Mrs. Slaviero's Blog

Student Historians have been very busy these past few weeks. We are spending our time on the three branches of government and on our National History Day projects. It's always rewarding to have students learn about how our government works and I've used two resources to help this year: the Constitution graphic novel we used last year and, thanks to my newest US History colleague's suggestion--an amazing website called iCivics  . iCivics is an engaging and interesting way to help students learn about the US Government and I would like to utilize it more next year. I'm also happy to see that the website covers more areas that we learn about this year.  NHD is going quite well. The payoff for students and me is manifesting itself on a daily basis--I'm getting to know 8th Graders that aren't in my classes and building connections with the grade level as a whole, helping students through the "just tell me the answer" phase of learning, encouraging ...

Student Historians have been busy reflecting on their project and thinking about their work so far as they completed "The State of My Project" reflections. (The title is a take on the Presidential  "State of the Union" Address.)  Students were asked to let their classmates know what topic they've settled on, what the approximate start and end date of their project topic is, how they feel their research is going so far, showing us their 4 Ts graphic organizer work at this point (especially the "triumph" and "tragedy"), and to let us know about any Aha moments or tips they may have for their classmates. These quick presentations are really going well (we're doing a few each day). It's providing us the opportunity to celebrate the learning that's taken place, giving students the chance to publicly reflect on their work, and to learn from one another as they provide tips or share moments when things started to "click...

This week in NHD featured presearching and researching topics in order to finalize choices next week. Student Historians continued to wonder and find questions about the topics they learned about last week in the Media Center. The Speed Topic-ing lesson was a hit and left many students wanting to know more about at least some of the topics they examined that day. This week started with a mini-lesson from Mrs. Chatel as she asked this group if their topic questions could simply be answered with a "yes" or "no" or if their questions were "Big Mac" questions--ones that would take many weeks to complete. A Big Mac question is the perfect National History Day project endeavor. Presearching and researching went well. These students are going to decide their project topics, partners they will work with, and what type of project they will create this week. Language Arts teachers will support this work with helping students begin to formulate a thes...

This week's National History Day work centered around staff /guest collaboration and giving students the opportunity to explore their interests. The reason I first dove into National History Day projects three years ago was because of the success my students found when I introduced Genius Hour into an elective class I used to teach. Genius Hour centers around students researching subjects that interest them and sharing their knowledge with the world. I spent the summer of 2016 planning how to replicate that in my US History classes when, unbeknownst to me, it already existed. I stumbled upon the National History Day website and the rest is history (pun intended). While I am tremendously proud of my NHD work with my students I feel that we've moved away from making these historical passion projects. This year I'm emphasizing the concept that my students should determine their interests first , then relate the history to their passion.  Tuesday's Speed T...

Our National History Day journey began in all US History classes this week.  I am always striving to improve and streamline my lesson plans and I've realized how essential this blog is for that purpose. Last year's posts (and their labels) were extremely helpful as I continue to hone our NHD work. All History classes were combined for two mini-lessons to begin to delve into this year's theme of "Triumph and Tragedy in History". Student Historians defined both terms and began to think of examples of triumphs, tragedies, and of topics that relate to both. I am once again very excited after seeing initial student topic ideas--they are interested in a wide range of local and national topics from Early Explorers to 21st Century issues. Starting slow helps to set the stage for choosing a topic that is relevant and interesting to the student, it also lessens the chance of explaining this project all at once and potentially overwhelming them. This experience ...

Teaching in the 21st Century never ceases to amaze me.  As stated in a post last year, I utilize Twitter in my classroom  through a classroom Twitter account several times a week. I find it to be an incredible way to allow parents and our community to witness the work that goes in my History and Study Skills classes and to showcase school events and the amazing young people I teach.  While posting a reminder about our school football teams' games on Wednesday a top hashtag caught my eye: #AskAnArchivist was trending.  I follow the United States National Archives   on Twitter and their latest post advertised an hour-long session in which a team of Archivists would answer questions tagged with this hashtag. I had less than 45 minutes before this window of opportunity closed. My third hour class took advantage of this teachable moment and it turned out so well! Student Historian groups came up with questions they hoped to receive answers for, ...

My Mom passed away last Thursday and I've understandably had many emotions and reflections since. I'm hoping this post will help me organize my thoughts since, at this time, my eulogy is not much more than a list of memories. This blog is about my experiences as an educator, I would be remiss if I didn't write about my first teacher.  One of my earliest lessons from my Mom was about how to treat others. I can remember the kind way she would speak to everyone she encountered, no matter their occupation or position in society--all were equal in her eyes. She listened to others, made a comment or joke that would put others at ease, and showed through eye contact and body language that people mattered to her. This example of respect is one I try to follow and pass along to my children and my students, through my actions and words.  My Mom taught me resiliency. When life got tough she would allow me to get upset but then walk me through my own problem-solving session. S...

A new school year is a fantastic opportunity to mindfully and consciously emphasize what matters to me as a teacher in my classroom community. The Student Historians (and Study Skills students) in my classes have: sat in tables, not rows, to help strengthen our learning community had the opportunity to either reacquaint themselves with their classmates or meet a new student discussed what they believe the ideal classroom, student, and teacher should look and sound like realized that I try to be flexible when it comes to locker and restroom passes (no coupons from me) know that it matters to me that they belong to a school club/sport/activity understood that teamwork is valued had practice with activities that are creative, open-ended, and challenging  realized that leadership matters, whether it's sitting with a new student at lunch or helping with classroom jobs I've been thinking a lot about the concept of "what I teach". As much as I love History an...

My full circle moment. Almost one year later. Monica Burns from  Class Tech Tips wrote an intriguing article about using GarageBand in the reading classroom  in 2016 and posted it on Twitter. I  blogged last July about how I'd like to use this with my Student Historians . That opportunity finally came and the result was profound, especially for one group of students. My History classes have studied the Civil War the past two years by completing an iMovie. I created a twist, though, each group studied one year of the war and ranked three events of that year they feel most strongly impacted the end of the war . Students needed to use investigative and discovery skills to learn about the entire war, then the impact of their focus year. Groups were required to find three primary sources related to those events, one Mathew Brady photograph from that year, and a piece of Civil War-era music (not necessarily from their focus year). The GarageBand article gave t...

Students completed their #MyBoulanLEGACY reflections today. The final letter of the LEGACY reflection was a tough one for me to create (Y is pretty limited!) but the topic I finally thought of is the perfect final reflection because it is positive, optimistic, and carries the students through until the final bell rings next Friday. The final reflection topic is related to the Power of YET . Each students' legacy isn't complete and won't be until the last day of school. I asked students to reflect on how they will carry through their LEGACY. It's a true reminder to stay strong, make good decisions, and keep focusing on being the same kid they were in September all the way through until the final moments of the school year. I hope the Power of YET guides each and every one of us next week and throughout our lives.

Students are continuing to think about their Middle School LEGACY by writing about Attitude and Challenges. Our attitudes impact how we are remembered by others. Do we stay positive or complain when the going gets tough? I am hopeful that this reflection helped all of us remember to pause and use patience when we speak or act, especially when we are tired at the end of the school year. How we act and react to others says a lot about our character, and our legacy. How we handle difficult situations says a lot about who we are. Students were asked to reflect this week about a time they overcame a challenge. It's been really nice to read their responses while I was stapling these to our bulletin board in the hallway outside of our classroom. (At the start of this project all students knew that their responses would be displayed and they could keep each of their reflections anonymous.) Students wrote about challenges with friendships, classes they've struggled with, and...

The LEGACY Reflections are progressing very well. Students have written about their EDUCATION during Middle School, especially 8th Grade. Each student was asked to reflect on their educational risks and how those risks translate into a facet of their legacy. Their answers were insightful and deep. Students also reflected on GRATITUDE, creating a list of people they were grateful at Boulan and elaborate on how this gratitude impacts how they will be remembered at Boulan. I feel this is a fitting "full circle" experience related to our Gratitude Journals created in November. This week's writing centers on attitude. 

I sense it with my students this time every year. A restlessness crops up in early spring and I've never felt I'd been able to adequately address it. It's what I think of as a "push/pull" mindset.  My 8th Graders are pushing away from Middle School and feeling the excitement and pull of their new lives next school year as High Schoolers. It's a drive for new experiences along with the sadness of leaving Middle School. This often manifests in an "indifferent" attitude conveyed outwardly but this indifference (usually) masks the trepidation they're feeling inside. I believe I may have found a way to help students work though these feelings. Last June the idea of a LEGACY project came to me in the middle of the night the week before school ended (the subconscious mind at work)! I quickly ran through the activity with my students. This year I'm able to take my time and have hopes for its success. Students began reflections yesterday....

Reading a novel or non-fiction book aloud to my students is an essential part of my school year. I probably began this practice when the district-wide Troybery Reading Program was created by our Media Specialists. In this program students, teachers, and staff read the same newly published books throughout the school year and vote on the top book of the year.  Troybery is outstanding and has been existence for more than 15 years now.  My read-aloud selections are usually current Troybery historical fiction (or non-fiction) books. This year I have added a few other selections. My classes have just finished "nine, ten" by Nora Raleigh Baskin, a book about the events of September 11, 2001. Teaching Twentieth (and Twenty-first) Century History is incredibly important to me and I incorporate it whenever possible. Students have little working knowledge of this time period. We read the story aloud and then discuss the historic facts embedded in the story.  Reading al...

The following twenty seven 8th Grade Historians from Larson, Smith, and Boulan Park Middle Schools will be attending the Michigan History Day State Competition on Saturday, April 28th at Bay City Central High School: Individual Video Documentary: Seonghyo, Marcus  Group Video Documentary: Isabelle, Neha, and Kamren                 Malachi and Breah Marie Individual Exhibit: Varun, Julia Group Exhibit: Felicia, Allison, and Angela          Aileen and Katie Historical Paper: Mlahat, Esha Group Dramatic Performance: Ashley, Ashley, and Cole         Rachel and Caroline  Individual Website: Yutong, Erin Group Website: Shrisha and Tanusree           James and Avani These students have been able to revise their projects after receiving feedback from the MHD Oakland County District Judges and after earning the opportunity to compete at the St...

As my Student Historians prepare for their Capstone Portfolio interviews in May I have been reflecting on my second National History Day journey. Students are expected to have three pieces of work from each content area represented in their portfolio. Their NHD projects should take a prominent place in their History portfolio section for a multitude of reasons, most of which relate to the concepts in the 6 Cs of Education: Critical Thinking, Communication, Citizenship, Character Education, Creativity, and Collaboration. Critical Thinking This component is embedded in National History Day projects. Student Historians are expected to utilize higher-order thinking skills as they research topics they are interested in and break down the year's theme related to their topics. Students need to write a persuasive thesis, evaluate sources for reliability, use those sources to prove their thesis, and create a project within this Project-Based Learning model. They must be digital think...

Oh what a night! The first OneTROY National History Day Celebration took place this past Thursday with Student Historians from Larson, Smith, and Boulan Park and it was a huge success! When teachers from our Middle Schools decided to take on National History Day projects this year I promised I would do everything possible to help make NHD run smoothly for them and promised myself that I would plan a sharing event for all.  The Celebration was an opportunity for our students to share with the community their thinking and learning about the 2018 theme of "Conflict and Compromise". Siblings, parents, grandparents, principals, teachers, a School Board member, members of the Teaching and Learning Department,  Deputy Superintendent and Superintendent were in attendance. They were able to interact with our students while seeing the amazing work our students created this year. But, what exactly did students do?  Student Historians · researched and selected a topic of...

What an exciting week! The entire 8th Grade presented their NHD projects over the course of two days (my classes on Tuesday, Mr. Leone's classes on Wednesday). Close to 300 Student Historians culminated their semester-long project presenting Websites, Documentaries, Papers, Exhibits, and Dramatic Performances centered around this year's Theme: Conflict and Compromise in History.  One huge change this year to make the projects more interactive centered around creating Weebly QR Codes. Making and printing close to 60 QR Codes was time-consuming but such a great addition to the events. The 6th and 7th Graders that came in to see and write about the projects were able to not just view them, they were now able to easily read the code on their own iPads and interact with the sites themselves! One of my tech-savvy students created a QR Code for his Documentary, Documentary QR Codes will be an addition to our District event and next year's school Celebrations. One ...

January is a tough month for many, middle school students are no exception. It's been really cold where we live so students aren't getting outside as much, the cold and flu season is peaking, the days are among the shortest of the year and lack of sunlight is impactful. Post-holiday let-down leads right into the end of the quarter/semester and a final push with projects and tests. I've had so many reminders lately of the importance of teaching to the whole student (and to try and follow my own advice). Caring for ourselves is crucial but it's particularly essential now. I need to be flexible regarding my expectations in the classroom and more patient with my students.  They are finishing quarter/semester activities in all of their classes and studying for assessments. Taking the "emotional temperature" of the class each hour when the bell rings has been a great guide for me. It's pretty evident whether students are relaxed or not and many class pe...

Happy New Year! This month Student Historians will finish their National History Day projects and present their theses to peers and the school community.  One aspect of the History Fair is the valuable feedback Historians will receive on their projects. I debated creating a digital feedback program but decided to make paper-and-pencil reflections because it will be easier for the Student Historians to receive feedback. An audience Student Interaction sheet promotes deep exploration of projects during the History Fair and makes these projects interactive for both creator and viewer. Student creators will also realize how their work has impacted others.  Audience members will complete the following statements: One COMPLIMENT I have about how this project was made is... One QUESTION the information in this project makes me wonder is... One CONNECTION I have with this project and something I know (or learned) in Social Studies is... These sentence starters ...