Calling all RAINBOW members:
Looking forward to seeing you on Tuesday, 4 December in the Multi-Purpose Hall for our first grand meeting!
Please think about the questions before you come as we have to do a lot in a short time!
Our questions:
1. How do we measure the extent to which students are developing international understanding?
Öğrencilerin uluslararası anlayışı ne derecede geliştirdiklerini nasıl ölçüyoruz?
2. Do we undertake regular audits of the extent to which we are supporting the development of internationally minded students?
Uluslararası zihniyette öğrenciler yetiştirmeyi ne ölçüde desteklediğimizi düzenli olarak denetliyormuyuz?
Our protocol:
Micro Labs
New Session on Dec 4
Dear
Critical Minds,
Long
time no see!
I
apologize for the long long pause in our communication and meetings.
Berna
is back at work, busy preparing content for tablets and much other stuff on weekdays,
and taking pictures of Burak and posting them everywhere on weekends… It’s a
wonder how she finds the strength to leave him at home and come to school.
Meanwhile,
both Simge and Hande are following Berna’s lead, but they have a lot to go –
probably due in spring…
There
must be a fertility bug in our group – so, Sinan??? Is there anything you want
to share with us?
Anyway
buddies, we have work to do!
You
know about the Five Year Report for the CIS Accreditation Process? Well, we
said anyone might be asked to pitch in, and here’s the occasion.
There’s
a module we have to write, titled “Reflective Statement”. You can find what it
is about, in the following link; click click -> “2012 dec 4 session Reflective StatementInternationalism” This document explains how this module is to be carried out.
Now, our part is on internationalism; and our task is to talk about the first 2
questions you will find marked in RED. I’ve
included the whole document so you can get an idea on the whole thing; but what
you need to focus on is just those two questions.
To
give you content, on how internationalism may be practiced in a school
setting, I’ve uploaded the CIS document: click click -> “Demonstrating Commitment toInternationalism”.
Because
the question asks us to look at our Guiding Statements, I’ve also included the
latest revised version, click click -> “FMV Guiding Statements eng jan 21”.
Now,
for the session:
Date:
December 4, Tuesday, 15:30 at Multi Purpose Hall (all groups will be working
simultaneously – bring ear-plugs!)
Protocol
to be used: click click -> Microlabs ( you can find the relevant protocol and a supporting
document at www.schoolreforminitiative.org
; but because I love you, I uploaded them to this post.)
With
your democratic consent ( as is the custom in our country) , I propose to be
the facilitator, timekeeper, manager and tyrant of this session.
If
you need clarification on any issue, please feel free to call, write, scream.
Please
come to the session.
Please
come to the session, after having read the materials I’ve sent you.
Thank
you, missed you
Teacher Collaboration, Intl.: Istanbul—FMV Ayazaga Isik Lisesi
Teacher Collaboration, Intl.: Istanbul—FMV Ayazaga Isik Lisesi: I had the good fortune to return to for a second visit to FMV Ayazaga Isik Lisesi , a Turkish school, which provides instruction on many...
How to make students write a proper essay
On 30th May 2012 we had a meeting about the problem which is often seen in English and Turkish lessons inboth primary and high school. It is always a burden for the students when you give them a subject to think and then to write about.They do not have enough background to fill in the content of their writing.
The presenter was MizanCoşkun and the facilitator MazalDozbahar.
After our discussion, we agreed on the following:
- it is a must to start, in early grades approached step by step , to make them write- a sentence, a paragraph and then an essay.
-the students need clear instructions and guidelines about how to start an essay.
-Students should do peer checking with their essays and note each others’ mistakes (common mistakes can then be examined in class on the board with their names hidden)
-Students should be encouraged to read ( one of the ways for that is to bring a newspaper to class and read the headlines and let them comment on it. Young learners can bring their news and stick it in a separate notebook and write their comments)
-It is a good idea to write a sample essay together with all the students. For example, students can suggest hooks, or thesis statements and the teacher can write the best ones on the board. Then together they can write a collaborative essay.
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What can we do so that students follow the instructions to do a given homework properly and correctly?
27.04.2012
Presenter: Sevda Uygun
Facilitator: Mazal Dozbahar
Tuning Protocole
Secratary: Özer Gülen
Sevda UYGUN: I have brought students’ notebooks and sample papers which we handed out in the 7th and 8th grade. Students solve the problems on the sample papers and then they paste them into their notebooks. 6th grade students solve problems on sample papers and we teachers collect these papers afterwards to check their answers. Of course, not every student does their homework as it is expected from them. As I said before, there are some students sample notebooks and sample papers. After looking at them, I believe that everything will be clear in your mind. The reason I have raised this issue is to examine how we can use homework more efficiently.
Presenter: Sevda Uygun
Facilitator: Mazal Dozbahar
Tuning Protocole
Secratary: Özer Gülen
Sevda UYGUN: I have brought students’ notebooks and sample papers which we handed out in the 7th and 8th grade. Students solve the problems on the sample papers and then they paste them into their notebooks. 6th grade students solve problems on sample papers and we teachers collect these papers afterwards to check their answers. Of course, not every student does their homework as it is expected from them. As I said before, there are some students sample notebooks and sample papers. After looking at them, I believe that everything will be clear in your mind. The reason I have raised this issue is to examine how we can use homework more efficiently.
Clarifying Questions:
1) How do you give homework? Is there any space under each question?
2) Does each teacher check every question on the paper?
3) Do you give feedback to parents?
4) Do the parents have to sign notebooks to clarify that they are aware that their child has done his or her homework?
5) Do the students show how they solve problems in their notebook?
6) Is there a correlation between the energy you spend on preparing the worksheet and the time spent by students doing the worksheet?
7) Where and how do you check the notebooks?
8) Are the topics in the worksheet about subjects students have learnt that week?
9) Do you evaluate these notebooks as marks, and do you put them in their report cards?
10) Do you always give the same homework to the each student?
11) Do you use these worksheets as performance grades?
12) Do you prepare extra worksheets for students who need extra help?
Sevda UYGUN: 7th and 8th grade students solve worksheet questions by pasting them into their notebooks; but 6th grade students answer the questions on the worksheet in the empty spaces. The checking process changes from week to week according to the application we use that week. Let me try to explain my way of checking papers. The first month of the semester, I check the questions then I write little notes for the student in their notebooks. Moreover, I circle the mistakes in the problem or I correct the mistake in the problem. Furthermore, 6th grade teachers correct all the mistakes in their students’ notebooks. We give feedback to the parents. A parent’s signature isn’t necessary on the notebooks. The problem arises when students can’t or won’t do the worksheet. How we can make the students do their homework is our main issue here. The worksheets we give them usually contain sample questions which are mainly about the topics we have taught that week. Keeping a notebook isn’t directly reflected in a student’s report card, but we use this data when we give their class participation grades.
We don’t prepare extra worksheets for students who need extra help. Worksheets are for all students, but there is a variation of difficulty among the questions.
Neslihan: There are many things to be considered. Time must be used efficiently. You have done enough or more than you had to. If they don’t understand what you teach, they can’t do their worksheets. Worksheets must be done with the remedial course teachers at a separate time not during the lesson. Having students of different levels in the same class is not appropriate in the same class. Of course, we must differentiate between the ones who can’t do it and the ones who don’t do it.
Sırma DEMIREL: The homework all together can be an overdose for the students. Maybe you can give the booklets separately. You may check the worksheets or booklets every day, but it may cause some problems with your yearly plan. When a student can’t solve a problem, he is demoralized and he can’t do the next. Every day, one problematic question can be done during five minutes of the lessons.
Aylin GERON: Homework is the best tool to revise your knowledge about the topic. Parents follow their children more in primary school than high school. If I were a student, I wouldn’t check the answer key in my break time. Maybe you can upload the answer key to e-ışık to allow the students to access whenever they want. Every teacher knows which questions are more difficult for the students. For these questions, it is a good idea to solve the problems in the class. The questions in the booklets and in the worksheets can be graded or classified according to their difficulty levels. For example, 3 stars can mean difficult, 2 stars medium etc.
Sema TEKDOĞAN: Homework should be checked during the lesson period. Students feel frustrated when they can’t do a single problem and can’t move on to the next problem.
Mizan: Doing homework check together should be beneficial. When they are successful at solving a problem, they may gain confidence. You can award the students with extra points when they do it. If you don’t give them the booklet during the lesson and don’t check it, you may let them copy from each other.
Sırma DEMIREL: Five minute quizzes on a certain topic can be given to them to see whether they understood it or not.
Pınar INAL: It is a waste of time for the teacher trying to check every single notebook. Keeping a notebook and pasting the worksheets into the notebook is good because this way, they have a resource for the exams, but does it work? For the hardworking ones it can be a marvelous resource, but for others the notebook can be just a piece of paper on which to draw pictures. We mostly start that kind of thing for a good reason, but in time it loses its purpose.
Sırma DEMIREL: Pasting assignments in their notebooks teaches them how to be neat and tidy. They don’t lose the handouts. In English we have prepared a booklet for our students. Why don’t you prepare that kind of a booklet for them instead of giving them these photocopies? You can also classify the questions in the book according to their difficulty level, and somehow apply “Differentiated Learning.”
Sevda UYGUN: Every teacher has got their own criteria. They use it instead of putting ticks or minuses. We have difficulty showing the solutions to the problems every week. The load in the yearly plan is too heavy and sometimes we may not have enough time to do it. Giving them a booklet may work; I will share it with my colleagues. Little quizzes are the things we still use whenever we have enough time after each topic. If we can have a project class, each student may have a chance to learn at their learning speed. Preparing a booklet from our worksheets sounds great and it can be applicable in time I guess. Thank you very much for sharing your ideas with me.
TEACHER EVALUATION
It is agreed that the teacher evaluation should be done in 3 stages according to the form chosen.(Diocese of Davenport).The stages are as follows:
1-The teachers should be informed about the evaluation criteria at the beginning of the academic year and within the process.
2-Class observations should be done in three stages:
a-Sharing observation and evaluation criterias before the observation.( pre -conference questions)
b-Doing the class observation according to the accepted criteria.
c-Giving feedback after the class observation .
3-Since class observations are not sufficient for evaluation,the performance of the teachers in their departments should also be taken into consideration. However, as some criteria(work quality,work quantity,relationships,fitness etc.)are not clear enough,they should be enlarged upon concrete grading system.
4-The willingness of the teachers in extra activities should also be taken into consideration.
1-The teachers should be informed about the evaluation criteria at the beginning of the academic year and within the process.
2-Class observations should be done in three stages:
a-Sharing observation and evaluation criterias before the observation.( pre -conference questions)
b-Doing the class observation according to the accepted criteria.
c-Giving feedback after the class observation .
3-Since class observations are not sufficient for evaluation,the performance of the teachers in their departments should also be taken into consideration. However, as some criteria(work quality,work quantity,relationships,fitness etc.)are not clear enough,they should be enlarged upon concrete grading system.
4-The willingness of the teachers in extra activities should also be taken into consideration.
1984
Share a Book at Lunchtime
Always popular with teenagers, dystopic fiction was on the menu with Eda Ateş (Grade11) sharing her opinions of '1984.' Some of the words/catch phrases in that book have a permanent place in the English language, such as 'Big Brother', 'Doublethink' and 'Newspeak'. I pointed out that when I read '1984' it was 20 years in the future and for audiences today it is 'old hat', set in a time some 30 years ago! After discussing the book we wnet on to recommend other books which might interest a young audience, going back as far as H.G. Wells'"The Time Machine"(1895), Kafka's "Metamorphosis"(1915), Ayn Rand's "Anthem"(1938)up to the present time of Suzanne Collins' "Hunger Games." We also came to the conclusion that as there were so many books written in this genre, that negative situations created a richer source than positive ones. How about a succession of utopic novels?
Nanotechnology for Dummies
We were really pleased that Hande Goncer (Grade 12) had taken time out of her busy exam schedule to share 'Nanotechnology for Dummies' with us. There is hope for us all yet to catch up with such mystifying topics when there is a series like this.You can read them in the original but some of them have also been translated into Turkish. My first introduction to this series was 'Golden Retrievers for Dummies.' Since that time I have been a fervent follower!
Share A Book at Lunchtime
At our 5th 'Share a Book at Lunchtime' it was the turn of Elif Tahmişçioğlu (Grade 12) to tell us why she was attracted to reading Banu Avar's books. An outspoken TV journalist, Banu Avar writes in particular for a younger audience.She has definite ideas about world politics and the forces of power/evil! I decided to read the book myself and was disappointed at the rather simplistic view of our world condition. When I stumbled upon an important information error I cast the book aside.Non-fiction writers surely have a responsibility to their readers and especially if their audience is the younger generation!
Critical Minds Session Feb 13, 2012
Critical Minds met for their twice postponed third session on Feb 13. Betti presented and Sinan facilitated for this session, focusing on different teacher evaluation models. Members came to the session well prepared by reading the materials sent to each beforehand. Several different teacher evaluation models were sampled and discussed.
https://docs.google.com/open?id=0B-vEO2wwtXpOMzk5ZTk1YjMtZTJmMC00YzM2LTgzZDktM2E4YjViNGFiNTVk
A modified version of the Text Rendering Protocol was used. Members formed pairs and went over the models, choosing the ones they thought reflected a fair, clear and comprehensive system of evaluation, and identified main criteria for evaluation. They then dicussed with their partners their choices and offered revisions or additions. In the last 15 minutes, each pair presented their choice and explained their reasoning.
Berna and Nilhan chose the Adams County model, saying they liked the idea of a whole cycle. Sinan and Betti chose the PUSD model, saying the criteria were very relevant.Tunç and Simge also chose the Adams County model, saying it was detailed yet easy to assess, with well defined criteria and rubrics. Hande and Amanda liked the Pre Conference form. All groups agreed and suggested that teacher's personal qualifications might be added to a chosen model. Betti pointed out that these should never become a check list; and the lack of such personal qualifications should never be used to penalize them. Common personal qualifications cited were:
- quality of relationships/communication with students/parents/collegaues
- being approachable
- patience
- positive attitude
- respectfulness
- depth of experience ( outside school as well)
- fariness
- passion for teaching/subject matter
- life skills
- interest in world affairs/arts/culture/reading/hobbies
- future goals
Betti collected all the proposals and will use the results from this session, as well as the results from similar sessions that will be conducted on the same issue by the other groups, as input to the construction of a campus wide teacher evaluation model.
Merger
Idea Under Construction has kindly said we, as Busy Bees, can merge with them. This year the numbers in our group dwindled so we are looking forward to our next meeting on February 16. Contrary to the popular Turkish saying, let's think that there is safety in numbers or the more the merrier!
Kağıt Kız
Elif Özge shared "Kağıt Kız" by Guillaume Musso with us, a book that she had recently read on the plane which was taking her to the MUN Conference at Yale. She said that it was just the right kind of book to read on a journey and the mixture of fantasy and reality had appealed to her. Musso is obviously a writer who has found a formula that goes down well with young readers. It is interesting to note that most, if not all of his books are set in the US even though he is French and writes in his native tongue. We know how popular such settings are for many Turkish readers and the number of fantasy type serials on CNBC demonstrate what young audiences like.
Technology in Education
Dears,
There's a lot of talk going on about tablets, and how they are to be used in schools, and myriads of questions about the issue. I came across these two sites, one is an association that tries to set standards in this area; the other is a private school in the US, that's been using this technology for some years; and has loads of help in its Technology section on its menu. If you are interested and would like to read, go ahead...
www.iste.org/standards.aspx
Holistic Learning
'Share A Book at Lunchtime' session was on "Holistik Öğrenme" by Aydın Arıtan and presented by his daughter, Ayşegül Arıtan(Grade 12)We had quite a good turnout and Ayşegül gave us a concise idea about holistic learning. For some of the students it was a new word and probably one that they won't forget easily.The layout of the book fits the topic appropriately, with a focus on graphics and 'flash' boxes at the top of each page giving a very brief summary of the page. This caught the eye of students. After the session it was good to see some students keen to look at the book in more detail.Come early if you want to borrow it!
Survivors Session 2: January 5th, 2012
Topic: Plagiarism using ICT (Information and communication Technologies) and The internet
Mizan was the presenter and Sema was the facilitator. Mizan brought a text related to the subject from The Social Science Magazine 2007/1. Three Levels of Text Protocol has been used. George Duvoisin was our guest.
We, as teachers, assign students to choose a project topic and expect them to search and present it in an efficient way. The common complaint was that the students google it and copy paste the information they find in an ordinary way.
Mazal: Students should be encouraged to have projects that need creativity and student based contribution. Plus, student interest is essential.
Pınar: Reference section should be more detailed.
Özer: Expecting creativity from the students is quite imaginary considering the fact that most of the information is under a click on the internet accessing so easily and copying it in a second. Thus, it does not contribute anything to their knowledge. There are even websites which provide ready projects.
Sevda: The process of preparing a project should be fun and interesting, so the student mustn’t focus on the result or on the grade.
Sırma: A student should be aware of how to start searching, where to find the necessary information and what is expected from them. Thus, they should start doing projects at early ages. Even the teachers should be trained for information literacy.
Sema: We have been using a project diary with the student having at least 4 meetings. The student has the chance to be orientated and correct their mistakes or fulfill the criteria. It really works well.
Conclusion
· Project diary is a good way to lead the students.
· Students should have more lessons of reading and comprehension at early ages.
· More work should be done and encouraged to improve the creativity of the students.
Mizan was the presenter and Sema was the facilitator. Mizan brought a text related to the subject from The Social Science Magazine 2007/1. Three Levels of Text Protocol has been used. George Duvoisin was our guest.
We, as teachers, assign students to choose a project topic and expect them to search and present it in an efficient way. The common complaint was that the students google it and copy paste the information they find in an ordinary way.
Mazal: Students should be encouraged to have projects that need creativity and student based contribution. Plus, student interest is essential.
Pınar: Reference section should be more detailed.
Özer: Expecting creativity from the students is quite imaginary considering the fact that most of the information is under a click on the internet accessing so easily and copying it in a second. Thus, it does not contribute anything to their knowledge. There are even websites which provide ready projects.
Sevda: The process of preparing a project should be fun and interesting, so the student mustn’t focus on the result or on the grade.
Sırma: A student should be aware of how to start searching, where to find the necessary information and what is expected from them. Thus, they should start doing projects at early ages. Even the teachers should be trained for information literacy.
Sema: We have been using a project diary with the student having at least 4 meetings. The student has the chance to be orientated and correct their mistakes or fulfill the criteria. It really works well.
Conclusion
· Project diary is a good way to lead the students.
· Students should have more lessons of reading and comprehension at early ages.
· More work should be done and encouraged to improve the creativity of the students.
Kindergarten and Grade 1 English Teachers
We have a new group, welcome Kindergarten and Grade 1 English Teachers
The Bald and the Beauties Session 2 : Dec 19, 2011
The Bald and the beauties met on the 19th December for their second meeting of this year. Jenny was the presenter and Bev was the facilitator. Joseph, Bev, Canan, Jenny and Gökçe were present at the meeting. The Consultancy Protocol was used. All members participated in the discussion equally and made valuable contributions, although it could’ve been better if time hadn’t been limited. Topic discussed: Is home reading useful?The meeting was held in two parts, first being 2010-2011 Academic Year or so called ‘Trial &Error’ session, and the second being 2011-2012 Academic Year. Throughout the meeting we discussed the specific problems of Grade 9 home reading situation.
In the first section we examined, analyzed and commented on previous year’s plan and students’ production. (Book Titles: ‘I am David’ by Anne Holmes & ‘Red Sky’ by Elizabeth Laird)In the second part of the meeting, the following points were discussed. (based on the novel ‘Across the Barricades’ by Joan Lingard)1. Timing & Weekly schedule Only 2 hpw + all sorts of descriptive writing, all sorts of formal letters, assessing good and bad points, a narrative, all sorts of essays, a survey report and a film review !!!
2. How to fit it in
‘Hey, I thought this was a Writing course!’
3. Assignments
Why? What ?How often?
4. Deadlines
Whose responsibility: Teacher’s? Students’?
5. Checking Assignments
When? Where? And then what?
6. Copying from peers/ Plagiarism
How can we get students to make better use of technology?
7. The choice of material
Boys? Girls? Genre? Length? Pacing? Theme?
8. Production ‘’It seems that I am doing more work than my students are!!!’
Conclusions It was agreed that ‘Reading’ in a ‘Writing’ class and trying to fit something that doesn’t belong into your class is tricky. We all agreed that students reading one book for a year will grow bored with it. We all shared experiences of having to make sure that the students are reading the book at all.
Suggestions
· Match the book / story / topics with the writing units to be more practical and save time.
· Do not spend a whole year on one book and finish it and be done with it.
· Ask the students to analyze not what they read but what they write about what they read.
· From time to time switch to differentiated texts.
· Ask students to read smaller sized portions.
· Let the students choose their own texts.
· Do the tasks on a monthly basis so that students stay interested and focused.
Evaluation of the protocol: It was suitable for the issue discussed.
Jenny Chavush
In the first section we examined, analyzed and commented on previous year’s plan and students’ production. (Book Titles: ‘I am David’ by Anne Holmes & ‘Red Sky’ by Elizabeth Laird)In the second part of the meeting, the following points were discussed. (based on the novel ‘Across the Barricades’ by Joan Lingard)1. Timing & Weekly schedule Only 2 hpw + all sorts of descriptive writing, all sorts of formal letters, assessing good and bad points, a narrative, all sorts of essays, a survey report and a film review !!!
2. How to fit it in
‘Hey, I thought this was a Writing course!’
3. Assignments
Why? What ?How often?
4. Deadlines
Whose responsibility: Teacher’s? Students’?
5. Checking Assignments
When? Where? And then what?
6. Copying from peers/ Plagiarism
How can we get students to make better use of technology?
7. The choice of material
Boys? Girls? Genre? Length? Pacing? Theme?
8. Production ‘’It seems that I am doing more work than my students are!!!’
Conclusions It was agreed that ‘Reading’ in a ‘Writing’ class and trying to fit something that doesn’t belong into your class is tricky. We all agreed that students reading one book for a year will grow bored with it. We all shared experiences of having to make sure that the students are reading the book at all.
Suggestions
· Match the book / story / topics with the writing units to be more practical and save time.
· Do not spend a whole year on one book and finish it and be done with it.
· Ask the students to analyze not what they read but what they write about what they read.
· From time to time switch to differentiated texts.
· Ask students to read smaller sized portions.
· Let the students choose their own texts.
· Do the tasks on a monthly basis so that students stay interested and focused.
Evaluation of the protocol: It was suitable for the issue discussed.
Jenny Chavush
Busy Bees Session 2
Our group met on 5 February and our question was:
How appropriate are the following teaching methods for students in Grade 4?
Team work
Story Line
Problem Based
Esra led the session, using the Consultancy Protocol and I did my best to facilitate.
Esra gave us a very detailed overview of the work being carried out in 4th Grade, so detailed in fact that we felt overloaded with information!
Clarifying questions were:
Q: How often do you carry out projects using the above methods?
A: Can vary from class to class.
Q: How long does such a project take?
A: It varies.
Q: Do you carry out pre and post evaluation of the project?
A: Yes.
Probing Questions:
Q: How do you prepare the project?
A: Teachers work as a team.
Q: How do students react to working at different stations in the classroom?
A: Very well as gradually they are choosing where to work and judging the level at which they will be comfortable within the project.
Q: You spoke about the 'Instructions/Guidelines' which students and teachers decide upon? How do the students get on with these and what does it lead to?
A: They learn to question what they are learning and assess themselves in the process which leads to autonomous learning.
Group Discussion: The group felt that they needed a concise summary of the techniques used and it would be a good idea to be present in class for first-hand observation.
Esra promised to give us a summary in chart form.
Breakfast at Shreya's
Breakfast at Shreya's
Having breakfast with Shreya's class in Kindergarten is a memorable occasion.The kids are lined up with their chef hats (made by Shreya out of sheets), ready to serve their friends. Some are busy, laying the tables and some are asking their friends what they would like to eat and drink. Some are helping themselves, spearing carrots on to their plates and sometimes having trouble with the olives which roll around so much!
Once everyone is settled, breakfast is eaten and some songs are sung. It seems such a positive way to start the day.
When it comes to clearing up everyone is very active,putting leftovers in the bin, stacking their plates and literally scrubbing the tables and the floors with all their might.In total it's a real-life experience in English and independence.
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