Baisa: Things from this article that I can utilize now are getting to know
colleagues before doing the work. Being new puts you in place where you don’t
share often but with a good team sharing ideas are much easier. It also shows how
everyone contributes and as a team can decide if it was a good suggestion.
B. Working session (Through zoom meetings, emails, and whatsapp we

worked on our learning packet the start of the work session started with this
whatsapp chat)
San Luis: Hey guys after my zoom meeting today, we were assigned Week 7
with Tamuning Elementary School, we’ll be working on Multiplication for now.
Nutrition and Exercise is also week 7. However, not all schools have signed up
for a learning packet, so Frankie has advised to just work on multiplication and
another school will more than likely sign up for Nutrition and
exercise.
Maluwelmeng: Ok so maybe we can look up things for multiplication and then

have a Zoom meeting and start discussing and creating.
Baisa: Sounds good I can start researching stuff and email what I find.
Pablo: I can set up a Zoom meeting for Monday (April 6) 10:30AM.
San Luis: I’m good with that time.
Baisa: Me too.
Maluwelmeng: I can make it at that time.
V. Next Steps
A. GLC Meeting- TBD
VI. Open Discussion
VII. Adjournment: April 8, 2020

TEACHER COLLABORATION
Collaboration and Collective Inquiry in a PLC

The leader of a professional learning community
describes how she ensures that team members
work together effectively.
By Alexa Adams
March 5, 2020
ZUMA Press Inc / Alamy Stock Photo
Like many aspiring teachers, I thrived in my college

education classes yet struggled to find my footing as a
new teacher within a team. When I was appointed to lead
my own team, my first priority was to cultivate an
environment that made everyone feel that their
contributions mattered.
As a leader, I began to understand that there are two

essential characteristics of an effective professional
learning community (PLC) that are difficult to master and
not explicitly taught to aspiring teachers: fostering a
culture of collaboration and managing the process of
collective inquiry. Focusing on these two aspects of my
PLC became paramount for me to run a truly effective
team.
A C U L T U R E O F C O L L A B O R AT I O N A N D S U P P O R T
Authentic collaboration is essential for accomplishing
common goals within a teaching team, and the first step is
getting to know your team members as people.
Website: https://www.edutopia.org/article/collaboration-and-collective-inquiry-plc
The first meeting of the year should be a low-stakes, get-
to-know-you event. The only objectives at this meeting are
to get to know your team members and establish team
norms for your PLC meetings. An off-campus location can
make the meeting feel less formal and more comfortable. I
have teammates fill out a personality test and bring it to
the meeting—it’s an easy conversation starter, and
understanding each person’s strengths, weaknesses, and
work style helps set a tone of collaboration.
After the initial meeting, it’s essential to continue to have

low-stakes, nonwork time together as a team, whether it’s
lunch or an after-school outing. I tend to schedule these
gatherings at the end of each grading cycle so that they
have a celebratory feel. Spending nonwork time together
builds upon the first meeting and fosters bonds that
strengthen the team.
Once your team members feel comfortable with you and

the procedures of the PLC, it’s time to start giving them
tasks that contribute to the effectiveness of the PLC
meetings. I begin this process after the first grading cycle.
Establishing shared accountability and support within a
team prevents ambitious teachers from developing
feelings of insignificance and animosity that can tear a
team apart. It’s a good idea to plan out the second unit
with them, or demonstrate how to use data analysis to
drive units and lessons. Give all team members ownership
by enabling them to create lessons they’re interested in.
The goal is not to push people into a task they aren’t

ready for but to offer opportunities to contribute and grow.
When they take on a new task, it is the leader’s duty to
support them outside of the PLC as much as possible so
they feel successful when delivering their creation to the
team. That will help everyone—especially new teachers—
keep growing.

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E F F E C T I VE C O L L E C T I V E IN Q U I R Y
The goal of collective inquiry within a PLC is to build
shared knowledge by utilizing new methods of teaching
and examining best practices. This allows both new and
experienced teachers to contribute to the decision-making
process and employ their own teaching style.
Once a collaborative culture has been established,

teachers will feel more comfortable sharing ideas and
practices with the team. The key is to actually utilize those
ideas. Something I really struggled with as a teacher who
was new to a team was that when I shared ideas, they
were never used—and I was never told why, which added
to my feelings of frustration and insignificance.
To realize the goals of collective inquiry, it’s imperative to

acknowledge and use team member ideas as much as
possible. New teachers coming out of college have a fresh
outlook on how to present ideas and teach skills, and they
are huge assets to the team and can help build a bank of
resources that add to the students’ experience of lessons.
Veteran teachers are more experienced with the content
skills and best practices, such as questioning strategies or
actively monitoring student work. They add management
strategies to the activities presented by new teachers.
Playing on the strengths of both new and veteran teachers
within a PLC builds the knowledge bank of the team and
enables each teacher to have ownership in the lessons
and curriculum.
Ultimately, getting to know my teammates as people,

building their confidence and knowledge, and intentionally
utilizing ideas from each member of the team has allowed
me to create an effective PLC—my dream team. My new-
to-the-profession teachers have created an exemplary
lesson bank that is categorized by content skill, as well as
seating charts that organize students by their mastery of
specific skills. My more experienced teachers are pulling
proven, effective strategies from other curricula and
altering them to fit our students and subject.
Creating an effective PLC team is challenging, especially

since teachers are generally not explicitly taught how to do
it. Focusing on creating an authentic culture of
collaboration and intentionally fostering collective inquiry
within PLC are vital parts of creating your dream team.
Grade Level Meeting
Mnday, April 13, 2020
Agenda
III. Old Business

IV. New Business
A. Innovating Without Abandoning What Works

https://www.edutopia.org/article/innovating-without-abandoning-what-works
B. Distance learning log
V. Next Steps
A. Start preparing for PTEP
VI. Open Discussion
VII. Adjournment
Grade Level Meeting
Mnday, April 13, 2020
Minutes
III. Old Business
San Luis: This article on PLCs was interesting. It outlined not just how to have
productive PLCs but also how to work as a productive team. Many of the
suggestions are things we already implement naturally. Specifically, sharing
tasks. Although on record I am the grade-level chair, we all have responsibilities
that make being GLC easier, and not as daunting. I think overall this article
shows the importance of teamwork, and utilizing strengths with I think we already
do.
Maluwelmeng: My takeaway from this article is that we need to get to know our
members as people by looking at their strengths and experiences. Whether it is a
veteran teacher or someone right out of college, it is important to build a sense
that at a PLC, it is safe to bring up ideas and thoughts. Which brings us to the
importance of establishing team norms and focusing on building collaborative
PLCs. When making decisions and sharing teaching strategies or styles, a member
can take ownership of the work done.
Pablo: I like how the article stated that the importance of PLC was to foster a
form of collaboration within a team and manage the process of collective inquiry.
It’s important to know your team members as people and understand their
capabilities. I like how the article stated that the goal isn’t to push people into a
task, but to offer opportunities to contribute and grow. I think the article’s goal on
collective inquiry made great points. Teachers should be meeting to discuss new
methods and teaching practices. It is a good way for new and experienced
teachers to collaborate and find out what will work best for them. It’s true that
creating an effective PLC team is challenging. Like the article stated, we are not
explicitly taught how to do it. I do like the goals it stated on creating an effective
PLC and I do believe understanding each other and sharing ideas are vital
components to a successful PLC.
Baisa: Things from this article that I can utilize now are getting to know
colleagues before doing the work. Being new puts you in place where you don’t
share often but with a good team sharing ideas are much easier. It also shows how
everyone contributes and as a team can decide if it was a good suggestion.
B. Working session (Through zoom meetings, emails, and whatsapp we worked
on our learning packet the start of the work session started with this whatsapp
chat)
San Luis: Hey guys after my zoom meeting today, we were assigned Week 7 with
Tamuning Elementary School, we’ll be working on Multiplication for now. Nutrition
and Exercise is also week 7. However, not all schools have signed up for a learning
packet, so Frankie has advised to just work on multiplication and another school will
more than likely sign up for Nutrition and exercise.
Maluwelmeng: Ok so maybe we can look up things for multiplication and then have
a Zoom meeting and start discussing and creating.
Baisa: Sounds good I can start researching stuff and email what I find.
Pablo: I can set up a Zoom meeting for Monday (April 6) 10:30AM.
San Luis: I’m good with that time.
Baisa: Me too.
Maluwelmeng: I can make it at that time.
IV. New Business
A. Innovating Without Abandoning What Works

https://www.edutopia.org/article/innovating-without-abandoning-what-works
San Luis: I thought this article is very relevant to what happens when we go to
trainings. Many of the trainings I’ve been on, try to sell a certain way of teaching
and let us know why it is superior to what is currently going on in our classrooms.
There are FOSS which goes hand in hand with NGSS which the department has
adopted. Just like the article states though, a part of the problem is providing
adequate resources. We do have FOSS kits but we do have to share them. There
are trainings with Legos and we are being provided with Lego kits. The only
problem with that is finding the time to utilize it or integrating it with our
curriculum. However, once you figure out how to incorporate it in your
classroom it is really fun for the students. I’ve used the foss kits in my class this
year as well, and the students really were engaged and excited about it. I think as
long as the trainings show us both how to implement their strategies and that we
have the resources teachers would not be so hesitant to try. Most teachers know
how to balance their new knowledge with strategies they have been utilizing for
years.
Maluwelmeng: Off the bat, this article is so relatable. After teaching for several
years, every school year seems to have a new idea or approach that I must do or I
must have in my classroom. I have found myself failing miserably and, on the
flipside, having the feeling that I did the best lesson ever with my students. I
appreciate the article’s perspective on that we should look deeper into those
methods and ask ourselves whether it teaches transferable skills that the students
can use now or in the future.
Pablo: As time changes, so do teaching practices. It can be very overwhelming

being introduced to different strategies and ideas and finding out what works for
you. I go to many trainings where I am sold on ideas or I watch many videos
where I am intrigued with how educators are doing project-based learning and
STEM. I do agree that it doesn’t seem realistic because of funding and not having
the resources. I do like the idea of combining new strategies with older ones. We
share many of our STEM resources, but when we take the time to figure out a
schedule, it can be really fun for the students. It can also be really exciting trying
something new and innovative in the classroom as a teacher and seeing how
successful the integration was.
Baisa: For this article I need to try to balance new methods and ideas with what I
know. I often try the new things and throw away what I learned as effective. Also
I learned that if many teachers are trying to be innovative it becomes easier as a
team with support from administrators. Administrators also need to support
innovation in schools. These things can make it easier for the whole school to
work more efficiently.
B. Distance learning log
San Luis: We have to report our communication with our parents to Mrs.
Quejado. I will be doing a log and break down the ones I can get a hold of. I
can’t get a hold of most with Online communication.
Maluwelmeng: I have 13 I was able to establish contact with.
Baisa: I have five I can get a hold of online, the rest I would need to call.
Pablo: I was able to contact 15 parents, but I’m not in constant communication
with all.
San Luis: Me too, some parents have trouble with minutes on their phone. I’m
just going to write that though.
Maluwelmeng: Yeah I think as long as we keep track of everything it will be

all good.
V. Next Steps
A. Start preparing for PTEP
VI. Open Discussion
VII. Adjournment: April 10, 2020

EDUCATION TRENDS
Innovating Without Abandoning What Works

Ideas on how teachers and school leaders can
preserve time-tested teaching practices while
working to incorporate new good ideas.
By Trevor Muir
March 31, 2020
Gregg Vignal / Alamy Stock Photo
Tell me if this sounds familiar: A consultant or speaker

came to your school or a conference you attended to talk
about an amazing new teaching approach—maybe it was
project-based learning, genius hour, STEM, flipped
classrooms, or makerspaces. They went on and on about
how successful this innovative strategy was in their own
classroom—and how we need to abolish all the outdated
teaching practices we’ve been using and replace them
with this new one, which is the greatest pedagogical
approach of all time.
And perhaps while they were showing pictures from their

classroom of kids building race cars, swiveling around on
thousand-dollar office chairs, and making keychains with a
3D printer, you couldn’t help but think about the desks in
your classroom that have been there since before the
moon landing. Or the fact that you haven’t been given a
supply budget in four years, and that the only race cars
your students are building are made out of toilet paper
rolls you brought from home.
Website: https://www.edutopia.org/article/innovating-without-abandoning-what-works
And you might have teaching practices you’ve used for
many years—because they work—and you don’t want to
throw them out just because a new fad is making its way
through the education circuit.
These are all realities that are often ignored when we talk
about innovation in education. Teachers are often sold the
idea that it’s all or nothing: Flip your entire classroom to
project-based learning or you’re doing it wrong. Convert
the entire library to a makerspace or you’re doing your
students a disservice. Never give another lecture again or
you’re an “old-school” teacher who can’t effectively teach
this generation.

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I N N O V A T E — WI T H O U T A B A N DO N I N G W H AT W O R K S
But we shouldn’t dismiss innovation altogether. Rather, we
should strive for balance: As we innovate, we have to be
careful that we don’t discard methods that work. Here are
some approaches that have worked for me.
Blend traditional practices with new ones: Innovation

doesn’t require abandoning every trace of your former
classroom. For instance, project-based learning (PBL)
uses traditional practices to teach students to solve real
problems. The real innovation in PBL is using an authentic
audience—rather than grades—to motivate students.
Because of this, many of the lessons in a PBL unit might

still look traditional. For instance, you could teach
persuasive writing by having your students write letters to
politicians advocating for a cause. You’re still teaching
ethos, pathos, and logos—only now, there’s an authentic
audience to heighten student engagement.
Focus on the skill, not the technology: Chances are, most

students will not use 3D printers or video editing software
in their future careers. Does this mean we shouldn’t use
these tools in the classroom?
Not exactly. When deciding whether to use technology,

educators should first ask whether it teaches transferable
skills—not just how to use that technology. If using a 3D
printer is an effective way to teach students how to
conceptualize an idea, then by all means use it. If using
video editing software is an effective way to teach
organization skills and present complex ideas, then it’s
worthwhile.
Provide support for educators to innovate: One of the best

indicators of student success is teacher support. When
teachers have what they need and don’t have to innovate
alone, they are much more likely to succeed. This is why
it’s crucial that administrators and other school leaders
support teachers in their attempts to innovate.
School leaders should give leeway and allow failure as

long as everyone is willing to learn from it. Create
professional development that properly addresses
teachers’ needs. Invest in online courses on how to use
makerspaces successfully. Provide time for peer-to-peer
learning labs, where teachers can observe their peers
teach and take best practices back to their own
classrooms.
An all-or-nothing approach to innovation can be

intimidating—and it’s not generally beneficial. When we
instead choose to work within realistic confines while
seeking to use best practices with students, we will see
our confines expand. Of course, the education system
needs an overhaul in many areas, and many schools are
stuck in the past. But real change happens from within,
and that will only happen when change is actually
possible.

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Machananao Elementary School

3rd Grade GLC Table of Contents

GLC 1 – August 16, 2019

GLC 2 – September 6, 2019

GLC 3 – October 4, 2019

GLC 4 - November 29, 2019

GLC 5 - December 19, 2019

GLC 6 – January 17, 2020

GLC 7 – February 7, 2020

GLC 8 – March 27, 2020

GLC 9 – April 13, 2020

IV. New Business

IV. New Business

o Creating a Positive and Respectful Group Atmosphere

Creating a Positive and Respectful Group Atmosphere for Students

“Establish, practice, and enforce expectations and

Making Students and Parents Partners in their Success

Story Grammar and Text Structure

Story mapping and other graphic organizers

In another study, students engaged in self-questioning to identify 3 text structures, cause-

“Untangling Reading Comprehension Strategy Instruction: Assisting Struggling Readers in

Categories: Reading, Comprehension

IV. New Business

IV. New Business

A. Article: Making lessons more physically active.

Maluwelmeng: My students have been learning a poem about Martin Luther

VI. Open Discussion

VII. Adjournment-2:35 P.M.

Authors: Dominique Russell

Implementing physical activity has been shown to have a positive effect on

The research, Physically active lessons in schools and their impact on

‘There are no downsides to adding physically active lessons into your

The positive impact of active lessons

‘Large, significant effects were found on pupils’ physical activity in lessons,

Significant effects were also seen in relation to student behaviour and

A positive impact on lesson time – particularly an increase in student time

Areas for further research

For educators looking to introduce or enhance the use of physical activity in

IV. New Business

Maluwelmeng: My students have been learning a poem about Martin Luther

IV. New Business

A. Article: Energy & Calm: Brain Brakes and Focused-Attention Practices

Baisa: I do practice brain breaks in class along with gonoodle.com. However, I

B. Working session (Aimsweb Data Analysis)

VI. Open Discussion

Energy and Calm: Brain Breaks and Focused-

© Popova Anastasiya/Creative Market

When presented with new material, standards, and

The Junk Bag: I always carry a bag of household objects

Squiggle Story: On a blank sheet of paper, whiteboard, or

Opposite Sides: Movement is critical to learning. Have

Symbolic Alphabet: Sing the alphabet with names of objects

Mental Math: Give a set of three instructions, counting the

Invisible Pictures: Have a student draw a picture in the air

Story Starters: A student or teacher begins a story for one

Rock Scissors Paper Math: After players say, “ Rock, paper,

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For the following practices, the goal is to start with 60 to

Breathing: Use the breath as a focus point. Have students

Colors: Visualize colors while focusing on the breath.

Movement: This one is for younger children. Direct

The Deep-Dive Breath: Have students inhale for four counts,

Energizing Breath: Have students pant like a dog with their