CALIFORNIA ASSOCIATION OF INDEPENDENT SCHOOLS — FACULTY NEWSLETTER Spring Edition 2012 - 2013 CAIS — FACULTY NEWSLETTER — EARLY SPRING EDITION 2012-2013

from the editor…

Ihave been struggling to sort out what, besides the opportunities technology has afforded us, makes 21st century teaching learning different from 20th century teach- ing and learning. Can we define it in twenty-five words or less? Weren’t we always trying to have students think critically and communicate clearly? Gradually, I think I’m getting it and, for me, it can be characterized by a word we hear a lot these days in many different contexts: shift. Bottom line: students today can produce knowledge. There is an ongoing shift in the locus of learning. 20th century learning was, to a large extent, focused on teachers, in spite of what we claimed. Knowledge was located in the teacher: teaching and learning was the process of moving that knowledge into the brains of our students. When the spotlight is on teachers, the students basically are vehicles for demonstrating how smart we are. If the locus of learning is truly on the students they can demonstrate to us how smart they are. I believe two things are fueling the shift, technology, of course. We know things and can do things we once didn’t and couldn’t. A case in point is the CAIS Faculty Newsletter. I had never seen an issue until I came to work at CAIS though one was being published periodically. At the time, the association sent one hard copy to each head of school, and asked that it be posted in a prominent place. These days every teacher in every school can, and, I hope, does, receive each issue online. The fact that many more of you are reading and writing for the Faculty Newsletter is evidenced to me by the flood of contributions we received from our first and only Call for Articles this year (we already have enough for the spring issue). It dares me to wonder if the wider distribution has something to do with it. I would add as a factor the information we now have about how the brain learns best. Learning is inherently social. Enriched environments and connections with others actually create more dendrites in our brains. At one time it was thought that we had all the neurons we were ever going to get at birth. Pruning unused ones was the only change happening through the course of life. Now we know the brain is incredibly plastic and that another part of the brain can take over the functions of one that has been damaged or destroyed. The more collaborating and learning from others we do—the more dendrites grow at the end of our neurons. The more dendrites = more connections. More connections = enhanced learning and retention. Last summer I experienced the effect of this on professional learning when I studied Sheryl Nussbaum- Beach’s book, The Connected Teacher, with a group of people from around the world. Sheryl describes an additional mode of professional learning—it’s online, or whatshe calls “connected.” Blended learning, which research says is more effective than either online or classroom-based alone is also being used for professional learning as well as student learning. In fact, our first article is on that topic written by Mario Santonastaso from Campbell Hall. Finally, after a number of years of playing around with the idea of writing a blog, but not wanting to add yet another thing for teachers to do (or have no readers!) I am venturing into the world of connected learning by writing a blog. I am hoping it will become interactive. I plan to share resources and concepts and my first topic will be an expansion on the new models of professional development. More information will come in the spring issue. –Sandee Mirell [email protected]

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21st Century Teaching and Learning: K-12

Blended Learning in Independent Schools 3 by Mario Santonastaso

Design Thinking 5 by Lisa Bostwick

21st Century Teaching and Learning: K-5

Cross-Grade iPad Mentoring 7 by Kirsten Woods

IRA Investment 8 by Deborah Seidner

First Grade Monster Exchange 10 by Angela Mackenzie INSIDE Singapore Math 12 by Kathleen Jalalpour

Journey to a Flipped Classroom by 15 Kyla Alexander, Elaine Wrenn & Martha Schuur

21st Century Teaching and Learning: 6-12

Confessions of a Flipping No0b 17 by Annie Matthews

iPads in the Science Classroom: Can They Cope? 19 by Will Duncan

Nickel and Dimed 22 by Robin de la Llata Aime

Published by: Edited by: California Association of Independent Schools Sandee Mirell 4450 Lakeside Drive, Suite 375 Director of Professional Development Burbank, CA 91505 818.845.0800 (Tel) | 818.845.0888 (Fax) Design and layout by: www.caisca.org Christen Cutrona Jim McManus, Executive Director Graphic Designer

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21st Century Teaching and Learning – Grades K-12 Blended Learning Technology and knowledge of brain science help create a 21st Century pedagogy.

Since the spread of technology in schools in the early Understanding the concepts being presented becomes nineties, many new ideas about how technology will transform more challenging as the class continues. Students gradually education have been introduced; however, classroom teaching fall further behind in understanding; their notes are sketchy has remained almost unchanged. New classroom technology at best, and what is being presented or discussed is a one tools like projectors, interactive whiteboards, and one to one shot deal. Brain research has shown that working memory, the programs have changed the classroom, but not teaching. Of short-term mental resources a person brings to any learning all the educational ideas that have come and gone, blended situation, needs to make a connection with long-term memory learning holds the most promise to transform teaching and for new material to be understood and mastered. Ramsey learning. Musallam, a high school chemistry teacher (see reference Online learning initiatives and organizations, like the below) has done research on the use of screen casts to Online School for Girls, The Sloan Consortium, the Interna- reduce cognitive overload, and concluded in his study that there tional Association for K-12 Online Learning (iNACOL), and the is a significant advantage to teaching using blended learning Global Online Academy are doing some great work in pro- techniques. moting fully online learning, but the application of online tools In the diagram, extraneous load from the environment that can have the most impact on education, and can reach competes with intrinsic load from the classroom. Short-term the most students, will come from applying sound principles of working memory acts as a conduit to long-term memory, and blended learning in all traditional classes. For our purposes, we will define blended learning as activities and assignments that are part of a traditional class, completed online by students, prior to, during, or after their regular scheduled face-to-face (F2F) class meetings. A special subset of blended learning, the reverse or flipped classroom, has received a lot of attention lately. In this article, I hope to outline the parts of a successful implementation of blended learning, including the reverse (flipped) classroom. At the school where I work, we focus on using blended learning without reducing the F2F class time, but it is also possible to redesign a course as a hybrid, and apply to have your class meet for fewer F2F sessions. Modern brain research has shown that the lecture and discussion approach is not equally effective for all stu- dents. The best students go on to teach themselves, while the

The new tools available to education prior knowledge that we must bring to bear to embody new due to increased Internet bandwidth material. Cognitive overload occurs at different levels for different people, but everyone can be overloaded, preventing and the proliferation of material from becoming part of long-term memory and achiev- ing understanding. It is in the improvement of conditions for working memory to successfully blend with long-term memory Internet-connected devices, make it to optimize the rate and quality of mastering material, that blended learning holds the most promise. possible to transform education to The reverse classroom model attempts to manage cog- nitive overload by taking lecture/presentation and discussion reach all types of learners. and moving it online. Screen casts can effectively present new material before the F2F class, and are assigned as homework. Online discussion forums can open the door for all students to poorer students may get by, but have not really mastered the participate, not just the few who may normally dominate in a material. Consider a student in a traditional class, which in- F2F class. Online discussions can be centered around essential volves lecture/presentation and discussion. Material is pre- questions and, unlike in a F2F classroom setting, students are sented that is in competition with other influences in the envi- ableo t reflect, research and construct more thoughtful and ronment such as distractions from other students, wandering deeper written insights while also replying to posts from class- attention, and other sights and sounds. mates. Discussion contributions are required and graded by 2 CAIS — FACULTY NEWSLETTER — EARLY SPRING EDITION 2012-2013 rubrics that promote and reward deep thinking. video. As in the constructivist model of learning-students are Although screen casts off-load text/lectures from given tools, activities and resources to construct learning for classroom to online presentations to help with classroom themselves. The pre-quiz is essential in focusing attention and cognitive overload, directing a student’s attention during can be graded as part of a strategy of frequent, low stakes a screen cast, with questions in online pre-quizzes, is essential grading, to increase participation and commitment. Students to focus attention in the blended model. Screen casts are will more fully engage in material for which they are given short. The material is chunked into small segments of up to even a small reward. Google Forms or quiz modules in a fifteen minutes. They allow for multiple pauses, playbacks learning management systems can easily be used to generate and rewinds to increase retention and allow for student online pre-quizzes. Checking the pre-quiz for mastery will give interactivity and personalization of learning while answering the teacher an insight into what material needs clarification pre-quiz questions. and who needs individual help. Individual help can more eas- The pre-quiz can take multiple forms. You can ask many ily be given in the flipped classroom where there is more time multiple choice or short answer questions, pause and discuss for practice and peer instruction. online, or you can ask students to do a simple summary of the

The traditional F2F classroom generally includes some Blended Learning Tools form of model and practice. • Google Docs-sharing documents, Google Forms for • Warm Up pre-quizzes, student authorship with sharing • Review Written Homework or Reading • Screencast-the teacher tool that is the key to the • Direct Instruction with Discussion reverse classroom. • Guided Practice • Faculty presentions allow students to have con- • Assign Homework tinuous resources for learning, and links to other similar resources on the web such as Khan Acad- emy complement the F2F experience. In the blended model, the F2F component includes: • Working memory responds well to similar • F2F class time may open with Q & A from presentations by unfamiliar presenters. Find ex- content screen casts and online pre-quizzes or amples of your topics on the web and assign them discussion questions; for viewing. • much more F2F time can be used for classroom • LMSs like Haiku or Moodle have modules for guided practice; discussions, quizzes, drop boxes, journals, general • peer-to-peer learning with the teacher helping question forums with private, student-teacher those with difficulties as shown from the pre- and open, student-student-teacher modules. The quizzes, or clarifying widely misunderstood blended model can also be implemented success- areas of screen casts; fully using only Google Docs. • individual or group problem-solving, writing, • With online tools like VoiceThread, students create and practice; artifacts with images, video, audio and text that • more time for labs and demos; allow other students to comment with the same • more time to begin homework in the F2F session tools supporting alternative learning styles while with teacher assistance. supporting peer to peer learning.

In summary, the new tools available to education due to increased Internet bandwidth and the proliferation of Internet-connected devices make it possible to transform education to reach all types of learners. Effectively transforming a class into a fully blended class takes a great deal of time, but faculty will take advantage of opportunities to innovate if they are encouraged and supported by people in administrative roles. Colleges and universities widely support the blended learning model, and award substantial stipends for faculty who want to redesign their classes for blended learning.

References and Recommended Reading •The Effects of Using Screen Casting as a Multimedia •A Mind at a Time (2002) by Mel Levine Pretraining Tool to Manage the Intrinsic Cognitive Load BY MARIO SANTONASTASO •Blended Learning in Grades 4-12-Leveraging the of Chemical Equilibrium Instruction for Advanced High Associate Director of Academic Technology. Power of Technology to Create Student-Centered Class- School Chemistry Students (2010) Dissertation by rooms (2012) by Catlin R. Tucker Ramsey Musallam Campbell Hall •Blended Learning in Higher Education-Framework, •The One World School House-Education Reimaged [email protected] Principles, and Guidelines (2008) by D. Randy Gar- (2012) by Salmon Khan rison and Norman d. Vaughan •Cognitive Psychology Research: https://docs.google •Flip your Classroom-Reach Every Student in Every com/folder/d/0B68p5ayLtLuqRFN3cUVUR1h3aDQ/ Class Every Day (2012) by Jonathan Bergmann and edit Editor’s note: Aaron Sams •Cycles of Learning Website-Tools, Research, Tutorials Mario will be offering a free two-week online workshop this summer. •How to Design and Teach a Hybrid Course-Achie from Ramsey Musallam: http://www.cyclesoflearning. For more information: http://tinyurl.com/CAISBLW ing Student-Centered Learning Through Blended com/page7/index.php Classroom, Online and Eperiential Activities (2011) by Jay Caulfield 3 CAIS — FACULTY NEWSLETTER — EARLY SPRING EDITION 2012-2013 Design Thinking: An Introduction thinking, the user’s needs are an integral of these interviews. Before, during the sche- What used to be the domain of architects and city part of the design process itself, not an after- matic phase, I insisted each student create thought. In curriculum design, this shift would severalw lo resolution “prototypes” for floor planners is moving into schools as a valu- include students in the creation of curricula; as plans before tackling a longer drawing. able method for the 21st century impera- opposed to simply asking students for feed- After, I had students create these low back after delivering curriculum. resolution prototype floor plans for their tive of creativity and innovation. User empathy, or putting yourself interview partner and then get feedback to in the user’s shoes to find solutions, is a explore which layouts were best and why. There’s no doubt that independent big concept distinguishing design thinking. At this point the project was handed back to school educators are often excellent design- But much of design thinking is best viewed the student whose house it would become to ers. We explore the needs of our students, as a creative, action-oriented mindset (think take it from there. This year, I am exploring; research best practices, call on peers and Leonardo daVinci, or cavemen experiment- integrating design thinking further so that outside experts for input, come up with new inghe wit fir or a parent experimenting with students ultimately design houses for each ideas, experiment with new curricula, get wayso t soothe his or her child). It’s really other, rather than for themselves. It will be feedback, revise, and try again. Our work what humans do as they problem solve. interesting to see how many students will miss as independent school educators is in many There are three key themes to the designing their own house, and to weigh that ways aligned with a process called design design thinking process: exploration, idea against the potential advances in communica- thinking. Three years ago I gained hands-on generation, and prototyping. Design thinking tion skills, empathy, and insights gained by and theoretical exposure to design thinking is non-linear, so I prefer to discuss the three the new method. at a conference; ever since, I’ve learned broad areas as themes rather than phases, The idea generation arena of de- more by experimenting in my own classroom, which might imply a rigid order. As it turns sign thinking favors divergent thinking and and integrating its approaches into the way out, there are elements of all three themes withholding judgment at the beginning as our school deals with senior projects. ways to improve potential solutions. Before my exposure to design thinking, I would hold brainstorming sessions in a rather haphazard I always tell fellow teachers that design way, taking notes at the whiteboard while students rattled off ideas. Not bad, but after thinking may sound abstract and discovering several design thinking “rules of engagement” for brainstorming in groups, I have felt more confident on my feet in front conceptual with its emphasis on user of the class. In fact, I was able to quickly integrate the rules into a session that got needs and digging beneath the surface, off to a rocky start last year. We were brainstorming ideas for dichotomies and hybrids. One linear-thinking student quickly but it is also very concrete and practical. took out his iPad, identified “dichotomy” as a mathematical concept only, and proposed that is was a waste of time to go further. When you research design thinking throughout any design thinking experience. online, you will quickly see why some refer You will tend not to say, “I am exploring Peer-sensitive teenagers began to to the term as a kind of “meme.” Originally now, therefore, I cannot ideate!” For clar- shut down before my eyes, until I used in the domains of architects, city plan- ity, I will discuss exploration, ideation, and put the rules in place: ners, and designers of all stripes, it is now prototyping as semi-permeable arenas. • do not censor or judge ideas increasingly embraced by businesses and The exploration arena values look- (there are no bad ideas at this schools as part of what might be called the ing beneath the surface of things and is phase), 21st century “innovation and creativity agen- commonly referred to as the “deep dive.” • build on others’ ideas da.” Pat Bassett, president of NAIS, went so This dive can include research, observations, (use and, not but), faro as t include design thinking in NAIS’s and questioning to gain insights. In an archi- • go for quantity, strategic visioning for 2011-2012. But what tecture unit I had been presenting for several • think big and wild, one is it? years, I made two key changes after integrat- conversation at a time! Simply put, it is a problem-solving ing design thinking. Before, I had students strategy that builds a “can-do” attitude. The brainstorm house ideas and do research Soon, students felt safe again and term became popular in the 1980s at institu- individually, answering elaborate program- we had a whiteboard full of wild robotic tions like Stanford and MIT, but some point ming questionnaires. After, I had students and animal hybrid creatures, bioengineered to the 1960s as when it began to evolve from interview each other to try to understand foods, and many questions about false versus participatory design. Participatory design, each other’s “needs” and to gain insights real dichotomies, such as natural and unnat- where the user of the design becomes a part into why their interview partner desired or ural, success and failure. Looking for many of the research process informing the design, needed certain elements in his or her house. possible solutions first, before judging, is how is taken further in design thinking. The user I was blown away by how much design thinking works. Until I understood the is not just used to test a product. In design more engaged students were because concrete methods to this one aspect of idea

4 CAIS — FACULTY NEWSLETTER — EARLY SPRING EDITION 2012-2013 generation, I was selling my students short. ing the mindset to the process, we have initi- ing may sound abstract and conceptual with Students then selected three ideas to work ated a “three-two-one” approach to helping its emphasis on user needs and digging be- and reflect on before focusing on one final students figure out their projects. Instead of neath the surface, but it is also very concrete graphic design. casually assuming they will explore several and practical. In the prototyping arena, openness ideas before settling on one, we make it man- It has been my goal to share how toward both positive and negative feedback, datory through a two-tiered interview pro- I have integrated design thinking into my and willingness to revise are emphasized. cess that they come up with three potential teaching, and I’d like to share five ideas for One huge take away from my hands-on de- projects. They discuss three potential ideas how a teacher might use the design thinking sign thinking experience is the importance of with a peer, get feedback, narrow list to two, approach. taking all feedback as information. With the and explore these in an interview with their 1. Have students pitch three ideas design mindset, there is really no positive or advisors. The job of the peer and advisor in- for an English paper addressing a negative feedback. Rather, all feedback is terviewers is to ask why, and to try to look key theme in a novel. Then, have seen as helping the designer better meet the beneath the surface to help students design them interview each other to de- needs of the user. the best, most meaningful project. My favor- termine which idea is most likely to

DESIGN THINKING @ THE NUEVA SCHOOL Observe Ask & engage the writer and reader most By asking What do we need next? and using the stages on this chart, design Listen and why. thinkers craft a unique process for each particular project. As students become Through observation, much can be learned. Often people Active listening and curiosity are practiced and enhanced more mindful of the process they have used on previous projects, they build will say one thing, but when a keen observer looks, they as a critical skill of Design Thinking. Through direct confidence in their ability to successfully navigate open-ended challenges. will find that actually the behavior is different. lessons and extensive practice, students become proficient interviewers who recognize the power of 2. Allow students to make three beginning questions with the word, “Why”. rapid (five minutes or less each) Monitor Team Research Dynamics (SEL) prototypes of a contraption for an Research/ Building upon Nueva’s long history in teaching Social egg drop challenge, rather than Emotional Learning (SEL), we have made team check-ins “Deep Dive” Identifying experts, locating extreme users, and performing an explicit aspect of our Design Thinking process. on-line research are all key aspects of the Design Thinking Students have the opportunity to verbalize their concerns process. Students use this stage to understand and learn building one larger solution. Use and brainstorm solutions collectively. new information as well as to answer questions or locate resources throughout the process. Collaborate small prototypes to begin a conver- Motivate Focus Develop Empathy & & Inspire sation about which models would “Look Beneath the Surface” Monitoring the motivation of a team and learning how to be candidates for larger, more inspire a team are important qualities of an effective What After collecting information, students then strive to infer design thinker. If the various stages of the Design Thinking the underlying thoughts and feelings of a user. By process are visited without an inherent enthusiasm or immersing themselves in the experiences of users and refined versions. Next developing “deep empathy,” they are able to develop a heightened motivation, the results are likely to be less than innovative. We help build the leadership skills and deeper understanding that can lead to key insights. initiative of our students through out emphasis on this step. 3. Have calculus students design Prototyping ? Generate Cycle Ideas Synthesize a lesson plan to teach and demon- Project & Define Management strate their understanding of the Make Many design challenges are complex and multi-faceted. Using classic techniques of project planning and time Grappling with them can be daunting and cause some management, students practice how to monitor their Informed people to give up hope of solving them. By focusing on uses of calculus (not how to do progress and meet deadlines. Decisions particular user types and their needs, along with the The Prototype and Feedback stages insights gathered during the “Deep Dive,” students define calculus) to fifth-grade students. are linked together in an iterative an area that it is large enough to allow for innovation, yet cycle that is done many times to bounded enough to allow for success. Solving even a small Incorporate converge on a better solution. part of a large issue is worthy of effort. We foster an Then have students get feedback attitude of optimism that is supported by the tools of the Feedback Design Thinking process. from fifth graders about their Students evaluate all of the feedback they have obtained about their prototypes. Combining this information with understanding based on the lesson. additional research and brainstorming, they decide how Create Analyze Brainstorm best to proceed. Should we change our prototype? Have we answered the key questions? Do we need more Prototypes & Choose information? Do we need more ideas? Should we scrap 4. Have any students working in this and start over? The Design Thinking process embodies a Students benefit from exposure to different methods of Brainstorming is a set of skills as well as a mindset. By “bias towards action.” By making representa- analyzing and making decisions. Beginning with simple adhering to a few Brainstorming Rules, teams and tions of ideas, problems can be identified and pros and cons and moving to weighted ratings of various individuals learn to “turn off their judging brains” in order teams or collaborating routinely Seek resolved early in the design cycle. Tangible criteria, students will build a repertoire of techniques to to increase the fluency of their ideas. At Nueva, we objects or simulated experiences allow use in the future. encourage students to use “Sketch Brainstorming” to reflect on the group dynamics of Feedback students to obtain more informed feedback allow them to rapidly capture their ideas. from users before committing the time and Soliciting feedback from users is a key aspect of the Design resources to a final version. the team by addressing leadership Thinking process. There are many factors that go into a person’s response to an item or an experience. Designers bring an open mind and a beginner’s mindset of “not knowing” in order to and ability to motivate and inspire gather both positive and negative feedback to improve their solutions. Experimentation as well as failures are valued for their others, as well as aspects of the information and because they contribute to future successes. Copyright 2008 Kim Saxe | Innovation Lab | The Nueva School | [email protected] dynamics that may be counter- When my conference partner let me know ite example of a success is a time a student productive (without judgment). that she did not like pink for a wallet I was proposed a project doing extreme sports, but 5. Require all science and technol- designing for her, this was a prototype “fail- after several interviews discovered he was re- ogy students to research the term ure” that helped me fine-tune the design to ally interested in the culture of risk taking and "deep user empathy" and design a meet her needs. Also, the idea of creating the drive to escape boredom. A senior proj- short PowerPoint on Temple Grand- “low resolution prototypes” as a way to get ect that may have ended in broken bones, or in’s contribution to slaughterhouses. feedback quickly before developing more worse was pitched as a more scholarly one. elaborate versions is something that I use in In the end, this student chose an internship Design thinking provides strate- at a local magazine to explore investigative gies for building problem-solving con- LISA BOSTWICK journalism. fidence in those who experiment with Drew School Another design thinking integration it. As we face a world increasingly occurred last year when we helped seniors Art Teacher filledh wit complex and open-ended become extremely concrete about “action challenges, the incorporation of de- [email protected] items” by using lots of verbs from a design sign thinking into curriculum is timely. thinking toolkit put out by a consulting firm Students benefit from having time to almost every assignment through mandatory called IDEO (http://ideo.com). explore, ideate, experiment, and re- thumbnail sketching and reflection. One easy With the cues, prompts, and articu- vise across disciplines, while becoming take away from a design thinking philosophy lations from IDEO’s design thinking toolkit for attuned to needs below the surface. is to explore your options and put conditions educators, we were able to pull eighteen cat- Design thinking seems like a great way in place such as valuing negative feedback egories for sticky notes on a twenty-four foot to fortify tomorrow’s leaders. and failure as the route to future success. butcher paper chart for seniors struggling to Most importantly, it is necessary to build in organize their thinking around self-directed Resources: the time for these discoveries. three-week projects. The process allowed se- •Design Thinking 64-page toolkit for educators by IDEO, http://www.designthinkingforeducators.com. For the past two years I have niors to survey a tremendous range of next •Design Thinking “Map” by Kim Saxe, enjoyed bringing design thinking to our steps, and to pick five to ten to actually do. I http://nuevaschoolorg/programs/i-lab. school’s work on senior projects. Since bring- always tell fellow teachers that design think- •Free mini-courses from Stanford’s D-School, http://dschoolstanford.edu. 5 CAIS — FACULTY NEWSLETTER — EARLY SPRING EDITION 2012-2013

21ST CENTURY TEACHING AND LEARNING - GRADES 1-5 problems for the paragraph, so we opted for using the tab instead to position text in the upper right corner of the document. We also Cross-Grade iPad Mentoring modified the original checklist to accommo- Want to integrate technology into you curriculum, date the third graders’ project of typing final copies of their rough draft paragraphs, tak- but you don’t really know how to use it your self? ing out the insertion of pictures and emailing of the final document. That’s easy: ask the students!

“They’re here, they’re here! The iPads are here!” The excitement was palpable, although it didn’t quite mask an undercurrent of trepidation. It was the second week of school, and the iPads had just been delivered to the fourth grade classrooms. The students couldn’t wait to get their hands on the new technology, some had never even touched an iPad before. We teachers were thrilled to see our students so motivated, but we were iPad novices ourselves and unsure how successfully we’d be able to quickly integrate this latest teaching tool into our curriculum. We were already a week behind in starting our first writing project because of the iPad set-up delay. The added challenge of bringing everyone up to speed while still meeting the demands of our rigorous academic schedule was daunting. Our school’s technology team was overwhelmed with endeavoring to facilitate the laptop to iPad transition across the school, so expecting them to train our students within the next few days was unrealistic. How were we going to solve our dilemma? After discussing the issue with our fifth grade colleagues, we realized the answer was Fifth graders mentoring fourth graders right in front of us: the students themselves! The fifth grade teachers, who had the benefit of using Once again, the second phase of our plan iPads in their classrooms the previous year, had already begun to teach this year’s crop of students proved as rewarding as the first. With fourth how to use the Pages word processing application. We decided to have the fifth graders mentor the grade having one more student than third fourth graders to bring them up to speed with Pages. grade, we used our extra fourth grader as the Two days later, each fifth grader was paired up with one, or in some cases two, fourth roving technology supervisor to provide addi- graders depending on the numbers within each class. They brought their iPads to our rooms, and tional support for any team that ran into a snag. an outline of what skills to teach their fourth grade partners before letting them create a document The third graders beamed with delight as the on their own: older students helped them grasp the basics of Pages. The time flew by, and everyone was 1. Name your document so you won’t forget what information is in it. disappointed when we came to the end of the 2. Double-space the document. period. 3. Create a heading with the student’s name and date Feedback from students who were be- (use the ruler to move to the right). ing mentored emphasized how much easier it 4. Center a title. was to learn the skills through this method than 5. Make title bold. with whole group instruction. Mentors reported 6. Insert a tab at the beginning of the paragraph. that the reinforcement of teaching the skills to 7. Write three sentences. Then change the font style and size. someone else helped them feel even more profi- 8. Insert a picture from the Internet. cient with the application. Overall, our cross- 9. Insert a picture from your photos. 10. Print your document. 11. Email your document to your teacher. The mentoring project surpassed our expectations. In addition to the fourth graders successfully learning the basics of Pages, there were the added benefits of increasing students’ self-esteem and building a stronger student community. Fifth graders who weren’t the strongest academically had the opportunity to shine as technology mentors who could provide an introduction to the applica- tion as well as implement problem-solving strategies to troubleshoot various technical problems that arose. Students who normally struggled with staying focused in class were motivated to remain on task as they guided their younger partners through the different objectives of the checklist. The fourth graders received one-on-one attention and encouragement in learning a critical skill at their own pace.

We teachers were thrilled to see our students so motivated, Fourth graders mentoring third graders

but we were iPad novices ourselves and unsure how grade mentoring program turned out to be a successfully we’d be able to quickly integrate this latest resounding success. We are inspired and eager teaching tool into our curriculum. to coordinate additional opportunities for devel- oping iPad skills by capitalizing on this highly effective student-centered cross-grade model! All of these powerful aspects of the cross-grade mentoring program were extended when the fourth graders took on the role of iPad mentors for the third graders several weeks later. They were further motivated with the incentive that they would have the chance to mentor the third graders in the KIRSTEN WOODS same way. Before heading to the third grade classrooms, the fourth graders spent an hour prepar- Fourth Grade Teacher ing for this next step by examining what went well with the fifth grade mentors, discussing what The Seven Hills School was challenging and how we could address those challenges, and reviewing the basic skills need- [email protected] ed for using Pages. We decided that using the ruler to position the heading created formatting

6 CAIS — FACULTY NEWSLETTER — EARLY SPRING EDITION 2012-2013

First graders teach their teachers as they learn to do literary analysis, and talk with peers about books

There are so many things that happen during the day inside a classroom that are intended to convey much more than meets the eye (or ear!) One of those things is the Interactive Read Aloud (IRA.) What’s that? Good thing you asked! An IRA (another good invest- ment!) is a time for teachers to model the use of comprehension strategies while reading a variety of texts to an entire class. One of the great things about it is that it lowers stress on the students INVESTMENT because they are freed from the task of decoding - all they have to do is listen. The content is supported by the reader’s storytelling, so it helps to increase fluency and phrasing, too. During an IRA, a teacher “thinks aloud” so as to improve comprehension by demonstrating various strategies that “strong readers” use when reading a book. In other words, students get to see an “expert” at work. Part of the interactiv- ity is that the teacher exposes her thinking while reading (pausing approximately 3-5 times throughout the text.) She then gives her students the opportunity to do the same, both during the reading of that particular text and later on their own, when they can stretch their new learn- ing into another context (one of the most important points!) Students’ skills grow through multiple attempts to employ these new strategies. The integration of new comprehension strategy-skills with those previously learned is vital to students’ reading success.

The guiding principles of an IRA are: •It is not just reading aloud! •Teachers model the use of compr hension strategies in a variety of genres. •It involves the whole class. •It is reading with the purpose of making thinking transparent to the students - to model how a “strong reader” thinks during reading activities.

7 CAIS — FACULTY NEWSLETTER — EARLY SPRING EDITION 2012-2013

All teachers need is a solid collection of illustrated texts representing a variety of topics, genres, characters, settings, and plots. The selected texts are usually a bit above the reading- They engage in carefully comprehension level of the students. The content of the reading should be engaging and tap into the readers’ areas of interest. The students engage in carefully designed, teacher-prompted conversations with each designed, teacher-prompted other (called “Turn and Talk”) throughout the reading of the story. That encourages them to share and connect their prior knowledge and experiences to the text, practice the new strategies, and conversations with each develop their comprehension and expressive language. When they “turn and talk,” they literally turn and talk to their neighbor, sitting knee-to-knee. This way, the students have immediate oppor- other (called “Turn and tunities use the content vocabulary of the story. Talk”) throughout the Comprehension reading of the story. That IRA taps into a child’s prior knowledge and develops the ability on a reader’s behalf to ask question regarding what s/he is reading. It also provides practice with sum- encourages them to share marizing and distinguishing real from make-believe. It focuses on strategies that help learners negotiate the meaning of texts. During “comprehension” conversations, we will use familiar terms such as main idea, cause and effect, analyze, and evaluate. and connect their prior knowledge and experiences Story Elements This includes identifying events in a plot sequence, discerning author’s purpose, to the text, practice the new tracking character development, developing a statement of theme for a text, and so on. We may also examine structural elements such as climax, setting, problem/ strategies, and develop solution, and the role of the narrator. their comprehension and Vocabulary/Literary Language These conversations encourage learners to observe the power of precise vocabulary; expressive language. to identify and appreciate rhythm, rhyme, onomatopoeia, alliteration and literary language; and to discern the meanings of unfamiliar words through context clues. Transition words and words with multiple meanings are also discussed. IRA lessons usually touch on com- prehension, story elements, vocabulary/liter- ary language, literary elements and devices, Literary Elements and Devices genre, and writing traits. Here is a bit more This includes things such as point of view, foreshadowing, repetition, and exaggera- detail on each: tion, and discussing and analyzing way an author structures a text to effectively tell a So there you have it. Isn’t it so much story. Here, we engage readers in more complex story structures and more sophisti- more than you’d imagine? Welcome to the cated language devices such as simile/ metaphor, and personification. world of teaching…this type of thing happens all day long, and it is incredibly exciting to engage in these conversations with elementary Genre school students and hear what they have to This includes fiction, nonfiction, fairy tale, drama, and so on—each have a particular say. They make very profound, charming and kind of content or structure. Students begin to understand the distinguishing features surprising comments and many times, through of various genres and learn what to expect from each. their thoughts or observations, ask that we, the teachers, consider things we’ve never thought of - that is the best part! Well, that and the Writing Traits “Ah Ha!” moment…that is pretty exciting, too. Every book is rich with possibilities for instruc- These are important because engaging, well-written texts provide outstanding models tion. The trick is to target one idea per lesson for beginning writers. We explore ideas, organization, voice, conventions etc, so so it becomes transparent for the children, and learners can begin to emulate that writer’s work and incorporate those traits into which paves the way for them to practice on their own writing. their own.

BY DEBORAH SEIDNER Grade 1 Curtis School [email protected]

8 CAIS — FACULTY NEWSLETTER — EARLY SPRING EDITION 2012-2013

to an online gallery where viewers can read the detailed descriptions and view both the original and re-drawn monsters. The delight and enthusiasm expressed First Grade by the students when they receive the re- drawn monsters is always a reminder of how important it is to provide personal and meaningful connections when it comes to our curriculum and lessons. Monster Once the monster descriptions have been sent to Turkey we have the opportunity to participate in several extension activities while we are waiting for the re-drawn monsters. An important Exchange component of this project is introduc- ing our partner school’s students. Both schools exchange information through English language learners in Turkey draw monsters created pictures, videos, scrapbooks, and in California without being able to see them. cultural artifacts via postal mail and the Internet. SEV students create a wonder- ful book about Izmir. Village School students create a “Postcards from the Palisades” video, and printed postcards to send. Artifacts including flags are also included. This cultural exchange facilitates meaningful connections for the students and helps the students see the many similarities we share with our friends in Turkey despite their being so far away! One of the student’s favorite lessons is a Google Maps comparison of the SEV School community in Izmir and our community in Pacific Palisades. We pull both maps up and point out the similarities and differences between the two. Students then create a Venn Diagram using Pixie. They can draw, type, or drag “stickers” into the diagram to identify the things that are unique for each school’s community as well as what they have in common. First graders at Village School are currently participating in an exciting Have you ever seen a monster student-centered project called Monster Exchange. The project is designed to encour- machine? No? Well our first graders age the development of reading and writing skills while integrating technology and have and it was a huge hit! Students vis- global collaboration into the curriculum. ited the website of Even Monsters Need Through the online Monster Exchange project, each class is paired with Haircuts by Matt McElligott. They eah a partner class in another part of the world. The project begins with students, in pulled the various levers and pushed the teams of two, drawing a monster. Pairs then write descriptions of how to draw these right buttons to create a unique monster. monsters. The descriptions, without the pictures, will be exchanged with our friends No two were alike and the children at Saglik ve Egitim Vakfi (Health and Education Foundation) Elementary School in enjoyed comparing their monsters with Izmir, Turkey. their peers. Please visit http://matthewm- These English language-learning students use reading comprehension skills celligott.com/monsters/monster-machine. to read the descriptions, and translate them into a monster picture. The biggest php for more information or to create a challenge involves creating a re-drawn monster as close to the original picture as monster of your very own. possible without being able to look at the original! Finished monsters are uploaded Next we read the book Monster

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Trap by Dean Morrissey. The story is about a young boy named Paddy who is staying with his grandfather, Pop, for the weekend. He is scared to go to sleep because he hears monsters in the house. As a result Pop does what any grand- father would do—he builds a monster trap! The first graders were delighted to see that the monsters turned out to be friendly and playful creatures that delighted in playing with the monster trap. Students then designed and cre- ated their own monster traps in Pixie. After they finished their monster trap we helped them copy their monster for the monster exchange project and paste it into their monster trap. The next and final step of our extension activity is to upload all of our work into Voicethread. Once the student’s original monsters and descrip- tions, their Venn diagrams, and their monster traps are in Voicethread, stu- dents will have the opportunity to com- ment on both their own work as well as their classmate’s. We plan to share the Voicethread with our partners in Turkey, Finished monsters are uploaded into an so that they can comment on it as well. Last year our first graders pre- online gallery where viewers can read the sented their Monster Exchange project to thousands of educators at the ISTE 2012 conference in San Diego. It was detailed descriptions and view both the a proud moment for everyone and we hope to present again at ISTE 2013 in original and re-drawn monsters. San Antonio. All in all we are now crazy for anything monster and we have nur- tured an important and special relation- ship with our friends in Turkey!

Editor’s Note: See examples of the monsters at : http://monsterexchange.org/scripts/ms/showcard. asp?id=13679 Learn more about the Monster Exchange project: http://www.monsterexchange.org (see pictures)

BY ANGELA MACKENZIE Technology InstructorTK-6 Village School [email protected] P

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The Value of Multiple Representations in Teaching Computation with Singapore Math

Singapore Math has been promoted as a strong problem-solving program because of its model-building approach to word problems. More and more, however, teachers are realizing that much of the strength of this curriculum lies in its use of multiple representations to learn calculation skills.

For decades, most American stu- Few students will be able to use • The problem is asking for 1.4 groups of dents have learned math by memorizing several strategies to answer this question. nine tenths. 1.4 is the same as 14 tenths, algorithms. Although this can be the fastest so find one tenth of 0.9 (0.09) and mul- method to learn computation in the short Examples of such responses might include: tiply it by 14. run, it has the enormous disadvantage of • The problem asks for nine tenths of 1.4. The time spent building a variety fragility of recall. Many students feel they One tenth of 1.4 is 0.14, so nine tenths of approaches to any problem is time well have mastered a given procedure, only to is 0.14 less than the total of 1.4, making spent. Students develop true understanding find they’ve forgotten or confused it when 1.26. best when they can unite the visual, picto- they need it later. • The problem is 0.9 times 1 and 4 tenths. rial and abstract representations of con- For example, consider the pos- 0.9 times 1 is 0.9, and 0.9 times 0.4 is cepts. Students can always fall back on at sible answers seventh and eighth graders 0.36. So 0.9 plus 0.36 = 1.26. least one of these strategies, even if they might give for this problem: • It is a rectangle with sides of 0.9 and 1.4, forget the standard algorithmic rule. so the area is 9 tenths and 36 hun- This approach is not as difficult as 0.9 x 1.4 dredths: (count them in Figure 1 below.) it seems—students with a strong Singapore Students might use the traditional Math background are able to list these algorithm and calculate an initial answer of types of solutions and enjoy finding more 126, but then are often unsure of where creative ones if pressed. The origins of this to put the decimal point. If they have for- remarkable number sense lie earlier, in the gotten the “rule”, they become confused. elementary school years. Is the decimal point lined up with the decimals in the problem, like in addition, Kindergarten and First Grade thereby giving an answer of 12.6? Or is the answer 1.26 or 0.126? - although this The vast majority of all math work seems wrong, since students will ask, “Mul- • An estimate is easy. Since 0.9 is a little in the first two years of school should be tiplication shouldn’t make numbers smaller, less than one, the answer will be a little done at the concrete and pictorial stages. should it?” less than 1.4. Addition and subtraction facts (like 6 + 4)

11 CAIS — FACULTY NEWSLETTER — EARLY SPRING EDITION 2012-2013 are best learned when students can attach makes little sense to them. For example, the real meaning to the facts. Ten frames, bun- addition of is taught as in dling straws into tens, Unifix cubes, but- ton sorting—all of these reinforce number sense. After extensive experience with con- Figure 4 below. crete objects, students are able to complete workbooks at the pictorial level, which helps them transfer their tactile understand- ing to visual understanding. Even division is accessible to first graders if it remains pictorial: • Can you draw 12 apples on these 4 plates so that each plate has the many same number of apples?

Figure 4 Figure 4 Figure 2 There are several disadvantages of using • If I have 12 bones, and I give each dog Different students will prefer dif- this method as the ONLY approach taught: 4 bones how many dogs can I feed? ferent strategies. After they have gained Circle the bones. confidence with these strategies, the tradi- • Children tend to confuse this algorithm tional algorithm is introduced. as soon as fraction multiplication and di- Since the algorithm is similar to vision are taught. Middle school teach- strategies (a) and (b), it makes sense to ers often hear students ask “Is this the children, and they use it whenever it is more one where the bottoms have to be the convenient than mental strategies. same, or do you have to flip the top and bottom?” • This approach leads to weak estimation skills. Students often arrive at an answer like

or without realizing that the answer cannot possibly be less than 1. • Students are not able to transfer their understanding of simple fractions to algebra.

The number fact 12 ÷ 4 (in its sym- bolic form, with the division sign) does not is not fundamentally different from the need to be presented until well into 2nd problem above. If students better under- grade. Even then, it should not be taught stand the earlier problem, then the alge- as a fact to memorize, but rather as an af- braic solution (see sample below) terthought; a shorthand representation of a should present little confusion. number relationship that students already know. They have bundled 12 straws into 3 groups, and 12 pennies into 4 groups. Figure 3 Figure 3 They have drawn 4 circles and put 3 tick marks into each. They understand the idea Figure 3 (above) shows four possible re- We have found it beneficial to in- of division. sponses to the third grade problem 33 x 4. troduce fractions at the concrete level (rods Again, when the traditional algorithm is and circles), move on quickly to the picto- Second and Third Grades introduced at the end of this unit, it eas- rial level, and then to STAY at the pictorial ily makes sense to students, since it is a level for a long time. For example, most of Figure 2 at top right shows four shorthand notation for method (a) in this our fourth grade curriculum is purely picto- possible responses to the second grade example. rial in its study of fractions. This works for problem 63 – 27. several reasons. Methods (a) and (b) are similar, Fourth and Fifth Grades The transfer from the pictorial (see since “unbundling” ten from the original 63 Figure 5 next page) to the abstract (Figure gives “50… 13”. Strategies (c) and (d) are Fractions are notoriously difficult 4) is very difficult. substantially different, and each was de- for some students. In fact, many adults can- Time spent at the concrete/pictori- vised by second graders, using insights they not do fractions without a pencil, even to al level is wasted if it is too short. If students had while using base-10 blocks. make an estimate. Students are often de- only spend a few days at the concrete/ pendent on a traditional algorithm that pictorial level, and then move on to the 12 CAIS — FACULTY NEWSLETTER — EARLY SPRING EDITION 2012-2013

These problems provide increasing levels of difficulty and challenge,

allowing for differentiation in the classroom. There are several guidelines in using this strong concrete/pictorial approach to arithmetic.

1. These problems take time. Instead of twenty problems for homework, students might have two problems similar to Figures 2 , 3, and 6 above. 2. Students need to continue showing their work pictorially for a long period of time. If a teacher spends 6 days on 1-digit by 2- digit multiplication, for example, then one day could be concrete, (with base-10 blocks—see photo below) four days pic- torially (as in Figures 2, 3 and 6), and then the transfer to the traditional algorithm Figure 5 Figure 5 which takes only one day. algorithm in Figure 4, they will just have to 3. Students should continue to review this skill intermittently (both at the pictorial and memorize the algorithm, since it bears little the level and abstract levels) as they move on to the next topics. Each week’s resemblance to the actual addition picture work should include a few review problems. Two or three review problems a day in Figure 2. increase speed and mastery, without creating automaticity – the kind of rote learn- On the other hand, if students are ing susceptible to recall weakness. required to draw their fraction problems for 4. Enough time must be given in class for students to work out multiple strategies a period of several weeks, they will find the themselves, or in small groups. Instruction in strategies will just lead to rote transfer much easier. memorization again. 5. All strategies should be accepted at first. Students will prune out the inefficient ones on their own. equals because we can see

(and therefore prove) that they are equal. Students will gradually come to realize that Teachers can enjoy the same “aha”

equals because both the whole moments as their students as they adopt

this thoughtful approach to mathematics. ( ) and the part ( ) have been divided

into four times as many pieces (x in the The use of multiple representations in the teaching of elementary school math- algorithm). ematics allows struggling students much more access to success, by virtue of its visual

nature. At the other end of the spectrum, it provides a more solid conceptual base in Figure 6 below shows methods arithmetic for students who learn math quickly. These students build a stronger math fifth graders might use to solve a fraction foundation when they are encouraged to draw, explain and prove their understanding. subtraction problem. Students become so These strong visualization skills lead to strengths in problem-solving, geometry, mental proficient at this visualization that they can math and the transfer to algebra. usually do problems like this mentally. Most importantly, students enjoy the creative process of finding multiple strate- In addition, Singapore Math books gies and representations. This process builds perseverance, confidence and mastery. provide plenty of practice at the pictorial Teachers can enjoy the same “aha” moments as their students as they adopt this level through hundreds of fraction word thoughtful approach to mathematics. problems, which are solved with the same bar model approach as in Figure 5.

KATHLEEN JALALPOUR Middle School Math, Singapore Math Trainer, the Pi Project Keys School [email protected]

Figure 6 Figure 6 13 CAIS — FACULTY NEWSLETTER — EARLY SPRING EDITION 2012-2013 Journey Flipped Classroom

Lessons are taught by video students watch at home. “Homework” is done at school. Shift!

excited to be able to work at their own pace at night, replaying videos that they needed Flip and blend. This has been the to review and earning badges by mastering the practice problems. recipe that Echo Horizon School’s fifth In the classroom, the students rotate between stations. Some days the stations and sixth grade math teacher, Kyla Alex- involve iPad or iPod Touch apps that reinforce the concepts that they are currently learn- ander, has used to best meet the learning ing, or work within a group solving a problem. This allows Kyla time to rotate around the goals for each individual student. Working groups, engage with them individually, and evaluate the students’ knowledge as well as in collaboration with Martha Schuur, As- their ability to use the concepts in multiple ways. sistant Head of School, and Elaine Wrenn, After about a month’s time, a student survey was created to measure the stu- Director of Technology and Apple Distin- dents’ comfort level with math. Had it changed or stayed the same? Did they enjoy guished Educator, Ms. Alexander decided math better now than with a teacher-directed whole class lesson style? The survey was to redesign her math class in order to pro- anonymous, consisted of multiple-choice questions rating the students’ levels of comfort vide more opportunities for differentiation and happiness as well as free response questions allowing them to report exactly what and student-teacher interaction. The team they liked and disliked. reached out to Julie Garcia, an Apple Dis- tinguished Educator who had flipped and • What is your comfort level with math since Ms Alexander blended her class. In a four person video started teaching math through the use of videos, small chat via Google Hangout they gleaned groups, and station days? best practices from a math teacher who • Since Ms Alexander started using videos, small groups, had first hand experiences with her own and station days, how quickly do you feel you are learning math class. new math concepts? The new class design would mean that content would be introduced at night as homework. This is the flipping concept. Doing this would then allow classroom time to be better spent working with the concepts in small groups. The blending component consisted of working with math concepts in a variety of formats through the use of Kyla’s screencasts, Khan Acad- emy videos, and practice at a multitude of levels, practice on iPad and iPod Touch devices, and problem-solving in small groups. The plan was clear in their com- bined heads, but execution would be the next step. Kyla introduced students to the new format, and they were excited to get started. For homework, the students view a combination of screencasts produced by their teacher and by Khan Academy. The videos produced by Khan Academy are previewed and selected as she determines the best alignment with her class curricu- lum. In their first week, the students were

14 CAIS — FACULTY NEWSLETTER — EARLY SPRING EDITION 2012-2013

themo t mentor you. In the flipped class- Flipping a classroom is a challenging room, the teacher becomes coach—equal- ly as busy during class time, but more ef- shift in mindset for a teacher. fectively utilized by virtue of meeting with the students in small groups, meeting them Our findings were that an over- creating their own screen casts where they where they are with the questions that they whelming majority of the students were will teach their classmates how they go have, and challenging them to the next more comfortable with math since blend- about solving certain problems. This will task, to think more deeply as new permu- ing and flipping the class. They attributed increase the conversation about different tations to the content are introduced. this change in comfort level to their access ways to think about any given math prob- to videos and new content at home, the lem as well as moving the student closer KYLA ALEXANDER small groups in the classroom, and use of to content mastery as they become the Math Teacher the iPads and iPod Touch devices. They teacher during the screen cast. Fifth and Sixth Grades [email protected] also noted that they felt that they were Flipping a classroom is a chal- currently learning math concepts more lenging shift in mindset for a teacher. For ELAINE WRENN quickly, again attributing this change to many teachers who have become comfort- Director of Technology the same three components listed above. able with being the central focus of class [email protected] In addition, Kyla feels that she has a better time, this design might leave that teacher understanding of each of her students as wondering, “What then am I doing dur- MARTHA SCHUUR Assistant Headof School her interactions with them have increased. ing class?” This is where a leap of faith is Echo Horizon School The next steps are already be- needed. You need to believe in those who [email protected] ing planned. Some of the students will be have gone before and reach out to allow

15 CAIS — FACULTY NEWSLETTER — EARLY SPRING EDITION 2012-2013

21ST CENTURY TEACHING AND LEARNING – GRADES 6-12

In Internet-speak, a no0b is someone who is, simply My name is put, new at something. It’s another way of calling Annie, and I am someone a “newbie,” only with hip, and purposefully ironic abbreviation and typographical errors. I recently a flipping no0b. purposefully, and hopefully not ironically, decided to “flip” my high school English classes. In a flipped classroom (This is where you all chant, in students engage in passive activities, like listening to unison: “Hi, An-nie.”) lectures at home with the use of technology, specifically, videos, and all “homework” is done in the classroom with the teacher as a learning guide.

I am a flipping no0b. These are my confessions. 1. I thought I invented it. The following is the gist of a conversation I had keep an eye on them, and help the ones who need help! with a colleague about students’ chronic tendency to Fist pump! either neglect or copy homework. Students who en- I went home and told my mom about it, and counter problems while doing homework at home will needless to say, she thought me a brilliant genius who often just give up, or copy the work of a friend with was about to change the face of education as we know seemingly little regard for the quality, or accuracy of it. Of course, after a couple of emails to colleagues and what they’re copying. The only way we know students a bit of Googling, I quickly discovered that the idea, are actually doing their own work is if they are doing though indeed brilliant, was not my brainchild. it in the classroom, right in front of us. I’ll admit, I was a little embarrassed at my ig- Doing work in the classroom is great, but there norance. At this time, I was in a Learning Technologies is content to cover, and teachers don’t often have the graduate program at Pepperdine; I should have heard of extra time needed to allow students to complete work. Khan Academy; I should have flipping known about flip- Thus, work gets sent home. This is where the prover- ping classrooms. At least I felt validated. It was nice to bial light bulb appeared above my head. Wouldn’t it know that my instincts were in sync with this recent trend be great if we could save class time for actual work, in education, even if I wasn’t the first one to think of it. while delivering the content outside the classroom I learned from this. I now know that I don’t have with recorded video lectures? The kids could watch tow kno everything. Just because I discovered the flip- them at home, pausing and taking notes as necessary, ping bandwagon relatively late, doesn’t mean I shouldn’t and then the “homework” could be done at school jump one and giv it a try. And Mom still thinks I’m brilliant. where teachers are present to

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2. I feel like I’m not doing anything. 4. I have a short attention span. Lecturing is tiring. If you have to do it more than I don’t care how many LOLs my well-meaning once a day, while controlling a room full of teenagers, friend includes in the subject line, I’m probably not unfairly expecting them to stay awake in a darkened goingo t watch that video she forwarded me if it’s any room lit only by the projection of a dry PowerPoint, it’s longer than 3 minutes. It would be unrealistic not to like doing five one-woman shows a day to the worst audiences on the planet. Now, I record the lecture once, with the help of The only way we know screen and voice recording programs like Snag-It, and my students watch them at home at their own pace. students are actually doing Sometimes the lectures aren’t even mine (see #3). In class, the kids work on their assignments, and I help their own work is if they are when they need it. Initially, it felt like I wasn’t doing anything. So, what AM I doing? I’m getting to know my stu- doing it in the classroom, right dents, and giving the “just in time” instruction that is so valuableo t any learner. What am I NOT doing? I’m not in front of us. performing to a sleepy audience. And that’s okay. It’s not like they were throwing roses on the stage, anyway. Let’s sum up. I’ve admitted: 3. I’m no Meryl Streep. Wait, no, not Meryl Streep. Half of my students I don’t know everything. wouldn’t know who she is. I’m no...what’s the name of I feel like I’m not doing anything. the girl from the Disney Channel who used to date that I steal other teacher’s videos. Bieber kid? Selena Something. Selena Gomez. I have a short attention span. I’m funny. (How modest.) 3A. I’m no Selena Gomez. Not only is the pressure of live performance al- expect the same abbreviated attention span from my leviated by the video lectures, but there is some relief students. I stole this too: “Brevity is the soul of wit.” I in knowing that I don’t have to write, direct and star try to keep video lectures to 10 minutes or less. Done. in every video my students see. There are hundreds of Aside from the funny part, though that’s debat- other teachers in cyberspace who have already made able, I could use some help, and I intend to find it. videos. Selena Gomez doesn’t have any lectures that One of the best parts of being a teacher, is the “reset I know of, but there are some great performances out button” of summer, when we can recalibrate, prepare there. and freshen up for the next fall. I’m already planning Great teachers are great thieves. I didn’t make my summer months, because that’s what teachers do in that up, I stole it. I believe that teachers post their vid- November, and in addition to the tropical paradise va- eos on the Internet because they want me to steal them, cation I’ll be able to take because of the lottery jackpot and my students are grateful to see and hear someone I’m planning on winning around March, I also intend else besides me. So, Selena, if you’re reading, I’ve got to spend my summer building my PLN (oops, my grad- a script for a lecture on the Elements of Medieval Ro- school is showing!) - my Personal Learning Network - mance that I think you’d be perfect for. And Meryl, if which is just a fancy way of saying I’m going to connect you’re reading, I’m a big fan and love your work, but myselfh wit as many other flipping teachers as possible my audience skews a bit younger. so I can steal their stuff.

ANNIE MATTHEWS English Grades 9 and 12 Providence High School [email protected]

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the relationship between variables. Subsequently, they report on their work in a variety of ways that normally include graphing the data they have collected. iPads in the Second, I use a ‘flipped’ classroom approach. As a teacher strapped for time, seeing my ninth grade students for only two fifty-minute periods per week, I decided last year to deliver the majority of the course Science Classroom: content through regular, short videos or podcasts, focusing my class time on more typical homework tasks, and lab work. Would the iPad support myo goals t continue delivering a rich, experimental-based, “flipped” ex- perience? Tables and graphs are an integral part of clearly presented Can They data, and with my preferred software (MS Excel) unavailable as an iPad app, the hunt was on for an effective replacement. I especially like Excel for graph presentation as it is easy to customize the graph, add a trend Cope? line and error bars. Figure 2: A graph plotted using MS Excel iPad gets mixed reviews as a tool for science class. A few more apps are needed.

I love technology. Despite being a “non-native,” growing up in the age of the Sinclair ZX81, I embrace new technology for the science classroom with open arms. As head of faculty in my previous school, my first action was to purchase armfuls of data loggers and probes. No 21st century science teacher can live without this stuff! Over the last few years, my “tools of the trade” have become MacBooks and Vernier Labpros, and they have served my classes and me very nicely; they continue to serve my juniors and seniors well....because they don’t have iPads!

Figure 1: Laptops and Labpros

You would be forgiven for assuming that the logical tool for the job on the iPad would be the iOS version of Numbers. Numbers for Mac does a pretty good job (falling short a little with error bars) but Numbers on the iPad is currently not capable of producing co-ordinate graphs even to middle school level.

Figure 3: Graph plotted using Numbers iOS

Last year, the French American International School (FAIS) in San Francisco made a decision to issue iPads to freshmen and sopho- mores for this academic year. The buzz of excitement was tangible in all but the upcoming juniors and seniors; famously the last students at FAIS not to be issued with this exciting, capable, fun, all-rounder substitute for the more expensive (and less exciting) laptop. Faced with the prospect of classes comprising eager students armed with their new toy, I was also excited as to how the iPad could be integrated into our science curricu- lum, but also concerned about whether it (and the apps available) would “cut it.” To set the scene, I would like to highlight two key features of my grade nine classes. First, being a keen experimental scientist, I include lots of lab work in my curriculum, as I want my students to experience the joy of discovery. Students gather primary experimental data to investigate

18 CAIS — FACULTY NEWSLETTER — EARLY SPRING EDITION 2012-2013

There is no function that allows a trend line to be drawn, hence Figure 6: Graphical manual data entry (below) no o way t find the slope or intercept other than by manually drawing a line. Until this feature appears, for me, Numbers iOS is useless for graph- ing. That said, it still does a nice job at allowing students to manually collect, organize, and process their data into tables that can be used in a final lab report.

Figure 4: A table prepared using Numbers iOS

A good scientist always repeats his/her measurements: I sug- gestoy t m students that they take their final data from an average of three sets of data. LoggerPro, the big brother of Graphical, allows the user to add calculated data columns, hence calculate averages and any number of more complex data processing steps. Graphical, however, does not! The “work around” that I suggest students use is to record their data directly into a Numbers iOS spreadsheet, performing any process- ing functions that are needed, and then copy and paste final data into the My school’s decision to adopt iPads conveniently coincided Graphical app for graphing. It is true that data collected by the LabQuest with Vernier’s release of their LabQuest 2 data logger and associated 2 using sensors can be processed within the device and the calculated iPad app, Graphical. With promises of wireless data transfer to iPads and column feature is available. However, I insist that any kind of data pro- some degree of data processing within the app, would this be the solution cessing is done individually, so for a group of students gathering data to the graphing issue? using one LabQuest, this feature is not useful to me. The graph produced by Graphical is adequate for grades six through ten, allowing a trend line Figure 5: LabQuest and iPad in class and associated data to be displayed, but the lack of an error bar feature means that currently, external processing would be essential for grades eleven and twelve.

Figure 7: Graph produced using Graphical iOS

As well as allowing the iPad user to collect data wirelessly from a LabQuest 2, the app is also designed to support manual data entry. The straightforward interface allows students to enter any number of data columns and plot x-y coordinate graphs in any combination.

19 CAIS — FACULTY NEWSLETTER — EARLY SPRING EDITION 2012-2013

So my current solution is a non-ideal cobbling together of two Figure 9: Knowmia home assignment tool apps. With new apps and updates occurring very regularly, however, http://www.knowmia.com/teachers - home-assignment-tool there must surely be something better on the horizon. Delivering curriculum content through short video, or podcasts is becoming more popular and I hoped that the iPad would allow students easier access to podcasts that I produce. iPads are great tools to watch video media, especially through You Tube, so with this in mind I produced a channel especially for my podcasts. But how do you know that students have actively watched the podcast? My pre-iPad solution was a web- based social learning tool called Grockit Answers where students watch podcasts and whilst doing so, post questions.

Figure 8: Grockit Answers screenshot

This will allow teachers to group podcasts, questions and other documents and assign them to students as homework. Best of all, it eventually will allow the teacher to keep track of podcast viewing, and student responses to questions. It does not include the facility for students to ask questions but until Grockit Answers is enabled for iOS I will have to do without this feature. These questions can be viewed and answered by me or other An iPad issued to a student should be a do-all device that is students in the grade level. I found this to be a great tool that enabled flexible enough to perform well across the spectrum of subjects that the me to see who was watching and more importantly, thinking about the student studies. As a device for communicating, browsing or researching podcast. Enter the iPad: unfortunately, Grockit Answers uses something it is second to none. But am I compromising when I expect the students called Popcorn.js which uses JavaScript which as most of us know, will not to carry out all of their science related work on the iPad? The answer is run on an iPad. It seems that currently, a similar solution does not exist for I don’t think so. There are a few ‘work arounds’ that need to be done the iPad but a relatively new organization called Knowmia is working on for best results but as new apps and solutions appear, I hope these will something that sounds like it might fill the void. They currently run a web- become fewer. For this to happen of course, we as educators must be sure site that hosts thousands of educational podcast-length videos that teach- to let those app-builders know what we want! ers can freely add to. They have also produced an iPad app that helps educators produce podcasts (Knowmia Teach http://www.knowmia.com/ teachers#knowmia-teach-ipad.) Notes Their next step is the home assignment tool. •Grockit Answers (beta) is a product of Grockit: Grockit.com •LabPro, LabQuest 2 and the Graphical app are products I was also excited as to how of Vernier: www.vernier.com •Knowmia Teach and the “home assignment tool” are the iPad could be integrated products of Knomia: www.knowmia.com into our science curriculum, but also concerned as to whether BY WILL DUNCAN it (and the apps available) Science Ninth Grade French American International School would “cut it.” [email protected]

20 CAIS — FACULTY NEWSLETTER — EARLY SPRING EDITION 2012-2013

The assignment:

You will be asked to write a single-page essay that includes the following components: • A monthly monetary budget based on real cost-of-living expenses; • Observations and conclusions about living on minimum wage based on online research; Nickeled • A summary of what you learned and what new insights you gained through this assignment. and Each of these components need to be presented on a Dimed: single 8.5x11 page. Consider including relevant graphic images. Make every aspect of the page dynamic and engaging. Every A Cost-of-Living Study element should be considered as part of your presentation, a de- liberate part of your reader’s experience. If you want to include Learning gets “real’ in an English teacher’s classroom graphs or charts, they need to be based on your own research After assigning my students an excerpt from Barbara Ehrenreich’s rather than pasted directly from the web. Nickel and Dimed, I asked the reality check questions: Does her role as a Students were told they may not “take” any job for journalist stepping into the minimum-wage world inhibit her ability to which they didn’t presently qualify; they could not assume spe- understand her environment? Does she accurately describe the working cial training or advanced degrees. The intent was to keep their life of a waitress and the atmosphere of a restaurant? In short, does her budget absolutely realistic. To that end, at least twenty hours of analysis capture—or distort—reality? These are common questions to ask their work week (one part-time job) needed to be paid at state following a reading assignment. But what struck me as uncommon were minimum wage. I also told them they could only work up to 45 my students’ answers. hours per week and must deduct state and federal taxes from As with most CAIS schools, the all-girls school at which I wages (10% for state and 25% for federal tax). Though they did teach offers tuition assistance to many of our students, but more than not have to factor in first, last, and deposit for housing, they did half of them come from homes that don’t receive any financial aid. have to factor in car insurance if they planned to drive. In this Based on today’s economic standards, they are among the privileged way, I shaped their budgets to focus on actual month-to-month class and would benefit, I thought, from being exposed to Ehren- expenses rather than one-time expenses. However, I made no reich’sk dar discovery: the working class world of scrimp and strug- requirement for health insurance or savings. gle.y But m students didn’t get it. While they appreciated Ehrenreich’s Consider what items should be included in a description and could name several of the devices she used to inject monthly budget. logos and pathos, they couldn’t quite wrap their heads around the lives of the other players, the co-workers, the very people Ehrenreich • What types of expenses are ordinary, i.e., daily, which had hoped to meet. are monthly, and which must be considered as emergency? As an avid reader of the New York Times, I know that news of • Which expenses will be automatic or necessities and which our national economic crisis can be found on most pages of most newspa- will be elective? pers across the country. In a single Saturday edition of the Times, I found • How much should you budget for food and toiletries? For articles related to the employment or housing crisis on the cover and in transportation? the U.S., Business, Style, and, of course, Op-Ed sections. But I was read- • Will there be any left over for pleasure? ing the paper. How could I help my students understand the burdens this • Go to safeway.com or another grocer to determine a crisis placed on the working poor? realistic budget for food. • If you assume you have a car, you also have to assume you A puzzling conundrum for many looking at have insurance, which is mandatory in most states. (The cur- employment ads was the stipulation of pro- rent average is approximately $940 per year.) fessional experience: How could they get ex- Remember: this isn’t a contest. Your objective is to calculate a realistic monthly budget based on real prices and realistic perience in the job they were pursuing if they expenses. Also, don’t forget to factor in transportation, utilities, a couldn’t get the job without experience? telephone, and internet if you want it.

Ehrenreich’s fine excerpt wasn’t enough. I developed an assignment that would ask my students to create a monthly budget, not on projected dreams but on concrete realities. They were granted to go online to research a topic related to living on minimum wage. I a high school diploma and allowed to consider themselves 18 years provided a few on-line sources to get them started then sent them to of age, but beyond these two concessions, they had to keep it real. I the library. Students were drawn to apartment shopping first, but it directed them to the local newspaper and Craigslist, gave them a cou- didn’t take them long to discover the importance of income. The first ple of days in the library to research locally advertised employment, question was based on hours per week. Could they work more than housing, and cost-of-living expenses, then sat back and watched. And 45? After looking at housing prices, a few were trying to squeeze in I was surprised again. But this time, so were they. a third job. The second question was, Could they have roommates? After creating their monthly budgets, students were asked A puzzling conundrum for many looking at employment

21 CAIS — FACULTY NEWSLETTER — EARLY SPRING EDITION 2012-2013

• From the February 4 edition of the New York Times: • “Working Poor: Almost Half of U.S. Households Live One Crisis from the Bread Line” Inescapable Debt by Annie ◊ “In Fuel Oil Country, Cold That Cuts to the Heart” (Huffington Post) Though it is possible to sustain a lifestyle without a college degree, it is ◊ “White House Offers Plan to Lure Jobs (back) to America” • The Straight Facts on Women in Poverty (blog) extremely difficult to do so in modern day America. Often people living on ◊ “The True Cost of High School Dropouts” minimum wage fall into inescapable credit card debts that financially corner • Help the 99ers (blog) ◊ “Reining in College Tuition” them and ruin their credit score, worsening their chances of being approved • A 60-Minutes segment: When Unemployment for a loan or credit in the future and forcing them to waste money on the ◊ “Do-It-Yourself Deportation” Benefits Run Out – in the Silicon Valley (video) high interest rates and premiums they must pay. That, in combination with the ◊ “How Class Works” (interactive on-line graphic, NYTimes) ever-increasing costs of living, lead to tremendous strain on families to make ends meet. For example, from 2003-2008 in Monterey alone, food costs ◊ “Low Income Families May Pay More for Auto Insurance” (blog; NYTimes) increased by 15%, child care costs by 31%, health care costs by 36% and the Self-Sufficiency Standard for a family of one adult, a preschooler, and a school-age child rose from $11,368 to $51,571. ads was the stipulation of professional experience: How could they get experience in the job they were pursuing if they couldn’t get the This project proved enlightening to me by making me more aware of the value job without experience? I had to help them navigate a few listings. of a dollar and the amount of work the majority of the United States must put in to barely survive. I am now more aware of how I spend money and the Several wages were based on meeting quotas, which was a foreign many wasteful products I buy for no apparent reason. Also, although I never concept to most students. I reminded them that no one could realisti- doubted I would go to college, the fact that a GED barely guarantees a mini- cally expect to earn $32 an hour for telephone work. And I asked, mum wage job reinforces the importance of education in my life, and I will not take that opportunity for granted. I consider myself very lucky to be able to just how many hours per week was the employer guaranteeing? I not just attend a good high school but to continue on to college and graduate advised students to follow the adage, "if it sounds too good to be school. Education will allow me to make a prosperous life for myself. true, it probably is." However, with increased budget cuts at public schools, other children do not Reminding them that they didn’t have to compete for these have the same opportunities as I do and cannot hope to compete in the mod- jobs, which in itself was a gross stretch of realism, I reiterated that ern corporate world, a fact that is sad but true. The situations they are born they must work at least twenty hours per week at minimum wage. No into limit how far they can go in life, and their limited opportunities just make exceptions. it more difficult to improve their lifestyles. I also now realize the luck a person living on minimum relies on—they cannot fall sick, get hurt or have any car While I saw their competitive natures engaged in the task problems ever if they want to stay out of debt, a utopian situation that rarely of employment and housing, a most compelling discovery was yet to occurs. Also, my life scenario could barely cover my own expenses let alone be made: what they presently considered to be necessities were truly those of a family or pet, and I cannot imagine how families cope in their situa- tion. They must make immense sacrifices just to survive, cutting costs wherever luxuries. they can—such as choosing cheaper fast food over fresh food, working long It didn’t take long for students to be reading telephone and strenuous hours, and enduring miserable working conditions. They do plans, giving up their smart phones, and going to walmart.com for what they must to survive; however, the rest of us must fight for these underrep- resented people and work to improve their lives and the lives of their children. bargain prices and per-minute programs. While Internet access was considered a luxury, they all planned to pay for it (and split the cost, Where Did the Money Go? if possible), not one considered keeping cable. But it was the cost of Job: Macy’s Sales Clerk ($8/hour); Yama Sushi Server ($8/hr plus tips) food that shocked them. Gross income: $1520 Many began adding fast food to their menus, assuming Take-home: $988 their dollars could stretch farther at McDonald’s than at Safeway. Housing: $450 (shared; utilities included) Food and toiletries: $300 They lamented the loss of fresh vegetables and meats. Suddenly, Phone: $35 starch was at the center of their shopping list—ramen, pasta, bread— Bus pass: $75 cheap, sugar and fat filled foods that would make them feel full as Laundry: $18 they moved from one job to the next. Weekly discretionary income: $30

With very few exceptions, students ended up taking more than one job in hopes of taking a small step above minimum wage. Confronted with the realities of insurance and gas prices, most opted The Demands of (Un)Employment by Mary for a bus pass, a bargain for 18-year-olds at $37/month. But by the One night out with a friend, and I do not have any pocket money for two weeks. One trip to the doctor’s, and I cannot buy groceries for a month, time they began writing their narratives, they were ready to lament maybe two. The thought of living one crisis away from the poverty line makes their stressful schedules and the lack of freedom in their lives. me reconsider my parents’ cautionary words about the importance of a And what about emergency expenses? my students began university education. As they had never gone beyond high school themselves, this simple concept resonates with me. Granted that a college education is to ask. One trip to Doctors on Duty would cost $150; even generic not necessarily the key to success, as the most profitable majors also entail medicine would cost, on average, $75. Without medical insurance, two decade’s worth of student loan debt. Thus, if this project has taught me how could they afford to be sick? And with part time jobs that didn’t anything, it is that living on a minimum wage is not living; it is a ruthless game to see how thin you can stretch yourself until you eventually exhaust yourself of offer benefits, how could they afford to miss work? your resources. Of course, there are rags to riches stories – my parents, ironi- All of my students came to see the trap of the minimum wage cally enough, happen to belong in this category – but let’s face it: in today’s life. With discretionary income reduced to an average of $30 dollars economy where competition is unfathomably fierce and the opportunity of a week, Starbucks was a thing of the past, and a weekend movie was landing a job is determined by mere chance, people who have been able to live out the American dream are in the minority. For the rest of us who do not a wasteful extravagance. College, like savings, seemed beyond the exceed a high school education and are not lucky enough to hit the jackpot reach of realism. But that’s not what scared them. What scared them at Carnegie once did, a minimum wage job seems to be the best deal you can was the thought of a one-time or emergency expense that would take get even if it is a constant strain. them under. They realized that one car repair would force them to Where Did the Money Go? park the car. And one roommate losing her job would force all four of them to lose their apartment. This assignment helped my students see Job: Macy’s clerk ($8/hour) ROBIN DE LA LLATA AIME Gross income: $1280 11th Grade American Literature what Ehrenreich saw; they saw themselves as hard working people Take-home: $832 with no way up and no way out. Housing: $550 (shared) and Culture Following are examples of the students' report. Food and toiletries: $150 Santa Catalina School Phone: $25 [email protected] Bus pass: $37 Weekly discretionary income: $18

22 CAIS — FACULTY NEWSLETTER — EARLY SPRING EDITION 2012-2013

The Professional Services Committees help CAIS plan the Regional Meeting and the Professional Days. In 2012-3 the Northern Professional Services Committee (NPSC) helped plan the Northern Regional Meeting, and the Southern committee (SPSC) planned Professional Days in their grade levels and disciplines.

Northern Professional Services Committee Southern Professional Services Committee 2012-2013 2012-2013

ADMINISTRATION ADMINISTRATION Zachery Roberts Kevin Newman The Berkeley School Windward School

COUNSELING COUNSELING Lisa Richter Nancy Anderson San Domenico School The John Thomas Dye School

EARLY CHILDHOOD (PRE-K) EARLY CHILDHOOD (PRE-K) Elizabeth Pombo Ilyse Faye Almaden Country School Hollywood Schoolhouse

ENGLISH ENGLISH Margaret Ramsey Jaime Lees Menlo School New Community Jewish High School

INTERMEDIATE GRADES (3-6) INTERMEDIATE GRADES (3-6) Marisa Bellingrath Jessica Lusk The Hamlin School Brentwood School

LANGUAGES LANGUAGES Kelly Giddings Donna Peacher-Hall Saint Mark's School High Point Academy

LIBRARY LIBRARY Sarah Levin Elaine Cardenas The Urban School of San Francisco St. Matthew's Parish School

MATHEMATICS MATHEMATICS Marian Ferrara Ryan Grady Drew School Pilgrim School

PERFORMING ARTS PERFORMING ARTS Lisa Mandelstein Lisa Byrne The Katherine Del Mar Burke School Mayfield Jr. School

PHYSICAL EDUCATION PHYSICAL EDUCATION Whitney Sutak Kameron Spies Marin Primary & Middle School Turning Point School

SCIENCES SCIENCES Megan Wood Barbara Haig Black Pine Circle School Dunn School

SOCIAL STUDIES/HISTORY SOCIAL STUDIES/HISTORY Donna Gilbert Jennifer Fenner The Harker School Harbor Day School

TECHNOLOGY TECHNOLOGY Jennifer Gasper-Santos Josh Sneiderman Castilleja School Tarbut V'Torah School

VISUAL ARTS VISUAL ARTS Pamela Ritchey Roxanne Kane Phillips Brooks School St. Mary's School

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