“I alone cannot change the world, but I can cast a stone across the waters to create many ripples.”
― Mother Teresa A whole lot has been happening this week! On Monday, students took their first formal assessment of the year. Using our Knowing and Understanding and Thinking Critically rubrics, students were expected to demonstrate their knowledge of terminology and concepts through fill-in-the blank, multiple choice, and written responses. There was also a map portion where students were asked to identify locations labeled on a map of the world. Because this was the first assessment of the year, and the average written response scores were lower than anticipated, I will be individually conferencing with students starting next week. I will be using this opportunity to explain student scores, and to go over expectations for improvement. I've also decided to use these conferences to allow students an opportunity to improve their scores through verbal explanations and examples. Overall, the most consistent issues that I found in the written responses were failure to address the original question. Many students either lost track of what was actually asked, or never fully understood the question from the beginning. The second most common problem was a failure to use specific terminology or examples from the unit. Remember, students were not only asked to demonstrate their understanding of the content, but to also think critically and to connect ideas to form an argument. I just want to remind both parents and students, in a Standard's Based Grading system, it isn't were you start, but where you are "currently" and most "consistently" working. Therefore, this assessment is only the beginning. Students can improve their scores at any time by proving to me they can work at a higher standard, consistently. If they are able to do that, it will be as if this original score never existed. Credit is given where credit has been earned:) Students are not punished for where they start, but are instead encouraged to keep improving, and are rewarded with scores that mirror their improved work. Shifting gears! We have officially introduced the two, year-long projects that students will be working on in class. Above, I've provided some informational videos for your viewing pleasure! For the remainder of the year, students will be following an unconventional schedule. On Mondays and Wednesdays, students will be working on the National History Day Project (see above for more information), and on Tuesdays and Thursdays, students will continue to focus on traditional 7th grade curriculum, focused on Ancient History and Geography of the Eastern Hemisphere. Fridays have been dubbed "We Day Fridays," and students will be working on both local and global activism projects. The whole goal of introducing these "student driven," and "independent learning" projects is to allow students to dig deeper into content and social issues, all while learning and practicing the vital skills that they are assessed on throughout the year. Knowledge of their historical topics or social issues, critical thinking and creativity, investigation and research, as well as an ability to effectively communicate their goals and what they've learned, are fundamentally a part of this style of learning. These projects are not only engaging, but also provide students with a sense of empowerment, in that THEY are the architects of their own learning, THEY choose the topics they choose to research. THEY choose the type of final product they create. THEY directly feel the effects of their actions. I'm so very excited to be able to provide them this opportunity! Until next week...
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"Perhaps nobody has changed the course of history as much as the historians." ~Franklin P. Jones In my personal opinion, the most important thing that a social studies teacher can provide her students, is the ability to develop and support their own opinions on the past and the current world around them. In order to do this, students must understand the process and steps required to conduct research, and to identify and locate good and credible information.
This year, as our students embark on a journey through time, starting with the beginning of man through today, they will learn how to become true historians, through research and analysis of themes and essential concepts. As with this week, they will explore the differences between primary and secondary sources, and will understand why historians seek out this information to create more accurate accounts of historical events. Most importantly, through the research of primary and secondary sources, students will discover the "voice" of the past, and find the common bonds that connect humanity throughout time and space. This week, students practiced being historians through the writing of a shared historical event (the first day of school), and analyzed the similarities in their narratives, as well as differences. These characteristics served as examples of how historians may interpret primary sources to discover whether or not, an event actually occurred, and how it may have happened. This lesson also served as an example of how historical events, though shared by many, may be experienced from many differing perspectives. Therefore, historical accounts may not always be accurate, and an historian must learn to uncover the truth by being critical of all information. We will continue with our historical research skills next week.
"No significant learning can occur without a significant relationship" ~ James Comer
As I recall my middle school years as a student, I can't help but to refer to them, lovingly, as "The Traumatic Years." It seemed as though every waking thought was consumed by questions like, 'does he like me, how do I look, are they mad at me, am I good enough,' and the list goes on and on. These thoughts left very little room for attention to learning. This, combined with the seemingly constant torment of classmates due to my poor skin, poor teeth, and frizzy hair, led me to repress this time of my life, deep into the dark recesses of my mind. I only venture to these parts when attempting to make a connection with my students, and to let them know that "we've all been there," and "it DOES get better." The problem is that while you are living it, middle school, and even high school, can seem like the beginning, middle, and end. EVERYTHING is a life or death situation. With this constant war between self and society, it's no wonder why our students sometimes struggle to stay on top of their academics. It is for this very reason, that I decided to dedicate our first eight days of school to building Restorative Practices in our classroom. Students are exploring what it means to be in a community, to be trusted, and to bring about justice in a diplomatic and "restorative," rather than "punitive" way. They are discovering that their actions have reactions, and those reactions can affect many. They are sharing with each other in ways that build lasting bonds, and most importantly, they are learning that they are not alone in this journey. We will be continuing our Restorative Circles each Friday, at which point they may be used as a means of checking for understanding of content, dealing with a dilemma in class, or simply reconnecting with each other. The goal of these Restorative Practices, and the reason I feel it is beneficial to dedicate the start of the school year to learning them, is to allow students a fair opportunity to learn, by creating a safe and open environment to be. I encourage you to watch the video above to learn more about Restorative Practices in schools and elsewhere. I'm so excited to be taking this journey with you and your student. I look forward to a wonderful and successful school year! |
Mrs. VeilletteDanelle Veillette teaches 7th grade Individuals and Societies on team 7A. She has been a teacher at BHMS for 11 years, and has taught in both the 7th and 8th grades. ArchivesCategories |