All Classes: Guidelines & Expectations 2015

If  you prefer a video you have to squint to watch . . .

Everyone will also receive a hard copy and will be emailed a digital copy once laptops roll out.

Humanities 2BG: Shelves of Inspiration and Artifacts

In today's class, we opened with a quick review of names and attendance.  (I think Mr. Brackett and I performed admirably, if I do say so myself.)

The focus of our day was a discovery of the inspiration shelf in the back of the room.  Mr. Brackett and I have populated the shelf with items that inspire us as thinkers, creators, makers, teachers, people, problem solvers.  Each item is there for a reason.

We distributed a graphic organizer (Notice/Wish/Wonder) to help you explore and uncover the meaning behind those objects.

After being given time to complete the organizers, Mr. Brackett explained the cuneiform artifact and I explained both the Superman lunchbox and the Stanford d.School bookmark.

We ended with some quick takeaways on the day, etched on sticky notes and plopped in the front of the room.

PACE: Results of Feedback & Discussion About PACE

Today we talked about what's working and not working for folks in PACE.

A lot of ideas got put on the table and I imagine there are others that folks withheld. I'm hoping you feel you can share them with me in a way that feels comfortable for you.  If I don't know there's a problem, there isn't much I can do to help solve it.

Remember that the 25 means this includes some responses from the other day.
These are imperfect numbers, but I think the trends apply.

These are specific items of feedback posted.  We took these items and looked for patterns, trends within them.

We coded our observations; Blue = Students have control over it; Black = Teach has control over it;
Blue/Black = Shared responsibility

And that hero project from last year is still gorgeous.

From here we decided to talk about the blue/black coded items as there were only two.  Consensus in the room seemed to indicate that the teacher could do a better job explaining homework before setting the expectation and students could do a better job asking for clarification and advocating for needs.

We're going to try an added structural component when we meet next -- which will be a while because of PSATs, digital citizenship day and Mr. Ryder's ACTEM conference presentations.  But when we get back at it, we will start with only twenty minutes of teacher time, followed by ten minutes of figuring out what work zones we should have available, and then moving to those zones that most suit our needs.

Class got cut short because there was a fire alarm.  Everyone got out okay.  It was gorgeous out.

PACE: Taking Stock of PACE & Proposing Hero Projects

We will continue our efforts to flip the classroom around a bit today.  We'll meet in F 215 while taking advantage of all of our new tables and seating locations.

Teacher PACE:
* Work in Book Groups to Complete a Heroic Cycle Model using Design Kits & Your Book
* Complete a vision statement in class
* I Am Hero Project proposals submitted

Student PACE
* Choose your work groups for the vision
* Design & propose your I Am Hero project


Teacher PACE
How does the hero of your group's novel fulfill the heroic cycle/monomyth?

Here are a couple of models to help you remember the stages.  Note! The stages don't have to have the exact same names, so long as the order looks pretty much the same.  Some models are more simple than others and that's okay:

Clickable model of the Monomyth: http://orias.berkeley.edu/hero/index.htm

Page of explanations to help you with that model: http://orias.berkeley.edu/hero/JourneyStages.pdf

And finally, a great video to help as well.

After Teacher PACE time, here's what needs to happen before you leave the room today.

Student PACE
1. Work in a group of 1, 2, or 3 people to craft a vision statement about PACE.  Based on the ideas on the shared doc, what do you think PACE should look like this year?  Put your vision on the PACE Vision Thinking doc.

Here's an incomplete example to help your thinking:
PACE is a class where we are productive and use freedom to our advantage.  We pursue our personal interests but also do challenging work.  It's important to us that we have time to do our work in class, and it's important to us that our individual needs are respected.


2.  I Am Hero Project Proposal submitted and a conference with either Mr. Ryder or Miss Murphy.

3. Submit your I Am Hero Graphic Organizer Week #2 by placing it in your Google Drive PACE 2013 IN box.

Homework

I Am Hero Project
I Am Hero Project
Due: Wed, 10/16
I Am Hero Project Proposal
Due: Today, 9/30
I Am Hero Graphic Organizer Week #3
Due: Mon, 10/7

Blog
Q1 Week 2
3+ Posts this week to meet/exceed the standard
Creative Entry Required:

HerosList

Everyone know the best way to get help on your heroic journey is by posting to Craigslist and advertising in Uncle Henry’s.

Create three advertisements based on your book:  One for a helper, one for an amulet, and one for either an obstructor OR a hero (that last one provides a chance to really play around with point of view).  

Quick example:  Help Wanted: MWM, 36, seeks mortal enemy to challenge him at every turn and push him to excel at everything in life, especially teaching career, family time, and general nerding.  Who wouldn’t want to be his nemesis?  He’s balding, moody and weird.  Strike now! dryder@mtbluersd.org

You can visit www.unclehenrys.com or www.craigslist.com to explore the formatting, the categories, the relative length, and the style used.

Student PACE Suggestions:

• Work on your I Am Hero Project
• Bring materials you need to class
• Keep checking the rubric for standards & requirements
• Show Mr. Ryder & Miss Murphy your ideas

PACE: Heroic Journeys & Essential Questions

Today we started our "I Am Hero" unit by first taking time to explore essential questions.

Essential Questions

Here's a video that will hopefully refresh your understanding of essential questions and add some ideas you may not have considered in class.




And here is a link to the essential question work that we did on a shared Google doc.  You can find that doc in your Drive under "PACE 2013 OUT."

The Hero's Journey

That lead us to watching this brilliant video about the hero's journey and the monomyth.



When then took some time to figure out our first reading groups.  You will be choosing your own reading schedule for either The Hunger Games or The Adventures of Ulysses.  
Teacher PACE: Finish the book by Sept. 30
Student PACE: Determine how you will chunk that reading between now and then.

Next week, we dig into the monomyth, what that means, and the expectations for your first big project including due dates, how I designed it, and how it will demonstrate your understanding.  We also open up the curriculum and figure out what it is you are supposed to know as sophomores and transform the school's language into your language.

Homework

Read: your group's chosen selection for Monday.
Teacher PACE: finish book by Sept 30
Student PACE: Determine how you will chunk that reading between now and then

PACE: Freedom, Autonomy, Accountability, Independence & Education

Today's plan ended up changing a bit because of a fire drill.  Glad we are all safe and sound, though.

We started by watching this video on visual thinking.

We used these skills to visualize our thinking about

• Independence
• Autonomy
• Freedom
• Accountability

From there we watched Sir Ken Robinson's thoughts on education via RSA Animate.

And the big essential question we left thinking about?

How might we experience independence, autonomy, freedom and accountability . . . 

in schools?

at Mt. Blue Campus?

in PACE?

Next class we dive into our first unit and unlike traditional classes, I'll be showing you how I planned it, how I developed the essential questions guiding it (and what essential questions are), and you'll be getting your first book to read: Hunger Games or Adventures of Ulysses.  Your choice.  (WHAT?!? Choice?! Yes.)