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V O L U M E 1 E D I T I O N 2
Monroe Educator Insider
Inside Barclay Brook – Mind Mapping K-12 DI Strategy by Barclay Brook Staff pp.2-4 MTHS - SAMR Model Professional Development at the High School pp. 5-6 MTMS - Infusing Technology In the MTMS Classroom pp. 6-8 Oak Tree - One School: Many Cultures pp.8-10
The Chicken & The Egg Vs.
Common Core & PARCC
Unlike the age old adage of which came first the Chicken or the Egg, it is very clear that the Common Core State Standards came first and now we are gearing up for the first set of assessments in the form of the PARCC. While the Chicken / Egg dilemma is a circle which has no beginning and end, the CCSS are the starting point and a direct line to the appropriate assessments. Our focus in Monroe is on teaching to these standards through well- planned thought-out units of study. Formative assessments are used frequently to drive and shape student-centered instructional best practices that help our students think deeply and make connections. Hands-on, authentic, project and problem based activities are the means for our students to prepare and achieve on the PARCC. Be on the look out for our new district PARCC readiness website that we will be launching soon and enjoy our 2nd edition of our professional development newsletter.
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Mind Mapping: K-12 DI Strategy By Barclay Brook School
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Mind Mapping to their class is to start with something simple and fun for their students. An example would be to create a Mind Map of a “How-To” Mind Map. Once students get used to the idea of Mind Mapping you can show them how it can be applied in many other ways.
What do I need to Mind Map?
Mind Mapping is an innovative strategy and all you need to get started is a topic, blank unlined paper, colored markers, pencils or pens, and your students’ ideas and imaginations. Younger learners can be given a list of key words to include, while older students can be given more freedom and flexibility in creating their own tiered vocabulary words. These displays of creativity can also be assessed using a rubric.
What are the 5 essential
characteristics of Mind Mapping? Taken from: www.MindMapping.com
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Mind Mapping is a unique differentiated instruction strategy that allows students the opportunity to “map out” and visually communicate their ideas. Created by Tony Buzan in the 1960s, Mind Maps can be used to summarize and take notes, problem solve, study and memorize information, brainstorm an essay or topic, present information, and so much more.
How do I introduce Mind Maps into the classroom?
The best way for teachers to introduce
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• The main idea, subject or focus is crystallized in a central image. • The main themes radiate from the central message ‘branches’. • The branches comprise of a key image or key word drawn or printed in its
associated line. • Topics of lesser importance are represented as ‘twigs’ of the relevant branch. • The branches form a connected nodal structure.
How do I draw a Mind Map? Taken from: http://liteMind.com
• Start in the middle of a blank page, writing or drawing the idea you want to
develop. • Develop the related subtopics around this central topic, connecting each of them to
the center with a curved line. • Repeat the same process for the subtopics, generating lower-level subtopics as you
see fit, connecting each of those to the corresponding subtopic. • Keep in Mind:
o Use colors, drawings, and symbols wisely. o Keep the topics or labels as short as possible. o Vary text size, color, and alignment.
What are the benefits?
The benefits of having your students
Mind Map are unlimited. Mind Maps clarify student thinking, develop critical thinking skills, and bring creativity into the classroom.
What can I use Mind Mapping for? • Group collaboration • Lesson planning • Essay structure • Assignment planning • Link school and home activities
Mind Maps allow for the user to be creative and explore a range of ideas and thoughts, which you might not even know were stored in your brain.
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Want to learn more? http://www.Mindmeister.com http://www.Mindgenius.com http://www.thebrain.com Video Clips: http://www.youtube.com/watch?v=4wZ5wV5dPZc http://www.youtube.com/watch?v=wLWV0XN7K1g Book Resources: Mind Map Handbook: The Ultimate Thinking Tool by Tony Buzan
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What are some lesson ideas? Mind Mapping can be applied to
all different subjects. Here are just some of the ways you can incorporate Mind Maps into your classroom. Reading
• Story Elements • Connections • Non-fiction • Character Analysis • Author Study • Literary Devices
Writing • Brainstorming
Math • Fact Families • Statistics • Geometry
Science/Social Studies/Health • Culminating Activity
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SAMR Model Professional
Development at the High School By
Kevin Higgins Courtney Pepe
The 2013-‐2014 school year has seen an increased focus on professional development for the 21st century classroom. The high school staff has been participating in professional development that is improving teacher practice and student outcomes as we prepare to move into our fourth year of the iPad initiative. Over the past two years the school has been focused on using the SAMR model for technology integration, which is a scaffolding
blueprint for using technology in the classroom. This year’s school goal is to have teacher’s progress one level on the SAMR model. In late February several staff members participated in a differentiated SAMR professional development opportunity. The novice group took a mini-‐workshop called Sassy SAMR, which focused on instructional strategies such as digital storytelling, classroom response systems, and using technology to support our Marzano framework. The advanced group spent the afternoon in a mini-‐course called Super Sassy SAMR. In this session they focused on strategies and techniques that would transform the physical environment of the 21st century classroom.
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The four levels of the SAMR model are substitution, augmentation, modification and redefinition. Substitution – technology is used to perform the same tasks done before the technology was introduced. Augmentation – common classroom tasks are now being completed using the technology. A student centered/paperless classroom has emerged. Modification – There is a significant functional change in the classroom. Technology is used to give students options and a personal stake in the work. Redefinition -‐ Technology allows for new tasks that were previously inconceivable in the classroom. Technology removes the walls of the classroom and allows students to communicate, collaborate and think on a global level.
The goal of Monroe’s 21st century classroom is to have our teachers and students move from one level to the next employing greater technology integration. Whether a teacher moves from not using to a substitution level, or from modification to redefinition level the professional development offered by the district will help them reach that goal.
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The teachers signed up for accounts in Thinglink: a platform that allows teachers and their students to blend links, videos, and images for an enriched contextual experience. This also makes the interaction during the PD more interactive. Also, the teachers worked very hard to learn how to use Augmented Reality technology. Augmented Reality is a technology that allows for a student experience that would have been previously inconceivable prior to the iPads. The teacher uses the LAYAR platform to create two-‐dimensional learning objects that become three dimensional videos, photo galleries, or hyperlinks when the students use the LAYAR app scan them. This technology leads to high levels of student engagement and a deeper understanding of the content. Another round of these workshops will take place towards the end of April.
There are countless websites and resources on the SAMR model including SAMR Model Explained for Teachers at www.educatorstechnology.com. The model is the creation of Dr. Ruben R. Puentedura, a leader in technology education.
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Infusing Technology in the MTMS Classroom – by MTMS professional development committee
Effective technology integration supports four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Infuse Learning is an easy and effective way to bring all of this into your classroom. Teachers can create online quizzes prior to class or ask questions spontaneously. Infuse Learning can be used with multiple devises including iPads, android devices, laptops or desktops. Students just need to enter their name and your classroom code to join your virtual classroom.
Visit www.infuselearning.com
“Is it a race?” “Who got the answer first?”
“Yes! We got it!” The technology tools embedded in Ms. Lowden’s Social Studies classroom serve as powerful motivators in her classroom. A lesson on the Middle Ages is brought to life using a free student response system called Infuse Learning. Based on a previous reading assignment, students are asked an open-ended response question – just one of the different types of questions that can be asked. Pairs of students collaborate and then type their answers, which can then immediately be seen and acknowledged by the teacher. As the lesson continues, students are asked a variety of question types including multiple choice, sorting, Likert Scale and even a drawing response. Students are actively engaged in learning the content and the teacher receives instant feedback as to which students, if any, are not grasping the content.
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One School, Many Cultures By: Oak Tree Elementary School (Kim Synarski, Stephanie Chin, Amanda McGarry and
Brigette Fleming)
Create Digital Flyers with Smore.com Quickly and easily create digital flyers that you can print, email or share online by posting to your Schoolwires webpage. Use the templates that are provided online and easily modify them. Embed pictures, videos, links, buttons, galleries, music and more. S’more can be used to create flyers that promote Pretzel Day, Pajama Day and other various fundraisers and projects that are done throughout the district. Wow your students with PowToon Are you looking for new ways to grasp your student’s attention? Create your own animated cartoons. Teachers can register for a free account and use the many free templates. Powtoons can be used to deliver content to your students or introduce new projects. Once the powtoon is created it can be saved and uploaded into PowerPoint presentations, Schoolwires webpages or Youtube. Join the Conversation Have you considered a professional twitter account? Use Twitter to follow other educators. #njed chat is every Tuesday at 8:30 pm. This hour long chat has a moderator and set questions which you can respond to or just "listen" to the conversation. #mschat is for Middle School teachers and takes place every Thursday at 8. View the links below for a list of education hash tags and weekly twitter chat times. https://www.smore.com/kzh18
What comes to mind when you hear the word “diversity?”
Here at Oak Tree, we have given a new meaning to the word through our Cultural Expressions Committee. The Cultural Expressions Committee is comprised of various staff members across grade levels.
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The purpose of the committee is to promote cultural awareness and show unity within a community. Throughout the year, this committee meets to coordinate activities to celebrate the diverse school population. As quoted by Mrs. Dinsmore, the founder of the committee, “Cultural Expressions was created to recognize the increasing diversity of the population at Oak Tree School through many forms, including literature, art, music, sports, dance, and geography. Every student and staff member is a participant in this unique celebration of how our differences make us unique. This is a perfect way to show that when we come together as one school, wonderful things can be accomplished because of those differences."
This year each class is assigned a different country to represent the different cultures around the world. Each month, an element of that country is introduced to the class such as a book, the National Anthem, a dance, or a video clip. For the month of April, each class created a craft to represent their country which was displayed on the bulletin board along with information about the country such as how to say hello in the native language, a favorite food and a map of the country, just to name a few. Various sample activities were posted on Oak Tree’s Teacher Shared folder to give all classes the opportunity to explore other countries and share relevant resources. At the end of April, students in Oak Tree will go on a “Walk Around the World” scavenger hunt to explore each country and identify important information about each country.
All of this is a perfect tie-in to our “Rising Stars” program here at Oak Tree, which focuses on a specific theme each month. May’s theme is “Cultural Awareness,” which fits impeccably with our Cultural Expressions vision and mission. To address this theme, students will create flags for their country to cheer on their team at our World Cup Soccer event during the month of May. At this event, each grade level will compete in a soccer tournament where soccer skills, rules, and good
sportsmanship which have been taught in their physical education classes will be demonstrated. In June, our field day will have an Olympic theme where once again countries will be represented at each event. Our field day will consist of an opening and closing ceremony where our classes will unite as a school.
Our staff and students are excited to participate in these events and are
looking forward to sharing information that pertains to some of their backgrounds. They are eager to share their own personal experiences from traveling to some of these countries with their families. Recognizing each other’s differences is vital in the acceptance of others, and that is just what Oak Tree has done through the Cultural Expressions Committee!
SPRING 2014
The Mission of the Monroe Township School District in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-trained
committed staff in a safe and orderly environment. Core Beliefs
All decisions are made on the premise that children come first All district decisions are made to ensure that practices and policies are developed to
be inclusive, sensitive and meaningful to our diverse population We believe there is a sense of urgency about improving rigor and student
achievement All members of our community are responsible for building capacity to reach
excellence We are committed to a process for continuous improvement based on collecting,
analyzing and reflecting on data to guide our decisions We believe that collaboration maximizes the potential for improved outcome We act with integrity, respect, and honesty with recognition that the school system
serves as the social core of the community