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Iowa ASCD
Volume 14, Number 15                          The Source
September 5, 2014
Fall Institute Features Dr. Nell Duke on September 19 - Register Now! Save a Seat for You and Your Team! 

Mark your calendars now for a great day on September 19 with Dr. Nell Duke at Olmsted on the Drake University Campus.

Apple - getting to the core
"K-3 Literacy:  Implementing the Core"


Learn how to:

  • increase student motivation in literacy
  • help K-3 students demonstrate the Iowa Core literacy standards
  • organize reading and writing around real purposes for kids, including project-based learning
Where:  Drake University

 

When:  September 19, 2014 

                              

Time:  9:00 A.M. - 3:30 P.M. 

 

Mark your calendars now!  September 19, 2014!  Register for the Conference on the Iowa ASCD web site.  The fee is $125 for members and $170 for non-members

All participants will receive the book which is being published in August, Inside Information: Developing Powerful Readers and Writers of Informational Text through Project-Based Instruction.
 

 

Opportunities for registering include the following: 

  • Register on line at the Iowa ASCD events website.
  • Mail a check/purchase order with date/name of conference and names and e-mail addresses of participants to Bridget A. Arrasmith, Drake University School of Education, 3206 University, Des Moines, IA  50311.
  • E-mail a purchase order with name/date of conference and names and e-mail addresses of participants to Bridget A. Arrasmith at [email protected]
  • FAX purchase order with name/date of conference and names and e-mail addresses of participants to Bridget A. Arrasmith at 515.271.2233.     
"Nell Duke - a favorite of the State Wide Reading Team!! She shares both practical information on best practices and the Nell Duke literacy research behind them. You'll come away from the institute with real-world solutions and a deeper understanding of what's needed to bring the Iowa Core standards in reading, writing, and language to life in K-3 your classrooms."  Rita Martens, Iowa Department of Education

 

Books for Boys Who Are Emerging Readers

In her book, Bests Books for Boys K-8, Pam Allyn recommends the following books for boys who are emerging readers:

Action and Adventure
  • Archie and the Pirates by Marc Rosenthal  
  • Flat Stanley series by Jeff Brown
  • Ghosts for Breakfast by Stanley Todd Terasaki
  • Robin Hood and the Golden Arrow by Robert D. San Souci
  • Superhero by Marc Trauss
  • Tsunami! by Rimike Kajikawa

Art and Music

  • Art by Patrick McDonnell
  • The Art Lesson by Tomie dePaola
  • Grandma's Gift by Eric Velasquez
  • Ish by Peter H. Reynolds
  • I SPY:  An Alphabet in Art by Lucy Micklethwait  
  • Mole Music by David McPhail
  • A Mouse Called Wolf by Dick King Smith

Nature and the Animal World:

  • Actual Size by Steve Jenkins
  • Bug Butts by Dawn Cusick 
  • Big Tracks, Little Tracks:  Following Animal Prints by Millicent Selsam
  • Bat Loves the Night:  Read and Wonder by Nicola Davies
  • Buffalo Song by Joseph Bruchac
  • Farm by Elisha Cooper
  • First the Egg by Laura Vaccaro Seeger
  • Gone Fishing:  Ocean Life by the Numbers by David McLimans
  • Hottest, Coldest, Highest, Deepest by Steve Jenkins
  • Never Smile at a Money by Steve Jenkins
  • Spiders by Nic Bishop
  • What Do You Do When Somethings Wants to Eat You? by Steve Jenkins  
  • Who Eats What?  Food Chains and Food Webs by Patricia Lauber
  • Whose Tracks Are These?  A Clue Book for Familiar Forest Animals by James Nail 

And she has lists for biographies/memoirs, comic books/graphic novels, expeditions, how-to, humor, math and numbers, mystery and horror, sports, and more.  If you have a boy with a special interest, she is bound to have a list of books he might like. 

 

Allyn  also shares books for each topic for developing and maturing readers.

 

Remember, the most important thing is to foster a sense of belonging for your young readers.  One way to do this is to choose authors and characters with whom your boys identify.

 

We don't want to limit what children read, but instead strive to stock our classroom libraries with an expansive awareness and acceptance of the books all children will love.  

 

Allyn's book is a great resource not only for books for emerging, developing, and maturing readers, but also to answer your questions on how you can support the development of your young male readers.   

Seeking Grades PK-K-1 Presenters for December 4 Conference - Share Your Learnings in Implementing the Iowa Core!

Grade PreK, K, 1st Grade Practitioner Conference - December 4, 2014 - Holiday Inn Airport in Des Moines, IA 

Focus on Impacting Student Learning with the Iowa Core and Characteristics of Effective Instruction

Apply to share your expertise in one of the conference strands.

  • Teaching for Understanding - Curriculum Strand- What do all students need to learn, know and be able to do? How do we in our building/grade level connect our teaching with the students' learning expectations identified in "the core"?   Share what's happening in the classroom to achieve the Iowa Core.
  • Assessment for Learning - Assessment Strand - How do we know that students have learned? How are formative assessments being used to diagnose students' progress in learning, determine areas of strength and plan for differentiated instruction? How do we adjust our instruction based on the results of the formative assessments? Tell your story!
  • Teaching for Learner Differences - Instruction Strand - How do we plan and deliver instruction so that we meet the needs of all learners in our classroom? How do we respond if students struggle or don't learn and how do we respond when students have already learned? Share your experiences, success stories and lessons learned!

WE need YOU to tell your story, share your strategies, ideas and success stories!

  • Explain to your colleagues your ideas and practices for integrating the Iowa Core into your classroom. Share your strategies for using formative assessment to inform your instruction. How is your classroom environment focused on differentiated itruction? How do your integrate technology to accelerate your students' learning? Share your examples and classroom management processes!

Click on the proposal form for more details!

Proposals due now. Complete and return the proposal form as soon as possible.

Registration is also open now for the conference.  Be sure your pre-kindergarten, kindergarten, and first-grade teachers attend this great opportunity for and by teachers.  

R
egister online with a credit card:
Mail a check/purchase order with names and e-mail addresses of participants to
  • Bridget A. Arrasmith
  • Room 123 * Drake University School of Education
  • 3206 University * Des Moines, Iowa 50311
E-mail including attached purchase order with names and e-mail addresses of participants to 

FAX purchase order with names and e-mail addresses of participants to Bridget A.Arrasmith at (515) 271-2233. 

 

 

 


Is climbing a rope really an effective measurement of physical endurance? I may be dating my public school education, but these are the kinds of questions educators are asking.

 

With a growing movement in competency-based education and personalized student learning, innovators are exploring the future of education and our ability to provide meaningful learning opportunities for each individual student.

 

On June 23 - 24, 2014,  at a conference with Iowa ASCD and Iowa Department of Education, educators, higher education representatives and policy makers took a deeper dive to discuss Katherine Prince's new paper, "Forecasting the Future of K-12 Teaching," and our future of learning infographic, which both paint a picture of a learning ecosystem entirely focused on the individual student.

 

In an ideal future, education will be entirely focused on the individual student. There will be multiple learning platforms and more forms of school. Communities will take ownership and accountability of learning, and we will create new innovative educator roles to support all students in more creative, personalized ways. These learning agents will work with parents and students to develop individualized learning playlists in formal and informal contexts, based on each student's values, aspirations and dreams.  

 

At the conference, Katherine discussed this vision for the future of learning during the keynote address. Participants also engaged in an activity designed to help "imagine breakthrough change toward a diverse learning ecosystem that is vibrant for all learners," she said.


Katherine also hosted a breakout session to discuss the future of K-12 educator roles, focusing on teachers, diversifying learning agent roles, and plausible futures for the profession. The session ran twice.

 

Lillian Pace, KnowledgeWorks Senior Director of National Policy, also hosted a twice-run breakout session, "From NCLB to CBE: Identifying a New Federal Policy Framework for Competency Education." The session explored major policy barriers for competency-based education and explored solutions to give communities and states the flexibility to study and scale this work.

 

"I love engaging with educators about federal policy because they bring new and important insights to the conversation," Lillian said. "Iowa's educators will be an important voice as we work to create a new federal K-12 policy that supports the growth of competency education.

 

"After two days working alongside educators in Iowa, I can see why the nation's eyes are on the state. They have a focused vision and a tremendous amount of energy to make competency education a reality for Iowa students. I believe their leadership will create some compelling proof points that will move the national dialogue forward in an impactful way."

 

Hopefully toward a discussion about creating opportunities for personalized learning, helping kids climb their own ladders to reach their aspirations, hopes and dreams.

 

********************** 

 

Mary Kenkel of KnowledgeWorks posted this blog on July 3, 2014, and gave Iowa ASCD permission to reprint it in our September issue of

The Source.

Rewired - Understanding the iGeneration and the Way They Learn

Look around at today's youth and you can see how technology has changed their lives. They lie on their beds and study while listening to mp3 players, texting and chatting online with friends, and reading and posting Facebook messages. How does the new, charged-up, multitasking generation respond to traditional textbooks and lectures?  Are we effectively reaching today's technologically advanced youth?

Rewired helps educators and parents teach to this new generation's radically different learning styles and needs.  This book will also help parents learn what to expect from their "techie" children concerning school, homework, and even socialization. In short, it is a book that exposes the impact of generational differences on learning while providing strategies for engaging students at school and at home.

 

Check out Larry Rosen's website: http://www.Me-MySpace-and-I.com
Register Now - November 12 - 13 - When Jay McTighe Will Be Back in Iowa to Deepen Teams' Understanding and Practices of Understanding by Design. 

Join us this next fall on November 12-13 as we feature Dr. Jay McTighe with Understanding by Design in Implesave the datementing the Iowa Core.

Please come learn and network with Dr. McTighe and other educators in Iowa.

Date:  November 12-13, 2014
Location:  Olmsted Building on the Drake Campus in Des Moines.
Early Bird Fee:  $250 for members; $295 for non-members of Iowa ASCD.  After October 31, the fee will be $290 for members and $315 for non-membrs

Register NowDownload the flyer for this conference now.  Watch your "snail mail" for a paper copy of the brochure.
Advocate for Learning:  Get Informed, Get Involved, Make a Difference

Ask Your United States Representative to Support the Whole Child:   

The federal Whole Child Resolution (H.Res.658) expresses the U.S. House of Representatives' support for a whole child approach to education and its recognition of the benefits of ensuring that students are challenged, supported, healthy, safe, and engaged. This resolution is an important step in promoting policies and decisions that support the whole child, and it needs your representative's support to move forward.

Ask your representative to cosponsor H.Res.658 today! 


Teacher Evaluation:

Read ASCD's letter (PDF) about teacher evaluations and accompanying  Policy Points (PDF) to the chairman of the House K-12 education subcommittee.

Educator Advocates:

Sign up for ASCD's Educator Advocates and receive weekly news updates about education policy issues when Congress is in session.

Mark Your Calendar Now - Iowa ASCD Advocacy Workshop February, 10, 2015:

Iowa ASCD is hosting its annual Advocacy Workshop on February 10, 2015.  In the morning, you will learn the what, the why, and the how!  And in the afternoon you will go "on the hill" to visit with the House Education Committee and the legislators from your area.

Attention Teachers of Social Studies:  Reading like a Historian

The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features sets of primary documents designed for groups of students with diverse reading skills and abilities.

 

This curriculum teaches students how to investigate historical questions by employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on historical issues. They learn to make historical claims backed by documentary evidence.

 

How do I use these lessons in my classroom?

 

The 73 lessons in the U.S. curriculum, initial 25 lessons of the world curriculum, and 5 lessons in the introduction to historical unit can be taught in succession. But these lessons are designed to stand alone and supplement what teachers are already doing in their classrooms. Most lessons take a full class period, though some extend over several. The U.S. and world history lessons generally follow a three-part structure:

1) Establish relevant background knowledge and pose the central historical question.


Each lesson approaches background knowledge differently.  For some, we've designed PowerPoints, in others we use a video clip from United Streaming* to establish historical context.  Many lessons ask students to read a relevant selection from their textbook and answer questions.  In some we've outlined mini-lectures or included a timeline that students might reference as they read the documents. Establishing background knowledge is the first step in the inquiry process. This background frames the central historical question, and motivates students to investigate the documents that accompany the lesson.

*Note: United Streaming requires a subscription to Discovery Education.

 

2) Students read documents, answer guiding questions or complete a graphic organizer.  

 

THE  lesson plans include documents that address the central historical question. Most lessons draw on two or more documents with conflicting perspectives. The teacher's decisions on how or whether to assign homework plays a big part in pacing the lesson.  Depending on the lesson plan, students will engage in different activities as they read and interpret the documents. The Reading Like a Historian curriculum is built around four basic lesson structures:  

a) Opening Up the Textbook (OUT):  In these lessons, students examine two documents: the textbook and a historical document that challenges or expands the textbook's account. For a sample OUT, see the Battle of Little Bighorn Lesson Plan.

b) Cognitive Apprenticeship: These lessons are based on the idea that ways of thinking must be made visible in order for students to learn them.  In lessons following this format, teachers first model a historical reading skill, then engage students in guided practice, and ultimately lead them to independent practice. For a sample cognitive apprenticeship lesson, see the Stamp Act Lesson Plan.

 

c) Inquiry: All lessons in the curriculum include elements of historical inquiry, where students investigate historical questions, evaluate evidence, and construct historical claims. Some, however, are designed around an explicit process of inquiry, in which students develop hypotheses by analyzing sets of documents. Such inquiries are best suited for block or multiple class periods. For a sample inquiry, see the Japanese Internment Lesson Plan.  


d) Structured Academic Controversy (SAC):  For these lessons, students work in pairs and then teams as they explore historical questions. After taking opposing positions on a question, they work to gain consensus or at least to clarify their differences. These lessons are well suited to block or multiple class periods. They work best after students have gained experience working with primary documents. For a sample SAC, see the Lincoln Lesson Plan.
 

3)  Whole-class discussion about a central historical question.  

 

The final segment of the Reading Like a Historian lesson plan is the most important. Too often, however, it is dropped due to time constraints. We think it's better to eliminate one of the documents than cut such a valuable opportunity to practice historical thinking skills, articulate claims and defend them with evidence from the documents. Only in whole-class discussion can students see that history is open to multiple interpretations, and that the same piece of evidence can support conflicting claims. Students often find this activity foreign and uncomfortable at first. But through practice they gain an understanding of their role as knowledge-makers in the history classroom.

Can I start the Reading Like a Historian curriculum in the middle of the school year?

 

Of course! Reading Like a Historian lessons are designed to stand alone or to supplement your existing curriculum at any point. However, because the Reading Like a Historian lessons present history in a way that may be unfamiliar, it's important to introduce students to the basic concepts of the curriculum.  That's why the Introduction to Historical Thinking Unit includes five short lesson plans to orient students to the curriculum.

Check It Out!

Check out the following:
  •  Are you a school on the move - and willing to share your story with other educators across state?  If so, contact Lou Howell or one of our directors to assure your story is told.  Their e-mail addresses are in the right-hand column of this publication.
  • Are you interested in working on one of the conferences of Iowa ASCD - being on the advisory team, working at the conference, sharing resources to support the conference?  If so, please contact the chairs of the conferences:
  • Do you have a content area or educational approach for which you are passionate and would like to help Iowa ASCD maintain a board on Pinterest and/or extend our website with resources that make a difference for teachers and leaders?  If so, contact Amy Wichman, Chris Welch, or Lou Howell.  
  • Clinton Community School is showcasing their Innovation Room/Community of Learners approach on October 8, 2014, at Clinton High School with presentations on their RtI model on October 22, February 4, and April 22.  You can read more here about their national recognition.  Definitely a "School on the Move!"  Contact Superintendent Deb Olson for additional information (Phone: 563.243.9600 x 32). 
  • Grant Wood AEA is hosting standards-based grading conference on March 30, 2015, from 8:30 - 3:30 P.M.  Dr.  Cathy Vatterott is the keynote speaker.
  • Institutional Memberships in Iowa ASCD:  Did you know you can register all of your building/district as members of Iowa ASCD for $25 per educator.  Contact Lou Howell for more information.
  • Attention Math and Science Instructors:  The ISU Scheman  Center is the site for the annual conference on October 21-22.
Teacher Leadership - A Bold Move Forward
JoEllen Killion, Deputy Executive Director of Learning Forward, shares key points about teacher leadership that we all need to consider.  "Teacher leaders are vital to establishing a collaborative school culture that fosters continuous improvement of teaching and student achievement," Killion advocates.  Teacher leaders model, facilitate, advocate for, and support ongoing professional learning within schools.

 Key points made by Killion about Teacher Leaders include these:
  • Collective responsibility is important as "no school or system will succeed based on the leadership of a single hero leader.
  • Leaders are responsible for building the capacity in individuals, teams, and organizations to be leaders and learners.
  • "Students will reap substantial rewards when leaders share responsibility for leading, recognize and build on the unique contribution of each person, and focus their efforts on quality teaching and learning. And, more importantly, when all leaders learn, students learn."
  • "As teachers first and leaders second, as their name suggests, they model salient practices and dispositions that allow them to engage peers in collaborative learning to strengthen teachers' practice and increase student learning."
  • As teacher leaders, they work not to direct the work of others, but rather to build others' knowledge, skills, dispositions, and practices to lead their own reform or improvement efforts. 
  • Communities can solve even their most complex problems by tapping internal expertise. "Tapping teacher expertise within a school increases the chance of identifying solutions that can be adopted throughout the school, sustained for longer periods of time, and implemented without extensive additional resources."
  • Collaboration among educators builds shared responsibility and improves student learning.  Collaboration builds a culture of continuous improvement.  Collaboration must become routine and daily.  
  • Roland Barth challenges educators when he states, "I wonder how many children's lives might be saved if we educators disclosed what we know to each other."
  • Through the strong partnership between teacher leaders and school administrators, schools become learning organizations in which everyone learns and grows.

You can access and read the full version of the article here.

Webinars for Your Learning 
 
Iowa ASCD seeks to keep you informed about webinars for your webinar learning and the learning of those with whom you work.  Check out the following; many of these support the work in your collaborative time and definitely help with implementation of The Core!  

 

 

     


  • Title:  Engaging Students in Textual Analysis
      • Presenters:  Persida and William Himmele 
      • Provider:  ASCD  
      • Date:  September 18, 2014; 2:00 - 3:00 P.M. CDT
      •  Register Here 
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Iowa ASCD is the source for developing instructional leadership and translating research into daily practice. Serving more than 1400 educators - teachers, principals, superintendents, directors of curriculum, technology specialists, college professors, AEA staff - Iowa ASCD strives to develop the collaborative capacity to impact the learning of each and every student in Iowa.

Be Sure to Check Out . . .
September 19 - Nell Duke
Books for Boys
We Want YOU - Teachers of PK, K, 1
KnowledgeWorks: Eyes on Iowa
Book: Rewired
November 12-13 - Jay McTighe
Advocate for Learning
Reading like a Historian
Check It Out!
Teacher Leadership
Webinars for Your Learning
Iowa ASCD Twitter!
Iowa ASCD Contacts
Iowa ASCD Opportunities

Quick Links:

 

Iowa ASCD  

 

Iowa ASCD Twitter

 


Iowa ASCD Contacts

 

President

Kevin Vidergar 

   

Past-President

Allan Eckelman

 

President-Elect

Becky Martin

   

Membership and Conference Information

Bridget Arrasmith

 

Secretary

Leslie Moore 

 

Treasurer  

Jeff Watson  

 

Members-at-Large

  

Diane Campbell 

Ottie Maxey 

Sara Oswald 

Amy Whittington 

 

DE Liaison

 Rita Martens  

 

Higher Education

Jan Beatty-Westerman 

Elaine Smith-Bright 

 

Advocacy and Influence 

Pam Armstrong-Vogel 

Susan Pecinovsky 

 

Curriculum Leadership Academy

Sue Wood  

Pam Zeigler  

 

Fall Academy

 Veta Thode  

 

Fall Institute

Lou Howell 

Elaine Smith-Bright 

 

Summer Institutes and Grade-Level Conferences

 Kym Stein 

 

Planning Chair 

Cindy Swanson  

 

Project Chair

Jason Ellingson 

 

Technology

Chris Welch  

 

Membership Relations and E-Learning

Amy Wichman 

 

Executive Director

 Lou Howell   

 

 

Here's What's Happening!
  • September 19, 2014
    • Fall Institute
    • Nell Duke
    • K-3 Reading and the Iowa Core 
    • Drake University
    • Register Now! 
  • November 12-13, 2014
    • Fall Academy
    • Jay McTighe
    • Understanding by Design
    • Drake University
    • Register Now
  • December 4, 2014
    • Grade-Level Conference for PK, K, and 1 
    • For and By Teachers
    •  Holiday Inn - Airport in Des Moines 
    • Register Now!
  • February 10, 2015
    • Advocacy Workshop
    • Savery Hotel in Des Moines and "On the Hill" with Legislators
  • April 23-24, 2015
    • Curriculum Academy
    • Hilton Garden Inn in Johnston - Exit I 80 129
  • June 22-23, 2015
    • Summer Institute
    • Iowa Events Center
  • Get The Source the first and third Friday of each month.
  • Join us on Twitter @IowaASCD