www.TINYURL.com/tonywagnercalculus Here are some quotes from Tony Wagner's book with Ted Dintersmith (Most Likely to Succeed) https://books.google.com/books?id=N8nQDAAAQBAJ&pg=PA94&lpg=PA94&dq=what+procedures+does+tony+wagner+recommend&source=bl&ots=1RcbujFwzQ&sig=s-x6cqALBq1uRIl2wTBNAEwImKo&hl=en&sa=X&ved=0ahUKEwjJnc3k4dbSAhVB4yYKHfAeDIIQ6AEINDAE#v=onepage&q=what%20procedures%20does%20tony%20wagner%20recommend&f=false
Her is the description of Wagner's book
The basis for a major documentary, two leading experts sound an urgent call for the radical reimagining of American education so we can equip students for the realities of the twenty-first-century economy. “If you read one book about education this decade, make it this one” (Adam Braun, bestselling author and founder of Pencils of Promise).
Today more than ever, we prize academic achievement, pressuring our children to get into the “right” colleges, have the highest GPAs, and pursue advanced degrees. But while students may graduate with credentials, by and large they lack the competencies needed to be thoughtful, engaged citizens and to get good jobs in our rapidly evolving economy. Our school system was engineered a century ago to produce a workforce for a world that no longer exists. Alarmingly, our methods of schooling crush the creativity and initiative young people really need to thrive in the twenty-first century.
Now bestselling author and education expert Tony Wagner and venture capitalist Ted Dintersmith call for a complete overhaul of the function and focus of American schools, sharing insights and stories from the front lines, including profiles of successful students, teachers, parents, and business leaders. Their powerful, urgent message identifies the growing gap between credentials and competence—and offers a framework for change.
Most Likely to Succeed presents a new vision of American education, one that puts wonder, creativity, and initiative at the very heart of the learning process and prepares students for today’s economy. “In this excellent book...Wagner and Dintersmith argue...that success and happiness will depend increasingly on having the ability to innovate” (Chicago Tribune), and this crucial guide offers policymakers and opinion leaders a roadmap for getting the best for our future entrepreneurs.
Students might wonder, "What does a teacher do with his planning time?"
I prepare photocopies for the next class
I type the discussion notes so you can see what we did
I upload some videos that are related to the day's lecture and discussion. For example, Mrs. Padgett said that she had heard the sound of Plasma hitting the Voyager 1 spacecraft. Here is that video >>>>>>>>>>>>>>>>>>>>
I send text messages to parents.
I am putting the video links into books that the students are contributing to... Yes, there will be books about collections of videos that the students have recommended to accompany the book.
I would like to speak with each parent about how we can make SCIENCE more engaging. I encourage parents to read TinyURL.com/LittkyChapter1 I ask parents to send me their answers to these questions 1. What book or article about education do you respect? I like the free ebook by Abe Fischler (former head of Nova University) CLICK HERE 2. Do you have a favorite quote about education that you carry in your head? 3. What is something in science that you learned when you were a child that you would like to be sure that your child learns this year? 2. How will you know that your child has learned something? Is it a test score or is it a spoken answer to a question and a description of a science phenomenon, such as "How do scientists measure the distance from earth to a star?" (parallax is part of the answer) 5. When your child does well in school, how can I let you know? Do you prefer a text message or a phone call or an email message? When you call me, please leave a message. I am often tutoring and I can return your call if you leave a detailed message. (954) 646 8246 Most learning takes place outside the classroom. Most learning takes place in small pieces. Most learning takes place when the student talks about what they just heard that day.
March 22 is SCIENCE FAIR Here are some links 1 a list of projects www.TINYURL.com/sunsciencefair Go ahead, click and see if you can find a topic that interests you. 2 Rules about the Science fair www.TINYURL.com/blakesciencefair 3 GET SOME IDEAS about how to make a good project http://projectsforscience.blogspot.com/ This blog was written by a smart Indian teenager Your project will be given points Some tips from a JUDGE (a Science Fair Judge) TINYURL.com/SunJudge Points will be discussed here before March 1. The project itself 30 points Is the project well constructed? Are there spelling errors in the poster or document? Did you list your references? Your presentation xxx points Discussion Extra points for leading a discussion
TOTAL POINTS = 100 ========= TIPS from a Science Fair Judge
The Do's and Don'ts of Interviews about your Project
Exactly what happens during judging varies from competition to competition. You should carefully review the procedures outlined on the website of the competition(s) you're entering. However, most of the top competitions rely on face-to-face judging interviews in order to make the final determinations. These interviews usually have a time cap. You might have less than 15 minutes to convey all of the information you want during an interview. In addition to explaining all the science, you'll want to leave judges with the impression that you were courteous, confident, comfortable, knowledgeable, enthusiastic, and engaging. Here are some tips for doing just that:
Make sure your display board (if it's allowed in the competition) conveys information efficiently. Depending on how the fair is set up, and on judges' individual schedules, judges might or might not have had time to preview the displays. Regardless, the point of the board is to convey as much information as quickly as possible. A well-put-together display board is an advantage, allowing you to get the basic description of your science project across quickly so that the judges can focus on asking you questions to evaluate what you did and how much you know.
Get started immediately. Introduce yourself and ask the judge whether he or she would like you to start describing your work. If he or she says yes, provide a good overview of your project, but be prepared to stop and answer questions at any time.
Don't ignore a question. If you're in the middle of a speech and a judge asks you a question, immediately switch to trying to answer it. Interviews are time-limited and the judge is trying to ascertain, within those time constraints, whether or not you meet all seven of the aforementioned judging criteria.
Practice what you have to say about your science project. It is very important to relay information confidently and succinctly, but remember that a judge wants more than just a canned speech. If a judge asks you a question, he or she wants you to abandon your prepared speech and have an intelligent (but still succinct!) discussion. If you get too flustered when you're forced to deviate from your practiced project explanation, the judges will wonder if you truly understand what you're saying or if you're just repeating someone else's explanations. So practice an explanation of your science project, and practice being interrupted to answer questions.
Practice your tone. Every interview should have a professional but conversational tone.
Don't let silence reign. If a judge appears to be out of questions, then you should keep the conversation going and create opportunities to convey how much you know about your science project. Some things you can do include: pointing out and explaining surprising data points, talking about what you'd do next with your data, discussing the wider implications of your research.
Talk about the process and not just the product. For a judge to evaluate your thought process and logic, it is important for him or her to understand not only your results, but also how you got there. Describe how and why you arrived at that particular experimental setup or product design. If preliminary data encouraged you to re-design your science project, explain how that evolved.
For Wednesday
Mr. Steve was out of class (to meet with teachers at another school) and he joined the discussion at 9:50
A DEPICTION BY AN ARTIST
BLACK HOLES Mrs. P. said, "I looked through a telescope at an area of the sky that has a black hole. I was able to see a dark area with no light. That was the evidence to show that the black hole was there. We can't see a black hole, but we can see the area where the black hole exists."
Thanks to NASA's far-flung Voyager 1 spacecraft, now exploring the final frontier beyond our solar system, humanity can tune into the sounds of interstellar space.
Scientists announced today (Sept. 12) that Voyager 1 left the solar system in August 2012 after 35 years of spaceflight, making it the first craft ever to reach interstellar space. No other manmade object has ever travelled so far away from its home planet.
This artist's concept shows the general locations of NASA's two Voyager spacecraft. Voyager 1 (top) has sailed beyond our solar bubble into interstellar space, the space between stars. Its environment still feels the solar influence. Voyager 2 (bottom) is still exploring the outer layer of the solar bubble. Image released Sept. 12, 2013.
What happened when Voyager left the solar system and entered INTERSTELLAR SPACE? Voyager started making noises. It sounded like ________. (See below for the answer.)
=========== Important Questions We should be able to write full sentences to answer these questions:
1. Why are inner planets rocky and why are outer planets made of gases? The answer given in class was: (send me your answer) 2. What is the life cycle of a star? p. 117 has a sequence "What will happen to the solar system when the sun runs out of fuel?" 3. What causes a neutron star to form? (page 114) ANSWER: Voyager was hitting PLASMA. Plasma was rubbing on the spacecraft and caused vibrations. You can read more here
Students might wonder, "What does a teacher do with his planning time?"
I prepare photocopies for the next class
I type the discussion notes so you can see what we did
I upload some videos from the lecture
I send text messages to parents.
I am putting the video links into books that the students are contributing to... Yes, there will be books about collections of videos that the students have recommended to accompany the book.
I would like to speak with each parent about how we can make SCIENCE more engaging. I encourage parents to read I ask parents to send me their answers to these questions 1. What book or article about education do you respect? 2. Do you have a favorite quote about education that you carry in your head? 3. What is something in science that you learned when you were a child that you would like to be sure that your child learns this year? 2. How will you know that your child has learned something? Is it a test score or is it a spoken answer to a question and a description of a science phenomenon, such as "How do scientists measure the distance from earth to a star?" (parallax is part of the answer) 5. When your child does well in school, how can I let you know? do you prefer a text message or a phone call or an email message? I LOVE MY JOB. My principal teaches me something every time she is in the room.
Hello! We are talking about HEREDITY We learned how to SKIM through a chapter and look for the important words. One of our students is looking at MyHeritage.com
It doesn't automatically give you your family history.
Ancestry.com costs money but there is a 14 day trial.
Students are making FABULOUS Posters on Canva.com
Special thanks to the creator of the Alvin Toffler quote QUIZ on Friday is pages 124 to 134 Vocabulary chromosomes heredity instincts genes Gregor Mendel pedigree sperm cell trait carrier dominant recessive We recommend the following website for review of skills www.TINY.cc/sunsat Mrs. Peterson the music teacher has an interesting website girlchoir.org www.TINYURL.com/girlchoir Today's Element is CHLORINE Above is Fluorine CHLORINE Below is Bromine On the LEFT is Sulphur On the RIGHT is Argon
We talked about the connection between DNA and the elements in the Periodic Table. We found NITROGEN in the right side of the table and CARBON and OXYGEN. We discussed some lyrics of songs we respect Scars to your beautiful (Thank goodness our bodies know how to build scars) There's a hope in the dark (True, in DNA is the hope for our future) The quiz is on pages 252 to 261 Chapter 7, Lesson 2 Also pages 482 and 483 about DNA, sugar phosphate groups and nitrogen bases nucleotides What does DNA stand for? We recommend the following website for review of skills www.TINY.cc/sunsat Mrs. Peterson the music teacher has an interesting website girlchoir.org www.TINYURL.com/girlchoir Today's Element is CHLORINE Above is Fluorine CHLORINE Below is Bromine On the LEFT is Sulphur On the RIGHT is Argon
What is the difference between FUSION and FISSION? Fuse (come together) US ("us," we come together) Fission like "Fizzion" or "fizzing" means splitting into pieces We talked about the connection between DNA and the elements in the Periodic Table. We found NITROGEN in the right side of the table and CARBON and OXYGEN. The quiz is on pages 103-126 Chapter 3 Also the one-page handout about DNA, sugar phosphate groups and nitrogen bases nucleotides What does DNA stand for? We recommend the following website for review of skills www.TINY.cc/sunsat Mrs. Peterson the music teacher has an interesting website girlchoir.org www.TINYURL.com/girlchoir Today's Element is CHLORINE Above is Fluorine CHLORINE Below is Bromine On the LEFT is Sulphur On the RIGHT is Argon
We talked about the connection between DNA and the elements in the Periodic Table. We found NITROGEN in the right side of the table and CARBON and OXYGEN. We discussed some lyrics of songs we respect Scars to your beautiful (Thank goodness our bodies know how to build scars) There's a hope in the dark (True, in DNA is the hope for our future) The quiz is on pages 252 to 261 Chapter 7, Lesson 2 Also pages 482 and 483 about DNA, sugar phosphate groups and nitrogen bases nucleotides What does DNA stand for? We recommend the following website for review of skills www.TINY.cc/sunsat Mrs. Peterson the music teacher has an interesting website girlchoir.org www.TINYURL.com/girlchoir Today's Element is CHLORINE Above is Fluorine CHLORINE Below is Bromine On the LEFT is Sulphur On the RIGHT is Argon
Where should we put fertilizer? Where should we put water for a tree?
Close up view of roots of a tree. We spent part of the class writing "GET WELL SOON" cards to a person who was hurt during PE. We also looked at two trees. DRIPLINE of the tree
We know that AIDS can be transmitted from one person to another person when their BLOOD is mixed. If the infected person's blood touches an open wound in an uninfected person, then AIDS can be transferred. What about SALIVA? What about SWEAT? We did a google search. Saliva can have blood from bleeding gums. SWEAT: NO...
We talked about the elements in the PERIODIC TABLE.
One of the elements is HELIUM, which we use in balloons. Some people remember hearing about a man who floated in a chair up, up, up. Mrs. P. remembered the lovely movie called UP, where a man took his house on a trip using balloons. We did a calculation. Each balloon can lift 15 pounds. The chair weighs 20 pounds. The man weights 200 pounds. How many balloons does the man need? 10 balloons or 20 balloons? Mrs. P. has observed that "50 percent of learning comes from discussions." Our discussion about helium turned into a calculation about balloons and paper.
Mr. 1649 gave a short description of XYLEM and PHLOEM. One carries water UP from the roots to the leaves. The other plant system carries sugar from the leaf to all parts of the plant. Damascus talked about the S P and D areas of the periodic table. Hmmmm We can learn from her! S is the lowest energy level.
Mr. Valley gave a short talk about how "a sheet about DNA" and "a sheet about the table of elements" are related. "We can see that nitrogen is in the DNA structure." Sherlock discussed a photo in the book showing a space capsule. We might discuss in the future how someone in this room might travel into space. We ask each student to stand up and talk about two pages and some diagrams. In this way, we can connect many ideas. By reviewing the book in many ways, we have books that we want to copy and review.