Mrs. Slaviero's Blog

We have had a busy week! Students in US History participated in a Gallery Walk, examining primary and secondary sources related to some of the battles of the American Revolution. We also reviewed the concept of propaganda and applied that concept to some of the sources. This important understanding will assist students during their National History Day work.  Student Historians also used the National Archives DocsTeach app to analyze multiple primary sources about Valley Forge. They needed to figuratively weigh the evidence on a scale as to whether or not the documents would make them quit the Continental Army or encourage them to stay.  This exercise is beneficial for many reasons. One is that the students are working and thinking on a continuum.  Being able to weigh evidence is a critical life skill (and citizenship skill). Preparing students to problem solve in this way will benefit them, regardless of their career path. I was impressed to see th...

One of my greatest professional accomplishments was the day I certified as a National Board Teacher. My Cooperating Teacher is an NBCT and after witnessing the impact she had on her students (and me) it became one of my top bucket list accomplishments when I was hired twenty four years ago. One of my closest colleagues achieved certification eleven years ago, she and other colleagues convinced me to attempt and I certified in 2011. It's hard to believe but it's been close to ten years since my initial certification and I became a renewal candidate this school year. My initial certification cycle consisted of four portfolio entries, two unedited videos (one of me teaching small group activities, the other of me teaching a whole class activity), and six Assessment Center tests covering pedagogy and Social Studies-History concepts such as how to understand and teach primary sources to students. (The tests were stressful--candidates are required to go to a testing site and t...

The classroom structure and routine I'm trying to build with my Language Support students paid off this week.  My English Language Learner mentor advised me to emphasize structure for these students. It's important in general but especially with students new to America and in need of the stability structure provides. I decided to begin each class period with a current event news story. The students view one story twice and attempt a summary listing the who, what, where, why, how, and when. We then discuss as a class. This strategy employs listening, speaking, and writing skills--3 of the 4 components of language learning.  I felt this was only working to an extent--the story content is often intricate and we couldn't always answer all of the elements. I kept the procedure going, though and was hopeful.  Thursday, on a whim, I asked a student to lead us in our discussion. That felt stilted to me and I wondered if the class wasn't ready to tackle the discussion...