It's Too Late To Apologize...

High Five Friday Gang!

      Today is the day!!  The majority of the class today is set aside for you and your test partner to exchange and proctor your tests.  Remember, "proctor" is just kind of a fancy work for administer.  Some of you are not finished with your tests.  Unfortunately, that means you are a little bit behind.  I have faith in those who are not finished that you all will use your resourcefullness to finish today.  Try to have fun completing these tests and digging deep into history.  Feel free to use outside sources to help you answer as well as our textbooks.  Good luck, think deep, think high, and enjoy your learning experiences. 

Here are your learning targets as you administer and think deep about your BASIC PROFICIENCY EXAMS:
Writing...I can conduct research to find answers to specific questions.
History...I can conduct research and effectively communicate findings.

Reading...I can analyze the structure of text and its role in developing key concepts.
Reading...I can determine central ideas or themes of a text and analyze it by summarizing the key supporting details and main ideas.

Luv, peace, and taco grease,
C
P.S. Here is a little Friday humor brought to us by Erik Franze's dad.  I laughed so hard when I watched this.  I hope you will too. 
IT'S TOO LATE TO APOLOGIZE

From the cluttered mind of C, Teacher

School District of Waukesha

Waukesha STEM Academy

QAR: Revisited & Cognitive Function: Introduction...

Happy Camel Day Teens!

      Please look back at yesterday's blog to refresh your memory.  Once your brain juices are flowing and you know what you will be doing during class today meet in circle for a new energizer. 

YESTERDAY'S BLOG POST: PLEASE CLICK HERE!!

      Here are the learning targets today as we continue to design our BASIC PROFICIENCY EXAMS:

Writing...I can conduct research to find answers to specific questions.
History...I can conduct research and effectively communicate findings.

Reading...I can analyze the structure of text and its role in developing key concepts.
Reading...I can determine central ideas or themes of a text and analyze it by summarizing the key supporting details and main ideas.

Luv, peace, and taco grease,
C

From the cluttered mind of C, Teacher

School District of Waukesha

Waukesha STEM Academy

Part 2 from yesterday: QAR...

What's up dudes and dudettes?

      Totally tubular Tuesday y'all.  Let's begin where we left off yesterday.  You will get the majority of the class today to complete your basic proficiency exams.  As you think, work, and go into the textbook think about LEVELED QUESTIONS.  Remember, we need ten Level 1 questions, three Level 2 Questions, and two Level 3 Questions.  Let's also try to expand our schema on questions by looking at QAR.

QAR: Question Answer Relationships

      QAR is an acronym which stands for Question Answer Relationships.  Some of you have probably already heard of this.  Some of you, perhaps not.  Either way, whether you have heard of QAR or not, QAR may help you while you design your exams and/or proctor them.  As a proctor, you will be able to better direct your "learner" by telling them where they may find or formulate an answer.   

      Good luck and ENJOY!  Here is the link to Friday's blog post again.  It has the directions for our test design. 

Friday's Blog Post

Luv, peace, and taco grease,
C

From the cluttered mind of C, Teacher

School District of Waukesha

Waukesha STEM Academy

Revolution: The Basic Proficiency Exam...

Happy Monday Y'all,

      Today is Monday, January 9, 2012.  Our class will be broken down into 2 parts again today and it is a different schedule.  The first part of our class will be a quickwrite and whip around.  I hope you have your Me Books.  The second part of class will be a continuation of Friday.  We will be completing our tests/exams in the next couple of days so we can proctor them with a partner. 

PART 1: QUICKWRITE & WHIP AROUND
Watch the videos below, read the Wikipedia definition, and connect the information to what you already know in order to write a 5th grade paragraph that answers the level 3 question below. 
Causes of the American Revolution


The Seeds of Revolution


What is a REVOLUTION?

Learning Target (History): I can demonstrate an understanding of US history through expository writing.
Based on what we now know about revolution, how could we explain the events that lead up to the revolution and why it happened?  What are the causes and effects of rebellion/revolution? How do people that are deprived of freedom attain freedom?

PART 2: BASIC PROFICIENCY EXAMS
Click on the blog post from Friday to review what we were doing before we left for the weekend.

Revisit Friday's Class

I can't wait for the whip around to hear all your great thinking!  Good luck and enjoy!

Best regards,
C

From the cluttered mind of C, Teacher

School District of Waukesha

Waukesha STEM Academy

Applying What We Know About Leveled Questions...

Hey Gang,

      Today is High Five Friday, January 6, 2012.  We will be applying what we know about leveled questions today as we hit the chapter 4 basic proficiency exam.  These exams are to see what your basic understanding is of a certain historical era, and to SEE WHERE YOUR INTERESTS LIE WITHIN THE HISTORICAL ERA. 

      The information below are the mini syllabi you will need to understand and follow for today's class.  Survey, read, and review them carefully before coming to circle today.  Remember all we have done this week with "higher-order" questions along with the differences between Level 1's and Level 3's. 

Cores 1 & 3 Basic Proficiency Exams

Learning Targets:

I can analyze the structure of text and its role in developing key concepts.

I can determine central ideas or themes of a text and analyze it by summarizing the key supporting details and main ideas.

1.  Survey and read the mini syllabus.
2.  Go to my.hrw.com and sign in to the textbook.
3.  When you have signed in, click on "View Assignments". Note: it should be the second clickable option.
4.  Click on the first drop down box titled "Assignments Due".
5.  Open the reading test for Chapter 4
6.  As you survey and read the test, CHOOSE 10 LEVEL 1 QUESTIONS, 3 LEVEL 2 QUESTIONS, and 2 LEVEL 3 QUESTIONS that you would like to find the answer to. 
7.  Cut/Copy and paste them in a Microsoft Word document so you can turn your work in upon completion.
8. Open to Chapter 4 in another window and READ WITH THE QUESTIONS IN MIND!
9. Submit your finished test questions to Mr. C when complete. 


Core 2  Creating a Basic Proficiency Exam

Learning Targets:

I can analyze the structure of text and its role in developing key concepts.

I can determine central ideas or themes of a text and analyze it by summarizing the key supporting details and main ideas.

1. Survey this mini syllabus and make sure you understand the learning targets involved.
2. Read and Review the two example tests given to you by your teacher.  LOOK FOR THE PROS AND CONS: WARMS AND COOLS.
3. Survey, Read, and Review Section 5 of Chapter 3 & Chapter 4 in your textbooks.
4. Use the 5 keys assessment rubric and the learning targets to generate ideas for your test design. 
5. Design questions based on what you know and what you want to know about the HISTORICAL CONTENT in your textbooks.
      SPECIAL NOTE: Open the reading test for Chapter 4.   As you survey and read the test,  you may want to CHOOSE LEVEL 1 QUESTIONS, LEVEL 2 QUESTIONS, and LEVEL 3 QUESTIONS that you would like to find the answer to.  Cut/Copy and paste them in a Microsoft Word document so you can turn your work in upon completion.
6. Write & Design your test with a partner: for your partner. 
7. Submit your finished test questions to Mr. C when complete. (This is before we administer the tests.)

If you are interested and finished reading the blog here are a few Brainpops for your viewing enjoyment.  Enjoy and good luck!

The American Revolution

Causes for Revolution

Declaration of Independence

Love, peace, and taco grease,
C

From the cluttered mind of C, Teacher

School District of Waukesha

Waukesha STEM Academy

Levels of Questions day 3

Hey Youngsters (jk jk),

      Today is Thursday, January 5, 2012.  We are really digging deep today, and it may cause some frustration.  Thinking in this way in order to ask deeper/higher levels of questions is extremely challenging.  So what I am saying is DO YOUR BEST AND FORGET THE REST!  Please try your best to engage, focus, and think deep. 

      After we revisit the video from yesterday, we will be doing an activity called GROUP INQUIRY. 
Video from yesterday.

1. Inclusion-  Write/Pair/Share...  Think of a time you did your best thinking, reasoning, recalling, comparing, contrasting, asking, talking, or studying.  What about that experience made it so successful?

2. Content and Objectives: 
Writing...I can conduct research to find answers to specific questions.
History...I can conduct research and effectively communicate findings.

3. Resources:
Question Sheets
Blooms and Costas Sheets
Post-it Questions
The Online Textbook

4. Your mission/task... Read the questions you generated over the last two days.
Select a question.
Determine the level.
You may need to revise questions in order to make them a 2 or a 3. 
By the end of the conversations you need a level 1, 2, and 3 question.

5. Accountability: Share your questions and process with the community circle.
What's a "higher order" question?
What is the difference between a level one question and a "higher order" question?
Apply what you know about "higher order" questioning

      Try to have fun and think deep.

Sincerely yours,
C

From the cluttered mind of C, Teacher

School District of Waukesha

Waukesha STEM Academy

Levels of Questions...

Howdy Y'all!

      Today is Camel Day, January 4, 2012.  Woah!  It was weird typing 2012.  Anyways, this week we are focussing our attention on the INQUIRY QUESTIONS we as historians have about the past and about the texts, media, primary, and secondary sources we are interacting with.  To do that today our class will have two parts...

Part one:
This brainpop is on the Britsh Empire.  It will give us a perspective of what things were like in the past especially when it comes to how the world looked under the rule of the British Empire. 
The Sun Never Sets on the British Empire

Let's also revisit and finish interacting with the media connections our online textbook has for us.  We'll ask questions, identify confusion, and IDENTIFY "GAPS IN OUR KNOWLEDGE'.

http://my.hrw.com/


Part two:
We will take a deeper look at what GREAT HISTORIANS DO.  Great historians know how to refine their practice by refining their questions.  The following Youtube videos explain what I am trying to teach you.  We'll watch them together and dig into LEVELS of QUESTIONS. 

Refining our practice by refining our questions...

3 levels: quick

We will end the second half of class by looking at our questions to see what levels our thinking is at.  We will try to push our thinking to a deeper level.  Good luck!  I know you all can do it. 

Sincerely yours,
C
P.S. I hear and I forget.
I see and I remember.
I do and I understand.
Do your best and forget the rest!

From the cluttered mind of C, Teacher

School District of Waukesha

Waukesha STEM Academy

You're a mean one, Mr. C...

You're a foul one Mr. C,

      STINK.
      STANK.
      STUNK.

http://www.youtube.com/watch?v=nzXKWKaxt3c

Celebration day is today, but since I'm such a Grinch we need to at least start our Chapter 4 proficiency exam. 

With termites in my smile,
C

From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy

Viva la Revolucion!

Damas y Caballeros,

      Today is Tuesday, December 20, 2011.  Simply survey this blog post, then start to finish the Socratic Seminar Debrief with your group.  In the next couple of days you will prepare a paper pencil test OR complete the chapter 4 basic proficiency exam that will assess your understanding of the historical content. 

History

I can identify the significant people and events that tell the story of the United States.

Reading

I can conduct research to find answers to specific questions.

Writing

I can read and comprehend different genres, literary and informational, at an eighth grade proficiency

Here is our adjusted schedule below

Adjusted Schedule for Tues. & Wed., December 20 & 21

Core 1 - 7:25-8:15 (50)

Core 2 - 8:17 - 9:07 (50)

Core 3 - 9:09 - 9:59 (50)

STEaM/Future City:

10:00 to 11:10 and 1:17 to 2:31.

Yours truly,
C

From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy

Live Chat Hunt...

Happy Monday,

      Today is Monday Funday, December 19, 2011.  We have a great week ahead of us young'ins!  To start things off today CORES 1 & 2 will be reflecting on our live chat sessions, and CORE 3 conduct their Socratic Seminar.  CORE 3... Good Luck!  CORES 1 & 2...  Read below and commit to memory before circle. 

      A live chat hunt is one way we are going to debrief our Socratic Seminars.  We have the luxury of going back over the live chat conversation and finding nuggets (or rotten apples) and using those nuggets to REFINE OUR PRACTICE.  I am also trying to save you some extra work, and here is what I mean.  As you complete your live chat hunt you will also be completing your reflections.  Each group's scribe will submit one Debrief Report in a discussion board.  Each person does not have to hand in a report or reflection.  However, each group must submit a Debrief Report.  More directions will follow during circle. 

1. What primary and secondary sources are being used for the Soc Sem.?
(Note: The Author of the book our articles came from is William Dudley.)
2. What are the guiding questions for the Soc. Sem.?
3. What were the most important ideas expressed during the conversation?
4. a. Cite 3 positive procedural contributions you observe in the Live Chat.
    b. Cite 2 potentially negative procedural issues.
5.  At what point did dialogue dive to a deeper level?  Was there a question that created the change?
6. Give two warms and two cools of the seminar discussion. 


Sincerely,
C

From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy