Area 2 ALT Program

Nickajack Elementary March Math Madness

     On March 26, 2009, the students of Nickajack Elementary School participated in a school-wide math day. The purpose of this day was to provide engaging math activities that review CRCT skills through performance tasks and promotion of higher order thinking skills. Current research supports students using the information they learn to think critically, create products, and demonstrate performance through real world applications.   The use of performance tasks allows teachers to address multiple standards while challenging students to work cooperatively and utilize their multiple intelligences creatively thus using higher order thinking. This approach also keeps students focused and motivated because they correlate these learning experiences to their own real-life experiences.  All school stakeholders were involved in making this day a success. Specials teachers created interactive lessons that incorporated grade level content standards.  Parent volunteers devoted their time and talents with over 45 parents involved! Visitors from around the district were invited to observe throughout the day. Their presence was welcomed as teachers and students invited them to partake in some of the hands-on activities.  It was an enjoyable learning day for all!

 

“I was very impressed by the level of engagement by all students and by all the volunteers who participated as well!”

                                                              - Dale Gaddis, Area 2 Superintendent

“I was so delighted to be part of March Math Madness at Nickajack.  In each grade level the students were so engaged and excited about the math activities that were presented for them to solve.  It was an impressive sight to see every grade level teacher including specials teachers’ work to make this a rigorous learning opportunity for the students.  I am sure they will look forward to participating every year.”

                                                    -  Jean Ladendorf, Area 2 ALT

 

"I was pleasantly surprised to see students teaching students when they were struggling. It really shows a high level of respect between the students."

                                                  -  Brian Burnaugh, Area 2 ALT

 

“What I noticed at March Math Madness at Nickajack Elementary was teachers and students working on engaging performance tasks that covered higher level thinking skills on standards that required student review.  Students performed an activity (standing long jump, icing a cooking-adding toppings-paying for toppings) and then answered questions that were very similar to those they will encounter on the CRCT.     

                                                                 - MaryJo Martucci, Area 2 ALT

 

“March Math Madness at Nickajack Elementary was an awesome experience. The teachers of Nickajack planned various Math activities and task that provided multiple authentic opportunities for students to demonstrate mastery of the GPS in Math. Students were very engaged throughout the day in tasks and activities that appealed to various learning styles and in interdependent cooperative groups! Hats off to the staff of Nickajack...the day was a success.

                                                                       - Nicole Spicer, Area 2 ALT

 

“I was thrilled to see so many real world applications and the generalization of math skills across several content areas!”

                                  - Pat Jackson, Supervisor Professional Learning

 

“Authentic learning is priceless. It just doesn’t get any better than that! Nickajack teachers took their students to new heights during Math Day!”

                                                                    - Lashonda Smith, Area 2 ALT

 

Submitted by Lashonda Smith                                                                             

Reference:  From Standards to Rubrics in 6 Steps. (2006). Kay Burke

Nickajack Art Specialist Jessica Nicula Featured in Bright Side

      First year art teacher, Jessica Nicula, is featured in the Cobb Bright Side Newspaper for her cut paper collage of Barack Obama. President Obama was the focus of the school’s theme for celebrating Black History Month.  Mrs. Nicula created her own interpretation of the original painting by Shepard Fairey.  “The project was a lot of fun, and my team was very helpful and supportive throughout the process” explains Mrs. Nicula. Her feature was in the March 2009 issue! 

 

Check it out!

http://www.brightsidecobb.com/CurrentFrontSV0309.htm

 

Submitted by Lashonda Smith

April Newsletter

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Grading

Here is another great article from Anne Davies on Grading. The article also comes with an activity one can try with a group to tap their opinion on certain aspects such as homework and the use of zeros.

The following is an excerpt from a recent article in the Saskatoon Star Phoenix newspaper:

http://clicks.aweber.com/y/ct/?l=PDaDJ&m=1bIxWAcVbXAMmr&b=R46.IQPmTH93FM5rEY3e9w 

** I remember being at a track meet as a Grade 9 student. Our school's entry in the 100-yard dash didn't show up, so I was asked to take her place. I was not a sprinter so, of course, I crossed the finish line far behind the other runners. Was that a good assessment of my ability as an athlete? No. I hadn't trained for it, I wasn't ready for it - the competition was completely inappropriate. In much the same way, standardized tests and the resulting letter grades aren't always a true reflection of what a student has learned, or better yet, could learn.

 

Today's society wants everybody ranked, so a lot of our high schools have to be set up to value marks more than learning. Your most successful students can take their mark and decode it. They figure out for themselves what got them to that mark and what they didn't do that they need to do next time. Your struggling learner doesn't have the skills to decode it, so when they get an F, they don't know what got them there.

 

Many educators at the high school level are making a great effort to move beyond traditional teaching methods and better engage students, using assessment FOR learning. These assessment and

evaluation practices allow students to participate in the assessment discussion, helping them to set goals for their own learning and to understand what constitutes quality academic work.  Academic success becomes possible even for those who are struggling in school because they not only understand the expectations, but they also develop the skills to achieve the learning goals. **

 

If you and your colleagues are rethinking what you include as part of a student's grade or mark, consider tapping your own wisdom and using this Grading Debate Activity on our website at

http://clicks.aweber.com/y/ct/?l=PDaDJ&m=1bIxWAcVbXAMmr&b=chwqy64d47GY5zVAKRQfgg. It is from a video resource by Rick Stiggins entitled, GRADING AND REPORTING. (The resource is no

longer available for purchase, but you might want to check out your resource center.) Take some time

and invite your colleagues to think through all the grading issues they are struggling with; list them; and then, working in groups, decide the best way to approach the issue, given what we know about

emerging evaluation practices.

 

All my best,

Anne

www.annedavies.com

Great Website

The site is from the West Virginia DOE and is a great stop for research based strategies.  It's easy to use and they give samples at each level.

http://wvde.state.wv.us/strategybank

March Newsletter

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Great website

     Thanks to Amy Gonzalez, a Literacy Coach at Norton Park Elementary, for finding this very helpful website for teaching reading strategies.  For helpful links to teach main idea, inferencing, cause-and-effect, etc., please visit the attached website:

http://teacherweb.com/GA/MillCreekElementarySchool/MrsRoesel/ap8.stm

Thanks to Mrs. Roesel for allowing us to use this webpage!

      Since there is no getting around grades, teachers must do the best they can to work with them.  In her article, Compensating for the Compulsory, Anne Davies states the research is clear that traditional grades lead to less interest in learning and less desire for challenging learning. Anne recommends that teachers talk with students about what counts in their learning.  Teachers should take time to tell students what the proof of learning needs to look like. To read this article and more click on the link 

http://blog.annedavies.com/2009/01/13/issue-32-compensating-for-the-compulsory.aspx

Submitted by Mary Jo Martucci

General Education and Special Education

Download Trade journal article #1 co teaching

Submitted by Nathifa Carmichael

Student Engagement Through Learning Centers

On December, 16, 2008, the teachers at Nickajack Elementary had the opportunity to participate in a make and take language arts session.  The purpose of this session was to make learning centers aligned to upcoming 3^rd quarter standards.

Current research supports that children learn best when they are actively engaged.  Utilizing learning centers in the classroom promotes student engagement. Learning centers are organized areas in the classroom for students to work independently, with partners, and/or small groups. They are sometimes referred to as workstations because students are working while there. Learning centers contain meaningful, purposeful tasks that serve as a reinforcement or extension to concepts already explicitly taught by the classroom teacher.  These centers can provide teachers with a system of accountability and allow them to monitor progress and mastery of concepts. When used effectively, learning centers are the perfect tool for differentiating instruction to meet the needs of all learners.

What are the benefits of using learning centers in the classroom?

• Promotes independence and responsibility
• Promotes attention to individual learning styles
• Promotes students working at his or her own pace
• Allows for differentiation
• Promotes self-discovery
• Reinforces concepts previously taught
• Provides practice
• Makes learning fun
• Provides time for teacher to work with small groups or individual students

 

Taken from Student Center Activities: Teacher Resource Guide (2005) by The Florida Center for Reading Research.

ALT Facilitators: Lashonda Smith, Denise Reynolds, & Nicole Spicer