As we continue working on ways to incorporate Writing Across the Curriculum, we are pleased to release the second booster course for WAC in the form of an eCourse in Eduphoria: Work- shop. This second installment includes strategies on RAFTS; What do you think, Why do you think it?; and Blind Sequence. To access this course, log in to Eduphoria: Workshop and select eCourses or use the link provid- ed below: http://www.schoolobjects.com/ wshop/default.aspx?cid=75058 This month, the focus of the booster course is to infuse En- gagement: Questioning to In- crease Rigor into Writing Across the Curriculum. Strategies addressed in this booster course include the use of RAFTS and Blind Sequencing. Additionally, the majority of this issue is dedicated to the hard- working employees here in Hum- ble ISD who invited us into their world this month in order to highlight everything they are doing for our students! INSIDE THIS ISSUE: WAC Booster #2 1 QECHS Spotlight: Socratic Seminars 1 OT & NBE Spotlight: Handwriting without Tears 2 AHS Spotlight: World History, Chemistry, & Graphic Design 3 QECHS and AHS, continued. 4 Eduphoria: Monitor Lists 5 Unstoppable: Anthony Robles 6 Calendar of Workshops 7+ DID YOU KNOW. . . While Ground- hog’s Day is celebrated here in the US on February 2nd, in Germany, Seven Sleepers Day is celebrated on June 27th. On Seven Sleep- ers Day, if it rains, the rest of the summer is supposed to be rainy. Seven Sleepers Day’s mascot is typically a squir- rel or a dor- mouse, rather than our beloved groundhog. Booster Course #2 WRITING ACROSS THE CURRICULUM Socratic Seminars QUEST EARLY COLLEGE HIGH SCHOOL Sharon Limegrover, Introducon to Computers teacher, and Kim Mouser, Curriculum Facilitator at Quest High School, invited us to observe a Socrac Seminar with a freshman computer class. Although the students were somewhat camera-shy, we were highly impressed at the use of rigorous strategies that the teachers and the students ulized throughout the les- son. Aſter reading an arcle about the impacts of electronic waste, the students formed an inner and outer circle. The inner circle began a discussion about the implicaons of electronic waste, as well as posed quesons and hy- potheses to the group. The outer circle, observed, listened and took notes. Aſter a set amount of me, the two circle switched places and the discus- sion connued, this me with the outer circle as the inner circle. (Arcle connues on page 4.) Volume 6 February 2015 Professional Development Newsletter Humble ISD
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Transcript
As we continue working on ways
to incorporate Writing Across
the Curriculum, we are pleased
to release the second booster
course for WAC in the form of
an eCourse in Eduphoria: Work-
shop.
This second installment includes
strategies on RAFTS; What do
you think, Why do you think it?;
and Blind Sequence.
To access this course, log in to
Eduphoria: Workshop and select
eCourses or use the link provid-
ed below:
http://www.schoolobjects.com/
wshop/default.aspx?cid=75058
This month, the focus of the
booster course is to infuse En-
gagement: Questioning to In-
crease Rigor into Writing Across
the Curriculum.
Strategies addressed in this
booster course include the use
of RAFTS and Blind Sequencing.
Additionally, the majority of this
issue is dedicated to the hard-
working employees here in Hum-
ble ISD who invited us into their
world this month in order to
highlight everything they are
doing for our students!
I N S I D E T H I S
I S S U E :
WAC
Booster #2
1
QECHS Spotlight:
Socratic Seminars 1
OT & NBE Spotlight:
Handwriting without
Tears
2
AHS Spotlight: World
History, Chemistry, &
Graphic Design
3
QECHS and AHS,
continued.
4
Eduphoria:
Monitor Lists
5
Unstoppable:
Anthony Robles
6
Calendar of
Workshops
7+
D I D Y O U
K N O W . . .
While Ground-
hog’s Day is
celebrated here
in the US on
February 2nd, in
Germany, Seven
Sleepers Day is
celebrated on
June 27th.
On Seven Sleep-
ers Day, if it
rains, the rest of
the summer is
supposed to be
rainy.
Seven Sleepers
Day’s mascot is
typically a squir-
rel or a dor-
mouse, rather
than our beloved
groundhog.
Booster Course #2
WRITING ACROSS THE CURRICULUM
Socratic Seminars
QUEST EARLY COLLEGE HIGH SCHOOL
Sharon Limegrover, Introduction to Computers teacher, and Kim Mouser,
Curriculum Facilitator at Quest High School, invited us to observe a Socratic
Seminar with a freshman computer class. Although the students were
somewhat camera-shy, we were highly impressed at the use of rigorous
strategies that the teachers and the students utilized throughout the les-
son.
After reading an article about the impacts of electronic waste, the students
formed an inner and outer circle. The inner circle began a discussion about
the implications of electronic waste, as well as posed questions and hy-
potheses to the group. The outer circle, observed, listened and took notes.
After a set amount of time, the two circle switched places and the discus-
sion continued, this time with the outer circle as the inner circle.
(Article continues on page 4.)
Volume 6 February 2015
Professional Development Newsletter
Humble ISD
P A G E 2
The Magic “c”, the focus of today’s lesson in
Handwriting Without Tears, is shown below.
Students use the letter “c” as the base of learning
to write several other letters,
such as “a”, “d”, “g”, and “q”.
This particular student took great pains to show
not only her handwriting ability, but to add a bit
of artistic flair.
Additional students were
pulled to smaller groups in
the computer lab with oth-
er teachers, such as Laura
Dowdy of the OT Depart-
ment to work on individual
skills and to reinforce the
work of the teachers in the
classroom.
Throughout the lesson,
each student was fully en-
gaged, active (both physi-
cally and mentally), and
learned how to form four
additional letters from one
Magic “c”.
The Occupational Therapy department, in conjunction with
North Belt Elementary, demonstrated the power of the Dis-
trict’s handwriting curriculum: Handwriting Without Tears.
April Gore and Pilar Brizuela, pictured left, joined NBE kinder-
garten teacher, Carla Craig (not pictured), in working with Ms.
Craig’s students on the Magic C.
April and Pilar used animated videos, songs, physical move-
ments and representations to supplement and work with the
students on their handwriting skills. Pilar Brizuella, pictured
below left, is using physical body movements with the students
to create the letters. This particular lesson focused on The
Magic “c”. Along with the body movements, the
students made the same noises and sounds as
demonstrated in the videos and songs to reinforce
the creation of each letter.
Handwriting Without Tears
OT & NBE
P A G E 3
Mr. Williams, World History
While the Industrial Revolution and the impact of child labor might not
appear to be captivating to the average tenth grader, Mr. Williams
brought the experience to life for his students by incorporating rigor
and writing into his lesson.
After holding an engaging discussion that included the use of dozens of
pictures capturing the images of the era, Mr. Williams provided his
students with a writing prompt. They were to write a diary entry for
one of the children in the industrial revolution era photographs. Stu-
dents were to address safety, health conditions, education, general
living conditions, and the motivation to work in such conditions.
While the writing assignment was rigorous in itself, the power of the
assignment was shown through the students who eagerly shared their
diary entries with the class. Some of them couldn’t wait for their
chance to share!
Ms. Ray, Chemistry
Redox Reactions. The topic alone may seem daunting
and unfamiliar to many students. Ms. Ray’s Chemistry
class, however, had a clear understanding of the topic.
Using a lead4ward strategy, Ms. Ray’s students wrote
about the process of redox reactions and electrons
according to their seat number.
Some examples of the writing prompts were:
- Explain the significance of oxidation numbers in redox
reactions and how they are determined to your best
friend who was home sick today. Remember, you are
talking to her on the phone so she can’t see anything.
Your explanation has to say it all!
- The story of an electron in a redox reaction has gone
untold for too long! Help the electron earn the respect it deserves by describing its journey as it
travels through a redox reaction.
- Agent. . . REDOX Agent. . . Your mission is to determine which is the more determined agent in
a redox reaction: the oxidizing agent or the reducing agent. Explain which agent deserves the title
providing specific reasons and examples.
Again, it was amazing to see the excitement of the students as they shared their responses with
the class!
Writing, Rigor, and Project Based Learning
ATASCOCITA HIGH SCHOOL
P A G E 4
Mrs. Priesmeyer, Graphic Design
Ms. Priesmeyer teaches and facilitates classes at AHS such as Graphic
Design and Illustration and Advanced Graphic Design in Illustration. Her
classroom is a combination of a computer lab and an art room where
the students are actively using technology daily such as Edmodo, Google
Docs, Illustrator, and Photoshop.
On this particular visit, students in her Graphic Design class were
watching tutorials online and creating valentines through the use of
mixed media. Some students preferred to use hands-on art supplies
such as scrapbook paper, while others took
their skills to their computer programs to
create their projects.
Additionally, Ms. Priesmeyer’s advanced students have their own website where
they offer their graphic design skills to others through their company: inFlight
Design. Their website can be located at: inflightgraphicdesig.wix.com/afto
Writing, Rigor, and Project Based Learning, continued
ATASCOCITA HIGH SCHOOL
Socratic Seminars, continued
QECHS
Socratic Seminars are often associated with AVID. This instructional strategy is based on Socrates’ theory
that enabling students to think is more important than filling them with what is considered “correct” answers.
Through this process, students use discussion, questions, and thoughtful dialogue to deepen their understand-
ing on a given topic and to truly think and examine the given matter.
It is important for students to understand the difference between dialogue and debate. Although this wasn’t
the first Socratic Seminar for these students, both Ms. Limegrover and Ms. Mouser reviewed the difference
before beginning.
Dialogue is collaborative, where multiple ideas, thoughts, and sides work together for a shared understanding
while debate is competitive and often oppositional. It was incredible to see the growth of the students and
their thinking process as they worked through this Socratic Seminar.
Title DescriptionStart
Date
Start
Time
February 2015 G/T Institute Day 1
ONLINE: Nature and Needs of G/T
(TAGT On-Demand Online)
Facilitated by Dr. Joyce Juntune, this training focuses on the nature and needs of gifted learners.
Topics to be addressed include identifying characteristics of gifted and talented, Understanding
common social-emotional needs, understanding sources of energy in gifted students, and learning
programming options to serve the gifted.
Registration information will be emailed to registered participants on February 1, 2015. For
participants that register after February 1, 2015, registration information will be emailed within
one business day of Eduphoria registration. The completion deadline for this course is February
28, 2015. Please contact Debora Gonzales, G/T Coordinator, should you have any questions.
2/1/2015 8:00 AM
February 2015 G/T Institute Day 2
ONLINE: Screening, Assessment, &
Identification of the Gifted (TAGT On-
Demand Online)
This course will be facilitated by Dr. Joyce Juntune. The completion deadline for this course is
February 28, 2015.
Registration information will be emailed to registered participants on February 1, 2015. For
participants that register after February 1, 2015, registration information will be emailed within
one business day of Eduphoria registration. Please contact Debora Gonzales, G/T Coordinator,
should you have any questions.
2/1/2015 8:00 AM
February 2015 G/T Institute Day 3 or
Update ONLINE: Differentiation of
Curriculum and Instruction for G/T
(TAGT On-Demand Online)
Facilitated by Dr. Joyce Juntune, walk through the unique minds of gifted children and
understand why they need differentiation. This course addresses how to practice individualized
differentiation on a daily basis without placing a taxing workload on educators. The deadline to
complete this course is February 28, 2015.
Registration information will be emailed to registered participants on February 1, 2015. For
participants that register after February 1, 2015, registration information will be emailed within
one business day of Eduphoria registration. Please contact Debora Gonzales, G/T Coordinator,
should you have any questions.
2/1/2015 8:00 AM
February 2015 G/T Institute Day 4 or
Update ONLINE: Social and Emotional
Development of G/T (TAGT On-Demand
Online)
Facilitated by Dr. Joyce Juntune, the course will examine the unique needs and attributes of
gifted children beyond merely their accelerated cognitive development. They are divergent from
average children in social and emotional arenas as well. Because they have special intellectual,
emotional, imaginational, psycho-motor, and sensual energies that need to be understood,
respected and sometimes redirected it is essential that school districts have a deep understanding
of how these children operate beyond just meeting their intellectual needs. This course will guide
you through the unique social and emotional world of a gifted child and demonstrate how
schools, teachers and administrators can best serve these children and provide them with the
whole person education that they have a right to.
The deadline to complete this course is February 28, 2015.
Registration information for the online course will be emailed to registered participants on
February 1, 2015. For participants that register after February 1, 2015, registration information
will be emailed within one business day of Eduphoria registration. Please contact Debora
Gonzales, G/T Coordinator, should you have any questions.
2/1/2015 8:00 AM
February 2015 G/T Institute Day 5 or
Update ONLINE: Developing Creative
Thinking in the Classroom (TAGT On-
Demand Online)
This course will be facilitated by Dr. Joyce Juntune. The deadline to complete this course is
February 28, 2015. Registration information will be emailed to registered participants on
February 1, 2015. For participants that register after February 1, 2015, registration information
will be emailed within one business day of Eduphoria registration. Please contact Debora
Gonzales, G/T Coordinator, should you have any questions.
2/1/2015 8:00 AM
Secondary Math Meeting 2/2/2015 9:00 AM
Social Studies ALT Meeting-Room 1012 2/2/2015 11:00 AM
Non-Violent Crisis Intervention
REFRESHER Training2/2/2015 4:00 PM
Lead4ward - SPED TEKS Analysis
(Stephanie & John)2/3/2015 8:00 AM
ELEMENTARY ART IPAD
TECHNOLOGY TRAINING2/3/2015 1:00 PM
2015 IE Grants Workshop Review of the 2015 grant application and instructions. Potential applicants will also be able to
ask questions or voice concerns.2/3/2015 4:00 PM
Deaf Ed Language Workshop-Conference
Rm. 2009
Teachers will work together to improve delivery of Language Arts curriculum to hearing
impaired students.2/3/2015 4:30 PM
Sign Language Class 02-Room 2001This course is for parents, teachers and staff who have a deaf or hard-of-hearing student in their
class.2/3/2015 5:00 PM
Transition Leadership Meeting-Room
10382/4/2015 8:00 AM
Lead4ward - SPED TEKS Analysis
(Stephanie & John)2/4/2015 8:00 AM
Deaf Ed. Meeting-Conference Room
20012/4/2015 8:00 AM
Word to the Wise Wednesdays Ethics 2/4/2015 8:30 AM
504 Special Topics-Room 1036 2/4/2015 10:30 AM
Secondary Registrars DQ Training Data Quality will train secondary registrars on Enrollment Verification and other topics. 2/4/2015 11:00 AM
LD Data Review-Room 1038 2/4/2015 1:00 PM
Elementary Registrars DQ Training Data Quality will train elementary registrars on Enrollment Verification and other topics. 2/4/2015 1:00 PM