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- 1. HRS LIBRARIES TODAY AND TOMORROW
- 2. “There’s no going back. The information sea isn’t going to dry up” Jamais Cascio
- 3. Everyone Has Something to Say The Future of Learning Institutions in a Digital Age Habits of Mind International Society for Technology in Education American Association of School Librarians American Association for the Advancement of Science Head-Royce Principles of Good Practice for 21st Century Teaching and Learning
- 4. MIX WELL FOR THE IDEAL HRS GRAD-YOUR FUTURE CONTENT PROVIDERS AASL ISTE INQUIRE...THINK CRITICALLY...CREATE NEW RESEARCH AND INFORMATION FLUENCY, KNOWLEDGE...SHARE KNOWLEDGE. FIND, LOCATE, ORGANIZE, ANALYZE, EVALUATE, EVALUATE, SELECT APPROPRIATE SOURCE SYNTHESIZE INFORMATION FROM A VARIETY TO ANSWER QUESTIONS OF SOURCES... CRITICAL THINKING...DEFINE AUTHENTIC PROBLEM...CONSTRUCT KNOWLEDGE...COLLABORATE... TEXT PROJECT 2061 HRS EFFECTIVE PROBLEM SOLVERS...ALONE AND IN REAL-WORLD PROBLEM SOLVING CONCERT...CRITICAL RESPONSE, THINKING CRITICAL THINKING... CONNECT IDEAS SKILLS...LOCATE INFORMATION AND INFORMATION... COLLABORATING
- 5. MIX WELL FOR THE IDEAL HRS GRAD-YOUR FUTURE CONTENT PROVIDERS PROJECT 2061 ISTERESPONSE, THINKING EFFECTIVE PROBLEM SOLVERS...ALONE AND IN AASL CONCERT...CRITICAL HRS RESEARCH AND INFORMATION FLUENCY, TEXT SKILLS...LOCATE INFORMATION INQUIRE...THINK CRITICALLY...CREATE NEW LOCATE, ORGANIZE, ANALYZE, EVALUATE, REAL-WORLD PROBLEM SOLVING KNOWLEDGE...SHARE KNOWLEDGE. FIND, SYNTHESIZE INFORMATION FROM A VARIETY OF CRITICAL THINKING... THINKING...DEFINE EVALUATE, SELECT APPROPRIATE IDEAS SOURCES... CRITICAL CONNECT SOURCE AND INFORMATION... COLLABORATING TO ANSWER QUESTIONS AUTHENTIC PROBLEM...CONSTRUCT KNOWLEDGE...COLLABORATE...
- 6. MIX WELL FOR THE IDEAL HRS GRAD-YOUR FUTURE CONTENT PROVIDERS PROJECT 2061 EFFECTIVE PROBLEM THINKINGIN ISTERESPONSE, SOLVERS EFFECTIVE PROBLEM SOLVERS...ALONE AND AASL CONCERT...CRITICAL INQUIRE, THINKINFORMATIONNEW SKILLS...LOCATE CRITICALLY, HRS RESEARCH AND INFORMATION FLUENCY, TEXT INQUIRE...THINK CRITICALLY...CREATE LOCATE, ORGANIZE, ANALYZE, EVALUATE, REAL-WORLD PROBLEM SOLVING KNOWLEDGE...SHARE KNOWLEDGE. FIND, SYNTHESIZE INFORMATION FROM A VARIETY LOCATE INFORMATION & COLLABORATE OF CRITICAL THINKING... THINKING...DEFINE EVALUATE, SELECT APPROPRIATE IDEAS SOURCES... CRITICAL CONNECT SOURCE AND INFORMATION... COLLABORATING TO ANSWER QUESTIONS AUTHENTIC PROBLEM...CONSTRUCT TO CREATE AND SHARE NEW KNOWLEDGE KNOWLEDGE...COLLABORATE...
- 7. THEN NOW “IT’S SO MUCH EASIER TO USE BOOKS. YOU DON’T HAVE TO SIFT THROUGH AS MUCH CRAP AND THE INFORMATION IS SO MUCH MORE CONCENTRATED.” BEN MITTLEBERGER, HRS SOPHOMORE
- 8. Without familiar context clues, searchers bear substantial new interpretive burdens. Frances Jacobsen Harris Mac Arthur Foundation Digital Media and Learning Initiative
- 9. Time Required For Good Research-Then/Now THEN NOW Text - Text - + + _____________ _____________ Text =
- 10. TODAY--PROCESS AND PRODUCT ARE EQUAL The facts were plentiful and accurate [but] students felt that their work, which I found shallow and unquestioning, was adequate... Houman Harouni, Harvard Educational Review
- 11. Where We Are
- 12. Where We Are
- 13. Where We Want To Be
- 14. Where We Want To Be
- 15. In Search of a “Doable” Scope and Sequence
- 16. help us help you INTERNATIONAL SCHOOL BANGKOK
- 17. help us help you TASK FORCE RUBRICS LESSON PLANS GRADING COMMON VOCAB COMMON STANDARD PROACTIVE MEDIA LITERACY INTERNATIONAL SCHOOL BANGKOK CO-TEACH LEAD INFO SESSIONS 6/9 ORIENTATION
- 18. How are we sowing the seeds of information literacy?
- 19. How are we sowing the seeds of information literacy?
- 20. Help us create a more sustainable model.
- 21. Help us create a more sustainable model.
Editor's Notes
- With the schedule change in upper school, the middle school tackling a technology scope and sequence, and the discussion of 21st century skills front and center in concerns of the whole school community, things seemed a little light. But seriously we did think that this would be a good time to take a look at the changing nature of what used to be referred to as library instruction, researching skills—its information literacy in 21st century parlance. We may be restating things you’ve observed and are already addressing in your classes, but this is our opportunity to begin understanding as a group how and where we currently promote/encourage information literacy and – to determine as a group how to proceed. Elizabeth and I would like to share a bit of what we’ve learned through our reading of research and articles in preparation for this presentation about changes in the way students are thinking and learning. We’ll share a bit about
- changes we’ve observed in our students and then we hope to begin a discussion on how we can all help our students work more fruitfully in the current landscape. After 20 years of wading blissfully through the wealth/glut of information available on the internet, educators, thinkers and research institutions have recently begun to focus on challenges and opportunities—
- everyone has been making recommendations, crafting standards, frameworks and guidelines to help us teach our students how to make the most of all that is now easily available. To prepare for this presentation we looked beyond the land of librarians and sought input from other disciplines all speculating about the impact of digital learning.
- Elizabeth and I were particularly interested in research and discussions about how students find, evaluate and use information—specifically how are things different and how we can help students to become skilled and critical gatherer/users in this new environment. There was considerable overlap in what we read, but it all supported our original belief that teaching about the acquisition, assessment and use of information cannot be the purview of the library alone. In order to be effective it must woven through all areas of the curriculum and according to our experts—the Head-Royce graduate we’d like to see might look like this—slide merges.
- Elizabeth and I were particularly interested in research and discussions about how students find, evaluate and use information—specifically how are things different and how we can help students to become skilled and critical gatherer/users in this new environment. There was considerable overlap in what we read, but it all supported our original belief that teaching about the acquisition, assessment and use of information cannot be the purview of the library alone. In order to be effective it must woven through all areas of the curriculum and according to our experts—the Head-Royce graduate we’d like to see might look like this—slide merges.
- Elizabeth and I were particularly interested in research and discussions about how students find, evaluate and use information—specifically how are things different and how we can help students to become skilled and critical gatherer/users in this new environment. There was considerable overlap in what we read, but it all supported our original belief that teaching about the acquisition, assessment and use of information cannot be the purview of the library alone. In order to be effective it must woven through all areas of the curriculum and according to our experts—the Head-Royce graduate we’d like to see might look like this—slide merges.
- Elizabeth and I were particularly interested in research and discussions about how students find, evaluate and use information—specifically how are things different and how we can help students to become skilled and critical gatherer/users in this new environment. There was considerable overlap in what we read, but it all supported our original belief that teaching about the acquisition, assessment and use of information cannot be the purview of the library alone. In order to be effective it must woven through all areas of the curriculum and according to our experts—the Head-Royce graduate we’d like to see might look like this—slide merges.
- Elizabeth and I were particularly interested in research and discussions about how students find, evaluate and use information—specifically how are things different and how we can help students to become skilled and critical gatherer/users in this new environment. There was considerable overlap in what we read, but it all supported our original belief that teaching about the acquisition, assessment and use of information cannot be the purview of the library alone. In order to be effective it must woven through all areas of the curriculum and according to our experts—the Head-Royce graduate we’d like to see might look like this—slide merges.
- Elizabeth and I were particularly interested in research and discussions about how students find, evaluate and use information—specifically how are things different and how we can help students to become skilled and critical gatherer/users in this new environment. There was considerable overlap in what we read, but it all supported our original belief that teaching about the acquisition, assessment and use of information cannot be the purview of the library alone. In order to be effective it must woven through all areas of the curriculum and according to our experts—the Head-Royce graduate we’d like to see might look like this—slide merges.
- Elizabeth and I were particularly interested in research and discussions about how students find, evaluate and use information—specifically how are things different and how we can help students to become skilled and critical gatherer/users in this new environment. There was considerable overlap in what we read, but it all supported our original belief that teaching about the acquisition, assessment and use of information cannot be the purview of the library alone. In order to be effective it must woven through all areas of the curriculum and according to our experts—the Head-Royce graduate we’d like to see might look like this—slide merges.
- Elizabeth and I were particularly interested in research and discussions about how students find, evaluate and use information—specifically how are things different and how we can help students to become skilled and critical gatherer/users in this new environment. There was considerable overlap in what we read, but it all supported our original belief that teaching about the acquisition, assessment and use of information cannot be the purview of the library alone. In order to be effective it must woven through all areas of the curriculum and according to our experts—the Head-Royce graduate we’d like to see might look like this—slide merges.
- Elizabeth and I were particularly interested in research and discussions about how students find, evaluate and use information—specifically how are things different and how we can help students to become skilled and critical gatherer/users in this new environment. There was considerable overlap in what we read, but it all supported our original belief that teaching about the acquisition, assessment and use of information cannot be the purview of the library alone. In order to be effective it must woven through all areas of the curriculum and according to our experts—the Head-Royce graduate we’d like to see might look like this—slide merges.
- Elizabeth and I were particularly interested in research and discussions about how students find, evaluate and use information—specifically how are things different and how we can help students to become skilled and critical gatherer/users in this new environment. There was considerable overlap in what we read, but it all supported our original belief that teaching about the acquisition, assessment and use of information cannot be the purview of the library alone. In order to be effective it must woven through all areas of the curriculum and according to our experts—the Head-Royce graduate we’d like to see might look like this—slide merges.
- How are things different? Well we used to have the Book or any number of other print sources that weren’t perfect, but a student user could be reasonably sure that they contained factually accurate information vetted by an individual or an institution recognized as an authority. Now we’re all learning to navigate in the wilds of the digital world, despite Ben’s unsolicited nod to the book’s ease of use.
- We were reminded in the Macarthur Foundation series on Digital Media and Learning [on slide, but don’t read: “Without the familiar context clues, searchers bear substantial new interpretive burdens...”] that the nature of authority is changing daily and we now bear more responsibility for making judgments about relevance and quality, and for charting our own course--pretty heady stuff. There’s an exciting albeit false sense of driving the ship and being in control that makes it difficult to slow or redirect the information-seeking trajectory once fledgling researchers set a course. Even if we can see that they’re heading in the wrong direction. We (E and I) understand this momentum and how hard it is to stop. I think that all of us have fallen prey to seeking the fastest/easiest answer to a question, or failed to verify a source when pressed for time. However, as adult researchers, we’ve developed a sixth sense for recognizing unreliable source from years of study and research the old way. We’re armed with sufficient background knowledge and life experience to separate the wheat from the chaff and have good study skills that allow us to apply the appropriate level of effort to accomplish a project. How and when will our students learn these skills?
- SLIDE (Tree? Brain?)It’s a rumor that researching is faster now. Time spent doing good research has not changed, but the allocation to various aspects of “good research” has. Our reading and observations support the idea that skill development/instruction now should be less about how to locate information and more about how to validate it. While a fraction of the time now should be spent locating information [point out graphic], in order to create a good product, an equal if not greater amount needs to be spent on determining: what do I need? what do I have? what am I looking at and how do I verify the accuracy? why will it be useful and better than other sources I've found? Is the language the best? Is the format the best?Gathering large amounts of information in record time is simple for our students. For the most part, the facts they gather are accurate and the presentations look nice. At first glance, it appears that everything is ok -- nothing needs to change.However, what we’ve noticed in our work with students’ is an inability to sustain interest in the research process. If they don’t strike gold on the first pass they’ll “settle” for good enough. In the Literature this is called “…satisficing, a decision making construct that combines the need to both satisfy and suffice."Teaching and allowing students to practice asking solid, age-appropriate thesis(research?) questions and to be discriminating about the sources they use is challenging and takes time, but we must make the effort. After all, they will be our content providers in the future.
- Houman Harouni, high school history teacher, described the situation perfectly when writing about the project that caused him to revamp the way he taught research.(point to quote) He goes on to say that in looking so much to the end product, he realized that the learning that occurred by going through the process was lost. As early as fourth grade at HRS, students start to resist the process of building research strategies beyond Googling their questions. To counter this we need to infuse our curriculum with repeated opportunities for students to really think about, find, process AND evaluate information so that, SLIDE (2061 Quote) as the Project 2061 benchmarks states students will “…not only acquire certain skills but also to be inclined to use them in new situations, outside as well as inside school...”For example, in English students learn to analyze powerful/persuasive/...language found in literature, but may not automatically apply the same sort of awareness and critical analysis to language used in a website/newspaper/journal that they encounter in history or science. At the moment, we’re not certain students understand their skills are transferable. We need a shift in how we help our learners develop and hone critical information skills. The concepts and standards we all determine to be important must be introduced and revisited often.
- Our reading made a clear distinction between literacies of representation -- skills needed to analyze information and understand how meaning is created-- and tool literacies: the mastery of technology tools, presenting the information and make it the most useful, choosing to write paper, make a film or power point, collaborate using a Google doc, etc. Both sets of literacies get solid coverage in Lower School, between computer class and library instruction. In Middle School however, new students enter with a disadvantage. Then we notice there’s no longer time in the schedule for continuing to work on the tool skills. The opportunity to build on and reinforce those “representational literacies,” on our part, become somewhat sporadic. As library teachers, we work with the 6th grade in science, the 7th grade in English and study skills, most of the 8th graders in history. We see the kids pretty regularly, but with increasingly less consistency. In upper school there are many new students and we may work with ninth grade when they embark on their I-search. We work with some sophomores in history, fewer juniors in science and even fewer seniors. The older they get the fewer opportunities to reinforce literacies. As you can see, there is little integration, no thread that weaves all these experiences together so that the students are encouraged to apply these skills at a more sophisticated level or outside of the context in which they were originally learned.
- Our reading made a clear distinction between literacies of representation -- skills needed to analyze information and understand how meaning is created-- and tool literacies: the mastery of technology tools, presenting the information and make it the most useful, choosing to write paper, make a film or power point, collaborate using a Google doc, etc. Both sets of literacies get solid coverage in Lower School, between computer class and library instruction. In Middle School however, new students enter with a disadvantage. Then we notice there’s no longer time in the schedule for continuing to work on the tool skills. The opportunity to build on and reinforce those “representational literacies,” on our part, become somewhat sporadic. As library teachers, we work with the 6th grade in science, the 7th grade in English and study skills, most of the 8th graders in history. We see the kids pretty regularly, but with increasingly less consistency. In upper school there are many new students and we may work with ninth grade when they embark on their I-search. We work with some sophomores in history, fewer juniors in science and even fewer seniors. The older they get the fewer opportunities to reinforce literacies. As you can see, there is little integration, no thread that weaves all these experiences together so that the students are encouraged to apply these skills at a more sophisticated level or outside of the context in which they were originally learned.
- Our reading made a clear distinction between literacies of representation -- skills needed to analyze information and understand how meaning is created-- and tool literacies: the mastery of technology tools, presenting the information and make it the most useful, choosing to write paper, make a film or power point, collaborate using a Google doc, etc. Both sets of literacies get solid coverage in Lower School, between computer class and library instruction. In Middle School however, new students enter with a disadvantage. Then we notice there’s no longer time in the schedule for continuing to work on the tool skills. The opportunity to build on and reinforce those “representational literacies,” on our part, become somewhat sporadic. As library teachers, we work with the 6th grade in science, the 7th grade in English and study skills, most of the 8th graders in history. We see the kids pretty regularly, but with increasingly less consistency. In upper school there are many new students and we may work with ninth grade when they embark on their I-search. We work with some sophomores in history, fewer juniors in science and even fewer seniors. The older they get the fewer opportunities to reinforce literacies. As you can see, there is little integration, no thread that weaves all these experiences together so that the students are encouraged to apply these skills at a more sophisticated level or outside of the context in which they were originally learned.
- Our reading made a clear distinction between literacies of representation -- skills needed to analyze information and understand how meaning is created-- and tool literacies: the mastery of technology tools, presenting the information and make it the most useful, choosing to write paper, make a film or power point, collaborate using a Google doc, etc. Both sets of literacies get solid coverage in Lower School, between computer class and library instruction. In Middle School however, new students enter with a disadvantage. Then we notice there’s no longer time in the schedule for continuing to work on the tool skills. The opportunity to build on and reinforce those “representational literacies,” on our part, become somewhat sporadic. As library teachers, we work with the 6th grade in science, the 7th grade in English and study skills, most of the 8th graders in history. We see the kids pretty regularly, but with increasingly less consistency. In upper school there are many new students and we may work with ninth grade when they embark on their I-search. We work with some sophomores in history, fewer juniors in science and even fewer seniors. The older they get the fewer opportunities to reinforce literacies. As you can see, there is little integration, no thread that weaves all these experiences together so that the students are encouraged to apply these skills at a more sophisticated level or outside of the context in which they were originally learned.
- Our reading made a clear distinction between literacies of representation -- skills needed to analyze information and understand how meaning is created-- and tool literacies: the mastery of technology tools, presenting the information and make it the most useful, choosing to write paper, make a film or power point, collaborate using a Google doc, etc. Both sets of literacies get solid coverage in Lower School, between computer class and library instruction. In Middle School however, new students enter with a disadvantage. Then we notice there’s no longer time in the schedule for continuing to work on the tool skills. The opportunity to build on and reinforce those “representational literacies,” on our part, become somewhat sporadic. As library teachers, we work with the 6th grade in science, the 7th grade in English and study skills, most of the 8th graders in history. We see the kids pretty regularly, but with increasingly less consistency. In upper school there are many new students and we may work with ninth grade when they embark on their I-search. We work with some sophomores in history, fewer juniors in science and even fewer seniors. The older they get the fewer opportunities to reinforce literacies. As you can see, there is little integration, no thread that weaves all these experiences together so that the students are encouraged to apply these skills at a more sophisticated level or outside of the context in which they were originally learned.
- Our reading made a clear distinction between literacies of representation -- skills needed to analyze information and understand how meaning is created-- and tool literacies: the mastery of technology tools, presenting the information and make it the most useful, choosing to write paper, make a film or power point, collaborate using a Google doc, etc. Both sets of literacies get solid coverage in Lower School, between computer class and library instruction. In Middle School however, new students enter with a disadvantage. Then we notice there’s no longer time in the schedule for continuing to work on the tool skills. The opportunity to build on and reinforce those “representational literacies,” on our part, become somewhat sporadic. As library teachers, we work with the 6th grade in science, the 7th grade in English and study skills, most of the 8th graders in history. We see the kids pretty regularly, but with increasingly less consistency. In upper school there are many new students and we may work with ninth grade when they embark on their I-search. We work with some sophomores in history, fewer juniors in science and even fewer seniors. The older they get the fewer opportunities to reinforce literacies. As you can see, there is little integration, no thread that weaves all these experiences together so that the students are encouraged to apply these skills at a more sophisticated level or outside of the context in which they were originally learned.
- Our reading made a clear distinction between literacies of representation -- skills needed to analyze information and understand how meaning is created-- and tool literacies: the mastery of technology tools, presenting the information and make it the most useful, choosing to write paper, make a film or power point, collaborate using a Google doc, etc. Both sets of literacies get solid coverage in Lower School, between computer class and library instruction. In Middle School however, new students enter with a disadvantage. Then we notice there’s no longer time in the schedule for continuing to work on the tool skills. The opportunity to build on and reinforce those “representational literacies,” on our part, become somewhat sporadic. As library teachers, we work with the 6th grade in science, the 7th grade in English and study skills, most of the 8th graders in history. We see the kids pretty regularly, but with increasingly less consistency. In upper school there are many new students and we may work with ninth grade when they embark on their I-search. We work with some sophomores in history, fewer juniors in science and even fewer seniors. The older they get the fewer opportunities to reinforce literacies. As you can see, there is little integration, no thread that weaves all these experiences together so that the students are encouraged to apply these skills at a more sophisticated level or outside of the context in which they were originally learned.
- Our reading made a clear distinction between literacies of representation -- skills needed to analyze information and understand how meaning is created-- and tool literacies: the mastery of technology tools, presenting the information and make it the most useful, choosing to write paper, make a film or power point, collaborate using a Google doc, etc. Both sets of literacies get solid coverage in Lower School, between computer class and library instruction. In Middle School however, new students enter with a disadvantage. Then we notice there’s no longer time in the schedule for continuing to work on the tool skills. The opportunity to build on and reinforce those “representational literacies,” on our part, become somewhat sporadic. As library teachers, we work with the 6th grade in science, the 7th grade in English and study skills, most of the 8th graders in history. We see the kids pretty regularly, but with increasingly less consistency. In upper school there are many new students and we may work with ninth grade when they embark on their I-search. We work with some sophomores in history, fewer juniors in science and even fewer seniors. The older they get the fewer opportunities to reinforce literacies. As you can see, there is little integration, no thread that weaves all these experiences together so that the students are encouraged to apply these skills at a more sophisticated level or outside of the context in which they were originally learned.
- Our reading made a clear distinction between literacies of representation -- skills needed to analyze information and understand how meaning is created-- and tool literacies: the mastery of technology tools, presenting the information and make it the most useful, choosing to write paper, make a film or power point, collaborate using a Google doc, etc. Both sets of literacies get solid coverage in Lower School, between computer class and library instruction. In Middle School however, new students enter with a disadvantage. Then we notice there’s no longer time in the schedule for continuing to work on the tool skills. The opportunity to build on and reinforce those “representational literacies,” on our part, become somewhat sporadic. As library teachers, we work with the 6th grade in science, the 7th grade in English and study skills, most of the 8th graders in history. We see the kids pretty regularly, but with increasingly less consistency. In upper school there are many new students and we may work with ninth grade when they embark on their I-search. We work with some sophomores in history, fewer juniors in science and even fewer seniors. The older they get the fewer opportunities to reinforce literacies. As you can see, there is little integration, no thread that weaves all these experiences together so that the students are encouraged to apply these skills at a more sophisticated level or outside of the context in which they were originally learned.
- Our reading made a clear distinction between literacies of representation -- skills needed to analyze information and understand how meaning is created-- and tool literacies: the mastery of technology tools, presenting the information and make it the most useful, choosing to write paper, make a film or power point, collaborate using a Google doc, etc. Both sets of literacies get solid coverage in Lower School, between computer class and library instruction. In Middle School however, new students enter with a disadvantage. Then we notice there’s no longer time in the schedule for continuing to work on the tool skills. The opportunity to build on and reinforce those “representational literacies,” on our part, become somewhat sporadic. As library teachers, we work with the 6th grade in science, the 7th grade in English and study skills, most of the 8th graders in history. We see the kids pretty regularly, but with increasingly less consistency. In upper school there are many new students and we may work with ninth grade when they embark on their I-search. We work with some sophomores in history, fewer juniors in science and even fewer seniors. The older they get the fewer opportunities to reinforce literacies. As you can see, there is little integration, no thread that weaves all these experiences together so that the students are encouraged to apply these skills at a more sophisticated level or outside of the context in which they were originally learned.
- Students need not only the initial skill set, but also the mindset to continue developing their research skills without more coaching from us. How do we get them to the place where they can do that? We know that everyone is busy and that the curriculum is full. We assure you that our goal is not to make more work, but to work better. We’re looking for your help in identifying those skills/aptitudes that we need to develop; determine where they can/should be most appropriately be introduced, then reinforced; and integrate the material as seamlessly as possible.
- Take this example of our current 6th grade library scope, developed by Joyce Roby. This is a wonderful, HUGE, and very ambitious list. Armed with what we know now, thanks to all the research on research, let’s figure out which of these things are the high points for students, the most important for instructors, the ones that will give our students the best tools to thrive in life after school. How do we do that?
- Using the task force approach that was so successful in dealing with middle school retention this year, we might be able to achieve similar success here. Interested folks would meet a few times next year to help us as a faculty: •unearth where skills are already being taught •articulate where we can logically reinforce them. •help us help you --maybe let the library share some of the planning or grading burden off of classroom teachers •AND enhance student thinking and learning in the process.
- Using the task force approach that was so successful in dealing with middle school retention this year, we might be able to achieve similar success here. Interested folks would meet a few times next year to help us as a faculty: •unearth where skills are already being taught •articulate where we can logically reinforce them. •help us help you --maybe let the library share some of the planning or grading burden off of classroom teachers •AND enhance student thinking and learning in the process.
- Using the task force approach that was so successful in dealing with middle school retention this year, we might be able to achieve similar success here. Interested folks would meet a few times next year to help us as a faculty: •unearth where skills are already being taught •articulate where we can logically reinforce them. •help us help you --maybe let the library share some of the planning or grading burden off of classroom teachers •AND enhance student thinking and learning in the process.
- Using the task force approach that was so successful in dealing with middle school retention this year, we might be able to achieve similar success here. Interested folks would meet a few times next year to help us as a faculty: •unearth where skills are already being taught •articulate where we can logically reinforce them. •help us help you --maybe let the library share some of the planning or grading burden off of classroom teachers •AND enhance student thinking and learning in the process.
- Using the task force approach that was so successful in dealing with middle school retention this year, we might be able to achieve similar success here. Interested folks would meet a few times next year to help us as a faculty: •unearth where skills are already being taught •articulate where we can logically reinforce them. •help us help you --maybe let the library share some of the planning or grading burden off of classroom teachers •AND enhance student thinking and learning in the process.
- Using the task force approach that was so successful in dealing with middle school retention this year, we might be able to achieve similar success here. Interested folks would meet a few times next year to help us as a faculty: •unearth where skills are already being taught •articulate where we can logically reinforce them. •help us help you --maybe let the library share some of the planning or grading burden off of classroom teachers •AND enhance student thinking and learning in the process.
- Using the task force approach that was so successful in dealing with middle school retention this year, we might be able to achieve similar success here. Interested folks would meet a few times next year to help us as a faculty: •unearth where skills are already being taught •articulate where we can logically reinforce them. •help us help you --maybe let the library share some of the planning or grading burden off of classroom teachers •AND enhance student thinking and learning in the process.
- Using the task force approach that was so successful in dealing with middle school retention this year, we might be able to achieve similar success here. Interested folks would meet a few times next year to help us as a faculty: •unearth where skills are already being taught •articulate where we can logically reinforce them. •help us help you --maybe let the library share some of the planning or grading burden off of classroom teachers •AND enhance student thinking and learning in the process.
- Using the task force approach that was so successful in dealing with middle school retention this year, we might be able to achieve similar success here. Interested folks would meet a few times next year to help us as a faculty: •unearth where skills are already being taught •articulate where we can logically reinforce them. •help us help you --maybe let the library share some of the planning or grading burden off of classroom teachers •AND enhance student thinking and learning in the process.
- Using the task force approach that was so successful in dealing with middle school retention this year, we might be able to achieve similar success here. Interested folks would meet a few times next year to help us as a faculty: •unearth where skills are already being taught •articulate where we can logically reinforce them. •help us help you --maybe let the library share some of the planning or grading burden off of classroom teachers •AND enhance student thinking and learning in the process.
- Using the task force approach that was so successful in dealing with middle school retention this year, we might be able to achieve similar success here. Interested folks would meet a few times next year to help us as a faculty: •unearth where skills are already being taught •articulate where we can logically reinforce them. •help us help you --maybe let the library share some of the planning or grading burden off of classroom teachers •AND enhance student thinking and learning in the process.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- Sustainable gardens. What we’ve been doing with our current model of instruction is creating a garden that grows and is beautiful for a season and then withers and dies. A new group of students comes along and we repeat the process. If we’re lucky, some of the plants in our garden self-sow and the student can continue along a poorly marked and rocky path of self-instruction.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.
- The alternative is much greener: create a sustainable garden where good research thrives. We begin with the K and 1st grade where we give them “magic beans” so they can have good, quick, reinforceable results. The older grades will need to till the soil more to get results– BUT ideally, by then they will not only have the skills to do so – they will have the desire. Our students will “get” how the process works and they will own it – it will be second nature. However we’ll need more than one or two master gardeners overseeing this work to make it a success. We’ll need a team to plan and plant, and as a team, we’ll all harvest the benefits. We will contact everyone on the committee in the next few days to see who might be interested in joining us a few times for further discussion. Thank you.