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Divide and Slide

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Reading Workshop

Currently I am implementing the Reading Workshop method in my classroom, a teaching method in which the goal is to explicitly teach students strategies to become more skillful at comprehending text. It involves students in authentic reading experiences that focus on the strengths and needs of each individual student through differentiated instruction. Reading Workshop also emphasizes the importance of student engagement and the interaction between readers and the text

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Other Languages   Along with my love for the English Language, I also am a fluent speaker of the Polish Language.

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Other Languages   Along with my love for the English Language, I also am a fluent speaker of the Polish Language.

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The best abilities and interests to describe myself are: I’m generous, friendly, and patient. I like to help others and make them feel good.  I want to improve my life by taking good steps towards the future and teach my students to do the same. I have taught various subjects and I have taught both native and non-native speakers of the English Language. Throughout the school year, I enjoy improving the student skills in reading, writing, listening and speaking.  I have noticed that students learn more when they experience what they are learning, also when teachers use different materials to illustrate what they are learning. Overall, I love helping kids learn what they need to be successful.

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Educational Background

I have obtained a M.A. degree from Concordia University in Curriculum Instruction,  my second M.A. degree  is also from Concordia University in Educational Administration, my  B.A. degree is from Illinois State University in Elementary Education and I also have  an A.A. degree from Moraine Valley Community College in General Education.  I am certified in Elementary Education (K-9) and Administration.  I also hold Middle School Endorsements in Reading, Language Arts, Social Science, and English as a Second Language.

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Learning new things
Volunteering
Sports
Guitar
Painting
Reading
Biking
Wakeboarding

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Working with the kids!

Ah-ha moments.

Watching students problem-solve.

Each day is different

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Optimistic, calculated risk takers.

Collaboration.

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To guide students to their highest level possible.

The love for kids.

For the love of learning.

We embrace the culture of change.

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Getting caught up in emotions and frustrations instead using it as an agent of motivation.

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Finley Jr. High
(not pictured: Geoff + Laura)

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Kelly Enskat | 6-8/Art
Melissa Mladek | 8/Math
Karoline Burcheri | 7/ELA
Pete Krason | 6/SS
Laura Grachan, Principal
Geoffery Youngberg, Assistant Principal
Discovery Education Coach, Elaine Roberts

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Mr. Krason and his students did a Mystery Skype with students in Monterrey Mexico.

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Mr. Krason and his students did a Mystery Skype with students in Monterrey Mexico.  The students took turns asking questions in order to guess where the students were located.  Mr. Krason's students used a Google Document to ask questions and two classmates read the questions to the partner school.

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Mr. Krason and his students did a Mystery Skype with students in Monterrey Mexico.  The students took turns asking questions in order to guess where the students were located.  Mr. Krason's students used a Google Document to ask questions and two classmates read the questions to the partner school.

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Mr. Karson's students were able to ask the students in Monterrey questions.

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The students in Monterrey were preparing for a program for their Constitution Day.  They shared their presentation with Finley students.

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The students in Monterrey were preparing for a program for their Constitution Day.  They shared their presentation with Finley students.

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The students in Monterrey were preparing for a program for their Constitution Day.  They shared their presentation with Finley students.

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Mr. Krason thanks the teachers for participating with his students.

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Ms. Enskat used Google Classroom with her 6th Grade Art students to set up a lesson where they have visual examples in drawing a 1 point perspective box.

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Ms. Enskat used Google Classroom with her 6th Grade Art students to set up a lesson where they have visual examples in drawing a 1 point perspective box.

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Ms. Enskat used Google Classroom with her 6th Grade Art students to set up a lesson where they have visual examples in drawing a 1 point perspective box. She set up the media so that students had step-by-step instruction as well as their partner for support. She was also readily available helping students.

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Ms. Enskat used Google Classroom with her 6th Grade Art students to set up a lesson where they have visual examples in drawing a 1 point perspective box.  She set up the media so that students had step-by-step instruction as well as their partner for support.  She was also readily available helping students.

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Ms. Enskat used Google Classroom with her 6th Grade Art students to set up a lesson where they have visual examples in drawing a 1 point perspective box.  She set up the media so that students had step-by-step instruction as well as their partner for support.  She was also readily available helping students.

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Mladek - Plickers in 8th Grade Math - 3/13/17

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Mladek - Plickers in 8th Grade Math - 3/13/17

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Mrs. Mladek uses Plickers as a formative assessment tool

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Mladek - Plickers in 8th Grade Math - 3/13/17

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Mladek - Plickers in 8th Grade Math - 3/13/17

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Mrs. Mladek uses Plickers as a formative assessment tool

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Mladek - Plickers in 8th Grade Math - 3/13/17

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Mladek - Plickers in 8th Grade Math - 3/13/17

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Mrs. Mladek uses Plickers as a formative assessment tool

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6th grade students analyze different works of art in stations.

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6th grade students analyze different works of art in stations.

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6th grade students analyze different works of art in stations.

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6th grade students analyze different works of art in stations.

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6th grade students analyze different works of art in stations.

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6th grade students analyze different works of art in stations.

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6th grade students analyze different works of art in stations.  Ms. Enskat assists one student as they are working.

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Students in Mrs. Burcheri's class created Boards (Board Builder) about an author.  They also created a trailer for a book by that author.  They later read the book and shared the trailer with Kindergarten students.  Here two students share the board they created.

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Students in my class created Boards (Board Builder) about an author.  They also created a trailer for a book by that author.  They later read the book and shared the trailer with Kindergarten students.  Here two students share the trailer they created.

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Students work on creating a photo essay on a book they read.

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Students work on creating a photo essay on a book they read.

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Students use Google Sheets to collaboratively compare and contrast ancient and modern Olympics.

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Students use Google Sheets to collaboratively compare and contrast ancient and modern Olympics.

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Mr. Krason used a transcript for his students to refer to during and after a video about the ancient Olympics. (Page 2)

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Mr. Krason used a transcript for his students to refer to during and after a video about the ancient Olympics. (Page 1)

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Mr. Krason used Plickers as a formative assessment tool.

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Mr. Krason used Plickers as a formative assessment tool.

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Google Site for Station #6

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Emperor Hadrian's Pantheon is one of the most ambitious building projects undertaken by the "Good Emperors" of Rome. The name of the Pantheon comes from the Greek pan, which means "all," and theoi, which means "gods." It was built as a temple to "all the gods," and sculptures representing all the Roman gods were set in recess around its interior.

The Pantheon has a dome ceiling. The dome was the largest built in Europe before the twentieth century AD. This dome was an innovation of architecture.

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Emperor Hadrian's Pantheon is one of the most ambitious building projects undertaken by the "Good Emperors" of Rome. The name of the Pantheon comes from the Greek pan, which means "all," and theoi, which means "gods." It was built as a temple to "all the gods," and sculptures representing all the Roman gods were set in recess around its interior.

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Google Site for Station #5

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The Colosseum supported up to 50,000 people, and admission was free. Each class or group had different sections to sit in the amphitheater and different entrances to use. The entrances were shown on the ticket needed for admission. It stated which numbered archway you would have to enter in. Four arches were restricted to ordinary citizens and were used by the emperor and his family, the senators, priests, and magistrates. The Colosseum was primarily used for gladiator fights, where the fight would be until death. Often, exotic beasts were added for excitement and thrill of the hunt. According to many sources, the Colosseum was also able to hold water. According to some records, it was flooded for mock naval battles. (Scholars are divided on that issue, however. Some have concluded that early in the Colosseum's history, the arena was able to be flooded, but after the subterranean floor was divided up into many hidden entrances for the gladiators, this was no longer possible.)

Other events besides gladiator fights included performances by jugglers, dancers, acrobats, and parodies of legends. Events were publicized with posters. The savage gladiator events stopped in 404 A.D., but public executions continued. From the 6 th century up until the 19 th century, the Colosseum fell into disrepair by plundering and neglect. Its bronze support structures were stolen and melted down for scrap metal. It still stands today, but it now suffers from 20 th century pollution.

The Colosseum was built solidly of marble and stone, allowing it to stand for almost 2,000 years. Listen to this quote about the Colosseum by Bede, a famous English historian and monk (672 AD - 735 AD).
"While the Colosseum stands, Rome will stand; When the Colosseum falls, Rome will fall; When Rome falls, the world will fall."
What does he mean? Do you agree? Disagree?

There are hundreds of arenas in the United States, and every year, "old" ones are being torn down as new ones are built. (Isn't it interesting that our "old" arenas are usually only about 50 years old!) For example, plans are underway to build Lucas Oil Stadium in Indianapolis, a $625 million project. Architects design new features, such as retractable roofs and VIP seating. But the basic shape and structure remain similar to the arenas of the past.

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The Colosseum supported up to 50,000 people, and admission was free. Each class or group had different sections to sit in the amphitheater and different entrances to use. The entrances were shown on the ticket needed for admission. It stated which numbered archway you would have to enter in.

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Google Site for Station #3

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The word aqueduct originates from the Latin language of the Romans. "Aqua" means water, and "duct" means "to lead." In other words, an aqueduct leads water from one location to another over long distances.

The great channels of aqueducts were constructed of brick and were built on a declining slant so the water would run right down from mountain springs into the city of Rome where they were redirected to flow into large reservoirs (water tanks). Street mains ran from the reservoir. Then, water was carried into houses by pipes which were usually made from lead.

The Romans believed in having large supplies of fresh water, and they worked hard to provide it. The first great aqueduct the Romans built was called the Aqua Appia. It covered a distance of eleven miles (17.7 km). The Aqua Appia reached three hundred feet high above the ground and, at times, eight hundred feet (240 m) underground.

In 140 B.C., the first high-level aqueduct was built to bring water to the top of the Capitoline Hill. Eventually, eleven great aqueducts served Rome.

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The word aqueduct originates from the Latin language of the Romans. "Aqua" means water, and "duct" means "to lead." In other words, an aqueduct leads water from one location to another over long distances.

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Google Site for Station #2

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Google Site for Station #1

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The earliest Roman roads were probably little more than tracks, mainly along river valleys in Italy, some following prehistoric lines of communication. The Etruscans had already constructed a network of well-built roads connecting their settlements, and some of their towns had paved streets.

The Romans developed upon the road-building skills of the Etruscans and Greeks who came before them. From the late 4th century BC they began to undertake the construction of major roads. These roads were relatively straight, with good foundations and surfaces, and where necessary they had tunnels, embankments, and bridges.

Roads were initially constructed for military, and not economic reasons. Their main function was to allow for the movement of troops and to link Rome with its colonies for efficient communication and administration. The main reason was to give a firm footing for infantry men in the army in all weather conditions.

These strategically important military roads (viae militates) came to be used more by the civilian population, and as a result led to an expansion of trade and the rapid spread of prosperity, Roman ideas, and their way of life.

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The earliest Roman roads were probably little more than tracks, mainly along river valleys in Italy, some following prehistoric lines of communication. The Etruscans had already constructed a network of well-built roads connecting their settlements, and some of their towns had paved streets.

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Each station had a focus question and the link for the site provided.

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Mr. Krason created websites through Google Sites for each station about innovations from Rome.  Students had a graphic organizer for this activity.  As they visited each station (there were 6 - Roads, Arches, Aqueducts, Concrete, the Colosseum, and the Pantheon), students wrote the name of the innovation, characteristics, and how it has influenced life today.  He also created a Padlet so that students could pose questions as they were completing the stations and others could answer/comment.  The Padlet is shown below.

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Mrs. Mladek used Plickers with her 8th Grade Math students as a form of formative assessment.

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Mrs. Mladek used Plickers with her 8th Grade Math students as a form of formative assessment.

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Ms. Enskat used Padlet as a means for students to post their work and write a description about their work.  They then critiqued other students' work. Here she explains to students the task for the day.

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Ms. Enskat used Padlet as a means for students to post their work and write a description about their work.  They then critiqued other students' work.

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Ms. Enskat used Padlet as a means for students to post their work and write a description about their work.  They then critiqued other students' work.

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2016 / 2017:

Provide students with more CHOICE in the art room

Give students opportunities to explore + experiment with stations and media

Implement the use of board builder, padlet, or Google Slides for student digital art portfolios

2017 / 2018:

Use Google Classroom (and other technology)  and art centers to help students become more independent learners and creative artists through projects that provide choice for each unit.

Continue to utilize Padlet for midway and final critiques.

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Ms. Enskat used Padlet as a means for students to post their work and write a description about their work.  They then critiqued other students' work.

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Ms. Enskat used Padlet as a means for students to post their work and write a description about their work.  They then critiqued other students' work.

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Ms. Enskat used Padlet as a means for students to post their work and write a description about their work.  They then critiqued other students' work. The link for the Padlet and student work is below. Click on the picture to visit the Padlet.

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This digital tool was used to create an avatar of a character from the book students were reading and have it retell the story. Students choose or create an avatar and then type the text the character will say.

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Voki | Speaking Characters For Education

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Voki is a fun tool that students can use for homework, classwork or projects. Customize their appearance and what they say, and share with others!

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Students used the digital tool iFakeText to create a conversation thread between two characters in their book.

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ifaketext.com | The first iPhone text message screenshot generator.

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ifaketext is a place where you can generate fake iphone text message screenshots and send and share them with your friends!

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Students were able to explore and use the digital tools Voki and iFakeText as a digital alternative to their midway book conferences.  They used Voki to create an avatar of their character and have the character talk about the book.  They then used iFakeText to create a conversation between two characters. Here a student is working on Voki.

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Ms. Enskat assisting a student with their portfolio.

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Ms. Enskat assisting a student with their portfolio.

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Student working on a slide in their portfolio.

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Student working on a slide for their portfolio

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Template shared with students for each slide displaying artwork and reflection.

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Title Slide for digital portfolio.

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Ms. Enskat explaining the task of creating their own digital portfolio to students.

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Enskat - 5/15/17 & 5/17/17 - Student Digital Portfolios - Task Description

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Enskat - 5/15/17 & 5/17/17 - Student Digital Portfolios - Task Description

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Ms. Enskat had her 6th grade students create a digital portfolio of their art work using Google Slide.  She created a template for students.  Students used computer cameras to capture each piece.  Students put each picture of their art work on  an individual slide with a reflection answering the following five questions.
1. Why did you decide to title your work the way you did?
2. What do you think the goal of this project was and do you feel like you met that goal?
3. What did you like about this project?  What did you dislike about this project?
4. Point out something interesting you added to your work.  How did this detail make your work uniquely yours?
5. One thing I would like to improve upon is.....

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Student Example - Screencastify

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Student Example - See Saw

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Student Example - Discovery Education

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I  began a visible list of the technology I will use in the classroom with her students.  As I tried new digital instructional tools, she added to the list.  Students added by making a mini poster for each tool and highlighting how to use the tool and what it is best used for.

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My classroom is setup to be a space conducive to student collaboration + art exploration. Centers around the room are open for students to experiment with multiple types of media + include visual guides for techniques as well as care + clean up of materials. Current classroom centers are as follows: drawing center, collage center, painting center, sculpture center, printmaking center, research + documentation center.

We focus on the studio habits of mind (attached below) in order to think and create like artists! Students explore new concepts together and then apply learned techniques during our studio days.

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Burcheri - Technology Use in the Classroom

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Burcheri - Technology Use in the Classroom

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I began a visible list of the technology I will use into the classroom with my students.  As I tried new digital instructional tools, I added to the list.  Students added to the list by making a mini poster for each tool and highlighting how to use the tool and what it is best used for.

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Mladek - Students Create Padlets/Boards - 5/17/17

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Mladek - Students Create Padlets/Boards - 5/17/17

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Students begin creating their Board.

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Mladek - Students Create Padlets/Boards - 5/17/17

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Mladek - Students Create Padlets/Boards - 5/17/17

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Students begin creating their Padlet.

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Mladek - Students Create Padlets/Boards - 5/17/17

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Mladek - Students Create Padlets/Boards - 5/17/17

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Students begin creating their Padlet.

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Mladek - Students Create Padlets/Boards - 5/17/17

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Mladek - Students Create Padlets/Boards - 5/17/17

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Mrs. Mladek explains how to add information to Padlet.

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Mladek - Students Create Padlets/Boards - 5/17/17

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Mladek - Students Create Padlets/Boards - 5/17/17

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Mrs. Mladek demonstrates how to add information to a Board.

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Mladek - Students Create Padlets/Boards - 5/17/17

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Mladek - Students Create Padlets/Boards - 5/17/17

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Mrs. Mladek explains to students that they will create a Padlet or DE Board to assist next year's students with a math concept.

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This is a link to a Padlet on Greek Mythology created by Mr. Krason.

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Mr. Krason used Google Sites to create a Web Quest for his students. The link is below.

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Feel free to use other resources if you are truly struggling to use the map resource provided above. It is an exceptional resource if you know how to use it, but it can definitely be tough to figure out if you are impatient. Take some time to explore the timeline below the map and how it can be used to find the route(s) of your explorer.

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Feel free to use other resources if you are truly struggling to use the map resource provided above. It is an exceptional resource if you know how to use it, but it can definitely be tough to figure out if you are impatient.

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Mr. Krason used Mentimeter to have students create a word cloud about the Renaissance Period.

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Mr Krason created a Padlet with art from the Renaissance Period. Students were to comment on the art.

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Divide and Slide