- Additional Presenter Notes – October 31, 2019 (Session 1, Arts with the Brain in Mind)
- (Commonly agreed upon) 21st Century Skills
- • Critical thinking, problem solving, reasoning, analysis, interpretation, synthesizing information
- • Research skills and practices, interrogative questioning
- • Creativity, artistry, curiosity, imagination, innovation, personal expression
- • Perseverance, self-direction, planning, self-discipline, adaptability, initiative
- • Oral and written communication, public speaking and presenting, listening
- • Leadership, teamwork, collaboration, cooperation, facility in using virtual workspaces
- • Information and communication technology (ICT) literacy, media and internet literacy, data interpretation and analysis, computer programming
- • Civic, ethical, and social-justice literacy
- • Economic and financial literacy, entrepreneurialism
- • Global awareness, multicultural literacy, humanitarianism
- • Scientific literacy and reasoning, the scientific method
- • Environmental and conservation literacy, ecosystems understanding
- • Health and wellness literacy, including nutrition, diet, exercise, and public health and safety
- An interesting article from Tony Wagner that addresses what his research indicates what students SHOULD be learning, and what they are actually GETTING for schooling:
Thursday, October 31, 2019
Awesome information from last night's Fresh Chapters!!
Monday, October 28, 2019
New Questions for The Magic Flute and Answers
Papageno tries to hang himself on a tree but is saved, who is he saved by, and what do they say to him?
Papageno tries to hang himself on a tree, but is suddenly stopped by the three spirits that inform him that if he uses the magic bells, than he will find true happiness. (The three spirits are little boys that work for the queen of the night.)
What is another thing Papageno’s bell’s can do?
When Papageno rings his bells, it makes animals all around them dance in glee, most likely on beat to how fast he rings the bells. The animals all around him go to him and dance around him in circles.
How excactly does Tamino feel when the three spirits show him a picture of Pamina?
Tamino feels like he was falling in love with her, just from looking at the picture, so he felt determined to save her from the “evil” Sorastro. (Even though the queen of the night is more “evil” than he is.)
What does the queen of the night send the three ladies to save Tamino from?
She sends the three ladies to save Tamino from a giant serpent, that the queen of night sent herself. (She sent the serpent herself (which prince Tamino didn’t know) and sent the three ladies that work for her to save him so she would look good.)
Out of the queen and Sorastro, who is actually the bad guy?
The queen is actually the evil one, she just tried to make herself look better so she could become the new ruler of the realm they live in.
When Monostatos tried to kiss the sleeping Pamina, he was interrupted by someone, who was he interrupted by?
When Monostatos tried to kiss the slumbering Pamina, he was interrupted by the queen of the night, Pamina’s mother.
During the whole story, what does Papageno long for?
He longs to have a wife that he can spend the rest of his time with, so he wont be lonely for the rest of his life.
Where does the whole story take place?
The whole story takes place in a magical, mythical land between the sun and the moon. (That’s why there is a queen of the night and a king of the sun.)
Why is this oprah called “The Magic Flute”?
The oprah is called the magic flute because of how the three ladies gave Tamino a magic flute, that somewhat guides them along their journey.
What does Papageno boast to Tamino about towards the beginning of the story?
Papageno boasts to Tamino about how he killed the giant serpent, saving Tamino, which isn’t actually true. (He says a lie and decides to just continue playing along with it.)
Papageno tries to hang himself on a tree, but is suddenly stopped by the three spirits that inform him that if he uses the magic bells, than he will find true happiness. (The three spirits are little boys that work for the queen of the night.)
What is another thing Papageno’s bell’s can do?
When Papageno rings his bells, it makes animals all around them dance in glee, most likely on beat to how fast he rings the bells. The animals all around him go to him and dance around him in circles.
How excactly does Tamino feel when the three spirits show him a picture of Pamina?
Tamino feels like he was falling in love with her, just from looking at the picture, so he felt determined to save her from the “evil” Sorastro. (Even though the queen of the night is more “evil” than he is.)
What does the queen of the night send the three ladies to save Tamino from?
She sends the three ladies to save Tamino from a giant serpent, that the queen of night sent herself. (She sent the serpent herself (which prince Tamino didn’t know) and sent the three ladies that work for her to save him so she would look good.)
Out of the queen and Sorastro, who is actually the bad guy?
The queen is actually the evil one, she just tried to make herself look better so she could become the new ruler of the realm they live in.
When Monostatos tried to kiss the sleeping Pamina, he was interrupted by someone, who was he interrupted by?
When Monostatos tried to kiss the slumbering Pamina, he was interrupted by the queen of the night, Pamina’s mother.
During the whole story, what does Papageno long for?
He longs to have a wife that he can spend the rest of his time with, so he wont be lonely for the rest of his life.
Where does the whole story take place?
The whole story takes place in a magical, mythical land between the sun and the moon. (That’s why there is a queen of the night and a king of the sun.)
Why is this oprah called “The Magic Flute”?
The oprah is called the magic flute because of how the three ladies gave Tamino a magic flute, that somewhat guides them along their journey.
What does Papageno boast to Tamino about towards the beginning of the story?
Papageno boasts to Tamino about how he killed the giant serpent, saving Tamino, which isn’t actually true. (He says a lie and decides to just continue playing along with it.)
Wednesday, October 23, 2019
Diversity Statement # 1
Diversity Statement
It is my solemn vow that I will make my classroom a safe environment for all who enter into it. There will be mutual respect for all, no matter what your orientation is, religious, sexual, or otherwise. No matter what race, creed, color or gender you are, you will have an equal voice in this classroom. Your thoughts have meaning to all the teachers and students who enter this room, and you will be heard today and forever into the future. Each student shall be treated with humble and thoughtful consideration, and will be known as an individual with total respect for their personal learning needs. I shall be your co-pilot, but you shall be my co-pilot as well, helping me to teach you better as time passes. This statement will be re-visited as the world continues to bring challenges to all students, teachers, parents and families. Susan Frank, music teacher, 5/6
Thursday, October 10, 2019
Implicit Bias Part two
We had a big meeting with Mindbridge yesterday after school from 2-3:30. I think everyone was tired, plus they know we have another meeting on Friday about Universal Design for Learning with a group called CAST all day, so I think it was stressing everyone out. I know that even the people who are on board with the work we are doing felt overwhelmed and found it difficult to participate.
That being said, it was still an interesting and fulfilling afternoon about what we have learned and where we might need to go from here. I found it all fascinating, and terrifying, and confusing. I was overwhelmed at the end of the afternoon, because there was a big discussion about someone's wall saying, "All lives matter", which was painted by a student long before the "Black Lives Matter" movement began. The student painted it on a teacher's wall, because he felt really moved by how safe and protected and respected he felt in that teacher's classroom. If you understand the context, it makes a lot of sense. However, the "Black Lives Matter" movement has changed our understanding of "All Lives Matter" which is problematic to their world, their belief system, their thought process, and you can't use it anymore without fear of repercussions. We have very few African American students in our school, but it would only take one evening of parents of a child to see this and react negatively to it. We are trying to learn about other cultures, feelings of others, we are trying to learn EMPATHY in a big way so we can teach it to our students. If we fight about this, it could look like you truly are biased, prejudiced and even racist.
The other discussion was about the fact that we have so little diversity in York, that it makes it hard to make a cause for training in this area. Or do we? We have socio-economic diversity, we have people who are challenged in different ways, we have younger and older teachers, we have people whose sexual orientation is diverse, etc.. we have other types of diversity. If we don't teach empathy, no matter what the differences are, we cannot truly say we are open-minded and working on our implicit bias. Yes, bias helps us stay safe, and locked down and secure, but it also creates cliques, and jokes at other's expense, and triangulation, and thoughtlessness, and eventually we are we?
I feel like after this session, we know what implicit bias means, (your elephant, your driver) and we know that we need to be more sensitive to others no matter what we might believe. We need to be open-minded to do this work, and people need to be made aware of their bias, even if they don't think it exists. It does.
That being said, it was still an interesting and fulfilling afternoon about what we have learned and where we might need to go from here. I found it all fascinating, and terrifying, and confusing. I was overwhelmed at the end of the afternoon, because there was a big discussion about someone's wall saying, "All lives matter", which was painted by a student long before the "Black Lives Matter" movement began. The student painted it on a teacher's wall, because he felt really moved by how safe and protected and respected he felt in that teacher's classroom. If you understand the context, it makes a lot of sense. However, the "Black Lives Matter" movement has changed our understanding of "All Lives Matter" which is problematic to their world, their belief system, their thought process, and you can't use it anymore without fear of repercussions. We have very few African American students in our school, but it would only take one evening of parents of a child to see this and react negatively to it. We are trying to learn about other cultures, feelings of others, we are trying to learn EMPATHY in a big way so we can teach it to our students. If we fight about this, it could look like you truly are biased, prejudiced and even racist.
The other discussion was about the fact that we have so little diversity in York, that it makes it hard to make a cause for training in this area. Or do we? We have socio-economic diversity, we have people who are challenged in different ways, we have younger and older teachers, we have people whose sexual orientation is diverse, etc.. we have other types of diversity. If we don't teach empathy, no matter what the differences are, we cannot truly say we are open-minded and working on our implicit bias. Yes, bias helps us stay safe, and locked down and secure, but it also creates cliques, and jokes at other's expense, and triangulation, and thoughtlessness, and eventually we are we?
I feel like after this session, we know what implicit bias means, (your elephant, your driver) and we know that we need to be more sensitive to others no matter what we might believe. We need to be open-minded to do this work, and people need to be made aware of their bias, even if they don't think it exists. It does.
Subscribe to:
Posts (Atom)