V O L U M E 1 E D I T I O N 2

Monroe Educator Insider

Inside Barclay Brook – Mind Mapping K-12 DI Strategy by Barclay Brook Staff pp.2-4 MTHS - SAMR Model Professional Development at the High School pp. 5-6 MTMS - Infusing Technology In the MTMS Classroom pp. 6-8 Oak Tree - One School: Many Cultures pp.8-10

The Chicken & The Egg Vs.

Common Core & PARCC

Unlike the age old adage of which came first the Chicken or the Egg, it is very clear that the Common Core State Standards came first and now we are gearing up for the first set of assessments in the form of the PARCC. While the Chicken / Egg dilemma is a circle which has no beginning and end, the CCSS are the starting point and a direct line to the appropriate assessments. Our focus in Monroe is on teaching to these standards through well- planned thought-out units of study. Formative assessments are used frequently to drive and shape student-centered instructional best practices that help our students think deeply and make connections. Hands-on, authentic, project and problem based activities are the means for our students to prepare and achieve on the PARCC. Be on the look out for our new district PARCC readiness website that we will be launching soon and enjoy our 2nd edition of our professional development newsletter.

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Mind Mapping: K-12 DI Strategy By Barclay Brook School

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Mind Mapping to their class is to start with something simple and fun for their students. An example would be to create a Mind Map of a “How-To” Mind Map. Once students get used to the idea of Mind Mapping you can show them how it can be applied in many other ways.

What do I need to Mind Map?

Mind Mapping is an innovative strategy and all you need to get started is a topic, blank unlined paper, colored markers, pencils or pens, and your students’ ideas and imaginations. Younger learners can be given a list of key words to include, while older students can be given more freedom and flexibility in creating their own tiered vocabulary words. These displays of creativity can also be assessed using a rubric.

What are the 5 essential

characteristics of Mind Mapping? Taken from: www.MindMapping.com

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Mind Mapping is a unique differentiated instruction strategy that allows students the opportunity to “map out” and visually communicate their ideas. Created by Tony Buzan in the 1960s, Mind Maps can be used to summarize and take notes, problem solve, study and memorize information, brainstorm an essay or topic, present information, and so much more.

How do I introduce Mind Maps into the classroom?

The best way for teachers to introduce

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• The main idea, subject or focus is crystallized in a central image. • The main themes radiate from the central message ‘branches’. • The branches comprise of a key image or key word drawn or printed in its

associated line. • Topics of lesser importance are represented as ‘twigs’ of the relevant branch. • The branches form a connected nodal structure.

How do I draw a Mind Map? Taken from: http://liteMind.com

• Start in the middle of a blank page, writing or drawing the idea you want to

develop. • Develop the related subtopics around this central topic, connecting each of them to

the center with a curved line. • Repeat the same process for the subtopics, generating lower-level subtopics as you

see fit, connecting each of those to the corresponding subtopic. • Keep in Mind:

o Use colors, drawings, and symbols wisely. o Keep the topics or labels as short as possible. o Vary text size, color, and alignment.

What are the benefits?

The benefits of having your students

Mind Map are unlimited. Mind Maps clarify student thinking, develop critical thinking skills, and bring creativity into the classroom.

What can I use Mind Mapping for? • Group collaboration • Lesson planning • Essay structure • Assignment planning • Link school and home activities

Mind Maps allow for the user to be creative and explore a range of ideas and thoughts, which you might not even know were stored in your brain.

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Want to learn more? http://www.Mindmeister.com http://www.Mindgenius.com http://www.thebrain.com Video Clips: http://www.youtube.com/watch?v=4wZ5wV5dPZc http://www.youtube.com/watch?v=wLWV0XN7K1g Book Resources: Mind Map Handbook: The Ultimate Thinking Tool by Tony Buzan

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What are some lesson ideas? Mind Mapping can be applied to

all different subjects. Here are just some of the ways you can incorporate Mind Maps into your classroom. Reading

• Story Elements • Connections • Non-fiction • Character Analysis • Author Study • Literary Devices

Writing • Brainstorming

Math • Fact Families • Statistics • Geometry

Science/Social Studies/Health • Culminating Activity

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SAMR  Model  Professional  

Development  at  the  High  School    By    

Kevin  Higgins  Courtney  Pepe  

The  2013-­‐2014  school  year  has  seen  an  increased   focus   on   professional  development   for   the   21st   century  classroom.  The  high  school  staff  has  been  participating   in   professional  development   that   is   improving   teacher  practice   and   student   outcomes   as   we  prepare   to  move   into  our   fourth   year  of  the   iPad   initiative.     Over   the   past   two  years   the   school   has   been   focused   on  using   the   SAMR   model   for   technology  integration,  which  is  a  scaffolding  

blueprint   for   using   technology   in   the  classroom.    This  year’s  school  goal  is  to  have  teacher’s   progress   one   level   on   the   SAMR  model.     In   late   February   several   staff  members   participated   in   a   differentiated  SAMR   professional   development  opportunity.    The  novice  group  took  a  mini-­‐workshop  called  Sassy  SAMR,  which  focused  on   instructional   strategies   such   as   digital  storytelling,   classroom   response   systems,  and   using   technology   to   support   our  Marzano   framework.     The   advanced   group  spent   the  afternoon   in   a  mini-­‐course   called  Super   Sassy   SAMR.     In   this   session   they  focused   on   strategies   and   techniques   that  would   transform   the   physical   environment  of  the  21st  century  classroom.      

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           The  four  levels  of  the  SAMR  model  are  substitution,  augmentation,  modification  and  redefinition.      Substitution  –  technology  is  used  to  perform  the  same  tasks  done  before  the  technology  was  introduced.    Augmentation  –  common  classroom  tasks  are  now  being  completed  using  the  technology.    A  student  centered/paperless  classroom  has  emerged.  Modification  –  There  is  a  significant  functional  change  in  the  classroom.  Technology  is  used  to  give  students  options  and  a  personal  stake  in  the  work.  Redefinition  -­‐  Technology  allows  for  new  tasks  that  were  previously  inconceivable  in  the  classroom.    Technology  removes  the  walls  of  the  classroom  and  allows  students  to  communicate,  collaborate  and  think  on  a  global  level.    

The  goal  of  Monroe’s  21st  century  classroom  is  to  have  our  teachers  and  students  move  from  one  level  to  the  next  employing  greater  technology  integration.    Whether  a  teacher  moves  from  not  using  to  a  substitution  level,  or  from  modification  to  redefinition  level  the  professional  development  offered  by  the  district  will  help  them  reach  that  goal.    

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The  teachers  signed  up  for  accounts  in  Thinglink:  a  platform  that  allows  teachers  and  their  students  to  blend  links,  videos,  and  images  for  an  enriched  contextual  experience.  This  also  makes  the  interaction  during  the  PD  more  interactive.    Also,  the  teachers  worked  very  hard  to  learn  how  to  use  Augmented  Reality  technology.    Augmented  Reality  is  a  technology  that  allows  for  a  student  experience  that  would  have  been  previously  inconceivable  prior  to  the  iPads.    The  teacher  uses  the  LAYAR  platform  to  create  two-­‐dimensional  learning  objects  that  become  three  dimensional  videos,  photo  galleries,  or  hyperlinks  when  the  students  use  the  LAYAR  app  scan  them.    This  technology  leads  to  high  levels  of  student  engagement  and  a  deeper  understanding  of  the  content.    Another  round  of  these  workshops  will  take  place  towards  the  end  of  April.  

There  are  countless  websites  and  resources  on  the  SAMR  model  including  SAMR  Model  Explained  for  Teachers  at  www.educatorstechnology.com.    The  model  is  the  creation  of  Dr.  Ruben  R.  Puentedura,  a  leader  in  technology  education.    

   

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Infusing Technology in the MTMS Classroom – by MTMS professional development committee

Effective technology integration supports four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Infuse Learning is an easy and effective way to bring all of this into your classroom. Teachers can create online quizzes prior to class or ask questions spontaneously. Infuse Learning can be used with multiple devises including iPads, android devices, laptops or desktops. Students just need to enter their name and your classroom code to join your virtual classroom.

Visit www.infuselearning.com

“Is it a race?” “Who got the answer first?”

“Yes! We got it!” The technology tools embedded in Ms. Lowden’s Social Studies classroom serve as powerful motivators in her classroom. A lesson on the Middle Ages is brought to life using a free student response system called Infuse Learning. Based on a previous reading assignment, students are asked an open-ended response question – just one of the different types of questions that can be asked. Pairs of students collaborate and then type their answers, which can then immediately be seen and acknowledged by the teacher. As the lesson continues, students are asked a variety of question types including multiple choice, sorting, Likert Scale and even a drawing response. Students are actively engaged in learning the content and the teacher receives instant feedback as to which students, if any, are not grasping the content.

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One School, Many Cultures By: Oak Tree Elementary School (Kim Synarski, Stephanie Chin, Amanda McGarry and

Brigette Fleming)

Create Digital Flyers with Smore.com Quickly and easily create digital flyers that you can print, email or share online by posting to your Schoolwires webpage. Use the templates that are provided online and easily modify them. Embed pictures, videos, links, buttons, galleries, music and more. S’more can be used to create flyers that promote Pretzel Day, Pajama Day and other various fundraisers and projects that are done throughout the district. Wow your students with PowToon Are you looking for new ways to grasp your student’s attention? Create your own animated cartoons. Teachers can register for a free account and use the many free templates. Powtoons can be used to deliver content to your students or introduce new projects. Once the powtoon is created it can be saved and uploaded into PowerPoint presentations, Schoolwires webpages or Youtube. Join the Conversation Have you considered a professional twitter account? Use Twitter to follow other educators. #njed chat is every Tuesday at 8:30 pm. This hour long chat has a moderator and set questions which you can respond to or just "listen" to the conversation. #mschat is for Middle School teachers and takes place every Thursday at 8. View the links below for a list of education hash tags and weekly twitter chat times. https://www.smore.com/kzh18

What comes to mind when you hear the word “diversity?”

Here at Oak Tree, we have given a new meaning to the word through our Cultural Expressions Committee. The Cultural Expressions Committee is comprised of various staff members across grade levels.

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The purpose of the committee is to promote cultural awareness and show unity within a community. Throughout the year, this committee meets to coordinate activities to celebrate the diverse school population. As quoted by Mrs. Dinsmore, the founder of the committee, “Cultural Expressions was created to recognize the increasing diversity of the population at Oak Tree School through many forms, including literature, art, music, sports, dance, and geography. Every student and staff member is a participant in this unique celebration of how our differences make us unique. This is a perfect way to show that when we come together as one school, wonderful things can be accomplished because of those differences."

This year each class is assigned a different country to represent the different cultures around the world. Each month, an element of that country is introduced to the class such as a book, the National Anthem, a dance, or a video clip. For the month of April, each class created a craft to represent their country which was displayed on the bulletin board along with information about the country such as how to say hello in the native language, a favorite food and a map of the country, just to name a few. Various sample activities were posted on Oak Tree’s Teacher Shared folder to give all classes the opportunity to explore other countries and share relevant resources. At the end of April, students in Oak Tree will go on a “Walk Around the World” scavenger hunt to explore each country and identify important information about each country.

All of this is a perfect tie-in to our “Rising Stars” program here at Oak Tree, which focuses on a specific theme each month. May’s theme is “Cultural Awareness,” which fits impeccably with our Cultural Expressions vision and mission. To address this theme, students will create flags for their country to cheer on their team at our World Cup Soccer event during the month of May. At this event, each grade level will compete in a soccer tournament where soccer skills, rules, and good

sportsmanship which have been taught in their physical education classes will be demonstrated. In June, our field day will have an Olympic theme where once again countries will be represented at each event. Our field day will consist of an opening and closing ceremony where our classes will unite as a school.

Our staff and students are excited to participate in these events and are

looking forward to sharing information that pertains to some of their backgrounds. They are eager to share their own personal experiences from traveling to some of these countries with their families. Recognizing each other’s differences is vital in the acceptance of others, and that is just what Oak Tree has done through the Cultural Expressions Committee!

SPRING 2014

The Mission of the Monroe Township School District in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-trained

committed staff in a safe and orderly environment. Core Beliefs

All decisions are made on the premise that children come first All district decisions are made to ensure that practices and policies are developed to

be inclusive, sensitive and meaningful to our diverse population We believe there is a sense of urgency about improving rigor and student

achievement All members of our community are responsible for building capacity to reach

excellence We are committed to a process for continuous improvement based on collecting,

analyzing and reflecting on data to guide our decisions We believe that collaboration maximizes the potential for improved outcome We act with integrity, respect, and honesty with recognition that the school system

serves as the social core of the community