Each month the staff at Manson Northwest Webster meets in Learning Team Groups to discuss educational topics, most of which go hand in hand with our professional development focus. This month our staff examined the Article Homework Done Right. A couple of questions that might be asked by my staff, other educators, or parents: Why this article and why the emphasis on “meaningful work” and “homework”?
As our professional development focus moves to learning about the Characteristics of Effective Instruction, the concept of Teaching for Understanding along with Student Centered Classrooms. When the concept of teaching for understanding is present within a classroom many of the other Characteristics of Effective Instruction fall in line. As we focus on Teaching for Understanding, taking a look at the types of homework assignments we give and the reasons behind them is also necessary. This article, in my opinion, is a nice starting place for future conversations we will have about the Iowa Core Effective Instruction characteristic, Teaching for Understanding
Teaching for Understanding is a Characteristic of Effective Instruction and is an essential component of the Iowa Core Curriculum. It shifts instruction from a paradigm of memorizing and practicing to one of understanding and applying. It is through Teaching for Understanding that students develop the ability to think and act flexibly with their deep conceptual and procedural knowledge. In Teaching for Understanding, teaching is less about what the teacher does, and more about how the teacher engages students in thinking and demonstrating understanding. This performance view focuses on the ways in which students use what they know to demonstrate their understanding and operate in the real world. In other words, we know that students understand when they can carry out a variety of “performances” concerning a topic, such as explaining, interpreting, analyzing, relating, comparing, and making analogies (Perkins, 1993, Wiske, 1998).
After reading the article Homework Done Right our staff examined the following questions. Should all educators have a clear answer to the questions below?
1. Moving from less meaningful “fact based” work to more meaningful application of knowledge seems like a simple concept but is it? Do you ask yourself the following questions when planning a unit or lesson? Talk about them as a group.
*Why am I teaching this particular concept/topic/unit the way I am?
*What is my learning goal or goals for the unit?
*How else could the learning goals be achieved?
*What assessments are in place to help students meet the learning goals?
*Are any assessments being used that don’t help students meet the learning goals?
*Why am I using these assessments?
*Why am I doing this? Do I believe its important? Can I convey that to kids? Not just because it’s the next lesson or because it comes from the textbook.
2. Using the Continuum of Meaningful Homework from the article, think back on your last unit of study and in your own mind, discuss where your assignments/assessments would fall. Discuss as a learning team.
3. Using the Continuum of Meaningful Homework from the article, think about your Trimester One exam or final project. Was it fact based memorization of information, or application of knowledge? Discuss the differences as a learning team.
Do educators think about units/lessons/concepts in this way before teaching? Is there a clear learning goal in place prior to organizing the details of the unit? How do our assessments help meet the goal? I would like to hear what others have to say.
Monday, November 22, 2010
Friday, November 12, 2010
Characteristics of Effective Instruction
What is effective instruction? How about ineffective instruction? How does effective instruction impact student learning? What about ineffective instruction? Does effective instruction increase student engagement? Does a classroom that follows the Iowa Core’s Characteristics of Effective Instruction prepare students for the 21st century work environment?
Teaching how students learn best needs to be the focus for educators. Some of the questions posed in the above section seem obvious. Are they obvious? Do all of our children consistently receive effective instruction? The Iowa Core Curriculum is three fold: content, instruction, and assessment. The professional development focus for Jr/Sr high school staff in the coming months will be on the instruction piece. The characteristics of effective instruction (CEI) are used within the Iowa Core to help school districts guide how their students learn and teachers teach. By focusing on the characteristics of effect instruction the end goal is to provide quality effective instruction for all our students. Using the Iowa Core’s characteristics of effective instruction will facilitate our journey.
There are five elements to effective instruction, the below information come from definitions produced by the Iowa Department of Education
1. Student Centered Classrooms: In Student-centered Classrooms, students are directly involved and invested in the discovery of their own knowledge. Through collaboration and cooperation with others, students engage in experiential learning which is authentic, holistic, and challenging. Students use prior knowledge to construct new learning. Through the development of the metacognitive process, students reflect on their thinking. Curriculum and assessment are centered on meaningful performances in real-world contexts. As a partner in learning, teachers intentionally create organized and cohesive experiences to assist students to make connections to key concepts.
2. Teaching for Understanding: Leading students to engage in a variety of thought-provoking activities such as explaining, finding evidence and examples, generalizing, applying, making analogies, and representing the topic in new ways. Teachers assist students in making connections between prior knowledge and new knowledge to develop understanding of a concept. Teachers who teach for understanding: 1) make learning a long-term, thinking-centered process, 2) engage students in assessment for learning processes, 3) support learning with representations conceptual models, 4) teach for learner differences 5) induct students into the discipline, and 6) teach for transfer (Perkins, 1993).
3. Assessment for Learning: Formative Assessment is a process used by teachers and students as part of instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of core content. As assessment for learning, formative assessment practices provide students with clear learning targets, examples and models of strong and weak work, regular descriptive feedback, and the ability to self-assess, track learning, and set goals. (Adapted from Council of Chief State School Officers, FAST SCASS)
4. Rigor and Relevance: A rigorous and relevant curriculum is one that contains a high cognitive demand and is challenging to the student as they apply the essential concepts and skills to real world, complex and open-ended situations.
5. Teaching for Learner Differences: Planning for and responding to variances among learners in the classroom in order to create the best learning experience possible. It also includes processes for determining the effectiveness of instruction, using data to guide instructional decision-making, and ensuring access to/success with regard to the core curriculum for all students.
How are these characteristics of effective instruction used at Manson Northwest Webster? In a nutshell teachers will be evaluated based on the characteristics of effect instruction. During the first trimester baseline walkthrough data was collected on the 7-12 staff. This data was used to determine areas of strength and weaknesses within our teaching staff. Based on the baseline data it was decided that winter and spring professional development will focus on Student Centered Classrooms and Teaching for Understanding. Professional development time will be used to learn about and implement teaching strategies that are consistent with CEI. Teacher walkthroughs will continue to be used to monitor teaching strategies.
The following links can also be found on my blog page: http://shawnholloway.blogspot.com/
For more information on the characteristics of effective instruction: https://docs.google.com/leaf?id=0B2nMOxuyfi8VM2Y0ZWEyMGEtMzRiMC00ZWJlLWJkYzktMjZhNmQ0NjM2ZWU1&hl=en
MNW 7-12 Walkthrough Form: https://spreadsheets.google.com/a/manson-nw.k12.ia.us/viewform?hl=en&formkey=dERNd2ZDMlh0allZbWtaaERyY2h2RXc6MQ#gid=0
Teaching how students learn best needs to be the focus for educators. Some of the questions posed in the above section seem obvious. Are they obvious? Do all of our children consistently receive effective instruction? The Iowa Core Curriculum is three fold: content, instruction, and assessment. The professional development focus for Jr/Sr high school staff in the coming months will be on the instruction piece. The characteristics of effective instruction (CEI) are used within the Iowa Core to help school districts guide how their students learn and teachers teach. By focusing on the characteristics of effect instruction the end goal is to provide quality effective instruction for all our students. Using the Iowa Core’s characteristics of effective instruction will facilitate our journey.
There are five elements to effective instruction, the below information come from definitions produced by the Iowa Department of Education
1. Student Centered Classrooms: In Student-centered Classrooms, students are directly involved and invested in the discovery of their own knowledge. Through collaboration and cooperation with others, students engage in experiential learning which is authentic, holistic, and challenging. Students use prior knowledge to construct new learning. Through the development of the metacognitive process, students reflect on their thinking. Curriculum and assessment are centered on meaningful performances in real-world contexts. As a partner in learning, teachers intentionally create organized and cohesive experiences to assist students to make connections to key concepts.
2. Teaching for Understanding: Leading students to engage in a variety of thought-provoking activities such as explaining, finding evidence and examples, generalizing, applying, making analogies, and representing the topic in new ways. Teachers assist students in making connections between prior knowledge and new knowledge to develop understanding of a concept. Teachers who teach for understanding: 1) make learning a long-term, thinking-centered process, 2) engage students in assessment for learning processes, 3) support learning with representations conceptual models, 4) teach for learner differences 5) induct students into the discipline, and 6) teach for transfer (Perkins, 1993).
3. Assessment for Learning: Formative Assessment is a process used by teachers and students as part of instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of core content. As assessment for learning, formative assessment practices provide students with clear learning targets, examples and models of strong and weak work, regular descriptive feedback, and the ability to self-assess, track learning, and set goals. (Adapted from Council of Chief State School Officers, FAST SCASS)
4. Rigor and Relevance: A rigorous and relevant curriculum is one that contains a high cognitive demand and is challenging to the student as they apply the essential concepts and skills to real world, complex and open-ended situations.
5. Teaching for Learner Differences: Planning for and responding to variances among learners in the classroom in order to create the best learning experience possible. It also includes processes for determining the effectiveness of instruction, using data to guide instructional decision-making, and ensuring access to/success with regard to the core curriculum for all students.
How are these characteristics of effective instruction used at Manson Northwest Webster? In a nutshell teachers will be evaluated based on the characteristics of effect instruction. During the first trimester baseline walkthrough data was collected on the 7-12 staff. This data was used to determine areas of strength and weaknesses within our teaching staff. Based on the baseline data it was decided that winter and spring professional development will focus on Student Centered Classrooms and Teaching for Understanding. Professional development time will be used to learn about and implement teaching strategies that are consistent with CEI. Teacher walkthroughs will continue to be used to monitor teaching strategies.
The following links can also be found on my blog page: http://shawnholloway.blogspot.com/
For more information on the characteristics of effective instruction: https://docs.google.com/leaf?id=0B2nMOxuyfi8VM2Y0ZWEyMGEtMzRiMC00ZWJlLWJkYzktMjZhNmQ0NjM2ZWU1&hl=en
MNW 7-12 Walkthrough Form: https://spreadsheets.google.com/a/manson-nw.k12.ia.us/viewform?hl=en&formkey=dERNd2ZDMlh0allZbWtaaERyY2h2RXc6MQ#gid=0
Tuesday, October 26, 2010
McLeod's blogs used for #mnwcougars Learning Teams
Once a month our staff meets in Learning Teams to discuss educational topics. The goal is to get teachers thinking about their thinking. Scott McLeod's blog Dangerously ! Irrelevant is a great thought provoking site for conversation starters. Below is our Learning Team Agenda for October.
The following is a post on Scott McLeod’s blog,
Dangerously ! Irrelevant
Our students want better work, not less workSEPTEMBER 14, 2010
Chris Guillebeau says:
Many people believe that the key to an improved lifestyle is less work. I think it’s better work. I believe that most of us want to work hard, but we want to do the kind of work that energizes us and makes a positive impact on others. That kind of work is worth working for, and the other kind of work is worth letting go of, finished or not. (The Art of Non-Conformity, p. 10)
I think that pretty much sums it up for our students, doesn’t it? It’s not that they don’t want to work hard. It’s that they don’t want to expend too much energy on work that isn’t meaningful. When we see reports of rampant plagiarism or tales of students who want to do as little as possible in order to get a grade, isn’t that an indication that they’re doing work that’s not meaningful to them? When students are working on something that they’re passionate about, rather than apathetic, don’t most of these so-called generational ‘values’ or ‘character’ issues disappear? Contrary to what many believe, our students don’t want to just get by. They just want better work.
As a Learning Team please discuss the following questions as a group
1. In the context of your classroom, what do you consider is meaningful work?
2. Is the work you just described in number 1, meaningful for you or for your students?
3. How can you change the climate of your classroom to offer students more chances at engaging in meaningful work?
4. Discuss examples of the most meaningful work completed in your classroom this year.
The following is a post on Scott McLeod’s blog,
Dangerously ! Irrelevant
Our students want better work, not less workSEPTEMBER 14, 2010
Chris Guillebeau says:
Many people believe that the key to an improved lifestyle is less work. I think it’s better work. I believe that most of us want to work hard, but we want to do the kind of work that energizes us and makes a positive impact on others. That kind of work is worth working for, and the other kind of work is worth letting go of, finished or not. (The Art of Non-Conformity, p. 10)
I think that pretty much sums it up for our students, doesn’t it? It’s not that they don’t want to work hard. It’s that they don’t want to expend too much energy on work that isn’t meaningful. When we see reports of rampant plagiarism or tales of students who want to do as little as possible in order to get a grade, isn’t that an indication that they’re doing work that’s not meaningful to them? When students are working on something that they’re passionate about, rather than apathetic, don’t most of these so-called generational ‘values’ or ‘character’ issues disappear? Contrary to what many believe, our students don’t want to just get by. They just want better work.
As a Learning Team please discuss the following questions as a group
1. In the context of your classroom, what do you consider is meaningful work?
2. Is the work you just described in number 1, meaningful for you or for your students?
3. How can you change the climate of your classroom to offer students more chances at engaging in meaningful work?
4. Discuss examples of the most meaningful work completed in your classroom this year.
Wednesday, October 20, 2010
#iowa1to1 Professional Development Conference
To view the KTIV news article please click on the below link. On October 20th the #mnwcougars 7-12 staff with a few elementary teachers attended a 1:1 conference hosted by Newell Fonda.
http://www.ktiv.com/global/story.asp?s=13360498
http://www.ktiv.com/global/story.asp?s=13360498
Monday, September 20, 2010
The “Learning Tool”
Many people believe that the key to an improved lifestyle is less work. I think it’s better work. I believe that most of us want to work hard, but we want to do the kind of work that energizes us and makes a positive impact on others. That kind of work is worth working for, and the other kind of work is worth letting go of, finished or not. (The Art of Non-Conformity, p. 10)
I think that pretty much sums it up for our students, doesn’t it? It’s not that they don’t want to work hard. It’s that they don’t want to expend too much energy on work that isn’t meaningful. When we see reports of rampant plagiarism or tales of students who want to do as little as possible in order to get a grade, isn’t that an indication that they’re doing work that’s not meaningful to them? When students are working on something that they’re passionate about, rather than apathetic, don’t most of these so-called generational ‘values’ or ‘character’ issues disappear? Contrary to what many believe, our students don’t want to just get by. They just want better work. The preceding was taken from Scott McLeod’s blog (dangerously ! irrelevant) (http://dangerouslyirrelevant.org/2010/09/our-students-want-better-work-not-less-work.html)
After reading this blog entry from Scott McLeod, I put it on the back burner for a while, but it seemed to resurface in my mind every so often. What is the impact on our students at Manson Northwest Webster? You know and I know we have “pretty good kids around here” adults, parents, students, and staff tell me this every week. And I agree with them. We do have good kids, we have kids for the most part that will come to class and do what is expected of them. We have kids that for the most part make good decisions. They will do what is expected of them regardless of the type of work that is put in front of them. When I think back over the last three years of professional development for our teaching staff, the focus in a nut shell has been on giving our students the opportunity to do “better work.” More meaningful work, real world work, work that challenges students. Will students sit passively in a classroom, taking notes, listening to an instructor? Yes most of our students will because we have pretty good kids at Manson Northwest Webster.
How do we, as a staff, get past just learning how to create “better” work in a professional development session and start changing the experiences we offer our students? Is that a fair question? Aren’t some already providing those experiences? Why aren’t all? When will our students demand to be taught differently? When will more students and staff start asking why? What will be the change agent for this process? It sounds like I have more questions than answers, but take a moment to think about each of those questions. They are big questions. What I do know is this we, as a community, have put a powerful learning tool in our students hand 24/7. Yes a laptop is a learning tool, please think of it this way. The laptop will become and is becoming the main learning tool for our students. The more new learning experiences students have using their laptop, the more comfortable students become with their tool, the more they will want to create “better” work. The change agents will not just be adults, but also our young adults in the building.
I think that pretty much sums it up for our students, doesn’t it? It’s not that they don’t want to work hard. It’s that they don’t want to expend too much energy on work that isn’t meaningful. When we see reports of rampant plagiarism or tales of students who want to do as little as possible in order to get a grade, isn’t that an indication that they’re doing work that’s not meaningful to them? When students are working on something that they’re passionate about, rather than apathetic, don’t most of these so-called generational ‘values’ or ‘character’ issues disappear? Contrary to what many believe, our students don’t want to just get by. They just want better work. The preceding was taken from Scott McLeod’s blog (dangerously ! irrelevant) (http://dangerouslyirrelevant.org/2010/09/our-students-want-better-work-not-less-work.html)
After reading this blog entry from Scott McLeod, I put it on the back burner for a while, but it seemed to resurface in my mind every so often. What is the impact on our students at Manson Northwest Webster? You know and I know we have “pretty good kids around here” adults, parents, students, and staff tell me this every week. And I agree with them. We do have good kids, we have kids for the most part that will come to class and do what is expected of them. We have kids that for the most part make good decisions. They will do what is expected of them regardless of the type of work that is put in front of them. When I think back over the last three years of professional development for our teaching staff, the focus in a nut shell has been on giving our students the opportunity to do “better work.” More meaningful work, real world work, work that challenges students. Will students sit passively in a classroom, taking notes, listening to an instructor? Yes most of our students will because we have pretty good kids at Manson Northwest Webster.
How do we, as a staff, get past just learning how to create “better” work in a professional development session and start changing the experiences we offer our students? Is that a fair question? Aren’t some already providing those experiences? Why aren’t all? When will our students demand to be taught differently? When will more students and staff start asking why? What will be the change agent for this process? It sounds like I have more questions than answers, but take a moment to think about each of those questions. They are big questions. What I do know is this we, as a community, have put a powerful learning tool in our students hand 24/7. Yes a laptop is a learning tool, please think of it this way. The laptop will become and is becoming the main learning tool for our students. The more new learning experiences students have using their laptop, the more comfortable students become with their tool, the more they will want to create “better” work. The change agents will not just be adults, but also our young adults in the building.
Wednesday, September 1, 2010
Wednesday, August 25, 2010
Junior High Roll-Out Huge Success
All I can say is thank you to our Junior High students, wow, what a great job all of you did today. You listened well, did everything correct, asked good questions, and are the first Cougars to receive laptops. To view more videos of our Roll-Out session with our JH students please visit my Youtube Channel: http://www.youtube.com/user/shawnwholloway There should be four videos of the students and my "speech" I gave to them. If today is any indication, 1:1 learning at Manson Northwest Webster is off to a great start.
Saturday, August 21, 2010
Positive Energy
Positive Energy
It was fun to feel the positive vibe coming from #mnwcougars this week as our first three days of in-service were conducted. Don’t get me wrong, we had some bumps in the road, some rough spots, and some definite punt situations. But overall, I was extremely impressed with our K-12 teaching staff and their willingness to learn.
Technology Overload?
#mnwcougars are making many changes this fall in the area of technology. For some this is a huge learning curve and for others it is old hat. The collaboration between staff, with teachers teaching each other was awesome. Newly formed blogs, Class Jump sites, online classes, Google Apps, Twitter, and Skype were some of our staff highlights. It is fun to see people learn new things and take risks. I believe taking risks and being willing to learn will be key factors in our success as we implement 1:1 computers as learning tools for our students.
Did someone say Twitter?
The #mnwcougars hashtag nearly tripled in followers over the course of the past week from 8 to 16 to 23. It was fun to track the new #mnwcougars users with www.blastfollow.com. What is Twitter? Why should I use Twitter? When do I find time to Twitter? For everyone the answer is different. One common cry I hear from educators that aren’t connected globally is, “I just wish I could have some planning time with other like subject teachers from outside of our district.” With a social network like Twitter you can. Go find that connection, and amazing results could follow. Once users start to make connections and find resources, people will start to say, What did I do before Twitter?”
It was fun to feel the positive vibe coming from #mnwcougars this week as our first three days of in-service were conducted. Don’t get me wrong, we had some bumps in the road, some rough spots, and some definite punt situations. But overall, I was extremely impressed with our K-12 teaching staff and their willingness to learn.
Technology Overload?
#mnwcougars are making many changes this fall in the area of technology. For some this is a huge learning curve and for others it is old hat. The collaboration between staff, with teachers teaching each other was awesome. Newly formed blogs, Class Jump sites, online classes, Google Apps, Twitter, and Skype were some of our staff highlights. It is fun to see people learn new things and take risks. I believe taking risks and being willing to learn will be key factors in our success as we implement 1:1 computers as learning tools for our students.
Did someone say Twitter?
The #mnwcougars hashtag nearly tripled in followers over the course of the past week from 8 to 16 to 23. It was fun to track the new #mnwcougars users with www.blastfollow.com. What is Twitter? Why should I use Twitter? When do I find time to Twitter? For everyone the answer is different. One common cry I hear from educators that aren’t connected globally is, “I just wish I could have some planning time with other like subject teachers from outside of our district.” With a social network like Twitter you can. Go find that connection, and amazing results could follow. Once users start to make connections and find resources, people will start to say, What did I do before Twitter?”
Thursday, August 5, 2010
Does this count as a Blog Entry?
Just back from SAI (School Administrators of Iowa) Annual Conference. I have enbedded a video at the bottom of the blog page as my reflections and second blog entry. Truly a non writer's blog.
Highlights of the video from the conference include the following things:
1. Thank you to SAI for a thought provoking, challenging, and 21st century learning lineup of speakers.
2. #saiconf10 awesome backchannel conversation, tweetup, great face to face connections, big thank you to my PLN, this hashtag made me engaged both days
3. Alan November, one word awesome. Here is a link to my notes from his first session. THE BEST SAI SESSION I HAVE EVER BEEN TO AND TO THINK THERE WERE ADMINISTRATORS LEAVING THE SESSION?
https://docs.google.com/document/pub?id=1ope-4oT_MC0TGz1qixyZFzRjhOOiPPtND3whMPbngjE&pli=1
His key point was, "what was homework should become classwork and what was classwork should become homework."
Please check out the video and become a follower of mine, yes I'm begging
Highlights of the video from the conference include the following things:
1. Thank you to SAI for a thought provoking, challenging, and 21st century learning lineup of speakers.
2. #saiconf10 awesome backchannel conversation, tweetup, great face to face connections, big thank you to my PLN, this hashtag made me engaged both days
3. Alan November, one word awesome. Here is a link to my notes from his first session. THE BEST SAI SESSION I HAVE EVER BEEN TO AND TO THINK THERE WERE ADMINISTRATORS LEAVING THE SESSION?
https://docs.google.com/document/pub?id=1ope-4oT_MC0TGz1qixyZFzRjhOOiPPtND3whMPbngjE&pli=1
His key point was, "what was homework should become classwork and what was classwork should become homework."
Please check out the video and become a follower of mine, yes I'm begging
Wednesday, July 14, 2010
To Blog Or Not To Blog: A Non Writers First Attempt
Here goes my first attempt at a Blog. As I told a co-worker the other day, “I’m a non-writer, why in the world would I start a blog?” To which she replied via Twitter, “@shawn_holloway RT @ShellTerrell: Why a Blog? http://bit.ly/bTmofF via @nmhs_principal.” This tweet sent me on a journey to Eric Sheninger’s Blog: Why a Blog? Eric’s Blog can be viewed at http://esheninger.blogspot.com/ It is scary how similar our paths to new learning have been. I could steal all of his words and only have to change the dates. It seems as though I am one year behind Eric in this crazy process of joining Twitter and connecting to a PLN in a very informal way.
My professional life has changed dramatically in the last six months to a year because of the great educators on Twitter. I find myself learning, thinking, questioning, soul searching, and reflecting everyday based on tweets that I have read. My PLN has gone from a handful to literally hundreds. There are too many to list, but these educators can be viewed at http://twitter.com/Shawn_Holloway I would also like to thank Peter Holly, Mark Draper, Warren Weber, Pam Jobgen, and Val Jergens for their help with our struggling learners. Lastly, I would like to thank John C. Carver for being my buddy. Little did I know when John sat down next to me at an administrator’s conference the impact he would have on my professional career.
The intention behind my blog is two fold. The first is to share stories, information, and successes at Manson Northwest Webster. MNW is truly a great place to be, and this upcoming school year we will be starting our journey into the world of 1:1 laptops. I believe this new learning tool has the ability to change the way our students learn and the way our teachers look at learning, both as a learner and a teacher. Our goal is to create student centered classrooms that have authentic learning experiences on a daily basis. This blog will be a place to share these successes with the MNW community as well as educators around the world. The second reason is to share resources gathered, thoughts, and opinions from a young soon to be middle aged Jr/Sr High School Administrator.
I would like to share just a glimpse into what others have said about MNW as a way to brag about the solid foundation we have as we move forward into our 1:1 journey. The following is from a document, “Walking The Talk”. Peter Holly and Mark Draper from the Iowa High School Project wrote the following about Manson Northwest Webster.
This was a very positive experience for the visiting team. While initial impressions were all favorable with everyone involved with the school being friendly and welcoming, what was most impressive was that the visitors heard exactly the same messages from administrators, teachers and students. This is truly the school that “walks the talk”. Although the school has earned a well-deserved reputation (being recognized by the Iowa High School Project for its collaborative work with Van Meter and being sought after by the Smart and Good High School Project to be one of its field research schools), MNW is still one of the best-kept secrets amongst Iowa’s high schools. Everyone encountered during the visit confirmed that the school is a comfortable, close-knit, and friendly place where everyone knows each other and is supportive of each other, students and teachers alike. Students who had arrived from other districts (either because of relocation or open enrollment) emphasized that, in comparison to their old schools and districts, MNW is smaller and much, much friendlier and supportive.
The culture in MNW is one of high expectations. This culture, however, is neither overt nor explicit. It’s just part of the woodwork. Indeed, when asked directly how it works, respondents were hard-pressed to come up with answers. It is so much part of the place, and how it goes about its business, that those involved have ceased to see it.
My professional life has changed dramatically in the last six months to a year because of the great educators on Twitter. I find myself learning, thinking, questioning, soul searching, and reflecting everyday based on tweets that I have read. My PLN has gone from a handful to literally hundreds. There are too many to list, but these educators can be viewed at http://twitter.com/Shawn_Holloway I would also like to thank Peter Holly, Mark Draper, Warren Weber, Pam Jobgen, and Val Jergens for their help with our struggling learners. Lastly, I would like to thank John C. Carver for being my buddy. Little did I know when John sat down next to me at an administrator’s conference the impact he would have on my professional career.
The intention behind my blog is two fold. The first is to share stories, information, and successes at Manson Northwest Webster. MNW is truly a great place to be, and this upcoming school year we will be starting our journey into the world of 1:1 laptops. I believe this new learning tool has the ability to change the way our students learn and the way our teachers look at learning, both as a learner and a teacher. Our goal is to create student centered classrooms that have authentic learning experiences on a daily basis. This blog will be a place to share these successes with the MNW community as well as educators around the world. The second reason is to share resources gathered, thoughts, and opinions from a young soon to be middle aged Jr/Sr High School Administrator.
I would like to share just a glimpse into what others have said about MNW as a way to brag about the solid foundation we have as we move forward into our 1:1 journey. The following is from a document, “Walking The Talk”. Peter Holly and Mark Draper from the Iowa High School Project wrote the following about Manson Northwest Webster.
This was a very positive experience for the visiting team. While initial impressions were all favorable with everyone involved with the school being friendly and welcoming, what was most impressive was that the visitors heard exactly the same messages from administrators, teachers and students. This is truly the school that “walks the talk”. Although the school has earned a well-deserved reputation (being recognized by the Iowa High School Project for its collaborative work with Van Meter and being sought after by the Smart and Good High School Project to be one of its field research schools), MNW is still one of the best-kept secrets amongst Iowa’s high schools. Everyone encountered during the visit confirmed that the school is a comfortable, close-knit, and friendly place where everyone knows each other and is supportive of each other, students and teachers alike. Students who had arrived from other districts (either because of relocation or open enrollment) emphasized that, in comparison to their old schools and districts, MNW is smaller and much, much friendlier and supportive.
The culture in MNW is one of high expectations. This culture, however, is neither overt nor explicit. It’s just part of the woodwork. Indeed, when asked directly how it works, respondents were hard-pressed to come up with answers. It is so much part of the place, and how it goes about its business, that those involved have ceased to see it.
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