Two months into Year Two at Hampton have been filled with teachers facilitating and encour- aging relationships, student voice/ choice, rigor, and relevance. Congratulations to all teachers for diving in or being “the first on the dance floor.” Next, are examples of some of the great things we celebrate. If something was overlooked, that was purely unintentional. Please share at the e-mail above for a future issue. Ms. Masters has her students working on math con- cepts by student choice, in groups or independently, with flexible pacing. The students produce a product showing their mastery of the concept (i.e. Pow- erPoint, poster, writing, etc . . . .) The final component has the students meet with Ms. Masters out in the hall to complete an assessment either verbally or resolving on paper. Mr. Huffman, Ms. Somerville, and Mr. Guillory’s classes are study- ing nationalization. The students were provided their competency to master an understanding of issues dividing our nation before the Civil War (slavery and the spread of it to new states). The students researched the two sides and were assigned the task of comparing historic, op- posing viewpoints. The products reflecting understanding of the two sides could be in any form as long as it related to North vs. South with their selected conflict. This process provided relevance and rigor for our U.S. History students. In engineering class, Mrs. Nguyen’s students are build- ing simple machines out of paper. Students researched the compo- INSIDE THIS ISSUE: Coach’s Corner 2 Makerspaces 2 More PL Celebrations 3 Calendar 4 It’s a Mindset 4 Have Ideas or Stories to Share? Deadline is the 20th of each month. Submit to [email protected]The Personalized Learning Buzz OCTOBER 2015 VOLUME 1, ISSUE 3 SPECIAL POINTS OF INTEREST Our Amazing Teachers Sign Up for New Makerspaces It’s A Mindset October is Filled with Events and Activities Celebrating Personalized Learning nents that go into simple ma- chines and the functionality of machines. Students were given patterns and worked collabora- tively to figure out how to put the machines together. Once they figured out the process, they had to decide the purpose the machine would serve. Check Out These Real-World Problem Solving Results and Soluons to Help You Plan a PBL unit. (click the video at right)
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Two months into Year Two
at Hampton have been filled with
teachers facilitating and encour-
aging relationships, student voice/
choice, rigor, and relevance.
Congratulations to all teachers
for diving in or being “the first on
the dance floor.”
Next, are examples of some
of the great things we celebrate.
If something was overlooked,
that was purely unintentional.
Please share at the e-mail above
for a future issue.
Ms. Masters has her
students working on math con-
cepts by student choice, in
groups or independently, with
flexible pacing. The students
produce a product showing their
mastery of the concept (i.e. Pow-
erPoint, poster, writing, etc . . . .)
The final component has the
students meet with Ms. Masters
out in the hall to complete an
assessment either verbally or
resolving on paper.
Mr. Huffman, Ms.
Somerville, and Mr.
Guillory’s classes are study-
ing nationalization. The students
were provided their competency
to master an understanding of
issues dividing our nation before
the Civil War (slavery and the
spread of it to new states).
The students researched the
two sides and were assigned the
task of comparing historic, op-
posing viewpoints. The products
reflecting understanding of the
two sides could be in any form as
long as it related to North vs.
South with their selected conflict.
This process provided relevance
and rigor for our U.S. History
students.
In engineering class, Mrs.
Nguyen’s students are build-
ing simple machines out of paper.
Students researched the compo-
I N S I D E T H I S
I S S U E :
Coach’s
Corner
2
Makerspaces
2
More PL
Celebrations
3
Calendar 4
It’s a
Mindset
4
H a v e I d e a s o r
S t o r i e s t o S h a r e ?
D e a d l i n e i s t h e 2 0 t h
o f e a c h m o n t h .
S u b m i t t o
v e r n . b u c k @ h e n r y . k 1 2 . g a . u s
The
Personalized Learning Buzz O C T O B E R 2 0 1 5 V O L U M E 1 , I S S U E 3
ods to demonstrate mastery related to Dante’s “Inferno.”
Ms. Evans and Mrs. Wyatt —collaborating law and art clas-ses for “Mystery Clue.”
Mr. Pasch — developing
community engagement with the Partnership Club
Ms. Johnson — creating stu-
dent tales using The Arabian Nights.
Ms. Fletcher — hypothesis
and statistics determining 4-day school week options with presentation choices.
Mr. Turner — being a new
dad!
Ms. Gambrell—solving math
with puzzles and color-coding.
Mrs. Truong — choices for
assessment and reflection.
Ms. Chaganti — math and
body measurements.
Mrs. Parham — individual
pacing and choice for pre-
Ms. Nealis — environmental
science using a Zombie Apoca-lypse with options for Mine-craft, digital, and written en-gagement.
Mr. Hall —utilizing the Mak-
erspaces for math equalities and properties.
Mrs. Edwards — enhancing
the Lyceums/Makerspaces with her creativity.
Mrs. Price — real-world ex-
perience with Pre-K children.
Dr. Smith—country and west-
ern music for character analysis and expository writing.
Mrs. Mears — studying com-
plex numbers and student
choice deciding assessment. Some students did simple charts, pictorial representation, and others produced a poem/song . (above)
Coach Perry — developing
young leaders with Hampton Gents.
Celebrating Personalized Learning (continued) Just a Few More Examples of our Amazing Learning
calculus assessment.
Mrs. Williams—creating own
road map built with transversal lines.
Mrs. Dhody — studying mac-
romolecules and choosing how to show the different infor-mation on macromolecules. The students chose ways that met their learning styles and strengths.
Ms. Gutierrez —technology
for language practice; reflection and feedback for mastery.
* * *
The highlights and examples listed are just a small sample of our teachers’ efforts to create a
PL environment at HHS.
Thank you to ALL teachers and staff as we celebrate all that you have done everyday for our learners !!
P A G E 4
Oct. 29 - 31 — Frankenstein
Oct. 29th — PLT Jam Session (Tentative)
— T3 3:30 pm
Nov. 2 –3 Professional Learning
(Students do not report)
Reminder:
All departments should be starting, in progress, or finishing 1st PBL unit (real-world, problem solving activity) to be completed by Thanks-giving break.
Oct. 12th — PBL 101 Refresher
(Students do no report)
Oct. 14th — Ware Consulting PLT Q & A Oct. 14th — Grades Posted Oct. 15th — PA School Visit 1:45 pm — T3 3:30 pm Oct. 16th — Florida school visit Oct. 17th — Homecoming Parade Oct. 19th — Report Cards