Principal Moore's Corner

Academic Rigor and Creativity

2012-02-23T19:53:00.000-08:00

What do Odyssey of the Mind, project-based learning, STEM Fair and Arts-integration all have in common? All of these academic opportunities help develop creativity, according to newly proposed creativity indexes in California and Massachusetts. These states' legislature both propose a way for schools to rate their progress in teaching and in encouraging and fostering creativity in students, according to the California Alliance for Arts Education. While we don't measure creativity at Flagstaff, we have all the markers required - it's built in to what we do. Flagstaff provides these activities, and more, as a part of our already rich creative environment

Flagstaff is an academically rigorous school, but being academically rigorous requires creativity in learning - academic rigor and creativity go hand in hand at Flagstaff. It is project-based learning, arts integration and activities like Odyssey of the Mind that allows our students to tackle the rigor of our curricular standards. By providing opportunities for students to experience, process, and express understanding of high level content through a variety of approaches, including technology, writing and the arts, we are supporting whole brain learning, which we know keeps kids engaged. When students are engaged in learning, the learning sticks, and when the learning sticks, kids succeed.

Flagstaff measures academic achievement and student growth. While we don't measure creativity, here, where science and imagination take flight, creativity is central to our identity, and the reason we succeed academically. Our program is ahead of the rest, and our students' education is paved with innovation and creativity.

Where Science (Technology, Engineering and Math) Take Flight

2012-02-03T15:51:00.001-08:00

Last month our students developed nearly 300 unique experiments, inventions, and collections in an effort to explore personal curiosity. Some students improved upon last years’ experiments, like the brothers who made their hovercraft cordless. Others went out on a limb and tried to create something entirely new, like the boys who used an engine from a weed wacker to power a bicycle. It was the students with an eye for detail who wowed Dr. Warren and the judges with their keen ability to collect and record appropriate data and show accurate trends, like the student who determined which news channel has been the most accurate in their weather forecasting over time.

The STEM Fair provides an opportunity for students to explore their passions. Based on the number of energy projects this year, I’m quite certain that we’ll have students pursue careers in renewable energy someday. Additionally, several very complex mathematics projects were developed, clearly demonstrating ongoing curiosity and interest in patterns and numbers. Early chances to spend hours on a self-selected topic may be just the spark a student needs to ignite a fire inside, which could burn for years.

The STEM Fair was not without controversy, however. Students and families expressed feeling overwhelmed by the complexity of the STEM Fair packet. While Dr. Warren and Mrs. Midler did a tremendous job sharing research resources, not all parents were able to attend the booked up sessions. Some wonder how we can incorporate aspects of the project into our curriculum at school. For example, can we work on the research paper in the future years during language arts classes? For these, and other questions, Dr. Warren has established a focus group of students, teachers, and parents to determine how to best improve upon the STEM Fair for next year and beyond.

I’d like to thank all of the volunteers who made this year’s STEM Fair the biggest and best STEM Fair to date: We had more than 60 judges and hundreds of adult mentors for students’ projects, our teachers worked tirelessly during the days leading up to the event in preparation and Front Range Community College allowed us to bring the STEM Fair to a collegial setting, which increased the sense of importance for all of us. Congratulations to the grand prize winners: Max Nieberger, Gold, Rachel Long, Silver and Keena Strope, Bronze, and congratulations to the 15 students who have moved on to the regional round this month! Go Dragons!

What makes our Middle School unique?

2012-01-13T12:01:00.000-08:00

Flagstaff is unique in our approach to education in the district. We weave together a core liberal arts experience with technology. We integrate 21st century skills in all of our classes, and provide a robust and extensive approach to STEM programming. We use the Core Knowledge Sequence, which connects new information to prior learning: this is fundamental to long-term retention and deep understanding of information. When a student encounters new information, one of two things happens: either the student is able to connect the new information with some previously learned and related learned concept (learning), or the student is not. This is why we focus on building background knowledge.

By building a knowledge base for students, we ensure that they will have a foothold into future success when they leave Flagstaff. We begin building this knowledge in Kindergarten and follow it through 6th, 7th and 8th grade. The principles are as applicable in Middle School as they are in elementary school. The academic continuity from Elementary into Middle School also includes our science and technology curricula, which are highlights of the Flagstaff experience. Together these elements serve as a ladder, helping students climb safely towards excellence and creativity.

Architect Unit - students studied mathematics of architecturein art.
this interdisciplinary approach keeps kids engaged in learning

Throughout our students’ time here, we provide in-depth study into a wide range of content, including art and music. We may be a sci-tech school, but art, music and humanities are important components of education, and we approach these subjects through the lens of STEM subjects as well as the humanities. Recently, for example, in art, students studied the mathematics of architecture. In music, our students were studying the math of the notation system. This interdisciplinary approach is the bedrock of our program because it keeps kids engaged in learning meaningful content in meaningful ways.

21st Century skills reach far beyond technology and, according to Beverly Ingle, president of the Colorado Education Society in the Denver post article, 21st Century Skills, if our children are to succeed, these skills need to be brought into the classroom (http://www.denverpost.com/opinion/ci_5868241#ixzz1gbczHGdl). At Flagstaff, we embed critical thinking and problems solving, creativity and innovation, collaboration and information and media literacy into our programming. These skills must be taught, specifically, through ongoing practice working with diverse and interrelated coursework. We have designed our middle school student schedules, our course work, and our staff meeting time to build these skills in every student and staff member.

Our Dragons thrive in High School. We survey our alumni every year and find they are well-prepared for High School - the technology we integrate and pair with our Core Knowledge sequence helps them succeed in programs emphasizing 21st Century Skills for High School students: programs such as Skyline’s STEM Program and Niwot High’s Interbacculaureate Programme.

The education we provide through Middle School gives our students the 21st Century skills they need to thrive in High School and beyond.

Middle School Homework Survey: What we learned, what we're doing

2011-11-09T08:41:00.000-08:00

Hello families,

Based on parent and student feedback this year, we have learned that some students are feeling overwhelmed by the amount of homework they have been receiving. We surveyed parents, teachers, and students to help us develop a comprehensive review of our Middle School homework policy and homework implementation.

Data:
The parent survey revealed that sizable groups of 6th and 8th grade students were spending upwards of 90 minutes per night on homework and more than 120 minutes on the weekends. The majority of parents responding on behalf of 6th graders reported their child spends between 60 and 90 minutes on homework per night.

Our student survey yielded similar results. 61% of our students report spending between 30 and 75 minutes on homework per night. However, 19% of our students report spending more than 90 minutes on homework per night. (See survey results below)

Process:
Our homework policy states that Middle School students should spend about 60 minutes on homework, nightly. Homework is an important learning tool, and when used to provide students with immediate feedback about their learning, it can lead to huge gains - up to four points above the standard deviation!

The findings below come from a series of meta-analysis of 110 studies on the effect that homework has on learning, as relayed in the book “Visible Learning” by John Hattie.

The positive effects of homework were negatively related to the duration of the homework treatment.

Parent support for autonomous behavior showed a positive relationship to achievement, whereas direct instructional involvement showed a negative relationship.

(Research) favored short, frequent homework that was closely monitored by the teachers.

Prescribing homework does not help students develop time management skills - there is no evidence that this occurs.

Effects are highest, whatever the subject, when homework involves rote learning, practice, or rehearsal of the subject matter.

Our Middle School team has spent a great deal of time reviewing the survey data and information provided from personal discussions with students and parents. Our school’s homework policy, which you can find in full in our Student and Family Handbook, aligns very nicely with the research. While research shows that parental involvement is important in a student’s homework, parents should not need to teach students skills necessary to complete the homework, and if you find yourself needing to teach concepts to your child, please let the teacher know immediately (simply send an email or write a note on the assignment).

This has been a productive process for our team, and parents and students can expect to see an increased alignment with our school’s homework policy. Much of the homework assigned to students is done so in advance, and should take multiple work sessions for students to complete. The Middle School team is committed to helping students develop good planning strategies to help students break down the longer and more complex assignments over multiple nights. For example, when a teacher assigns a project, the teacher will work with the class to help students develop a timeline to help pace the work.

We will touch base with students and parents during the 3rd quarter to determine the effect that our efforts are having. Flagstaff is a rigorous school, and the Core Knowledge sequence supports our rigor, which is defined by higher order thinking, interdisciplinary units of study, and specific and measurable learning goals. It is the quality of the homework that leads to increased achievement, not the amount of homework a student receives.
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RESEARCH:

MS Student Homework Survey

Summary of student survey results:

36% are approaching target amount per night
13% are in target amount per night
39% have surpassed the target amount per night

Flagstaff Homework Policy Overview

HOMEWORK POLICY

Students have nightly homework Monday through Thursday beginning in Kindergarten. Most assignments should be completed without parental assistance. If a child does not understand the homework or seems to require an inordinate amount of time to complete assignments, parents should notify the teacher. Parental interest and support are very important in developing good study habits. Parents should provide a quiet place where their child can establish a routine and work without interruption. The child should also be encouraged to read at least a half-hour before bedtime. An important life skill for each child to learn is to be responsible not only for doing homework, but also for remembering to bring it to class the next day. A child is not permitted to call home to ask parents to bring forgotten homework. In addition, faxed homework will not be accepted.

Homework is an important part of our program. Homework fosters good study habits and is vital for optimum development. However, homework brought home is used for reinforcement not to learn new skills. In addition, the following guidelines are highly recommended:

All students in grade K and 1 are encouraged to read 20 minutes per day, assisted by a parent or partner.
All students in Grade 2 are to complete 30 minutes of paired reading or independent reading.
All students 3rd – 5th grade are to complete 45 minutes of Core Knowledge content and/or independent reading each night Monday through Thursday.

All students 6th – 8th grade are to complete 60 minutes of Core Knowledge content and/or independent reading each night Monday through Thursday.

Parents can request make-up homework for absences no later than 10:00 a.m. on the day of the absence, to be picked up at 3:30pm on the day of the absence.

Heroes, Passion and STEM

2011-11-04T14:41:00.000-07:00

What makes a hero? To me, a hero is a person who inspires others to be bold in the pursuit of their passion. Whatever your passion is - put in the time and it’ll pay off. The idea that we can all turn passion into a lifelong love of learning and success is supported by research, which shows that 10,000 hours of practice is required to achieve the level of mastery associated with being a world-class expert. Dave Ferguson commented in his blog that in study after study of composers, basketball players, fiction writers, ice skaters, concert pianists, chess players; it takes them all 10,000 hours to become a master (Become an expert in 10,000 hours, http://www.daveswhiteboard.com/archives/294).

As a parent, I am excited to continually encourage the budding passions of my children. Two of my STEM heroes both spent their early years exploring their unique interests and both frequently referred to the endless and embolden support received from their parents.
Steve Jobs, the founder and CEO of Apple computers and Jane Goodall, who leads the longest ongoing scientific study of an animal species, chimpanzees are STEM heroes who have overcome incredible obstacles in pursuit of their personal passions.

In the days after Steve Jobs death last month, he was likened to the Thomas Edison of the modern era. Where Edison invented the telephone, Jobs delivered Apple computers and invented the Ipod, Ipad, and Iphone. His ability to infuse beauty into technology and his triumph over person challenges and illness make him a hero of mine.

Jane Goodall has spent her life working with Chimpanzees. She couldn’t afford college and instead found her way to Africa to pursue her love of animals. In the first three years of study, Mrs. Goodall demonstrated amazing persistence, and due to that persistence, became the first human to be welcomed into a community of chimpanzees. Her perseverance, fueled by her passion, paid off as she completely challenged and redefined our understanding of the intellect and social structure of the chimpanzee.

Against all odds, these two STEM heroes found a way to persevere towards the realization of their goals. Steve Jobs talked about this in an interview posted to youtube: http://www.youtube.com/watch?v=6m4z9FNPbow. According to Jobs, you have to love whatever you do because it is going to be really hard. The ones who are successful often times loved what they did so that they could persevere when times got really tough, and the ones who didn’t quit.

The Ten thousand hours it takes to achieve mastery in any subject is about 10 years of concentrated, dedicated work toward your passion. Mrs. Goodall grew up studying the animals around her and dreaming of one day traveling to Africa. Mr. Jobs became interested in electronics early in his life, and that love led him to the pinnacle of Apple.

Many middle school students here at Flagstaff Academy have already identified their passion, the things that will one day dictate the work they choose and the fields they go into. In Mrs. Reh’s technology class, students just finished creating Animoto videos about their passions. Our Middle School Gateway to Technology students (GTT) are in the middle of a STEM unit in which they are studying different STEM careers. By combining passion with the fastest growing area of job growth in the country - STEM - our students will be sure to find success. Through following their passions, they will also stand out as an inspiration to others.

No matter the odds or the chances, if you follow your passion, your passions will grant you perseverance and strength to continue on to success. As parents, let’s be sensitive to the cues our children are sending us about their potential lifelong interests. Who knows who the next Steve Jobs or Jane Goodall will be?

This is why Algebra matters

2011-10-14T11:40:00.000-07:00

A sportswriter sarcastically wrote that an opening preseason basketball game will “become about as significant as algebra formulas learned in high school.” The writer may not realize it, but nearly all sports statistics are produced using algebraic equations. Average points per game are used to determine the Most Valuable Player. Winning percentages are used to determine top rankings. These are calculated with concepts learned in Algebra.

There are some significant reasons why Algebra matters so much in life. Student success in algebra can help predict salary earning, math confidence, high school courses and college readiness.

Zalman Usiskin, the director of the University of Chicago School of Mathematics, writes in “Why is Algebra Important to Learn” that without a knowledge of Algebra, students:

are kept from doing many jobs or even entering programs that will get you a job;
are more likely to make unwise decisions, financial and otherwise; and
will not be able to understand many ideas discussed in chemistry, physics, the earth sciences, economics, business, psychology, and many other areas.

Students who leave middle school with a strong understanding of Algebra have more confidence in math and consequently envision themselves as more likely to go on to college, according to research from The National Center for Educational Statistics, Early Childhood Longitudinal study data published in 2010. At Flagstaff, our goal in middle school is for every student to successfully pass Algebra by the end of 8th grade. To achieve this goal, we have two different ways we approach learning Algebra. Typical Algebra students at Flagstaff take Algebra over the course of 7th and 8th grades. By taking two years to study Algebra, we ensure students have the time necessary to fully master the content. Some students who have proven ready to master the content in a single year take the full Algebra course in one year and go on to take more advanced classes in subsequent years.

By taking Algebra in middle school, students can take more advanced math classes in high school. Students who take advanced math classes in high school are more likely to enter into a Science, Technology, Engineer and Mathematics (STEM) profession later in life. According to the 2011 study “STEM: Good jobs now and for the future,” published by the U.S. Department of Commerce, this is important for two reasons. First, STEM occupations are projected to grow by 17 percent from 2008-2018, compared to 9.8 percent growth for non-STEM occupations. Second, STEM workers command higher wages, earning 26 percent more than their non-STEM counterparts.

Algebra is helpful for many reasons. The mind develops new ways of thinking through the process of learning algebra. It helps us understand and make sense of patterns in life. As educators, we are committed to helping students master Algebra, because Algebra matters in life.