Contributed by Mark Allinson, Middle School P.E. Teacher
The Fitbit Made Me Do It
Interesting read from a teacher who was given a Fitbit as a gift and how she analogized various axioms for classroom understanding.
Here is a simple, five-step process to incorporate Fitbits into your classroom:
- Define what problem you want to solve. (e.g. I need more steps per day.)
- Gather baseline data related to your goal. (e.g. number of steps per day, across an entire week)
- Based on the baseline data, create a reasonable goal. (e.g. In one month, my average steps per day will increase by at least 25%.)
- Track and record your data, through the use of tables, graphs, etc.
- Present and reflect.
What role will wearables have in our classrooms?
Title: Innovate Salisbury Team
This week, we met with a team of Salisbury teachers to begin to uncover the “uncommon dots” in education. Some of these dots include: personalized learning, makerspaces, Genius Hour/20% time, flexible learning spaces. We started our conversations by watching videos of innovative schools including the Science Leadership Academy, High Tech High, High Tech Elementary School, and the New York City iSchool. What opportunities would we like to offer Salisbury students? What can we learn from other schools? Check out these videos.
Science Leadership Academy
New York CIty iSchool
High Tech High
High Tech Elementary
Contributed by Angela Mosley, Middle School Music Teacher
7th grade students are exploring music from different eras in Western Classical Music. We’re identifying compositional techniques used in the past and using technology to recreate them. Artificial Intelligence has been used in this same way but can artificial intelligence develop a style of its own? Emily Howell is an artificial musical intelligence developed by David Cope that creates her own music and accepts audible feedback to modify her compositions.
So how Human is your music? You can listen to music by Emily Howell on Spotify:
Virtual Composer Makes Beautiful Music and Stirs Controversy
What else in education is impacted by Artificial Intelligence? What are other schools doing with these ideas?
Contributed by Allison Gerhart, Middle School Family Consumer Science
7th grade students spent time exploring fabric types and the production of natural and synthetic fabrics as well as how to care for their clothing. Have you ever thought of the number of occupations that relate to the production of fabrics? Students conducted a search and found numerous occupations from the cotton farmer, sheep herder, silkworm cultivator, loom operators, pattern designer, to the seamstress, fashion designer, clothing retailer and so much more. How can relate what we are doing in the classroom to the outside world so that students are making those real world connections?
Contributed by Jackie Miller, Middle School Art Teacher
How many of these skills are we as teachers using? How do these skills apply to students?
Contributed by Barbara Jaindl, Library Media Specialist
Author/Illustrator Peter Reynold’s picture book, The Dot, celebrates that every student can contribute their unique voice to their community. During Library classes at Western Salisbury Elementary School, students created digital art after viewing the eBook format of The Dot via Power Library’s BookFlix. What we didn’t realize is how much we would reference a phrase from the book “the polar bear in the snowstorm.” Whether it’s a blank page or screen, we all start with blank space, but we all have something meaningful to share.
Contributed by the Sixth Grade Team.
The 6th grade students have been studying birds of prey that are migrating through their region. The unit included recognizing birds of prey by their flight pattern, field markings, and silhouette. To deepen their understanding of the raptor’s role in the food web, students engaged in dissecting owl pellets. Students’ ideas and knowledge about birds of prey became a reality when they ventured to Bake Oven Knob along the Appalachian Trail. Here students were able to apply their identification skills by observing raptor migration, tracking the bird’s path, and interacting with an ornithologist. How can we work to provide students with additional culminating activities that provide application and authenticity for their learning?