Peggy Brookins and Raymond James help students apply knowledge of trigonometric functions to the live testing of quad copters. This is a useful for exercise for applying mathematical knowledge to real world situations.
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Ms. DiMaggio's 4th graders explore the essential but complex concepts of revolution, reaction, and reform. They begin with what she calls a "Quick Write" in which students independently write about anything they know about the three given words. Students then discuss what they've written in small groups. Next, students rotate around the room in teams to analyze photos of historical events responding in writing with ŇI see. . . I think. . . I wonder. . .. Ms. DiMaggio was careful in selecting a wide variety of photos to post given the complexity of these concepts and to address possible misconceptions or limits to understanding. For example, some students initially focused on the word ŇrevolutionÓ being related to war or the 1800's. When they analyzed a photo of technology, they quickly realized a broader definition of "revolution".
Algebra teachers, Juliana Jones and Marlo Warburton, have common philosophies and expectations in their algebra classrooms but use their own unique teaching styles and structures to create consistent experiences for students. Collaboration is an important part of that process and allows teachers to provide common learning experiences in their classrooms despite different teaching styles and structures. This video takes a look at the warm-up, lesson, strategies for group work, classroom expectations and routines to discuss commonalities but also identify ways in which each teacher personalizes their classrooms based on their own teaching style and personality.
Algebra I teacher Carl Munn moves his students through a lesson on the distributive property. Rather than teaching students only how to use it, he focuses on helping students understand why and when distribution is needed. The lesson begins with note taking during which students use the Cornell note-taking strategy. Guided practice follows during which Mr. Munn's focus is assessment. Both he and the students assess what they are getting and not getting before moving on to the final lesson component of independent practice.
Ms. Berkowitz and Coleytown Middle School students prepare for a class discussion comparing the tone/theme of two different poems by systematically breaking down the individual poems using the SIFT method (symbolism, imagery, figurative language, tone/theme). Working independently, students identify examples of the first three components before making decisions about the overall tone and theme of the work. In small groups, students then discuss their findings and compare elements of the two poems. Ms. Berkowitz transitions to a larger class discussion by focusing on the differing tone and theme found in the poems and sharing how literary elements contribute to understanding the tone/theme.
This 5-minute video features 5th grade teacher Ms. Brewer at work with English language learners teaching them to discuss, analyze, and write about an informational text. We see her planning a series of lessons, engaging her students, and explaining how her lessons address the Common Core Standards across ELA.
As part of a unit on neuroscience, 6th graders in Channa Comer's class work in teams to design football helmets to protect against brain injury. Using eggs to model the brain, groups design helmets that will keep the egg from cracking. Channa takes her class through the steps that engineers use when working on a design, from brainstorming to final testing. The students work within two constraints-- the helmet has to stay on the head and the helmet has to prevent the skull from cracking. After the groups work together to design helmets, they test, revise, and retest their designs as necessary.
Principals and fine arts teachers from various schools in New York City demonstrate their commitment to providing arts education to their students. They explain how dance, drama, improv and music give students the opportunity to express themselves and to communicate with others in different, meaningful ways.The principals and teachers find significant value in exposing students to a variety of artistic avenues and find it enhances their performance in academic areas such as math, language arts, and science. Thus, despite major budget cuts, they have found ways to maintain their commitment to providing students with rich experiences in arts education.
Ms. Schaefer leads her 12th grade ELA students through a critical analysis of Atul Gawandes 'The Case of the Red Leg' through careful sequencing of questions.Initial questions ask students to react to the content of the text, forming and justifying their own opinions or perspective. This allows a maximum number of students to access the content and increases participation in the discussion. Questions then address the broader meaning of the text, using students understanding of the content to develop meaning and consider alternative points of view. Finally, questions focus on the style of writing and how stylistic elements contribute to the meaning found in the text.Structuring questions systematically gives students a tool for analyzing literature apart from the classroom so that their analysis is not dependent on teacher facilitation. Explicitly teaching students how to question is just as important as the analysis.
Evaluator Renee OLeary visits teacher Lori Diamond to observe a lesson on red herrings. The two debrief after the lesson. Renee suggests that Lori practice monitoring the pacing of her lessons and try breaking up her own routine. In four weeks, Renee will be back to observe another lesson. Meanwhile, Lori works with coach Joanna Miller to get more ideas. She tries working with reluctant writers in small groups among other things. When Renee returns to her classroom, she sees Lori try a new format for her class with students working in groups in a lesson that incorporates visual media.
Beth Sonnenberg brings nutrition and healthy eating habits to the art of Haiku. Her students eat several types of fruit, use sensory descriptive words to detail their reactions, and translate the experience into their own Haikus.
Nicholas Carlisle, Executive Director of No Bully, works with parents of Alvarado Elementary School in San Francisco, California, to share information about bullying and to devise and practice strategies for bully-proofing their children.Mr. Carlisle begins by defining the repetitive nature of bullying and looks specifically at four different kinds of bullying: physical, verbal, social/relational, and cyberbullying. Identifies best practices and preventative measures to help prevent bullying.Mr. Broecker, principal, tells parents about a group at the school focused on addressing the subject of bullying at school. He urges parents to join teachers and staff at Alvarado Elementary working with a group called PEACE (Practicing Empathy and Caring with Everyone).Addressing the larger question of how parents might bully-proof their children is the focus of much of the discussion. Mr. Carlisle asks parents to become a solution-coach, balancing both the use of empathy and setting limits and establishing consequences so that students are better prepared to deal with bullying in their lives.In small groups, parents practice what they have heard by discussing bullying scenarios and how they would help their child in specific bullying situations. This is followed by group discussion where parents share ideas for certain scenarios.
Kindergarten teacher Heather Lopez works with her students on consonant-vowel-consonant (C-V-C) single-syllable words as they learn to read. Some students need to sound out some of the words while others are already able to blend the onset with the rime. Ms. Lopez holds up a word for the students to read and then act out. She uses this process first for whole group guided practice. She then calls on individual students to read the word and has the whole class act it out as a means of helping them remember the word's meaning. Calling on individual students helps her informally assess where each students is at in their language development and specifically their ability to blend the onset and the rime.
During the pre-lab, students are asked to read a brief article about photosynthesis and complete a KWL chart to identify their own knowledge and understanding coming into the experiment. Based on what they wish to learn, they create a problem statement that will become the basis for their experiments design.In collaborative groups, students write procedures, conduct their experiment, collect and record data and prepare for the final, reflective portion of the experience. During this phase, students determine the validity of their evidence and determine whether or not it supports their hypothesis. To improve future experiences, they also reflect upon how to make their data better and how to improve their use of the scientific process.
Third grade teacher, Lori Sinclair, seeks the advice of instructional expert, Jim Knight, in an effort to improve classroom management and maximize student engagement.Lori and Jim analyze her daily procedures and routines and uncover three important takeaways that contribute to the positive culture of her classroom. A morning meeting helps Lori gauge studentsŐ state of mind and gives students an opportunity to ÔdecompressŐ before they focus on learning. Additional opportunities for student self-reflection also provide Ms. Sinclair with important information before proceeding with the lesson.Specific procedures and clear expectations, practiced consistently, contribute to smooth transitions, high student engagement and allow Lori to maximize her instructional minutes. All of this is tied together by a high ratio of positive to negative interactions that Lori purposely creates throughout the day. This positive feedback helps to create a safe environment and communicates expectations to students consistently.
Tenth grade Geometry teacher Irina Kimyagarov models the "Carousel" activity with her students as they work in collaborative groups on geometric transformations. Ms. Kimyagarov prepared four work stations through which the groups will rotate. Each station is equipped with clear instructions so students understand what is expected during each two-minute rotation/round. Each member of the group completes a part of the task during each round. Irina shares that this collaboration allows students to work four math problems in the time it normally takes them to work one.
Over the course of four years, Longfellow Middle School has changed its message to students from ŇDont be a bully!Ó to ŇBe an ally!Ó in an effort to change student attitudes toward bullying. Activities during the month of October are aimed at changing the school climate incrementally, one student at a time.October kicks off an anti-bullying campaign that focuses on the positive behaviors exhibited by student allies in combating the difficult situation of bullying. An eighth grade leadership team conducts a workshop with classes throughout the school focusing on the different roles of bullies, allies and bystanders and how each contributes to a given situation. Using skits and small group discussions, students share experiences and brainstorm possible actions that will reduce or stop instances of bullying.When students are not comfortable intervening, they are encouraged to get help from an adult. In these instances, counselors conduct mediation with involved students and seek to define specific roles as allies instead of contributing to a given problem. Mediation is followed up by a written agreement and the counselor checks in with each student to monitor the situation.
Ryan Berger is in the middle of his first year as a new Kindergarten teacher. He asks Jim Knight to observe a lesson and share strategies to help him specifically with transitioning students between centers. Mr. Knight looks for classroom management strategies he can recommend to help Mr. Berger improve class structure.Mr. Berger shares that transitioning from working with 5th graders to kindergarteners has been stressful and some of the strategies he previously used do not work as well with kindergarteners.Time used during transitions is a major focus of the discussion. They discuss ways to address content during transitions in order to make effective use of time. Finally, they discuss the importance for taking a step back to observe what students are doing well and what needs to be clarified.