Mrs. Slaviero's Blog

  Our first Harkness was a terrific learning experience for all of us. I was upfront and honest with my students that I'd never done this with a class before and we would all simply try our best.  It was recommended that I run three discussion groups during one class so that more students would have the opportunity to speak for a longer period of time. I divided students into groups and students not in Harkness had individual work to accomplish. The groups moved their desks into an oval, I read the essential question, and put 10 minutes on the timer.  Essential Question: Why is it important for people living in America today to live up to citizen responsibilities? Students were asked to consider the Three Branches, the Bill of Rights, and their roles as citizens. I also asked them to connect citizen rights to the history we had already learned this year (for example, what life was like in the colonies before and during the American Revolution). My historians were encouraged to use

 School is going well this year--it's been very busy!  In the search for new activities and assessments that will provide deep learning opportunities for all students I've decided this year to attempt the Harkness discussion. This type of discussion is a student-centered model that especially benefits English Language Learners. I observed a teacher in my department that is adept with this model and she gave me a lot of insight and ideas as to how I can bring it to my students. I was also fortunate to see how her students successfully and impressively take control of their learning while experiencing this discussion. Detailed planning really helps students feel comfortable, especially before their first discussion, and this is in my mind as I decide what and how we will use this in History. My research and insights are compiled in a power point reference:  Harkness Discussion Guide.pptx  I've learned so much, and I will update as we take on our first Harkness discussion soon

 It's been a very busy start to the school year. We are building community and laying a foundation for a good year in US History and Language Support-History. Today's post is about the success we are finding in LS History, specifically with listening, speaking, reading, and writing practice activities. My students in this class are very capable and strong learners, but they struggle with the English language. Striking the balance between finding and creating age-appropriate materials for newcomers that are challenging, yet language-appropriate, is always essential. Two activities my Historians have really enjoyed so far are playing Gimkit to review the concepts related to the 5 Themes of Geography, and, to my surprise, performing in front of their classmates! I created a short two-person skit related to ordering food in a restaurant (we are going out to breakfast as a Language Support team early next week). Students watched my co-teacher parapro and I perform the skit first, th

  My 8th Graders end their Middle School career with a Promotion Assembly and a Party, which typically occurs the second-to-last day of school. The actual last day is usually a day to relax and enjoy one another's company. I like to provide my students one more opportunity to capitalize on their feelings of good will and nostalgia by writing a short thank you note. I start class asking them about the events of the day before, and point out that the day was all about them, and they deserve to celebrate. I then point out that today, before they leave school for the last time, they might want to take a moment to thank a staff member (coach, secretary, bus driver, teacher) for something before they leave. Gratitude is affirmative for the giver, as well as the receiver. Students are always receptive and some even ask for more than note. It's a really good full-circle moment for them, and a chance to think outside of themselves and share appreciation with others.  I never assume I wi

  My Language Support Historians and I began our National History Day journey today. My first group was getting started when we went virtual, and this project was too daunting a task to do with all of us at home. My students have come so far this year, and this is a great way to challenge them to continue their growth. We did book tastings and each student selected a topic. I've streamlined the NHD project into two parts: a presentation to their class (to practice speaking skills) and a paper bag album (to not overwhelm with many choices, and to focus on the key points of the project, in a novel way). I'm also creating a model album, with a topic none of my students are studying: Rosie the Riveter. A model project will make expectations clear. Paper bag albums were something I made for an elective class years ago, the kids loved them because they are easy to complete and keep when finished. This will also be a good way for students to practice the art of writing (not typing) in

A classroom that's too quiet can actually be distracting. Our usual classroom environment is one of group work and discussion. There are often times, though, where independent concentration (in short bursts) occurs, and no noise isn't necessarily conducive to learning. It can be challenging to focus if people do not have something to hear while they're concentrating. I've played relaxing background music for years and found that all of us prefer some background noise while we are in class. My go-to music is usually instrumental classical, although I've been mixing it up to include instrumental modern music. Another instrumental soundtrack on heavy rotation during class is the instrumental Hamilton soundtrack. (Words in music can distract, and modern songs that students know might make them concentrate on the song, instead of their classroom activities.) This year I've really focused on adding more historical options and it's been successful. We have listened

We are diving in to math, science, and engineering this week.  The 7th Grade Ancient Civilization teachers introduced me to coding with Sphero . They have successfully used the program with their students. this year After learning about chariots in class the students made chariots and raced them after coding little  spherical robots that are used as the horse. The kids had a lot of fun, and I tried it with my Language Support-Historians shortly after. I was more than a little nervous, but it really was a great experience.  One of these 7th Grade teachers is also a US History teacher and discovered an activity that would bring coding into US History, too. After we studied the impact of the geography on the settlers, we decided to enhance this learning and try Sphero with our 8th Graders for the first time. Student Historians are building a 4 wheel, 2 axle Conestoga wagon and coding the 8 parts of the Trail. Creating a project of this magnitude from 1 small class to 4 large classes is da