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MNW Overview

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CORR (Collaborating On-line for Rigor and Relevance) ... Considers existential questions (e.g., 'What is happiness?',' What is the meaning of life? ... – PowerPoint PPT presentation

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Title: MNW Overview


1
MNW Overview
  • Demographics
  • K-12 population app. 650
  • Average about 50 per class
  • Located 20 west of Fort Dodge
  • Experiencing declining enrollment
  • In the process of closing one of three academic
    centers.

2
MNW Overview
  • Professional Development
  • Building Leadership Team
  • Meets once per month
  • Makes decisions on in-service details, etc.
  • Learning Teams
  • Meet once per month
  • Book Talk Whatever It Takes
  • In-Service Routine
  • ½ day once per month
  • CORR (Collaborating On-line for Rigor and
    Relevance)
  • Learning Teams are used for in-service time
  • Part of the Iowa High School Grant
  • CORR is accessed through the Successful Practices
    Network

3
Comparison to Ogden
  • Ogden uses the Smart and Good Report chapters 1-4
    for professional development.
  • MNWs focus is on chapter 5, used for
    Advisor/Advisee implementation.
  • Why was this our focus?

4
Why A/A ?
  • What data showed the need?
  • 2005 Iowa Youth Survey Area of Concern
  • Lack of respect both given and received
  • Low support from fellow students and adults
  • Lacking a sense of accomplishment and belonging
    within the school
  • Bullying becoming a concern among students

5
MNWs A/A Journey
  • 2007/2008 school year was my first at MNW. A/A
    was on the schedule and was being implemented
    based on data from the 05 Youth Survey.
  • My Questions
  • What is A/A?
  • Is there any curriculum?
  • How were the groupings picked?
  • Whose idea was A/A?
  • Do they still work here?

6
MNWs A/A Journey
  • The dust settles
  • Random units of study
  • No rhyme or reason
  • Some good, some bad
  • Teachers not satisfied I wasnt satisfied
  • I was doing all the work, curriculum harder and
    harder to find. No buy-in from the staff.
  • I asked my BLT for help

7
MNWs A/A Journey
  • BLTs TOP TEN A/A Units of Study
  • Interview Skills
  • Decision Making/Choices
  • Test Taking/Study Skills
  • Bullying and Attitude Issues
  • Career Awareness
  • Goal Setting
  • Peer Pressure
  • Work Ethics
  • Social Issues
  • Character Building

8
MNWs A/A Journey
  • High School Reform
  • Our frustration was high we werent getting what
    we needed.
  • Looking for a source of curriculum
  • Mr. Harman and I decided the curriculum wasnt
    out there lets make our own.
  • BLT decided to create curriculum during
    in-service sessions.

9
MNWs A/A Journey
  • High School Reform
  • At the next HS Reform session the Smart and Good
    Report was presented as a resource.
  • Smart and Good compared to Iowa Youth Survey
    results
  • Smart and Good compared to BLTs TOP TEN Units of
    Study
  • Great fit for Manson-Northwest Webster

10
MNWs A/A Journey
  • Smart and Good High Schools Report became MNWs
    foundation for A/A
  • BLT members read and took notes over a character
    strand
  • Used in-service time to build units within
    Learning Teams
  • End product better than before, but lessons were
    low on Rigor and Relevance
  • Still looking for high RR lessons that need very
    little teacher prep time.

11
MNWs A/A Journey
  • A/A curriculum goal Create A/A lessons that
    include high Rigor and high Relevance.
  • Rigor x Relevance x Relationships Meaningful
    Learning (stolen from Van Meter High School)
  • R x R x 0 Wasted Experience
  • R x 0 x R Meaningless Knowledge
  • 0 x R x R Superficial Learning
  • If one of these is missing, learning breaks down.

12
MNWs A/A Journey
  • STEP Grant Opportunity
  • Systemic Transition Enhancement Project
  • STEP Grant Goals
  • Better prepare students to perform well in a
    global economy.
  • Schools will have the capacity, structure, and
    resources to prepare students for the changing
    economy.
  • The ability to work alongside individuals who are
    unique and from diverse backgrounds toward common
    goals is critical to the success of all students.

13
MNWs A/A Journey
  • STEP Grant Opportunity
  • I urged the group to use the Smart and Good
    Report and The 8 Strengths of Character as the
    foundation for curriculum.
  • The Biggest Benefit
  • The grant has allowed MNW to pay teachers for
    curriculum development.
  • Fort Dodge Senior High and Laurens Marathon are
    the other school districts involved in the STEP
    Grant.

14
MNWs A/A Overview
  • 15 Minutes per day
  • 9-12 grouping
  • Weekly Schedule
  • Monday
  • Grade checks on JMC
  • Tuesday and Wednesday
  • A/A Curriculum
  • Thursday and Friday
  • Service Projects
  • Snacks
  • Study Hall

15
MNWs A/A Overview
  • Can I do this with my A/A?

YES !!!!!
16
MNWs A/A Journey
  • A Report to the Nation, Smart and Good High
    Schools, Integrating Excellence and Ethics for
    Success in School, Work, and Beyond
  • What is it?
  • Where can I find it?
  • What activities are in it?

17
  • Performance Character and Moral Character
  • are defined in terms of
  • 8 Strengths of Character
  • The order of the eight strengths does not reflect
    a hierarchy of importance.
  • The eight strengths are interdependent, each
    needed for the optimal functioning of the others.

18
  • The following excerpts from the Smart and Good
    High School report were used with permission from
    Dr. Matthew Davidson.

19
(No Transcript)
20
Lifelong Learner andCritical Thinker
Is a person that . . .
  • Strives to acquire the knowledge that
    characterizes an educated person
  • Approaches learning as a lifelong process
  • Demonstrates skills of critical analysis
  • Takes seriously the perspectives of others
  • Seeks expert opinion and credible evidence
  • Makes connections and integrates knowledge
  • Generates alternative solutions
  • Demonstrates willingness to admit error and
    modify thinking

21
Lifelong Learner andCritical Thinker
Activity from the Smart and Good Report
Thou Shall Not Steal . . .
22
Does that include music?
23
Lifelong Learner andCritical Thinker
  • Example activity from MNW Unit
  • Students will practice using assertive
    communication skills appropriately in various
    situations.
  • Learning Activities
  • On the white board have students compile a list
    of what they believe are the top eight behaviors
    that cause on the job difficulties.

24
Lifelong Learner andCritical Thinker
  • Cross-Walk to the Iowa Core
  • 21st Century Skills (Employability)
  • Demonstrate initiative and self-direction through
    high achievement and lifelong learning while
    exploring the ways individual talents and skills
    can be used for productive outcomes in personal
    and professional life.

25
Diligent and Capable Performer
Is a person that . . .
  • Strives for excellence gives best effort
  • Demonstrates initiative and self-discipline
  • Knows standards of quality and creates high
    quality products takes pride in work
  • Sets personal goals and assesses progress
  • Perseveres in the face of difficulty

26
Diligent and Capable Performer
Activity from the Smart and Good Report
Leader To Detractor Scale
27

28
Diligent and Capable Performer
  • Unit Overview from MNW Unit

29
Diligent and Capable Performer
  • Cross-Walk to the Iowa Core
  • 21st Century Skills (Employability)
  • Communicate and work productively with others,
    incorporating different perspectives and cross
    cultural understanding, to increase innovation
    and the quality of work

30
Socially and Emotionally Skilled Person
Is a person that . . .
  • Possesses a healthy self-confidence and a
    positive attitude
  • Demonstrates basic courtesy in social situations
  • Develops positive interpersonal relationships
    that include sensitivity to the feelings of
    others and the capacity for care-frontation
  • Communicates effectively
  • Works well with others
  • Resolves conflicts fairly
  • Has emotional intelligence, including self
    knowledge and the ability to manage emotions.

31
Socially and Emotionally Skilled Person
Activity from the Smart and Good Report
Community Building
32

Getting people to talk to each other, tougher
than it sounds!
33
Socially and Emotionally Skilled Person
  • Example activity from MNW Unit
  • Developing Positive Affirmations
  • Affirmations are positive statements that you can
    make about yourself that make you feel better
    about yourself. Making lists, rereading them
    often, and rewriting them from time to time will
    help you feel better about yourself. If you have
    a journal, you can write your lists there. If you
    dont, any piece of paper will do. (SAMHSAS
    National Mental Health Information Center)

34
Socially and Emotionally Skilled Person
  • Cross-Walk to the Iowa Core
  • 21st Century Skills (Health Literacy)
  • Apply critical literacy/thinking skills related
    to personal, family and community wellness

35
Ethical Thinker
Is a person that . . .
  • Possesses moral discernmentincluding good
    judgment, moral reasoning, and ethical wisdom
  • Has a well-formed conscienceincluding a sense of
    obligation to do the right thing
  • Has a strong moral identity that is defined by
    ones moral commitments
  • Possesses the moral competence, or knowhow,
    needed to translate discernment, conscience, and
    identity into effective moral behavior.

36
Ethical Thinker
Activities from the Smart and Good Report
37
Ethical Thinker
  • Example activity from MNW Unit
  • Three Truths and One Lie.
  • 1. Have each student think of three statements
    about themselves which are true and then think of
    one statement which is false.
  • 2. One at a time, each student will make their
    four statements to the class.
  • 3. The class will guess which of the four
    statements is false.

38
Ethical Thinker
  • Cross-Walk to the Iowa Core
  • 21st Century Skills (Financial Literacy)
  • Understand human, cultural, and societal issues
    related to financial literacy, and practice legal
    and ethical behavior.

39
Respectful and responsible moral agent
Is a person that . . .
  • Respects the rights and dignity of all persons
  • Understands that respect includes the right of
    conscience to disagree respectfully with others
    beliefs or behaviors
  • Possesses a strong sense of personal efficacy and
    responsibility to do whats right
  • Takes responsibility for mistakes
  • Accepts responsibility for setting a good example
    and being a positive influence
  • Develops and exercises capacity for moral
    leadership.

40
Respectful and responsible moral agent
Activity from the Smart and Good Report
41
Respectful and responsible moral agent
  • Example activity from MNW Unit
  • Service Learning Project
  • Two or three AA groups will meet together Each AA
    will present its two ideas to the other AA.
  • Students will lead discussion regarding the
    service activities and come to a consensus
    regarding which activity the combined group would
    like to complete
  • Once an activity is chosen, students will create
    an action plan which includes a list of tasks to
    be completed and a timeline to complete those
    tasks
  • Students will review the tasks and assignments so
    that the service activity will be completed on
    Day 9

42
Respectful and responsible moral agent
  • Cross-Walk to the Iowa Core
  • 21st Century Skills (Employability)
  • Demonstrate leadership skills, integrity, ethical
    behavior, and social responsibility while
    collaborating to achieve common goals

43
Self-disciplined person who pursues a healthy
lifestyle
Is a person that . . .
  • Demonstrates self-control across a wide range of
    situations
  • Pursues physical, emotional, and mental health
  • Makes responsible personal choices that
    contribute to ongoing self-development, a healthy
    lifestyle, and a positive future.

44
Self-disciplined person who pursues a healthy
lifestyle
Activity from the Smart and Good Report
45
Self-disciplined person who pursues a healthy
lifestyle
  • Example activity from MNW Unit
  • Big Idea/Purpose
  • The student will compare the differences between
    healthy and unhealthy lifestyles. He/She will
    analyze his/her own personal health habits and
    set a goal to work on throughout the unit.

46
Self-disciplined person who pursues a healthy
lifestyle
  • Cross-Walk to the Iowa Core
  • 21st Century Skills (Health Literacy)
  • Synthesize interactive literacy and social skills
    to establish and monitor personal, family and
    community goals related to all aspects of health

47
Contributing community member and democratic
citizen
Is a person that . . .
  • Contributes to family, classroom, school, and
    community
  • Demonstrates civic virtues and skills needed for
    participation in democratic processes
  • Appreciates the nations democratic heritage and
    democratic values
  • Demonstrates awareness of interdependence and a
    sense of responsibility to humanity.

48
Contributing community member and democratic
citizen
Activity from the Smart and Good Report
49
Contributing community member and democratic
citizen
  • Example activity from MNW Unit
  • Day 5, Activity 5
  • Have students read, analyze and debate (if
    comfortable in classroom usage) newspaper
    articles on various topics concerning civic life.
    (for example disaster relief efforts, election
    articles, etc.)
  • Possible websites to retrieve articles
  • http//www.cnn.com
  • http//news.yahoo.com/
  • http//www.msnbc.msn.com/
  • http//www.desmoinesregister.com

50
Contributing community member and democratic
citizen
  • Cross-Walk to the Iowa Core
  • Social Studies (Political Science/Civic
    Literacy)
  • Understand the rights and responsibilities of
    each citizen and demonstrate the value of
    lifelong civic action

51
Spiritual person engaged in crafting a life of
noble purpose
Is a person that . . .
  • Seeks a life of noble purpose
  • Formulates life goals and ways to pursue them
  • Considers existential questions (e.g., What is
    happiness?, What is the meaning of life?,
    What is the purpose of my life?)
  • Cultivates an appreciation of transcendent values
    such as truth, beauty, and goodness
  • Pursues authentic happiness
  • Possesses a rich inner life
  • Pursues deep, meaningful connectionsto others,
    nature, a higher power, and so on.

52
Spiritual person engaged in crafting a life of
noble purpose
Activities from the Smart and Good Report
53
Spiritual person engaged in crafting a life of
noble purpose
  • Example activity from MNW Unit
  • Have one student write the title of the unit on
    the board (with seven underlined words) Becoming
    a spiritual person engaged in crafting a life of
    noble purpose.
  • Discuss what they think this title means
  • Divide into groups of 3-4 students (or how ever
    many dictionaries are available). Have groups
    look up the meanings of all underlined words.
  • Work together as a large group to create a new,
    user-friendly title for the unit.
  • Have another student write the new title on the
    board

54
Spiritual person engaged in crafting a life of
noble purpose
  • Cross-Walk to the Iowa Core
  • 21st Century Skills (Health Literacy)
  • Demonstrate behaviors that foster healthy, active
    lifestyles for individuals and the benefit of
    society

55
Where are We NowThe Good, The Bad, The Ugly
56
The Good
  • Curriculum Implementation better than last year.
  • Communication within A/A groups improving.
  • Service Learning Projects
  • Intramural Activities
  • Puppy Chow for Puppies
  • Adopt a family
  • Bake Sales.

57
The Bad
  • Curriculum Development is a never ending job.
  • Need four years of curriculum, still looking for
    a published resource that fits our goals.
  • MNW is hoping to partner with Dr. Lakona and Dr.
    Davidson as a field research school.
  • This would provide MNW with curriculum that uses
    the 8 Strengths of Character as the foundation
    for our A/A curriculum

58
The Ugly
  • Grade Checks should be 100
  • Some A/A groups just arent making the grade.
  • A poor teacher is a poor teacher regardless of
    the subject matter.
  • Easier for some not to resist the students, off
    focused, etc.

59
Resources
  • hollows_at_manson-nw.k12.ia.us
  • Shawn Holloway
  • 712-469-2245
  • Center of 4th and 5th Rs http//www.cortland.edu/
    character/
  • PDF copy of the Smart and Good Report
    http//www.cortland.edu/character/highschool/chapt
    ers/SnGReport.pdf

60
Questions and Answers
BLT members from Manson Northwest Webster Ryan
Harman, HS Physical Education harmanr_at_manson-nw.k1
2.ia.us Marcey Gerke, HS Social
Studies gerkem_at_manson-nw.k12.ia.us
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