Memphis Adult High School Back to School Orientation

Memphis Adult High School Back to School Orientation
August 5, 2015 Seating and organization (Library) 9 til 9:15 am 2015/16 Instructional Focus 9:15-10am PowerTeacher sign-up (computer labs) 10 til 11:30 am TEM “look-fors” (Dr. Lowe) 11:30 til 12 am TEACH (1-7) 12 til 1 pm Work on teacher website (syllabus update) 1 til 1:45 pm Closing remarks (Dr. Lowe) 1:45 til 2:00 pm

Accountability Instruction Administration Dr. Lowe
Dr. Lowe’s Memos Focus Accountability Instruction Administration Dr. Lowe

Dr. Lowe’s Memos SMS Attendance
The primary way of calling attendance is through SMS. Use sign-in sheets to record warm body counts. Use grade books and any other external sources to record grades or collect data, but student attendance MUST be verified and recorded via SMS. Dr. Lowe

Dr. Lowe’s Memos Bell Work
Due to problems related to tardiness and general accountability, All teachers must provide a bell work assignment to be administered during the first five minutes of class. This MUST be a graded assignment to be recorded in the teacher grade book. This assignment is NOT to be part of any make-up process

Summative Assessments
Dr. Lowe’s Memos Summative Assessments Due to problems related to attendance and general accountability, All teachers must provide a quiz (summative assessment) to be administered at the end of class. This assessment could also be a ‘Ticket out the door’ as long as the activity is graded. This assessment MUST be part of any make-up process.

Whiteboard Protocol (example)
Monday, March 2, 2015 Standard- Rewrite expressions involving radicals and rational exponents using the properties of exponents. BELL WORK Solve: 1.) 2x + 4 = 9x – 24 OBJECTIVE: The learner will (TLW) multiply complex numbers using the FOIL . CLASSWORK: TLW Review the FOIL METHOD HOMEWORK: Page 26, practical exercise #7 Module 3-6 EXIT TICKET: Summative evaluation (Daily quiz)

Dr. Lowe’s Memos Standards
Standards will be posted as a part of Whiteboard Protocol for SY For links to you specific content area, go to , and click “standards”. Dr. Lowe

Dr. Lowe’s Memos Weebly Websites
Having an updated published website will be a mandated practice for the school year. At a minimum, teachers must post there unit plan, weekly lesson plans, or syllabus. At a minimum, teacher must post 12 PowerPoint lessons . There must be at least 3 for each quarter. Dr. Lowe

Dr. Lowe’s Memos PowerTeacher
All teachers will be required to use PowerTeacher as their gradebook option next year. This will minimize the amount of workload placed on the SMS administrator during peak grading periods. Dr. Lowe

Attendance Policy Changes
Lowe’s Memos Attendance Policy Changes Students can be dropped from roll if they miss 8 hours(4 days) of class in a full semester course or 4 hours (2 days) of class in a half semester course.

Lowe’s Memos Tardiness Policy
Students can be excluded from class if they are tardy greater than 30 minutes. Any time tardy up to an 30 minutes will be timed and counted against drop from roll attendance.

Lesson Plans 2014/15 Lowe’s Memos
Each teacher is required to publish a website through A syllabus should be included on your “about” page, and your whiteboard protocol should be updated daily on your “student resources” page Dr. Lowe

Dr. Lowe’s Memos Teachers!
Quarter 3 (Q3) ends on Friday, March the 6th. All teachers must submit a grade for each student who attends Memphis Adult High School. If you teach a Q3 class, a final grade must be given. All other students are at least completing a part of a semester (P1 or P2). A grade must be entered into SMS no later than Thursday, March the 5th. Dr. Lowe

Teacher Absence Policy (Non Emergency)
Lowe’s Memos Teacher Absence Policy (Non Emergency) Teachers will notify Dr. Lowe (text or call ) and students in non-emergency situations. A non-emergency is knowing that you will be absent prior to the date of absence. The teacher will inform students of assignments due, and let them know that their presence is not required on the day of teacher absence

Teacher Absence Policy (Emergency)
Lowe’s Memos Teacher Absence Policy (Emergency) In the event of an emergency (an event of absence not known until the day of), please provide an assignment for students to complete and turn in on the next class day. Please send to me via . We will have the students sign a roster as proof of attendance.

Evacuation Procedure Lowe’s Memos
Collect the Employee Hazard book that is posted on the communication board in your classroom Collect your roll book. Quietly and orderly guide your students out of the building in accordance with posted evacuation guide sheet. Do NOT take elevator or allow a student to take the elevator unless wheelchair bound. Evacuate building and walk in single file to the general vicinity of the gymnasium parking lot. Take accountability (call roll) and make sure all students are present.

Professional Development Day
Lowe’s Memos Professional Development Day Due to SCS Parent-Teacher Conference night, many of our night teachers will have to work at their primary schools (day jobs). For this reason, all Adult High School (AHS) classes will be closed. AHS day classes will be open at the regular schedule.

SMS and Sign-in Sheet Attendance
Lowe’s Memos SMS and Sign-in Sheet Attendance Please make sure that you mark attendance via SMS. Also continue to have students sign-in on designated roster sheets and turn in to my mailbox.

Walk-Through Observations
Lowe’s Memos Walk-Through Observations Informal walk-through observations will be used to initialize the observation process. Expect walk-through scores to be low because the attached instruments are designed to fore warn teachers of things to expect in their formal reviews. Dr. Lowe

Lowe’s Memos Guidance Services
Please note that the guidance office that was formerly located in B215, has moved to building “C”. Please direct all students needing guidance, counseling or transition services to the building “C” central office as needed. Dr. Lowe

Dr. Lowe’s Memos May Coordination
The last day for students is the 22th of May. The last day of class for project graduation students is May the 7th. The last day of project graduation grade submission is May the 8th. The last day to turn in grades for graduating MAHS students is May 12th, The last day to turn in grades for non-graduating MAHS students is May 20th, 2015.

Dr. Lowe’s Memos Teachers!
Students will not attend class on Thursday, December the 11th due to cap and gown activities. Teachers however, ARE required to be here to assist as needed. Graduation ceremonies will be Sunday, December the 21st. Please get with Ms. Rildia Dennis if it is your desire to attend the ceremony. She will brief you concerning your attire and responsibilities.

Memphis Adult High School Back to School Professional Development
August 6, 2015 Attend SCS content specific professional development. (Refer to SCS calendar for details.)

Memphis Adult High School Back to School Professional Development
August 7, 2015 Attend SCS content specific professional development. (Refer to SCS calendar for details.)

Memphis Adult High School Back to School Orientation
August 10, 2015 Student Orientation 9 til 11 am - Student Orientation 4 til 6 pm -Day staff only

Seating and organization (Library) 9 til 9:15 am
Memphis Adult High School Professional Development August 11, 2015 Seating and organization (Library) 9 til 9:15 am Distance Learning Overview (Dr. Lowe) 9:15 til 9:30 am Welcome to Weebly (Dr. Lowe) 9:30 til 10:00 am Formative and summative assessment strategies 10 til 10:30 am Higher order thinking, responsive questioning and checks for understanding 10:30 til 11 am 4 step block teaching concept. 12 til 1 pm Work on teacher website 1 til 1:45 pm Closing remarks (Dr. Lowe) 1:45 til 2:00 pm

Work on teacher websites 9 til 1:45 pm
Memphis Adult High School Professional Development August 12, 2014 Work on teacher websites 9 til 1:45 pm Create an “about” page… Go to as reference Create a Teacher instruction page… Upload syllabus Closing remarks (Dr. Lowe) 1:45 til 2:00 pm

Seating and organization (Library) 4:30 til 4:35 pm
Memphis Adult High School Back to School Professional Development August 12, 2015 Seating and organization (Library) 4:30 til 4:35 pm 2015/16 Instructional Focus 4:35-5pm PowerTeacher sign-up (computer labs) 5 til 7:pm Work on teacher website (syllabus update) 7 til 8:15 pm Closing remarks (Dr. Lowe) 8:15 til 8:30 pm Night Staff Only

Seating and organization (Computer lab) 9 til 9:15 am
Memphis Adult High School Professional Development August 13, 2015 Seating and organization (Computer lab) 9 til 9:15 am Whiteboard Protocol, Bell work… 4 step block teaching concept 10 til 12:00 am 1. Lecture (20 minutes) 2. Formative assessments (must be creative and must be included within the lecture. 3. Practical exercise 4. Summative assessment (a 5 to ten question quiz) Work in classrooms 12:00 pm til 2.

Seating and organization (Library) 4:30 til 4:35 pm
Memphis Adult High School Back to School Professional Development August 13, 2015 Seating and organization (Library) 4:30 til 4:35 pm 2015/16 Instructional Focus 4:35-5pm PowerTeacher sign-up (computer labs) 5 til 7:pm Work on teacher website (syllabus update) 7 til 8:15 pm Closing remarks (Dr. Lowe) 8:15 til 8:30 pm Night Staff Only

Teaching to the Block The success of block scheduling will be determined by the ability of teachers to incorporate a variety of teaching strategies within the new allotted time frame. To make this transition, teachers should receive extensive training to help them expand their teaching repertoire so that they can serve the needs of their students better.

Lecture (Formative Assessments, CFU’s)
Teaching to the Block Expectations Whiteboard Protocol Bellwork Lecture (Formative Assessments, CFU’s) Practical Exercise Summative Assessment Ticket Out The Door

Whiteboard Protocol (example)
Wednesday, July 15, 2015 Standard- Identify main ideas of descriptive, expository, or narrative passages and make inferences; draw conclusions; identify cause and effect, fact and opinion, details, author's purpose and point of view; and interpret figurative language. BELL WORK: What is the central theme of the book written by Dr. Suess entitled “Green Eggs an Ham”? OBJECTIVE: The learner will (TLW) Identify main ideas of a literary book, and make higher order thinking inferences. CLASSWORK: TLW read the book within a small group setting and discuss collaborative meaning. HOMEWORK: Page 26, practical exercise #7 Module 3-6 EXIT TICKET: Summative evaluation (Daily quiz)

How Learners Learn Teaching to the Block
Howard Gardner’s Multiple Intelligences

How Learners Learn Teaching to the Block
Traditionally, schools have taught to the students who are verbal/linguistic and/or logical/mathematical and many of our students have become labeled at risk, low achievers, or unmotivated because they were not taught in the ways in which they learned best. If we believe that all students can learn, then it is our responsibility to address each student’s particular way of learning.

Circle, Triangle Square
Teaching to the Block Circle, Triangle Square (Circle) Something that is still going around in your head (Triangle) Something that stood out in your mind (Square) Something that “squared “ or agreed with your thinking.

Decisions, Decisions Teaching to the Block
Given a prompt, class goes to the side that corresponds to their opinion on the topic, side share out reasoning, and students are allowed to change sides after discussion

Decisions, Decisions Teaching to the Block
In the book entitled “Green Eggs and Ham”, based on the suggestions listed, what is the author trying to say? 1. Green eggs and ham could be harmful and bad tasting. You should exercise extreme caution before trying it! 2. Take risks… You don’t know if you will hate it until you try it.

Focusing Instructions
Teaching to the Block Focusing Instructions While it is recognized that a 120-minute class has to include more activities, too often, switching to a longer time frame means adding additional unrelated activities. It is important to remember that the various activities will not help students internalize knowledge unless the activities are related in their focus and unless they have practical applications inside and outside the classroom. It is when learning is recycled in many different and meaningful ways that students begin to make the knowledge theirs.

Every Pupil Response Teaching to the Block
Each student receives a blue or red card. Each color represents a specific response. Students raise the card to provide the correct response to the question True or false… Teaching to the block means doing more of the same for longer periods of time. True or false… Teaching to the block means adding more activities to fill time. True or false… Teaching to the block means adding more meaningful activities to enhance knowledge retention.

The 120 minute class Teaching to the Block
For the successful 120-minute class, it is important to Class consider the variety of activities as well as the time element. “Classes of 120 minutes are best divided into three 40-minute sections, two 60-minute sections, or three 30-minute sections with a 20-minute opening and closing” Time should be divided to include interactive and independent activities. In addition, teachers will want to incorporate the proper mix of active vs. “downtime” activities.

The qualities of an effective 120-minute lesson plan are as follows • Variety Mental and physical activities, center of attention (teacher, single student, group presentations, guest speakers), learning styles, blocks of time, intensity. • Transitions If you are moving from one activity to another, you are going to lose some people UNLESS you make your transitions smooth, logical, and clear to students.

• Time to Present Information Don’t get so wrapped up in student-centered activities that you forget to plan time for presenting new information (by the teacher or a student.) • Time for Student Practice 120 minutes allows more time for teacher-guided practice in the classroom. • Time for Review and Closure Remember to review the previous day’s activities, as well as those of the current lesson, to keep students thinking about where they have been and where they are going.

The 120 minute class Teaching to the Block • Wise and Careful Planning
Don’t fall into the trap of thinking, “oh, we’ve got 120 minutes so we don’t have to start as quickly as we used to”--you still need to use all that time in the most educationally sound manner possible

Physical Well-Being Teaching to the Block
The students’ physical well-being cannot be overlooked. Schedule structured opportunities for movement in the room. Such physical activities could include the moving in and out of cooperative activities, the reorganization of desks for projects or viewing of video segments, the assignment of work at special stations, etc.

Teaching to the Block Physical Well-Being

Instructional Strategies
Teaching to the Block Instructional Strategies There are many existing strategies which can be applied to teaching on a block schedule. The following are a few examples: Cooperative Learning is: ...Students working together in small groups on tasks that require cooperation and interdependence among all individuals in each group. Students help each other to complete learning tasks and are rewarded for providing that help.

Teaching to the Block Instructional Strategies Research in the area of cooperative learning stresses that cooperation promotes higher achievement than interpersonal competition or individual efforts. The essential components of cooperative learning are: a. Positive interdependence b. Face-to-face interaction c. Individual accountability d. Interpersonal and small group skills e. Group processing Strategies The implementation of cooperative learning can include some of the following strategies:

Teaching to the Block Instructional Strategies • Round-Robin: Round-robin is designed to keep team members equally involved throughout an activity, and teaches the skill of taking turns. • Basic Jigsaw: Form groups of six (home team). Ask the students to count off, numbering themselves one through six. Give directions that all one’s will go to table one, all two’s to table two, etc. At the new table configuration, participants learn the information and become experts. Time will vary according to the complexity and volume of material. After a given amount of time, participants return to their original tables (home team). Each participant who is an “expert” on the topic teaches the others at the table the information just learned.

Teaching to the Block Instructional Strategies • Numbered Heads Together: This strategy allows for students to review. Students are put in groups, and each student is given a number. After a question is asked or a task assigned, the group works on the task. The answer is given only by the student with a specific number, i.e., the students with the number “three” in a group would answer the question. • Learning Partners: This strategy is usually done with student pairs. Students may be assigned a number (1 or 2). Ask students to turn to their partner and ask him/her something about the assignment, to describe how to do what you have just taught, to summarize the 2-3 more important points of the discussion, or whatever fits the lesson.

Teaching to the Block Instructional Strategies • Team Practice and Drill: In this model, the learning of the material is up to the group. Following a traditional lesson, each group gets together to practice. • Bookends: Before a film, lecture, large group class discussion, or reading, have students summarize with their partners (2-3) or group (4-5) what they already think they know about the subject and come up with questions, discuss new information, and formulate new questions. The thinking strategy K- W-L works well here.

Teaching to the Block Instructional Strategies • Line up: This activity can be done fairly quickly. The teacher asks the students to line up according to their birthday, height, etc. Students go around the room interviewing one another and line up accordingly. The teacher can then confirm by asking each student to state the information. • Four corners: This is a movement activity. Each student moves to a corner of the room representing a teacher-determined alternative. Students discuss within corners, then listen to and paraphrase ideas from other corners.

Group Work Teaching to the Block
There are many acknowledged advantages to group and and pair work. • They create a more positive and less threatening environment • They encourage multiple points of view. • They motivate the students by increasing the amount of conversation and enriching the variety of practice. This is especially important if we consider that under a 4x4 or alternate day scheduling, students receive 30 hours less of instruction.

Group and pair work are often mislabeled cooperative learning. Traditional learning groups place more emphasis on the task and less on positive interdependence and group processing. Often the social skills are assumed and/or ignored. There is less individual accountability in this setup. Some suggestions for group and pair work in the foreign language class include the following: a. Interviewing/surveying classmates in the target language to obtain information. b. Role playing according to given or invented situations.

1) Connect the role play to the theme and language that students have recently learned. Reduce the need to say something they have not yet learned. (2) Direct the conversational exchange. (3) Write the instruction so that students repeat a pattern or structure several times.

Students at the intermediate level can perform with more success when the role plays meet the following guidelines. 1) Pick a context. First line of introduction sets the scene and is addressed to the students. (2) Write broad, open-ended instructions for the students’ part. Students have to create with the language. (3) Make sure the students ask most of the questions

Technology Teaching to the Block
Technology is revolutionizing the way we live, and we must look at ways to integrate it into the teaching and learning. Block scheduling provides an ideal opportunity to involve the students in the use of technology through CD-Roms, the Internet, ing to pen-pals in different states or countries, laser discs, videos, multimedia, and School Television (STV) programs.

Memphis Adult High School Back to School Orientation

Similar presentations

Presentation on theme: "Memphis Adult High School Back to School Orientation"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Memphis Adult High School Back to School Orientation

Similar presentations

Presentation on theme: "Memphis Adult High School Back to School Orientation"— Presentation transcript:

Similar presentations

About project

Feedback