REFLECTION ZONE: Mini Action Research - Learning Targets

Overall I thought the learning targets were helpful to my students.  They gave the class a sense of purpose from the beginning.  They were age appropriate and student friendly as they were written for sixth graders to understand. They were written as “I can” statements that they should be able to do by the end of the hour or for sure by the end of the chapter.  Even if they did not understand the learning target initially, they were aware of the clear expectation on each of them to accomplish.  The learning targets seemed to better prepare students for the challenges ahead and provided a clear focus.  Students were not left wondering what we were going to do each day.  Students did not waste time trying to guess or figure out the topic as the targets were introduced at the beginning of each lesson and revisited at the end of the lesson and throughout the unit of work.  We reread them aloud before quizzes or the test.  Students’ pronunciation of vocabulary words such as proportion seemed to improve.  Key concepts were intentionally repeated from their mouths, not just mine.  For example, many students read the target, “I know the word of means multiply in math.”  They heard that from me as well as their classmates and sometimes from themselves.  I think the targets enhanced my instruction as they provided a clear purpose of what was expected each day.  Students did turn back and read them for extra help in their learning process.  They were proud to see the chain that made it quite some distance around my classroom.  I believe utilizing the learning targets had a positive impact on my students’ understanding and mathematics achievement. 

REFLECTION ZONE: The Energy Bus

I have kept my Energy Bus bulletin board up as we read a rule and the students talk about what that rule could mean for them in their personal lives.  A few teachers who have stopped in my room have inquired about the bulletin board, and this has started conversations.  I am trying to keep the principles learned from this book alive for myself, at school and in my personal life.  I remember some of the quotes from this book.  The one that really keeps me going is "Too Blessed to be Stressed."  Even though I feel stressed and worry about the people that matter the most, I repeat this saying and it helps calm me a bit. I also used the quote, "The goal is not to be better than anyone else but rather be better than you were yesterday" when we prepped our students for the MAPS test last week.  We talked about not comparing your target to someone else's target or not to compare their RIT score with someone else's RIT score because they are not taking identical tests.  Each student is starting at a different spot or a different number and getting different questions, so it is foolish to compare.  Each student needs to concentrate on him/herself and meeting his/her target. While I tried to make this point clear, I also informed the students after the test as to what the 6th grade benchmark score is.  I did not do this for them to compare themselves to others, but more so they know if they are at, below, or above grade level.  Knowing this information might help a student or a parent see the greater need for their child to attend supplementary summer school in hopes to make gains.  I find myself continuing to keep the learning I gained from the book alive in my daily life.

REFLECTION ZONE: iPod Touch

Tonight I went to an optional meeting to learn more about the iPod touch.  I committed to be part of a group who will begin researching and evaluating apps for educational purposes.  I am excited, but it looks like there is so much to learn and so many apps.  I am excited for this new challenge, but a little skeptical since I don't seem to have much free time.  I think it will be an enjoyable experience, and overall I am looking forward to learning along side my coworkers, and improving my technology skills.  I am hopeful it will enhance my students' learning in the near future as well.

REFLECTION ZONE: 8th Grade Speaker

                      TIM SCOTT'S HOLOCAUST PRESENTATION
 

PUT OUT THE FLAME

           

Yesterday the entire 8th grade class took time out of their day - 4 hours, to listen to a guest speaker on the Holocaust.  Since I am teaching two sections of Pre-Algebra this year I attended the speaker for the first time.  I am glad I made sub plans and took the time to attend.  It was during his presentation that I was reminded how powerful words can be.  The speaker, Tim Scott took the listeners on a journey.  While sharing Holocaust history, he told a story and had each student picture him/herself as the main character.  He had each student picture his/her own mom, dad, sibling, and grandparents as he told this story.  He brought many students to tears with the words he shared.  He also made his message hit home, by asking students how the spirit of the Holocaust is still alive today... in the United States, in Wisconsin, in Osceola, and yes, in their school.   He shared letters written by previous Osceola 8th graders that spelled it out.  His point was clear that the Holocaust began because of people thinking they were better than others, and yes that still exists today.  He made students look in their mirror and think about what each is doing to keep the spirit alive and how we can put out that flame of prejudice, racism, and misunderstanding.  I was impressed by his presentation, and I thought the kids connected to his message.  Words have power.

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.