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

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Title: 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
  • (212) 767-7707/ (646) 688-5252
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