Measure the Height: The One with Rubric Revisions

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Some test revisions and explanations based, somewhat, on review day and a rubric.

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The One with the Solving Equations Group Test

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Swear to gosh this kiddo could hardly write when he came to us last year. But group support and adult support (thank goodness for our awesome paraprofessionals!) and lots of solid scaffolding made this happen. Preparing for an individual test on Wednesday.2017-01-29-09-04-45-1What do you observe? What do you wonder?

The One with Tzeltal

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Only fitting to end the Video Project with a video. But I’m too cheap for that WordPress option, so here’s a screenshot.

You can see the kiddo (kind of). You can see the tiles. What you can’t see is the kiddo speaking Tzeltal (an indigenous Mayan language).captura-de-pantalla-2017-02-21-19-02-20What do you observe? What do you wonder?

The One with the Pre-Menu

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“Do a formative assessment,” they said.

We already had an individual menu activity planned since it was that part of the unit where the kiddos are knowing enough different things that some need to just practice and some wanted to explore harder topics.

So I put a few problems from each menu item into one paper and then had them try them out and choose an appropriate item.

I sometimes worry about kiddos over-estimating themselves, but that’s what a challenge is, right?

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What do you notice? What do you wonder?

Day 60: The One With Community Circle and Demand

I spend the night of the election texting other teachers about the election and how drastically our largely undocumented kiddos (and lesson plans) will be affected. A million scenarios run through my head. Proceed with the lesson? Cancel everything and just give processing space and community circle all day? Will kiddos cry? Will there be fighting?

As it turns out, the day is mostly normal, which is probably just another indicator of how long our kiddos have been putting up with these feelings of feeling unwanted or discriminated. We do a community circle in first period. Write for 5 minutes about what you feel, what you need, and what you wonder. I have kiddos write on the prompt at the beginning of the rest of the classes, but honestly, the most helpful thing for them feels like to proceed with the lesson and the structures we’re used to. (Also, we vote on designs for t-shirts they designed to illustrate the concept of demand)

Some written responses. Shared without permission, but anonymously. These are all written by emergent multilinguals, so please be forgiving with spelling and grammar; I translated where I could, but didn’t edit for spelling or grammar. (There are more, but I’m about to be late for a meeting and will type them in later)

“I feel bad because…lost Hillary Clinton and won Donald Trump the electins but at the same time I feel calm because I do not think it will get all the immigrants from the country because practically the immigrants support the United States.”

“I feel sad scare angry and worry about me about my family about all my Hispanic and about the future of USA of America. I need some space.”

“I feel worry because I don’t want the new predicent be badly to us nad I hope that he don’t change our life.”

“Today I feel worry, shot, and angry because Donald Trump won the elections and we don’t know the good and bad things he will do in the country and will all immigransts people.”

“Today I feel angry because the teacher ask how do yo feel and they make me feel bad beause think more about.”

“Today, I feel normal because even thought we have new president we still need to life.”

Photo: Students vote on Business Plan Project Designs and whether they’d buy them at certain prices:

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