Welcome to Hidden Sparks Without Walls. We will be starting shortly

1
Welcome to Hidden Sparks Without Walls. We will
be starting shortly

• While we are waiting to begin please practice
  using the chat feature by sharing your name,
  school and location. Activate chat by clicking
  the Chat tab below the attendees list on the
  right of your screen. Enter your communication
  and click on Send.
• If you have any clarifying questions about the
  format or the topic, you may click on the QA
  tab below the presenter list and enter your
  questions. Feel free to use the hand raising
  feature, by clicking on the little yellow hand on
  the right side of the screen.
• Dont hesitate to engage as active, full
  participants. Your contributions may help others.
• Be aware of your air time.

2
Strategies For Peak Performance Effective
Tools For Organizing Your Student
With Jane Gertler jgertler_at_churchillschool.com Apr
il 29, 2009
3
Welcome Conference Etiquette

• Below are some tips that will help make this
  conference call successful. 
• Use the right phone. - Cell phones can be
  included in conference calls, but some can also
  cause static on the lines. Try to use a landline
  phone if possible. Speakerphones pick up a lot of
  background noise. If you use one, mute it
  whenever possible.
• Participate in a quiet, undisturbed room. 
  Background noise can be heard through the phone
  and will disturb others in the conference. If you
  cant find a quiet room, use your phones mute
  button until you want to speak and avoid
  distracting noises such as humming, scraping
  chairs, tapping a pencil, etc.
• Never Put a Conference Call on Hold! -
  Participants will be forced to listen to your
  on-hold music or they will not know that you have
  stepped away and may continue to address you
  while you're gone.  
• Call Waiting - The sound of your call-waiting
  beep can be disruptive and confusing to
  conference call participants. Quite often the
  Call Waiting function can be temporarily
  suspended by touching 70 prior to the call.
•  Identify Yourself - When you first enter the
  call and when you ask a question please identify
  yourself by name and school or state on-line.
• Chat Room Question/Answer Box Those
  participating on line may use the chat room and
  question/answer box on the lower right of their
  screen to enter questions and comments at any
  time.  We will offer regular opportunities for
  those joining by phone only to participate as
  well.

4
Our Guest Jane Gertler
Dr. Jane Gertler is the Director of The Churchill
Center, the Professional Development Center of
the Churchill School, a K 12 school for
students with learning disabilities in NYC. Dr.
Gertler spent more than 20 years as a school
administrator in Westchester, serving as Director
of Special Education in Irvington and then in
Edgemont, before becoming the Director of
Curriculum, Assessment and Professional
Development in Edgemont. She is a member of the
Board of Education for the Mount Pleasant Cottage
School, a residential and day school for special
needs students in Pleasantville. She has a B.S.
from Cornell University, an M.A. in Education
from NYU and a doctorate in school administration
from Fordham University.

5
Overview of the Session

• Organization and time management skills
  essential for school and life!
• Organization and time management HOME/SCHOOL
  connection
• Time management much more than the ability to
  tell time.

6
Goals of the Session

• Develop classroom routines and strategies to
  enhance your students organizational skills.
• Build the home-school connection for improving
  students organization and time management
  skills.
• Learn time management techniques to support your
  students ability to complete school and
  outside-of-school assignments and activities.

7
Confetti Brain
8
The DISORGANIZED Student

• Backpack looks like a trash basket
• Cannot find HW completed or not completed
• Often loses papers
• Creates tension in the house!

9
Organized Brain
10
The ORGANIZED Student
11
Teaching Students to Manage Materials

• Effective grade level or schoolwide system
• Helps students be productive
• Reduces LOST classwork, homework, , notes to and
  from parents
• Decreases anxiety

12
Notebook Organization

• 3-Tiered System
• Working notebook
• Reserve notebook
• Long-term filing drawer

13
Working Notebooks

• 3-Ring binder with separate tabs labeled for each
  class
• 1 color-coded spiral notebook for each class with
  separate folder for handouts and homework

14
Reserve Notebook

• Multi-section accordion folder
• Each class/course has 3 sections
• - homework section
• - class notes section
• - test and quizzes section

15
The ORGANIZED Student
16
Home Clean-out-my-working-notebook Day
1 day each week Clean out all papers no
longer needed in school and put them in the
Reserve notebook.
17
The Organized Student at HOME

• Identify a well organized workspace
• Photograph that workspace
• Establish a routine for keeping that workspace
  organized
• Create a routine for organizing backpacks

18
The Organized

• Toolkit pens, pencils, markers, post-its,
  clips, etc. Option to have one toolkit in school
  and one at home.
• Things to Remember list laminated and attached
  to backpack
• Photograph the organized backpack !

19
Long-Term Filing Drawer

• Have student select samples of work they are
  particularly proud of essay, drawing, test,
  poem, project.
• Keep these in a specific drawer or file at home.
  

20
HOMEWORK
21
HOMEWORK Assignment book
Assignment/Materials (text, notes,etc.) E.T. Estimated Time A.T. Actual Time Order Done


22
Assignment Book

• Student writes assignment in book at school
  include materials needed to take home to complete
  assignment.
• AT HOME, student looks at each assignment and
  lists E.T.
• decides on order (1,2,3,etc.) for completing
  work
• writes A.T. after completing each assignment
• puts assignment in homework folder
• puts a check mark in Done column

23
Learning Skills Rubrics
Organization (time, material information management) Organization (time, material information management) Organization (time, material information management) Organization (time, material information management) Organization (time, material information management)
Criteria Needs Improvement Satisfactory Good Excellent
Keeps notes in order Notes are often out of order, and (or) incomplete Notes are more often than not in order or complete Notes are usually in order and complete Notes are consistently in order and complete
Use of planners or agendas to track deadlines or tasks Use of organizational tools is ineffective Use of organizational tools is moderately effective Use of organizational tools is effective Use of organizational tools is highly effective
Makes a work plan of action (time management) Makes a work plan only with assistance or not at all Makes a work plan sometimes or with frequent assistance Makes a work plan most of the time or with occasional assistance Always makes a work plan independently
Changes work plan when necessary Shows little awareness of need to revise work plan or make changes only with assistance Shows some awareness of need to revise work plan or makes changes with some assistance Shows good awareness of need to revise work plan or makes changes with little assistance Revises work plan when needed and independently
Work Habits (responsibillity, classwork, homework) Work Habits (responsibillity, classwork, homework) Work Habits (responsibillity, classwork, homework) Work Habits (responsibillity, classwork, homework) Work Habits (responsibillity, classwork, homework)
Criteria Needs Improvement Satisfactory Good Excellent
Brings own supplies and book to class Rarely brings necessary materials Sometimes brings necessary materials Almost always brings necessary materials Always brings necessary materials
Completes/submits work on times Rarely completes or submits work on time Sometimes completes or submits work on time Frequently completes or submits work on time Consistently completes or submits work on time
Effort in completing class work Effort put into work is ineffective Effort put into work is moderately effective Effort put into work effective Effort put into work is highly effective
Safety in the classroom Constantly needs reminding of safety issues Sometimes needs reminding of safety issues Follows safety practices in the classroom Follows and encourages safe classroom practices
24

25
Effective Study Skills

• TIME MANAGEMENT

26
Time Management

• TIME the period during which something exists,
  happens, etc.
• - Websters Dictionary
• TIME MANAGEMENT the ability to prioritize
  commitments and schedule them with enough time to
  complete everything satisfactorily.
• - Donna Goldberg, The Organized Student

27
Why teach Time Management?

• Many students do not develop time management on
  their own therefore, explicit instruction is
  needed.
• Better use of time ? Improved academic success
• Help families avoid the over-scheduled child

28
Time Management

• Prerequisite
• Understand the concept of time
• Identify steps needed to complete a task
• Objectives
• Set priorities
• Estimate how long homework takes
• Account for long term/short term assignments
• Consider other time commitments after school

29
Task Analysis and Time Estimation-Landmark
School, Inc.

• Choose and analyze a basic task students know
  i.e. making their bed before school
• List the steps to complete the task in the
  correct order
• Estimate the time to complete the task
• Set a stopwatch to 000 or use a regular
  clock/watch
• Start the stopwatch and the task
• Complete the task
• Record the actual time to finish the task
• Calculate difference between estimated and actual
  times

30
Task Time Estimation Sheet

• Task _____________________________
• Estimated time to complete _________minutes
• Actual time to complete _________minutes
• Difference between A B ( or -)
  __________minutes
• Steps to complete task
• 1.__________________________________________
• 2. __________________________________________
• 3. __________________________________________
• 4. __________________________________________
• Etc.

31
Time Management

• Must - dos
• Students make a list of things they have to do
• Sleep
• Eating and personal hygiene
• School
• Homework
• Chores

32
Time Management

• Should/Could Dos
• Activities sports, performing arts, fine art,
  dance, volunteer
• Play time with friends or alone
• Reading for pleasure
• Phone/e-Mail
• TV/Music
• Family time

33
DAILY ACTIVITY GUIDE
MY DAILY ACTIVITY GUIDE FOR______________________
I Must Do! I Should Do! I Could Do!
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
34
HOMEWORK Assignment Book

• Students record homework in book and estimate
  time it will take to complete.
• Teachers write homework in same place on the
  board every day.
• Students are given time to record homework at
  beginning or end of class.
• If there is no homework, students should write
  no HW in (subject).
• Note actual time and check off box when
  assignment is finished.

35
HOMEWORK Assignment book
Assignment/Materials (text, notes,etc.) E.T. Estimated Time A.T. Actual Time Order Done


36
WEEKLY PLANNER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT. SUNDAY
7 8 a.m.
8 9
9 10
10 - 11
11 - 12
12 1 p.m.
1 2
2 3
3 4
4 5
5 6
6 7
7 8
8 9
9 10
37
Break a LARGE task into SMALL tasks

• Have students define the small tasks that make up
  the large task.
• Set a schedule for completing each of the small
  tasks.
• With older students work backwards from the due
  date and have students set their own schedule for
  completing each subtask

38
Break a LARGE task into SMALL tasks

• Example
• Research report LARGE task
• Small tasks
• - Read three sources
• - Take source notes
• - Organize information
• - Draft report
• - Get feedback and revise

39
Tomorrows Daily Planner

• Review weekly planner to see what needs to be
  done tomorrow.
• Review class notes/homework list to see what
  needs to be done tomorrow.
• Review todays daily planner to determine what
  did not get done. Add these to tomorrows daily
  planner.
• Decide how much time each item will take.
• Write when you will do each item in your daily
  planner.

40
Daily Planner

• Name________________Day/Date__________
• 700__________________________________
• 800__________________________________
• 900__________________________________
• 1000_________________________________
• 1100_________________________________
• Noon_________________________________
• ETC.

41

42

• Ms. Worden, please go to the library stacks and
  bring me a few education journals from the 70s.
  It seems everything old is new again.

43
Bibliography/Sources

• Resources
• Dawson, P. Guare, R. (2004). Executive Skills
  in Children and Adolescents.
• Goldberg, D. (2005). The Organized Student
  Teaching Children the Skills for Success in
  School and Beyond.
• Meltzer, L., Roditi, B. et.al. (2006). Strategies
  for Success, 2nd Edition
• Newhall, P. (2008). Study Skills Research-Based
  Teaching Strategies A Landmark School Teaching
  Guide
• Tomlinson, C. (1999). The Differentiated
  Classroom Responding to the Needs of All
  Learners.

44
About Hidden Sparks

• Hidden Sparks is a non-profit fund whose purpose
  is to help children with learning differences
  reach their full potential in school and life.
  Hidden Sparks develops and supports professional
  development programs for Jewish day schools to
  help increase understanding and support for
  teaching to diverse learners.
• Guided by a philosophy that by helping schools
  meet the needs of children with learning and
  behavioral differences, ultimately all students
  will benefit. Hidden Sparks programs combine
  professional development in learning and positive
  behavioral support, guided classroom observation
  and one on one coaching. The Hidden Sparks model
  and program is currently in 21 Jewish Day
  Schools/Yeshivot in New York and 7 in Boston,
  through a partnership with Gateways Access to
  Jewish Education.

45
Upcoming Hidden Sparks Without Walls Sessions
Wednesday, May 13, 2009 Wednesday, May 20, 2009 Wednesday, June 3, 2009 3 Part Session Exploring Learning Processes in Judaic Studies Curriculum, with Shmuel Schwarzmer Pre-requisite for this class is participation in, or downloading Claire Wurtzels February 24th Hidden Sparks Without Walls class, An Overview of How We Learn.
Tuesday, June 9, 2009 Transitions, with Andrea Rousso
For more details visit www.HiddenSparks.org
 


 
46
Contacting Hidden Sparks

• www.hiddensparks.org
• Paula_at_hiddensparks.org
• [phone]/ [phone]