Master Patience to Guide students; gain perspectives to create kindnessStephen Myers Three to Five Year plan I have taken things we need to work on the most out of the checklist and listed them below. Our immediate goals for next year are to better tie together the H.S. Montessori self-construction classes and to implementing our spring intersession choice field trips. In the next 3 to 5 years we would like to work on these things specifically Self-Construction - Add internships for seniors - Increase Socratic dialogue - Create more routines to better highlight rites of passage Trusting Community - We would like to add peer teaching ( especially in math) - We would like to add more service learning and are adding it as a requirement. Curriculum - Practice three period lesson format More work on the land! More work on global peace More work on trans/interdisciplinary Curriculum _____________Biology Study Guide______________ LMS Biology 2018-2019 Study Guide 6 Created By Stephen Myers for High School Biology Spring 2019 1- Read and mark–up the Handout entitled “Ecosystems” 2- Participate in the following lessons and complete the Associated Work A. B. C. D. E. F. G. H. I. J. K. What is an Ecosystem Types of ecosystems Abiotic vs Biotic Carrying capacity Change In ecosystems (predictions + hypothesis) Photosynthesis and Cellular Respiration- two sides of the same coin The Carbon cycle Greenhouse gases Complex interactions and ecosystem stability Cause and Effect Scientific arguments Human Impact to Biodiversity and Ecosystems 3- Work Options A1. Gizmo – Choose 1 to Complete Forest Ecosystem or Prairie Ecosystem 2. Read Monster of God Handout- We will dialogue on this. B3. Choose an ecosystem ( not one from the gizmo ) and draw it’s Food web On a sheet of White paper (arrows in the direction of the energy) https://www.nationalgeographic.org/encyclopedia/food-web/ 4. Create an energy pyramid from the animals in this same food web 5. Complete Food chain Gizmo (If you went to Ashville.) C6. Take a T-Chart outside. Take SOLO Lap- Let me know you are going and that is for the abiotic/biotic walk. Fill out each side of the teach chart with the ABIOTIC and BIOTIC things that you see or can find. We will do a whole class discussion once this has been accomplished by most students. D7. Choose (1) Case study to complete- The questions are within the study. a. Wolf b. Sea Lions E8. Research an animal that is endangered. Create a 5 slide PowerPoint that addresses the future of this animal from an Ecosystem perspective. Why is this the future you predict (hypothesis) (If / then statement)? Turn into the google classroom. Be ready to give a 1 minute presentation. F9. Watch this video as a refresher before doing Work #8 https://www.youtube.com/watch?v=eo5XndJaz-Y 10. Create a 1 pager that expresses how Photosynthesis and Cellular respiration reactions feed into one another. Include the chemical formulas for each please. G11. Complete the Carbon cycle Gizmo 12. Read the last days of Carbon 400PM and answer the questions at the end. Turn the last page into the stool with your name on it please. H13. Go to https://www.epa.gov/ghgemissions/overview-greenhouse-gases On a NOTECARD submit answers to the following questions to the stool. What are the big 4 greenhouse gases? What is a GWP? What industries (research it) create the most of each greenhouse gas? I14. Choose 2 to watch https://www.ted.com/talks/louie_schwartzberg_the_hidden_beauty_of_pollina tion?language=en or https://www.ted.com/talks/james_balog_time_lapse_proof_of_extreme_ice_lo ss?language=en or https://www.ted.com/talks/paul_nicklen_tales_of_ice_bound_wonderlands?la nguage=en Then, write a 2 paragraph reflection on how the two talks you chose to watch were related and be prepared to dialogue about these talks J15. Cause and Effect reading and questions turn in to the stool K16. Read or listen to this Article https://www.npr.org/sections/goatsandsoda/2019/03/11/688876374/its-2050and-this-is-how-we-stopped-climate-change Pull from this article the various ways that we saved the Earth Use bullet points- in a cause and effect sort of a way. Turn this in to the google classroom. It will take you some time as this is “Saving the Earth.” We will be doing an Article talk about this. Synthesis Projects 1. Create a Plan to take our county Green in some way. This needs to be a creative yet accomplishable Idea that we can discuss with our peers to improve upon our ideas. It must start with a 1 pager representation of the Idea and a 1 page explanation of the reasoning and follow through possibilities. 2. Participate in the Next Dissection ______________End Biology Study Guide______________ End Of Anatomy Skeletal Study Guide Work SamplesIncluded in my portfolio are 3 assignment work samples - 1st is a “Myers 1 Pager” This 1 pager is a way for students to express what they know while at the same time making connections that they did not know that they were going to make. A key Montessori aspect of this assignment is the choice built in and the uninterrupted work time that goes with it (about 80 minutes and it can be taken home.) The 1 pager assignments only has a few rules and you can read them on the bottom of the included page. These are some of the best assessments I have ever used. Starting with a Tabla Rosa is wonderful. - 2nd is an edible Project These edible projects follow much the same rubric each time. I use a rubric. I give summative grades. All the while it is very free-form and involved and metaphoric. The students love the turn in day (very different from a typical schools TEST DAY attitude.) The students get another checklist sheet for their edible rubrics depending on the topic. I use this project once per subject. The cell in biology- The long bone in anatomy etc. etc. - 3rd Comic card Shark assignment for Marine Science This assignment taps into the students creativity by offer choice up front and taking the thoughts to a fantasy type place at first. They are reeled back in ( pun intended) by the need to create the power graph and story that is on the back. This is an assignment that falls in line before our shark dissection. The internal and external anatomical components of this assignments are actually the same pictures that the students submit with their lab report. RECORD SYSTEM + PARENT COMMUNICATION SECTION In high school we are forced to use powerschool to keep track of our academic records and attendance. But, On top of powerschool we have created a notebook for discipline with everything laid out for Restorative Justice (R.J) and exact ramifications for specific actions. We have noted the number of parent contacts and the outcome of conversations. We pay special attention to the number of repeat offenses in order to pick up on patterns. Students take ownership of their academics by having constant access to their grades via powerschool and also by being able to correct-up subpar exam scores. In anatomy, for example, students are allowed to correct their tests and are often privy to the test before the test date. Students also, via the study guide, can always do work ahead or prepare for future work by doing upcoming readings and refreshing their prior knowledge. Our community page has our handbook and policies. https://www.lowcountrymontessori.com/lms-communitypage This above link also has the electronic agreement we hashed out. Below is our behavior quick list Behavior Quick List Common Infractions, their descriptions and the Disciplinary action that accompanies each. . 1. Water bottles are provided to help students keep to policy. No sodas, coffee, gatorade. What is allowed: Water, decaffeinated tea, juice, milk, coconut water. 2. Phones and or any electronic device, with exception of chromebooks, that can text or send messages need to be turned off and in locker during the entire school day. If a student chooses not to put device in locker, he or she will be subject to technology policy consequences. ( see below) 3. Dress code includes: no spaghetti straps, skirts, shorts, dresses to end of fingertips, appropriate verbiage on all clothing and covering bottoms if a student is wearing leggings. Cell Phone Policy Dress Code Discipline Food / Beverage Behavior Quick List Policy Details Cellphone If a high schooler chooses to bring cell phones or any other technology that can receive and send messages or get on the Acceptable Use Cellphones off and in locker or bag between 8:00 A.M. and 3:15 P.M. Discipline Page 9 : If a student chooses to use a cell phone or unauthorized technology, the following consequences will occur. internet other than a chromebook, they are to lock their devices in their locker during the school day. Food & Beverage Dress Code Please do not send candy, sodas or junk food. No spaghetti straps, skirts, shorts, dresses to end of fingertips, 1. Cell phone/unauthor ized technology is confiscated and parent picks up 24 hours after the device is taken. 2. Cell phone/unauthor ized technology is confiscated and kept locked at the school for 10 days or pay a fine of $35. 3. Cell phone/unauthor ized technology is confiscated and kept locked at the school for 30 days or pay a fine of $75. Allowable : Water, Page 31 : If a student decaffeinated tea, juice, brings something other milk, coconut water etc. than what is allowed, the teacher will place it in the refrigerator the first time it occurs. If it is an ongoing problem, the drink will be disposed of. appropriate verbiage on all clothing and covering bottoms if a student is wearing leggings. Classroom Disruption Frequent, continuous or consistent classroom disruption which results in the inability for others to learn in the environment Page 82 : Teasing & Bullying Teasing, exclusion, cyberbullying will not be tolerated. Page 83 : ● ● ● ● ● ● ● ● ● ● Public Display of Affection Public Display of Affection including, but not limited to kissing inappropriate touching, and extended time of physical contact in not allowed. Verbal Behavior Reminder Guided conflict resolution with Teacher Reflection with teacher Loss of field trip and/or specials for the day Behavior report to parent Possible expulsion Page 83 : ● ● ● ● ● Verbal Behavior Reminder Redirection Work alone Reflection with a teacher ● ● ● Possible parent contact Possible suspension depending on severity Expulsion may occur depending on situation Included in the portfolio is also a copy of our “notice of after school reflection” form- this shows our attention to the needs of students and parents to learn from their mistakes instead of sweeping them under the rug. We are not in this to punish the student. Discipline and Parental Contact Folder Restorative Justice Folder Document showing tallying up of number of transgressions Reflection of Journey Two years ago when I walked the halls of LMS and was offered a position as a lead Guide, what I was most nervous about was THIS training. A training that I was agreeing to go to without knowing anything about it. A training that was originally going to be 2 summers away from my farm and my family. But, I said yes. I could feel something very special about this philosophy and this school that I was just hired at. Every classroom had a garden. My classroom had a full wall of windows. Students were running around catching butterflies. I wanted to understand. Now, looking back, it was such a good decision. I am so overjoyed with my job. The training was moved to Charleston and the world seemed to give way to this mission that I had decided to undertake. It was really nice to start with the admin cohort together for the initial philosophy with Ladeene. After meeting the group, my fears dissolved and my interest grew. This Montessori was not just a philosophy, it was a great woman, a great philosopher, who believed heavily in scientific teaching and the teaching of the universe. It was wonderful. I feel very fortunate that I was in the Charleston cohort as I was able to take what I was taught and instantly bring it back to the classroom. While putting the rubber to the pavement took some time, I was able to look at my profession in a totally different light almost immediately after I started training. It was almost frustrating to have all of these ideas but still lack time and ability to create this system that I was schooled in. The trainings continued and my rapport with my students increased enough to where I did not have to worry about their behavior while I was gone. Meeting Mary and The rest of the trainers one by one felt like such a gift. Not only was I going to gain tools to master my craft but we were going to be introduced to amazing people each and every time I drove up to Charleston. Over time, my job seemed to change slowly but surely. The school slowly became more on task and so did the students. The discipline piece seemed to fall in place as the community grew closer. The lessons from HMC were taking hold and the fact that 3/4th of the high school guides were now trained allowed me to try things out without fear of failure. It was great to use vocabulary like “take away” and “dialogue” and have the students already know the “gist” of it. The word synthesis was no longer just a chemistry term. After my first observations it was clear as day that I needed to step up my use of all of these great tools I had been training to use. It was clear that I needed to focus on being a guide on the side. It was time to undo all of that sage on the stage training that Beaufort County had paid for and get out of the way of these children’s learning. A school year seemed to come and go and then we found ourselves short a math teacher and our English lead guide had moved to Florida. But, the students handled that fine because with systems in place a system can stand a little bit of a shock. I shifted roles in the classroom and shifted it to student centered. I changed the layout of my tables and I began working on study guides. The students didn’t hesitate or worry about these changes. It was, in fact, quite the opposite. The students were very pleased with the changes. They had been on the field trips that I planned. They worked for me in the classroom and on the farm. The way I had been teaching for 7 years was good enough, but not good enough for Montessori. The students were looking forward to even more changes. When I rolled out the study guides, a week before my final observations, the whole environment changed. The hardest thing about my job became not bothering my students as they moved through the study guide. The study guides, while in need of years of tweaking, were perfectly adequate for a starting point. I am so glad I went to them. There was a fear in wanting to keep the regular system until the study guide was perfect but it will never be perfect. That is the constant struggle for perfection that Montessori talked about. This struggle to better oneself and at the very least to modify and adjust yearly as things get outdated and in need of revamping. Traveling and staying at Blackwood and visiting the School of the woods was a special time in my life. Not only did I make quick friends with other Montessori minded people but I also was able to see a Montessori High school in action for the first time. It was great to see dialogues and H.S. meetings in a space that did not live up to the quality of the learning taking place in said space. The community feeling was great. The new high school was nice to see as well. The highlight of the trip to Houston was seeing all of the cohort perform a lesson. While the amount of time needed was extensive, by the end of the sessions it was worth it to see the cycle all come together. It was great to see a cohesive educational plan and be reminded of all of the systems in place to maintain such a great learning environment.
