Specials - Nov. 15, 2016 by Bless https://padlet.com/jbless/ddqubd7ptel9 Read the article at the link provided and share new learning here by pushing the pink +. Made with the help of a typing monkey. en-us 2016-11-07 14:43:47 UTC 2025-12-24 03:48:52 UTC hello@padlet.com PE jbless https://padlet.com/jbless/ddqubd7ptel9/wish/135787579 http://www.nysut.org/~/media/files/nysut/resources/2010/may/educators-voice-3-adolescents/educatorsvoice3_adolescents_06_physed.pdf?la=en

]]> 2016-11-07 14:48:10 UTC https://padlet.com/jbless/ddqubd7ptel9/wish/135787579 Music jbless https://padlet.com/jbless/ddqubd7ptel9/wish/135790344 https://educationcloset.com/2012/07/17/integrating-music-and-literacy/

]]> 2016-11-07 14:53:34 UTC https://padlet.com/jbless/ddqubd7ptel9/wish/135790344 Science jbless https://padlet.com/jbless/ddqubd7ptel9/wish/135790513 http://www.nsta.org/publications/news/story.aspx?id=50301]]> 2016-11-07 14:53:54 UTC https://padlet.com/jbless/ddqubd7ptel9/wish/135790513 Describing Music: https://padlet.com/jbless/ddqubd7ptel9/wish/137715462 We frequently take "Quiet Listening" time to listen to a new piece of music, particularly when describing the form of music (ABA, ABCA, etc.). Students are more successful when they are able to apply a story to what they are hearing. For example, we listen to a Brahms piece and create a story about kids Trick-or-Treating on Halloween to accompany the different sections. 
Creating Music:
At lower grade levels, we use more simple ideas such as fast/slow, happy/sad, to help tell a story (ex: a squirrel is running around, climbs up a tree, and goes to sleep). Older grades are able to create their own simple narratives or lyrics.

-Mr. Dykla

]]> 2016-11-15 14:02:40 UTC https://padlet.com/jbless/ddqubd7ptel9/wish/137715462 In P.E. we take time to talk about our understanding in regards to skills, health, and wellness. We also take time to discuss how in may ways athletics or being a part of a team reflects our daily life. For instance students are a apart of a team as a class, within the school, and in the community. We relate how communication, leadership, problem solving, effort, etc. can be mirrored when looking at a team in athletics as well as our daily life. When it comes to motor skills, kinesthetic awareness is the ability to understand how your body works (almost internally), and translate that to the ability of controlling it. This can be understood, but for some it is easier than for others to move our body in a desired way (athletically). To gain this understanding, for example, we've broken down overhand throwing mechanics. We talk about why certain movements are important and what they "do". We talk about why a ball goes where it goes when we throw it (what caused the ball to go there), and how do we fix it if need be (make adjustments)...We try to fully understand the throw and mechanics in a all encompassing detailed way, instead of just thinking about it in a broad sense (throw). https://padlet.com/jbless/ddqubd7ptel9/wish/137723688 2016-11-15 14:18:46 UTC https://padlet.com/jbless/ddqubd7ptel9/wish/137723688 In P.E. We take time to talk about our understanding https://padlet.com/jbless/ddqubd7ptel9/wish/137723689 2016-11-15 14:18:46 UTC https://padlet.com/jbless/ddqubd7ptel9/wish/137723689 After reading the article, I really liked the pre-reading strategies- especially the https://padlet.com/jbless/ddqubd7ptel9/wish/137938580 2016-11-15 23:19:52 UTC https://padlet.com/jbless/ddqubd7ptel9/wish/137938580 Science and reading https://padlet.com/jbless/ddqubd7ptel9/wish/137943618 When reading the article, I really liked the probable passage strategy. In my short time with the students, this strategy would be really helpful. We could make predictions and get a better understanding of the vocabulary and concepts. I also liked the anticipatory set, but feel that time is a factor in that one. During the summer, I took a course about teaching NGGS and one of the things that was stressed was productive talk. It does take a lot of training for the students, and the teacher, but comprehension really improves- and the students are able to get practice in articulating their understanding and working out their misunderstandings.
 
During reading, I think the “Say Something” strategy is really helpful,  because it helps students to learn from each other, explain their thinking and practice using and learning with non fiction text features. I also think that the part about text structures helping students to see what is important.
 
After reading is a time to reflect and make the understanding deeper. I have used the RAFT strategy before and it really helps with assessment. If the student can take on the role of something that we learned and write coherently, then true understanding has been achieved.
 
The support strategies reminded me of flipping the classroom. Making sure the text is on audio, gives students access to the materials whenever they need it. Being able to have reading buddies or access to online resources is also a great help to struggling readers. 
]]> 2016-11-16 00:03:03 UTC https://padlet.com/jbless/ddqubd7ptel9/wish/137943618