tag:blogger.com,1999:blog-29234322819602336562024-03-12T22:06:40.812-05:00Austin School For the FutureInnovative, investigative and project-based with an emphasis on spirituality, sustainability and personal wellness practices. AGS is also inspired by the Reggio Emilia approach to education.Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comBlogger25125tag:blogger.com,1999:blog-2923432281960233656.post-65107084039115487022012-07-12T10:28:00.002-05:002012-07-12T10:32:36.493-05:00Great Resources from Lasso the moon<div class="threeFourth clearfix" id="content">
<div class="post-2434 post type-post status-publish format-standard hentry category-be-present category-book-reviews category-connecting-with-nature category-coolfinds category-kids-actvities category-uncommon-parenting category-modernparenting category-blog tag-50-dangerous-things tag-act-of-non-conformity tag-barnes-noble tag-childhood-highlights tag-children tag-dorothy-edwards-shuttlesworth tag-encouraging-curiosity tag-enriching-your-own-life tag-exploring-nature tag-fifty-dangerous-things-you-should-let-your-children-do tag-geyer tag-holidays tag-inborn-sense-of-wonder tag-uncommon-parenting tag-let-the-children-play tag-library-finds tag-live-life tag-montessori tag-natural-explorers tag-nick-kelsh tag-parenting tag-photography tag-rachel-carson tag-reading tag-sacred-fire tag-the-sense-of-wonder tag-tinkering-school tag-understanding-nature">
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This post is from Lasso the Moon a great parenting blog about modern parenting and more. Please visit their site at http://letslassothemoon.com/category/modernparenting/ </h1>
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<a href="http://letslassothemoon.com/2011/11/26/book-sale-treasure/" rel="bookmark">Book Sale Treasure</a></h1>
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by <a href="http://letslassothemoon.com/author/zina/" rel="author" title="Posts by Zina">Zina</a> in <a href="http://letslassothemoon.com/category/simpleliving/be-present/" rel="category tag" title="View all posts in Beauty of Everyday Life">Beauty of Everyday Life</a>, <a href="http://letslassothemoon.com/category/kids-actvities/book-reviews/" rel="category tag" title="View all posts in Book & Video Reviews">Book & Video Reviews</a>, <a href="http://letslassothemoon.com/category/modernparenting/connecting-with-nature/" rel="category tag" title="View all posts in Connect Children with Nature">Connect Children with Nature</a>, <a href="http://letslassothemoon.com/category/modernparenting/coolfinds/" rel="category tag" title="View all posts in Cool Products, Finds & Tips">Cool Products, Finds & Tips</a>, <a href="http://letslassothemoon.com/category/kids-actvities/" rel="category tag" title="View all posts in Creatively Curious">Creatively Curious</a>, <a href="http://letslassothemoon.com/category/modernparenting/uncommon-parenting/" rel="category tag" title="View all posts in Intentional Parenting Tips">Intentional Parenting Tips</a>, <a href="http://letslassothemoon.com/category/modernparenting/" rel="category tag" title="View all posts in Modern Parenting">Modern Parenting</a>, <a href="http://letslassothemoon.com/category/blog/" rel="category tag" title="View all posts in The Blog">The Blog</a>
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I found a hidden treasure at a local book sale. I threw an aged copy of <a href="http://www.amazon.com/Exploring-Nature-Child-Dorothy-Shuttlesworth/dp/0866837477" target="_blank">Exploring Nature with Your Child :: An Introductory to the Enjoyment and Understanding of Nature</a>
by Dorothy Edwards Shuttlesworth into my jammed full $5 grocery bag of
books. This weekend I cracked the spine, read the 1952 copyright date
and wearily dug into my nearly free handbook. I was awed by the intro:<br />
<a href="http://letslassothemoon.com/wp-content/uploads/2011/11/books_1.jpg"><img alt="" class="alignright size-full wp-image-2441" height="236" src="http://letslassothemoon.com/wp-content/uploads/2011/11/books_1.jpg" title="books_1" width="170" /></a>“<b>Children are natural explorers</b>.
They have the true explorer’s interest in their immediate surroundings
as well as far away places, and they are eager to know why things are as
they are.<br />
<blockquote>
If you are a wise parent you will look upon these qualities in your child as a <a href="http://letslassothemoon.com/2011/11/26/sample-page/">sacred fire</a>–always to be fed, allowed to die out never.</blockquote>
An inquiring mind and zest for living are essential for a rich,
interesting, and worth-while life. Childhood is a time to nourish and
strengthen these fine qualities. Just as your child is a natural
explorer, you are a natural guide.<br />
You can be a fellow explorer, too, <b>enriching your own life</b>
as well as your child’s. As you look back on your own early years, you
may recall the first time you noticed a bud opening into a flower, a
bird building its nest, two colonies of ants battling each other. You
may remember that such intimate glimpses of nature gave you a real
thrill. Now, as a parent, you can find still more pleasure in learning
about the ways of animals and the wonders of plants as you share your
observing with your child. No need to go on a safari through Central
Africa–delightful discoveries await you in your own back yard, in city
parks and suburban gardens, along forest trails where you may hike, and
by the side of lakes and streams or the ocean where you may vacation.”<br />
I cannot wait to dive into the section “How to Understand the Birds”!<br />
<img alt="" class="alignnone size-full wp-image-374" height="50" src="http://letslassothemoon.com/wp-content/uploads/2011/09/sig.gif" title="sig" width="100" /><br />
……………………………………………………………………………………………………<br />
PS:<b> Other recent, wonderful, library finds include:</b><br />
<a href="http://letslassothemoon.com/wp-content/uploads/2011/11/books_2.jpg"><img alt="" class="alignright size-full wp-image-2442" height="224" src="http://letslassothemoon.com/wp-content/uploads/2011/11/books_2.jpg" title="books_2" width="164" /></a><a href="http://www.amazon.com/Sense-Wonder-Rachel-Carson/dp/006757520X/ref=sr_1_1?s=books&ie=UTF8&qid=1322444898&sr=1-1" target="_blank">The Sense of Wonder</a><br />
By Rachel Carson<br />
I loved this section, “A child’s world is fresh and new and
beautiful, full of wonder and excitement. It is our misfortune that for
most of us that clear-eyed vision, that true instinct for what is
beautiful and awe-inspiring, is dimmed and even lost before we reach
adulthood. If I had influence with the good fairy who is supposed to
preside over the christening of all children I should ask that her gift
to each child in the world be a sense of wonder so indestructible that
it would last throughout life, as an unfailing anti-dote against the
boredom and disenchantments of later years, the sterile preoccupation
with things that are artificial, the alienation from the sources of our
strengths.<br />
<blockquote>
If a child is to keep alive his inborn sense of wonder
without any such gift from the fairies, he needs the companionship of at
least one adult who can share it, rediscovering with him the joy,
excitement and mystery of the world we live in.</blockquote>
Parents often have a sense of inadequacy . . . If you are a parent
who feels he has little nature lore at his disposal there is still much
you can do for your child. With him, wherever you are and whatever your
resources, you can still look up at the sky–its dawn and twilight
beauties, its moving clouds, its stars by night.”<br />
The version available at my library is from 1956. I see that the revised version has photos by <a href="http://www.amazon.com/s/ref=ntt_athr_dp_sr_2?_encoding=UTF8&sort=relevancerank&search-alias=books&ie=UTF8&field-author=Nick%20Kelsh" target="_blank">Nick Kelsh</a>. He is a <i>wonderful</i> photographer and I recommend *all* of his “<a href="http://www.amazon.com/s/ref=ntt_athr_dp_sr_2?_encoding=UTF8&sort=relevancerank&search-alias=books&ie=UTF8&field-author=Nick%20Kelsh" target="_blank">How to Photograph…</a>” books.<br />
……………………………………………………………………………………………………<br />
<a href="http://letslassothemoon.com/wp-content/uploads/2011/11/books_3.jpg"><img alt="" class="alignright size-full wp-image-2443" height="224" src="http://letslassothemoon.com/wp-content/uploads/2011/11/books_3.jpg" title="books_3" width="164" /></a><a href="http://www.amazon.com/gp/product/0451234197/ref=pd_lpo_k2_dp_sr_1?pf_rd_p=486539851&pf_rd_s=lpo-top-stripe-1&pf_rd_t=201&pf_rd_i=0984296107&pf_rd_m=ATVPDKIKX0DER&pf_rd_r=13DQCRYP0ZTDVEFFMJKV" target="_blank">50 Dangerous Things (You Should Let Your Children Do) </a><br />
By Gever Tulley<br />
I enjoyed this book, although many of the activities were geared
towards slightly older elementary school children (all the way to middle
school students). I highly recommend the book. If you are looking for a
family oriented holiday gift it would make a <b>nice present for a father.</b><br />
<a href="http://www.barnesandnoble.com/w/50-dangerous-things-gever-tulley/1100083242" target="_blank">Barnes & Noble</a>
writes, “We all want to save our children from harm, but let’s admit
it: Overly protective parents say “Don’t do that!” all too often. This
counterintuitive activity book proposes to free beloved offspring from
unnecessary, even harmful coddling. In fact, 50 Dangerous Things (You
Should Let Your Children Do) explains how activities like sleeping in
the wild, melting glass, and, yes, playing with fire can be used to
educate youngsters about how to stay safe in the face of danger. Forget
tiger mom; we want to build strong, self-reliant tiger children.<br />
Gever Tully was fortunate to grow up in a world full of possibilities
and adventures. He and his big brother were free to explore their
environment and invent their own projects while growing up in the
wide-open rural environs of Northern California and interior British
Columbia. Their <b>curiosity was encouraged</b> by their
parents, who instilled early on a sensible approach to their
experiments. Gever’s famous rule while babysitting: “If you’re going to
play with fire, be sure to do it outside.” (Note that this was in the
ever-wet yards of coastal Northern California, not the tinder-dry inland
desert!)<br />
In 2005, Gever founded <a href="http://www.tinkeringschool.com/" target="_blank">Tinkering School</a>
to teach kids how to build things. He created the school since he
believes we all learn by fooling around. Grand schemes, wild ideas,
crazy notions, and intuitive leaps of imagination are, of course,
encouraged and fertilized. After years of creating playful hands-on
projects for kids of all ages, Gever wanted to share with a wider
audience the discovery that comes from this directed “fooling around.” <i>Fifty Dangerous Things (you should let your children do)</i> is his first book on the subject. “</div>
</div>Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-6132195271503407122012-07-12T10:23:00.001-05:002012-07-12T10:23:26.370-05:00Hiatus explanationSo some of you may have been wondering why there have been no recent post. Well, it has been a whirlwind of a couple of months as Rob and I(Jackie), co-founders of AGS have decided to get married. We are getting married in October and did not want a long engagement so that we can continue to focus on our dream of opening Austin Green School. We are continuously amazed at all of the support we get through email from those of you we have not yet met in person and from our friends and family. Everyone seems to be so excited about the possibilities AGS will bring to our children and the community. We still have our highest hopes of opening on a very small scale Fall 2013! Now that most of the wedding planning is done we will start back with more blogpost to keep you informed, enlightened and to share information that we think is cool :0) Thank you all we are truly grateful for the encouragement and support!<br />
<br />
Love & Light<br />
JackieDr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-89843125787122970602012-04-09T11:35:00.000-05:002012-04-09T11:35:44.331-05:00Gardening with Children From Eartheasy.com<style>
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<b><span style="color: #669900; font-family: Times; font-size: 24pt;"> <span style="font-size: small;"><span style="color: #3d85c6; font-family: Georgia,"Times New Roman",serif;">I came across this article from Eartheasy.com and think it will be very helpful when we start our garden at AGS. Enjoy!</span></span></span></b></div>
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<b><span style="color: #669900; font-family: Times; font-size: 24pt;">Gardening with Children</span></b><span style="font-family: Times; font-size: 10pt;"> </span></div>
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<b><span style="color: #666633; font-family: "Arial Narrow"; font-size: 10pt;"><a href="http://eartheasy.com/grow_gardening_children.htm#a"><span style="color: #cc6600; font-family: Arial;">• what to plant</span></a></span></b><b><span style="color: ivory; font-family: Arial; font-size: 10pt;">.........</span></b><b><span style="color: #666633; font-family: "Arial Narrow"; font-size: 10pt;"> </span></b><b><span style="color: #666633; font-family: Arial; font-size: 10pt;"><a href="http://eartheasy.com/grow_gardening_children.htm#b"><span style="color: #cc6600;">• tips for young gardeners </span></a></span></b><b><span style="color: ivory; font-family: Arial; font-size: 10pt;">.........</span></b><b><span style="color: #666633; font-family: "Arial Narrow"; font-size: 10pt;"> </span></b><b><span style="color: #666633; font-family: Arial; font-size: 10pt;"><a href="http://eartheasy.com/grow_gardening_children.htm#c"><span style="color: #cc6600;">• resources</span></a></span></b><span style="font-family: Times; font-size: 10pt;"></span></div>
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<span style="font-family: Times; font-size: 10pt;"> </span><span style="color: #669900; font-family: Arial; font-size: 10pt;"><br />
</span><span style="color: #669900; font-family: Arial;">Children are natural
gardeners.</span><span style="font-family: Times; font-size: 10pt;"> </span><b><u><span style="color: #ff9900; font-family: Arial; font-size: 10pt;"><br />
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<b><span style="color: #666633; font-family: Arial; font-size: 10pt;">They're curious, like
to learn by doing, and love to play in the dirt. <br />
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Working in a garden, a child can experience the satisfaction that comes from
caring for something over time, while observing the cycle of life firsthand. </span></b><span style="font-family: Times; font-size: 10pt;"> </span><b><span style="color: #666633; font-family: Arial; font-size: 10pt;"><br />
Gardening gives children a chance to learn an important life skill, one that is
overlooked in standard school curriculums. Gardening is also a great way to
teach environmental awareness by exploring the workings of nature.</span></b><span style="font-family: Times; font-size: 10pt;"> </span></div>
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<a href="" name="a"></a><b><span style="color: #669900; font-family: Arial;">what to plant - top 10 crops for
children</span></b><span style="font-family: Times; font-size: 10pt;"> </span></div>
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<b><span style="color: #666633; font-family: Arial; font-size: 10pt;">Our children were involved with gardening from an early age, and
it was gratifying to watch their interest and self-esteem grow as their
gardening efforts yielded good results. Although there are many crops suitable
for the young gardener, here are our "top 10", which are relatively </span></b><b><span style="color: #cc6600; font-family: Arial; font-size: 10pt;">easy to grow</span></b><b><span style="color: #666633; font-family: Arial; font-size: 10pt;">, have </span></b><b><span style="color: #cc6600; font-family: Arial; font-size: 10pt;">short growing
seasons</span></b><b><span style="color: #666633; font-family: Arial; font-size: 10pt;"> and are </span></b><b><span style="color: #cc6600; font-family: Arial; font-size: 10pt;">fun to harvest</span></b><b><span style="color: #666633; font-family: Arial; font-size: 10pt;">.</span></b><span style="font-family: Times; font-size: 10pt;"></span></div>
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<b><span style="color: #cc9900; font-family: Arial;">sunflower</span></b><span style="font-family: Arial; font-size: 10pt;"><br />
A must for a child's garden. Plant just one or two, since they take a lot of
room. Sunflowers will sprout in 1 week, become a small seedling in 2 weeks, and
should be 2' tall in a month. In 8 weeks, the buds will flower revealing
hundreds of seed kernels. Be sure to gorw 'confectionery' sunflowers, the type
grown for food. They will dry naturally in the late summer sun; the seeds, rich
in protein and iron, can be roasted for snacks. Save a few for next summers'
planting.</span><span style="font-family: Times; font-size: 10pt;"><br />
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</span><b><span style="color: #669900; font-family: Arial;">lettuce/mescluns</span></b><span style="font-family: Arial; font-size: 10pt;"><br />
A quick and reliable crop to give the child fast results, and also a good way
to interest kids in salads. Lettuce likes part shade; keep soil moist
especially during the first two weeks. The seeds will germinate in 7-10 days;
growing season is 40-50 days. You can grow 'head' (space 8" apart) or
'leaf' (space 4" apart) varieties; the leaf varieties will mature sooner,
about 30-35 days.</span><span style="font-family: Times; font-size: 10pt;"><br />
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</span><b><span style="color: #ff3333; font-family: Arial;">radishes</span></b><span style="font-family: Times; font-size: 10pt;">
<br />
</span><span style="font-family: Arial; font-size: 10pt;">Quick results for the young gardener. Radishes germinate in
3-10 days, and have a very short growing season of 20-30 days. They can be
planted closely, 4-6" apart. Plant in cool weather for a mild radish, or
hot weather for a hotter radish.</span><span style="font-family: Times; font-size: 10pt;"> <br />
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</span><b><span style="color: #669900; font-family: Arial;">snow peas</span></b><span style="font-family: Arial; font-size: 10pt;"><br />
A quick-growing early crop, and fun for kids to eat right off the vine. They
take about 10 days to germinate and mature in about 60 days. Peas prefer
cooler, partially shaded locations in the garden; they should be sown closely,
about 1" apart at most. Snow peas are popular because the pod is edible
and since they are a dwarf plant they can be grown without a trellis. <br />
<br />
</span><b><span style="color: #cc0000; font-family: Arial;">cherry tomatoes</span></b><span style="font-family: Arial; font-size: 10pt;"><br />
Gotta have 'em! These may be the most fun crop for a child, aside from
strawberries. Plant in full sun and use seedlings rather than planting from
seed. Put in a 2' stake alongside each seedling; they need to be tied loosely
to stakes as they get taller. Add lots of compost. Water at ground level,
trying to keep leaves dry. Growing season is 50-75 days. Cherry tomatoes can
also be grown in containers.</span><span style="font-family: Times; font-size: 10pt;"></span></div>
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Child's Wheelbarrow </span></b><span style="color: black; font-family: Arial; font-size: 10pt;"><br />
Our children deserve the best gardening tools. Here's a beautiful, sturdy
wheelbarrow you can build yourself. This project is also a great parent/child
activity. <a href="http://eartheasy.com/child%27s_wheelbarrow.htm">Click here</a>
for the plans.</span><span style="font-family: Times; font-size: 10pt;"> </span></div>
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<span style="font-family: Times; font-size: 10pt;"> </span><b><span style="color: #ff6600; font-family: Arial;">nasturtiums</span></b><span style="font-family: Arial; font-size: 10pt;"><br />
These flowers are easy to grow and yield results quickly, which encourages the
young gardener. Nasturtiums bloom about 50 days after the seeds are planted,
with orange, yellow and red flowers. They prefer sunny, dry locations and do
well in poor soil. Choose the shorter varieties for garden beds. Nasturtiums
are also pest resistant, which ensures a successful planting. The flowers are also
edible, and can be used to add colour to a fresh garden salad.<br />
<br />
</span><b><span style="color: #669933; font-family: Arial;">bush beans</span></b><span style="font-family: Arial; font-size: 10pt;"><br />
Fast, easy, high yield and, because they do not grow tall, they are easy for
kids to harvest. Bush beans germinate in 4-8 days, and mature in 40-65 days.
It's best to plant a small patch, then another in a few weeks. This will extend
the harvest. When choosing seeds, select the "low bush" varieties
because these will be easier for children to harvest. Plant closely spaced,
about 4" apart. Grow in direct sun; water the soil but try to keep the
leaves dry. Bush beans don't need poles or trellises to grow.<br />
<br />
</span><b><span style="color: #ff6600; font-family: Arial;">carrots</span></b><span style="font-family: Arial; font-size: 10pt;"><br />
Seeds can be sown directly into soil; carrots prefer cooler temperatures. They
can be slow to germinate, so be patient. Carrots will mature in about 60
days.The soil should be free of rocks and easy for the carrot to grow 'down'.
Keep well-watered and thin to every 3" because crowding will produce
foliage but no root. Small varieties are recommended for children, as they're
easier to grow and more fun to eat.<br />
<br />
</span><b><span style="color: #cc9900; font-family: Arial;">potatoes</span></b><span style="font-family: Arial; font-size: 10pt;"><br />
A 'never-fail' crop. You can plant red or white varieties; red will mature
faster. Children seem to favor the red variety. Cut seed potatoes into chunks
with at least 2 'eyes' per. Plant in furrows, about 12-15" apart, with
eyes pointing upward. Mound soil up around plant as it grows; harvest when
plant collapses.<br />
<br />
</span><b><span style="color: #ff9900; font-family: Arial;">pumpkin</span></b><span style="font-family: Arial; font-size: 10pt;"><br />
A 'must' for a child's garden, if you have the room. Plant seeds in a small
hill; poke three holes in the hill and put one seed in each hole. Seeds will
sprout in about 1 week; after a few days, vine leaves begin to form and creep
along the ground. Once there are 3 pumpkins on the vine, pick off any new
blossoms. Pumpkins take 80 - 120 days to harvest: it's ready when it feels hard
on the outside and sounds hollow when tapped. Let an adult supervise the
cutting, using shears. Seeds can be dried to eat, or save for future planting.
The meat can be used for pies, and the pumpkin for carving.</span><span style="font-family: Times; font-size: 10pt;"> </span><span style="color: #cc6600; font-family: Arial;"><br />
<br />
<br />
other crops our children have tried, but had mixed results:</span><span style="font-family: Arial; font-size: 10pt;"><br />
<br />
</span><b><span style="color: #669900; font-family: Arial;">corn</span></b><span style="font-family: Arial; font-size: 10pt;">
- a heavy feeder, corn needs lots of compost or fertilizer, and requires a lot
of growing space in relation to the size of the harvest. If the plants aren't
"knee high by the 4th of July", the ears will be small. In our
garden, either the crows got the seedlings, or the plants just never got big
enough to yield a good harvest.<br />
<br />
</span><b><span style="color: #669900; font-family: Arial;">green onions</span></b><span style="font-family: Arial; font-size: 10pt;"> - easy to grow, but not all that exciting. <br />
<br />
</span><b><span style="color: #669900; font-family: Arial;">zucchini</span></b><span style="font-family: Arial; font-size: 10pt;"> - easy, fast, and impressive size, but it takes a good recipe to get
children excited about zucchini. <br />
<br />
</span><b><span style="color: #669900; font-family: Arial;">strawberries</span></b><span style="font-family: Arial; font-size: 10pt;"> - great, but can be a struggle with the predators. We chose the
'ever-bearing' strawberry varieties which have smaller fruit but which bear all
summer. Netting the plants from the birds and raccoons, however, was a constant
chore which the young children often forgot. Birds became caught in the
strawberry netting, which was never fun.<br />
<br />
</span><b><span style="color: #669900; font-family: Arial;">watermelon</span></b><span style="font-family: Arial; font-size: 10pt;"> - similar to pumpkins to grow. They have to be well grown to be large
and tasty. In our experience, the fruit was smaller than expected and not very
sweet. We prefer to give the space to pumpkins.<a href="" name="b"></a><br />
</span><span style="font-family: Times; font-size: 10pt;"> </span><b><span style="color: #669900; font-family: Arial;"><br />
Tips for gardening with children</span></b><span style="font-family: Times; font-size: 10pt;"> </span></div>
<div class="MsoNormal" style="margin: 0.1pt 0in;">
<span style="color: #cc6600; font-family: Arial;">Give them their own garden beds.</span><span style="font-family: Arial;"> </span><span style="font-family: Arial; font-size: 10pt;">Whether
you use raised beds, containers or ground plots, be sure to give each child his
or her own separate plot. Keep it small, very small for young kids. Put their
plots right in the middle of the action, with the best soil and light. Set them
up for success.</span><span style="font-family: Arial;"><br />
<br />
<span style="color: #cc6600;">Reuse the sandbox.</span> </span><span style="font-family: Arial; font-size: 10pt;">If
your children have grown past their sandbox years, consider converting the old
sandbox to a garden bed. This gives the child continued 'ownership' of a
familiar space and encourages a sense of responsibility to the gardening
project. Of course, a productive garden bed needs to be in good sunlight and
soil should be free of tree roots. It may be necessary to relocate the sandbox
if growing conditions are less than ideal.</span><span style="font-family: Times; font-size: 10pt;"></span></div>
<div class="MsoNormal" style="margin: 0.1pt 0in;">
<span style="color: #cc6600; font-family: Arial;">Give them serious tools.</span><span style="font-family: Arial; font-size: 10pt;">
Cheap plastic child's gardening tools are worse than no tools at all; they
break easily and frustrate the user. It can be hard to locate good tools for
kids, especially work gloves that fit a small hand. With some garden tools,
like a hoe or spade, you can easily saw the handle shorter. Let them use your
tools if need be; in this way you're acknowledging the importance of the work
they're doing.</span><span style="font-family: Times; font-size: 10pt;"></span></div>
<div class="MsoNormal" style="margin: 0.1pt 0in;">
<span style="color: #cc6600; font-family: Arial;">Engage them through the entire process, from
seed to table. </span><span style="font-family: Arial; font-size: 10pt;">Children learn better when they
understand the context of their activity. They will learn that gardening can be
fun, but far more than idle play; they are contributing to the family
well-being. Besides planting and nurturing their garden beds, be sure they
alone do the harvesting and preparation of their crop for the table, no matter
how modest the offering.</span><span style="font-family: Arial;"><br />
<br />
<span style="color: #cc6600;">Start from seeds.</span> </span><span style="font-family: Arial; font-size: 10pt;">While
it's a convenient shortcut to buy starters, children will learn more by seeing
the growing process as it begins, from seed. The care given to sprouting seeds
and nurturing the young seedling are a valuable part of the gardening
experience. Seeds will need to be started indoors in a warm room and once
sprouted they can be transplanted into pots until ready to set out, or they can
be placed into a <a href="http://eartheasy.com/yard-garden/greenhouses">cold
frame</a> which is set on top of the garden bed.</span><span style="font-family: Arial;"> <br />
<br />
<span style="color: #cc6600;">Cheat a little.</span> </span><span style="font-family: Arial; font-size: 10pt;">Depending
on the age of the child, you may need to help out a little 'behind the scene'.
Not every garden task is pleasant, and the child may not be ready at all times
for all chores. You may need to go out in the evening to pick a few slugs off
the lettuce, or be the one to run out and move the sprinkler. They don't have
to know about every little help you offer - the child's 'ownership' of the plot
is the main thing.</span><span style="font-family: Times; font-size: 10pt;"></span></div>
<div class="MsoNormal" style="margin: 0.1pt 0in;">
<span style="color: #cc6600; font-family: Arial;">When all else fails, make a scarecrow. </span><span style="color: black; font-family: Arial; font-size: 10pt;">The best time to engage children in gardening is when they're in
the mood for this activity. If their attention wanes, or the garden tasks
become boring, let them build a scarecrow. This activity is still a
contribution to the gardening effort and adds another layer of interest to the
garden scene. It also reminds the child of the importance of the garden crops.</span><span style="font-family: Times; font-size: 10pt;"></span></div>
<div class="MsoNormal" style="margin: 0.1pt 0in;">
<span style="color: #cc6600; font-family: Arial;">Show off their work.</span><span style="font-family: Arial; font-size: 10pt;">
When giving 'garden tours' to friends, be sure to point out the children's
beds. Take a photo of their harvest and send it to the grandparents. The
attention given to their work is the best motivator for children to stay
involved with a project. </span><a href="" name="c"></a><span style="font-family: Times; font-size: 10pt;"></span></div>
<div class="MsoNormal">
<span style="font-family: Times; font-size: 10pt;"> </span><b><span style="color: #669900; font-family: Arial;"><br />
</span></b><span style="font-family: Times; font-size: 10pt;"><a href="http://www.urbanext.uiuc.edu/gpe/index.html"><b><span style="color: #669900; font-family: Arial; font-size: 12pt;">Resources
for young gardeners</span></b><span style="color: blue; font-family: Arial;"><br />
<br />
</span><span style="font-family: Arial;">The Great Plant Escape</span></a></span><span style="font-family: Arial; font-size: 10pt;"> - this is a great primer on
gardening written for children; follow the clues and learn the plant growing
basics.<br />
<a href="http://www.urbanext.uiuc.edu/firstgarden/">My First Garden</a> - a
wonderful site from the University of Illinois. All you need to know about
getting started with your first garden in a fun and kid-friendly way. <br />
<a href="http://www.urbanext.uiuc.edu/worms/">The Adventure of Herman the Worm</a>
- Activities, games, and linfo.<br />
<a href="http://aggie-horticulture.tamu.edu/kindergarden/kinder.htm">KinderGARDEN</a>
- Has many links and resources for teaching children about gardening. Check out
the fun page and the book list. <br />
<a href="http://www.pumpkincircle.com/">Pumpkin Circle</a> - Educational
pumpking-growing activities for kids for home or school.<br />
<a href="http://www.thekidsgarden.co.uk/">The Kids Garden</a></span><span style="font-family: Times; font-size: 10pt;"> </span><span style="font-family: Arial; font-size: 10pt;">- Creative children's gardening ideas from the UK</span><span style="font-family: Times; font-size: 10pt;"> </span></div>
<div align="right" class="MsoNormal" style="text-align: right;">
<br /></div>
<div class="MsoNormal">
<br /></div>Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-72564209555299278072012-02-19T19:41:00.000-06:002012-02-19T19:41:30.707-06:00Spirituality in Education<h1 align="center">
<span style="font-weight: 400;">
<span style="color: #ff9933; font-family: Arial; font-size: x-large;">Spirituality in Education</span></span></h1>
<div align="center">
<center>
<table border="0" style="border-color: rgb(192, 192, 192) -moz-use-text-color -moz-use-text-color rgb(192, 192, 192); border-style: none; border-width: medium;">
<tbody>
<tr>
<td width="100%"><div align="center">
<span style="color: magenta;"><b>"What transforms
education, is a <br />transformed being in the world." </b><br />
<em>Parker Palmer</em></span></div>
</td>
</tr>
</tbody></table>
</center></div>
<span style="font-size: large;">The spiritual poverty of much contemporary education provides few
opportunities for today's youth to quench their deep thirst for meaning and wholeness.
Misguided, or unconscious attempts by students to attain some sense of fulfillment often
result in varying degrees of addictive behavior toward activities, substances or
relationships - all of which make teaching and learning difficult, if not impossible.</span><span style="font-size: large;">Compulsive
or reckless activity, substance abuse, and empty sexuality can result from students trying
to escape the pain of an inner emptiness. In the classroom this can manifest as lack of
interest, lack of self-worth, lack of compassion, lack of self-discipline and lack of
spirit.</span><br />
<br />
<br />
<i><span style="font-size: large;"><b>A more 'soulful' education seeks to open the mind, warm the heart and awaken the
spirit of each student. It would provide opportunities for students to be creative,
contemplative, and imaginative. It allows time to tell old and new stories of heroes,
ideals and transformation. It encourage students to go deep into themselves, into
nature, and into human affairs. It values service to others and the planet.</b></span></i><br />
<i><span style="font-size: large;"><b>A spiritualized curriculum values physical, mental and spiritual knowledge and
skills. It presents knowledge within cultural and temporal contexts, rather than as
facts to be memorized or dogma to be followed. It is integrative across all
disciplines emphasizing inter-relationship and inter-connectedness. It challenges
students to find their own place in space and time, and to reach for the highest
aspirations of the human spirit.</b></span></i><br />
<br />
<br />
<h2 align="center">
Books on Spirituality and<br />Spirituality in Education</h2>
<table border="1" cellpadding="5" cellspacing="0" style="border-collapse: collapse;"><tbody>
<tr>
<td width="34%">
<div align="center">
<a href="http://www.hent.org/ref/sq_connecting.htm">
<img alt="books2.jpg (76073 bytes)" border="2" height="152" src="http://www.hent.org/ref/books2_small.jpg" width="100" /></a></div>
<span style="color: black; font-family: "Times New Roman"; font-size: 12pt;"><b>Zohar, D & Marshall, I.</b> (2000). <u>
<a href="http://www.hent.org/ref/sq_connecting.htm">SQ: Connecting With Our
Spiritual Intelligence.</a></u> New York: Bloomsbury Publishing
</span></td>
<td width="33%">
<div align="center">
<a href="http://www.hent.org/ref/essential_spirituality.htm">
<img alt="books1.jpg (63290 bytes)" border="2" height="152" src="http://www.hent.org/ref/books1_small.jpg" width="100" /></a></div>
<div align="left">
<span style="font-family: Palatino;"><b>Walsh, Roger.</b>
(1999)<span> </span><u>
<a href="http://www.hent.org/ref/essential_spirituality.htm">Essential
Spirituality</a></u>.<span> </span>New<span>
</span>York: John Wiley
</span></div>
</td>
<td width="33%">
<div align="center">
<a href="http://www.hent.org/ref/insight_imagination.htm">
<img alt="bookz4.jpg (57003 bytes)" border="2" height="161" src="http://www.hent.org/ref/bookz4_small.jpg" width="100" /></a></div>
<div align="left">
<span style="color: black; font-family: "Times New Roman"; font-size: 12pt;"><b>Sloan, D.</b> (1983) <a href="http://www.great-ideas.org/30-27.htm">Insight-Imagination</a>. Westport,
CT:Greenwood Press
</span></div>
</td>
</tr>
<tr>
<td width="34%">
<div align="center">
<a href="http://www.hent.org/ref/spiritual_child.htm">
<img alt="bookz1.jpg (64084 bytes)" border="2" height="159" src="http://www.hent.org/ref/bookz1_small.jpg" width="100" /></a></div>
<div align="left">
<span style="color: black; font-family: "Times New Roman"; font-size: 12pt;"><b>Sinetar, M.</b> (2000) <u><a href="http://www.hent.org/ref/spiritual_child.htm">Spiritual Intelligence: What We Can Learn
From The Early Awakening Child.</a></u> New York: Orbis
</span></div>
</td>
<td width="33%">
<div align="center">
<a href="http://www.hent.org/hent/meaning/palmer.jpg">
<img alt="PALMER.JPG (19138 bytes)" border="2" height="146" src="http://www.hent.org/ref/PALMER_small.JPG" width="100" /></a></div>
<div align="left">
<span style="font-family: Palatino;"><b>Palmer,
Parker</b> (1983)<span> <a href="http://www.great-ideas.org/30-23.htm">To Know As We Are
Known</a></span><u><a href="http://www.great-ideas.org/30-23.htm">: A Spirituality of
Education.</a> </u><span> </span>New
York:Harper Collins.
</span></div>
</td>
<td width="33%">
<div align="center">
<a href="http://www.hent.org/hent/meaning/moff.jpg">
<img alt="Moff.jpg (20448 bytes)" border="2" height="153" src="http://www.hent.org/ref/Moff_small.jpg" width="100" /></a></div>
<div align="left">
<span style="color: black; font-family: "Times New Roman"; font-size: 12pt;"><b>Moffet, J.</b> (1994). <a href="http://www.great-ideas.org/30-17.htm">The
Universal Schoolhouse<u>: Spiritual
Awakening Through Education</u></a>, San Francisco: Jossey-Bass Publishers
</span></div>
</td>
</tr>
<tr>
<td width="34%">
<div align="center">
<a href="http://www.hent.org/ref/care_of_the_soul.htm">
<img border="0" height="166" src="http://www.hent.org/ref/MOORE_small.JPG" width="100" /></a></div>
<span style="color: black; font-family: "Times New Roman"; font-size: 12pt;"><b>Moore, T.</b><span><b> </b> </span>(1994) <u>
<a href="http://www.hent.org/ref/care_of_the_soul.htm">Care
of the Soul: A Guide for Cultivating Depth and Sacredness in Everyday Life</a></u><i>.</i>
New York: HarperPerennial
</span></td>
<td width="33%">
<div align="center">
<a href="http://www.hent.org/ref/original_self.htm">
<img alt="bookz2.jpg (132605 bytes)" border="2" height="106" src="http://www.hent.org/ref/bookz2_small.jpg" width="100" /></a></div>
<div align="left">
<span style="color: black; font-family: "Times New Roman"; font-size: 12pt;"><b>Moore, T.</b><span><b> </b> </span>(2000) <u>
<a href="http://www.hent.org/ref/original_self.htm">Original
Self: Living with Paradox and Originality.</a></u> New York: HarperCollins
</span></div>
</td>
<td width="33%">
<div align="center">
<a href="http://www.hent.org/ref/bookz3.jpg">
<img alt="bookz3.jpg (23269 bytes)" border="2" height="143" src="http://www.hent.org/ref/bookz3_small.jpg" width="100" /></a></div>
<div align="left">
<span style="font-family: Palatino;"><b>Miller, J.P.</b>
(1994)<span> </span><u>The Contemplative
Practitioner</u>.<span> </span>Toronto:
OISE Press
</span></div>
</td>
</tr>
<tr>
<td width="34%">
<div align="center">
<a href="http://www.hent.org/ref/soul_of_education.htm">
<img border="0" height="152" src="http://www.hent.org/ref/book5_small.jpg" width="100" /></a></div>
<div align="left">
<span style="color: black; font-family: "Times New Roman"; font-size: 12pt;"><b>Kessler, R.</b> (2000) The
Soul of Education: Helping Students Find Connection, Compassion, and
Character at School Virginia:
ASCD
</span></div>
</td>
<td width="33%">
<div align="center">
<a href="http://www.hent.org/ref/heart_of_learning.htm">
<img border="0" height="154" src="http://www.hent.org/ref/book3_small.jpg" width="100" /></a></div>
<div align="left">
<span style="font-family: Palatino;"><b>Glazer, Steven. </b>
(1999)<span> </span><u>
<a href="http://www.hent.org/ref/heart_of_learning.htm">The Heart of Learning: Spirituality in
Education.</a></u><span>
</span>New York: Tarcher/Putnam
</span></div>
</td>
<td width="33%">
<div align="center">
<a href="http://www.hent.org/ref/spiritual_literacy.htm">
<img border="0" height="150" src="http://www.hent.org/ref/Brussant_small.jpg" width="100" /></a></div>
<div align="left">
<span style="font-family: Palatino;"><b>Brussat, F. and M.</b><span>
</span>(1996)<span> </span><u>
<a href="http://www.hent.org/ref/spiritual_literacy.htm">Spiritual Literacy: Reading the
Sacred in Everyday Life.</a></u> New York: Scribner
</span></div>
</td>
</tr>
<tr>
<td width="34%">
<div align="center">
<a href="http://www.hent.org/ref/doorways_soul.htm">
<img alt="bookq1.jpg (54289 bytes)" border="2" height="157" src="http://www.hent.org/ref/bookq1_small.jpg" width="100" /></a></div>
<div align="center">
<b>
Pearmain, E.D. </b> (Ed.) (1998) <u><a href="http://www.hent.org/ref/doorways_soul.htm">Doorways to the Soul: 52 Wisdom Tales
From Around The World</a></u><a href="http://www.hent.org/ref/doorways_soul.htm"> </a>Ohio: The Pilgrim
Press</div>
</td>
<td width="33%">
<div align="center">
<a href="http://www.hent.org/ref/thirst_wholeness.htm">
<img alt="bookq2.jpg (75922 bytes)" border="2" height="153" src="http://www.hent.org/ref/bookq2_small.jpg" width="100" /></a>
</div>
<div align="center">
<span style="color: black; font-family: "Times New Roman"; font-size: 12pt;"><b>Grof, C.</b> (1993). <u><a href="http://www.hent.org/ref/thirst_wholeness.htm">The Thirst for Wholeness: Attachment,
Addiction and the Spiritual Path</a></u><a href="http://www.hent.org/ref/thirst_wholeness.htm">.</a> San Francisco: HarperSan Francisco.
</span></div>
</td>
<td width="33%">
<div align="center">
<a href="http://www.hent.org/ref/reenchantment.htm">
<img alt="bookw1.jpg (57924 bytes)" border="2" height="168" src="http://www.hent.org/ref/bookw1_small.jpg" width="100" /></a></div>
<div align="center">
<b>Tacey, David</b> (2000) <u>
<a href="http://www.hent.org/ref/reenchantment.htm">Re-Enchantment: The New
Australian Spirituality</a></u><a href="http://www.hent.org/ref/reenchantment.htm">.</a> Sydney:HarperCollins</div>
</td>
</tr>
<tr>
<td width="34%">
<div align="center">
<a href="http://www.hent.org/ref/courage_teach.htm">
<img alt="bookw2.jpg (65672 bytes)" border="2" height="158" src="http://www.hent.org/ref/bookw2_small.jpg" width="100" /></a></div>
<div align="center">
<span style="font-family: Palatino;"><b>Palmer,
Parker</b> (1998)<span> </span><u><a href="http://www.hent.org/ref/courage_teach.htm">The Courage to Teach: Exploring the inner landscape of a
teacher's life.</a> </u><span> </span>San
Francisco: Jossey Bass.
</span></div>
</td>
<td width="33%">
<div align="center">
<img border="0" height="167" src="http://www.hent.org/hent/hentnews/soul1.jpg" width="109" /></div>
<div align="center">
<span style="color: black; font-family: "Times New Roman"; font-size: 12pt;"><b>Miller, John P.</b> (2000) <u>Education and the Soul: Toward a Spiritual
Curriculum.</u> State University of New York Press
</span></div>
</td>
<td width="33%">
<div align="center">
<a href="http://www.great-ideas.org/awake.htm">
<img border="0" height="179" src="http://www.hent.org/ref/awake.jpg" width="120" /></a></div>
<div align="center">
<b>Nakagawa, Yoshiharu</b> (2000)
<a href="http://www.great-ideas.org/awake.htm">Education for Awakening An
Eastern Approach to Holistic Education </a>
<span style="font-family: arial,helvetica; font-size: x-small;">Foundation for educational Renewal,
Brandon, VT</span><br />
</div>
</td>
</tr>
<tr>
<td width="34%">
<div align="center">
<a href="http://www.great-ideas.org/nava.htm">
<img border="0" height="177" src="http://www.hent.org/ref/nava.jpg" width="120" /></a></div>
<div align="center">
<b>Nava, Ramon Gallegos.</b>
<a href="http://www.great-ideas.org/nava.htm">Holistic Education: Pedagogy
of Universal Love </a></div>
<div align="center">
<span style="font-family: arial,helvetica; font-size: medium;"><span style="font-size: x-small;">
Great Ideas in Education<br />
Box 328, Brandon, VT </span></span><br />
<br />
<span style="font-size: x-small;">(Translated by Madeline Newman Rios and Gregory S. Miller)</span></div>
</td>
<td width="33%">
<div align="center">
<a href="http://www.great-ideas.org/jmiller.htm">
<img border="0" height="180" src="http://www.hent.org/ref/jmiller.jpg" width="120" /></a></div>
<div align="center">
<b>Miller, J & Nakagawa, Y</b> (eds)
<a href="http://www.great-ideas.org/jmiller.htm">Nurturing Our Wholeness<br />
Perspectives on Spirituality in Education</a><br />
<span style="font-family: arial,helvetica; font-size: x-small;"><span style="font-size: x-small;">Psychology
Press/Holistic Education Press<br />
Box 328, Brandon, VT </span></span><br />
</div>
</td>
<td width="33%">
</td></tr>
</tbody></table>
<i><span style="font-size: large;"><b>The preceding information and article come from the Holistic Education Network. HEN is a valuable resource for spiritual practices in education. Please visit their website http://www.hent.org/spiritual.htm for more information. </b></span></i>Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-8437706005850591422012-02-05T15:53:00.000-06:002012-02-05T15:53:55.168-06:00As simple as ABC: Going Green in Education<h1 class="single-post-title">
As Simple as ABC: Going Green in Education</h1>
<div class="single-post-meta">
by GreenInHygiene on February 1, 2012 </div>
<img alt="Green schools banner" class="single-post-thm alignleft wp-post-image" height="138" src="http://greeninhygiene.files.wordpress.com/2012/01/greenschools.jpg?w=300" title="Green schools banner" width="300" /> Students
are our future – whether they are just entering kindergarten or about
to graduate college, you can’t argue with that fact. So much time,
energy and money are spent on education to ensure that we are raising up
the leaders our world needs for tomorrow… According to the National
Center for Education Statistics Digest of Education Statistics of 2010,
the United States is home to some 140,000 schools (elementary, secondary
& post-secondary) and over 85 million students in public &
private schools. Educating our future leaders on the basics shouldn’t be
our only goal while they are in school – we should be setting an
example for them, including how we treat the environment. And we can
start by greening our schools.<br />
<strong>We already put money into our schools and they are doing just fine.<br />
Why do they need <em>more</em> money?</strong><br />
We <em>are</em> already putting money into our schools, this is true, but our schools are <em>not</em> fine. Take a look at these staggering statistics:<br />
<ul>
<li>60% of US schools have major building features in disrepair</li>
<li>33% of America’s schools have buildings in need of extensive repair or replacement</li>
<li>43% of schools have unsatisfactory indoor environmental conditions</li>
<li>20% of schools have unsatisfactory indoor air quality</li>
</ul>
There are a number of schools on “probation” for <em>mold</em> content or other air quality issues. <em>Our students are spending a majority of their week in these buildings.</em>
Problems in other areas require funding that would go to another area
and so on and so on… leaving things like air quality at the bottom of
the list. Leaving our students in an <em>unsatisfactory</em> environment is simply not acceptable.<br />
<strong>Okay, so they need help… But why should I support “greening” my school?<br />
Isn’t that more investment than it’s worth?</strong><br />
<div class="wp-caption alignleft" id="attachment_441" style="width: 207px;">
<a href="http://www.freedigitalphotos.net/images/view_photog.php?photogid=2664"><img alt="" class=" wp-image-441 " height="270" src="http://greeninhygiene.files.wordpress.com/2012/02/happystudent.jpg?w=197&h=270" title="Happy Student" width="197" /></a><div class="wp-caption-text">
Image: Stuart Miles / FreeDigitalPhotos.net</div>
</div>
Looking for more of a reason than to set a good example for 85
million students while keeping them in a healthier environment? Take a
look at these statistics from the <a href="http://edu.earthday.org/" target="_blank" title="Green Schools Leadership Center">Green Schools Leadership Center</a>:<br />
<ul>
<li>Green schools may cost less than 2% more than conventional schools
(about $3 per square foot) but they provide financial benefits that are
20 times as large</li>
<li>A green school saves an average of $100,000 annually – enough to
hire 2 new teachers, buy 250 new computers, or purchase 5000 new
textbooks</li>
<li>Teacher Retention increases by an average of 3% and teachers experience a 7% decrease in sick days</li>
<li>Test scores and learning ability improves on average 3-5% – equating to an annual earning increase of <em>$532 per student</em></li>
</ul>
<strong>So let me get this straight: we can create a better quality
learning environment for our students that will increase their learning
ability while retaining more of our teachers in a building that is
better for the environment and also happens to save an average of
$100,000 per year?</strong><br />
Yes! The statistics are right there and they’ve been verified. Green
schools have more benefits and a higher ROI than we give them credit
for, even starting with something seemingly small like recycling more.<br />
<strong>Fantastic! How do I get started greening my school?</strong><br />
<img alt="" class="alignleft wp-image-410" height="268" src="http://greeninhygiene.files.wordpress.com/2012/01/screen-shot-2012-01-31-at-3-01-34-pm.png?w=253&h=268" title="Child at chalkboard" width="253" />Whether
you are a parent, teacher, superintendent or concerned citizen, we
suggest speaking to someone who has authority over your school about
improvements that could be made to address the green initiative while
also providing benefits to the school. The Green Schools Leadership
Center mentioned above is a great resource to look through as well as
checking out LEED credits that your school can earn through simple
adjustments. Though the GSLC was originally created to raise funding to
build <em>new</em> green schools, their resources have since expanded to offer help to <em>existing</em> schools looking to implement green processes wherever they can.<br />
Since energy and electricity are some of the biggest environmental
bullies, we suggest starting by looking at your energy systems and
electric appliances and then moving on from there.<br />
<ul>
<li>Do you have any renewable energy systems – do you have a good spot for a couple of solar panels?</li>
<li>Are you recycling all the materials you can recycle (plastic,
aluminum, paper, cardboard, glass, batteries etc.) and are you
incorporating recycled materials into your everyday processes?</li>
<li>Which areas in your building require the most electricity or energy
and are there products out there to reduce the amount you are using?</li>
<li>What types of foods are served in your cafeteria or dining areas and could more fresh or organic produce be used?</li>
<li>What are you doing with the property around your school building? Is
there space for an educational school garden? Could you replace some of
the recreational equipment with certified “green” playground equipment?</li>
</ul>
The list could go on and on!<br />
<strong>What types of products of services should I be looking into?</strong><br />
Products and services which feature recycled materials, energy
reduction, are biodegradable or can be recycled themselves are a great
start. The reason green schools save so much money each year is that
they reduce the amount of energy, electricity and water used while also
providing a way to use renewable energy sources. In terms of hand
hygiene and restroom hygiene, <a href="http://www.weservice.biz/" target="_blank" title="Workplace Essentials">Workplace Essentials</a> strives to be a green leader with its innovative products and services which are perfect for educational institutions.<br />
<img alt="" class="alignright wp-image-466" height="115" src="http://greeninhygiene.files.wordpress.com/2012/02/auto_chrome2.png?w=62&h=115" title="Auto Foam Soap" width="62" />Whether in your restrooms or in your food service areas, the <a href="http://www.weservice.biz/auto_foam_hand_sanitizer.html" target="_blank" title="Workplace Essentials - Foam Soap Service">Foam Hand Soap Service</a> offers a Green Seal Certified formula that meets industry standards and reduces waste.<br />
<img alt="" class="alignleft wp-image-63" height="101" src="http://greeninhygiene.files.wordpress.com/2011/11/new-hand-dryer-chrome.jpg?w=67&h=101" title="EcoDri" width="67" />Earn LEED credits with the help of the <a href="http://www.weservice.biz/ecodri_automatic_hand_dryer.html" target="_blank" title="Workplace Essentials - EcoDri Hand Dryer">EcoDri Automatic Hand Dryer</a>, a touch-free hand dryer which dries hands in 15-20 seconds while using 80% less energy than conventional hand dryers.<br />
<img alt="" class="alignright wp-image-183" height="144" src="http://greeninhygiene.files.wordpress.com/2011/12/open_unit_eco_card_gray.jpg?w=78&h=144" title="Sanitary Disposal Unit" width="78" />Keep your female teachers, teenage and adult students safe from bloodborne pathogens with the <a href="http://www.weservice.biz/sanitary_disposal_service.html" target="_blank" title="Workplace Essemtials - Sanitary Disposal Unit Service">Sanitary Disposal Service</a>.
A masking tray inside the unit shields and protects the user from the
contents while reducing the risk of drain blockage since users will not
need to flush sanitary products. Inside each sanitary disposal unit is
an <a href="http://www.weservice.biz/pdf/Eco-Card.pdf" target="_blank" title="Workplace Essentials - Eco-Card">EcoCard Sanitary Waste Neutralizer</a>,
a biological alternative to hazardous chemicals which reduces exposure
to toxins while neutralizing waste with vapor release technology. The
EcoCard is made from 100% recycled, biodegradable products.<br />
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<br /></div>Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-45219593973900444092012-01-24T21:02:00.000-06:002012-01-24T21:02:26.933-06:00More ideas for sustainability<style>
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<span style="color: #4f6228; font-family: Chalkduster; font-size: 16pt;">As we continue to develop AGS one thing
that we continue to research is ways that we can <span> </span>use recycled materials and promote sustainability. Tonight I
will share with you some images and ideas that we find inspiring for this
journey.</span></div>
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<tr><td class="tr-caption" style="text-align: center;">Rain water to garden hose</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Natural Homemade Glue</td><td class="tr-caption" style="text-align: center;"><br /></td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Use bamboo for a sustainable material</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Wall of Recycling</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Reduce, Reuse, Recycle mural made from recycled materials</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Recycled and natural materials </td></tr>
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<br /></div>Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-55602933391656452202012-01-07T11:44:00.000-06:002012-01-07T11:49:38.202-06:00Happy New Year!<span style="font-size: large;">Hello,</span><br />
<span style="font-size: large;">We hope everyone enjoyed the holidays! We have been very busy working on the business plan for AGS and we even found a possible location for the school! This is very exciting news for us but we are currently under a non-disclosure and can not reveal any specific info about it right now. However, I will tell you is that the location is in South Austin and is surrounded by beautiful trees. It will probably be a while before we know if this is going to be the home of Austin Green School but in the mean time please send us positive thoughts and vibes as we try to negotiate this deal!</span><br />
<span style="font-size: large;"><br /></span><br />
<span style="font-size: large;">I also want to thank everyone who came out to the benefit show last month for your support. It was so nice to see so many familiar faces and new ones too! We raised some money for AGS and St. Jude's and hopefully spread the word about our school to some new families. A special thanks to Katy Papper and David Winchester who organized the event. Well done!</span><br />
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Please enjoy the photos from the event<br />
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<a href="http://1.bp.blogspot.com/-J_8duM1FMMk/TwiDz_QSMtI/AAAAAAAAAGQ/y7rpy6N-DyY/s1600/IMG_0554.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="298" src="http://1.bp.blogspot.com/-J_8duM1FMMk/TwiDz_QSMtI/AAAAAAAAAGQ/y7rpy6N-DyY/s400/IMG_0554.JPG" width="400" /></a></div>
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<br />Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-34830426636116039032011-12-06T21:58:00.001-06:002011-12-06T22:19:06.102-06:00AGS Benefit Show!<div class="separator" style="clear: both; text-align: center;">
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<span style="font-size: large;">Great News! AGS will be participating in a benefit show at Ruta Maya Thursday, December 15. There will be great music, drinks and all proceeds will go towards St. Jude Hospital and Austin Green School. Tickets are $10 at the door, $9 goes towards St. Jude research and $1 goes to AGS from each ticket. This is a great way for us to promote our school as well as support a great cause. Please help by spreading the word and joining us for a night of fun!</span></div>
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<span style="font-size: large;">Here is a sneak peak at the poster we created about AGS. Come check it out in person at the benefit!</span></div>
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<a href="http://2.bp.blogspot.com/-6WMOzwv-JXQ/Tt7lTSLvVxI/AAAAAAAAAF0/fEZn8hkrlgM/s1600/AustinGreenSchoolBanner.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="http://2.bp.blogspot.com/-6WMOzwv-JXQ/Tt7lTSLvVxI/AAAAAAAAAF0/fEZn8hkrlgM/s640/AustinGreenSchoolBanner.jpg" width="494" /></a></div>
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<br />Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-64466723028825161532011-11-30T10:23:00.001-06:002011-11-30T10:47:52.989-06:00MUSIC, MUSIC, MUSIC<h1 style="font-family: Verdana,sans-serif; margin: 0pt;">
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<b><span style="color: #403152; font-family: "Apple Chancery"; font-size: 20pt;">“Music is the language
of the spirit. It opens the secret of life bringing peace, abolishing strife.”-Kahlil
Gibran</span></b></div>
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<b><span style="color: #403152; font-family: "Apple Chancery"; font-size: 18pt;">I borrowed this quote from one of my dear friends, Kali
King. I feel that it speaks to AGS’s view of music and the important role that
it will play in our school day.</span></b></div>
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<b><span style="color: #403152; font-family: "Apple Chancery"; font-size: 18pt;">We feel that music should be incorporated throughout
the day and has a place with everything we do. Much like all other forms of
art, music should not be thought of as an enrichment course but woven into all
aspects of curriculum organically. Children will be supported and encouraged to
express themselves through music and will be provided with many different instruments
and materials to do so. Please enjoy the images below that we look to for
inspiration. </span></b></div>
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<span style="font-size: large;"><span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><br /></span><a class="sqa" href="http://thinkexist.com/quotes/kahlil_gibran/" style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"> </a></span>Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-2103987507686527462011-11-15T22:08:00.001-06:002011-11-15T22:13:24.052-06:00Sample Kindergarten: Social Studies Lesson Plan<h3 align="center">
Project Based Learning<br />Family Ties<br />Social Studies Kindergarten
<br />Sample Lesson Plan<br />
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<td>Family Ties </td>
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<th align="left" bgcolor="yellow" width="15%">Creator:</th>
<td>Hall, Julia <a href="mailto:juhall@access.k12.wv.us">juhall@access.k12.wv.us</a></td>
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<td>TLI 2009 PBL Plans </td>
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<td><span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">After reading from an old journal, students will be inspired to learn more about their family and community from that era. Students will then keep their own journal so they can pass on information about their community. Students will interview grandparents and parents to collect data from their lives. Groups
of students will use the computer to research their town and how it has
changed through time (they will create a display). Students will collect data and create a timeline of their life from birth to age 5. End product will be an oral presentation with a map/model/or display.</span></span></td>
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<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">A journal was found in an old, dusty attic. A girl in your town wrote it in 1913. While reading the journal, I discovered how life was for her in a one-room school and in your town. I
thought you might enjoy reading and discovering about life of children
in your town a long time ago. After sharing the journal with the
children, members of the local historical society and representatives
from a nearby museum will be invited to speak to children about the
importance of recording information concerning important events during
your lifetime and keeping artifacts to corroborate these recordings.</span> </span></div>
</td>
</tr>
<tr valign="top">
<th align="left" bgcolor="yellow">Power Standard:</th>
<td><span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">Students will collect data to compare and contrast characteristics of generations from past to present within their community.</span></span></td>
</tr>
<tr valign="top">
<th align="left" bgcolor="yellow">Content Standards & Objectives:</th>
<td><table align="center" border="1" cellpadding="1" cellspacing="1" style="font-family: Arial,Helvetica,sans-serif; font-size: 8px;"> <tbody>
<tr valign="top"> <th width="33%"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Objectives Directly Taught or Learned Through Discovery</span></th> <th width="33%"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Identified Learning Target</span></th> <th><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Evidence of Success in Achieving Identified Learning Target</span></th> </tr>
<tr valign="top"> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">SS.O.K.5.1<br />collect data and sequence time, places, people and events as they relate to the student’s own life.</span></td> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Collect data from their life events.</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Sequence events as they relate to student.</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span></td> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Students will gather data from the events in their lives by talking with parents.</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"><b><span style="font-size: 10pt;"><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS6.doc" target="_self">Individual Observation</a></span></b></span></div>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"><b><span style="font-size: 10pt;"><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS4.doc" target="_self">Daily Reflective Exit Slip</a></span></b></span></div>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Students will present gathered information as a timeline.</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"><b><span style="font-size: 10pt;"><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS3.doc" target="_self">Content Rubric</a></span></b></span></div>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"><b><span style="font-size: 10pt;"><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS4.doc" target="_self">Daily Reflective Exit Slip</a></span></b></span></div>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span></td></tr>
<tr valign="top"> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">SS.O.K.5.3<br />research
the past through stories of people, heroes, pictures, songs, holidays,
customs, traditions and legends and explain the differences in other
people, time and cultures.</span></td> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> <div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;">Research the past and explain differences in other people using photos, stories, and interviews with grandparents and parents.</span></div>
</span></td> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Students will give an oral presentation of the differences in people from the past.</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"><b><span style="font-size: 10pt;"><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS10.doc" target="_self">Oral Presentation Rubric</a></span></b></span></div>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"><b><span style="font-size: 10pt;"><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS12.doc" target="_self">Project Checklist</a></span></b></span></div>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"><b><span style="font-size: 10pt;"><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS7.doc" target="_self">Interview Checklist</a></span></b></span></div>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span></td></tr>
<tr valign="top"> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">SS.O.K.5.4<br />identify characteristics of communities, families, and family life.</span></td> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> <div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;">Compare and contrast the characteristics of communities past and present</span></div>
</span></td> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Students will create a <b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS14.doc" target="_self">Venn Diagram</a></b> of the characteristics of communities of the past and present.</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"><b><span style="font-size: 10pt;"><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS5.doc" target="_self">Group Observation</a></span></b></span></div>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span></td></tr>
<tr valign="top"> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">RLA.O.K.1.13<br />use
reading skills and strategies to understand a variety of informational
resources to support literacy learning (e.g., environmental print,
signs, labels, electronic resources).</span></td> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> <div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;">Use the internet and other resources to collect information of the community.</span></div>
</span></td> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span><br />
<h1 style="margin: 0in 0in 0pt;">
<span style="font-weight: normal;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"><span style="font-size: x-small;">Students will use the Internet and other resources to collect information about their community to use in their final project.</span></span></span></h1>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span><br />
<h1 style="margin: 0in 0in 0pt;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"><span style="font-size: x-small;"><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS6.doc" target="_self">Individual Observation</a></span></span></h1>
<span style="font-size: 11pt;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"><b><span style="font-size: x-small;"><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS4.doc" target="_self">Daily Reflective Exit Slip</a></span></b></span></span></td></tr>
</tbody></table>
</td>
</tr>
<tr valign="top">
<td colspan="2"><table align="center" border="1" style="font-size: 10pt;">
<tbody>
<tr bgcolor="plum">
<th width="15%">21st Century Skills</th>
<th width="25%">Learning Skills & Technology Tools</th>
<th width="30%">Teaching Strategies Culminating Activity</th>
<th width="30%">Evidence of Success</th>
</tr>
<tr valign="top">
<th align="left" bgcolor="yellow">Information and Communication Skills:</th>
<td align="left">21C.O.PK-2.1.LS2 - Student can accurately interpret and
create simple visuals (e.g. charts, maps, graphs and models) and use
this information to solve problems and communicate information. <br />
<br />
21C.O.PK-2.1.TT4 - Student uses electronic drawing and
paint programs to create graphics. Student participates in a group to
locate and create pictures, clip art, graphs, tables and other
appropriate objects and to insert into documents and presentations. <br />
<br />
<br /></td>
<td align="left"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;">Give students guidance, information and necessary materials to construct maps or models of their assigned community.</span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<br /></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<br /></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<br /></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<br /></div>
<span style="font-size: 10pt;"> <div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;">Give
students guidance and information to programs and websites to locate
pictures, clip art, and/or graphics to use for projects.</span></div>
</span>
</td>
<td align="left"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;">Group
members will work cooperatively to create a map or model of their
assigned section of the community and communicate information.</span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<b><span style="font-size: 10pt;"><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS11.doc" target="_self">Presentation Rubric</a></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<br /></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<br /></div>
<span style="font-size: 10pt;"> <div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;">Groups will collaborate and locate pictures, clip art, and/or graphics to insert into projects.</span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;"><b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS2.doc" target="_self">Collaboration Rubric</a></b></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;"><b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS5.doc" target="_self">Group Observation</a></b></span></div>
</span>
</td>
</tr>
<tr valign="top">
<th align="left" bgcolor="yellow">Thinking and Reasoning Skills:</th>
<td align="left">No Data
</td>
<td align="left">No Data Entered
</td>
<td align="left">No Data Entered
</td>
</tr>
<tr valign="top">
<th align="left" bgcolor="yellow">Personal and Workplace Skills:</th>
<td align="left">21C.O.PK-2.3.TT5 - Student demonstrates positive social and
ethical behaviors when using technology. Student identifies
appropriate and inappropriate use of computers and describes how to work
collaboratively with others when using technology at home or in school.
<br />
<br /></td>
<td align="left"><span style="font-size: 10pt;">Give guidance and directions for students to role-play positive and fair behaviors when using technology.</span>
</td>
<td align="left"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;">Students will show positive social and ethical behaviors while working cooperatively.</span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<b><span style="font-size: 10pt;"><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS4.doc" target="_self">Daily Reflection Exit Slip</a></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<b><span style="font-size: 10pt;"><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS6.doc" target="_self">Individual Observation</a></span></b></div>
</td>
</tr>
<tr>
</tr>
</tbody></table>
</td>
</tr>
<tr valign="top">
<th align="left" bgcolor="yellow">Performance Objectives:</th>
<td><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<b><span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">Know </span></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">How to collect data and sequence events</span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">How and where to search for information</span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">How to explain differences </span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">How to compare and contrast</span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">How to do a Venn diagram</span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">How to interpret simple visuals</span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">How to use the computer to find websites</span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">How to show positive social and ethical behaviors</span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">How to complete a K-W-L chart</span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">How to work in groups </span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<br /></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<b><span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">Do</span></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="font-size: 10pt;"> </span></b><span style="font-size: 10pt;">Create timeline</span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;"> Work on the computer</span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;"> Interview grandparents and parents</span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;"> Oral presentation</span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;"> Create a Venn diagram</span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;"> Create a map or model</span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;"> Collect pictures, clip art, or graphics from computer websites</span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;"> Role-play</span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;"> Contribute to group project</span></span></div>
</td>
</tr>
<tr valign="top">
<th align="left" bgcolor="yellow">Driving Question:</th>
<td><div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">How do past generations impact our community today?</span></span></div>
</td>
</tr>
<tr valign="top">
<th align="left" bgcolor="yellow">Assessment Plan:</th>
<td><table align="center" border="1" cellpadding="1" cellspacing="1" style="font-family: Arial,Helvetica,sans-serif; font-size: 8px;"> <tbody>
<tr> <th valign="center" width="35%"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Major Group Products</span></th> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> <div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 10pt;">Oral presentation with maps/ models/ displays (<b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS11.doc" target="_self">Presentation Rubric</a></b>)</span></div>
<b><span style="font-size: 10pt;"><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS12.doc" target="_self">Project Checklist</a></span></b></span></td></tr>
<tr> <th valign="center"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Major Individual Projects</span></th> <td><div class="MsoNormal" style="margin: 0in 0in 0pt;">
<b><span style="font-size: 10pt;"><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS13.doc" target="_self">Timelines</a> <br /><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS14.doc" target="_self">Venn Diagrams</a><br /><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS8.doc" target="_self">Journal</a></span></b><span style="font-size: 10pt;"> writing </span></div>
<b><span style="font-size: 10pt;"><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS4.doc" target="_self">Daily Reflective Exit Slips</a></span></b></td></tr>
</tbody></table>
</td>
</tr>
<tr valign="top">
<th align="left" bgcolor="yellow">Assessment and Reflection:</th>
<td><table align="center" border="1" cellpadding="1" cellspacing="1" style="font-family: Arial,Helvetica,sans-serif; font-size: 8px;" valign="top"> <tbody>
<tr valign="top"> <td rowspan="3" valign="top"><b><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Rubric(s) I Will Use:</span></b></td> <td width="30%"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Collaboration<br /><span style="font-size: 10pt;"><b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS2.doc" target="_self">Collaboration Rubric</a></b></span></span></td> <td align="middle" width="3%"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> X</span></td> <td width="30%"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Written Communication<br /><span style="font-size: 10pt;"><b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS11.doc" target="_self">Presentation Rubric</a></b></span></span></td> <td align="middle" width="3%"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">X </span></td></tr>
<tr valign="top"> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Critical Thinking & Problem Solving</span></td> <td align="middle"><br /></td> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Content Knowledge<br /><span style="font-size: 10pt;"><b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS3.doc" target="_self">Content Rubric</a></b></span></span></td> <td align="middle"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">X </span></td></tr>
<tr valign="top"> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Oral Communication<br /><span style="font-size: 10pt;"><b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS10.doc" target="_self">Oral Presentation Rubric</a></b></span></span></td> <td align="middle"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> X</span></td> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Other</span></td> <td align="middle"><br /></td></tr>
<tr valign="top"> <td rowspan="4" valign="top"><b><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Other Classroom Assessments For Learning:</span></b></td> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Quizzes/Tests</span></td> <td align="middle"><br /></td> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Practice Presentations</span></td> <td align="middle"><br /></td></tr>
<tr valign="top"> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Self-Evaluation<br /><span style="font-size: 10pt;"><b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS6.doc" target="_self">Individual Observation</a></b></span></span></td> <td align="middle"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> X</span></td> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Notes</span></td> <td align="middle"><br /></td></tr>
<tr valign="top"> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Peer Evaluation<br /><span style="font-size: 10pt;"><b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS5.doc" target="_self">Group Observation</a></b></span></span></td> <td align="middle"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> X</span></td> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Checklists/Observations<br /><span style="font-size: 10pt;"><b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS12.doc" target="_self">Project Checklist</a><br /><span style="font-size: 10pt;"><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS7.doc" target="_self">Interview Checklist</a></span></b></span></span></td> <td align="middle"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">X </span></td></tr>
<tr valign="top"> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Online Tests and Exams</span></td> <td align="middle"><br /></td> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Concept Maps<br /><span style="font-size: 10pt;"><b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS14.doc" target="_self">Venn Diagram</a> <br /><span style="font-size: 10pt;"><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS13.doc" target="_self">Timeline</a></span> </b></span></span></td> <td align="middle"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">X </span></td></tr>
<tr valign="top"> <td rowspan="3" valign="top"><b><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Reflections:</span></b></td> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Survey</span></td> <td align="middle"><br /></td> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Focus Group</span></td> <td align="middle"><br /></td></tr>
<tr valign="top"> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Discussion</span></td> <td align="middle"><br /></td> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Task Management Chart</span></td> <td align="middle"><br /></td></tr>
<tr valign="top"> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Journal Writing/Learning Log<br /><span style="font-size: 10pt;"><b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS8.doc" target="_self">Journal Entry</a></b></span></span></td> <td align="middle"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">X </span></td> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Other<br /><span style="font-size: 10pt;"><b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS4.doc" target="_self">Daily Reflective Exit Slip</a></b></span></span></td> <td align="middle"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">X </span></td></tr>
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<th align="left" bgcolor="yellow">Map The Product:</th>
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<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">Students
will create an oral presentation with maps and/or models to compare and
contrast characteristics of past generations to their present
generation within the community. They will follow the criteria listed in the <b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS11.doc" target="_self">Presentation Rubric</a></b> to complete the project. </span></span></div>
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<b><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Product: <a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS10.doc" target="_self">Oral Presentation</a></span></b></div>
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<tr valign="top"> <th><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Knowledge and Skills Needed</span></th> <th width="15%"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Already Have Learned</span></th> <th width="15%"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Taught Before the Project</span></th> <th width="15%"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">Taught During the Project</span></th> </tr>
<tr> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">1. <span style="font-size: 10pt;">Behavior and consequences for group work</span></span></td> <td align="middle"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">X </span></td> <td align="middle"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> </span></td> <td align="middle"><br /></td></tr>
<tr> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">2. <span style="font-size: 10pt;">Gather information from various resources</span></span></td> <td align="middle"><br /></td> <td align="middle"><br /></td> <td align="middle"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> X</span></td></tr>
<tr> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">3. <span style="font-size: 10pt;">Website navigation skills</span></span></td> <td align="middle"><br /></td> <td align="middle"><br /></td> <td align="middle"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> X</span></td></tr>
<tr> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">4. <span style="font-size: 10pt;">Group responsibility and behavior</span></span></td> <td align="middle"><br /></td> <td align="middle"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> X</span></td> <td align="middle"><br /></td></tr>
<tr> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">5. <span style="font-size: 10pt;">Read and construct timeline</span></span></td> <td align="middle"><br /></td> <td align="middle"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> X</span></td> <td align="middle"><br /></td></tr>
<tr> <td><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">6. <span style="font-size: 10pt;">Construct a <b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS9.doc" target="_self">K-W-L</a></b> and a <b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS14.doc" target="_self">Venn Diagram</a></b></span></span></td> <td align="middle"><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;"> X</span></td> <td align="middle"><br /></td> <td align="middle"><br /></td></tr>
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<th align="left" bgcolor="yellow">Resources:</th>
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<b><span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">School-based Individuals:</span></span></b></div>
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<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">High school TV crew to talk about how they gather resources and presentations</span></span></div>
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<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">School/County Technology Specialist will assist with finding websites</span></span></div>
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<b><span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">Technology:</span></span></b></div>
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<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">Book-marked websites- local city and Historical Society websites, free clip art websites</span></span></div>
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<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">Computer lab</span></span></div>
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<b><span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">Community:</span><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span></b><span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">Newspaper</span></span></div>
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<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">Historical society </span></span></div>
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<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">Curator of local museum</span></span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: 10pt;">Librarian of public library</span><span style="font-size: 10pt;">Parents and Grandparents</span></span></div>
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<b><span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">Materials:</span></span></b></div>
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<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">City Map</span></span></div>
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<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">Art supplies</span></span><span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">Computers, printers, Internet, data projector, screen or white board</span></span><span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">Checklists </span></span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: 10pt;">Rubrics </span><span style="font-size: 10pt;">Research Folders</span></span></div>
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<th align="left" bgcolor="yellow">Manage the Process:</th>
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<span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="font-size: 10pt;"><i>Entry Event:</i></span></b><span style="font-size: 10pt;"> Locate or create an old journal/diary with entries that portray early life in the schools and community in which you live. With Kindergarten groups, you may want to pair an older student (4<sup>th</sup> grade or up) with each student or group to help with the collection and recording of information. This project should be done during the end of the second semester of Kindergarten.</span></span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;"><b><i><span style="font-size: x-small;">Step One:</span></i></b> <span style="font-size: x-small;">Invite
members from the local historical society, representatives from a
nearby museum, or librarian from the local library to speak about the
importance of recording information concerning important events during
their lifetime and keeping artifacts to corroborate these recordings. Students
will be able to ask questions of the presenters and the presenters may
give ideas on where and how to find information the students may need.</span></span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;"><b><i><span style="font-size: x-small;">Step Two:</span></i></b><span style="font-size: x-small;"> The whole class will begin work on filling the <b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS9.doc" target="_self">K-W-L Chart</a></b> before research is started. They will include things that they will need to know in order to complete the project. The
students will explore websites that pertain to their city/area as a
whole group activity using a computer with a data projector. Investigate the various websites for information needed for the students’ research. Discuss which items on the website menu will be helpful to them. Explain how to retrieve the information. </span></span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="font-size: 10pt;"><i>Step Three: </i></span></b><span style="font-size: 10pt;"><i> </i>Students will be divided into teacher assigned heterogeneous groups of four-five students. The teacher will remind students how to work in groups by reviewing the teamwork/collaboration skills necessary and discuss the <b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS2.doc" target="_self">Collaboration Rubric</a></b>. Have high school TV crew visit and speak about how they gather information and how they present the information to others. Students will be able to ask questions of the high school TV crew. Assign one high school TV crewmember to each group to help as needed with gathering information during computer lab. Students
will gather information about their assigned section of the community
and locate pictures, clip art, and /or graphics for their projects. The materials will be placed into the research folder.</span></span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="font-size: 10pt;"><i>Step Four:</i> </span></b><span style="font-size: 10pt;">Groups will use the information they collected to create a <b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS14.doc" target="_self">Venn Diagram</a></b> of the characteristics of communities. These should be placed in the research folder.</span></span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="font-size: 10pt;"><i>Step Five:</i></span></b><span style="font-size: 10pt;"> Students will collect data about their life from birth to age 5. Parents will help students collect data from home. Using the <b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS3.doc" target="_self">Content Rubric</a> </b>and the <b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS13.doc" target="_self">Timeline Template</a></b>, groups will construct timelines. These will be placed in the research folder.</span></span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="font-size: 10pt;"><i>Step Six:</i></span></b><span style="font-size: 10pt;"><i> </i>Students will use the <b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS7.doc" target="_self">Interview Checklist</a> </b>to practice interviewing each other in the group and then will use the <b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS7.doc" target="_self">Interview Checklist</a></b> to interview parents and grandparents about their past in school and the community. Parents will help students complete the interview checklist. Students will give an oral presentation of differences in people from the past using the <b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS10.doc" target="_self">Oral Presentation Rubric</a></b> as a guide. The <b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS7.doc" target="_self">Interview Checklist</a></b> will be placed in the research folder.</span></span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="font-size: 10pt;"><i>Step Seven:</i></span></b><span style="font-size: 10pt;"><i> </i>Each group should compile their research and decide on using a map/model/or display with their final project. </span></span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="font-size: 10pt;"><i>Step Eight:</i></span></b><span style="font-size: 10pt;"> The students will practice their presentation to the class. The class will use the <b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS11.doc" target="_self">Presentation Rubric</a></b> for the students to review before the final presentation.</span></span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="font-size: 10pt;"><i>Step Nine:</i></span></b><span style="font-size: 10pt;"> Each student will present their final project to the class. Parents,
Grandparents, representatives from local Historical Society, local
museum, and the local library should be invited to attend the
presentations.</span></span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="font-size: 10pt;"><i>Step Ten:</i> </span></b><span style="font-size: 10pt;">The class will complete the “What I learned” column on the <b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS9.doc" target="_self">K-W-L Chart</a></b>. Each student will complete a self-evaluation (<b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS2.doc" target="_self">Collaboration Rubric</a>, <a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS3.doc" target="_self">Content Rubric</a>, <a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS11.doc" target="_self">Presentation Rubric</a></b>) about the project. The class will also discuss their experience with the PBL lesson.</span></span></div>
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<th align="left" bgcolor="yellow">Project Evaluation:</th>
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<span style="font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">Students will complete a <b><a href="http://wveis.k12.wv.us/teach21/cso/upload/UP3502WS4.doc" target="_self">Daily Reflective Exit Slip</a></b>. Students will write a journal entry weekly. At the end of the project, the class will discuss the project and how the community affects their lives (past, present, future). The class will also discuss these questions: How did the project go? Did you enjoy doing a project? Would you like to do another project like this one? Did you enjoy learning this way? The
teacher should keep a journal as to how the project and the activities
are going and how the students are doing throughout the time period of
the project. Then, after the project evaluation, the teacher should
compare his or her own journal notes with the comments of the students.</span></span></div>
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<th align="left" bgcolor="yellow">Resource Files Uploaded</th>
<td><ul><span style="font-size: medium; font-weight: bold;">Resource Files</span>
<li><a href="http://www.blogger.com/blogger.g?blogID=2923432281960233656">UP3502WS2.doc</a> <br />(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS2.doc)</li>
<li><a href="http://www.blogger.com/blogger.g?blogID=2923432281960233656">UP3502WS3.doc</a> <br />(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS3.doc)</li>
<li><a href="http://www.blogger.com/blogger.g?blogID=2923432281960233656">UP3502WS4.doc</a> <br />(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS4.doc)</li>
<li><a href="http://www.blogger.com/blogger.g?blogID=2923432281960233656">UP3502WS5.doc</a> <br />(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS5.doc)</li>
<li><a href="http://www.blogger.com/blogger.g?blogID=2923432281960233656">UP3502WS6.doc</a> <br />(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS6.doc)</li>
<li><a href="http://www.blogger.com/blogger.g?blogID=2923432281960233656">UP3502WS7.doc</a> <br />(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS7.doc)</li>
<li><a href="http://www.blogger.com/blogger.g?blogID=2923432281960233656">UP3502WS8.doc</a> <br />(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS8.doc)</li>
<li><a href="http://www.blogger.com/blogger.g?blogID=2923432281960233656">UP3502WS9.doc</a> <br />(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS9.doc)</li>
<li><a href="http://www.blogger.com/blogger.g?blogID=2923432281960233656">UP3502WS10.doc</a> <br />(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS10.doc)</li>
<li><a href="http://www.blogger.com/blogger.g?blogID=2923432281960233656">UP3502WS11.doc</a> <br />(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS11.doc)</li>
<li><a href="http://www.blogger.com/blogger.g?blogID=2923432281960233656">UP3502WS12.doc</a> <br />(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS12.doc)</li>
<li><a href="http://www.blogger.com/blogger.g?blogID=2923432281960233656">UP3502WS13.doc</a> <br />(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS13.doc)</li>
<li><a href="http://www.blogger.com/blogger.g?blogID=2923432281960233656">UP3502WS14.doc</a> <br />(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS14.doc)</li>
</ul>
</td></tr>
</tbody></table>Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-90936262569969236692011-11-07T19:55:00.000-06:002011-11-07T19:55:18.547-06:00Goals for 11/7-11/11Hello,<br />
I have decided to post our goals for each week as we develop AGS. Here you go......<br />
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<b><i><span style="font-family: "Apple Chancery"; font-size: 18pt;">Goals for November7-November 11, GO AGS!!!</span></i></b></div>
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<span style="font-family: Chalkboard; font-size: 16pt;">As always tell as many people that will listen and post
a <b>minimum </b>of 3 blog post each week!</span></div>
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<span style="font-family: Chalkboard; font-size: 16pt;">Get sample schedules from schools that implement the
project approach/Reggio</span></div>
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<span style="font-family: Chalkboard; font-size: 16pt;">-what do we think of using a
block schedule to allow for more time on each project, each day?</span></div>
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<br /></div>
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<span style="font-family: Chalkboard; font-size: 16pt;">We are going to need some standards or what I would
like to refer to as guidelines or goals for each grade level and subject. Do we
want to take standards from different states and incorporate the ones we feel
are most valuable? Do we want to find a private school with a list of
standards?<span> </span>Start researching which
ones are most progressive and what will support our vision the most.</span></div>
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<span style="font-family: Chalkboard; font-size: 16pt;">How do we want to introduce reading and math concepts?
Which programs or philosophies do we find most beneficial. Waldorf? Montessori?
Etc.</span></div>
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<span style="font-family: Chalkboard; font-size: 16pt;">Continue to look for churches, schools and large
building for sale. Also for land.</span></div>
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<span style="font-family: Chalkboard; font-size: 16pt;">Talk to a business expert about our plan to help us
formulate our next step.</span></div>
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<span style="font-family: Chalkboard; font-size: 16pt;">Begin developing personal wellness and spirituality
programs. What are the concepts that we feel are important for children to
learn at each grade level? How will we introduce these concepts and support
them ?</span></div>
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<br />Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-20922359677172284892011-11-05T16:35:00.001-05:002011-11-05T16:35:43.427-05:00An idea of what classrooms might look like at AGSHappy Saturday everyone. I hope you all are enjoying this weather and your weekend. Today I have decided to post some pictures of classrooms that share the same vision we have for our classrooms at AGS. I feel that it is important to share these with you so you can have an idea of what an AGS classroom will look like once we open. Enjoy :)<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://d30opm7hsgivgh.cloudfront.net/upload/449003331_oZ2QXZoc_c.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="266" src="http://d30opm7hsgivgh.cloudfront.net/upload/449003331_oZ2QXZoc_c.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Kinder/Early Elementary Classroom</td></tr>
</tbody></table>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://d30opm7hsgivgh.cloudfront.net/upload/448999124_2Ci6dg4d_c.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="267" src="http://d30opm7hsgivgh.cloudfront.net/upload/448999124_2Ci6dg4d_c.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Multi purpose area for all grades</td></tr>
</tbody></table>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://d30opm7hsgivgh.cloudfront.net/upload/448910953_SX0n9J2t_c.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="http://d30opm7hsgivgh.cloudfront.net/upload/448910953_SX0n9J2t_c.jpg" width="266" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Elementary</td></tr>
</tbody></table>
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://d30opm7hsgivgh.cloudfront.net/upload/448913072_D6iDYMgb_c.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="266" src="http://d30opm7hsgivgh.cloudfront.net/upload/448913072_D6iDYMgb_c.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Kinder</td></tr>
</tbody></table>
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<tr><td style="text-align: center;"><a href="http://d30opm7hsgivgh.cloudfront.net/upload/448995311_jHiVkrZH_c.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="http://d30opm7hsgivgh.cloudfront.net/upload/448995311_jHiVkrZH_c.jpg" width="298" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Elementary</td></tr>
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<tr><td style="text-align: center;"><a href="http://d30opm7hsgivgh.cloudfront.net/upload/448992434_SNctJ9OX_c.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="http://d30opm7hsgivgh.cloudfront.net/upload/448992434_SNctJ9OX_c.jpg" width="266" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Multi purpose space</td></tr>
</tbody></table>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://d30opm7hsgivgh.cloudfront.net/upload/448905916_1xel18Qz_c.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="http://d30opm7hsgivgh.cloudfront.net/upload/448905916_1xel18Qz_c.jpg" width="266" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Elementary and Middle School</td></tr>
</tbody></table>
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<tr><td style="text-align: center;"><a href="http://d30opm7hsgivgh.cloudfront.net/upload/448857167_q1IWn5W0_c.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="http://d30opm7hsgivgh.cloudfront.net/upload/448857167_q1IWn5W0_c.jpg" width="377" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Elementary</td></tr>
</tbody></table>
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<tr><td style="text-align: center;"><a href="http://d30opm7hsgivgh.cloudfront.net/upload/448889429_HCjppHB2_c.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="266" src="http://d30opm7hsgivgh.cloudfront.net/upload/448889429_HCjppHB2_c.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Elementary</td></tr>
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<tr><td style="text-align: center;"><a href="http://d30opm7hsgivgh.cloudfront.net/upload/448883385_uBmj2tXa_c.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="http://d30opm7hsgivgh.cloudfront.net/upload/448883385_uBmj2tXa_c.jpg" width="298" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Elementary</td></tr>
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<tr><td style="text-align: center;"><a href="http://d30opm7hsgivgh.cloudfront.net/upload/448881304_82Cb7FZp_c.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="266" src="http://d30opm7hsgivgh.cloudfront.net/upload/448881304_82Cb7FZp_c.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Elementary</td></tr>
</tbody></table>
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<tr><td style="text-align: center;"><a href="http://d30opm7hsgivgh.cloudfront.net/upload/448860222_8iuYaKjS_c.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="300" src="http://d30opm7hsgivgh.cloudfront.net/upload/448860222_8iuYaKjS_c.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Elementary</td></tr>
</tbody></table>
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<tr><td style="text-align: center;"><a href="http://d30opm7hsgivgh.cloudfront.net/upload/448872520_7xIcYXO6_c.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="http://d30opm7hsgivgh.cloudfront.net/upload/448872520_7xIcYXO6_c.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Inspiration for all ages</td></tr>
</tbody></table>
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<tr><td style="text-align: center;"><a href="http://d30opm7hsgivgh.cloudfront.net/upload/448854347_LvNx9Pcl_c.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="300" src="http://d30opm7hsgivgh.cloudfront.net/upload/448854347_LvNx9Pcl_c.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Elementary and middle school</td></tr>
</tbody></table>
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<tr><td style="text-align: center;"><a href="http://d30opm7hsgivgh.cloudfront.net/upload/448853142_2wOudDXq_c.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="http://d30opm7hsgivgh.cloudfront.net/upload/448853142_2wOudDXq_c.jpg" width="300" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Kinder/Elementary</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Elementary</td></tr>
</tbody></table>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://d30opm7hsgivgh.cloudfront.net/upload/395204604_h2X9aCcv_c.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="298" src="http://d30opm7hsgivgh.cloudfront.net/upload/395204604_h2X9aCcv_c.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Kinder/Elementary/Middle School</td></tr>
</tbody></table>
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<tr><td class="tr-caption" style="text-align: center;">Fun</td></tr>
</tbody></table>
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<tr><td style="text-align: center;"><a href="http://d30opm7hsgivgh.cloudfront.net/upload/299000286_juVWDjJe_c.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="252" src="http://d30opm7hsgivgh.cloudfront.net/upload/299000286_juVWDjJe_c.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Upper Elementary/Middle School</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">High School Lounge</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Beautiful for Upper elementary/ Middle School/ Junior High</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Junior High/ High School</td></tr>
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<br />Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-86190800431184599952011-10-28T12:42:00.000-05:002011-10-28T12:42:23.037-05:00Creativity as important as math and literacy and the need for an organic education as opposed to a standardized "fast food" education: Sir Ken Robinson<object width="320" height="266" class="BLOGGER-youtube-video" classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0" data-thumbnail-src="http://2.gvt0.com/vi/r9LelXa3U_I/0.jpg"><param name="movie" value="http://www.youtube.com/v/r9LelXa3U_I&fs=1&source=uds" />
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<embed width="320" height="266" src="http://www.youtube.com/v/r9LelXa3U_I&fs=1&source=uds" type="application/x-shockwave-flash"></embed></object><span style="font-family: Verdana,sans-serif;"> As we develop AGS we are inspired by educators around the world and often watch videos from ted.com. If you have never visited this site we strongly recommend it. We have posted a couple of Ted Talks given by Sir Ken Robinson who is an amazing speaker. If you have time this weekend and wish to be inspired watch these videos!</span><br />
<span style="font-family: Verdana,sans-serif;"> Above Sir Ted Robinson talks about the need for an Organic education as opposed to a standardized "fast food" education. Below he talks about the importance of valuing creativity as much as literacy and mathematics. Enjoy!</span><br />
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<br />Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-61566667360127710712011-10-22T16:03:00.000-05:002011-10-22T16:03:07.777-05:00Visual Arts: Inspiration from the College School<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://d30opm7hsgivgh.cloudfront.net/upload/211235054_vUnSGyM9_c.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="298" src="http://d30opm7hsgivgh.cloudfront.net/upload/211235054_vUnSGyM9_c.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Beautiful Art Studio (Altelier) from the College School</td><td class="tr-caption" style="text-align: center;"><br /></td><td class="tr-caption" style="text-align: center;"><br /></td></tr>
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<h1>
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: small;">As we develop Austin Green School we look for inspiration from schools around the country and the world. The College School in Missouri is a wonderfully progressive and innovative school that is also inspired by the Reggio Emilia approach and is committed to sustainability. We plan on using The College School as a resource to guide us when developing our own visual arts curriculum. The following is copied from the College School website so you can read about their visual arts program from which we gain such great inspiration!</span></span></h1>
<h1>
Visual Arts</h1>
The visual arts are very important throughout The College School.
Students both work with one of three art teachers in specific art
classes and also in various thematic classes where the arts are
integrated into the subject matter. Working in small groups, students
are engaged with a variety of materials and creative processes.<br />
<ul class="unIndentedList">
<li>Key Stage One (Pre - 2nd Grades) - Students are introduced to color
mixing, using both watercolor and tempra paint, drawing from
observation, and a variety of clay experiences which can include
functional pieces or more typically small animal forms.</li>
<li>Key Stage Two (3rd - 5th Grades) - Students continue their
exploration of all the above materials at a higher level of
understanding. They are challenged with self-portraits, wheel throwing
and more advanced clay sculpture, architecture and drawing.</li>
<li>Key Stage Three (6th - 8th Grades) - Students have three semesters
to choose classes in the art room. Among the classes offered are:
Drawing, Architecture, Graphic Design, 3-D Art - including clay, stone,
glass and wood, Digital Photography, and 2-D Art. They can also select a
third semester where they work with artists from the community where
they look together at how life influences ideas in art. </li>
</ul>
<br />In addition the 4th and 5th grades collaborate with sets and props
each winter in the art room as part of the 4th /5th grade play theme.
They mix colors, design, and paint the sets. They are also responsible
for researching and creating props for the play out of a variety of
material. <br /><br />Some recent projects in the art room have included
creating famous artist portfolios complete with student reproductions of
major works, tile mosaic designs for our front entryway, and 3-D clay
vacation postcards. Students have also worked on intricate drawings of
knots in climbing ropes and have painted their interpretations of
musical compositions or various plants growing in our greenhouse.<br />
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<br />Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-90772794835459530662011-10-14T12:42:00.000-05:002011-10-14T12:43:37.453-05:00Outdoor Inspirations<div style="text-align: center;">
<i><span style="font-family: "Trebuchet MS",sans-serif;">As I have written before we believe that the environment is the third
teacher. When we think about the environment we usually think of indoor spaces but we should have the same level of intentionality when
creating spaces for children of all ages to explore, research and play while outdoors.
As you all know I love pinterest! I have a board for all of my
inspirations for outdoor spaces at Austin Green School and I am happy to
share with you some of them today!</span></i></div>
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<tr><td class="tr-caption" style="text-align: center;">Pathway</td></tr>
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<tr><td style="text-align: center;"><a href="http://d30opm7hsgivgh.cloudfront.net/upload/321820642_dCoYCJre_c.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="300" src="http://d30opm7hsgivgh.cloudfront.net/upload/321820642_dCoYCJre_c.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Seating and meeting area</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Bird feeders and butterfly water supply using recycled materials</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Notice the bamboo fence</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Natural materials for climbing and balancing </td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Beautiful garden</td></tr>
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<tr><td style="text-align: center;"><a href="http://d30opm7hsgivgh.cloudfront.net/upload/321842323_isbJJgr9_c.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="http://d30opm7hsgivgh.cloudfront.net/upload/321842323_isbJJgr9_c.jpg" width="298" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Outdoor reading nook</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Natural materials for building</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">This is an outdoor studio, art and work space</td><td class="tr-caption" style="text-align: center;"><br /></td><td class="tr-caption" style="text-align: center;"><br /></td><td class="tr-caption" style="text-align: center;"><br /></td></tr>
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<tr><td style="text-align: center;"><a href="http://d30opm7hsgivgh.cloudfront.net/upload/321858974_l8IHCGU6_c.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="297" src="http://d30opm7hsgivgh.cloudfront.net/upload/321858974_l8IHCGU6_c.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The teachers here used leaves, which are great natural materials for this provocation of a maze</td><td class="tr-caption" style="text-align: center;"><br /></td><td class="tr-caption" style="text-align: center;"><br /></td><td class="tr-caption" style="text-align: center;"><br /></td><td class="tr-caption" style="text-align: center;"><br /></td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Beautiful outdoor area</td><td class="tr-caption" style="text-align: center;"><br /></td><td class="tr-caption" style="text-align: center;"><br /></td></tr>
</tbody></table>Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-10336632132335239972011-10-13T11:22:00.000-05:002011-10-13T11:26:28.295-05:00Global Thinking in Science Education <span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">What do you remember about science in elementary, middle school and high school? I remember sitting in the back of a classroom taking notes and then memorizing parts of plants, animals and humans. Every once in a while we would dissect a frog or have a science fair but generally class was boring and in the end I remember very little from all those hours of memorization. I believe that students need to feel connected to what they are studying. They should also be involved in the process of deciding what they are studying and investigating and encouraged to make a difference in the world around them. As part of our science curriculum we plan on using the Global Thinking Project to help engage students in authentic science inquiries where they will also be given the chance to make an impact on the Austin Community. </span><br />
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<span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">Click on the red to visit global thinking sites! </span><br />
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<a href="http://artofteachingscience.org/gtp/">"The Global Thinking Project</a>
was based on an authentic model of learning in which students and
teachers work together to solve real problems in their own community,
and by means of the collaborative nature of the Internet, interact with
peers in other countries. In a study of authenticity as an important
idea in science teaching, researchers make a valuable contribution to
our understanding as reported in this study: <a href="http://www3.interscience.wiley.com/cgi-bin/abstract/105559089/ABSTRACT">The Value of an Emergent Notion of Authenticity: Examples from Two Student/Teacher-Scientist Partnership Programs.</a>
As these researchers conclude, after an analysis of two authentic
science programs, authenticity remains an important concept that can
help us think of science teaching in ways if understood as emergent. It
leads to a science education that has something to do with the real
world of students, and is meaningful to them."</div>
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;">Chart taken from the <a href="http://www.artofteachingscience.org/2008/04/10/authenticity-as-a-pathway-to-humanistic-science-teaching/">art of teaching science website</a> please visit this site for more information on the Global Thinking Project</td></tr>
</tbody></table>Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-1604607667999227562011-10-12T20:56:00.001-05:002011-10-12T21:07:03.590-05:00Our journey, background and inspirationWell, we did it! We are officially here! Our move to Austin was successful and we finally have the internet (being without for almost 2 weeks was very hard for me)! We are so excited to bring to Austin all of the knowledge and experience we have gained the past few years in both Colorado and San Francisco. I thought that this is probably a good time to reflect on the past and share information and resources about our backgrounds. As developers, owners, directors and teachers of our future school, Austin Green School, we want you to know where we came from. So here you go....<br />
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I (Jackie Jacobs) went to University of Colorado at Denver to earn a master's degree in early childhood education. While at UCD I was lucky enough to be accepted as an intern at Boulder Journey School, a world renowned Reggio inspired school. It was here that my passion for progressive education was fueled. Following is some info on BJS....<br />
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Please copy and paste <a href="http://www.blogger.com/goog_1516104143">www.boulderjourneyschool.com</a> to read about the teacher education program that I completed, see pictures of BJS and read about their conceptual framework. This is an amazing school and I highly recommend visiting the site. <br />
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Also this is an amazing blog that highlights many progressive schools. Here they highlight the works of BJS click to view <a href="http://bakersandastronauts.blogspot.com/2009/06/boulder-journey-school.html"></a><a href="http://bakersandastronauts.blogspot.com/2009/06/boulder-journey-school.html">BJS Highlight</a><br />
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Please watch the below video from a talk given by a mentor at Boulder Journey School<br />
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You may also enjoy this "Google Tech Talk" given by Dr. Ellen Hall, Excecutive director and owner of Boulder Journey School and Dr. George Forman, "Playing your way to Harvard"</div>
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Rob Noelke (Co-Owner, Developer and Director) went to CIIS in San Francisco California to study Integrative Health and Holistic health practices at the master's level. It was here that he gained knowledge and practices that benefit the human mind, body and spirit. Rob felt a deeply positive impact on his own life from this newly acquired information and lifestyle and has developed a strong desire to share his experiences and expertise with all people regardless of age. He believes that wellness and spiritual practices should be an integrated part of any progressive curriculum and should contribute to the foundation for a better life. </div>
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Here is a link to Rob's program <a href="http://www.ciis.edu/academics/graduate_programs/integrative_health_studies.html">Integrative health</a></div>
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Rob also has a certificate from <a href="http://www.soundhealingcenter.com/">sound and conciousness institute</a>, is a certified life coach and licensed heartmath provider. If you would like any further information on these practices please email Rob at robnoelke@gmail.com or rob@austingreenschool.com</div>
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<h1 id="watch-headline-title">
<span class="long-title" dir="ltr" id="eow-title" title="TEDxBOULDER - Alex Cruickshank - Forward To The Past: Stone Age Wisdom Meets Current Education"> </span></h1>
<a href="http://bakersandastronauts.blogspot.com/2009/06/boulder-journey-school.html"> </a><br />
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<a href="http://bakersandastronauts.blogspot.com/2009/06/boulder-journey-school.html"><br /></a><br />
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<br />Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-47475667971326831452011-09-30T01:21:00.000-05:002011-09-30T01:25:33.702-05:00Alfie Kohn: Every parent and educator should know himEvery parent and educator should familiarize themselves with Alfie Kohn. He is an expert on human motivation and education. I have been fortunate enough to hear him speak and trust me I felt motivated to create a better learning environment for my students afterward. His lectures, books and videos all make you question the way you have approached classroom management and parenting. One of the things I like most about Alfie is that all of his work is backed by extensive research.<br />
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Here are some of his DVD's I suggest watching<br />
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Here are some excerpts from his talks and videos....<br />
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You can get his videos, books and read his articles at www.alfiekohn.org<br />
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<br />Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-4459981595841638902011-09-30T00:40:00.001-05:002011-09-30T10:45:48.144-05:00Great Reggio VideoThis video is great! It is in Italian with English subtitles so you may want to watch it on mute. The video shows work and images from Reggio Emilia schools. Enjoy!<br />
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<br />Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-51484694410444038122011-09-30T00:18:00.000-05:002011-09-30T10:48:01.639-05:00"Ten Steps to Better Student Engagement"<div id="content-header">
<h1 class="page-title title">
From Edutopia.com: Ten Steps to Better Student Engagement</h1>
<h2 class="dek">
Project-learning teaching strategies can also improve your everyday classroom experience.</h2>
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<span class="submitted">By Tristan de Frondeville</span>
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Facebook</div>
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Project-learning teaching strategies can also improve your everyday classroom experience. </div>
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<div class="pic_left" style="width: 184px;">
<img alt="Headshot of Tristan de Frondeville " height="245" src="http://www.edutopia.org/images/graphics/tristan_de_frondeville.jpg" width="184" />
Tristan de Frondeville <br />
<h6>
Credit: Courtesy of PBL Associates</h6>
</div>
As a teacher, my goal was to go home at the end of each day with more energy than I had at the beginning of the day. Seriously.
<br />
Now, as I travel the country coaching teachers on how to successfully
use project learning, my goal remains the same. And I try to teach
educators the strategies they need to achieve this goal in their own
classrooms.
<br />
A teacher in one of my workshops said, "When my students and I are in
the flow, then I don't feel like I have to work as hard." I heartily
agree. When 90 to 100 percent of my students are excitedly engaged in
their tasks and asking deep and interesting questions, I experience joy,
and joy is a lot less tiring than the frustration that comes with
student apathy.
<br />
Project-based classrooms with an active-learning environment make such
in-the-flow moments more common. Yet these same classrooms require many
teacher and student skills to work well. As teachers, we can feel
overwhelmed when we try something new and experience chaos instead of
flow.
<br />
The good news is that the strategies for creating and managing
high-quality project-learning environments are productive in any
classroom, whether project learning is a central part of the curriculum
or not. Here are ten ideas that you can start practicing in your
classroom today to help you create more moments of flow.
<br />
<h2>
Create an Emotionally Safe Classroom
</h2>
Students who have been shamed or belittled by the teacher or another
student will not effectively engage in challenging tasks. Consider
having a rule such as "We do not put others downs, tell others to shut
up, or laugh at people." Apply it to yourself as well as your students.
This is the foundation of a supportive, collaborative learning
environment. To learn and grow, one must take risks, but most people
will not take risks in an emotionally unsafe environment.
<br />
<h2>
Create an Intellectually Safe Classroom
</h2>
Begin every activity with a task that 95 percent of the class can do
without your help. Get your students used to the fact that when you say,
"Please begin," they should pick up a pencil and start working
successfully. This gets everyone on the bus. Then make sure your
students know that these initial easy tasks will always be followed by
increasingly challenging ones. Create rich and complex tasks so that
various students have a chance to excel and take on the role of helping
others.
<br />
<h2>
Cultivate Your Engagement Meter
</h2>
Be acutely aware of when your students are paying strong attention or
are deeply engaged in their tasks. Master teachers create an
active-learning environment in which students are on task in their
thinking and speaking or are collaboratively working close to 100
percent of the time. Such teachers notice and measure not only when
students are on task but also the quality of their engagement.
<br />
Although it may take years to develop the repertoire of skills and
lessons that enable you to permanently create this active-learning
environment, you can begin by discerning which activities truly engage
your students. The more brutally honest you are with yourself, the
faster you will get there.
<br />
<h2>
Create Appropriate Intermediate Steps
</h2>
The first question I ask educators when I coach them on project learning
is how many of their students say, "We can't wait to do another
project," versus "Oh, no! Not another project." Teachers tend to get the
first response when they scaffold challenging tasks so that all
students are successful.
<br />
For example, take the typical task of interviewing an adult outside the
classroom. Some teachers assign the task on Monday and expect it to be
done the following Monday, confident that by including the weekend, they
are providing sufficient support. Other teachers realize that finding,
cold calling, and interviewing an adult are challenging tasks for most
young people, so they create intermediate steps -- such as
brainstorming, searching online for phone numbers, crafting high-quality
interview questions, and role-playing the interview -- that train all
students for success.<br />
<h2>
Practice Journal or Blog Writing to Communicate with Students
</h2>
Japanese teachers highly value the last five minutes of class as a time
for summarizing, sharing, and reflecting. A nice way to change the pace
of your class is to have students write regular reflections on the work
they have done. Encourage and focus their writing with a prompt, such as
"The Muddiest Point and the Clearest Point: What was most confusing
about the work you did today, and what new thing was the most clear?"
Use this approach to guide future lessons and activities. Consider
writing responses to student journal entries in order to carry on a
conversation with students about their work.
<br />
<h2>
Create a Culture of Explanation Instead of a Culture of the Right Answer
</h2>
You know you have created a rich learning event when all
students are engaged in arguing about the best approach to the
assignment. When you use questions and problems that allow for multiple
strategies to reach a successful outcome, you give students the
opportunity to make choices and then compare their approaches. This
strategy challenges them to operate at a higher level of thinking than
when they can share only the "correct" answer. Avidly collect problems
and tasks that have multiple paths to a solution. As a math teacher, I
create problems that have a lot of numbers instead of the usual two. For
example, I can present this problem:
<br />
5 + 13 + 24 - 8 + 47 - 12 + 59 - 31 - 5 + 9 - 46 - 23 + 32 - 60
<br />
Then I can say, "There are at least three fundamentally different
strategies for doing the following problem. Can you find them all?"
<br />
<h2>
Teach Self-Awareness About Knowledge
</h2>
All subjects build on prior knowledge and increase in complexity at each
successive level of mastery. Effective learning requires that certain
skills and processes be available for quick recall. Many students let
too much of their knowledge float in a sea of confusion and develop a
habit of guessing, sometimes without even knowing that they are
guessing.
<br />
<div class="pic_left" style="width: 156px;">
<img height="72" src="http://www.edutopia.org/images/graphics/tensteps_confidencemeter.jpg" width="156" /><br />
<h6>
Credit: Courtesy of Tristan de Frondeville </h6>
</div>
To help students break this habit, paste the graphic at right next to
each question on your assessments. After the students answer a question,
have them place an <i>X</i> on the line to represent how sure they are
that their answer is correct. This approach encourages them to check
their answer and reflect on their confidence level. It is informative
when they get it wrong but marked "for sure" or when they do the
opposite and mark "confused" yet get the answer right.<br />
<h2>
Use Questioning Strategies That Make All Students Think and Answer
</h2>
Pay a visit to many classrooms and you'll see a familiar scene: The
teacher asks questions and, always, the same reliable hands raise up.
This pattern lends itself to student inattention. Every day, include
some questions you require every student to answer. Find a question you
know everyone can answer simply, and have the class respond all at once.
<br />
You can ask students to put a finger up when they're ready to answer,
and once they all do, ask them to whisper the answer at the count of
three. They can answer yes, no, or maybe with a thumbs-up, thumbs-down,
or thumbs-sideways gesture. That also works for "I agree," "I disagree,"
or "I'm not sure."
<br />
Numerical answers under ten are easy to show with fingers, but don't
limit yourself to math questions. For instance, if you're teaching time
management, have students let you know what their progress is halfway
through the class by putting up one or more fingers to show whether they
are one-, two-, or three-quarters done with the assignment, or
finished. Do these exercises at least two or three times per class.
<br />
<h2>
Practice Using the Design Process to Increase the Quality of Work
</h2>
Students in school get used to doing work at a consistent level
of quality. Unfortunately, low-performing students get used to doing
poor-quality work. To help them break the habit, use a
draft-and-revision process.
<br />
Many professionals use such a design process to increase the quality of
their work. Engineers build prototypes, respond to critical feedback,
and refine their design before going into production. Artists make
sketches of big works and revise their ideas before creating their final
piece. Use the design process to drive your students to produce
higher-quality work than they are used to doing when they create only a
first effort. Include peer evaluation as part of the feedback they
receive.
<br />
<h2>
Market Your Projects
</h2>
When your students ask, "Why do we need to know this?" you must be ready
with the best answer possible. Great projects incorporate authentic
tasks that will help students in their lives, jobs, or relationships.
Engage students by developing an inventory of big ideas to help you make
the connections between your assignments and important life skills,
expertise, high-quality work, and craftsmanship. The <a class="external-link" href="http://21stcenturyskills.org/" target="_blank">Partnership for 21st Century Skills</a> provides a good starter list.
<br />
Also, search out the powerful processes and ideas experts in your own
subject use repeatedly. (In math, for instance, my list includes
generalizing and parts and wholes.) Keep a journal of the big ideas
you've discovered simply by teaching your subject. By continually
referring to these big ideas, you will encourage students to think and
act like subject-matter experts and develop skills they will use
throughout their lives.
<br />
<h5>
<b>Tristan de Frondeville</b>, a former teacher who has also coached educators and written curriculum, heads <a class="external-link" href="http://www.pblassociates.com/" target="_blank">PBL Associates</a>, a consulting company dedicated to project learning and school redesign
</h5>
</div>
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Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-57013892500015619542011-09-29T23:54:00.000-05:002011-09-29T23:54:59.112-05:00"Big ideas of Sustainability"<div class="separator" style="clear: both; text-align: center;"><a href="http://www.the9billion.com/wp-content/uploads/2011/02/sustainable-gardening.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="http://www.the9billion.com/wp-content/uploads/2011/02/sustainable-gardening.jpg" width="320" /></a></div><a href="http://eduwight.iow.gov.uk/curriculum/healthy_schools/images/SustainableSchools00.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="265" src="http://eduwight.iow.gov.uk/curriculum/healthy_schools/images/SustainableSchools00.jpg" width="320" /></a><span style="color: #6d6d6d;">Sustainability</span><br />
<span style="color: #6d6d6d;">We understand the importance of sustainability in this ever changing and evolving world. We have plan to build Austin Green School using as many sustainable materials as possible including but not limited to the installation of solar panels and the use of a wealth of recycled materials during the construction of the school. We consider sustainability to be a crucial part of our program and will encourage sustainable practices in many ways.</span><br />
<span style="color: #6d6d6d;">We plan on incorporating "Big Ideas of Sustainability" from </span><span style="color: #6d6d6d;"></span><a class="widget-link" href="http://www.sustainableschoolsproject.org/education/big-ideas" style="color: #789401;" target="_blank">http://www.sustainableschoolsproject.org/education/big-ideas</a><br />
<span style="color: #6d6d6d;">The Big Ideas of Sustainability - when we talk about sustainability, especially with young students, it is critical to break out important concepts and ideas to make the word come alive. Below is a list of big ideas we use to help frame curriculum, projects, and build student understanding. </span><br />
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<span style="color: #6d6d6d;">• Ability to make a difference: everyone has the ability to affect change or impact a system, community, self.</span><br />
<span style="color: #6d6d6d;">• Change over time: all organisms/places/systems are constantly changing. </span><br />
<span style="color: #6d6d6d;">• Community: all communities involve nested economic, environmental, and social systems. We need to understand the interconnections to come up with sustainable solutions.</span><br />
<span style="color: #6d6d6d;">• Cycles: every organism/system goes through different stages.</span><br />
<span style="color: #6d6d6d;">• Diversity: systems/places function because of variety.</span><br />
<span style="color: #6d6d6d;">• Equilibrium: a state of balance.</span><br />
<span style="color: #6d6d6d;">• Equity/Fairness: resources need to be shared to meet the needs of living things across places and generations.</span><br />
<span style="color: #6d6d6d;">• Interdependence: all living things are connected. Every organism/system/place depends on others.</span><br />
<span style="color: #6d6d6d;">• Limits: every system has a carrying capacity.</span><br />
<span style="color: #6d6d6d;">• Long-term effects: we can project that actions will have effects beyond immediate reactions.</span><br />
<span style="color: #6d6d6d;">• Place: natural and human communities together make up one’s place. Every place has its own needs and limits.</span><br />
<span style="color: #6d6d6d;">• Systems: elements that affect each other and are connected through larger patterns. <a class="widget-link" href="http://www.sustainableschoolsproject.org/education/big-ideas" style="color: #789401;" target="_blank">http://www.sustainableschoolsproject.org/education/big-ideas</a><span style="color: #6d6d6d;"></span></span>Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-37624527860541854472011-09-29T23:35:00.000-05:002011-09-30T10:49:16.961-05:00Education for the 21st Century<a href="http://modelschoolscnyric.pbworks.com/f/1306333049/PBL.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="292" src="http://modelschoolscnyric.pbworks.com/f/1306333049/PBL.png" width="320" /></a><span style="color: #6d6d6d;">Project based learning (PBL)</span><br />
<span style="color: #6d6d6d;"> We believe in a curriculum that provides active learning experiences through project based learning (PBL). Projects engage the learner on topics of interest while providing cognitive lessons that in most cases well exceed the standards set by the Texas Department of Education. </span><br />
<span style="color: #6d6d6d;">What is PBL?</span><br />
<span style="color: #6d6d6d;">In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for student "voice and choice," projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication & critical thinking), and create high-quality, authentic products & presentations. </span><br />
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<span style="color: #6d6d6d;"> In-depth Project Based Learning:</span><br />
<span style="color: #6d6d6d;">• Organized around an open-ended Driving Question or Challenge. These focus students’ work and deepen their learning by centering on significant issues, debates, questions and/or problems.</span><br />
<span style="color: #6d6d6d;">• Creates a need to know essential content and skills. Typical projects (and most instruction) begin by presenting students with knowledge and concepts and then, once learned, give them the opportunity to apply them. PBL begins with the vision of an end product or presentation, which requires learning specific knowledge and concepts, thus creating a context and reason to learn and understand the information and concepts.</span><br />
<span style="color: #6d6d6d;">• Requires inquiry to learn and/or create something new. Not all learning has to be based on inquiry, but some should. And this inquiry should lead students to construct something new – an idea, an interpretation, a new way of displaying what they have learned.</span><br />
<span style="color: #6d6d6d;">• Requires critical thinking, problem solving, collaboration, and various forms of communication. Students need to do much more than remember information—they need to use higher-order thinking skills. They also have to learn to work as a team and contribute to a group effort. They must listen to others and make their own ideas clear when speaking, be able to read a variety of material, write or otherwise express themselves in various modes, and make effective presentations. These skills, competencies and habits of mind are often known as "21st Century Skills".</span><br />
<span style="color: #6d6d6d;">• allows some degree of student voice and choice. Students learn to work independently and take responsibility when they are asked to make choices. The opportunity to make choices, and to express their learning in their own voice, also helps to increase students’ educational engagement.</span><br />
<span style="color: #6d6d6d;">• incorporates feedback and revision. Students use peer critique to improve their work to create higher quality products.</span><br />
<span style="color: #6d6d6d;">• results in a publicly presented product or performance. What you know is demonstrated by what you do, and what you do must be open to public scrutiny and critique. </span><br />
<span style="color: #6d6d6d;">If we are serious about reaching 21st Century educational goals, PBL must be at the center of 21st Century instruction. The project contains and frames the curriculum, which differs from the short "project" or activity added onto traditional instruction. PBL is, "The Main Course, not Dessert."</span><br />
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<span style="color: #6d6d6d;">Why PBL?</span><br />
<span style="color: #6d6d6d;">Students gain a deeper understanding of the concepts and standards at the heart of a project. Projects also build vital workplace skills and lifelong habits of learning. Projects can allow students to address community issues, explore careers, interact with adult mentors, use technology, and present their work to audiences beyond the classroom. PBL can motivate students who might otherwise find school boring or meaningless.</span><br />
<span style="color: #6d6d6d;">For more information on PBL please visit <a class="widget-link" href="http://www.bie.org/about/what_is_pbl" style="color: #789401;" target="_blank">http://www.bie.org/about/what_is_pbl</a><span style="color: #6d6d6d;"></span></span><br />
<span style="color: #6d6d6d;">You may also request a sample lesson plan for any grade or subject through email at <a class="widget-link" href="mailto:info@austingreenschool.com" style="color: #789401;" target="_blank">info@austingreenschool.com</a><span style="color: #6d6d6d;"></span></span><br />
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<span style="color: #6d6d6d;"></span>Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-1572972560918097992011-09-29T23:01:00.000-05:002011-09-30T10:50:45.599-05:00Project-Based Learning VideosIf you are not familiar with PBL or would like to learn more there are many informative videos out there. Just go to YouTube and search project-based learning or visit edutopia or BIE both of which are very informative sites on PBL and education issues. Here are some videos to start you off...<br />
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Project-based Learning: An Overview <br />
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Five year-olds-Pilot their own project learning </div>
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Expert Talks: Examples of Project-Based Learning in the Classroom</div>
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Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-78122857978423239422011-09-29T21:52:00.002-05:002011-10-13T10:45:33.724-05:00The Reggio Emilia approach, a conerstone to our philosophy<style>
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<span style="color: black; font-family: Arial;">Before reading please note that I typed this in word and copied into blogger. Some words are underlined for no apparent reason and I can't figure out how to change them. Also some of the images I got are from Let the Children Play, which is an awesome blog that I suggest anyone to follow. Thanks here you go.....</span></div>
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<span style="color: black; font-family: Arial;">I believe in a curriculum that is child based and gives each child the opportunity to explore and discover in ways which are exciting and interesting to each individual child. By using such a curriculum, I believe children develop a love for school and learning. I view children as capable and competent and I hold a strong image of each child. I also feel passionate about the concept of teachers as researchers-- also adapted from the Reggio approach. As a teacher it is crucial to my practice to constantly become involved in research on issues concerning child development, government policies and education in order to become a knowledgeable advocate for children and to constantly grow in my own practice.</span></div>
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<span style="font-family: Arial;"> The Reggio Emilia approach to education is based on the following fundamentals: The child as a protagonist, the child as a collaborator, the child as a communicator, the environment as the third teacher, the teacher as partner, nurturer and guide, the teacher as a researcher, documentation as communication and the parent as partner (Cadwell, 1997, pp.5-6)</span></div>
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<a href="http://wellspringlearningcenter.com/site_files/psd/various_imgs/girl_plant.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://wellspringlearningcenter.com/site_files/psd/various_imgs/girl_plant.jpg" /></a><span style="font-family: Arial;"> <b style="color: #38761d;">The child as a protagonist</b>- the Reggio approach emphasizes the importance of having a strong image of the child. This means believing that children are capable and curious. Children have a natural desire to explore the world around them and make sense of it. With the Reggio philosophy children are encouraged to become researchers and to explore their environment and world around them. Teachers also introduce materials such as working with glass<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:02">or</ins></span> hammers and nails that other<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:02">education</ins></span> approaches may not<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:03">introduce</ins></span> because Reggio teachers believe that children are capable of working with <span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:03">these </ins></span> materials<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:03">,</ins></span> with the proper guidance. </span></div>
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<a href="http://farm3.static.flickr.com/2186/2691000759_0d1fb04461.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="http://farm3.static.flickr.com/2186/2691000759_0d1fb04461.jpg" width="320" /></a><a href="http://pandia.com/graphics/illustrations/computer-kids.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://pandia.com/graphics/illustrations/computer-kids.jpg" /></a><span style="font-family: Arial;"> <b><span style="color: #38761d;"> </span></b><b><span style="color: #38761d;">The child as a collaborator-</span></b> children collaborate with each other, with teachers and with parents on projects and activities. Small group work is very important. When children are able to work in small groups they benefit both emotionally and cognitively. Emotionally they are given the chance to work with others and express their ideas to a group of peers. Cognitively children are able to witness how others solve problems<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:03">,</ins></span> thus learning that there are several ways to solve a particular problem. It is also important for them share their opinion<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:03">s</ins></span> as well as receive compliments or constructive criticism about their own work. Children are able to construct their own approaches to learning by collaborating with their peers. (Ed. Giudici &Rinaldi, 2001, pp. 251-257). Children also collaborate with their teachers. Teachers listen and take in consideration children’s ideas and thoughts. The children and teachers often work together when choosing materials, making plans<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:04">,</ins></span> and developing ideas for projects. </span></div>
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<span style="font-family: Arial;"> <b style="color: #38761d;">The child as a communicator-</b> this approach <span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:04">promotes the concept </ins></span>that children have a hundred languages. Children have the right to have access to quality materials and mediums for expression. Teachers understand that there are many ways that children can tell a story or express ideas. To name a few, children<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:04">may</ins></span> use clay, paint, natural materials, blocks, dramatic play, poetry, songs and wire to communicate their thinking. All children<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:05">,</ins></span> regardless of age, ability<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:05">,</ins></span> or interest are able to communicate in some way. This is one reason I feel this approach is not only good for young children but also older children and children with disabilities. </span></div>
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<a href="http://1.bp.blogspot.com/_w1BrWfOP08A/TAYWKqcKrvI/AAAAAAAACig/zEJFv7k49dM/s1600/DSC00989_1_-600x450.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="http://1.bp.blogspot.com/_w1BrWfOP08A/TAYWKqcKrvI/AAAAAAAACig/zEJFv7k49dM/s320/DSC00989_1_-600x450.jpg" width="320" /></a><a href="http://4.bp.blogspot.com/_w1BrWfOP08A/TATRNXVE2rI/AAAAAAAAChI/pwz3I_i-MTo/s1600/si_UEw400_Dsc04092_1_.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="http://4.bp.blogspot.com/_w1BrWfOP08A/TATRNXVE2rI/AAAAAAAAChI/pwz3I_i-MTo/s320/si_UEw400_Dsc04092_1_.jpg" width="320" /></a><a href="http://2.bp.blogspot.com/-icEZrDp4lqA/TgrUMO6akcI/AAAAAAAAGBc/6faP2YrYb0I/s1600/reggio-emilia-innovative-approach-education-800x800.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="http://2.bp.blogspot.com/-icEZrDp4lqA/TgrUMO6akcI/AAAAAAAAGBc/6faP2YrYb0I/s320/reggio-emilia-innovative-approach-education-800x800.jpg" width="320" /></a><a href="http://4.bp.blogspot.com/-F4BLHt3UV40/ThEGIWYi9KI/AAAAAAAAGFA/Jr7ZjjdEeyo/s1600/Term%2525202%252C%252520week%2525202%252520Mon%252520Cam%2525201%252520052.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="241" src="http://4.bp.blogspot.com/-F4BLHt3UV40/ThEGIWYi9KI/AAAAAAAAGFA/Jr7ZjjdEeyo/s320/Term%2525202%252C%252520week%2525202%252520Mon%252520Cam%2525201%252520052.jpg" width="320" /></a><span style="font-family: Arial;"> <b><span style="color: #38761d;">The environment as the third teacher</span></b>- as a teacher <span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:05">who has worked</ins></span> in several different Reggio schools<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:05">,</ins></span> I have witnessed how important the environment is and how much influence it has over children’s learning. This approach encourages very organized and aesthetically beautiful environments. Schools resemble that of children’s actual homes and place<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:05">s where</ins></span> they can be comfortable. There are many “intelligent materials” available that provoke thought and encourage exploration<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:06">. T</ins></span>hese materials are organized thoughtfully so that children can gain the most from them. Every aspect of the space is thought out with intentionality and purpose. I have learned from this approach to always ask myself many questions<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:06">,</ins></span> when setting up a room or redesigning one. All materials and spaces <span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:06">should be </ins></span>engaging and inviting. </span><span style="color: black; font-family: Arial;">I believe that creating such an environment is very beneficial to children. Reggio teachers take a lot of time organizing the environment in their classrooms on a both an annual and daily basis (Strong-Wilson, Ellis, 2007, 40-47). Each year it is important to organize a classroom with materials that are developmentally appropriate for the children with which teachers are working. When organizing the environment at the start of a new school year, it is important to collaborate with colleagues and to share suggestions and ideas about a new environment. A lot of thought should be put into every aspect of the environment. With every new addition <span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:07">t</ins></span>he Reggio approach<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:07">has taught me</ins></span> to, as<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:07">k</ins></span> questions like: “what is the purpose of this?” ‘What might the children learn from this?” and “what are my initial hypothesis about how this space may evolve and what lessons will be learned?” I believe in making choices with meaning behind them. The physical characteristics of any school environment reveal a great deal about how children are regarded and the value assigned to the processes of teaching and learning that characterize the setting. The Reggio Emila school environments are noteworthy, not only because they are aesthetically and intellectually stimulating, but because they convey a respect for the interest, rights, needs, and capacities of those who use that space (Edwards, Gandini & Forman, 1998, p. 266). I share these goals <span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:09">to promote </ins></span>a learning<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:09"></ins></span> environment<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:09">and</ins></span> for the <span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:09">comfort and stimulation of the </ins></span>children who I teach. </span></div>
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<span style="font-family: Arial;">-<b><span style="color: #38761d;">Teachers as partner, nurturer and guide</span></b>-. The Reggio approach to education values children as partners in their own education. Teachers respect and listen to children<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:10">,</ins></span> always taking in their ideas and thoughts on long<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:10">-</ins></span>term and short-term projects<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:10">,</ins></span> as well as their input on daily routines and events. Teachers in Reggio Emilia<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:10">,</ins></span> and those who model their style after those teachers<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:10">,</ins></span> are dedicated to extensive professional development opportunities. These may include meeting frequently with their teaching team and other teachers in the school, attending conferences and workshops on early education and researching on their own about what the children are learning and the children themselves. Reggio teachers are continuously evolving their practice based on research and experience. These teachers are knowledgeable and prepared every day when working with children. They provide children with provocations to further their learning and are able to listen to children and take what they hear from the children to help guide explorations. Unlike many teachers who use the direct instruction model, Reggio teachers consider themselves as researchers right along with the children. They do not stand at the front of the class teaching lessons and giving problems. Instead Reggio teachers learn along the side of children. They allow children to come up with their own problems and their own way of finding the solution. These teachers do help children stay on task by asking open ended questions to facilitate thought and discussion.</span></div>
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<b style="color: #38761d;">Teachers as Researchers</b><span style="font-family: Arial;"><b style="color: #38761d;">-</b><b> </b>Teachers are constantly reviewing with one another information<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:11">that</ins></span> they have learned from their children <span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:11">and </ins></span> discuss<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:11">ing</ins></span> ideas about what the children’s theories and hypothesis may be. They also meet together to discuss strategies for sustaining a project or for working with children in a specific learning group or<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:12">on a</ins></span> long-term project. Teachers also meet with a pedagogista, who helps teachers develop ideas for projects.<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:12"></ins></span> It helps teachers to be able to have a conversation weekly with a very experienced teacher to talk about projects happening in their room. Children attending schools with pedagogistas benefit greatly from their teachers having this valuable planning time and the school investing so much into the work of the children. </span></div>
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<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/_buhRs7MecIk/TBTMQMada_I/AAAAAAAAAA0/VPIgIJbf2e0/s1600/hundred+languages+of+children+exhibition.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="290" src="http://4.bp.blogspot.com/_buhRs7MecIk/TBTMQMada_I/AAAAAAAAAA0/VPIgIJbf2e0/s320/hundred+languages+of+children+exhibition.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Above: From the Hundred Languages of Children Exibit</td></tr>
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<a href="http://3.bp.blogspot.com/_w1BrWfOP08A/TAMBlVRsidI/AAAAAAAACdo/YssXp-chmek/s1600/000_0004.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="239" src="http://3.bp.blogspot.com/_w1BrWfOP08A/TAMBlVRsidI/AAAAAAAACdo/YssXp-chmek/s320/000_0004.JPG" width="320" /></a><a href="http://4.bp.blogspot.com/-rUlJbMmmoN4/Tiyy0iN2OmI/AAAAAAAAGUE/8Gz33uEWog0/s1600/term+2+week+2+055.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="212" src="http://4.bp.blogspot.com/-rUlJbMmmoN4/Tiyy0iN2OmI/AAAAAAAAGUE/8Gz33uEWog0/s320/term+2+week+2+055.jpg" width="320" /></a><span style="font-family: Arial;"><b style="color: #38761d;">Documentation as Communication:</b><b style="color: #38761d;"> </b> Documentation is very important to Reggio teachers and school communities embracing this approach. There are many reasons why documentation is important. One reason is that it is a way for teachers and children to reflect on their work. It serves as a reminder of the history of a school and projects. It is also a tool for teachers to use to connect theory and practice. Documentation usually is more than just telling a story about children. Often times it also connects the children’s story to child development research. By composing documentation<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:13">,</ins></span> teachers are able to organize their thoughts and research topics that are relevant to their learning group. Documentation also helps communities and visitors gain a stronger image of children by showing the in depth and complex mental processes <span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:14">of which</ins></span> children of all ages are capable<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:14">.</ins></span> It also serves as a communication tool between a school and parents. Many Reggio inspired schools use not only museum quality documentation <span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:14">for wall displays, </ins></span>but also use digital documentation to communicate with parents.<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:15"></ins></span><span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:15"></ins></span><span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:15"></ins></span> Daily digital stories or journals<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:15">are often used</ins></span> to communicate with parents about their child’s day. These stories contain pictures, transcripts of children’s conversations and connect practice and theory. By connecting practice and theory daily, teacher’s help parents better understand<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:15">their</ins></span> child<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:16">’s</ins></span> development, <span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:16">the educational </ins></span>philosophy<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:16">,</ins></span> and how the school promotes thought and interacts with their children. Documentation also shows children that teachers and parents value their work. It is very important for Reggio teachers to show children that they are important and valued.</span></div>
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<a href="http://www.ourschool.ca/blog/wp-content/uploads/2009/02/photos.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="271" src="http://www.ourschool.ca/blog/wp-content/uploads/2009/02/photos.jpg" width="320" /></a><span style="font-family: Arial;"><b><span style="color: #38761d;">The parent as partner:</span></b> Parents are partners in their children’s education. They are seen as a valuable and essential part of the school community. Parents are welcome<span class="msoIns"><ins cite="mailto:395633" datetime="2011-04-18T19:16">d</ins></span> and encouraged to participate in school activities and projects. They are also encouraged to collaborate with teachers and other parents on projects to help facilitate learning (New, 2007, p.8). </span></div>
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</span></div>Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.comtag:blogger.com,1999:blog-2923432281960233656.post-28663886082910380792011-09-29T19:50:00.000-05:002011-09-29T19:50:44.081-05:00Moving back to Austin<a href="http://28.media.tumblr.com/tumblr_lmbwreZRNl1qaobbko1_500.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="http://28.media.tumblr.com/tumblr_lmbwreZRNl1qaobbko1_500.jpg" width="320" /></a>We are so excited to be moving back to Austin to pursue our dream of developing this amazing school. Right now my new hobbies include pinning items for the school on pinterest and looking on craigslist for free items that we can use for AGS. I can not wait to get to Austin so I can begin collecting all of the FREE school furniture and begin with all of the DIY projects I have pinned. Here are some of my favorite pins so far.<br />
Follow me on pintersest @ Jackie Coryell <br />
This is an amazing idea for a reading nook<br />
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I love anything that is inspired by nature. Love these stumps for causal seating. I also just found a bunch of free stumps on craigslist so I am super pumped!<br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://assets.curbly.com/photos/0000/0012/4264/1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="158" src="http://assets.curbly.com/photos/0000/0012/4264/1.png" width="320" /> </a></div><div class="separator" style="clear: both; text-align: center;">Love this idea for outside. So peaceful and relaxing. <a href="http://d30opm7hsgivgh.cloudfront.net/upload/234914776_Gdw09xQ1_c.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://d30opm7hsgivgh.cloudfront.net/upload/234914776_Gdw09xQ1_c.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"> </div> I will continue to post pics as I post them onto pinterest. Also, I realize as of today I have no followers as this is my first post. Hopefully that will change over the next few months :)Dr. Jhttp://www.blogger.com/profile/12629692160635863549noreply@blogger.com