| Differentiation, Assessments, & Growth Mindset (How To) | Balancing the demands of curriculum delivery with the demands of learning acquisition (i.e. needs of the learner) (Philosophy) | Brain 101: memory, stress, growth mindset… (Factual) This can be done online | Other |
| • methods of stress release • Rubrics, rubrics, rubrics, PLEASE! THANK YOU! • more on formative assessments • types of assessments (public, group, project…) • how to grade assessments • Tests that involve learning, not just "assessment" • how to balance assessment variety with school and parent demands for test (SAT/AP) prep? • How can you provide consistent test format and also have enough different kinds of sections for different learning styles? • assessment vs evaluation • incorporating movement in class • effective activities or discussions to have/do with students to shift from fixed to open mind set • How do I tell students that we all have strengths and weaknesses without implying that there are subjects that they are "good" or "bad" at? • How many different methods should you use in a typical lesson? • How to fit these "methods" into time restraints of subject areas, especially US • What specific results have people gotten using particular techniques with particular learners? • Are there lessons/examples that are known for getting to all learners, which can be adapted • How do we ultimately assess these students by a single standard? • How to balance the weight of different assessments considering some skills + information are more crucial to a subject than others • What would you do different with bilingual students? (Rich K.) • What do you do if you are pressed for time…and you have a certain amount of material to cover. • How do you incorporate tactile learning in advanced math. • how do math teachers alter their teaching styles to address different learners | • How do you cover such a vast amount of material while still giving good assessments? • how to balance assessment variety with school and parent demands for test (SAT/AP) prep? • effective activities or discussions to have/do with students to shift from fixed to open mind set • How do I tell students that we all have strengths and weaknesses without implying that there are subjects that they are "good" or "bad" at? • How to balance the weight of different assessments considering some skills + information are more crucial to a subject than others • What do you do if you are pressed for time…and you have a certain amount of material to cover. • long term homework solutions • to track or not to track, that is the question • issues of single sex classes | • methods of stress release • What is the research on use of movement/TM & the effects it has on learning & social behavior? • Brain gym • incorporating movement in class • effective activities or discussions to have/do with students to shift from fixed to open mind set • How do I tell students that we all have strengths and weaknesses without implying that there are subjects that they are "good" or "bad" at? • more about motivation & keeping attention would like to learn more about the function of long and short term memory and learning • more ways to use emotion to get students to learn • How to make the boring meaningful • What is the connection – or how can you make a connection between learning through multiple senses & the affective connection • how to get from short term memory to long term memory • How to empower kids to help themselves; Still would like more specific ways to help ADHD kids • How do you help student when they've checked out? | • How to empower kids to help themselves; Still would like more specific ways to help ADHD kids • How do you help student when they've checked out? • How can we get advisors to make the emotional connection with their advisees? |
| How multitasking impacts functionality | How multitasking impacts functionality | How multitasking impacts functionality |
| List an Ah-ha moment that you had. • ability decreases with age; everyone has this experience • I do lots of things while driving • watching the video • I multitask a lot! • need to see Color Purple again • everyone has difficulty with multiple demands • multitasking is very difficult and one task should be finished before you start another • "self-interrupting" • Teachers have been multitasking for hundreds of years • Recent research provides more detail on how multitasking affects learning & memory. • I loved everything about this workshop & we all would benefit from more information about this topic! Yay! • I do way too many things at one time & something suffer because of it. • Something is suffering if too much is going on at one time • distractions • Multitasking is difficult and will not change • How do you get everything [could not read the rest]; try to tune out questions • How many times to I interrupt myself… • I'm not alone in feeling overwhelmed in my attempt to multi-task. | List one question that did not get answered. • Can we train the multitasking generation to do just one task? • How to handle people who are overstressed by multitasking • How to manage it [multitasking] effectively • How students multitask • I'd have liked to have more on the research and the implications for students as learners • How to be more efficient at multitasking without tuning things out. • Do different types of tasks make a difference • how different people handle distractions • Should one get up and walk away for 60 seconds? • What are some activities you can to to train your brain or practice multi-tasking if there are any… • What strategies can we employ to avoid unnecessary multi-tasking? | List one topic about which you would like to know more. • How to get students to focus on just one task so that they retain info/skills • I would like to see how students react [to this info] • strategies for students? • How to handle people who are overstressed by multitasking • how to decrease simultaneous multiple demands • I would like to learn more about "self-interrupting" • Repetition to learning • I'd have liked to have more on the research and the implications for students as learners • How do we help the kids manage their multitasking? • Is it better to continue multi-tasking in order to get better at it? • Would have liked more time • How to cope with the challenges of multi-tasking • Alleviating stress • How to deal with multitasking when it is not a choice but a matter of interruptions. • Strategies to avoid multi-tasking |
| Designing lessons with the brain in mind | Designing lessons with the brain in mind | Designing lessons with the brain in mind |
| List an Ah-ha moment that you had. • hearing that rote memory (repeating something many times) works (writing lines 25 times) • affective - 1st thing we think is Can I eat it, mate with it, have I seen it before.; acting classes would be helpful! • active learning • Responsive Classroom in LS/MS triggers the affective system; "The professionals at RCDS are great learners." • The ten minute attention span was a new piece of information. • movement • ways others have included senses or sensory integration in lessons?; great examples in each subject • Nothing beats simply repeating, repeating, repeating… • Do something different every 10 min to keep attention • There is a cost for not paying attention; Learning begins wiht movement • Every few minutes I need to refresh attention! • Some of these principles were more applicable to lower school or upper [think the person meant to write "middle"] school, which was relieving that I felt like I do not teach with these principles in the front of my mind, but it would be interesting to further explore how they apply to upper school • Different ways we use affective approaches to learning • old school repetition really still works • I have already decided to change a fifth grade computer lesson in order to get the kids moving & to get more of their senses involved before they compose a ten-sentence descriptive paragraph. | List one question that did not get answered. • How to engage multiple senses in a calculus class • affective learning • What are the citations for the research on which these claims are based? • Wasn't much about actually designing a lesson • What is the connection – or how can you make a connection between learning through multiple senses & the affective connection • how to get from short term memory to long term memory | List one topic about which you would like to know more. • I would like to do more simulations about how to tap the affective memory for different age groups. • ways to incorporate more sensory learning in classroom • incorporating multiple senses in teaching • multisensory learning • I thought the workshop was very very interesting and would like to learn more about the function of long and short term memory and learning • How to help this generation gather balance and not multitask. Many thanks. • would like to know more about how long term memory works • What are the various ways in which there can be an affective connection to learning: the idea being learned, the peers, the teacher, the outcome…? • the power of affect • I would like more time to explore the topics related to the brain • more ways to use emotion to get students to learn • How to make the boring meaningful |
| Does gender matter? A look at gender differences and their impact in the classroom | Does gender matter? A look at gender differences and their impact in the classroom | Does gender matter? A look at gender differences and their impact in the classroom |
| List an Ah-ha moment that you had. • Out of 21 participants, only 5 were male • Ex: If a boy does not gt math answer correct he blames it on the way the problem was presented – a girl will blame it on herself. • Remember to provide movement activities to keep students engaged, awake. • Allowing students to stand instead of sit • The LS actually teach how to add/multiply using fun activities • Hearing about single-sex classrooms can relieve some pressures (from personal experience) • In the art portion, the difficulty to act "girlish" • movement really does make a difference • the reminder as to just how important movement is to learning. It gets so overlooked. • learning about gender issues across the grades • use game/competition to help with memorization/recall. And it's fun! • playing dart math – putting myself in the child's place – thinking it "wasn't fair" • boys and girls learn differently • I thought of a fun way to play with numbers • a couple of games, strategies • more opportunity to incorporate movement, good for both genders • hearing about/from the perspective of single gender teaching • competitive activities involving math are stressful to me, so I can understand how some of my students may feel similarly 8 I bristled at being pidgeon-holed by gender, forced into an activity on that basis alone • How "split" it becomes in HS | List one question that did not get answered. • Why do we (as a culture) never talk about single sex higher educational opportunities for males? • How to address elective class's needs. • Is there room and is there a desire for single sex math and science classes at RCDS? • Where can i read futher on the research done about gender split classrooms? • How to handle discussions • Is there a difference in performance when boys & girls are split up? • didn't come in with preconceived idea of workshop so no questions unanswered • How do we continue to try to create greater gender balance in our upper level math & science classes? • dealing with girl's body image. I think it's a big distraction. • I find that boys raise their hand (or not) and simultaneously blurt out. How do you allow time for girls or quieter students to think and be heard? • only briefly did we recognize that gender is not "black and white"; What about the girl whose close friends are all boys? What about the GLTB population? • still not clear how to reduce math/science fear in girls… will it ever be answered? • How do I make girls feel as included as boys if a boy-centered lesson? • I would have liked to hear more on current classroom research, particularly linking Dweck + boy/girl breakdowns on how they think about their own intelligence. • What are some ways to help girls in a math/science class more confident without taking from the boys or girls | List one topic about which you would like to know more. • Boys propensity to blame their mistakes on external sources rather than themselves. • Lesson planning • More suitable movement activities for fifth graders. • Holding single sex classes in math but not all the time • Dealing with boys in humanities classes • Is there a difference in performance when boys & girls are split up? • more games/interactive activities • I'd like to work on how do we continue to try to create greater gender balance in our upper level math & science classes. • How to get girls to be more comfortable participating and excelling at sports/activities that are stereotypically male dominated. • the best way to separate or not separate by gender • What parts of the brain make for gender learning differences • What about the girl whose close friends are all boys? What about the GLTB population? • [could not read the handwriting] ?? sweet based oppor • reaching quiet girls • Moe on Dweck + boy/girl breakdowns on how they think about their own intelligence, as well as thinking about deconstructing what "natural" for a boy or girl to do • Broaden the discuss to the affect on the teachers who teach the same sex class. Benefits? Rapor? |
| The Mind/Body Connection–helping students with motivation, attention & executive function | The Mind/Body Connection–helping students with motivation, attention & executive function | The Mind/Body Connection–helping students with motivation, attention & executive function |
| List an Ah-ha moment that you had. • That 2 mins of stretching helped me to focus so it should help students • hypersensentive to criticism • go slowly • grapho-motor function being at route • that I am probably ADHD • refocusing through relaxation | List one question that did not get answered. • Still would like more specific ways to help ADHD kids • handwriting struggle options • identifying students • getting student (child) to be self-motivated - upper school [cannot read word] • activities - books with activities for elementary students • more about motivation & keeping attention | List one topic about which you would like to know more. • How to empower kids to help themselves; Still would like more specific ways to help ADHD kids • long term homework solutions • how go slow get done • How do you help student when they've checked out? • will all the Powerpoints be available thru email - we need more time on this - to do & to reflect! • How can we get advisors to make the emotional connection with their advisees? • more about motivation & keeping attention |
| How to design lessons for a variety of learners | How to design lessons for a variety of learners | How to design lessons for a variety of learners |
| List an Ah-ha moment that you had. • I'd glad we are addressing these issues as a school. We need continued advice and support in these areas. Thank you! • no reall ah-ha but fun to brainstorm • The video – loved loved seeing the metaphor of the animals – Major ah ha moment! Awesome. • use of familiar music as a group acitivity • use "physical" activities • the intro video was an "ah-ha" moment in that it nicely brought all the ideas together • video was great • the video was great - I wonder how often I ignore student strengths because they're the duck in the climbing class! • Even the "weakest" student has a way to succeed…I have to do a better job of finding it • watching the movie and realizing how many & different learners there are • Kids are really different! • There are some methods that will help all students understand and all types of learners can benefit from those methods • social engineering of groups is very important • using each kids strength to an advantage • the "animal" idea for exploring diversity • Use the different interests in the groups to decide the type of model to be used • Thinking about how important presenting skills are (as opposed to writing skills) • We can never be reminded to often of the importance of our differences - thank you! • I forgot all about the idea of standing up when answering a question. • stop & listen • The relationship with animals and different children – good stuff! (Rich K.) • I could try to do a creative demonstration by the students of a complicated process. P.S. I liked the animal video. | List one question that did not get answered. • More resources about differentiating instruction. • classroom techniques • How to utilize time • How many different methods should you use in a typical lesson? • How do we balance honoring student strengths with developing areas of "weakness"? • How to fit these "methods" into time restraints of subject areas, especially US • What specific results have people gotten using particular techniques with particular learners? • Are there lessons/examples that are known for getting to al learners, which can be adapted • How do we ultimately assess these students by a single standard? • How to balance the weight of different assessments considering some skills + information are more crucial to a subject than others • enjoyed listening to multi-assessments of differences • What would you do different with bilingual students? (Rich K.) • What do you do if you are pressed for time…and you have a certain amount of material to cover. | List one topic about which you would like to know more. • More resources about differentiating instruction. • problem was time and not able to getinto the subjects – very interesting idea – just too brief • classroom techniques • follow-through • Everything is interesting. Great workshop. • Kinesthetic ideas • Range/variety of assessment opportunities • More activities to tie in with diversity/modern language teaching • More about process • More "methods" + How to manage the time. • Techniques that others have found successful in the classroom • Products that work for all • more specific ideas for strategies • Teaching diversity websites would be helpful • How to balance the weight of different assessments considering some skills + information are more crucial to a subject than others • Thank you - I enjoyed the workshop. • Interdisciplinary approaches to PE and academics. (Rich K.) • How to make your class accessible to all the different leaning styles. |
| Both Discussion Groups | Both Discussion Groups | Both Discussion Groups |
| List an Ah-ha moment that you had. • Not all my students feel they belong fully in my class • Learning, once again, can be joyful for anyone • Teaching can and should be enjoyable. Think outside the box. Have fun with the students. Interesting Topic: experiential learning – acted out many subjects • learning about how others in my group viewed the video • Students need to read the book (6th and up) • We all see same things across board. • The actual definition of learning disability & how it seems to pertain to all of us in one way or another. • We all have learning "differences" • Everyone has differences, not just one with disabilities • Everyone – grade appropriate – should read this book; X divisions recognize the need to expose all students to the content of the book | List one question that did not get answered. • Finding student's strengths. • How the brain works • Learning disabilities – are they more prevalent than we suspect? • How can we apply Cullum's perspective in a realistic way? • Confidence building & risk taking in all areas • How can we implement our students trying different methods/styles of learning. • ALL STUDENTS SHOULD READ KRISTI'S BOOK! • Specific disabilities (dyslexia, dysgraphia) • How to help all students learn more efficiently • adapting book's concepts to all students | List one topic about which you would like to know more. • Finding student's strengths. • How will RCDS teachers use Kristi's book? What insights did they gain that they can apply? • How can learning difficulties be addressed in classrooms – all classrooms? • How to make learning differences acceptable/OK in younger grades. What language should be used with students & parents? • How can we apply Cullum's perspective in a realistic way? • How can we change the stigma from thinking learning disabilities equals dumb? • Why don't we start an official study skills program for all students in US? • How can I help students w/specific disabilities? • How can we develop a program to help everyone? • study skills for students |
| All 3 Arts Workshops | All 3 Arts Workshops | All 3 Arts Workshops |
| List an Ah-ha moment that you had. INTRODUCTION TO XYLOPHONE PLAYING • very not left-handed • learning to keep beat • when I was able to do the beat and then improvised • It takes a lot of concentration to hold a beat! • Gil Castagna (in general) • Taking away extra tone bars would encourage kids, because they can't hit a "wrong" note. • When I realized how I could be most useful to the group - by contributing my individual strength • how to find next C octave by mark on bar • the first time we performed, comfort level was not there. • playing the rhythms (notes) • all notes were a part of the chord, so we could all improvise in tune • learning that "h" is "b" in German! • noticing the different resonances of different instruments, & how much that affected the "feel" of the sound • when we went around and played & improvised within 1 chord DRAWING: TESTING AND TRUSTING YOURSELF…IT'S ABOUT THE JOURNEY • I enjoy putting my idea in a visual form - never really did this before • This was much more satisfying than I expected it to be! Thanks!! • Nice to be relaxed, stress free and able to dedicate a few minutes to myself • The beautiful line inside surrounding the seed • When Rick dropped the markers it served as a catalyst for me – I thought of an explosion, then drew the circuit board from an Apple computer exploding and making apple sauce • I'm better at telling stories than at drawing. • I want to do this more. • No "ah-ha moment". I just felt worse about my drawing. • I should do this more often – so calming. • a little better than I thought • I found out that I enjoyed using some different materials • The whole workshop was ah-ha • comes from the variety of works created: shows the variety of personalities • go slow – I don't know tools/materials • I need more time to draw • drawing fast & messy can be fun ACAPPELLA SINGING • breathing is more important than pitch • the idea that breath controls pitch • I felt most comfortable singing alto (tenor?) when singing Twinkle, Twinkle! • It was challenging to focus on the breathing rather than the pitch • singing is relaxing • When I focused on the breathing, I didn't have to think about pitch. • Perhaps learning to sing is not as difficult as I had thought. • relaxation made me a better singer • singing provided a similar release as yoga – great way to refocus, re-energize • Breathing really important - more than the notes • confidence in singing applies confidence in other areas • finding, on walking in at the end (!) that this is where I needed to be | List one question that did not get answered. INTRODUCTION TO XYLOPHONE PLAYING • get to play/learn more • different styles of music for xylophone • I would like to go over more chords & tunes • I want to know more about chord structure. • playing drums • The different varieties of xylophones • hearing some of Orff's music • why multiple bars work on single resonance [not sure of next word] • Working other notes into the progression i.e. improvisation • reading music • playing music in general (firsts and fifths, etc) • learning how sharps & flats in an ensemble can be quickly substituted • techniques of the xylophone • xylophones. I think they're sweet and it would be fun to play one. DRAWING: TESTING AND TRUSTING YOURSELF…IT'S ABOUT THE JOURNEY • get to play/learn more • How do artists make their choices? • More lessons in drawing • What would happen with 100 post its? • I liked this, but I don't quite know the purpose of the exercise. • I need to learn more of the rhythm of 10 drawings. • How do I draw? • I would like to learn more about technique. • When is there time for sharing? • lots of fun - didn't have any questions • How can this apply to my English classroom? • more discussion on inner monologue • Why are apples so darn tasty • How can pastel drawing not be so messy? ACAPPELLA SINGING • other breathing exercises? • why pitch comes easily to some and not others • How can I increase what seems to be shallow breathing? • Learned about singing but not acappella singing • I didn't really come in with questions. • How does one do the breathing without feeling light headed? • How might I utilize music in an academic classroom? • Can we have a faculty acapella group? • I was wondering if music necessarily plays a role in memory eg-how to you get little kids to remember long songs if not sheets to read from? • the connection between learning & acapella singing other than breathing • When will you offer this again? – Please! | List one topic about which you would like to know more. INTRODUCTION TO XYLOPHONE PLAYING • How does this pertain to what I do? • What was the point of this exercise? • When it is appropriate to introduce "sharp & flat" tone bars? • What are his other 3 [I think the next word is] inventions names? • why multiple bars work on single resonance [not sure of next word] • How do K-4 deal with beat and coordination? • what ages play the Orff • Is it too late to master an instrument? • do we have the Orff instruments that are lowest in pitch & those that are highest • how to play 1/8 & 1/16 notes on the xylophone! & play [not sure of word] etc • Where can I find a cheap xylophone DRAWING: TESTING AND TRUSTING YOURSELF…IT'S ABOUT THE JOURNEY • How does this pertain to what I do? • I would like to take your class? • Can practice really help? • More info. • I would like to know more about shapes & sketching. • I want to refine my craft. • I would like to know if there's basic drawing technique. • I would like to learn about drawing in 3-D. • any kind of drawing technique – light hitting an object • I would LOVE to spend time doing this again? • Not so much a question as a reflection – How can I use this in my class? • More art time for everyone: students/ teachers alike. • How do assessment? • Does this translate into learning styles? • Like to draw other subjects ACAPPELLA SINGING • more singing techniques – or breathing techniques! • King's Singers Tour dates? • More breathing exercises :-) • Learned about singing but not acappella singing – & also about dealing with the crack in the voice • like to know if I can sing • How to bring all the voices together in harmony (w/different groups) • How to acquire pitch. Thank you – I truly appreciated and enjoyed your lesson. • Using singing for memory and in an academic classroom • How to organize group (12-16) to sing different songs • I was wondering if music necessarily plays a role in memory eg-how to you get little kids to remember long songs if not sheets to read from? • auditory learners |
| Culture in the Classroom | Culture in the Classroom | Culture in the Classroom |
| List an Ah-ha moment that you had. • People are passionate about diversity • I enjoyed working with a variety of colleagues • Would love more exploration into culture at grade level/division meetings, because obriously different divisions think about this in very different ways! • the video clips • what encompasses our culture here at RCDS? • some children have to change their clothes to fit into both cultures (neighborhood & RCDS) • some students change clothes (and also possibly their mindframes/personalities) between school & home • the video • looking at non-Capitalist Monopoly values • I enjoyed making a Monopoly game. Allowed me to think outside the box and think about the student I may have in my class. • Provoke us to think like a student… Very interesting! • How complicated it is to design culturally sensitive game • hearing black mothers talk about expectations of dominant culture • the mom who said her son looked "threatening" just because he's a big black guy and was having a bad day • story about the kid changing clothes when coming/going to school • re-affirming not to judge students by appearance or behavior e.g. just because a 9th grader is large, doesn't mean that the person inside is "mature" • Meredith, I loved the example of kids changing clothes. That's a great point! Rich • the fact that some kids may feel that they do not "belong" in my classroom | List one question that did not get answered. • challenge of gearing lessons toward students? vs teachers? • How did the moms who were interviewed resolve their concerns? • What concrete suggestions are there to meet children where they are? • How do you play Monopoly? • Do ground rules help in setting up accepting culture? • How do you play Monopoly? • How would the students develop the game? • Is there a way to share understanding of cultural differences & sharing of ways to reach • What are "rules" of dominant culture of power • how differences in interaction patterns affect achievement • I didn't understand what actual language barrier exists that keeps minorities from learning. Can you give me an example? Rich • How do I improve the way I identify each student's individuality? | List one topic about which you would like to know more. • learn more about RCDS school culture • Need more time. This was excellent but "a teaser…" • working in groups was challenging - actually found my team not that accepting of all ideas; this was surprising and ironic given the class; it was a bit of an "ah-ha" - thanks • This was great!! • I would like to watch the entire video • Do ground rules help in setting up accepting culture? • Should have had more time to develop the game • How to reach students of diverse backgrounds • What are "rules" of dominant culture of power • how to "read" different aspects of cultures in the classroom so as not to misread communication from student • helping the student in a low economic situation – great activity! • I would like to see strategies for dealing with different socio-economic backgrounds. Rich • The development of this "culture of power" idea – how do we define it more |
| Making Math accessible for all learners & reducing math phobia | Making Math accessible for all learners & reducing math phobia | Making Math accessible for all learners & reducing math phobia |
| List an Ah-ha moment that you had. • The more you practice, the better you get - and this is true physically. • math is language based • to have student write about their process/experience in doing the math problem • neurons actually grow & strengthen as you practice • that math and language are linked more than I thought • info on brain's dendrites was fascinating • hearing about the dendrites • practice during class followed by practice on homework leads to greatest retention • listening to lower school teachers talking about classrooms that are not tracked by ability and how the teachers manage that • math facts come from language center of brain • practice physiologically strengthens brain • math can be one area in which students are most vulnerable for a fixed mindset • Japanese and Chinese students have language advantage • talk through process & find what you did right even though you got the wrong answer • that is it physically important for children to do math homework • need to really work on this growth mindset • How much our thoughts and opinions affect our children • that language & math are closely related • the idea given in the Powerpoint of the growth vs fixed mindset | List one question that did not get answered. • How do you incorporate tactile learning in advanced math. • to track or not to track, that is the question • how do math teachers alter their teaching styles to address different learners • How do I tell students that we all have strengths and weaknesses without implying that there are subjects that they are "good" or "bad" at? • dealing with students with language based difficulties in math • How can we change teacher language to help kids value the process of math more & recognize how much of a wrong problem can be right? • are there genetic factors that do affect math ability, quickness, performance, etc • How can we help to make kids feel they can be successful in math even though they may have previously struggled | List one topic about which you would like to know more. • Teaching math - unlearning the way you know so that you can help them find their way to know. • How to provide varied choice in assessment • The types of problems that directly build types of neurons that stay • would like to learn more about math related learning disabilities • application of info in LS math class • wish we had time to go through all the questions • more on fixed & growth mindsets relating to learning in math • how the brain processes math • effective activities or discussions to have/do with students to shift from fixed to open mind set • would like to read about fixed vs. growth mindsets • dealing with students with language based difficulties in math • How can we change teacher language to help kids value the process of math more & recognize how much of a wrong problem can be right? • How to work with a mix of abilities in same room • visual math (like Geometry) vs rote math (like factoring) in the brain • helping math students verbalize their responses |
| Assessment that accurately measure what students know | Assessment that accurately measure what students know | Assessment that accurately measure what students know |
| List an Ah-ha moment that you had. • having experts give feedback to students - the video - architects gave feedback to students on their school design; working with a colleague on backwards planning AND assessment • Don't just mark a question wrong! • so many different methods used by so many different teachers • planning good assessments takes time & thought…reminded me that I need to get back into "work" mode • structuring tests - great ideas • I'm thinking about how the video we watched about projects relates to the aspect of the school's mission that is college preparation - to what extent do we need to assess students in ways that they will be assessed in college? • keep assessments the same format - Type I, II, II - great - helps with creating test • love the assessment (in the packet) where students line up in order of agreement, then #18 talks to #1, etc • value in PE [cannot read the word] • Do not hesitate to use real/authentic situations as part of your assessments! • Different types of assessment - Type I, II, III • no references given | List one question that did not get answered. • Could RCDS lead the Fairchester schools to abandon the College Board and its control over our education? • How do you cover such a vast amount of material while still giving good assessments? • would like to know more about project assessments • no time to go over our examples – curious what others came up with • how to balance assessment variety with school and parent demands for test (SAT/AP) prep? • applicability to a frequently [cannot read word] subject • How can you provide consistent test format and also have enough different kinds of sections for different learning styles? • assessment vs evaluation | List one topic about which you would like to know more. • Rubrics, rubrics, rubrics, PLEASE! THANK YOU! • more on formative assessments • I would like more guidance in ways to individually assess members of a group. In RCDS environment, grading is essentially competitive and yet many assessments are cooperative…I need guidance through these contrasting values. • How do we design compelling assessments when 2 other teachers are teaching the same class? • explore various methods beside writing – acting out "climax" of story, exposition, etc. • want to explore more "public" assessments w/a larger audience • grading assessments • rubric • more time to discuss ideas with others in same subject • [cannot read words] • Tests that involve learning, not just "assessment" • Not answering the three questions, but anyway…enjoyed this opportunity to see and discuss various types of assessment. Got me thinking and wanting to do/learn more. • Once again, time constraints keep the depth of workshop from being more valuable. Also, size was too large for real exchange. Topic is great. • Handout looks like it will be helpful to refresh some of my practice. Thanks. • want specific information on how to assess group projects and /or role playing. • Where is RCDS going with this? • How to do a performance assessment/What is the rubric? |
| Stress and Learning – there is a relationship! | Stress and Learning – there is a relationship! | Stress and Learning – there is a relationship! |
| List an Ah-ha moment that you had. • Why couldn't we try trans. meditation w/sixth graders right after their snack? • brain gym – yoga – TM as stress reliever in the academic setting • how the simple finger hook was to show/free the stress & release • Exercise & Meditation is just as important to stress reduction for children as adults. Lots of great strategies were given! • I learned about relaxation breathing, tense & release head to toe, read passage • stress can inhibit learning/growth/immune system • meditation • Natake meditation - great! We could easily use Quiet Time in the classroom • Yay, Mitzi 7 brooke! Great job! I wish everyone could hear this workshop!! • How cortisol & stress prevent learning • stress relaxation exercises help kids. TM! • How long stress hormones can linger • other teachers feel as I do • even our youngest students experience stress • some of activities I find stress inducing for ME - fun but not necessarily reading kids for learn • Reminder of how stress affects whole body • ability to teach relaxation and use during traditional • idea of TM in class • actually I had heard most of these ideas • I like the brain gym ideas • TM sounds like a great idea! | List one question that did not get answered. • What is necessary in terms of teacher prep in order to lead kids in meditation? • like to study brain gym - yoga - TM as stress reliever in the academic setting • What are other ways to relieve stress in the classroom? More specific strategies. • Figuring out what strategies work best w/"which students" • Figuring out when to use these methods • Meditation for kids; incorporating movement in class • More easy ways to incorporate "stress relievers" in the classroom • How much does my class help/hurt? • What are ways we can help students deal with the stress related to the college process? • As faculty, will we have opportunity to do/learn some relaxation activities together • What are the 5 calming steps? • We should do meditation as a school | List one topic about which you would like to know more. • TM for middle school students • like to study brain gym - yoga - TM as stress reliever in the academic setting • What is the research on use of movement/TM & the effects it has on learning & social behavior? • Brain gym • More strategies to reduce stress! • know more about classroom techniques • specifics • classroom strategies • How do you get this to happen in current classrooms? • More easy ways to incorporate "stress relievers" in the classroom • the Brain Gym • more techniques to help kids (RE: the college process) • Thank you for resource list! • I appreciate resources to learn further • Loved the stress breaking concrete activities & would like to know more of them • methods of stress release • Give examples of how people use these techniques |