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Sunday, June 19

  1. page Integrated Curriculum edited ... From the blurb at the Harris County Library: Improving Elementary Student Engagement in the Le…
    ...
    From the blurb at the Harris County Library: Improving Elementary Student Engagement in the Learning Process through Integrated Thematic Instruction. . By: Brooks, Sandra R.; Freiburger, Susan M.; Grotheer, Debra R.. 1998 77 pp. (ED421274)
    This action research project devised and implemented an intervention for increasing student engagement in the learning process. The targeted population consisted of elementary students in an urban area in north central Illinois. The problem of non-engaged learning was documented by means of observation of class participation, a student attitude survey, and assessments of student academic performance. Analysis of probable cause data revealed that deficits in motivation and thinking skills contributed to non-engaged learning, as well as current teaching strategies that may not provide opportunities for student ownership. A review of solution strategies resulted in an intervention focusing on a thematic integrated unit, student assignment choices, and problem solving. Post-intervention data indicated that targeted students demonstrated marked improvements in remaining on task and following directions. Students became more aware of their responsibilities as learners and members of a group. This was evidenced by their enthusiasm for selecting their assignment choices and integrating the problem-solving model in their learning. (Five appendices include sample student survey, observational checklist, and the thematic integrated unit. Contains 34 references.)
    From: http://www.nmsa.org/Publications/MiddleSchoolJournal/Articles/May2005/Article2/tabid/122/Default.aspx
    An

    An
    article about
    ...
    core curriculum.
    "Ultimately, district stakeholders envisioned a middle level program that would:
    apply Gardner's theory of multiple intelligences
    ...
    "At the end of the year, standardized test results showed encouraging improvement, especially from students with the poorest test records. On the Stanford Achievement Test, a national norm-referenced test, students' achievement scores rose by 15% in reading and 18% in math, compared to the previous school year. Our assessment results were consistent with the research on the benefits of integrating multiple intelligences into curriculum design. The Project on Schools Using Multiple Intelligences Theory (SUMIT) was a three-year investigation of schools using multiple intelligences. For this investigation, educators at 41 schools were asked about how multiple intelligences were implemented in their schools and also about their schools' general make-up with regard to organization, curriculum, and assessment practices. Twenty of the 41 schools had improved standardized test scores, 22 had improvements in discipline, and 25 had improvement with parent participation (Harvard Project Zero, 2000).
    The arts-integrated program pilot was a success, and plans were made to expand the program into the newly restructured middle school. Our experience in designing and implementing a program that integrates the arts with the core academic curriculum demonstrates that it is possible to energize teachers to provide instruction that engages students, keeps them excited, and keeps them learning. We had come together to dream of a better way to educate our middle level students and discovered that dreams really can come true."
    This success story shows the reasoning behind integrating topics around unifying themes.
    (view changes)
    9:17 am
  2. page Integrated Curriculum edited ... From the blurb at the Harris County Library: Improving Elementary Student Engagement in the Le…
    ...
    From the blurb at the Harris County Library: Improving Elementary Student Engagement in the Learning Process through Integrated Thematic Instruction. . By: Brooks, Sandra R.; Freiburger, Susan M.; Grotheer, Debra R.. 1998 77 pp. (ED421274)
    This action research project devised and implemented an intervention for increasing student engagement in the learning process. The targeted population consisted of elementary students in an urban area in north central Illinois. The problem of non-engaged learning was documented by means of observation of class participation, a student attitude survey, and assessments of student academic performance. Analysis of probable cause data revealed that deficits in motivation and thinking skills contributed to non-engaged learning, as well as current teaching strategies that may not provide opportunities for student ownership. A review of solution strategies resulted in an intervention focusing on a thematic integrated unit, student assignment choices, and problem solving. Post-intervention data indicated that targeted students demonstrated marked improvements in remaining on task and following directions. Students became more aware of their responsibilities as learners and members of a group. This was evidenced by their enthusiasm for selecting their assignment choices and integrating the problem-solving model in their learning. (Five appendices include sample student survey, observational checklist, and the thematic integrated unit. Contains 34 references.)
    From: http://www.nmsa.org/Publications/MiddleSchoolJournal/Articles/May2005/Article2/tabid/122/Default.aspx
    An article about parents, teachers, admin all getting together to do standards-based thematic units to crate a coherent approach that brought about higher student engagement, and parental enthusiasm. They started with Howard Gardner's multiple intelligences, realizing that the more traditional approach leaves out several of those intelligences. They looked at their strengths - racial, ethnic and socio-economic diversity and their music and drama programs. They then use Jensen and Sylwester's brain research to support an arts component integrated into the core curriculum.
    "Ultimately, district stakeholders envisioned a middle level program that would:
    apply Gardner's theory of multiple intelligences
    include the arts as a cornerstone
    transfer current middle level educational research and theory into practice
    involve community partnerships
    employ integrated thematic units
    authentically assess student learning
    create teams for program planning and implementation
    choose from a variety of appropriate teaching models
    provide professional development opportunities.
    The thematic units would integrate content from the core academic areas and extensively use four arts areas to support learning. The state content standards and benchmarks in language arts, social studies, science, and math—integrated with the national standards in arts for music, creative movement, visual arts, and drama—would be the starting point for planning. The selected standards would be clearly referenced. Student outcomes would be measured by:
    rubric assessment by students and teacher
    teacher-made tests
    personal reflection by the students
    national norm-referenced tests.
    After much discussion and refining of vision, we presented our plan to the Board of Education as a new district program for middle level students that would incorporate a broad range of educational goals."
    "The final unit design was a tapestry of interwoven learning experiences, using all eight of the intelligences to provide an array of situations in which students had the opportunity to learn required content. All students would participate in a culminating event that demonstrated their understanding and mastery of the concepts studied. In the case of the "Exploring the Universe" unit, the culminating event involved multiple simulations of scientific concepts related to space travel and research. For example, students engaged in a simulated docking of the Hubble space telescope without using verbal communication. After a loss of visual orientation, they charted their course with a compass. Appropriately attired and by responding to "virtual" technological prompts to solve problems of working and living in space, they experienced some of the rigors of life in space."
    "At the end of the year, standardized test results showed encouraging improvement, especially from students with the poorest test records. On the Stanford Achievement Test, a national norm-referenced test, students' achievement scores rose by 15% in reading and 18% in math, compared to the previous school year. Our assessment results were consistent with the research on the benefits of integrating multiple intelligences into curriculum design. The Project on Schools Using Multiple Intelligences Theory (SUMIT) was a three-year investigation of schools using multiple intelligences. For this investigation, educators at 41 schools were asked about how multiple intelligences were implemented in their schools and also about their schools' general make-up with regard to organization, curriculum, and assessment practices. Twenty of the 41 schools had improved standardized test scores, 22 had improvements in discipline, and 25 had improvement with parent participation (Harvard Project Zero, 2000).
    The arts-integrated program pilot was a success, and plans were made to expand the program into the newly restructured middle school. Our experience in designing and implementing a program that integrates the arts with the core academic curriculum demonstrates that it is possible to energize teachers to provide instruction that engages students, keeps them excited, and keeps them learning. We had come together to dream of a better way to educate our middle level students and discovered that dreams really can come true."

    (view changes)
    9:13 am

Friday, June 10

  1. page long-range planning projects edited ... Educause, 2006 (Note: We read chapter 2, but this link includes downloads for every chapter i…
    ...
    Educause, 2006
    (Note: We read chapter 2, but this link includes downloads for every chapter in this e-book -- a rich resource!)
    Emily McAneerMcAleer says she
    (view changes)
  2. page long-range planning projects edited Boarding Task Force Minutes, June Meeting 2011 {Chinquapin Preparatory School June Minutes 201…

    Boarding Task Force
    Minutes, June Meeting 2011
    {Chinquapin Preparatory School June Minutes 2011.doc}
    Resources
    Herman Miller, "Room and board Redefined: Trends in Residence Halls"
    {wp_Room_and_Board.pdf}
    Learning Spaces
    Diana G. Oblinger, Editor
    Educause, 2006
    (Note: We read chapter 2, but this link includes downloads for every chapter in this e-book -- a rich resource!)
    Emily McAneer says she has some resources to suggest too!

    (view changes)
  3. page home edited ... plp action research projects in curriculum development and 21st-century learning long-range p…
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    plp action research projects in curriculum development and 21st-century learning
    long-range planning projects and collaborations
    long-range plannning projects
    PLP Project 2 Members (2010-2011)
    Susan Davis, Dean of Faculty (team leader), English and Language Arts Teacher
    (view changes)
  4. page space.menu edited Home long-range planning projects 2010 Project Outline 2010 Curriculum Goals
    Home
    long-range planning projects
    2010 Project Outline
    2010 Curriculum Goals
    (view changes)
  5. page home edited Chinquapin Learning Edge ... development and 21st century 21st-century learning Project …

    Chinquapin Learning Edge
    ...
    development and 21st century21st-century learning
    Project

    long-range planning projects and collaborations
    PLP Project
    2 Members
    Susan Davis, Dean of Faculty (team leader), English and Language Arts Teacher
    Jan Ott, Science Teacher
    Liz Thornton, Social Studies Teacher
    2011 Project Outline
    ProjectPLP Project 1 Members
    Ray Griffin, Director, Math Teacher
    Susan Davis, Dean of Faculty (team leader), English and Language Arts Teacher
    (view changes)

Tuesday, May 17

  1. page 2011 Presentation edited ... Video: columbian exchange pilot project Reflection on how we did and where we are going Art…
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    Video: columbian exchange pilot project
    Reflection on how we did and where we are going
    Artifacts:
    Christian's Chat
    {christianschat.docx}

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