REFLECTION ZONE: The Energy Bus

This month I made a small bulletin board called the Energy Bus.  I posted the 10 rules to fuel your life and some bus tickets with positive messages around the rules.  I try to share one rule each day, (time permitting) and we talk about what the rule means for them. It keeps the positive energy flowing!

REFLECTION ZONE: Social Justice & Diversity

Social Justice and Diversity at OMS

By Abby Marish

Gather data about what is done in your school concerning the topic of social justice.

I met with my principal and discussed this topic.  I also talked with team members and emailed the staff in order to learn what other teachers did in their classrooms regarding the issue of social justice and diversity.  The following is what I learned is taking place at OMS.

1. What is in your curriculum? / What do teachers teach?

Sixth Grade Social Studies

Civil Rights Movement Unit- the social climate during those years, Rosa Parks, KKK, right to vote, end of segregation

Study of culture- the 16 areas of culture (food, clothing, customs, etc) and carry this theme throughout the year as we talk about current events around the world and early civilizations

Students choose a country and present to the class about it.

Current events this year:  history of labor unions, issue in WI of the right to organize, people in Tunisia, Egypt, fighting for freedom from a dictator, and the current struggle in Libya

Global Issues unit 

The history of Dan West, who initiated the idea of giving a cow instead of powdered milk, so the needy could provide for themselves.

Heifer International- their goal is to avoid imposing our culture on them or telling them what they need.  H.I. finds out what they need and helps them to develop, totally respecting their culture. 

Give Up Day- where we give up a luxury for one day and donate the money we saved to buy an animal for a needy family so they can provide for themselves.

Study of child labor around the world, the implications for factories in the US, the effect of child labor on education, and the history of child labor in this country leading up to the child labor law.

Sixth Grade Reading

The Cay - one of the main themes relates to the roots of prejudice, how it is learned, not ingrained/genetic

Students learn that by personalizing/humanizing through the telling of real stories and seeing commonalities we promote equality in society.

Julie of the Wolves which is the story of an Inuit girl making sense between her current, more modern world and the "old ways" of her ancestry.

Pinballs -  includes diversity of home-lives/guardians/foster care

Sixth Grade Math

What’s in a Name?

OMS Mascot Graphing Project

Seventh Grade English

Black history month report

-What is the social and historical significance of the person you researched?

-Why should we remember historical accomplishments and contributions to society? 

-Why is history important?

8^th Grade Reading – Holocaust Unit

Anne Frank - Discussion centers around why her diary is such a significant piece of literature and how can lessons learned from her be applied to our lives today? 

Read poetry from a holocaust survivor named Inge Auerbacher and other holocaust related poems

Watch video of Gerda Wiesman Klein (a survivor)

Watch video of Elie Wiesel while he visits Auschwitz

Students are required to read one choice book related to the holocaust or WWII theme.

8^th Grade Math – Holocaust Unit

Students build a 3-D monument to honor Holocaust victims and use geometric shapes and the knowledge they learn throughout the Holocaust unit to apply symbolism to the shapes in their project.

Speaker: Tim Scott

8^th Grade Spanish

Watch a video about Ecuador - students write and discuss what they saw in the video, whether they'd like to visit the country or not and why, and some main cultural differences

Day of the Dead WebQuest

Navidad / Posadas caroling

 Osceola offers K-12 Spanish 

     This starts promoting cultural, linguistic, and social awareness at an early age.

Special Education

Use literature to illustrate concepts and bits of civil rights history 

Read the book Rosa and had a short discussion about how students at OMS might feel to be restricted on their ride home

Native American legends have messages that seem to resonate with students during social skills lessons

 Read Hide and Seek and Number of the Stars

 Write reflection paper - what it is like to walk into a concentration camp

Read The Hull House which is located on Halsted Street in Chicago, one of Chicago's poorest neighborhoods (This is now a museum that teaches about neighbors of all different ethnic backgrounds that learn to interact together.)

2. What special programs take place?

Mix it Up Day

Food Drives

School wide advisory program

Developmental Designs

Social Contract

Rachel’s Challenge

Extra Curricular Activities/Clubs accept and welcome ALL

  (Athletics, FEA, Tatu, Extreme Self-Esteem, Forensics…)

        Lunch Buddies (friendship groups)

Anti-bullying policy that includes harassment and sexual harassment

3. How do people’s actions in general support Social Justice?

Take bullying issues seriously

Building a sense of community within our advisories

Take opportunities to explain that everyone has a different way of learning and growing and how can we be aware and accept that

Team taught classrooms that include special ed students

Take advantage of teachable moments concerning social justice

Celebrate diversity

4. What is your school not doing?

I honestly was so impressed with what is done within my school concerning the topic of social justice and diversity.  While our staff and student body are not that diverse and there is always more we can do with this topic, I feel we have a good start.  The area that my principal believes we are not addressing as well as we could is supporting LGBT students with support groups.

REFLECTION ZONE: Mini Action Research Round II

 Mini Action Research Round 2

My large action research topic has to do with the power of our words affecting student achievement.  I have a few directions I am considering going with this topic next fall, but am currently undecided. I am fascinated by this topic and am interested in continuing to learn more. 

My mini action research pertains to my topic, and my question is: In what ways does the use of daily, student-friendly learning targets shared and posted at the beginning of class affect student achievement?  After reading literature about the power of words, an article entitled “Knowing Your Learning Target,” and Chapter 3 from ahead of the curve entitled Assessment for Learning: An Essential Foundation of Productive Instruction, I am excited to try incorporating clear, purposeful, learning targets into my everyday classroom.  This is a change to my practice as I have not taken the time to use learning targets in my class.  In fact, I just tried sharing a learning target explicitly last week for the first time on my promethean board.  I want to intentionally provide a clear purposeful learning target each day to better guide my students and clarify expectations. I am hoping to find that when students know where they are going, they are more motivated to do the work needed to get there. 

My data collecting tools will include student surveys before and after the use of daily learning targets.  It will include teacher observations/field notes on student participation.  My data will also include recording how many assignments were completed on time this term (starting on March 21) versus the last term.  I would also like to compare grade averages from term 5 to term 4. 

I will begin my action research Monday, March 21 during 7^th hour and continue it through April 19. 

My learning targets will answer the following questions from a student’s perspective.

1. What are we learning about today? Specifically, what will I be able to do when I’ve finished this lesson?
2. What idea, topic, or skill is important for me to learn and understand so I can do this?
3. How will I show that I can do this, and how well will I have to do it?

Originally I planned to post the learning targets on my promethean board, but I decided to post them on large white paper as well, and hang them around the room (in a line that keeps growing) as an easy, accessible visual for students to recall what we have done this chapter.  

REFLECTION ZONE: Math Masters

Last Monday I took 10 6th grade students to a Math Masters Competition in Barron, WI.  While the competition was open to anyone, the 10 students were selected based on their scores on preliminary tests.  They met a few times prior to prepare for the competition. The students participated in individual basic facts and problem solving rounds.  They worked together as a team during the team problem solving portion.  It was really fun to see students excited about math and excited for a challenge.  Overall, the students did really well.  One of our teams took first, 4 placed in basic facts, and two placed in the individual problem solving portion.  All students received a t-shirt for participating.  They were excited to be a part of something positive and to do so well.  They also enjoyed lunch at McDonalds.  It was a good day!

REFLECTION ZONE: Google Docs

Today Karen H. and I began our discussion of Chapter 3 from ahead of the curve over the phone.  That led us to complete our write-up of the chapter on google docs.  This was new to me.  We were able to both write on the same document at the same time and see what the other was writing. We were also able to write comments and interact on the side of the document. What a fabulous way to connect and work with others. It was instant and therefore time saving.  I enjoyed working together and being exposed to a new piece of technology!

 

REFLECTION ZONE: The Power of Our Words - Literature Review

The month of February was spent reading a lot about the power of words, especially relating to students.  I learned a lot and questioned even more.  I began my literature review.  I was not sure how to even start this, but with help from people who had done this and websites shared, I began to wrap my head around the idea of what a literature review was comprised of.  If I had to explain a literature review to others I would include the following information.
The purpose is to provide background to justify for the research you are interested in conducting in your classroom.  You need to  look at existing research that is significant to the work you will be carrying out.
You read a lot to find what is already known on your topic.  You want to learn what knowledge has already been established by published by accredited scholars and researchers. You discover existing theories and what is agreed upon and what is not.  You find inconsistencies and shortcomings. You might find evidence to be lacking, inconclusive, or contradictory.  Hopefully you see reason to study the topic further.  As you read and highlight information, you will be able to organize your research into themes.  While a literature review is not a summary of each individual source it does summarize research.  Your job is to show the relationships between different ideas or studies and relate it to your idea or work.  It is important to follow APA format and give credit to your sources throughout your literature review.

I have spent a great deal of time reading and writing and rewriting my literature review, but I have enjoyed it because it is on a topic I am interested in learning more about.

REFLECTION ZONE: The Power of Our Words

The last few weeks I have noticed more than ever how powerful the words we choose to speak really are, and the impact words can have on the listener. While my dad was in the hospital the first week in January, I really noticed the word choice of his nurses and doctors.  I wonder if they realize the power their words can have on families.  It made me reflect on myself as a teacher, and how powerful my words can be for the students I teach.  I have found myself choosing my words more wisely as I interact with kids. I want to learn how my words can better motivate my students and my athletes to do their best.

On Friday night I watched an episode of Blue Bloods.  The story line was about an old case that was resurfacing.  The police chief and his past partner had determined who was guilty of the crime that was committed 20 years ago, however they needed the suspect to confess to his crime.  The first detective tried by interrogating the man, but got nowhere.  When the chief of police went in to meet with the suspect, he had a way with his words.  His words were filled with so much emotion and power, that the man truly had no choice, but to confess.  This episode was a prime example of the power one's words can have on other people.  I want to be skilled in my words, and learn how teachers can use their words for good and to help motivate students to succeed.  This is the topic I am excited to research for my lit review.