Stanton Swain from Leslieville School shared an app that is fast becoming a big hit at his school.  Remind 101  which is a safe way to message your class and stay in touch with parents.
https://www.remind101.com/


Inquiry
High school kids talk about project based learning - yes it is messy and chaotic.......
http://blogs.kqed.org/mindshift/2012/10/why-learning-should-be-messy/

Growth Mindset
http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/10/response_classroom_strategies_to_foster_a_growth_mindset.html

1. Create a data wall that aligns to the RtI model. Have teachers put relevant data on one card for reading and one card for math, and perhaps a separate card for science and/or social studies depending on your assessments.  In PLCs (Professional Learning Communities), the teachers should use all data points to decide where to place each card (in red, yellow or green). It does not suffice to have a curriculum coordinator or other support personnel place the card on the data wall.  When teachers have to engage with the data to decide the level of the child, they become more acutely aware of varying levels of understanding and how different data points can contribute meaning.

2. Provide practical problem-based professional development in using various data to develop lesson plans.  A problem based approach to professional development can be extremely useful in complex situations.  As stated in the ASCD book Energizing Teacher Education and Professional Development with Problem-Based Learning (Levin, 2001), “using PBL for teacher…professional development…offers teachers opportunities to work together to solve complex problems.” In a PD setting, give teachers a problem or scenario that involves multiple data points that may not provide the same perspective, and have them work in teams to analyze sample data and develop intervention plans based on their analysis.  I am a firm believer that problem-based learning bridges a pathway between theory and practice.

3. Revitalize your Professional Learning Communities.  Make sure that PLCs are focused on teachers using data to respond instructionally, rather than field trips, behavior, personal issues, etc.  Create an easy form that asks teacher teams to:

             --state outcome

             --percentage of students at mastery of that outcome

                     (% mastered, % can do but not independently, % cannot do)

             --an instructional plan to address each of those respective groups

Although not as simple as the single-celled green algae Chlorella, teacher usage of data can be structured in a way that provides a clear path for student achievement.

For more on student collaboration check out http://firesinthemind.org/2012/01/15/just-listen-kids-talk-about-collaboration/

Bullying - teachers and students need to talk about this......

http://www.asba.ab.ca/natlegalnews/oct12/e-alert1012.html

Smart Learning: I have been working on my first sequence.  I have been using the book Prairie Fires in order to cover some Social, Language Arts, and Health Outcomes.  My main focus has been working with the first three boxes on the coaching card (who, what is happening, and feelings).  I want the students to become very familiar with these terms and concepts.  We have been modelling and practicing a lot through this first sequence.  We are also working on making powerful predictions, sharing, and partner talk. 

Inquiry Project:    I am currently building toward a larger project with smaller projects.  We have been thinking about pumpkins in grade one.  We have been learning about life cycles and the needs of plants.  On Friday we made a 3-D pumpkin that shows the stages of a pumpkin's life cycle.  Yesterday, we were able to make the connection that a life cycle is a pattern.  We also thought about other patterns in nature such as day and night.  I am hoping that students will begin to see more and more complex patterns as we continue thinking along these lines.   There is a pumpkin in our room.  We are going to use our senses to explore different aspects of the pumpkin.  Although we do not have a specific end task product, we are working towards it through our modeled exploration in this first math science project.

Gender Based Differentiation:  This goal has been my most challenging to implement of the three.  I really want to explore more active ways for male learners to engage in meeting outcomes, but I need to find ways to balance classroom management with these goals.  We brainstormed a number of good ideas in our Professional Learning Team time last week.  I need to continue to try these.  I also need to find authentic measures of engagement.  I have decided to stick with performance measures as my main method of data (how many letter sounds has the child mastered correlated with the methods of instruction used).   Enjoyment and visible engagement will be things that I monitor as well.

Follow Terri on her blog: "Teaching gEmms".

Alberta Assessment Consortium - www.aac.ab.ca
Be sure to log in and check out some of the presentations from the fall conference.

Professional Learning in WRSD 
October 22-26
If you have not already signed up, please sign up using this link before October 15th:
https://docs.google.com/a/wrsd.ca/spreadsheet/viewform?formkey=dDBEOHRDNEFpTUVjbnN5bWw3UGtoa2c6MQ

Survey results for WRSD August professional learning can be checked out here:
https://docs.google.com/a/wrsd.ca/spreadsheet/ccc?key=0Al0ixcXoWOZ0dGp0T01ySUxBLWZudGFoR0hSNzc0SkE

Brain - teaching kids about how their brains work is important!
The brain that makes you, you really is an amazing organ! It controls what you think, do feel, and remember.  Your brain is growing very fast during your first ten years of life and now we know that you can help it grow. When you try hard to learn something new, connections grow from neurons and attach to other neurons. Then, your brain can send messages faster, making part of your brain bigger and stronger.  making mistakes really helps you learn, because your brain keeps trying new things and stretching until you figure out the answer to your problem.  You are shaping a more elastic brain when you learn new things that build on what you already know. - Your Fantastic Elastic Brain - Stretch It, Shape It  by JoAnn Deak


Students at Risk - Did you know?

Students at Risk Collaborative Problem Solving: the belief that if kids could do well they would do well. In other words, if the kid had the skills to exhibit adaptive behavior, he wouldn’t be exhibiting challenging behavior. That’s because doing well is always preferable to not doing well.  Ross Greene - Lost Inn Schoolhttp://www.livesinthebalance.org/what-is-collaborative-problem-solving-cps

Attendance Benchmarks. In general, research suggests that missing more than 10% of instructional time is cause for concern (Allensworth & Easton, 2007). This percentage translates to roughly 2 weeks (10 days) of school per semester in most high schools. An early warning system might monitor attendance for first-year students based on a 20-day count and then on a quarterly basis. At any of these time points, students who miss more than 10% of instructional time should be flagged for possible early intervention.

http://www.betterhighschools.org/pubs/ews_guide.asp

HAPPY TURKEY DAY!  
We are very thankful for the difference that you make for our children. Thank-you!

Inclusion
The Golden Rule of Providing Support in Inclusive Classrooms
An article by Julie Causton Theoharis


Math at the Middle School

Check out #made4math on twitter for middle school math ideas


Assessment
Let's "cut to the chase" - Ruth Sutton - September 28, 2012
"In my view the zeros furor was a controversy waiting to happen: why?

• Poor understanding within some of our schools about the fundamentals of sound assessment practice, starting with teachers' pre-service training
• Long-standing neglect of real debate about the purpose of schooling, and current strategies of high school teaching and learning
• Turnover of school leaders much more frequent than turnover of teachers: if they wish to, teachers can dig in and wait for the Principal to move on.
• A mismatch between 20th century habits of high school systems, organization and reporting, and the needs of 21st century learning and workplaces
• Training and support for school leaders could and should be better, in both content and delivery"