December 20, Day 4
VP duty was cancelled.
ACE duty, as usual.
61/ Build session
62/ 2012 debunking session
Thursday, December 20, 2012
Wednesday, December 19, 2012
December 19, Day 3
Prep.
62/ Parallel and series circuits
62/ Work period, transported old books from English to garbage.
61/ Gym
N suspended for problems with GS.
Tomorrow I will be acting Vice Principal, replacing CL for the day. Best get into my Inspector state of mind. All teachers should take a turn at this. Many others already have this year, but not all go for it.
Prep.
62/ Parallel and series circuits
62/ Work period, transported old books from English to garbage.
61/ Gym
N suspended for problems with GS.
Tomorrow I will be acting Vice Principal, replacing CL for the day. Best get into my Inspector state of mind. All teachers should take a turn at this. Many others already have this year, but not all go for it.
Tuesday, December 18, 2012
Monday, December 17, 2012
December 17, Day 1
61/ Welcome back from stage. Visit to the greenhouse and the atrium. Build class; nail practice, dis-assembly of old frames.
62/ Electricity II: Night maps, facebook maps, darkspot maps, scale of electron versus man versus sun (as seen here:http://htwins.net/scale2/)
61/Cartesian plane intro. They asked about some of the Electricity II stuff and we looked briefly at that same website.
61/ Welcome back from stage. Visit to the greenhouse and the atrium. Build class; nail practice, dis-assembly of old frames.
62/ Electricity II: Night maps, facebook maps, darkspot maps, scale of electron versus man versus sun (as seen here:http://htwins.net/scale2/)
61/Cartesian plane intro. They asked about some of the Electricity II stuff and we looked briefly at that same website.
Wednesday, December 12, 2012
December 12, Day 8
PW/ Showed the kids this video as part of our power plant unit: http://watch.thecomedynetwork.
We then worked in the POP lab to research power plants. The students then presented thier findings verbally.
Visited I on stage.
PW/ Worked with maintenance to move books to recycling.
PW/ Showed the kids this video as part of our power plant unit: http://watch.thecomedynetwork.
We then worked in the POP lab to research power plants. The students then presented thier findings verbally.
Visited I on stage.
PW/ Worked with maintenance to move books to recycling.
Tuesday, December 11, 2012
December 11, Day 7
Stage visits with B, S, and B. The form needs to be revamped. Why does it read month, day, and date. It should simply have "date".
Tidied up the shop a bit.
Distributed Yearbook promotional information during lit circle. My students distributed material to all other lit circles. The tragedy of the Yearbook became evident to me at this time. I know now what should happen. Every teacher should spend five minutes with me at the start of every year. They provide their wants and desires and criticisms of the yearbook. They also indicate to me whether their are any events/clubs which they wish to promote. We prepare a schedule of dates at which time they will submit to me the photos and facts that they wish to have featured in the yearbook as a way of encouraging recruitment in the following years. Even at the elementary level. Instead, the annual publication is doomed to a life of cliche generation. It will construct a false reality in which every thing is smiles and lollipops. It won't engage the reader for this reason.
I covered A's classes and we did a fencing lesson, played a game, and watched a film.
Stage visits with B, S, and B. The form needs to be revamped. Why does it read month, day, and date. It should simply have "date".
Tidied up the shop a bit.
Distributed Yearbook promotional information during lit circle. My students distributed material to all other lit circles. The tragedy of the Yearbook became evident to me at this time. I know now what should happen. Every teacher should spend five minutes with me at the start of every year. They provide their wants and desires and criticisms of the yearbook. They also indicate to me whether their are any events/clubs which they wish to promote. We prepare a schedule of dates at which time they will submit to me the photos and facts that they wish to have featured in the yearbook as a way of encouraging recruitment in the following years. Even at the elementary level. Instead, the annual publication is doomed to a life of cliche generation. It will construct a false reality in which every thing is smiles and lollipops. It won't engage the reader for this reason.
I covered A's classes and we did a fencing lesson, played a game, and watched a film.
Monday, December 10, 2012
December 10, Day 6
PW/ Demonstrated power generation by using the class generator. It's a small copper coil inside a row of magnets. When spun the copper coil generates a sufficiently large charge to power a single light bulb. My homemade aluminum turbine was less effective. Power point entitled "Energy Generation 62".
PW/ Put up yearbook posters and prepared promo packages.
PW/ Demonstrated power generation by using the class generator. It's a small copper coil inside a row of magnets. When spun the copper coil generates a sufficiently large charge to power a single light bulb. My homemade aluminum turbine was less effective. Power point entitled "Energy Generation 62".
PW/ Put up yearbook posters and prepared promo packages.
Wednesday, December 5, 2012
December 5, Day 3
Did the UNICEF needs/wants/U.N. rights activity. I needed more decks of the cards printed out. It works better in pairs with 62 than small groups. Touring the others helped see discrepancies ("needs" and "wants" were tapped to the tables). We discussed cards that should be added and rights. They remembered that something is "scientific" if "it can be tested". Today we did rights "are protected".
Yesterday we spent the day at TECC, no class or teaching. What a mind numbing day, I learned nothing.
Did the UNICEF needs/wants/U.N. rights activity. I needed more decks of the cards printed out. It works better in pairs with 62 than small groups. Touring the others helped see discrepancies ("needs" and "wants" were tapped to the tables). We discussed cards that should be added and rights. They remembered that something is "scientific" if "it can be tested". Today we did rights "are protected".
Yesterday we spent the day at TECC, no class or teaching. What a mind numbing day, I learned nothing.
Thursday, November 29, 2012
November 29
Power grid played by 62 and 61. Another demonstration of the value of authentic simulations. The kids demonstrate their level of understanding in an obvious way. When the game/simulation is well understood by the teacher he/she can easily assign a grade to the the students.
It is also an excellent game in that it scales well. The clueless student is happy to simply make change and hold money, the clever student indulges in the nuances of the different stratagems. Everybody wins!
Power grid played by 62 and 61. Another demonstration of the value of authentic simulations. The kids demonstrate their level of understanding in an obvious way. When the game/simulation is well understood by the teacher he/she can easily assign a grade to the the students.
It is also an excellent game in that it scales well. The clueless student is happy to simply make change and hold money, the clever student indulges in the nuances of the different stratagems. Everybody wins!
Wednesday, November 28, 2012
Tuesday, November 27, 2012
November 26, Day 7
I had first period as a prep period and used the time to stop by Rona for supplies and to set out the tools for today. Not everything was ready in time, but sometimes you can't prepare the lesson that you want because of time constraints and so you prepare the lesson that fits the amount of time that you have. Subtle, but serious, difference and a key to survival and sanity.
In second period I showed 61 the Mine Kafon video (http://vimeo.com/51887079) as an intro into the idea of thinking before building. We then started our Square Foot Garden (http://en.wikipedia.org/wiki/Square_foot_gardening). I decided that if I wait for the woodshop to be ready that I will be waiting for ever, screw it, we build today! I printed off some plans (https://docs.google.com/open?id=0B241wKO6bJmjM21UWGJyVDRWcjg) which are intentionally vague as I wanted the students to problem solve on their own. All of my handouts use Open Dyslexic as a font (http://dyslexicfonts.com/) however this may not be evident if one does not already have it installed on their PC. This free font has a weight, or gravity, to the letters which resists rotation and floating, but I digress. The students took to the task well and were eager to put the horticulture and math work we've been doing to use. Sadly, Brad still can't figure out area.
Period three saw us attend an assembly geared towards autism awareness.
In period four we continued watching clips of the Matrix in preparation for a discussion on Plato's "Allegory of THE CAVE" (http://www.youtube.com/watch?v=UQfRdl3GTw4).
I had first period as a prep period and used the time to stop by Rona for supplies and to set out the tools for today. Not everything was ready in time, but sometimes you can't prepare the lesson that you want because of time constraints and so you prepare the lesson that fits the amount of time that you have. Subtle, but serious, difference and a key to survival and sanity.
In second period I showed 61 the Mine Kafon video (http://vimeo.com/51887079) as an intro into the idea of thinking before building. We then started our Square Foot Garden (http://en.wikipedia.org/wiki/Square_foot_gardening). I decided that if I wait for the woodshop to be ready that I will be waiting for ever, screw it, we build today! I printed off some plans (https://docs.google.com/open?id=0B241wKO6bJmjM21UWGJyVDRWcjg) which are intentionally vague as I wanted the students to problem solve on their own. All of my handouts use Open Dyslexic as a font (http://dyslexicfonts.com/) however this may not be evident if one does not already have it installed on their PC. This free font has a weight, or gravity, to the letters which resists rotation and floating, but I digress. The students took to the task well and were eager to put the horticulture and math work we've been doing to use. Sadly, Brad still can't figure out area.
Period three saw us attend an assembly geared towards autism awareness.
In period four we continued watching clips of the Matrix in preparation for a discussion on Plato's "Allegory of THE CAVE" (http://www.youtube.com/watch?v=UQfRdl3GTw4).
Friday, November 23, 2012
Wednesday, November 21, 2012
Tuesday, November 20, 2012
Friday, November 16, 2012
Thursday, November 15, 2012
Wednesday, November 14, 2012
Tuesday, November 13, 2012
Monday, November 12, 2012
Thursday, November 8, 2012
November 8, Day 8
Four period day. J and M still suspended.
PW/ Inquiry lesson: What makes a question scientific. Design a human heart rate experiment. J was chosen. Ran a circuit and rate was examined. No time for the letter portion of the activity. Good combo lesson.
WS/ Term test in math
WS/ Probability, roulette.
PW/ Guest: J Hanley. Interview based math test.
Four period day. J and M still suspended.
PW/ Inquiry lesson: What makes a question scientific. Design a human heart rate experiment. J was chosen. Ran a circuit and rate was examined. No time for the letter portion of the activity. Good combo lesson.
WS/ Term test in math
WS/ Probability, roulette.
PW/ Guest: J Hanley. Interview based math test.
Wednesday, November 7, 2012
Monday, November 5, 2012
Friday, November 2, 2012
Thursday, November 1, 2012
Wednesday, October 31, 2012
Tuesday, October 30, 2012
Monday, October 29, 2012
Friday, October 26, 2012
October 26, Day 9
PW/ A lesson on the water cycle and water supplies turned into a web-based lesson on public and private companies as they asked me to check the share prices of different companies. I sold them pencils to explain how ownership works and how prices are determined.
PW & WS/ The Memory Project connected us with a world war two veteran willing to visit our class. He left us with his address and we will hopefully write letters to him in English class. The group was so good that at the final bell of the day nobody moved until they were dismissed. They were too shy to ask questions but had written some down earlier in the week.
PW/ A lesson on the water cycle and water supplies turned into a web-based lesson on public and private companies as they asked me to check the share prices of different companies. I sold them pencils to explain how ownership works and how prices are determined.
PW & WS/ The Memory Project connected us with a world war two veteran willing to visit our class. He left us with his address and we will hopefully write letters to him in English class. The group was so good that at the final bell of the day nobody moved until they were dismissed. They were too shy to ask questions but had written some down earlier in the week.
Thursday, October 25, 2012
Wednesday, October 24, 2012
October 24, Day 7
Prep/ First aid. K was a no show so I phoned home and his mom dropped him off. R went back to the pre-work program. N and J were in pretty good shape. I read aloud the test questions but they seem to be reaching mental burnout.
WS/ First aid continued. R freaked out that they were missing cooking so Mrs. I brought them cupcakes.
WS/ First aid continued.
PW/ Still horrible. The fact that I am teaching them science in their english classroom seems to derail them completely. We did the False Assumptions activity, number 1 to 5. Maybe I should link to these activities?
Prep/ First aid. K was a no show so I phoned home and his mom dropped him off. R went back to the pre-work program. N and J were in pretty good shape. I read aloud the test questions but they seem to be reaching mental burnout.
WS/ First aid continued. R freaked out that they were missing cooking so Mrs. I brought them cupcakes.
WS/ First aid continued.
PW/ Still horrible. The fact that I am teaching them science in their english classroom seems to derail them completely. We did the False Assumptions activity, number 1 to 5. Maybe I should link to these activities?
Tuesday, October 23, 2012
October 23, Day 6
First Aid/ We hired the Red Cross to give a three day certification class to our students. Standard First Aid and CPR.
First Aid/ K skipped the last period of the day. Do we allow him back into the Red Cross workshop?
PW/ Science class was jealous of the first aid kids. K has almost completed her survey. Many others have yet to choose topics.
PW/ Administration, Apples to Apples.
First Aid/ We hired the Red Cross to give a three day certification class to our students. Standard First Aid and CPR.
First Aid/ K skipped the last period of the day. Do we allow him back into the Red Cross workshop?
PW/ Science class was jealous of the first aid kids. K has almost completed her survey. Many others have yet to choose topics.
PW/ Administration, Apples to Apples.
Monday, October 22, 2012
October 22, Day 5
WS/ Ethics and violence presentation (eco-terrorism) plus greenhouse and atrium. Shockingly, the students all felt that violence was a justifiable means to acquiring that which they want. They were hesitant to agree with a school policy of providing training with firearms as well as hand to hand combat.
PW/ Designing questions for survey project
PW/ Math, half the class was missing.
WS/ Ethics and violence presentation (eco-terrorism) plus greenhouse and atrium. Shockingly, the students all felt that violence was a justifiable means to acquiring that which they want. They were hesitant to agree with a school policy of providing training with firearms as well as hand to hand combat.
PW/ Designing questions for survey project
PW/ Math, half the class was missing.
Thursday, October 18, 2012
Wednesday, October 17, 2012
October 17, Day 2
WS/ I wore a uniform but many kids in the school did not. This was a day of protest against the monopoly held by a single company. Class was a waste.
PW/ Inquiry boxes. I used several empty boxes as "controls" and allowed the students to investigate them freely. When they got the inquiry boxes interest was a bit low. MBR wanted to get one right as fast as possible and stop. RPD figured out the ball one right away and drew it on the board. RH sat quietly in the back and figured out almost all of them. He failed to get the zig-zag and the sphere. The zig-zag proved to be the hardest. Few of them used paper to draw it out but a few communicated their ideas. AH used his sense of touch to feel out the vibrations caused by the rolling marbles.
WS/ Math units to Volume. Good segway of distance, area, volume and notations along with phrasing "cubic metre and metre cubed". Discussion of units. Checkpoint 5. Dice demonstration as cubes. Drawing lesson with present = volume cube. Stoners showed up and did the checkpoint real quick. RM transfered out of the program as well as CLM.
WS/ I wore a uniform but many kids in the school did not. This was a day of protest against the monopoly held by a single company. Class was a waste.
PW/ Inquiry boxes. I used several empty boxes as "controls" and allowed the students to investigate them freely. When they got the inquiry boxes interest was a bit low. MBR wanted to get one right as fast as possible and stop. RPD figured out the ball one right away and drew it on the board. RH sat quietly in the back and figured out almost all of them. He failed to get the zig-zag and the sphere. The zig-zag proved to be the hardest. Few of them used paper to draw it out but a few communicated their ideas. AH used his sense of touch to feel out the vibrations caused by the rolling marbles.
WS/ Math units to Volume. Good segway of distance, area, volume and notations along with phrasing "cubic metre and metre cubed". Discussion of units. Checkpoint 5. Dice demonstration as cubes. Drawing lesson with present = volume cube. Stoners showed up and did the checkpoint real quick. RM transfered out of the program as well as CLM.
Tuesday, October 16, 2012
October 16, Day 1
WS/ Sheet corrections for checkpoint 4. How to cut wood work sheet along with area calculations. R, J, and C walked out thinking that they are going to be transferred out of this program (but they aren't). A $5 disappeared after a fake bribe to me. I think K took it. I reimbursed R since it was in my possession when it was stolen.
PW/ Played Liar's Dice. It worked really well to have the calls written on the board. R had an epiphany at the end when I wrote 7/23 for the calculation of probability for a call of 7 6s after two rounds (down from 25).
WS/ Greenhouse. Watered. Transplanted some of the flowers. Fertilized all. Pruned basil. Looked at the forest atrium. Discussed the history of forestry. Students were bored to death.
* The Memory Project authorized my request. I will contact Mr. Playfair tomorrow regarding his visit.
WS/ Sheet corrections for checkpoint 4. How to cut wood work sheet along with area calculations. R, J, and C walked out thinking that they are going to be transferred out of this program (but they aren't). A $5 disappeared after a fake bribe to me. I think K took it. I reimbursed R since it was in my possession when it was stolen.
PW/ Played Liar's Dice. It worked really well to have the calls written on the board. R had an epiphany at the end when I wrote 7/23 for the calculation of probability for a call of 7 6s after two rounds (down from 25).
WS/ Greenhouse. Watered. Transplanted some of the flowers. Fertilized all. Pruned basil. Looked at the forest atrium. Discussed the history of forestry. Students were bored to death.
* The Memory Project authorized my request. I will contact Mr. Playfair tomorrow regarding his visit.
Monday, October 15, 2012
Sunday, October 14, 2012
October 12, Day 9
PW/ Looked at the human survey project in the UK. Discussed ethics. Did the Eco-terrorism presentation from Batshaw since I was feeling sick and didn't prepare anything. Fairly good discussion on ethics and terrorism. Most were undecided after the vote. Next week I need to get handouts going for our work so far in Units, Vocabulary, the Scientific Method, Hypothesis writing, Occam's Razor, Ethics, and Science vs. Magic.
WS/ Huge freakout after Mr. Muirhead's stage talk. The talk itself went fairly well but many balked at the idea of doing a stage (it isn't a big surprise). After he left they questioned the purpose of this whole program. R and J left to go and see the VP. Then C left to go and see the VP. Then R left to go and see the VP. She was upset at the prospect of "aging out" at 18 and never completing grade 11. Those that were left went to the greenhouse and then made an attempt at the wood cutting hand out.
PW/ Looked at the human survey project in the UK. Discussed ethics. Did the Eco-terrorism presentation from Batshaw since I was feeling sick and didn't prepare anything. Fairly good discussion on ethics and terrorism. Most were undecided after the vote. Next week I need to get handouts going for our work so far in Units, Vocabulary, the Scientific Method, Hypothesis writing, Occam's Razor, Ethics, and Science vs. Magic.
WS/ Huge freakout after Mr. Muirhead's stage talk. The talk itself went fairly well but many balked at the idea of doing a stage (it isn't a big surprise). After he left they questioned the purpose of this whole program. R and J left to go and see the VP. Then C left to go and see the VP. Then R left to go and see the VP. She was upset at the prospect of "aging out" at 18 and never completing grade 11. Those that were left went to the greenhouse and then made an attempt at the wood cutting hand out.
October 11, Day 8
PW/ Photographer guest speaker. A had a lot of questions. C was nervous.
WS/ Repeat photographer guest speaker. R and J pushed too much. R had a lot of questions and enthusiasm. More reactions to the photos.
WS/ Checkpoint 4, greenhouse, atrium.
PW/ Continued on Pepsi hypothesis activity.
PW/ Photographer guest speaker. A had a lot of questions. C was nervous.
WS/ Repeat photographer guest speaker. R and J pushed too much. R had a lot of questions and enthusiasm. More reactions to the photos.
WS/ Checkpoint 4, greenhouse, atrium.
PW/ Continued on Pepsi hypothesis activity.
Saturday, October 6, 2012
Thursday, October 4, 2012
Wednesday, October 3, 2012
October 3, Day 5
WS/ Checked bird feeder, checked greenhouse, planned the month of October with them and got into a huge discussion of life in Batshaw. They finished tidying up the nook and somehow class was over before we did much of anything.
PW/ Discussion with R about disciplinary action against another teacher.
PW/ Banana workshop. Read aloud each role. M really on the ball to sort out the order.
WS/ Checked bird feeder, checked greenhouse, planned the month of October with them and got into a huge discussion of life in Batshaw. They finished tidying up the nook and somehow class was over before we did much of anything.
PW/ Discussion with R about disciplinary action against another teacher.
PW/ Banana workshop. Read aloud each role. M really on the ball to sort out the order.
Tuesday, October 2, 2012
October 2, Day 4
ACE/ On duty, no customers. Finished the shading assignment for Draw Squad Lesson 3. I problem: Just space no tools - Promised not to use power tools - I explained how to use the vent - R tells me that they were using the power miter and I admitted it - A proved that the ventilator was not on - piece of pine found in the hallway.
WS/ Checked bird feeder, food level good. Checked greenhouse; 15 degrees and wilted plants. Quick review of area. Checkpoint 3 and B really struggled with it - R and C and I and G were absent. Gave out the 3D plan and image matching. N needed to go for a walk. Covered area of a triangle.
PW/ Fraction hand out followed by $5 dollar bill analysis and comparison to past groups.
ACE/ On duty, no customers. Finished the shading assignment for Draw Squad Lesson 3. I problem: Just space no tools - Promised not to use power tools - I explained how to use the vent - R tells me that they were using the power miter and I admitted it - A proved that the ventilator was not on - piece of pine found in the hallway.
WS/ Checked bird feeder, food level good. Checked greenhouse; 15 degrees and wilted plants. Quick review of area. Checkpoint 3 and B really struggled with it - R and C and I and G were absent. Gave out the 3D plan and image matching. N needed to go for a walk. Covered area of a triangle.
PW/ Fraction hand out followed by $5 dollar bill analysis and comparison to past groups.
Monday, October 1, 2012
October 1, Day 3
Pre-Work/ Review of science class to date (vocabulary, inquiry based observations, the method). Class based re-creation of the method. The students then had to copy the method down. Then, the $5 dollar bill activity. Tomorrow we will analyse the results.This will be the first time that this activity yielded native symbols.
Pre-Work/ Draw Squad Lesson 2. The students found it too tough to do the super termite challenge. They did, however, enjoy the multi-tier cake and the fishbowl.
Work-Skills/ Gym. Mostly goofing around. N is presenting new moves in the power game between him and his "crew".
Pre-Work/ Review of science class to date (vocabulary, inquiry based observations, the method). Class based re-creation of the method. The students then had to copy the method down. Then, the $5 dollar bill activity. Tomorrow we will analyse the results.This will be the first time that this activity yielded native symbols.
Pre-Work/ Draw Squad Lesson 2. The students found it too tough to do the super termite challenge. They did, however, enjoy the multi-tier cake and the fishbowl.
Work-Skills/ Gym. Mostly goofing around. N is presenting new moves in the power game between him and his "crew".
Saturday, September 29, 2012
September 28, Day 2
Work-Skills/ R suspended for the day. Class was good. No recollection of what we did. I think the lesson I described for yesterday is actually what we did on Friday ... so really I have no idea what we did Thursday, period 1. I need to start taking notes at the end of every class. By evening it's all gone. I know we went to the greenhouse though. We went at the end of class and they hated it, they like going at the beginning of class. We spotted the squirrel in the atrium digging up our bulbs!
Pre-Work/ Half the class was absent. We played Labyrinth. D cheats, R quit, K had no clue. Over all a success thoguh despite the sounds of it.
Work-Skills/ Draw-Squad lesson 1. They wanted "free-time" because it's Friday. Ha!. No such thing. Some of these kids were in the system last year, before I arrived, and have bad habits from getting such free periods. We did the alien house to start, then the birthday cake which got a plate and then became multi-tiered. I asked for a soda can so we did another tall cylinder (like the candle in the lesson would have been) and J even came up to the board to draw his soda can. The key to engaging these students seems to be to return to the last level at which they experienced academic success. In their case, it's grade 2. That's why drawing and planning gets them in. Reading to them works as well. It's because we are back in grade two for them. We were almost out of time and managed to draw the present. Drawing two copies of the same thing works well because the slower ones get to see if twice, or with pauses, and the faster ones can work on the next step. We then went with L to the atrium at 14h00 to install the bird feeder. They all accepted the responsibility of maintaining it through the whole year. Maybe an aquarium would be good? They like the idea of doing greenhouse, and bird feeder, so maybe a fish would be good ... maybe. The bird feeder looks good. Some of the maintenance and security guys said they would bring out some of their old and buried bird stuff to donate. The pole, food, and feeder cost me $100. A bit steep but worth it. The aquarium might be too rich for me however.
Work-Skills/ R suspended for the day. Class was good. No recollection of what we did. I think the lesson I described for yesterday is actually what we did on Friday ... so really I have no idea what we did Thursday, period 1. I need to start taking notes at the end of every class. By evening it's all gone. I know we went to the greenhouse though. We went at the end of class and they hated it, they like going at the beginning of class. We spotted the squirrel in the atrium digging up our bulbs!
Pre-Work/ Half the class was absent. We played Labyrinth. D cheats, R quit, K had no clue. Over all a success thoguh despite the sounds of it.
Work-Skills/ Draw-Squad lesson 1. They wanted "free-time" because it's Friday. Ha!. No such thing. Some of these kids were in the system last year, before I arrived, and have bad habits from getting such free periods. We did the alien house to start, then the birthday cake which got a plate and then became multi-tiered. I asked for a soda can so we did another tall cylinder (like the candle in the lesson would have been) and J even came up to the board to draw his soda can. The key to engaging these students seems to be to return to the last level at which they experienced academic success. In their case, it's grade 2. That's why drawing and planning gets them in. Reading to them works as well. It's because we are back in grade two for them. We were almost out of time and managed to draw the present. Drawing two copies of the same thing works well because the slower ones get to see if twice, or with pauses, and the faster ones can work on the next step. We then went with L to the atrium at 14h00 to install the bird feeder. They all accepted the responsibility of maintaining it through the whole year. Maybe an aquarium would be good? They like the idea of doing greenhouse, and bird feeder, so maybe a fish would be good ... maybe. The bird feeder looks good. Some of the maintenance and security guys said they would bring out some of their old and buried bird stuff to donate. The pole, food, and feeder cost me $100. A bit steep but worth it. The aquarium might be too rich for me however.
September 27, Day1
Work-Skills/ I introduced the students to the idea of Area. After doing our landscape work on school property they were comfortable with a discussion about how much soil is required to cover a given space. I got around the Volume issue (that we haven't covered it) but simply stating that one bag of soil covers one square metre (the notion of a square metre being something that they are very familiar with from our planning and mapping work). So how many square metres are there in the atrium? This will tell us how many bags of soil we need. Using the Dy Dan technique of making them do the math the intuitive way I had them count the number of squares on their graph paper. It was 270 squares, thus 270 square metres and therefore 270 bags of soil. We then worked on the length times width calculation for area. Worked well. I used the diagram from the bags of soil as a hook to the lesson.
Pre-Work/ Full of beans today. Barely worked. Finally got them by doing Draw Squad: Lesson 2.
Work-Skills/ Inquiry method intro to science, as per their request. We did the card-held-by-water trick and the vinegar and baking soda trick to extinguish candles (CH3COOH + NsHCO3 -> CHsCOONa + H2O = CO2). They responded well to manipulating the variables in the water and card trick. We used glass and cardboard and a floor tile and loose leaf and everything else that they called out. Aluminum foil was mentioned but I didn't have any. Next year.
Work-Skills/ I introduced the students to the idea of Area. After doing our landscape work on school property they were comfortable with a discussion about how much soil is required to cover a given space. I got around the Volume issue (that we haven't covered it) but simply stating that one bag of soil covers one square metre (the notion of a square metre being something that they are very familiar with from our planning and mapping work). So how many square metres are there in the atrium? This will tell us how many bags of soil we need. Using the Dy Dan technique of making them do the math the intuitive way I had them count the number of squares on their graph paper. It was 270 squares, thus 270 square metres and therefore 270 bags of soil. We then worked on the length times width calculation for area. Worked well. I used the diagram from the bags of soil as a hook to the lesson.
Pre-Work/ Full of beans today. Barely worked. Finally got them by doing Draw Squad: Lesson 2.
Work-Skills/ Inquiry method intro to science, as per their request. We did the card-held-by-water trick and the vinegar and baking soda trick to extinguish candles (CH3COOH + NsHCO3 -> CHsCOONa + H2O = CO2). They responded well to manipulating the variables in the water and card trick. We used glass and cardboard and a floor tile and loose leaf and everything else that they called out. Aluminum foil was mentioned but I didn't have any. Next year.
Tuesday, September 25, 2012
September 25, Day 9
PW/ Defined a scientist today (yesterday's post was wrong). Dressed JR in a lab coat to make the point. Allusions to garbage can activity. The Mystery of the Stolen Chip activity. Incomplete.
WS/ HHYA. Optical illusions lecture. Relation to critical thinking and situational math problems. Request for science class. Greenhouse.
PW/ Defined a scientist today (yesterday's post was wrong). Dressed JR in a lab coat to make the point. Allusions to garbage can activity. The Mystery of the Stolen Chip activity. Incomplete.
WS/ HHYA. Optical illusions lecture. Relation to critical thinking and situational math problems. Request for science class. Greenhouse.
September 24, Day 8
PW Math/ Probability worksheet (what si the likelihood of a tree being 6km tall). KC did very well at it. Casino games.
WS prep/ Greenhouse. Checkpoint 2 (bird bath plotting). Map activity (scale on google map to calculate distance). It failed miserably because they do not understand the concept of North on a map. Decided to back up and stick to scale plans and area and abandon map reading.
WS/ Atrium. Planted bulbs. Dirt was thrown, tools were thrown, much disturbance. I doubt that we will go back. JdiC did well at the rake and tidying up the soil bags. B quits easily.
PW/ Elephant activity (groups read one verse at a time). Define a "scientist" and the scientific method activity.
PW Math/ Probability worksheet (what si the likelihood of a tree being 6km tall). KC did very well at it. Casino games.
WS prep/ Greenhouse. Checkpoint 2 (bird bath plotting). Map activity (scale on google map to calculate distance). It failed miserably because they do not understand the concept of North on a map. Decided to back up and stick to scale plans and area and abandon map reading.
WS/ Atrium. Planted bulbs. Dirt was thrown, tools were thrown, much disturbance. I doubt that we will go back. JdiC did well at the rake and tidying up the soil bags. B quits easily.
PW/ Elephant activity (groups read one verse at a time). Define a "scientist" and the scientific method activity.
Friday, September 21, 2012
September 21, Day 7
WS/ Discussion with R about injustice and phone calls home. Trip to the greenhouse, it is still freezing in there. The aloe plants look like hell. Checkpoint activity (cheques and mapping a garden). Visit to the atrium to measure tree locations. Plotted tree locations on graph paper. Review of mapping without a grid. R cleaned up in the greenhouse.
PW. Werewolf. BBQ setup.
BBQ/ J.A.A served drinks. Spoke to M.H and L.K. about fund raising. Pie eating contest.
WS/ Discussion with R about injustice and phone calls home. Trip to the greenhouse, it is still freezing in there. The aloe plants look like hell. Checkpoint activity (cheques and mapping a garden). Visit to the atrium to measure tree locations. Plotted tree locations on graph paper. Review of mapping without a grid. R cleaned up in the greenhouse.
PW. Werewolf. BBQ setup.
BBQ/ J.A.A served drinks. Spoke to M.H and L.K. about fund raising. Pie eating contest.
Thursday, September 20, 2012
Tuesday, September 18, 2012
September 18, Day 4
Ace: No customers
Work-Skills/ Greenhouse. J remarked that he was keen to go and see if the plants were growing. He then sprayed them all with soap instead of water but the basil should be fine with that. The group also remarked that the garden in the atrium was looking good ("I planted that one"). Maybe next week they will be ready for a final trip to weed and plant the second garden. Overall, the combination of daily greenhouse visits and atrium work seems to be creating a sense that they are in a different program, but that there is some direction to it. Back in math class, we drew a tetris shaped building with made up lenghts as a warm up. Then they drew the atrium to scale at 2m and 5m. I asked what would it look like if we drew it to a scale of 1/2. J got it right away. K stayed late to get it. Connections work sheet (pg 224) helped make the leap from graph paper to scale based maps without a grid. Tomorrow: Sheet 2 and then the situational problem.
Pre-Work/ Intro to probability. Dice and coins demo. Worksheet from the Stats and Prob book page 3.
Ace: No customers
Work-Skills/ Greenhouse. J remarked that he was keen to go and see if the plants were growing. He then sprayed them all with soap instead of water but the basil should be fine with that. The group also remarked that the garden in the atrium was looking good ("I planted that one"). Maybe next week they will be ready for a final trip to weed and plant the second garden. Overall, the combination of daily greenhouse visits and atrium work seems to be creating a sense that they are in a different program, but that there is some direction to it. Back in math class, we drew a tetris shaped building with made up lenghts as a warm up. Then they drew the atrium to scale at 2m and 5m. I asked what would it look like if we drew it to a scale of 1/2. J got it right away. K stayed late to get it. Connections work sheet (pg 224) helped make the leap from graph paper to scale based maps without a grid. Tomorrow: Sheet 2 and then the situational problem.
Pre-Work/ Intro to probability. Dice and coins demo. Worksheet from the Stats and Prob book page 3.
September 17, Day 3
Pre-Work/ Part of the idea to lead the students through a Plan-Draw-Relate philosophy, this class focused on the draw. The students are a little weak on the idea that the real world can be represented in various ways on paper (what it looks like by drawing, how it is laid out in a plan, and how things relate to each other by an equation). I led them through lesson 1 of Mark Kistler's Draw Squad (AKA Commander Mark). M thought it was too easy and stupid but he came around thanks to the 30 second draw challenge at the end of lesson 1. Everyone completed the 30 second "termite" challenge except K. With the pre-work kids, this "Lesson 1" actually spanned two entire periods.
Work-Skills/ Free time in the lower gym. Basketball, dodgeball, then weights.
ECA: Girls Bantam Soccer. 1-0 win. Lots of confusion about getting back into the building afterwards.
Pre-Work/ Part of the idea to lead the students through a Plan-Draw-Relate philosophy, this class focused on the draw. The students are a little weak on the idea that the real world can be represented in various ways on paper (what it looks like by drawing, how it is laid out in a plan, and how things relate to each other by an equation). I led them through lesson 1 of Mark Kistler's Draw Squad (AKA Commander Mark). M thought it was too easy and stupid but he came around thanks to the 30 second draw challenge at the end of lesson 1. Everyone completed the 30 second "termite" challenge except K. With the pre-work kids, this "Lesson 1" actually spanned two entire periods.
Work-Skills/ Free time in the lower gym. Basketball, dodgeball, then weights.
ECA: Girls Bantam Soccer. 1-0 win. Lots of confusion about getting back into the building afterwards.
Friday, September 14, 2012
September 14, Day 2
Work Skills/ Described jokes and inappropriate tool use as being akin to the assault with a deadly weapon (frying pan) story from yesterday. Added soil to the garden and planted the veg. Trimmed back the shrubs and created a stone circle around the spruce tree.
Pre Work/ Fire alarm. Played werewolf afterwards. Took a lot of practice runs but it was fun. They left the captain alive the whole game so he was clearly a werewolf.
Both/ Interview activity. The students interviewed their teachers for their own jobs. Questions were in French and in English. Great context and intro to CV writing. Pizza lunch.
Work Skills/ Debriefed the interview activity. Bully conversation and drama from the old boys and the girls.I and G threatened to drop out.
Work Skills/ Described jokes and inappropriate tool use as being akin to the assault with a deadly weapon (frying pan) story from yesterday. Added soil to the garden and planted the veg. Trimmed back the shrubs and created a stone circle around the spruce tree.
Pre Work/ Fire alarm. Played werewolf afterwards. Took a lot of practice runs but it was fun. They left the captain alive the whole game so he was clearly a werewolf.
Both/ Interview activity. The students interviewed their teachers for their own jobs. Questions were in French and in English. Great context and intro to CV writing. Pizza lunch.
Work Skills/ Debriefed the interview activity. Bully conversation and drama from the old boys and the girls.I and G threatened to drop out.
Thursday, September 13, 2012
September 13, Day 1
Work Skills/ Cheque activity (as described here:http://www.indiana.edu/~ensiweb/lessons/chec.lab.html). Great activity where the students have to read a series of cheques a few at a time. The need to construct a narrative based on the information that they can draw from the cheques at hand. As more cheques are drawn more information becomes available and the narrative changes.
My Good group was luke warm to it, not very participatory. Bad group, once they arrived, was very into the MADD plot line. We also had a bully conversation about assault with a deadly weapon, as demonstrated by my friend T.
Pre Work/ Class photos took up the whole period.
Work Skills/ Trip to the greenhouse to water the plants, drew the greenhouse on graph paper to scale, drew the atrium, planned the landscape time for the atrium, relaxed with a football.
Work Skills/ Cheque activity (as described here:http://www.indiana.edu/~ensiweb/lessons/chec.lab.html). Great activity where the students have to read a series of cheques a few at a time. The need to construct a narrative based on the information that they can draw from the cheques at hand. As more cheques are drawn more information becomes available and the narrative changes.
My Good group was luke warm to it, not very participatory. Bad group, once they arrived, was very into the MADD plot line. We also had a bully conversation about assault with a deadly weapon, as demonstrated by my friend T.
Pre Work/ Class photos took up the whole period.
Work Skills/ Trip to the greenhouse to water the plants, drew the greenhouse on graph paper to scale, drew the atrium, planned the landscape time for the atrium, relaxed with a football.
Wednesday, September 12, 2012
September 12, Day 10
PW/ Cheques. Did the whole class with set A. M and A very into it. R very jokey but his time machine thoughts helped. R added. Others listened. Word "reasonable" and "reinforce".
PW/ Taped squares, drew squares, drew greenhouse, JR drew cubes, is school the same as a job question. Time's up.
LC/ M read and then R read. Great!
PW/ Cheques. Did the whole class with set A. M and A very into it. R very jokey but his time machine thoughts helped. R added. Others listened. Word "reasonable" and "reinforce".
PW/ Taped squares, drew squares, drew greenhouse, JR drew cubes, is school the same as a job question. Time's up.
LC/ M read and then R read. Great!
Tuesday, September 11, 2012
September 11, Day 9.
PW/ Vinegar and baking soda. Four candles. Worked great. Designed the scientific method. A shook the mason jar. R used coke on R's recommendation.
LC/ Hobbit
WS/ Garden time in the Atrium. Forgot to get them to write their names on their gloves. Sent R and N to see Carla. Forgot to take before and after photos. K and B mapped out the Atrium. B dropped out of the program.
PW/ Vinegar and baking soda. Four candles. Worked great. Designed the scientific method. A shook the mason jar. R used coke on R's recommendation.
LC/ Hobbit
WS/ Garden time in the Atrium. Forgot to get them to write their names on their gloves. Sent R and N to see Carla. Forgot to take before and after photos. K and B mapped out the Atrium. B dropped out of the program.
September 10, Day 8
PW/ Taped floors to learn how to use a measuring tape. Attempted to draw in 3D. I wasn't enthusiastic enough and M and A felt too old for this stuff.
WS/ Measured and drew 2x2 and 1x1. Taped out greenhouse with wrong measurements. Aloe plants in greenhouse. Remeasured greenhouse.
LC/ Hobbit
WS/ Assembly. N and C took off. Marked as LC. Tom addressed them for the interview activity.
PW/ Discussed units and which zombie was scarier.
PW/ Taped floors to learn how to use a measuring tape. Attempted to draw in 3D. I wasn't enthusiastic enough and M and A felt too old for this stuff.
WS/ Measured and drew 2x2 and 1x1. Taped out greenhouse with wrong measurements. Aloe plants in greenhouse. Remeasured greenhouse.
LC/ Hobbit
WS/ Assembly. N and C took off. Marked as LC. Tom addressed them for the interview activity.
PW/ Discussed units and which zombie was scarier.
Friday, September 7, 2012
September 7, Day 7
WS/ Two attempts to get to the greenhouse. Measured the greenhouse. Watered the plants. Measurements did not match up or make sense. Attempted to draw greenhouse.
LC/ Hobbit
WS/ 30 minute talk about WOTP. Used measuring tapes to try and explain mapping. R tried to get into a locker.
PW/ Survival game. Jungle and Zombie Apoc. Great debate to pick top three. Move, Eat, Learn recap.
WS/ Two attempts to get to the greenhouse. Measured the greenhouse. Watered the plants. Measurements did not match up or make sense. Attempted to draw greenhouse.
LC/ Hobbit
WS/ 30 minute talk about WOTP. Used measuring tapes to try and explain mapping. R tried to get into a locker.
PW/ Survival game. Jungle and Zombie Apoc. Great debate to pick top three. Move, Eat, Learn recap.
September 6, Day 6
WS/ JDiC kicked out. Was off his meds. Played american with BM and LD. Groupd game of soccer baseball. Gym teachers want us to switch days.
LC/ Hobbit
PW/ Used the student generated pasta keys of all types to re-identify all the pastas. Very successful. Discussed pros and cons. HHYA lecture.
PW/ Move, Eat, Learn. Words lists became difficult and repetitive.
WS/ JDiC kicked out. Was off his meds. Played american with BM and LD. Groupd game of soccer baseball. Gym teachers want us to switch days.
LC/ Hobbit
PW/ Used the student generated pasta keys of all types to re-identify all the pastas. Very successful. Discussed pros and cons. HHYA lecture.
PW/ Move, Eat, Learn. Words lists became difficult and repetitive.
Wednesday, September 5, 2012
September 5, Day 5 (Day 4 being a PED day)
WS/ Watered plants in the greenhouse. Tree ID walk. Werewolf and politics discussion.
LC/ Hobbit
PW/ Science vocabulary word hand out. The word list was created by the class. Definitions were then added. Tree ID walk.
PW/ Pasta key. McLuhan survey: What is the definition of a garbage can & What sounds are unique to a cafeteria.
WS/ Watered plants in the greenhouse. Tree ID walk. Werewolf and politics discussion.
LC/ Hobbit
PW/ Science vocabulary word hand out. The word list was created by the class. Definitions were then added. Tree ID walk.
PW/ Pasta key. McLuhan survey: What is the definition of a garbage can & What sounds are unique to a cafeteria.
RE: August 31. Day 3.
Pre-Work/ Inquiry based water and card activity. Used a lot of card. Asked; "will it stick? What could make it stick?". Tried low water, half water, high water. Rebecca said that the glass was half full of air. Andy tipped glass and poked holes in card. Magic and science discussion. Science vocabulary. Learning Inventory grid (what movies made you ask a question?). Shutter island. Transformers. Apollo 18. What is impossible? Living without a head. Rebecca said; "phytoplankton".
LC/ Hobbit
Pre-Work/ More cup and card. Responsibility activity of inventory. Did the 1991 grid. In class detention for all for throwing. More Hobbit.
Work-Skills/ Budget manipulatives. Used Raheem's calculator. Minimum wage estimation. Converted percents into dollar values. RE-Did the manipulatives. Wrote cheques.
Pre-Work/ Inquiry based water and card activity. Used a lot of card. Asked; "will it stick? What could make it stick?". Tried low water, half water, high water. Rebecca said that the glass was half full of air. Andy tipped glass and poked holes in card. Magic and science discussion. Science vocabulary. Learning Inventory grid (what movies made you ask a question?). Shutter island. Transformers. Apollo 18. What is impossible? Living without a head. Rebecca said; "phytoplankton".
LC/ Hobbit
Pre-Work/ More cup and card. Responsibility activity of inventory. Did the 1991 grid. In class detention for all for throwing. More Hobbit.
Work-Skills/ Budget manipulatives. Used Raheem's calculator. Minimum wage estimation. Converted percents into dollar values. RE-Did the manipulatives. Wrote cheques.
RE: August 30th. Day 2.
Work Skills/ Administrative work took up half the class.Basil plants were trimmed and bagged for subsequent use in cooking class. Plants returned to window sill.
Pre-Work/ Basil plants trimmed as above.
Literacy Circle/ Began the Hobbit
Work Skills/ Repotted all plants. Planted flower seeds. Konrad showed initiative by sweeping the floor. Bo learned to do all compost followed by all soil followed by all seeds. Brought to green house and watered.
Work Skills/ Administrative work took up half the class.Basil plants were trimmed and bagged for subsequent use in cooking class. Plants returned to window sill.
Pre-Work/ Basil plants trimmed as above.
Literacy Circle/ Began the Hobbit
Work Skills/ Repotted all plants. Planted flower seeds. Konrad showed initiative by sweeping the floor. Bo learned to do all compost followed by all soil followed by all seeds. Brought to green house and watered.
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