I was unable to attend so Shauna led a discussion – I provided a series of prompts – based on the content and themes of the Neo Rauch show. Most of the dept wasn’t present and with the exception of Shauna none of them visited the show. She made the most of the time and tried to lead the discussion anyway. Some thoughtful ideas were shared around process and what we value / display from our student’s output.
Monthly Archives: April 2019
4/30/19 Science Meeting Notes
Science and English met together. Our focus was on how we teach students to make observations (and differentiate between observations and inferences). Candace and Calvin led us through a lesson on a poem (a 10th grade lesson) where we shared about one word, one sound, and one image that stood out to us in the poem to keep our focus on observations. I (Kelly) led everyone through a 10th grade physics lesson involving a bowling ball where they had to figure out how to accomplish certain tasks (speed it up, slow it down, keep it at a constant speed, etc). Sherezada shared about non-Newtonian fluids and how students needed to separate observations from inferences and also make higher quality observations. We broke into groups (high school vs middle school) after the shares and continued discussions about what we noticed and what was in common. We started thinking about ways we could make stronger connections for students about how we were working on the same skills in these different classes and how we could reference common language or approaches in both classes.
4/30/19 Performing Arts Meeting Notes
Did not meet so teachers could work on curriculum. Joanne, Susan and Maria all in final rehearsals for Newsies.
Most degree of success in Music with curriculum recording. Dance and Drama somewhat covered. Joanne still hopeful we can continue next year now that many new teachers have at least taught their classes once.
4/30/19 Math Meeting Nots
Debriefed videotaping experience.
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- In watching the taped classes, we noticed that all of us use group work so this was the crux of the conversation. Questions we discussed:
- Are we doing group work just to say we are doing it?
- While working in groups, what is the level of engagement of each student and are they creating knowledge together? How do we know?
- When do we teach them what to do in groups? How are we teaching them to be in groups? Do they know what a productive group “looks like”?
- How do we promote mathematical discourse during group work? How do we pay attention to the students on both ends? Example: students are in a small group discussing homework. They all have the same answer so there is no real conversation. What can we give students to promote curiosity or what can they refer to when they’re stuck? Some students don’t know the questions to ask. (Here are what Pat and Shafeiq have given their students.)
- While working in groups, are they taking good notes?
- How do we marry building/reinforcing technical skills while fostering risk-taking. (Kids coming through LS / MS don’t seem to be afraid to play with a problem.)
- In watching the taped classes, we noticed that all of us use group work so this was the crux of the conversation. Questions we discussed:
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Click here to read feedback about videotaping experience in general.
4/30/19 Learning Support Meeting Notes
We met off-campus, and one of the main topics of our discussion was the hiring process for the middle school learning specialist position. One of the main points of feedback is that departments, particularly our department, should be involved in the hiring process.
4/30/2019 English Department Meeting w/Science
Science and English met together. Our focus was on how we teach students to make observations (and differentiate between observations and inferences). Candace and Calvin led us through a lesson on a poem (a 10th grade lesson) where we shared about one word, one sound, and one image that stood out to us in the poem to keep our focus on observations. I (Kelly) led everyone through a 10th grade physics lesson involving a bowling ball where they had to figure out how to accomplish certain tasks (speed it up, slow it down, keep it at a constant speed, etc). Sherezada shared about non-Newtonian fluids and how students needed to separate observations from inferences and also make higher quality observations. We broke into groups (high school vs middle school) after the shares and continued discussions about what we noticed and what was in common. We started thinking about ways we could make stronger connections for students about how we were working on the same skills in these different classes and how we could reference common language or approaches in both classes.
4/23/19 & 4/30/19 World Language Meeting Notes
Independent work days in preparation for PD day on 5/6.
4/23/19 Visual Arts Meeting Notes
Meeting pushed so that the department could go see the Neo Rauch show at The Drawing Center. Discussion to follow next week based on the themes and ideas presented in the work and the curation of the show.
http://www.drawingcenter.org/en/drawingcenter/5/exhibitions/6/current/1979/neo-rauch/
4/23/19 Library Meeting Notes
We met at 6th Avenue, and discussed end of year schedule, summer reading, and debriefed the success of the spring break book bundles and how we might continue that program through different school holiday breaks next year.
4/23/19 Learning Support Meeting Notes
4/23/19: Harriet and I shared with the rest of the department some of our big takeaways from the NYSAIS Brain conference we attended 3/6-8. Jessica wasn’t able to attend this meeting as she was on the junior trip. We had a fruitful discussion about working memory, the interplay of reading disorders and ADHD, and dyscalculia. We discussed working with the math department and lower school teachers to share what we have been learning about learning and attention issues and how they impact math performance for students.