My reaction to the Governor's Common Core Announcement

Louisiana politics rant: 

Here is an explanation of what the common core standards are, what they are not, and why changing student learning standards when it is politically advantageous is a terrible, terrible thing for students and their teachers.

First of all the common core standards are not a bad thing.  They're not magic either.  They are simply a big list of what students should learn in each grade.  They are NOT a national curriculum.  In fact, part of the problem for teachers in implementing the standards so quickly is that we had to basically create a curriculum for the standards.  Let me be absolutely clear. STANDARDS ARE IMPORTANT! Without standards every single teacher would teach something different to students in each class.  This would cause problems when students moved from grade to grade.  If teacher A ensures her third graders master multiplication but teacher B focuses more on fractions when these students move to fourth grade they will be at vastly different levels.

The idea is that by standardizing what students should know at each grade it ensures students are being taught grade appropriate skills, rigorous material, and keeps them on pace to tackle advanced classes in high school and beyond.  Having standards also makes it easy to compare students.  They are tested using standardized tests and compared across the state and nationally.  For years this standardized test has be the LEAP test.  I remember taking the LEAP test when I was in 4th grade - so it's been around a while.  Let me, again, be clear - standardization is NOT a new concept.  In the past, though, each state made up their own standards; common core is a national version of that but states can add to the standards.

One argument I have heard against common core is that the math is too "hard" for elementary school kids.  I say they should be challenged.  The issue for many adults is that the homework they are seeing looks "different" than what they remember.  Multiplying two digit numbers, for example is taught is a variety of ways, whereas most adults were taught one way in school, practiced that one way, and never realized that there are multiple ways to solve a problem or that by learning a variety of ways to solve a problem you are learning the concept behind the procedure.  Students should know what it MEANS to multiply.  I was asked the question by a student when I taught 7th grade math, "Why when you multiply 1/2 by 1/4 do you get 1/8?  Multiplication is supposed to make things bigger not smaller, right?"  Because I understand the concept of multiplication, I was able to show him with an illustration why 1/8 is the answer.

This is not to say the process is not important.  Fluency - the ability to quickly do math is also a big part of the Common Core Standards.  If this is not addressed in the classroom then the standards are being misinterpreted.  

Today Governor Jindal announced the state of Louisiana will be pulling out of PARCC (PARCC is the test that was supposed to assess Common Core Standards for Elementary and Middle School students).  He has asked the BESE board to make up new standards for each grade level and send them to the legislature so they can vote on them in their next session - next year.  

As a reminder, we go back to school in mid-August.  With today's announcement and the subsequent announcement from the state superintendent of education, teachers are unsure of what they will teach in 2 months.  Most people don't realize how much work teachers do in the summer to get their classrooms ready for the fall.  Right now none of that work can happen with the standards up-in-the-air.  

So, Louisiana politicians take note: changing the standards what seems like every few years is a terrible idea.  And as a reminder to everyone else, teachers are not only told to teach new things they are also evaluated on how well they do so and how their students perform on standardized tests.  Tests that, if today's announcement is an indication, currently have no standards.   

DHS Library receives a Lowes Toolbox Grant!!

As everyone in education knows, grants for equipment and teaching resources are plentiful.  Every year there are multiple opportunities for teachers to supply their students with iPads or supply their classrooms with crayons.  Money for building materials, furniture, and whatnot; however, is scarce.  Unfortunately for us, that is exactly what we need at the DHS Library.  Our circulation area is a hodge-podge of mismatched desks and recycled shelving.  Our student computer area is simply two tables (now sagging in the middle) with a collection of random chairs.  We thought we would forever have to simply put up with our trashy furniture, but this year we applied for a Lowes Toolbox for Education Grant and lo and behold we got it!

Our grant check came in the mail today - over $2,000 for building materials and supplies!  Armed with a diagram of our new circulation desk and several pictures of what we are shooting for, we are due to meet with the maintenance department this week and discuss building plans, timelines, and a finalized supply list.

Here are several “before” pictures.  I am sure there will be dramatic “after” pictures in a few months.

These are pictures of our current circulation “situation.”  As you can see, there is NO ROOM.  Things are bunched up and all over the place.  Nothing is uniform and (partially because I am a messy person by nature) the shelves behind the desk are an utter mess.  There is no book drop, so the cart in front serves as the book return as well as the place to put books after they have been checked in, which can get confusing.

This is our student computer area.  It may be hard to see, but the wall is in need of paint.  We actually just moved a bookshelf this week to make room here.  Maintenance added a baseboard to the wall today and filled in holes in the cinder blocks.  We have requested new electrical outlets on this wall as well as Internet drops.

We are so very excited about this grant and the opportunity to upgrade our library!  We already have over 15% of the school in the library every day at lunch and/or before school.  Not to mention the between classes run-ins.  I really think this will be a great improvement and a source of great pride for our school.

THANK YOU LOWES!!

How my quest for great boobs led me to the Common Core

We have a teacher at our school who has really awesome boobs. I mean, this lady taught for many of our students’ parents and despite the pull gravity has on the rest of us, she consistently stands at attention. I have nursed four children, and I turned 30 this year; so I knew that I must pry this boob secret from her. It is only a matter of time before things start going downhill for me - literally. After a slightly awkward conversation, she told me, “The secret is simple; stand up straight.” She also said to buy a good bra, but that doesn’t really factor into this story.

I took her advice, but my complete lack of will power eventually led me to seek the assistance of a personal trainer to help with my posture. When Kelly (the wonderful trainer, for real, she’s really good and will make a great teacher one day) arrived, the exercise list she had for me was short. She told me that you don’t need to do a lot of exercises if you do the right exercises. Some of the things she showed me were hard to do (yoga push-ups? seriously who thought of that?) but some were easy, like bicep curls. I thought, “These are good. I can do, like 100 a day.” That’s when she shattered my delusion by telling me, “When working with weights you should only repeat an exercise 8-10 times. When it becomes easy don’t increase the number of repetitions; add more weight otherwise it’s pointless.”

The day after my session with the trainer, I attended a back-to-school in-service. The keynote speaker said some things that reminded me of my training session. Common core standards dictate that you don’t need to teach a lot of standards if you teach the essential ones. Also, when your students have mastered those, increase the weight; dig deeper into the standard - or add another muscle group.

This analogy made me think about lifting weights, theoretically of course; I would never actually do such a thing. Although I must admit that I did lift weights once with another teacher at our school. She is insanely strong, well, compared to me at least. I remember when she was showing me how to use the bench press and I was unable to lift the bar. She quickly realized that was not going to work for me and gave me small free weights instead. Even though we were working out together she didn’t decrease her workout and use free weights just because I had to. She lifted that bar (and multiple weights) like a beast. This made me think about differentiated instruction. We were working out together; working the same muscles, but working toward similar yet different goals - her, the ability to lift a car, and me, the ability to wear something sleeveless without looking like Olive Oyl.

Book Review: Pinned by Sharon Flake

Pinned by Sharon G. Flake
My rating: 5 of 5 stars

Autumn and Adonis are an unlikely pair, unless, of course, you ask Autumn. According to her, a girl athlete and champion wrestler couldn't be better matched for a boy with no legs, and Adonis’ perfect grades and genius brain are perfect for a girl who can’t read. Convincing Adonis of this, however, is a difficult task. When Autumn’s parents push her to improve her reading skills, Autumn learns a lot about herself and those around her.

Told in alternate voices, Pinned, is a light young adult novel about realistic events high school students encounter and overcome. Autumn and Adonis seam real although not always likable. I was a bit put off at the beginning due to the poor grammar in Autumn’s narrative, but now I think it adds to her character. Although not an earth-shattering novel, this was a great read. I was interested in the characters and the plot. I couldn't put it down.


View all my reviews

LaCue Conference

I recently returned from the LaCue Conference inspired to change the world! (and to update my blog).  This post is the overview.  I will blog about my favorite sessions later. 

The LaCue (Louisiana Computer Using Educators) Conference is one of my favorite conferences.  The presenters are mostly real educators describing what they really do in their real classrooms.  Don’t get me wrong, there are venders there and a variety of paid speakers (like Leslie Fisher who is awesome), but for the most part it is a for-educators-by-educators type of thing.  http://www.edline.net/pages/Lacue

I was introduced to this conference way back in the day by one of my favorite people ever Dr. Kim Bowman.  She took me with her to present free teaching tools available online.  This was back when I was an undergraduate student.  Since then I have attended multiple conferences, I have presented there (here is one of my presentations), my students won the video contest one year with our Grand Avenue video (seenhere), and, when no one would pay for me to go, I pleaded to be a room monitor so I could at least see a portion of the conference.  Needless to say, if you have the opportunity to attend LaCue, you should.

This year’s keynote speaker was Sal Khan, Khan Academy Founder, Louisiana native, and a FREAKING AWESOME speaker.  I was pumped when I left (but also bummed that I didn’t win an autographed copy of his book).  Each attendee can choose which sessions to attend after the keynote.  This was my schedule: 50 apps in 50 minutes, Gadgets!, Don’t Flip Out Flip Your Lesson, 21^st Century Librarian, Confessions of the Tech Diva, Google Search Tips, Evernote, Emerging Technology Breathes New Life Into Traditional Assessment, Go For the Green With Common Core, and Weebly!

Some sessions were better than others, but all were at least worth the time. 

Book Review: The Book Thief by Marcus Zusak

Zusak, Marcus.  The Book Thief.  New York: Knopf, 2006.
ISBN: 978-0-375-84220-7

$18.99
Grades 9 and up (School Library Journal)
Awards: 2006 - Commonwealth Writers Prize for Best Book (South East Asia & South Pacific), Horn Book Fanfare, Kirkus Reviews Editor Choice Award,  School Library Journal Best Book of the Year, Daniel Elliott Peace Award,  Publishers Weekly Best Children Book of the Year,  Booklist Children Editors' Choice, Bulletin Blue Ribbon Book, 2007 - ALA Best Books for Young Adults, Michael L. Printz Honor Book, Book Sense Book of the Year, 2009 - Pacific Northwest Young Readers Choice Master List

                Set in Nazi Germany, Death tells the story of teenaged Liesel Meminger, all those she loves, and all those she loses.  Liesel arrives on Himmel Street an illiterate, quasi-orphan, is taken in by a German family, and quickly develops a love of reading stolen books.  While living on Himmel Street, Liesel learns the meaning of friendship and hatred, safety and danger, happiness and sadness, but mostly she learns the meaning of love and loss.

                As evidenced by the long list of awards, The Book Thief is a pretty fantastic novel.  Zusak cleverly tells the story of Nazi Germany through the perspective of those living in the midst of it.  But this book is more than just a historical look at Nazi Germany.  Throughout the book, the narrator, Death, makes many profound statements that can be used to sum up the theme of this book.  Death’s last line says it best when Death proclaims, “I am haunted by humans.”  Zusak covers such concepts as propaganda, the power of words, the strength it takes to stand up for others, and so many more.  I think high school students would enjoy reading this novel especially after they read Night (in 10^th grade at our school) or The Diary of Anne Frank (the end of 8^th grade at our school).

Book Review: Payback Time by Carl Deuker

Deuker, Carl.  Payback Time.  New York: Houghton Mifflin, 2010.
ISBN: 978-0-547-27981-7
$16.00
298p.
7^th grade and up (School Library Journal)
Booklist Top 10 Sports Books for Youth, 2011; YALSA 2012 Best Fiction for Young Adults

            Not only are Daniel (Mitch) True’s dreams of being the school newspaper editor dashed before his senior year of high school, he is also given the assignment of sports reporter.  Mitch likes sports, but he does not want to spend all football season writing about his ex-friend and current football star Horst Diamond.  When he and his photographer Kimi notice a new football star waiting in the wings on the football team, he thinks he won’t have to.  In fact, he thinks he may have found the mysterious story of the year.

            I am admittedly not a football fan.  In fact, I subscribe to the sports selection from Junior Library Guild because I accept my sports-book inadequacies.  That being said, I actually liked this book.  The main character, Mitch, was a sports fan and not a sports participant.  I think that gives the book a wider appeal.  Although I skimmed over long accounts of the play-by-play sports action, I can easily see how that would appeal to teens interested in football. 

            I chose this book because it was listed on the Junior Library Guild’s sports selection page as an award winning book and I thought, “If I have to read a sports book, it better be a good one.”

Book Trailer: Revolution, Jennifer Donnelly

I made this booktrailer to use with my students in the fall. 

According to the Fair Use website http://www.copyright.gov/fls/fl102.html: "Section 107 also sets out four factors to be considered in determining whether or not a particular use is fair:

1. The purpose and character of the use, including whether such use is of commercial nature or is for nonprofit educational purposes
2. The nature of the copyrighted work
3. The amount and substantiality of the portion used in relation to the copyrighted work as a whole
4. The effect of the use upon the potential market for, or value of, the copyrighted work "

Although the distinction between fair use and copyright violations is ambiguous, I believe the use of videos and photos in this booktrailer constitutes Fair Use.

Book Review: Little Brother by Corey Doctrow

Doctrow, Corey.  Little Brother.  New York: Tor Teen, 2008.
ISBN: 978-0765319852
$17.95 (e-book available for free)
10th grade and up (School Library Journal)
2009 White Pine Award, 2009 Prometheus Award, 2009 John W. Campbell Memorial Award, finalist for the Hugo Award for Best Novel.

            Seventeen-year-old Marcus Yallow unexpectedly finds himself on the U.S. Department of Homeland Security’s list of undesirables.  This tech-savvy teen and his alternate-reality gamming crew are “detained” after being in the wrong place during a terrorist attack.  Upon his release, Marcus is appalled by the blatant civil rights violations that are seemingly everywhere after the attack.  As Marcus sets out to defend his rights as an American, he soon realizes Homeland Security does not show mercy to “traitors”.

            I really liked this book.  The tech jargon and sneaky tips made for a very interesting read.  Doctrow does a very good job of making the reader question his or her opinions on things like the loss of rights in exchange for being “safe”.  I loved 1984, but I cannot get a single student to read it because, “Ninteen Eighty-Four was, like, so long ago.”  God forbid I tell them when it was actually written.  Little Brother is an easier sell.  I read this book because it was recommended to me by one of my former students who was an avid reader, and who also was very opinionated about books.  He really liked this one, so I gave it a shot.  I’m glad I did.  I have recommended his book to many students, but mostly to tech-savvy boys.

 4/5

English IV War Project

Our principal asked me if I would help students create a documentary video for Veteran's Day.  Our English IV teacher does a big war project each year.  This year I asked her if she'd be willing to let me help with it and expand it.  In the past she has had her students read a war book, interview a war Veteran, and create a poster about the war.  This is what we plan to do for the expanded project.  Comments and suggestions are welcomed:

English IV
War Project
Fall 2011
DeQuincy High School

For this project you will:
1.  Read a book about your chosen war.
2.  Interview a Veteran.
3.  Create a video documentary that combines your research (from your book) and your interview.

Timeline:

Sept. 19	Sept. 20	Sept. 21	Sept. 22	Sept. 23
Read your war book. Contact a Veteran and schedule an interview. Write your interview questions.	Read your war book. Contact a Veteran and schedule an interview. Write your interview questions.	Read your war book. Contact a Veteran and schedule an interview. Write your interview questions.	Read your war book. Contact a Veteran and schedule an interview. Interview questions are due!	Read your war book. Contact a Veteran and schedule an interview.
Sept. 26	Sept. 27	Sept. 28	Sept. 29	Sept. 30
No School (Teacher In-Service Day)	Computer Lab: Find addition information on your chosen war using Gale, Worldbook, and Nettrekker. You will also create your reference Word document and source PowerPoint slide.	Computer Lab: Find addition information on your chosen war using Gale, Worldbook, and Nettrekker. You will also create your reference Word Document and source PowerPoint slide.	Library: Veteran Interviews Veterans will be invited to come to school to be interviewed in the library. If not interviewing, begin working on next week’s assignments in the computer lab.	Library: Veteran Interviews Veterans will be invited to come to school to be interviewed in the library. If not interviewing, begin working on next week’s assignments in the computer lab.
Oct. 3	Oct. 4	Oct. 5	Oct.6	Oct. 7
Computer Lab: Upload interview video and cut into small, usable clips with Windows Movie Maker.	Computer Lab: Find and save images to use in your documentary.  Create a picture source PowerPoint slide.	Computer Lab: Combine your images, interview video, and create narration for your documentary using Windows Movie Maker.	Computer Lab: Combine your images, interview video, and create narration for your documentary using Windows Movie Maker.	Computer Lab: Finishing touches.  Add titles and credits.  Add your source slides to the end.  Save as a video file.  Upload to Blackboard.

Interview Questions Guidelines (individual):
You must write at least 20 interview questions.  There are many really good examples of Veteran interview questions online.  Avoid questions that would cause the person interviewed to feel uncomfortable.  Type or write your questions legibly.  You will need two copies.  Turn one in to Mrs. Franks by Thursday, September 22^nd.  Keep the other copy for your interview.
Websites for guidance:
www.wwiirt.com/veteran_interview_questions.doc
http://museum.dva.state.wi.us/Forms/Interviewer_Packet/Veteran_Interview_Questions_buff.pdf
http://www.loc.gov/vets/vetquestions.html

Reference Word Document (individual):
You will turn in a typed document containing 30 numbered facts you found about your chosen war.  These will be the facts you use in your documentary.  The facts can be found in your book, through Gale, Worldbook, or Nettrekker.  You must have a source listed on your source PowerPoint slide for each source used.

Source PowerPoint Slide (individual):
You will create a PowerPoint slide that contains the MLA citations for each source you used to find the 30 facts in your Reference Word Document.  You will save this file as a .jpeg (picture) file so you can add it to the end of your documentary.  The instructions for saving a PowerPoint file as a picture can be found on these websites: http://sites.fcps.org/trt/node/105 or http://www.ehow.com/how_6908516_save-powerpoint-jpeg.html

Interviewing Your Veteran (individual):
Don’t forget to write down the NAME of your veteran, branch of service, and the war or location in which he or she served.  You do not need to interview your veteran at school.  However, remember that all interviews MUST be recorded.  Recording video is recommended as it will make your project better.  If recorded audio is the best you can do, then that is fine.  Keep in mind that you must upload your interview to a computer for this project.

Images (partner):
You need 10 relevant pictures.  NO MORE THAN 10!  You may only use the following sites to find images:http://www.freedigitalphotos.net/images/terms.php
http://everystockphoto.com
http://www.stockfootageforfree.com
http://www.flickr.com/creativecommons/
http://www.creativecommons.org
http://pics.tech4learning.com/
http://www.commons.wikimedia.org
http://morguefile.com
http://imagebase.davidniblack.com/main.php

Image Source PowerPoint Slide (partner):
You will create a PowerPoint slide that contains the weblinks for each image you use in your documentary.  You will save this file as a .jpeg (picture) file so you can add it to the end of your documentary.  The instructions for saving a PowerPoint file as a picture can be found on these websites: http://sites.fcps.org/trt/node/105 or http://www.ehow.com/how_6908516_save-powerpoint-jpeg.html

Documentary (partner):You and a partner will use your pictures, facts, and interviews to create a 12-18 minute documentary video about your chosen war or wars.  Your documentary must contain your names, English IV – Franks, class hour, and documentary title (revealed within the first minute),veterans’ names, branches of service, and the war or location in which they served (revealed before or as the interview is seen), your reference source PowerPoint slides (one for each partner), and your image source PowerPoint slide.

It is VERY IMPORTANT that your documentary follows a timeline or storyline.  In other words, it’s not just random facts.  The images, text, videos, and narration all work together to tell a logical story.  Take note that you will also be graded on creativity, originality, and organization.

You can find several video tutorials about using Windows Movie Maker online.  A few are linked in Blackboard. 

Partner Evaluation (individual):
After the project is complete, you will be required to rate your partners’ performance with a score of 0-3.  You must give a detailed explanation for this score.  This will be done privately via Blackboard.

Project Grades:
Interview questions – 20pts
Word Reference File – 30pts
Completed Documentary (see rubric below for more grading details) – 200pts

Rubric for Documentary:

___ out of 5pts	Names, English IV – Franks, Hour, and Title (revealed within the first minute)
___ out of 20pts	10 Images (points off for more than 10, irrelevant, or inappropriate)
___ out of 50pts	Facts Relayed to the Viewer (through narration, interview, and/or text) NO PLAGERISM!!
___ out of 5pts	Veterans’ Names, Branches of Service, the War or location in which they served  (revealed before or as the interview is seen)
___ out of 50pts	Recorded Interview (in small, relevant scenes)
___ out of 15pts	Timeline or Storyline followed (in other words, it’s not just random facts)
___ out of 10pts	Reference Source PowerPoint Slides
___ out of 10pts	Image Source PowerPoint Slide
___ out of 10pts	Creativity, Originality, and Organization
___ out of 10pts	Appropriate length (between 12-18 minutes; points off for more or less time)
___ out of 10pts	File Saved and Uploaded Properly in Blackboard
___ out of 5pts	Partner Evaluation in Blackboard (0-3pts from partner; 2pts for completion)

*An extra 10pts will be awarded to the project judged best in each class.

Library Careers Week 1

This year I am teaching a Library Careers class.  I started this class so that my students could have a jump start on other future librarians.  I wanted them to have an actual credit on their transcript that showed they had the skills to work in a library.

So, here is what they did the first week:

Day 1 - computer log in procedures, log in to email, log in to blackboard, log in to Destiny (our library catalog)

Rest of Week 1 -

Grades this week will come from the following:

Assignment #1 - Shelf Reading

1.  Watch the three videos in Blackboard about the Dewey Decimal System.

Understanding the Dewey Decimal System - http://www.youtube.com/watch?v=RNEDEk1Tz4Y

            The Dewey Decimal Rap - http://www.youtube.com/watch?v=NHiUQb5xg7A

            About Melvil Dewey - http://www.youtube.com/watch?v=jnBBkxbKv4E

2.  Choose three non-fiction shelves to "read" in the DHS library.

3.  Check the shelves to make sure the books are in the proper order.

4.  Arrange the books in the proper order if they are mis-shelved.

5.  Email Ms. LeBlanc when you are finished and list the first and last call number of the area you "read".

Make sure your books are in order!  This will be your first graded assignment.

Assignment #2 - Scanning and Attaching
1.  Visit the following websites.

http://remote.mofo.com/help/Outlook_Web_Access.pdf (page 2)
http://www.ehow.com/how_4478464_use-scanner.html
http://www.ehow.com/how_2194722_attach-file-email.html

2.  Set up an email signature.
3.  Use Ms. LeBlanc's laptop and scanner to scan and save a document - let's scan your class schedule.
4.  Attach the saved document to an email.
5.  Send the email to Ms. LeBlanc.
This will be your 2nd grade this week.

Assignment #3 - Verifying Information

A big part of librarianship is verifying information. 

1.  Watch the video and review the PowerPoint.

http://www.youtube.com/watch?v=vg-9kOixAbQ

2.  Write down (or type) 10 facts you learned through either the video or the PowerPoint.

3.  Use either Gale, Nettrekker, or World Book Online to verify the accuracy of 5 of the 10 facts you listed.

4.  Send an email to Ms. LeBlanc with (1) the five facts listed followed by (2) the citation of the source that verified each fact.

Library Task #1

A patron requests a biography about a famous musician.  She has isn’t sure where to look and she cannot look up the book’s call number because the computers are not working.

1.  Where would you tell her to look first?

2.  How would you explain the arrangement of the biography (92) section? 

3.  If the book is mis-cataloged, in which Dewey classification area should you check first? In other words, if it’s not in biography, which other area would hold information about a musician. (000s, 100s, 200s, etc)

Library Task #2

A teacher asks you to assist in digitizing her class documents.  She would like to upload all her lecture notes to her webpage, but she typed them on a type writer in 1982 and has no intention of retyping them.

1.  Aside from telling the teacher that teaching methods have changed since 1982 and that she needs new notes, what can you suggest to help her get her notes into a digital format.

2.  What equipment will she need?  Be very specific.  Remember this teacher is not tech savvy (1982 lecture notes remember).

3.  Give detailed, numbered, step-by-step instructions on how to get these notes digitized.