At this point, students have voted to stay at Trillium for our upcoming Friday. We will be making grahm-"gingerbread" houses, maybe watching a holiday movie, and playing some games.
For our cookie/gingerbread house decorating, please send in fun stuff to add: M&M's, sprinkles, gumdrops, red vines, etc. The more stuff we get, the more fun it will be. If we have a family volunteer, we can use some of our funds to buy some decorations from Win-Co's bulk food or the Dollar Tree...it may be easier to pick it up all at once! If you are able to send stuff, please note it on comments. If you are able to make a WC run, also, reply to comments. This is a great time to get rid of left-over Halloween Candy. We also need cake frosting and grahm crackers if you have some you need to clear off of pantry shelves.
tobie
Tuesday, December 12, 2006
Movie Night/Outdoor School Fundraiser
On Friday there will be a family movie night. This is a great chance to hang out with other Trillium Families.
Friday, December 15th
Doors open at 6:30 – Movies start at 7:00
Enjoy movie night with your children!!
Lower School – Polar Express – Rated G
Upper School – The Whale Rider – Rated PG-13
Come with your snacks, friends and family to Eddie's room at Trillium.
This free event is sponsored by TFT
Donation will be accepted for the Outdoor School Fund...for our 6th graders!
__._,_.___
Friday, December 15th
Doors open at 6:30 – Movies start at 7:00
Enjoy movie night with your children!!
Lower School – Polar Express – Rated G
Upper School – The Whale Rider – Rated PG-13
Come with your snacks, friends and family to Eddie's room at Trillium.
This free event is sponsored by TFT
Donation will be accepted for the Outdoor School Fund...for our 6th graders!
__._,_.___
Thursday, December 7, 2006
FRIDAY
I will be gone this Friday, but the students have brainstormed a relaxing day for themselves. On the menu are boardgames, reading, drawing, ILP work, soccer, and some outside time. Students may bring some movies to watch (if they remember). Renee will be the substitute. Help remind them to bring their favorite board games to play with their friends.
Wednesday, December 6, 2006
Conferences...a general agenda
For each conference, we have about 25 minutes to cover much ground. Here is the general agenda for conferences:
Framework for Middle School
Independent Learning Plan---year long goals, interests and passions
Independent Learning Projects
Rubrics...are they working for you?
Reports...any major issues of concern/celebration
Advising Community/participation
Volunteer Sign-ups
Permission forms: transportation, off-campus, movies
Campaign
Issues in advising
You will notice that any major issues will be addressed towards the end. Most folks have called, emailed, made appointments or just dropped by to discuss issues and concerns. This is the ideal so we are not rushed and so we can focus on your concerns and ideas. If you have major issues, then we can schedule a follow-up conference if needed. Our conference with be focused on the student and on a few "must do" schoolwide things--time for other things may need to happen outside of the 25 minute conference.
Thanks,
tobie
Framework for Middle School
Independent Learning Plan---year long goals, interests and passions
Independent Learning Projects
Rubrics...are they working for you?
Reports...any major issues of concern/celebration
Advising Community/participation
Volunteer Sign-ups
Permission forms: transportation, off-campus, movies
Campaign
Issues in advising
You will notice that any major issues will be addressed towards the end. Most folks have called, emailed, made appointments or just dropped by to discuss issues and concerns. This is the ideal so we are not rushed and so we can focus on your concerns and ideas. If you have major issues, then we can schedule a follow-up conference if needed. Our conference with be focused on the student and on a few "must do" schoolwide things--time for other things may need to happen outside of the 25 minute conference.
Thanks,
tobie
Sunday, December 3, 2006
Friday Rocked (with families help!)
This Friday our advising tumbled, bounced and leaped to awesome heights. Fun was had, energy was expended, and car keys were sacrificed to the gods of the foam pit (my keys of course...). Gym filled with trampolines, harnesses and hoops may never be the same.
Thanks to the families that worked to organize the event: Lyla, Laura, Connie, and Genievive, and the drivers
Melanya and Taurina (forgive my spellings, the coffee shop is closing).
To have great Fridays, our advising will continue to need family help in organizing, driving, etc. Many students have given input for what they would like their Fridays to look like, and for their vision to become a reality, we will need you!
Trillium Community School works best when everyone contributes--in fact it is the only way that it works. It is also a great opportunity to work with students to organize and plan.
We will discuss opportunities to help during conferences, so please bring your schedules and great ideas!
Thanks
Thanks to the families that worked to organize the event: Lyla, Laura, Connie, and Genievive, and the drivers
Melanya and Taurina (forgive my spellings, the coffee shop is closing).
To have great Fridays, our advising will continue to need family help in organizing, driving, etc. Many students have given input for what they would like their Fridays to look like, and for their vision to become a reality, we will need you!
Trillium Community School works best when everyone contributes--in fact it is the only way that it works. It is also a great opportunity to work with students to organize and plan.
We will discuss opportunities to help during conferences, so please bring your schedules and great ideas!
Thanks
Conference Sign-Up...Here!
Here is my conference schedule for this fall. Please reply to “comments” to reserve a spot—you should be able to see others reservations to know which slots are taken. This is an experiment! If you have any issues with the schedule, please email me at Trillium.science@gmail.com. Thanks!
PS. If someone signs up for the last slot, and there are no sign-ups before, I may need to reschedule or move a conference up. Thanks in advance for your understanding.
Wednesday 6th 5:15-5:45
Thursday 7th 3:30-4:00
4:00-4:30 Corina
4:30-5:00 Malcom
5:15-5:45 Dylan
This has changed...my son has a play at 6:15.
Later times have been changed!
Friday 12:15-12:45
Wednesday 13th
5:15-5:45 Edan
5:45-6:15 Devon ?
Thursday 14th 3:30-4:00
4:00-4:30 Chris
4:30-5:00 Ryan
5:15-5:45 Cortney
5:45-6:30 Auryn
6:30-7:00 Colin
Friday 15th
12:30-1:00 Isaac
1:00-1:30 Cedric ( to confirm)
1:30-2:00 Deontay
2:00-2:30 O’Marcus (to confirm)
PS. If someone signs up for the last slot, and there are no sign-ups before, I may need to reschedule or move a conference up. Thanks in advance for your understanding.
Wednesday 6th 5:15-5:45
Thursday 7th 3:30-4:00
4:00-4:30 Corina
4:30-5:00 Malcom
5:15-5:45 Dylan
This has changed...my son has a play at 6:15.
Later times have been changed!
Friday 12:15-12:45
Wednesday 13th
5:15-5:45 Edan
5:45-6:15 Devon ?
Thursday 14th 3:30-4:00
4:00-4:30 Chris
4:30-5:00 Ryan
5:15-5:45 Cortney
5:45-6:30 Auryn
6:30-7:00 Colin
Friday 15th
12:30-1:00 Isaac
1:00-1:30 Cedric ( to confirm)
1:30-2:00 Deontay
2:00-2:30 O’Marcus (to confirm)
Reminders
Conferences
...see each advisors schedule
Dec. 4th-15th
Dec 18th-Jan 1st
Winter Break
MLK Jan 15th
No School
Reach me at
Trillium.science@gmail.com
You can also comment directly to each post. I would love feedback, and for families to read each others feedback as well.
...see each advisors schedule
Dec. 4th-15th
Dec 18th-Jan 1st
Winter Break
MLK Jan 15th
No School
Reach me at
Trillium.science@gmail.com
You can also comment directly to each post. I would love feedback, and for families to read each others feedback as well.
Afternoons—The Students have Voted
After a meeting about our ILP time, our advising had decided to alter the focus. While projects will still be an option, we are hoping to have more of a stations approach. The ideas are that students could chose from a menu of focused activities. A sampling of their ideas…a Trillium basketball or dodgeball team, art, reading/ focus/project space, a game (interactive/board not video) space. I will be speaking with other advising groups to see if they would like to join us in this—which would help with providing stations & supervision.
We may need help to provide students all of the options that they want.
To support more student choice we may need more adults to support with supervision. This would be a fun time for families to come into the school and work with/supervise a small, focused group of students. Because advisors are still discussing and planning, the final vision is not done. I will update everyone after advisors meet to talk about schedules and how to calmly implement this student driven idea.
We may need help to provide students all of the options that they want.
To support more student choice we may need more adults to support with supervision. This would be a fun time for families to come into the school and work with/supervise a small, focused group of students. Because advisors are still discussing and planning, the final vision is not done. I will update everyone after advisors meet to talk about schedules and how to calmly implement this student driven idea.
From Projects to Whole Child Plans
After feeling frustrated—and witnessing frustration-- with our ILP time, I feel strongly that we need to change the focus from Independent Learning Project, to Independent Learning Plan.
What is the difference? The idea of a plan for each student is a little deeper than working on projects. Not every student has been engaged in a project—and not all students are interested in doing them. I feel we need to open our ILP time to address more diverse interests and needs—and the kids are in favor of it.
Given the suggestions and needs of students, we will be changing our focus from project to plan. This Independent Learning Plan is something we would create—student, family and teacher--in conferences--to hear and address student’s needs and interests on a larger scale.
Independent Projects could be part of these plans, but class selection, outside activities, tutoring, and free choice time would all be options to address their needs and passions.
What is the difference? The idea of a plan for each student is a little deeper than working on projects. Not every student has been engaged in a project—and not all students are interested in doing them. I feel we need to open our ILP time to address more diverse interests and needs—and the kids are in favor of it.
Given the suggestions and needs of students, we will be changing our focus from project to plan. This Independent Learning Plan is something we would create—student, family and teacher--in conferences--to hear and address student’s needs and interests on a larger scale.
Independent Projects could be part of these plans, but class selection, outside activities, tutoring, and free choice time would all be options to address their needs and passions.
Yoga Syllabus
Yoga
2006-2007 Trillium Charter School Quarter 1
Instructor: Tobie
E-mail: trillium.science@gmail.com
Course Description:
Ohm, baby, Ohm. This time it’s for real. We have a bliss inducing space at the IFCC in which we will be stretching, balancing, and bending. This will be an active class building strength, flexibility and working with the breath. Poses will flow from one to another. This will get your heart pumping and your muscles tired. We will also conclude each class with a sustained period of relaxation and meditation (but don’t sign up to sleep!). Some research somewhere says that 20 minutes of meditation a day helps gamma wave activity in your brain—and who doesn’t need more gamma wave activity in their prefrontal lobe?
See http://www.washingtonpost.com/wp-dyn/articles/A43006-2005Jan2.html for a cool article--but we will just be doing it to relax. Hey, if we gain some gamma wave actions too, that’s cool.
Materials:
Gym clothes. We have yoga mats.
Class Objectives:
Students will challenge themselves and their bodies to try new things. They should gain flexibility, strength, and focus. We will also cover relaxation techniques that some students may be able to use in areas of their life outside of yoga class.
Course Structure:
We will begin class with different gentle warm ups and sun salutations. We will then do series of challenging flowing postures, or respond to student requests and interest. Class will close with meditation.
Code of Conduct:
All Trillium students and staff are accountable for respecting themselves and each other as laid out in the Constitution. This class will reflect the constitution and our right to have a respectful learning environment. As an instructor, I will provide engaging, hand-on/minds-on learning activities; I will also be open to feedback from students in terms of their needs/ideas for the class. In the learning environment I have these specific expectations that are non-negotiable:
• People will respect each others quiet focused yoga space.
• People treat each other with courtesy and respect
• Students try out new techniques and ideas, giving them the benefit of the doubt
• Students are safe and respectful at all times (to each other and the IFCC space)
• No cursing.
• Be on time to class.
I understand if students are unable to follow these expectations and will be available to sign add/drop forms as needed. By choosing to attend this class, I assume these expectations are accepted!
2006-2007 Trillium Charter School Quarter 1
Instructor: Tobie
E-mail: trillium.science@gmail.com
Course Description:
Ohm, baby, Ohm. This time it’s for real. We have a bliss inducing space at the IFCC in which we will be stretching, balancing, and bending. This will be an active class building strength, flexibility and working with the breath. Poses will flow from one to another. This will get your heart pumping and your muscles tired. We will also conclude each class with a sustained period of relaxation and meditation (but don’t sign up to sleep!). Some research somewhere says that 20 minutes of meditation a day helps gamma wave activity in your brain—and who doesn’t need more gamma wave activity in their prefrontal lobe?
See http://www.washingtonpost.com/wp-dyn/articles/A43006-2005Jan2.html for a cool article--but we will just be doing it to relax. Hey, if we gain some gamma wave actions too, that’s cool.
Materials:
Gym clothes. We have yoga mats.
Class Objectives:
Students will challenge themselves and their bodies to try new things. They should gain flexibility, strength, and focus. We will also cover relaxation techniques that some students may be able to use in areas of their life outside of yoga class.
Course Structure:
We will begin class with different gentle warm ups and sun salutations. We will then do series of challenging flowing postures, or respond to student requests and interest. Class will close with meditation.
Code of Conduct:
All Trillium students and staff are accountable for respecting themselves and each other as laid out in the Constitution. This class will reflect the constitution and our right to have a respectful learning environment. As an instructor, I will provide engaging, hand-on/minds-on learning activities; I will also be open to feedback from students in terms of their needs/ideas for the class. In the learning environment I have these specific expectations that are non-negotiable:
• People will respect each others quiet focused yoga space.
• People treat each other with courtesy and respect
• Students try out new techniques and ideas, giving them the benefit of the doubt
• Students are safe and respectful at all times (to each other and the IFCC space)
• No cursing.
• Be on time to class.
I understand if students are unable to follow these expectations and will be available to sign add/drop forms as needed. By choosing to attend this class, I assume these expectations are accepted!
Boiling, Bubbling, Oozing & Exploding
Boiling, Bubbling, Oozing & Exploding: Explorations in Chemistry
2006-2007 Trillium Charter School Quarter 1
Instructor: Tobie
E-mail: trillium.science@gmail.com
Course Description:
For those who have dreamed of concocting disgusting potions in dark metal cauldrons. We will be studying elements of chemistry by mixing, stirring, boiling and observing everyday materials in a variety of states and combinations. Conducting experiments, making models and researching substances will all be part of our chemical journey. Literacy and art will be important elements of this course.
Class Objectives:
Skill Goals: Students will become familiar with the structure of inquiry science (including free exploration, systematic observation, and controlled experimentation), make objective observations and comparisons, develop a science mindset of wondering, and take risks in exploring explanations for their observations. Students will develop questioning skills and select investigable questions. They will learn to take notes and record data from observations and experiments, and to communicate their findings with tables and graphs. They will be introduced to the concept of test and outcome variables, planning an experiment, and controlling these variables. Students will use different strategies in reading non-fiction text, write a short non-fiction paper, and explore science topics through poetry and art. Yes, there will be homework!
Content topics: particulate nature of matter, phases and phase change, kinetic molecular theory, sublimation, density, physical & chemical changes, matter, and maybe more…
Course Structure:
We will star with an in-depth investigation of dry ice. This will be a vehicle for developing wonder, curiosity, and solid “scientist mindset” skills. We will continue by exploring labs that demonstrate different principles in chemistry, or continue to build skills needed for a working scientist (measurement, experiment planning, etc.). Readings & response (through writing, art, and poetry) will be regular parts of class.
Code of Conduct:
All Trillium students and staff are accountable for respecting themselves and each other as laid out in the Constitution. This class will reflect the constitution and our right to have a respectful learning environment. As an instructor, I will provide engaging, hand-on/minds-on learning activities; I will also be open to feedback from students in terms of their needs/ideas for the class. In the learning environment I have these specific expectations that are non-negotiable:
• In whole group sharing one person speaks at once while other people respectfully listen.
• People treat each other with courtesy and respect and remain open to new ideas.
• Students are safe and respectful at all times.
• Students should be on time to class.
• No cursing.
• Students should come prepared (with a pencil and a positive attitude!)
I understand if students are unable to follow these expectations and will be available to sign add/drop forms as needed. By choosing to attend this class, I assume these expectations are accepted!
Homework and Grading: Students will have a notebook of readings and labs. There will be a few main projects: the notebook of completed labs, an essay on states of matter, an art project, a science poem, reading notes, and a final presentation of their inquiry project. The syllabus is subject to change. Check my web site for the update & when assignments are due. There will be homework assignments most days (some time will be given in class to finish).
The following is subject to change….
Date Focus
(exact content many be kept secret to keep the mystery alive)
11/28 Scientist’s Mindset
11/30 Intro to Particulate Model
12/5 (Recorded) free explorations
12/7 Systematic Observations
12/12 Classifying information
12/14 Controlled experiments
1/2 Ivestigable Questions
1/4 Designing an experiment
1/9 Individual Inquiry experiments
1/11 Presenting your results
1/16 Presentations of Inquiry project
1/18 Reactions
1/23 Reactions
1/25 TBA
1/30 TBA
2/1 Reflections, etc. Edible chemistry?
2006-2007 Trillium Charter School Quarter 1
Instructor: Tobie
E-mail: trillium.science@gmail.com
Course Description:
For those who have dreamed of concocting disgusting potions in dark metal cauldrons. We will be studying elements of chemistry by mixing, stirring, boiling and observing everyday materials in a variety of states and combinations. Conducting experiments, making models and researching substances will all be part of our chemical journey. Literacy and art will be important elements of this course.
Class Objectives:
Skill Goals: Students will become familiar with the structure of inquiry science (including free exploration, systematic observation, and controlled experimentation), make objective observations and comparisons, develop a science mindset of wondering, and take risks in exploring explanations for their observations. Students will develop questioning skills and select investigable questions. They will learn to take notes and record data from observations and experiments, and to communicate their findings with tables and graphs. They will be introduced to the concept of test and outcome variables, planning an experiment, and controlling these variables. Students will use different strategies in reading non-fiction text, write a short non-fiction paper, and explore science topics through poetry and art. Yes, there will be homework!
Content topics: particulate nature of matter, phases and phase change, kinetic molecular theory, sublimation, density, physical & chemical changes, matter, and maybe more…
Course Structure:
We will star with an in-depth investigation of dry ice. This will be a vehicle for developing wonder, curiosity, and solid “scientist mindset” skills. We will continue by exploring labs that demonstrate different principles in chemistry, or continue to build skills needed for a working scientist (measurement, experiment planning, etc.). Readings & response (through writing, art, and poetry) will be regular parts of class.
Code of Conduct:
All Trillium students and staff are accountable for respecting themselves and each other as laid out in the Constitution. This class will reflect the constitution and our right to have a respectful learning environment. As an instructor, I will provide engaging, hand-on/minds-on learning activities; I will also be open to feedback from students in terms of their needs/ideas for the class. In the learning environment I have these specific expectations that are non-negotiable:
• In whole group sharing one person speaks at once while other people respectfully listen.
• People treat each other with courtesy and respect and remain open to new ideas.
• Students are safe and respectful at all times.
• Students should be on time to class.
• No cursing.
• Students should come prepared (with a pencil and a positive attitude!)
I understand if students are unable to follow these expectations and will be available to sign add/drop forms as needed. By choosing to attend this class, I assume these expectations are accepted!
Homework and Grading: Students will have a notebook of readings and labs. There will be a few main projects: the notebook of completed labs, an essay on states of matter, an art project, a science poem, reading notes, and a final presentation of their inquiry project. The syllabus is subject to change. Check my web site for the update & when assignments are due. There will be homework assignments most days (some time will be given in class to finish).
The following is subject to change….
Date Focus
(exact content many be kept secret to keep the mystery alive)
11/28 Scientist’s Mindset
11/30 Intro to Particulate Model
12/5 (Recorded) free explorations
12/7 Systematic Observations
12/12 Classifying information
12/14 Controlled experiments
1/2 Ivestigable Questions
1/4 Designing an experiment
1/9 Individual Inquiry experiments
1/11 Presenting your results
1/16 Presentations of Inquiry project
1/18 Reactions
1/23 Reactions
1/25 TBA
1/30 TBA
2/1 Reflections, etc. Edible chemistry?
Field Notebook Syllabus
Field Notebook
2006-2007 Trillium Charter School Quarter 1
Instructor: Tobie
E-mail: trillium.science@gmail.com
Course Description:
Part of science’s mission is to increase understanding of our world. An important part of this is developing skills of observation and developing curiosity about the world around us. We will explore the concept of a field notebook where writing, drawing, and detailed observation are combined with illustration and inquiry to create a more in-depth understanding. In this course, we will use a field notebook as a tool for inquiry and investigations. We will learn not only different traditional strategies (like note-taking, graphing, and communication logs), but also more creative ways to explore and organize our growing knowledge of the world. We will explore traditional sources of information while we also learn to use human and local places as a source of information and insight.
Materials:
A field notebook. Sketching books, composition notebooks, and spirals are all options. Please see me if you help getting one—you must have one by next week. Collage on Alberta has decent ones for 3.00. Blank pages are best.
Writing instruments. A PENCIL EVERY CLASS!
Glue stick and scissors.
Other art supplies to reflect personal interest (paints, pastels, color pencils, etc.)
A folder (like a pee-chee)
Class Objectives:
Students will use observation skills to look at the world around them in more detail. They will learn about different non-fiction conventions by creating a notebook around a topic and by practicing different writing, sketching, and creative exercises. They will explore sketching, interviewing, adding detail, note-taking, map-making, surveying, graphing and more. To this they will be encouraged to bring their own sense of creativity, enthusiasm, and sense of engagement. Given the inquiry part of this course they will also be challenged to seek information from both observations and human engagement.
Course Structure:
We will develop a variety of observation and recording skills by practicing different techniques. These new techniques will then be explored in individual and creative ways in the field notebook—around a theme of the student’s choice. We will often practice inquiry skills within our community, then students can independently practice the skills focusing on their topic.
Code of Conduct:
All Trillium students and staff are accountable for respecting themselves and each other as laid out in the Constitution. This class will reflect the constitution and our right to have a respectful learning environment. As an instructor, I will provide engaging, hand-on/minds-on learning activities; I will also be open to feedback from students in terms of their needs/ideas for the class. In the learning environment I have these specific expectations that are non-negotiable:
• In whole group sharing one person speaks at once while other people respectfully listen.
• People treat each other with courtesy and respect
• Students try out new techniques and ideas, giving them the benefit of the doubt
• Students are safe and respectful at all times (to each other and our space)
• No cursing.
• Be on time to class.
I understand if students are unable to follow these expectations and will be available to sign add/drop forms as needed. By choosing to attend this class, I assume these expectations are accepted!
The grading sheet for this course will be handing out next week. Each notebook will be graded on a rubric designed around completeness, creativity, and inclusion of information. There will be homework (fun!) for this course.
A general class schedule…subject to change (especially the order depending on student need & interest)
Date Class Focus
11/27 Inquiry
11/29 Interviews
12/4 Share presentations of interviews, rubrics
12/6 Diagram
12/11 Surveys
12/13 Surveys
1/3 Pictures and Captions
1/8 Maps, zone maps
1/10 Artifacts and Art
1/17 Guest speaker
1/22 Narratives (poems, lyrics, blogs and more)
1/24 Observation & data taking
1/29 Graphic organizers
1/31 Reflections, presentation & celebration
2006-2007 Trillium Charter School Quarter 1
Instructor: Tobie
E-mail: trillium.science@gmail.com
Course Description:
Part of science’s mission is to increase understanding of our world. An important part of this is developing skills of observation and developing curiosity about the world around us. We will explore the concept of a field notebook where writing, drawing, and detailed observation are combined with illustration and inquiry to create a more in-depth understanding. In this course, we will use a field notebook as a tool for inquiry and investigations. We will learn not only different traditional strategies (like note-taking, graphing, and communication logs), but also more creative ways to explore and organize our growing knowledge of the world. We will explore traditional sources of information while we also learn to use human and local places as a source of information and insight.
Materials:
A field notebook. Sketching books, composition notebooks, and spirals are all options. Please see me if you help getting one—you must have one by next week. Collage on Alberta has decent ones for 3.00. Blank pages are best.
Writing instruments. A PENCIL EVERY CLASS!
Glue stick and scissors.
Other art supplies to reflect personal interest (paints, pastels, color pencils, etc.)
A folder (like a pee-chee)
Class Objectives:
Students will use observation skills to look at the world around them in more detail. They will learn about different non-fiction conventions by creating a notebook around a topic and by practicing different writing, sketching, and creative exercises. They will explore sketching, interviewing, adding detail, note-taking, map-making, surveying, graphing and more. To this they will be encouraged to bring their own sense of creativity, enthusiasm, and sense of engagement. Given the inquiry part of this course they will also be challenged to seek information from both observations and human engagement.
Course Structure:
We will develop a variety of observation and recording skills by practicing different techniques. These new techniques will then be explored in individual and creative ways in the field notebook—around a theme of the student’s choice. We will often practice inquiry skills within our community, then students can independently practice the skills focusing on their topic.
Code of Conduct:
All Trillium students and staff are accountable for respecting themselves and each other as laid out in the Constitution. This class will reflect the constitution and our right to have a respectful learning environment. As an instructor, I will provide engaging, hand-on/minds-on learning activities; I will also be open to feedback from students in terms of their needs/ideas for the class. In the learning environment I have these specific expectations that are non-negotiable:
• In whole group sharing one person speaks at once while other people respectfully listen.
• People treat each other with courtesy and respect
• Students try out new techniques and ideas, giving them the benefit of the doubt
• Students are safe and respectful at all times (to each other and our space)
• No cursing.
• Be on time to class.
I understand if students are unable to follow these expectations and will be available to sign add/drop forms as needed. By choosing to attend this class, I assume these expectations are accepted!
The grading sheet for this course will be handing out next week. Each notebook will be graded on a rubric designed around completeness, creativity, and inclusion of information. There will be homework (fun!) for this course.
A general class schedule…subject to change (especially the order depending on student need & interest)
Date Class Focus
11/27 Inquiry
11/29 Interviews
12/4 Share presentations of interviews, rubrics
12/6 Diagram
12/11 Surveys
12/13 Surveys
1/3 Pictures and Captions
1/8 Maps, zone maps
1/10 Artifacts and Art
1/17 Guest speaker
1/22 Narratives (poems, lyrics, blogs and more)
1/24 Observation & data taking
1/29 Graphic organizers
1/31 Reflections, presentation & celebration
Subscribe to:
Comments (Atom)