Memphis Adult High School Back to School
Orientation
August 5, 2015
Seating and organization (Library) 9 til 9:15 am
2015/16 Instructional Focus 9:15-10am
PowerTeacher sign-up (computer labs) 10 til 11:30 am
TEM “look-fors” (Dr. Lowe) 11:30 til 12 am
TEACH (1-7) 12 til 1 pm
Work on teacher website (syllabus update) 1 til 1:45 pm
Closing remarks (Dr. Lowe) 1:45 til 2:00 pm
2015-16 Focus
Accountability
Instruction
Administration
Dr. Lowe
SMS Attendance
The primary way of calling attendance is through SMS. Use sign-in
sheets to record warm body counts. Use grade books and any
other external sources to record grades or collect data, but
student attendance MUST be verified and recorded via SMS.
Dr. Lowe
Bell Work
Due to problems related to tardiness and general accountability,
All teachers must provide a bell work assignment to be
administered during the first five minutes of class. This MUST be a
graded assignment to be recorded in the teacher grade book.
This assignment is NOT to be part of any make-up process
Summative Assessments
Due to problems related to attendance and general accountability,
All teachers must provide a quiz (summative assessment) to be
administered at the end of class. This assessment could also be a
‘Ticket out the door’ as long as the activity is graded. This
assessment MUST be part of any make-up process.
Whiteboard Protocol (example)
Monday, March 2, 2015
Standard- Rewrite expressions involving radicals and rational exponents using the
properties of exponents.
BELL WORK
Solve:
1.) 2x + 4 = 9x – 24
OBJECTIVE:
The learner will (TLW) multiply complex numbers using the FOIL .
CLASSWORK:
TLW Review the FOIL METHOD
HOMEWORK:
Page 26, practical exercise #7
Module 3-6
EXIT TICKET:
Summative evaluation (Daily quiz)
Standards
Standards will be posted as a part of Whiteboard Protocol for SY
2015-16. For links to you specific content area, go to
www.drlowe.weebly.com , and click “standards”.
Dr. Lowe
Weebly Websites
Having an updated published website will be a mandated practice
for the 2015-16 school year. At a minimum, teachers must post
there unit plan, weekly lesson plans, or syllabus. At a minimum,
teacher must post 12 PowerPoint lessons . There must be at least
3 for each quarter.
Dr. Lowe
PowerTeacher
All teachers will be required to use PowerTeacher as their
gradebook option next year. This will minimize the amount of
workload placed on the SMS administrator during peak grading
periods.
Dr. Lowe
Attendance Policy Changes
Students can be dropped from roll if they miss 8
hours(4 days) of class in a full semester course or
4 hours (2 days) of class in a half semester
course.
Tardiness Policy
Students can be excluded from class if they are
tardy greater than 30 minutes. Any time tardy up
to an 30 minutes will be timed and counted
against drop from roll attendance.
Lesson Plans 2014/15
Each teacher is required to publish a website through
www.education.weebly.com. A syllabus should be included on your
“about” page, and your whiteboard protocol should be updated
daily on your “student resources” page.
Dr. Lowe
Teachers!
Quarter 3 (Q3) ends on Friday, March the 6th. All teachers must
submit a grade for each student who attends Memphis Adult High
School. If you teach a Q3 class, a final grade must be given. All
other students are at least completing a part of a semester (P1 or
P2). A grade must be entered into SMS no later than Thursday,
March the 5th.
Dr. Lowe
Teacher Absence Policy (Non Emergency)
Teachers will notify Dr. Lowe (text or call 615-525-7921) and
students in non-emergency situations. A non-emergency is
knowing that you will be absent prior to the date of absence. The
teacher will inform students of assignments due, and let them
know that their presence is not required on the day of teacher
absence
Teacher Absence Policy (Emergency)
In the event of an emergency (an event of absence not known until
the day of), please provide an assignment for students to complete
and turn in on the next class day. Please send to me via e-mail. We
will have the students sign a roster as proof of attendance.
Evacuation Procedure
1.
2.
3.
4.
5.
6.
Collect the Employee Hazard book that is posted on the communication board in your
classroom
Collect your roll book.
Quietly and orderly guide your students out of the building in accordance with
posted evacuation guide sheet.
Do NOT take elevator or allow a student to take the elevator unless wheelchair
bound.
Evacuate building and walk in single file to the general vicinity of the gymnasium
parking lot.
Take accountability (call roll) and make sure all students are present.
Professional Development Day
Due to SCS Parent-Teacher Conference night, many of our night
teachers will have to work at their primary schools (day jobs). For
this reason, all Adult High School (AHS) classes will be closed. AHS
day classes will be open at the regular schedule.
SMS and Sign-in Sheet Attendance
Please make sure that you mark attendance via SMS. Also
continue to have students sign-in on designated roster sheets and
turn in to my mailbox.
Walk-Through Observations
Informal walk-through observations will be used to initialize the
observation process. Expect walk-through scores to be low
because the attached instruments are designed to fore warn
teachers of things to expect in their formal reviews.
Dr. Lowe
Guidance Services
Please note that the guidance office that was formerly located in
B215, has moved to building “C”. Please direct all students
needing guidance, counseling or transition services to the building
“C” central office as needed.
Dr. Lowe
May Coordination
The last day for students is the 22th of May. The last day of class
for project graduation students is May the 7th. The last day of
project graduation grade submission is May the 8th. The last day to
turn in grades for graduating MAHS students is May 12th, 2015.
The last day to turn in grades for non-graduating MAHS students is
May 20th, 2015.
Teachers!
Students will not attend class on Thursday, December the 11th due
to cap and gown activities. Teachers however, ARE required to be
here to assist as needed. Graduation ceremonies will be Sunday,
December the 21st. Please get with Ms. Rildia Dennis if it is your
desire to attend the ceremony. She will brief you concerning your
attire and responsibilities.
Memphis Adult High School Back to School
Professional Development
August 6, 2015
Attend SCS content specific professional development.
(Refer to SCS calendar for details.)
Memphis Adult High School Back to School
Professional Development
August 7, 2015
Attend SCS content specific professional development.
(Refer to SCS calendar for details.)
Memphis Adult High School Back to School
Orientation
August 10, 2015
Student Orientation 9 til 11 am
Student Orientation 4 til 6 pm
-Day staff only
Memphis Adult High School
Professional Development
August 11, 2015
Seating and organization (Library) 9 til 9:15 am
Distance Learning Overview (Dr. Lowe) 9:15 til 9:30 am
Welcome to Weebly (Dr. Lowe) 9:30 til 10:00 am
www.education.weebly.com
Formative and summative assessment strategies 10 til
10:30 am
Higher order thinking, responsive questioning and checks for
understanding 10:30 til 11 am
4 step block teaching concept.
12 til 1 pm
Work on teacher website 1 til 1:45 pm
Closing remarks (Dr. Lowe) 1:45 til 2:00 pm
Memphis Adult High School
Professional Development
August 12, 2014
Work on teacher websites 9 til 1:45 pm
Create an “about” page… Go to www.drlowe.weebly.com as
reference
Create a Teacher instruction page… Upload syllabus
Closing remarks (Dr. Lowe) 1:45 til 2:00 pm
Memphis Adult High School Back to School
Professional Development
August 12, 2015
Seating and organization (Library) 4:30 til 4:35 pm
2015/16 Instructional Focus 4:35-5pm
PowerTeacher sign-up (computer labs) 5 til 7:pm
Work on teacher website (syllabus update) 7 til 8:15 pm
Closing remarks (Dr. Lowe) 8:15 til 8:30 pm
Night Staff Only
Memphis Adult High School Professional Development
August 13, 2015
Seating and organization (Computer lab) 9 til 9:15 am
Whiteboard Protocol, Bell work…
4 step block teaching concept 10 til 12:00 am
1. Lecture (20 minutes)
2. Formative assessments (must be creative and must
be included within the lecture.
3. Practical exercise
4. Summative assessment (a 5 to ten question quiz)
Work in classrooms 12:00 pm til 2.
Memphis Adult High School Back to School
Professional Development
August 13, 2015
Seating and organization (Library) 4:30 til 4:35 pm
2015/16 Instructional Focus 4:35-5pm
PowerTeacher sign-up (computer labs) 5 til 7:pm
Work on teacher website (syllabus update) 7 til 8:15 pm
Closing remarks (Dr. Lowe) 8:15 til 8:30 pm
Night Staff Only
Teaching to the Block
The success of block scheduling will be determined
by the ability of teachers to incorporate a variety of
teaching strategies within the new allotted time frame.
To make this transition, teachers should receive extensive
training to help them expand their teaching repertoire so
that they can serve the needs of their students better.
Teaching to the Block
Whiteboard Protocol
Bellwork
Lecture (Formative Assessments, CFU’s)
Practical Exercise
Summative Assessment
Ticket Out The Door
Whiteboard Protocol (example)
Wednesday, July 15, 2015
Standard- Identify main ideas of descriptive, expository, or narrative passages and make
inferences; draw conclusions; identify cause and effect, fact and opinion, details, author's
purpose and point of view; and interpret figurative language.
BELL WORK:
What is the central theme of the book written by Dr. Suess entitled “Green Eggs
an Ham”?
OBJECTIVE:
The learner will (TLW) Identify main ideas of a literary book, and make higher
order thinking inferences.
CLASSWORK:
TLW read the book within a small group setting and discuss collaborative
meaning.
HOMEWORK:
Page 26, practical exercise #7
Module 3-6
EXIT TICKET:
Summative evaluation (Daily quiz)
Teaching to the Block
Howard Gardner’s Multiple
Intelligences
Teaching to the Block
Traditionally, schools have taught to the students who are
verbal/linguistic and/or logical/mathematical and many of our
students have become labeled at risk, low achievers, or
unmotivated because they were not taught in the ways in
which they learned best. If we believe that all students can
learn, then it is our responsibility to address each student’s
particular way of learning.
Teaching to the Block
(Circle) Something that is still going around
in your head
(Triangle) Something that stood out in your
mind
(Square) Something that “squared “ or
agreed with your thinking.
Teaching to the Block
Given a prompt, class goes to the side that
corresponds to their opinion on the
topic, side share out reasoning, and students
are allowed to change sides after
discussion
Teaching to the Block
In the book entitled “Green Eggs and Ham”, based on
the suggestions listed, what is the author trying to say?
1. Green eggs and ham could be harmful
and bad tasting. You should exercise
extreme caution before trying it!
2. Take risks… You don’t know if you
will hate it until you try it.
Teaching to the Block
While it is recognized that a 120-minute class has to
include more activities, too often, switching to a longer
time frame means adding additional unrelated activities.
It is important to remember that the various activities will
not help students internalize knowledge unless the
activities are related in their focus and unless they have
practical applications inside and outside the classroom.
It is when learning is recycled in many different and
meaningful ways that students begin to make the
knowledge theirs.
Teaching to the Block
Each student receives a blue or red card. Each color
represents a specific response. Students raise the card
to provide the correct response to the question
1. True or false… Teaching to the block means
doing more of the same for longer periods
of time.
2. True or false… Teaching to the block means
adding more activities to fill time.
3. True or false… Teaching to the block means
adding more meaningful activities to
enhance knowledge retention.
Teaching to the Block
For the successful 120-minute class, it is important to
Class consider the variety of activities as well as the
time element.
“Classes of 120 minutes are best divided into three 40minute sections, two 60-minute sections, or three
30-minute sections with a 20-minute opening and
closing”
Time should be divided to include
interactive and independent activities. In addition,
teachers will want to incorporate the proper mix of active
vs. “downtime” activities.
Teaching to the Block
The qualities of an effective 120-minute lesson plan are as
follows
• Variety
Mental and physical activities, center of attention
(teacher, single student, group presentations, guest
speakers), learning styles, blocks of time, intensity.
• Transitions
If you are moving from one activity to another, you are
going to lose some people UNLESS you make your
transitions smooth, logical, and clear to students.
Teaching to the Block
• Time to Present Information
Don’t get so wrapped up in student-centered activities
that you forget to plan time for presenting new
information (by the teacher or a student.)
• Time for Student Practice
120 minutes allows more time for teacher-guided
practice in the classroom.
• Time for Review and Closure
Remember to review the previous day’s activities, as
well as those of the current lesson, to keep students
thinking about where they have been and where they
are going.
Teaching to the Block
• Wise and Careful Planning
Don’t fall into the trap of thinking, “oh, we’ve got 120
minutes so we don’t have to start as quickly as we used
to”--you still need to use all that time in the most
educationally sound manner possible
Teaching to the Block
The students’ physical well-being cannot be overlooked.
Schedule structured opportunities for movement in the
room.
Such physical activities could include the moving in and out
of cooperative activities, the reorganization of desks for
projects or viewing of video segments, the assignment of
work at special stations, etc.
Teaching to the Block
Teaching to the Block
There are many existing strategies which can be applied to
teaching on a block schedule. The following are a few
examples:
Cooperative Learning is:
...Students working together in small groups on tasks
that require cooperation and interdependence among all
individuals in each group.
Students help each other to
complete learning tasks and are rewarded for providing
that help.
Teaching to the Block
Research in the area of cooperative learning stresses that
cooperation promotes higher achievement than interpersonal
competition or individual efforts.
The essential components of cooperative learning are:
a. Positive interdependence
b. Face-to-face interaction
c. Individual accountability
d. Interpersonal and small group skills
e. Group processing
Strategies The implementation of cooperative learning can
include some of the following strategies:
Teaching to the Block
• Round-Robin: Round-robin is designed to keep team
members equally involved throughout an activity, and
teaches the skill of taking turns.
• Basic Jigsaw: Form groups of six (home team). Ask
the students to count off, numbering themselves one
through six. Give directions that all one’s will go to
table one, all two’s to table two, etc. At the new table
configuration, participants learn the information and
become experts. Time will vary according to the
complexity and volume of material. After a given
amount of time, participants return to their original
tables (home team). Each participant who is an
“expert” on the topic teaches the others at the table the
information just learned.
Teaching to the Block
• Numbered Heads Together: This strategy allows for
students to review. Students are put in groups, and
each student is given a number. After a question is
asked or a task assigned, the group works on the task.
The answer is given only by the student with a specific
number, i.e., the students with the number “three” in a
group would answer the question.
• Learning Partners: This strategy is usually done with
student pairs. Students may be assigned a number (1
or 2). Ask students to turn to their partner and ask
him/her something about the assignment, to describe
how to do what you have just taught, to summarize the
2-3 more important points of the discussion, or
whatever fits the lesson.
Teaching to the Block
• Team Practice and Drill: In this model, the learning of
the material is up to the group. Following a traditional
lesson, each group gets together to practice.
• Bookends: Before a film, lecture, large group class
discussion, or reading, have students summarize with
their partners (2-3) or group (4-5) what they already
think they know about the subject and come up with
questions, discuss new information, and formulate new
questions. The thinking strategy K- W-L works
well here.
Teaching to the Block
• Line up: This activity can be done fairly quickly. The
teacher asks the students to line up according to their
birthday, height, etc. Students go around the room
interviewing one another and line up accordingly. The
teacher can then confirm by asking each student to
state the information.
• Four corners: This is a movement activity. Each
student moves to a corner of the room representing a
teacher-determined alternative. Students discuss
within corners, then listen to and paraphrase ideas from
other corners.
Teaching to the Block
There are many acknowledged advantages to group and
and pair work.
• They create a more positive and less threatening
environment
• They encourage multiple points of view.
• They motivate the students by increasing the amount of
conversation and enriching the variety of practice. This
is especially important if we consider that under a 4x4
or alternate day scheduling, students receive 30 hours
less of instruction.
Teaching to the Block
Group and pair work are often mislabeled cooperative
learning. Traditional learning groups place more emphasis
on the task and less on positive interdependence and group
processing. Often the social skills are assumed and/or
ignored. There is less individual accountability in this setup.
Some suggestions for group and pair work in the foreign
language class include the following:
a. Interviewing/surveying classmates in the target
language to obtain information.
b. Role playing according to given or invented situations.
Teaching to the Block
1) Connect the role play to the theme and language
that students have recently learned. Reduce the
need to say something they have not yet learned.
(2) Direct the conversational exchange.
(3) Write the instruction so that students repeat a
pattern or structure several times.
Teaching to the Block
Students at the intermediate level can perform with
more success when the role plays meet the
following guidelines.
1) Pick a context. First line of introduction sets the
scene and is addressed to the students.
(2) Write broad, open-ended instructions for the
students’ part. Students have to create with the
language.
(3) Make sure the students ask most of the questions
Teaching to the Block
Technology is revolutionizing the way we live, and we must
look at ways to integrate it into the teaching and learning.
Block scheduling provides an ideal opportunity to involve
the students in the use of technology through CD-Roms,
the Internet, E-mailing to pen-pals in different states
or countries, laser discs, videos, multimedia, and School
Television (STV) programs.