Post date: Aug 31, 2013 8:40:5 PM
Happy Saturday!
First and most important thing: We have a class (parent's) meeting on the evening of September 9th. Please plan to attend.
Today marks the conclusion of the first full week of school and I'm happy to report that all is good in room 25. This week we settled in, established some of the routines and got down to the academics. I have great admiration for the kids in our class and, as I've said before, high ambitions for our year. I've gotten to know the kids much better and have seen the quality of their efforts, and sometimes lack thereof. These kids are very energetic people, each with a wonderful set of attributes. They also have a great awareness of each other and a distinct sense of community. I hope to further foster those attributes and capitalize on them in order to have exceptional learning experiences in the next 10 months.
Science: In science we began with a research and reporting assignment about Interesting Careers in science. I'll take a good look at those over the weekend but at first glance, I think that most of the kids put sincere interest and effort into the process as well as the product. Next, I had the kids learn about the various divisions of science, specialties within each, and the ongoing trend towards their integration. Then we moved into the scientific method. I used this powerpoint to explain the process in very non-scientific terms and get the kids to put stories into an order that matches the steps of the process. The assignment for the topic asked then to differentiate observations from hypothesis, and to design some simple experiments well (large samples, controls & constants, etc). On Thursday I had them take a look at a timeline of invention and discovery relevant to the biological sciences and preview the three parts of an assignment that is due Tuesday. Yesterday (Friday) I lightened things up with a movie that showed how the activities of our daily lives are limited by our narrow perception of time, size, and wavelength -- much less heady than it sounds! Lastly I gave them a sequencing activity that involves ordering a Rube-Goldberg-style mousetrap. Friday was also the first of (hopefully many) "Feed Me Fridays" during which I brought them a snack (how could I resist Safeway's $4.50 price for a dozen made-that-morning donuts?)
English: During English class there was an essay on their name to write, a composition book to format, the first two chapters of Ender's Game to read, and their own book of choice to read during SSR right after recess or lunch. Every Wednesday will have a vocabulary focus, and this week we started it off by finding excellent words from within Calvin and Hobbes comic books. There are certainly exceptions, but for the most part all of the kids are excellent readers with a wide repertoire of literary experience (check out this list) and a keen eye out for the next great read. I already have strong concerns about the writing abilities of the majority of the kids in the class. Although their creative writing seems to be strong and fluid, their expository writing and it's preparatory organization is, on the average, far below where I'd expect it to be at the beginning of 7th grade. No worries, though -- I hope to educe from them a passion for diverse writing styles and the power and pleasure thereof.
Social Studies: Geography, history, and current events are the three strands of social studies and each has many important components, but the integration of them is where the most powerful potential for learning lies. This past week, through bookwork, discussion, analogy, and a video, we focussed on the attributes, accomplishments, and attitudes of the Roman Empire as well as the possible causes for its eventual demise. The daily current events video and discussions on government, individual rights, and social change matched perfectly with the 50 year anniversary of the march on Washington and the MLK speech. We also touched a bit upon the events in Syria and the international response. We are also delving into the cartographer's dilemma regarding the challenge of accurately representing a spherical object (the globe) on a flat dimension (a map). If everyone brings in the right stuff (a cheap hollow thin ball) on Tuesday, we'll have great time coming up with diverse solutions to the challenge.
Feedback, Assessment, and Grades: So now I have some questions for you: How is the daily work load so far and what is your (and your student's) opinion regarding grades. Let me elaborate... The days go by fairly quickly and I give the kids a lot to do -- just take a look at the assignments page of my website -- about ten different projects/assignments gone by already, including one fairly significant essay writing endeavor. Although the kids have expressed a preference for weekly work packets, I've been giving them daily assignments instead -- the number of students that are missing some/manny/all assignments is a concern to me already, by the way. But my first question is really about the complexity meaningfulness of the work, ease of independent completion, and the time-demand it is placing on the kids, you parents, and the family dynamics -- any input about those things will be valuable to me. My second question is this: now that I have collected assignments, what should I do with them? For the "small" short-turn around assignments that are of a fill-in-the-blank style, once I've "corrected them" (circled one that could have better answers), what should I do next? Giving them a score and entering them into the online grade-book is the process that I've always used in my teaching career, but there is a growing concern amongst the other middle school teachers that "grades kill learning". I'd like to know your perspective on the issue. For the larger assignments, especially writing, the written comments and suggestions for (and expectation of) improvement are most valuable and I will certainly be providing that, but should a score of some kind be included in that set of feedback as well?
Field Trips: The first two trips are both amazing experiences. The first is the teambuilding and ropes course adventure at Mount Hermon, near Scott's Valley on September 10th. I've made a Ropes Course page on my website that has details, but the most important thing is that you find the release form attachment at the bottom of that page, print it, fill it out, and return it to school. The field trip coordinator will be checking those off, finding drivers, and providing other details.
The Cal Coast Walkabout is on October 8, 9, and 10. I described the trip to the kids on Friday and showed them pictures. From what I could tell, they (most) seem excited and up for the challenge. That trip needs 5 parents, 3 dads and 2 moms (due to room configurations) that can take 5+ kids each in their car. If you are interested in coming on that trip, please read through the webpage carefully, especially the part of the FAQ page relevant to chaperones, then let me know if you are the right person for the job.
Thanks. I didn't mention it in last week's newsletter, but I really appreciate all the supplies and offers for help that came in last week. I will love, support, challenge, and work hard for your kids throughout the year, and I'll depend heavily on your feedback, support, and talents as well. The kids have created a good (and understandably self-serving) constitution for our class, and I intend to capitalize upon and focus their energy and emerging abilities in order to help them learn a lot and enjoy it even more. The great start for our year together is an encouraging sign that we'll be able to make this an excellent year.
Chris