Wednesday, January 22, 2014



Bible from Ethiopia

As a self-proclaimed “bibliophile” and lover of all things historical, this activity was especially exciting for me. To be sure, the books of the past took great care to draw the reader in and create a lasting image on their hearts and minds. After viewing the Bible from Ethiopia, Lisbon Hebrew Bible, Baybars' Qur'an, and the 15th-century church book, it is evident that books just aren’t made like they used to be. Having always viewed books with the mind of a reader and historian, I can easily say that assessing books from a design perspective was a completely new experience altogether. My initial thought regarding this activity was this: “How can an ancient text possibly adhere to principles that had not been created yet?” How wrong I was! Each of the texts I viewed showed clear evidence of the understanding of the C.R.A.P. principles. I was especially drawn to the Bible from Ethiopia. Along with being a simply beautiful book, it employs each of the four design principles: Contrast, Repetition, Alignment, and Proximity.
Contrast:
The Ethiopian Bible’s understanding of the principle of Contrast was one of the main reasons for my choosing to analyze this text. It features bright, bold colors that is both eye-catching and aesthetically pleasing. Intense blues, greens, yellows, oranges, and reds set against the white background effectively tell the intended story. There also various contrasting shapes found throughout the text, namely circles, squares, and crosses. These contrasting shapes help are designed to enhance the message being conveyed in the text. Also, while the text uses black lettering, there are splashes of red and blue writing throughout, creating contrast and drawing the reader’s attention to a specific section. The dark lettering over the white background allows the reader to easily see/read the text.
Repetition:  
The use of repetition is key to the telling of the story in the Bible from Ethiopia. Certain colors (red, blue, yellow, green, and orange) are repeated throughout the images in the text. Even without the being able to read the language, the repetition of this color palette creates a story by itself. There are also several images/pictures that repeat in the Bible from Ethiopia. Images of birds are a constant on the pages, clearly serving as an important symbol to this culture. Next, the text uses repeated borders for the images and text, making the book more uniform. The reader can likewise see a repetition of a yellow, halo-like circle surrounding the heads of people in the images. The text also uses repetition in red, blue and black lettering throughout the book. On several pages, there is a repetition of a cross image. Also, the reader can see the repeated use of the knotted curtain among the images in this book.
Alignment:
The alignment within the book was the most surprising to me. I thought this principle would be the hardest to find; however, the writer clearly had a strong understanding of eye’s need to find uniformity in alignment. Whether the writing was in one or two columns, the text is evenly distributed between the margins, creating alignment on the left and right sides of the text. Likewise, when the text is separated into two columns, they are perfectly aligned across the top and bottom of the page. Similarly, the red text within two columns of writing is equally aligned to the red text on the other side. Also, when there are two images located on side-by-side pages, those are both centered and aligned to the partner image. Interestingly, the reader can also see amazing alignment within the images themselves. For example, the feet of the people of often exactly uniform and aligned to one another.
Proximity:
As I cannot read the text to determine the story being convey, proximity among the images is key to understanding what is happening in the text. Within the images, certain individuals are located in close proximity to others, denoting important relationships among the people. For example, it is easy to determine the three wise men and Jesus’s disciples due to their close proximity to one another. Proximity is also evident when examining the picture and their captions. Without understanding the language, we are able to see that there is a description about the image nearby.

 

Friday, September 27, 2013

Action Research Progress



Action Research Project Title: Collaboration: The Key to Student Success in Social Studies

Number of AR Project Documented Hours: 47 total hours

AR Project Summary (at least 250 words):
My action research project, Collaboration: The Key to Student Success in Social Studies, has been progressing relatively well since the beginning of March. The process began by my alerting the social studies teachers, curriculum leaders/coaches, and principals in my region of my intentions to increase collaboration among social studies teachers. This prospect was well-received among all parties included in this initial email. In that email, I made these individual aware that I would be sending a survey out soon regarding their views and opinions on collaboration within their school and among the region, and that anyone wishing to participate could anonymously complete the survey. On March 18, 2013, I utilized “The Metlife Survey of the American Teacher: Collaborating for Student Success” as my guide and created my own survey using Survey Monkey. I sent this survey out to my email list at 5:00 in the evening. By the end of that week, I had received thirty-seven completed surveys. I promptly reviewed the data from the surveys to determine the region’s views on collaboration. The survey returned data detailing if and to what degree collaboration is currently practiced within districts and the region as a whole. The survey also allowed me to determine the teachers and administrators most desired means of collaboration.

Next, took steps to creating the Region 5 Social Studies Advisory Council. I sent out the following email to all of the teachers and administrators in my listserv:

Dear Social Studies Teachers,

As I have been working as the Social Studies Coordinator since September, I have really been thinking about what can be done to improve social studies instruction and test scores in our region. I know that each of you is working diligently to strengthen the social studies program at each of your schools. I have found that what our region truly lacks at the moment is collaboration, the sharing of ideas among stakeholders in order to successfully complete a task. It is my hope to move us in a more collaborative and cooperative direction. The first way I hope to do that is to form a Social Studies Council for our area. I am looking for teachers, curriculum coaches and leaders, and administrators who desire to work together toward the betterment of our social studies programs. I know that alone, I do not have all the answers, but together we can achieve many great things. I would like to hold monthly meetings in which we discuss various strategies and methods for improvement and needed professional development, as well as discussing what is working in your districts. I would love to have people who are from different types of schools: big, small, Title 1, elementary, middle, high, etc. Please let me know if you would be interested in participating in this council. I am thinking about meeting once a month for a couple of hours. I know that trying to get substitutes is difficult, so it might require some outside of school time. This is something we can work out during our first meeting. I hope we can work together to move in the right direction! Please consider! Have a great weekend!!!

I was excited that within the day of sending this email out, I had fifteen teachers and administrators respond that they wished to join the group. We held our first meeting on April 1, 2013, second on June 24, 2013, and third on August 12, 2013. Meet with Region 5 Council each month to discuss ways to better our social studies programs. At our first meeting we created a vision statement examining our true goal. Throughout the meeting process we have sought to evaluate strategies and methods for improvement. We work collaboratively as a team to monitor progress, assess achievement, and address action research questions. We also determine needed professional development and discuss what is and is not working within the districts. Each of these occasions have yielded excellent ideas for improving not only the collaboration for our region, but also the conversations have really served to point me in the right direction for how I can best serve my teachers and their students.

Due to requests denoted on the survey, I have created a Region 5 Social Studies Facebook group in which teachers can join and share ideas with one another regarding strategies and instruction. This has been one of the most exciting pieces of the action research project in that I have witnessed teachers come out of their comfort zones to share information with one another.

Wednesday, June 26, 2013

Professional Development Agenda



Action Plan Goal (same as in action plan):
By 2017, Kountze High School will achieve an Exemplary campus rating.

Action Plan Objective (same as in action plan):
By 2014, 75% of all sub groups testing in grade 9 will meet or surpass the state standard for Math TAKS.

Topic of professional development: 5E Model of Instruction
Subtopics (if applicable): Designing rigorous, inquiry-based instruction to maximize student engagement and achievement in Mathematics.
Grade Level:
9-12
Facilitator:
Janna Smith: Region 5 ESC Math Coordinator
Location:
Kountze High School Library
Start Time:
8:00 a.m.
End-Time:
3:30 p.m.
Strategy/ Activity
Purpose
Description
Steps
Estimated Time
Welcome and introduction
To familiarize staff with the necessity, purpose, and goals of the staff development session. 
In this section the facilitator will introduce herself and describe the agenda and goals of the day.
1. Short welcome by Kountze administrator

2. Facilitator and participant introductions and agenda for the day

3. Discuss goals of the 5E Model of Instruction Training: become familiar with the 5E Model of Instruction from the viewpoint of teacher and student, discover the power of the 5E Instructional Model, discover how differentiation and resources work with 5E, and plan a 50 minute lesson for the first unit.
8:00-8:20
Engage in the 5E:
To understand the “Engage” stage of the 5E Model of Instruction
The participants will watch a short video showing the nature of change and answer a series of discussion questions designed to get teachers thinking about the day’s training.
1. Watch youtube video, “Did You Know? 3.0.”

2. Ask the following questions: How has technology changed in the last 20 years? What change has taken place in communications? What is something you have now that you couldn’t live without? Was that object around 20 years ago? How has your job changed?

3. Read the following quote by Charles Darwin and ask the participants to discuss at the table what the quote means: “It is not the strongest that survive, nor the most intelligent, but the one most responsive to change.”

4. Facilitate a discussion regarding the need for change within the classroom.
8:20-8:40
Introduce 5E Model through Research
To understand the origin of and research behind the 5E Model
The facilitator will share a series of facts regarding the beginnings of the 5E learning cycle and discuss the power of the 5E Model.
1. Share the following facts with the participants: 5E Model is based from the SCIS Model of Instruction by researchers Atkins and Karplus in 1967, 5E was originally proposed by the Biological Science Curriculum Study (BSCS) in the late 1980’s, James Barufaldi introduced 5E to University of Texas education students, sometimes called the inquiry method.

2. Discuss the following powerful reasons for using 5E in the math class: effective teaching strategy in enhancing students understanding and achievement, helps students develop their own frames of thought, uses collaboration and cooperative groups to aid in student learning, places teacher in more of a facilitator role, puts the responsibility for learning on the shoulders of the students, facilitates learning more effectively for a broader range of students that traditional “lecture-first” strategies, promotes greater retention of subject matter than traditional strategies. 

8:40-9:00
Explore the 5E Model of Instruction
To understand the “Explore” phase of the 5E Model of Instruction
The participants will play the role of students in a 5E classroom by “exploring” the 5 components of the 5E Model and what that looks like in instruction.
1. Break session participants into 10 small groups, divided 5 groups on each side of the room.

2. Each group will get a file folder with information and research about one of the 5E’s on the left. One group will have Engage, one will have Explore, etc. The right side of the folder will have several pieces of scratch paper stapled in.

3. Each group will read the folder information as a group and respond by writing reflections, activities for the phase, etc.

4. After 10 minutes, the group will pass their folder to another group and receive a new folder. Group members will respond the same as the previous step. Groups are not allowed to write “ditto,” but can say, “We agree because…” The group will repeat the process until it has seen each stage of the 5E Model.

5. Each group keeps the last folder they were passed.


9:00-10:00
Break
Break
Break
Break
10:00-10:15
Explain the 5E Model of Instruction
To understand the “Explain” phase of the 5E Model of Instruction
The participants will play the role of students in a 5E classroom by “explaining” the 5 components of the 5E Model and what that looks like in instruction.
1. Each group should still have the last folder from the “Explore” phase of the activity. Two groups will have Engage, two will have Explore, etc.

2. Each group will find the other group that has the same component and form one large group.

3. Each large group will decide the purpose of the “E,” activities that can be used, and why it is important.

4. Each group will create and present a presentation to teach the whole room about the “E” they are working on.

5. Facilitator will fill in any gaps made throughout the presentations.
10:15-11:15
Lunch
Lunch
Lunch
Lunch
11:15-12:45
Elaborate on the 5E Model of Instruction
To understand the “Elaborate” phase of the 5E Model of Instruction
Participants will come together in subject area groups to create a 5E lesson for their first unit of instruction.
1. Sit in subject area groups, i.e. math with other math teachers.

2. Participants will individually create a 5E lesson for their first unit of instruction.

3. When complete, content area groups will share their lesson ideas with each other.

4. Each group will pick one lesson out of the group to share with the whole room.

12:45-2:45
Evaluate Understanding of the 5E Model of Instruction.
To understand the “Evaluate” phase of the 5E Model of Instruction
Participants will complete a foldable to assess their learning of information provided during the 5E Model training.
1. Ask participants to each get three different color pieces of construction paper (found on the tables).

2. Participants will complete the “Layered Look Book Foldable” using directions located in the middle of the tables.

3. Stack three sheets of paper (8 ½” x 11”) together, placing each consecutive sheet around ¾ of an inch higher than the sheet in front of it. Bring the bottom of both sheets upwards and align the edges so that all of the layers or tabs are the same distance apart. When all of the tabs are equal distance apart, fold the papers and crease well. Open the papers and glue them together along the valley/center fold.
4. On the title page, label “5E Model of Instruction.” Each of the five pages that follow will be labeled with the 5E’s of the 5E Model. On each of the pages, participants will provide specific information learned throughout the day’s session. This can be used as a reference tool throughout the year.



2:45-3:15
Putting It All Together
To examine importance of having all stages of the 5E Model in place
Facilitator will share specific data gathered regarding student achievement while using the 5E Model.
1. Share the following information with session participants:
Overall achievement is 15% higher with 5E Model
Minority achievement is 16% higher with 5E Model
Research from BSCS 5E Instruction, 2006
2. Provide time for questions and comments.
3. Closing statements.

3:15-3:30