Here are the key steps:
1. Pick a film you truly enjoy
2. Watch the film while taking notes on facts, ideas, techniques, and scenarios from the director's commentary
3. Organize your notes into a fact gathering sheet with sections for the thesis, chapters/sections, focus areas, and techniques
4. Your goal is to gather at least 10 relevant facts from the director's commentary
This project guides students through an easy embedded instruction process of selecting a film, actively listening to a director's commentary while taking detailed notes, and organizing their findings into a structured fact sheet. The goal is to help students own their learning by engaging with a topic they enjoy.
The document discusses Julian Coultas' presentation on mobile learning using Apple devices like iPods and iPads. It covers the functionality of these devices for educational uses like ebooks, cameras, and apps. It also discusses managing devices through carts, syncing, and profiles. Mobile devices are positioned as replacements for computer labs and enabling new forms of active, portable learning.
The document discusses ways for people to get involved in the Drupal community. It notes that fostering the community is more important than just managing code. Some reasons to get involved include doing good, paying it forward, helping yourself, and learning new skills. Suggested ways to contribute include providing support through forums and documentation, attending and organizing events, donating money, and contributing code by scratching your own itch and helping with core issues. The document encourages readers to find some way to do something to support Drupal.
Sarah Taylor presented on her experiences integrating ICT into her junior classroom at Tauranga Primary School. She discussed the various technologies available in her classroom including iPads, an interactive whiteboard, laptops, and digital cameras. She explained how she uses these tools for blended learning across subject areas like math, reading, and writing. Some of the sites and apps she recommended for math included Numpa, Study Ladder, and tutpup. For reading, she uses iPads, Tumblebooks, and Study Ladder. She provided examples of how students use the interactive whiteboard for activities like character descriptions. The goal is to engage students through technology while still using traditional teaching methods.
The document discusses the use of iPads in an educational setting. It provides information on managing iPads, charging, syncing, and sharing apps. It lists many educational apps for subjects like math, writing, art and more. It discusses setting up apps, whiteboarding, blogging, photo sharing and using iPads for explicit teaching. Recommendations are provided for iPad research groups, BYOD policies, and links for continuing professional development around iPad integration.
From Scarcity to Abundance (and from Mass Production to Hyper-personalization...Erik Duval
The document discusses the transition from scarcity to abundance of knowledge and learning resources due to technologies like the internet and social media. It describes how knowledge is now widely available and accessible online through platforms like YouTube, Facebook, and open educational resources. However, it notes that personalizing and tailoring learning to individual needs remains a challenge given the abundance of information. The document proposes the "snowflake effect" as a way to develop highly personalized learning experiences for each learner.
The document describes the results of creating pages and pinging various website analysis services for the domain www.site-advertising.info. Most page creations and pings were successful, with a few failures to create pages at specific services. A total of 101 website services were checked in this manner.
The document discusses building skills for report writing over a student's academic year. It is broken into quarters that progressively focus on more advanced skills like independent research, adapting reports for different audiences, and managing time. The first quarter focuses on basic skills like note-taking and composing simple one-page reports with a thesis, focus areas, and five facts. Students are graded on including these elements to receive an A for the first assignment. The second step is to expand the first report into a three paragraph format.
This document contains various images, text fragments, and website links from an educator's work. It discusses re-teaching lessons on Mondays through Fridays, using textbooks, workbooks, and original materials. It also mentions the importance of self-knowledge and compares sample projects for applying critical thinking, creativity, communication and collaboration skills. Different tools for lessons are listed such as Quizizz, Prodigy Math, and image grammar activities. The document advocates for being the teacher needed and provides examples of innovative teaching methods.
The document discusses Julian Coultas' presentation on mobile learning using Apple devices like iPods and iPads. It covers the functionality of these devices for educational uses like ebooks, cameras, and apps. It also discusses managing devices through carts, syncing, and profiles. Mobile devices are positioned as replacements for computer labs and enabling new forms of active, portable learning.
The document discusses ways for people to get involved in the Drupal community. It notes that fostering the community is more important than just managing code. Some reasons to get involved include doing good, paying it forward, helping yourself, and learning new skills. Suggested ways to contribute include providing support through forums and documentation, attending and organizing events, donating money, and contributing code by scratching your own itch and helping with core issues. The document encourages readers to find some way to do something to support Drupal.
Sarah Taylor presented on her experiences integrating ICT into her junior classroom at Tauranga Primary School. She discussed the various technologies available in her classroom including iPads, an interactive whiteboard, laptops, and digital cameras. She explained how she uses these tools for blended learning across subject areas like math, reading, and writing. Some of the sites and apps she recommended for math included Numpa, Study Ladder, and tutpup. For reading, she uses iPads, Tumblebooks, and Study Ladder. She provided examples of how students use the interactive whiteboard for activities like character descriptions. The goal is to engage students through technology while still using traditional teaching methods.
The document discusses the use of iPads in an educational setting. It provides information on managing iPads, charging, syncing, and sharing apps. It lists many educational apps for subjects like math, writing, art and more. It discusses setting up apps, whiteboarding, blogging, photo sharing and using iPads for explicit teaching. Recommendations are provided for iPad research groups, BYOD policies, and links for continuing professional development around iPad integration.
From Scarcity to Abundance (and from Mass Production to Hyper-personalization...Erik Duval
The document discusses the transition from scarcity to abundance of knowledge and learning resources due to technologies like the internet and social media. It describes how knowledge is now widely available and accessible online through platforms like YouTube, Facebook, and open educational resources. However, it notes that personalizing and tailoring learning to individual needs remains a challenge given the abundance of information. The document proposes the "snowflake effect" as a way to develop highly personalized learning experiences for each learner.
The document describes the results of creating pages and pinging various website analysis services for the domain www.site-advertising.info. Most page creations and pings were successful, with a few failures to create pages at specific services. A total of 101 website services were checked in this manner.
The document discusses building skills for report writing over a student's academic year. It is broken into quarters that progressively focus on more advanced skills like independent research, adapting reports for different audiences, and managing time. The first quarter focuses on basic skills like note-taking and composing simple one-page reports with a thesis, focus areas, and five facts. Students are graded on including these elements to receive an A for the first assignment. The second step is to expand the first report into a three paragraph format.
This document contains various images, text fragments, and website links from an educator's work. It discusses re-teaching lessons on Mondays through Fridays, using textbooks, workbooks, and original materials. It also mentions the importance of self-knowledge and compares sample projects for applying critical thinking, creativity, communication and collaboration skills. Different tools for lessons are listed such as Quizizz, Prodigy Math, and image grammar activities. The document advocates for being the teacher needed and provides examples of innovative teaching methods.
Jon Corippo has experience directing academic innovation and non-traditional approaches to education without textbooks. He has overseen programs that eliminated textbooks at Coarsegold Unified in 1999 and 2001, and a program at Minarets High School in 2008 that had no textbooks for English Language Arts and no homework. Corippo currently works at CUE, an educational non-profit serving over 20,000 educators in 2016-2017. He advocates applying critical thinking, creativity, communication and collaboration in the classroom and moving beyond introductory lessons through open-ended projects involving student discussion.
This document discusses two different styles of presentations: the "lean slide" style and the "research preso" style. The lean slide style focuses on speaking skills, internalized information, intonation, passion, quick builds, and collaboration. It is well-suited for quick summaries, in-class activities, and developing speaking and listening skills. The research preso style focuses more on writing skills, researched information, comparison, being able to stand alone without a presenter, long builds, and solo builds. It is better used for scaffolded writing, in-depth research, technical skills, advanced note-taking, and deep comparison. The document provides examples of when each style would be appropriate and templates to
This document discusses project-based learning (PBL) and strategies for implementing it in the classroom. It begins by outlining key elements of real student projects, such as being public, involving student passion and choice, and using technology. It then provides examples of different types of projects that could span one class period, one week, one quarter, or one semester. The document also addresses challenges of implementing PBL, such as time management issues and defeating "Parkinson's Law" where students fill all available time. It offers solutions like using project templates, one-day challenges, and grading frameworks to help students work efficiently and be accountable for their time.
PBL Breakout - deeper dive on PBL workflowsJon Corippo
The document discusses changes in education away from textbook-based learning towards project-based and creative learning. It advocates for incorporating real-world projects, choice, and technology into classroom lessons. Several specific project examples are provided, such as a one-day film project where students plan, shoot, and edit a short video in one or two class periods. The document also discusses strategies for incorporating briefer mini-projects and reports into lessons on a regular basis to build students' research, writing, and presentation skills over time.
This document contains summaries of three lesson stories:
1) A lesson on public speaking and slide design that has students intentionally design bad PowerPoint slides to break presentation rules and learn from the experience.
2) An "Iron Chef" style lesson where students work in teams to create a single slide on a given topic in a short amount of time to replace traditional note-taking.
3) A "Shooting Gallery" film lesson where students learn camera shots by planning and filming short video clips using different shots in one class period and editing them together in the next.
Lesson Design Like a Rock Star - Union School DistrictJon Corippo
This document provides lesson plans and teaching strategies for various subjects including grammar, writing, and literature. For literature, it outlines a Lit Circles strategy where students analyze characters using prompts to summarize, characterize, identify conflicts and wishes. It also includes lesson plans for grammar covering parts of speech. The document emphasizes the importance of having students self-quiz and test their understanding rather than just recall, and suggests using videos and commercials for "close watching" skills practice similar to close reading. It argues against passive teaching methods like random calling on students and advocates for formative assessments where all students demonstrate their knowledge through work.
Jon Corippo, Director of Academic Innovation at CUE, discusses strategies for lesson design that engage students. He advocates focusing lessons on completion with immediate feedback rather than taking work home. Lessons should be specific, positive, transformative, and involve 4-6 repetitions to move from knowing to understanding. Example mini-lessons provided include number time, grammar, and literary analysis of commercials. The goal is to lower students' affective filters and provide practical skills over standardized test scores.
This document discusses teaching strategies and lesson planning approaches. It recommends designing lessons like a "question" by making them specific, transformative, out of students' comfort zones, and positive. It also recommends including repetition to help students move from knowledge to understanding. Another strategy discussed is using "number time" to teach foundational math skills in a progressive way through repetition and feedback. Sample grammar and writing lesson plans are also included that incorporate different parts of speech and sentence structures.
This document outlines the steps taken over 365 days to transform a school district from traditional practices to future ready practices focused on technology integration and innovative learning models. It summarizes the changes made between September 2013 and November 2014, including moving from thin WiFi to BYOD access, equipping labs and classrooms with newer technology, implementing 1:1 devices for students, and training teachers in new pedagogical approaches. The key dates of July 1, 2013, November 1, 2013, and November 1, 2014 are noted as important benchmarks in the transformation process.
This document provides tips for lesson design from Jon Corippo. It recommends focusing lessons on specific, positive, and transformative goals that take students out of their comfort zone. Lessons should include 4-6 repetitions to move students from knowing to understanding a concept. Formative assessments with immediate feedback are emphasized over grades. Examples are provided of lesson plans incorporating these principles across various subjects like language arts, math, and technology.
Build your School Culture with Smart StartJon Corippo
This document provides instructions for an activity called an "Academic Mini-Mixer" where students will get to know their classmates better. The activity involves students filling out a "Frayer model" worksheet to describe a classmate and their likes, dislikes, and dream pet. Students will then share what they learned about their classmates. The goals are for students to learn each other's names and interests while practicing communication and note-taking skills. Teachers are encouraged to emphasize ideas over artwork and keep activities timed to encourage focus.
This document provides instructions for using advanced search techniques on Google. It discusses searching by grade level, domain, reading level, and file format. It outlines a 5-3-2 workflow for finding resources: looking through 5 resources and picking 3 to report on. Notes would be taken on the concepts, keywords, diagrams, and two resources would be compared. Options for remixing PowerPoint presentations found through advanced searches are provided, such as using the same deck with new pictures, rewriting facts from .edu sites using the same pictures, or combining two decks. Contact information is given for getting additional support.
Minecraft Hands on Camp Petaluma Rock StarJon Corippo
This document provides instructions for using Minecraft for educational purposes such as building a dream room, taking screenshots, recording screens, and presenting work. It includes Mac commands for taking screenshots and screen recordings using QuickTime, and encourages sharing ideas on how to deploy Minecraft in educational settings.
Lit Circles: Rebooted for CCSS and the 4CsJon Corippo
The document discusses the use of literature circles (lit circles) to teach comprehension skills. It recommends using short texts like picture books and TV commercials to give students quick practice with lit circle activities before having them apply the skills to longer texts. Students should collaboratively discuss characters, summarize plots, and identify conflicts in groups. The document advises facilitating lit circles in class initially and having students explain their reasoning before letting them work independently. It emphasizes teaching skills over specific books and allowing student choice.
Fall CUE 2014 > iPad vs Chromebook EdufightJon Corippo
This document summarizes a debate between the iPad and Chromebook. It discusses the devices on various metrics like cost, deployment, customization, charging, updating, durability, available apps, professional development options, and a wild card round. The iPad costs $279 for the 16GB WiFi model while the Chromebook is $199. Both have around 8 hours of battery life but customization, repairs and updates are easier on the Chromebook. The document debates both devices across 9 rounds to determine which is best for different educational needs.
How to use a likert scale for student surveys - for kidsJon Corippo
1) The document discusses how to conduct student surveys using Likert scales. It explains that Likert scales allow you to translate qualitative responses about preferences, opinions, or experiences into quantitative data by having students select a number that corresponds to their answer.
2) Likert scales were named after Rensis Likert and involve having students pick a number to indicate their level of agreement with a statement or experience.
3) The document provides examples of survey questions that use Likert scales and explains that surveys can help improve a school by gathering student input on what changes they would like to see.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Jon Corippo has experience directing academic innovation and non-traditional approaches to education without textbooks. He has overseen programs that eliminated textbooks at Coarsegold Unified in 1999 and 2001, and a program at Minarets High School in 2008 that had no textbooks for English Language Arts and no homework. Corippo currently works at CUE, an educational non-profit serving over 20,000 educators in 2016-2017. He advocates applying critical thinking, creativity, communication and collaboration in the classroom and moving beyond introductory lessons through open-ended projects involving student discussion.
This document discusses two different styles of presentations: the "lean slide" style and the "research preso" style. The lean slide style focuses on speaking skills, internalized information, intonation, passion, quick builds, and collaboration. It is well-suited for quick summaries, in-class activities, and developing speaking and listening skills. The research preso style focuses more on writing skills, researched information, comparison, being able to stand alone without a presenter, long builds, and solo builds. It is better used for scaffolded writing, in-depth research, technical skills, advanced note-taking, and deep comparison. The document provides examples of when each style would be appropriate and templates to
This document discusses project-based learning (PBL) and strategies for implementing it in the classroom. It begins by outlining key elements of real student projects, such as being public, involving student passion and choice, and using technology. It then provides examples of different types of projects that could span one class period, one week, one quarter, or one semester. The document also addresses challenges of implementing PBL, such as time management issues and defeating "Parkinson's Law" where students fill all available time. It offers solutions like using project templates, one-day challenges, and grading frameworks to help students work efficiently and be accountable for their time.
PBL Breakout - deeper dive on PBL workflowsJon Corippo
The document discusses changes in education away from textbook-based learning towards project-based and creative learning. It advocates for incorporating real-world projects, choice, and technology into classroom lessons. Several specific project examples are provided, such as a one-day film project where students plan, shoot, and edit a short video in one or two class periods. The document also discusses strategies for incorporating briefer mini-projects and reports into lessons on a regular basis to build students' research, writing, and presentation skills over time.
This document contains summaries of three lesson stories:
1) A lesson on public speaking and slide design that has students intentionally design bad PowerPoint slides to break presentation rules and learn from the experience.
2) An "Iron Chef" style lesson where students work in teams to create a single slide on a given topic in a short amount of time to replace traditional note-taking.
3) A "Shooting Gallery" film lesson where students learn camera shots by planning and filming short video clips using different shots in one class period and editing them together in the next.
Lesson Design Like a Rock Star - Union School DistrictJon Corippo
This document provides lesson plans and teaching strategies for various subjects including grammar, writing, and literature. For literature, it outlines a Lit Circles strategy where students analyze characters using prompts to summarize, characterize, identify conflicts and wishes. It also includes lesson plans for grammar covering parts of speech. The document emphasizes the importance of having students self-quiz and test their understanding rather than just recall, and suggests using videos and commercials for "close watching" skills practice similar to close reading. It argues against passive teaching methods like random calling on students and advocates for formative assessments where all students demonstrate their knowledge through work.
Jon Corippo, Director of Academic Innovation at CUE, discusses strategies for lesson design that engage students. He advocates focusing lessons on completion with immediate feedback rather than taking work home. Lessons should be specific, positive, transformative, and involve 4-6 repetitions to move from knowing to understanding. Example mini-lessons provided include number time, grammar, and literary analysis of commercials. The goal is to lower students' affective filters and provide practical skills over standardized test scores.
This document discusses teaching strategies and lesson planning approaches. It recommends designing lessons like a "question" by making them specific, transformative, out of students' comfort zones, and positive. It also recommends including repetition to help students move from knowledge to understanding. Another strategy discussed is using "number time" to teach foundational math skills in a progressive way through repetition and feedback. Sample grammar and writing lesson plans are also included that incorporate different parts of speech and sentence structures.
This document outlines the steps taken over 365 days to transform a school district from traditional practices to future ready practices focused on technology integration and innovative learning models. It summarizes the changes made between September 2013 and November 2014, including moving from thin WiFi to BYOD access, equipping labs and classrooms with newer technology, implementing 1:1 devices for students, and training teachers in new pedagogical approaches. The key dates of July 1, 2013, November 1, 2013, and November 1, 2014 are noted as important benchmarks in the transformation process.
This document provides tips for lesson design from Jon Corippo. It recommends focusing lessons on specific, positive, and transformative goals that take students out of their comfort zone. Lessons should include 4-6 repetitions to move students from knowing to understanding a concept. Formative assessments with immediate feedback are emphasized over grades. Examples are provided of lesson plans incorporating these principles across various subjects like language arts, math, and technology.
Build your School Culture with Smart StartJon Corippo
This document provides instructions for an activity called an "Academic Mini-Mixer" where students will get to know their classmates better. The activity involves students filling out a "Frayer model" worksheet to describe a classmate and their likes, dislikes, and dream pet. Students will then share what they learned about their classmates. The goals are for students to learn each other's names and interests while practicing communication and note-taking skills. Teachers are encouraged to emphasize ideas over artwork and keep activities timed to encourage focus.
This document provides instructions for using advanced search techniques on Google. It discusses searching by grade level, domain, reading level, and file format. It outlines a 5-3-2 workflow for finding resources: looking through 5 resources and picking 3 to report on. Notes would be taken on the concepts, keywords, diagrams, and two resources would be compared. Options for remixing PowerPoint presentations found through advanced searches are provided, such as using the same deck with new pictures, rewriting facts from .edu sites using the same pictures, or combining two decks. Contact information is given for getting additional support.
Minecraft Hands on Camp Petaluma Rock StarJon Corippo
This document provides instructions for using Minecraft for educational purposes such as building a dream room, taking screenshots, recording screens, and presenting work. It includes Mac commands for taking screenshots and screen recordings using QuickTime, and encourages sharing ideas on how to deploy Minecraft in educational settings.
Lit Circles: Rebooted for CCSS and the 4CsJon Corippo
The document discusses the use of literature circles (lit circles) to teach comprehension skills. It recommends using short texts like picture books and TV commercials to give students quick practice with lit circle activities before having them apply the skills to longer texts. Students should collaboratively discuss characters, summarize plots, and identify conflicts in groups. The document advises facilitating lit circles in class initially and having students explain their reasoning before letting them work independently. It emphasizes teaching skills over specific books and allowing student choice.
Fall CUE 2014 > iPad vs Chromebook EdufightJon Corippo
This document summarizes a debate between the iPad and Chromebook. It discusses the devices on various metrics like cost, deployment, customization, charging, updating, durability, available apps, professional development options, and a wild card round. The iPad costs $279 for the 16GB WiFi model while the Chromebook is $199. Both have around 8 hours of battery life but customization, repairs and updates are easier on the Chromebook. The document debates both devices across 9 rounds to determine which is best for different educational needs.
How to use a likert scale for student surveys - for kidsJon Corippo
1) The document discusses how to conduct student surveys using Likert scales. It explains that Likert scales allow you to translate qualitative responses about preferences, opinions, or experiences into quantitative data by having students select a number that corresponds to their answer.
2) Likert scales were named after Rensis Likert and involve having students pick a number to indicate their level of agreement with a statement or experience.
3) The document provides examples of survey questions that use Likert scales and explains that surveys can help improve a school by gathering student input on what changes they would like to see.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
1. Digital Workflows
Minarets High School
Jon Corippo
Thursday, January 31, 13
2. Minarets High School
O’Neals, California
Jon Corippo, Director of Charter and
Director of Technology
Thursday, January 31, 13
3. Minarets High School
minarets.us
• Grades 9–12
• ~500 students
• Rural regular - charter
hybrid school
• Founded in 2008
Thursday, January 31, 13
4. Minarets High School
minarets.us
• Grades 9–12
• ~500 students
• Rural regular - charter
hybrid school
• Founded in 2008
Thursday, January 31, 13
5. Minarets High School
minarets.us
• Grades 9–12
• ~500 students
• Rural regular - charter
hybrid school
• Founded in 2008
Thursday, January 31, 13
6. Minarets High School
minarets.us
• Grades 9–12
• ~500 students
• Rural regular - charter
hybrid school
• Founded in 2008
Thursday, January 31, 13
7. Redesign the high school experience
Make school Attractive
Thursday, January 31, 13
8. Redesign the high school experience
Make school Relevant
Thursday, January 31, 13
9. Redesign the high school experience
Make school Relevant
Thursday, January 31, 13
10. Redesign the high school experience
Make school Inspiring
Thursday, January 31, 13
11. Redesign the high school experience
Make school Inspiring
Thursday, January 31, 13
12. Redesign the high school experience
Make school Engaging
Thursday, January 31, 13
13. Redesign the high school experience
Make school Engaging
Thursday, January 31, 13
14. Technology + Culture
Greater than the sum of its parts
+
Technology Culture
Thursday, January 31, 13
15. Technology + Culture
Greater than the sum of its parts
Equals Minarets
Thursday, January 31, 13
16. Key Ingredient: Apple Technology
One to one MacBook solution
Thursday, January 31, 13
17. Key Ingredient: Apple Technology
One to one MacBook solution
• Mac OS X Server
Thursday, January 31, 13
18. Key Ingredient: Apple Technology
One to one MacBook solution
• Mac OS X Server
• iLife and iWork suites
Thursday, January 31, 13
19. Key Ingredient: Apple Technology
One to one MacBook solution
• Mac OS X Server
• iLife and iWork suites
• Final Cut X
Thursday, January 31, 13
20. Key Ingredient: Apple Technology
One to one MacBook solution
• Mac OS X Server
• iLife and iWork suites
• Final Cut X
• Motion and Logic
Thursday, January 31, 13
21. Key Ingredient: Apple Technology
One to one MacBook solution
• Mac OS X Server
• iLife and iWork suites
• Final Cut X
• Motion and Logic
• iTunes
Thursday, January 31, 13
22. Key Ingredient: Apple Technology
One to one MacBook solution
• Mac OS X Server
• iLife and iWork suites
• Final Cut X
• Motion and Logic
• iTunes
• Apple TV
Thursday, January 31, 13
23. Apps and Tools
Google Apps
Photoshop Ning Moodle Prezi Weebly
for Education
Sketchup Mathematica
About.me Edmodo Wikispaces Glogster
Thursday, January 31, 13
41. But these fail
Students forget most of what
they hear in lecture and then
only recall 40% of the tested
material two years later.
http://scopeblog.stanford.edu/2012/05/rethinking-the-sage-on-stage-model-in-medical-education/
Thursday, January 31, 13
42. Test scores for the
experimental group (non-
lecture) was nearly double
that of the control section
(41% to 74%).
Thursday, January 31, 13
43. They MUST own
the learning
- Alan November
Thursday, January 31, 13
44. Is this unsettling yet?
Let’s have some nonthreatening examples.
Thursday, January 31, 13
45. Easy
EMBEDDED
Instructions
Thursday, January 31, 13
46. Director’s
Commentary
Project
Thursday, January 31, 13
47. EXTR
A tips
for film
maker
s
Thursday, January 31, 13
49. First:
Pick A F
You Tru ilm
ly Enjoy
Thursday, January 31, 13
50. Second: NOTE TAKING
Fact Gathering Sheet Name _____________________________
Get TEN Facts from watching
The Thesis or Controlling Main Idea the Director’s Commentary
Chapters or Sections
Focus Area or Supporting Idea Focus Area or Supporting Idea Focus Area or Supporting Idea Get Film Techniques
Get Scenarios
Get Stories
Get Failures
Bibliography: ISBN#_________________________ Author(s) __________________________________
Get Fixes
Book Title __________________________________________________________ Publisher __________________
Do this part on paper for your first grade on the project
City _________________ State ________________ Year ____________
Source #_____________________
Bibliography: ISBN# _________________________ Author(s) __________________________________
Book Title __________________________________________________________ Publisher __________________
City _________________ State ________________ Year ____________
Source #_____________________
Thursday, January 31, 13
51. Need Ideas?
http://www.ratethatcommentary.com/top100.php
Current top 100 commentary tracks
These are the commentary tracks in the
RateThatCommentary.com database that
have gotten the highest user votes so far.
To qualify for the list, a track has to have
gotten at least four votes. Or, if you're
more interested in tracks to avoid, check
out the lowest-rated commentaries.
Thursday, January 31, 13
52. No need to guess
Search the film ahead of time:
http://dvdspecialfeatures.net/
Thursday, January 31, 13
53. SLIDE ELEMENTS
Each slide should have:
4-6 facts and sentences
describing what the Director
has shared, either summarized or
as a “direct quote”
Have 1 to 3 pictures of that scene
(***you can screen cap a DVD with Evernote)
(***Production pics from IMDB.com okay too)
Cite each picture or Quote.
LATER: Cite the clips/pics using EasyBib.
Thursday, January 31, 13
54. Make 10 Slides from
the notes I will approve
Your notes and the slides should match
Thursday, January 31, 13
56. The Critics and Awards: A Recap
Pick a film that you like and has
a Director’s Commentary Track
Learn TEN things from watching
GRADE: Write them on your notes
Write them on your notes
Made 10 slides with the facts,
stills and citations
Have a bibliography slide
FINAL GRADE: Be Done on Time!
Thursday, January 31, 13
57. Please Export as a video
and share it at VIMEO
Share the link at the
Media Turn in Form
Thursday, January 31, 13
88. Results
88%
of the first graduating class
went to college
Thursday, January 31, 13
89. Results
92%
of graduating students were directly
set for either a career or college
Thursday, January 31, 13
90. Results
34%
increase in state testing scores,
ranked 2nd in Madera County
Thursday, January 31, 13
91. Results
90%
of sophomores pass the
CAHSEE on the first try
Thursday, January 31, 13
92. Results
60%
of Minarets students are
from other districts
Thursday, January 31, 13
93. Best Practices
• Prioritize school culture
• Prioritize technology
• Build technology and culture
into curriculum from day one
• Evaluate, iterate, and improve
Thursday, January 31, 13
95. “At Minarets, the school is constantly
building itself, breaking records, and rising
above expectations. This could have not
been done without the student-teacher
work force relationship we have here.”
Student
perspectives
Thursday, January 31, 13
105. defeating “the suck”
Brainstorming
Excitement Level: Resting
Thursday, January 31, 13
106. defeating “the suck”
Brainstorming
Excitement Level: Resting
Reality
Thursday, January 31, 13
107. defeating “the suck”
Brainstorming
Excitement Level: Resting
Reality “X”
Thursday, January 31, 13
108. defeating “the suck”
Completion
Brainstorming
Excitement Level: Resting
Reality “X”
Thursday, January 31, 13
109. defeating “the suck”
Completion
Brainstorming
Excitement Level: Resting
Reality “X”
Thursday, January 31, 13
110. defeating “the suck”
Completion
Brainstorming
Excitement Level: Resting
Reality “X”
“the suck”
Thursday, January 31, 13
111. defeating “the suck” Due Date
Completion
Brainstorming
Excitement Level: Resting
Reality “X”
Thursday, January 31, 13
112. defeating “the suck” Due Date
Completion
Brainstorming
Excitement Level: Resting
Reality “X”
Thursday, January 31, 13
113. Completion
Project Project
Announced Due
Thursday, January 31, 13
114. Completion
Project Project
Announced Due
Thursday, January 31, 13
115. Completion
Typical Student Activity
Project Project
Announced Due
Thursday, January 31, 13
116. Completion
Last
Minute
Typical Student Activity Rush
Project Project
Announced Due
Thursday, January 31, 13
117. Completion
Last
Minute
Typical Student Activity Rush
Project Project
Announced Due
Thursday, January 31, 13
118. Completion
Last
Minute
Typical Student Activity Rush
Project Project
Announced Due
Thursday, January 31, 13
119. Ideal Student Activity
Fast
Completion
Start
Last
Minute
Typical Student Activity Rush
Project Project
Announced Due
Thursday, January 31, 13
120. Finished
Ideal Student Activity Early &
Reflection
Fast
Completion
Start
Last
Minute
Typical Student Activity Rush
Project Project
Announced Due
Thursday, January 31, 13
121. Finished
Ideal Student Activity Early &
Reflection
Fast
Completion
Start
Last
Minute
Typical Student Activity Rush
Project Project
Announced Due
Thursday, January 31, 13
122. An acronym
C.A.S.K.
Comparing
Annotation
Summarizing
Key quotes
Thursday, January 31, 13
123. C.A.S.K.
Comparing
Raises test scores more than any other skill - Marzano
One venn per preso?
Thursday, January 31, 13
124. C.A.S.K.
Comparing
Food English History
Big Mac Song Battles
Double Double Story Leaders
Thursday, January 31, 13
125. C.A.S.K.
Annotation
A high level skill
Essential for college
Helps to instill honesty
4 per project?
Thursday, January 31, 13
127. C.A.S.K.
Summarizing
Teach techniques!
Use the technique: S, W, B, S, T
http://wvde.state.wv.us/strategybank/Somebody-Wanted-But-So.html
Thursday, January 31, 13
128. Somebody Wanted But So
The Big Bad Wolf Pigs for dinner They hid in the brick house. He went hungry.
She died in a concentration
Anne Frank To hide from the Nazis Someone turned her in
camp.
He killed himself when
Adolf Hitler To control all of Europe The Allies fought against him
Germany was defeated.
He ran into the Caribbean
Christopher Columbus To sail to India to buy spices He claimed the area for Spain.
Islands
It later led to the electron tube,
To invent the incandescent His lightbulb blackened (the
Thomas Edison the basis of the electronics
lightbulb Edison effect)
industry
He combined science and
His father wanted him to be a
Stephen Hawking To be a mathematician math to study black holes in
chemist
the universe.
Thursday, January 31, 13
129. C.A.S.K.
Summarizing
S, W, B, S, T leads to SKILLED paraphrasing, this eliminates copy/paste
Summarizing is a TOP 5 way to raise scores - Marzano
Thursday, January 31, 13
130. C.A.S.K.
Key quotes
Require a “key quote” from an article
Require them to be noted as first or third person
Key quotes are a kind of summary
Key quotes are a State Standard
Thursday, January 31, 13
134. Milestones
It’s a PROCESS; Teach it.
Teach it step by step.
Thursday, January 31, 13
135. Milestones
Have a “notes” due date
Note taking / Fact gathering Segment
Provide valid research point or sites - A Custom Google Search?
Battleship Div 9
Grade notes, have them stored in Evernote
Thursday, January 31, 13
136. Milestones
Paraphrasing
Teach S, W, B, S, T to help prevent plagarism
(suspicious? Google a sentence)
Use Grammarly.com to self correct
Have them do a “narrative” before the final project commences
Give the narrative a grade, have a due date
Thursday, January 31, 13
137. Milestones
Graphix The last phase
Require a subtitle per slide
Make sure the pics are authentic and sourced
Teach them to use things other than Google, it lowers the accuracy
Only one or two pics per slide or segment,
they will try to jam you with graphics
Thursday, January 31, 13
139. We have to “uncondition” the students from failure.
They have been in “the suck” for years.
Thursday, January 31, 13
140. Minarets HS
Grading Policies
Systematic Success
We all need to play the same game.
Updated for 2012-13
Thursday, January 31, 13
141. Minarets HS
Fresh Grades
For teachers:
Routine and Fresh Grades Daily
Use paper to collect them quickly
Make up work should be marked "collected" immediately
• Grade on events and milestones
Project = notes, narrative, initial completion and preso
Stale grades deny kids feedback
AND don't reward finishing
Thursday, January 31, 13
142. Minarets HS
No Extra Credit
Extra credit devalues being sharp and on time.
Extra credit means things can be late.
Extra credit means grade inflation.
Being on time counts!
Thursday, January 31, 13
143. Minarets HS
No Extra Credit
If a student misses a deadline,
there will be a negative result.
Are extra points possible?
Yes, kids can get extra points for being done EARLY ON THE
NEXT project.
Let's teach them being on time counts!
Thursday, January 31, 13
144. Minarets HS
Late Work
Late work needs to be late.
When we extend deadlines we don't
teach kids one of the most important lessons:
Being done ahead of time.
You can't be good at something if it's always last minute.
Thursday, January 31, 13
145. Minarets HS
Late Work
An assignment that misses a
deadline gets a maximum of 70%
70% IS THE MAXIMUM FOR LATE WORK
Late assignments can get a 50% or a 60%
The lessons still count, and matter, but they are late.
Thursday, January 31, 13
146. Minarets HS
Work-based mentality
Not everyone will get an A.
But everyone can work.
And everyone can grow.
And everyone needs to
learn to be industrious
Thursday, January 31, 13
147. Minarets HS
No "Write-Offs"
You Have to Do ALL the Work
Do you owe 20? Do 20
All the lessons matter.
Thursday, January 31, 13
158. RockStarTeacher.us
3 DAYS
Azusa Pacific ADEs & GCTs $159*
Solana Beach Galore!
Thursday, January 31, 13
159. Jon Corippo
Chawanakee Unified
Minarets HS • Central California
Twitter: @jcorippo
Email: jcorippo@gmail.com
Apple Distinguished Educator
Thursday, January 31, 13