Student Perspective on Summer Reading

By Mark Heintz

At the beginning of May, Elk Grove kicked off summer reading with a school-wide initiative of trying to read a million minutes. You can read about the kick off here. We are nearing the end of that venture, and I asked a few of my first period freshmen on their thoughts. Here are two different student opinions on the million minutes of reading.

Summer Reading Choice: We Were Here by Matt De La Peña
By Nelson Alcantar

In my opinion, I think that reading the summer reading book is a very good thing. I like summer reading because I can start my mind for the day by slowly reading. When I say it slowly starts my mind, I mean that I usually feel sleepy and tired when I don't read. I feel that I can't focus. But by reading it starts my mind by feeding it words and thoughts slowly. Also I like reading the summer reading book at school because I don't read outside of school. I don't even know what's a book outside of school. So I think reading at school helps me finish the book and work faster.

Also, I love summer reading at school because my book is very good. I love my book because it has so much suspense and action. My book is about how a kid named Miguel took bad decisions which lead him to where he his right now. He has to go through many things in order to leave from there and he is also having many problems.

In all honesty, I think every school should start by reading a book for 10 min every day so they can learn more and get closer to books then iPods, iPhones, and other distractions.


Summer Reading Choice: The Testing by Joelle Charbonneau
By Reyna Shino 

I enjoy summer reading because it starts my day off less stressful. Knowing that I have time in the morning to just relax and read a book is great. I don't have to worry about jumping right into today's agenda. Reading is a great way to expand your vocabulary. I also enjoy the book I am currently reading called The Testing. It is a great book for students who enjoyed books such as The Hunger Games series and Divergent. I definitely encourage people to read this book.

Skilled Workers

By Mark Heintz

On Monday, April 6, 2015, our district had an in-service day.  In the new contract signed last year, our Education Association and District Administration agreed to add an in-service day to the school calendar.  The day's intent was to allow teachers time to digitally convert their curriculum.   The day was great!  In the early stages of planning, I might have been a nay-sayer, but thanks to @Ashida_Linda and @MrsMiklusak, their wisdom prevailed.   In the morning,  spark sessions were given from a variety of staff members on topics from flipped classroom to the use of stop motion videos. The spark sessions flowed to two hours of EdCamp. You can read more about it here.  

Not to change subjects, but recently my history classes finished learning about the industrial revolution.  I can't help but make the connection between the in-service day and industrialization.  No, I am not talking about horrible working conditions or child labor.  I am writing on the needs for educated workers and the development of skilled laborers to work in factories.  People needed to be educated to work the complicated machines and perform a specialized job.

The in-service day showed how teaching has become increasingly skilled.  With the proliferation of technology and the ease of accessing information, teachers are shifting their role. New brain research drives educators to understand what methods work better to maximize learning.  Brain research coupled with new technology, it is hard to stay current with both the brain research and the technology.   The pedagogical techniques to meld these two together are difficult skills to master. The in-service day was great way to allow teachers to see a variety of new techniques and hear the latest brain research on effective teaching.  It was even better because the day allowed for time to development, collaborate, explore and create materials for their classroom from the new understandings they received at the beginning portion of the day.

A final thought: the day reminded my of a scene from Scrubs where two doctors are talking about how hard it is to stay up on the current research and how times have changed.  I have only been teaching for nine years, and the changes are drastic from when I first began.  I am fortunate to be in a school and district that has so many support systems in place to provide the tools and knowledge to become even more specialized and skilled in the art of teaching.  The teachers I work with constantly push me to new understandings of students and different ways to approach the subject matter.  I work in a school where teachers share ideas constantly.  It makes it easier to grow and stay current in a world that is ever changing.

Easy Exit Slip

By Mark Heintz

Over the past week I have been teaching my students the Atlantic Revolutions.  I thought they were understanding most of the content.  Since they were going to be writing an essay on the revolutions, I wanted to ensure they understood everything before they began writing.  At this point in their learning, the students had completed an online vocabulary quiz, been lectured to, completed an anticipatory reading guide, read a textbook chapter, read several primary and secondary documents, and completed some comparative activities all on the Atlantic Revolutions.  From all of these activities, I thought they were pretty good on the content. During their learning,  I listened to the conversations, answered questions, and reviewed the activities. Then I gave them an exit slip.

I asked the students to do three things:  one thing they didn't understand, two questions they still had, and three things they learned today.  It took less then five minutes for the students to write down their information, and it really gave me and them an insight into what they did and didn't understand. I really like using three things they learned today so they end on a positive note.

The information they provided helped guide the lesson for the next day.  I took all of their questions and found the common misinformation and went back over the material.  The students who seemed really lost, I was able to pull aside and redirect their learning.

The great thing about the use of this exit slip is that it can be used on the spur of the moment.  You can just have the students pull out a quarter sheet of paper and answer the questions.  Another way to do it is through a discussion post in Schoology.  The benefit to doing it online is you can have students start the next day by answering their own questions, respond to each others posts, or you as the teacher can respond to each one if you are really motivated.  A bonus to using Schoology is that you can hide all of the student responses from students until they respond.  So, you can force the students to post before just taking other students' answers.

Extending Learning Outside the Classroom

By Rachel Barry

When I was initially granted my 1:1 iPad pilot, I had hopes for my students to utilize the iPad beyond our 50-minute classroom.  Prior to my pilot, I would occasionally receive an e-mail from a student outside of class.  I would have to try to strategically type out answers (in words) to a math question, using terms and language they would hopefully understand.  Through the increase of technology, I have been able to provide my students with much more personalized, and hopefully more easily understood, responses.  

Through the use of the Educreations app, I am able to provide my students with "personalized tutoring".  By this, I mean that if they send me a problem or a screen-shot of their work, I am able to record a video talking them through the rest of the problem.  Students utilize this resource option when working on a review packet prior to a unit test, if they are absent from school, or simply when working on course material outside of class.  I then post any videos that I create to our Schoology course for all students to be able to access.

This mode of communication came in great use last Thursday, when we were out of school due to inclement weather, along with many Chicago area schools.  Kim Miklusak reflected on our students' remote learning in a blog post that you can view here.  Many students at our school utilized this day to continue their learning through accessing course work in Schoology, webinars with teachers, or communicating with teachers and peers through Twitter.  Personally, I was amazed and proud of how many of my students were working on their math problems from home and e-mailing me with questions!  My students were able to continue working through the course material and were not halted because they were confused by a problem.  Instead, they would send me an e-mail asking for help on a video, I would record an explanation, and they would be able to continue working.  Here is a sample video from the Cold Day, where I show a student how to set up a problem.

Please feel free to stop down in the Collab Lab if you would like any help recording videos!