Tuesday, November 24, 2015

Day 57 - November creations and games! - Mrs. Hoyt - Pine Glen Kindergarten

Students created a board game during the month of November.  With the help of our parent volunteer we each had an opportunity to practice and play the game in class.  Games help us practice appropriate play, patience and sportsmanship.  In addition, this game helps us recognize the letters we have been learning and helps us practice making the sounds connection for each letter!

Thanks-A-Lot by Raffi is one of the songs we learned.  In addition we illustrated a booklet with the words to the song. 

Thanks to the generous contributions of our Room 103 families we have magazines to use as classroom resources.  Recently we hunted for pictures of items that start with particular sounds!  

We will be in need of other donations if parents would like to send in plastic grocery bags.

Monday, November 23, 2015

Day 56 - BHS Italian Program celebrates Italian Heritage Month - Mrs. Gentile and Mrs. Hoerle

This post originally appeared on the BHS World Language Dept. Blog
Mrs. Gentile and Mrs. Hoerle’s Italian III classes collaborated on a project to celebrate Italian Heritage month. Each class researched an Italian or Italian American who made a significant contribution to American culture. Each class worked independently to “surprise” the other class. On Thursday, November 12, the two classes met to present their projects and share some Italian treats. Here are three examples of what the students produced:

Friday, November 20, 2015

Day 55 - Up in the Clouds with Mrs. Hoyt’s Kindergarteners - Mr. Musselman - Burlington Science Center

This post originally appeared on the Burlington Science Center Website

Kindergarteners offer answers as to why predicting the weather is so important.
On Tuesday Mr. Musselman visited Pine Glen Kindergarteners in Mrs Hoyt’s class to take part in her “Everybody Reads” series! He brought along one of his favorite books as a child, “Cloudy with a Chance of Meatballs” by Judy Barrett. Mr. Musselman tied in the imaginative story of wild weather in the land of Chewandswallow with students own “Weather Wednesday” investigations. The class discussed why it was so important for the people of Chewandswallow to predict (make a thoughtful guess in Kindergarten speak!) what the weather would be like and how they would prepare for the weather each day.
cumulonimbus cloud can bring heavy rains, wind, and even lightning!
As a follow up, Mr. Musselman came in again on Weather Wednesday to share with students how clouds can be used to predict the weather. Students examined different kinds of clouds and shared what kinds of weather they would have to prepare if they saw these clouds outside their window. Mr. Musselman wrapped up the presentation by showing students how to make their own cloud, stopping at each ingredient to give students time to think about where on Earth they would find heat, water, and cold air to construct the much larger clouds in the sky!
Kindergarteners offer answers as to why predicting the weather is so important.
Kindergarteners offer answers as to why predicting the weather is so important.

Thursday, November 19, 2015

Day 54 - Did you say Turtles? - Mrs. Lee's fifth grader Daniel at Fox Hill Elementary

Here is our first guest blogger to tell you about some special visitors to our classroom.

Did you say Turtles?
Written by: Daniel

     Yes, I said turtles.  Here in room 13 we have gotten turtles from the Burlington Science Center.  We are very lucky to have these turtles accompany us in our classroom.  The names of the turtles are Mia and Dorito.  They are three-toed Box Turtles.  Here are some facts about them.  Their scientific name is Terrapene carolina triunguis.  They live generally in Texas, Georgia, and Alabama.  They usually eat earthworms and bugs.  Three-toed Box Turtles usually survive 25 to 40 years.

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Mia enjoying her salad.


Dorito would rather eat crickets.

Wednesday, November 18, 2015

Day 53 - BPS Remote Learning - Jenn Scheffer - BHS Mobile Learning Coach

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Blended learning in K-12 education and at the postsecondary level continues to rise as free, high quality technology resources become more accessible and easy to use. The integration of device agnostic applications and web-based tools provide students with access to curriculum materials anytime, anywhere…even during a Nor’easter!
Burlington Public Schools continues to explore the concept of remote learning and the BPS EdTech Team is encouraging teachers to take advantage of online tools that, when used purposefully, allow learning to continue even when students can’t physically be at school due to bad weather cancellations. As a district Mobile Learning Coach and high school Instructional Technology Specialist, I am available to assist teachers of all disciplines with the curation of online resources and the creation of blended learning experiences for their students. Whether you wish to work with me one on one or in a small group setting, I am available during the school day to help you and/or your team develop your BPS Remote Learning (formally BPS Blizzard Bag) resources.
Leveraging online tools including EduCanon, Edpuzzle, Zaption, Screencastify, MoveNote, QuickTime, Explain Everything, TED-Ed, Google Hangouts, and of course YouTube (see the instructional videos my Help Desk students and I have created on my channel) will help your instruction continue when mother nature strikes. What’s more, many of these tools provide meaningful formative assessment student data. The data gathered will in turn help you more effectively differentiate and personalize your instruction.
Learners in your classroom are used to being online. When they have questions, they Google the answers. When they need to learn something new, they turn to YouTube. It’s time to meet our learners where they are at and deliver a portion of our instruction in a place where they feel comfortable learning. Whether that’s YouTube, Google Classroom, your website or blog, your students (and their parents) will appreciate having access to your course materials even if school is cancelled. They will appreciate it even more when they can get out of school on time! Again, I’m available (during your prep period or after school!) to help you explore blended learning resources and discuss the best platform for disseminating these resources to your students. To book an appointment with me, please visit jscheffer.youcanbook.me. The appointment will automatically be added to my Google Calendar. I look forward to working with you, individually or with your department/team, and preparing for the winter of 2016. I hear it’s going to be brutal!

To learn even more about blended learning, check out my presentation slides from this year’s BPSCON:

Blended Learning: A Toolkit for Educators.

Tuesday, November 17, 2015

Day 52 - BPS Remote Learning K-8 - Diana Marcus - BPS Mobile Learning Coach

The goal of remote learning when school is cancelled due to inclement weather or other emergencies is to reduce the extent to which student learning is interrupted. While there is no substitute for the rich learning experiences present in our schools, students can continue to partake of the curriculum with teacher support even on days when access to school buildings is not possible. In most cases, this will require minor adaptations of materials already available or providing additional opportunities for practice of learned material.
Remote learning on inclement weather days will, of necessity, look different for students in grades 1-8 as these students do not have access to their district-supplied iPads at home. Additionally, accessing materials online and utilizing email, while technically possible, is more difficult for students in the earliest grades. Most students do have access to a web-enabled device at home (tablet, smartphone, laptop, or desktop) and it will be important for the school to determine who does not have this access in order to make a decision as to the best way to address remote learning.
Examples of upper elementary and middle school English Language Arts include literature responses to teacher-selected or independent reading, writing prompts, and vocabulary work. Math work on remote learning days can focus on additional practice of math fluency and problem solving using paper-and-pencil materials or one of the online programs to which we subscribe (TenMarks, Symphony, Reflex Math). This would also be an opportunity for “show what you know” assignments for which teachers may not have time in class. For example, students can create a product that demonstrates their deep understanding of a current topic in math, incorporating relevant vocabulary, strategies, and algorithms using the medium of their choosing. Many of the “Writing in Math” problems supplied with the Envisions program can be made into these assignments.
Science and Social Studies both lend themselves to a “flipped” model, with students reading or watching materia at home and summarizing the content or generating questions for a class discussion when students return to school.  
Students will have greater success with these learning experiences if they have prior practice. For example, if students will be asked to take notes or generate questions relating to a video as part of a remote learning assignment, they should have directed practice taking notes and generating questions on videos in class so that they know the routine.
I am available to work with teachers individually or in teams on any of the above resources or to co-plan for remote/blended learning experiences. Simply drop me an email at marcus@bpsk12.org or set up an appointment online athttps://marcusbpsk12.youcanbook.me/