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Information literacy is pertinent to students’ education and is cultivated through the Empire State Information Fluency Continuum (ESIFC) Cycle of Inquiry and Learning skills Connecting, Wondering, Investigating, Constructing, Expressing, and Reflecting. These skills help students think critically, encourages innovation, and prepares them for research projects. Students wonder about many things but lack effectiveness in finding accurate resources, however, through collaborative opportunities between content area teachers and school librarians these skills can be reinforced with students.
School librarians attending the Collaborative Learning Community (CLC) for 2019-2020 have been provided with an updated version of the ESIFC, which also supports the International Society for Technology in Education (ISTE) standards. The ESIFC was developed by the New York City Department of Education/Office of Library Services School Library System in 2014 and has recently been updated to include NYS Next Generation Standards. This resource is available to teachers and school librarians and helps familiarize them with curricular resources and assist in planning collaborative lessons. The four anchor standards and indicators are:
School librarians within CA BOCES will receive training in using this fantastic resource. By: Cece Fuoco, CA BOCES Learning Resources
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It has been a busy summer and start of the school year for the Distance Learning Team at CA BOCES and our districts that purchase the 420 CoSer. We are hosting or receiving ten video conference courses that involve ten of our CA BOCES regional schools, one school from Erie 2 BOCES and two schools from Central New York. Installation of Zoom video conference equipment from the 2017 RUS Grant is complete along with upgrades within buildings as requested. Two highlights from Distance Learning Makeovers in districts: Scio has two different, but very similar systems. They made over their Polycom Distance Learning Room with a Zoom Room featuring two 55” screen displays and Zoom video conference equipment. In addition they made over their Polycom portable carts with a Zoom Cart which also has a dual display and the Zoom video conference equipment. Scio is offering and receiving four video conference courses this fall. The pictures below show the Zoom Room equipment in the made over Scio Distance Learning Room.
Belfast has remade their Polycom Distance Learning Room with a Zoom Room and has installed equipment and is utilizing Zoom video conference software in three additional classrooms. These makeovers allow Belfast to host and receive five video conference courses this fall. Pictures below show two Belfast classrooms that had a makeover using Zoom.
Like most home remodels, a Distance Learning makeover it isn’t always on time or without its challenges. Our tech support has been instrumental in helping overcome hurdles and challenges. That said, we are also learning how to best use Zoom to enhance learning and teaching. Kudos to our CA BOCES tech support for doing research and finding solutions and to our distance learning teachers across the region for taking a risk and innovating their classrooms as the technology available to them enhances learning.
By: Karen Insley, CA BOCES Learning Resources We have been busy with two new improvements in Moodle this summer. First, we have upgraded our Moodle site to version 3.6. New features in Moodle include:
Second, we have partnered with Intelliboard to provide Moodle instructors with a dashboard that will display course information. Intelliboard offers an abundance of instant data from your course which provides instructors with real time data on student progress, completed assignments, and a big picture view of the course. Reports can be generated that provide detailed and specific information about the course and the participating students.  Both of these improvements are value added to our already free Moodle site. You can learn more about any of these at our Moodle Users workshop on Wednesday, August 28th or contact Karen Insley at karen_insley@caboces.org. To register for the workshop, have your district representative register you at: www.register.caboces.org. By: Karen Insley, CA BOCES Learning Resources
For the 4th year in a row, several teachers from our CABOCES region worked in collaboration during our week long Writing With Video Institute. From middle school to high school, from Art to English and Social Studies, from classroom to online teaching, these dedicated educators took the opportunity to become students. They were led by Dr. David Bruce from the University of Buffalo’s Graduate School of Education and Dr. Sunshine Sullivan, Chair of the Education Department at Houghton College.  Technology is changing the way we teach, and the way students learn. With this in mind, the teachers spent time looking at curriculum and lesson plans, and chose a way, or ways, to insert video as a way to engage their students. Certainly, this isn’t something that has to be used every day or every week, for that matter. But it is a tool that many students can easily latch onto and use to lend voice and images to their demonstration of learning. Don’t let the title of this institute fool you, though. Writing can be demonstrated and used in all types of curricular areas. In these past few years, we’ve had students introduce themselves with “Me in 6 Words”. Students demonstrated knowledge of various types of angles by videoing them as they exist in our world. We’ve had Spanish students video themselves acting out vocabulary. We’ve had students put together video, detailing trips to Gettysburg. The options are limitless. Words are often much more powerful when paired with music and images. If students are struggling with voice or approach learning from a non-traditional angle or have a flair for technology, we owe it to them to provide resources and ideas to move them forward on their journey of discovery. Let’s be teachers of students, not simply teachers of content.  Join us as we continue to work with this project and offer new ways to impart information. If you have any questions or want to find out more, please reach out!
By: Alexandra Freer, CA BOCES Learning Resources Challenge
The days from July 3 to August 11 are known as the Dog Days of Summer, usually the hottest, muggiest of the year. This is the period when Sirius, the Dog Star, rises at the same time as the Sun. The ancient Romans defined this period and believed the weather was warmer because Sirius was also providing heat for the Earth, hence Dog Days of Summer. So, how can this heat help us with this month’s STEM challenge? Heat rises which is going to be a good fact to know when building your solar updraft tower, which harnesses the Sun’s heat energy to do work. Our version to going to use empty cylinders with a pinwheel attached to the top. The goal is to get the pinwheel to rotate from the heat rising through the solar tower. What materials would be best to use for the tower sections? Do certain items warm up faster or more than others? How can the pinwheel be attached so it can spin freely? How high off the ground should your updraft tower be? Your challenge is to create an updraft tower that uses the Sun’s heat energy to spin the pinwheel the most amount of times. Updraft Tower Example. Your updraft tower does have some criteria and constraints. Only the materials provided can be used in your design. The tower needs to be at least 1 foot tall. Every group should build and construct the same type of pinwheel for fair testing during the rotations. *This idea and challenge can be further explored in the Advancing STEM Grade 4 Unit, Full of Potential: The Effects of Energy. Materials
Hints and Tips for Success
By: Clay Nolan, CA BOCES Learning Resources Check out this month's Advancing STEM Challenge!
Chalk It Up Advancing STEM Challenges are designed to bring engineering and design to your classroom in a simple, easy-to-implement, challenge-based way. Modify our Advancing STEM Challenges for your classroom. A new challenge will be post The 3rd Southern Tier Annual Film Festival was held at Allegany-Limestone Central School District on May 9th, 2019 under the direction of Suzan Snyder and was another amazing success. Teachers, parents, administrators, and students gathered together, watched student films, and awarded the trophy to the winning district, Cuba Rushford Central School. Participating districts included Alfred-Almond (@AlfredAlmondCS), Allegany-Limestone(@ALCSGator), Cuba-Rushford (@CR_REBELS), Fillmore (@FillmoreEagles), Olean (@OleanHighSchool), and Whitesville (@wcsbluejays).  As a teacher who loves to see the creativity of my students, to witness the brilliance of a new generation, to be part of collaborative communities, I look forward every year to the professional development that spearheaded the film festival. It is an ongoing experience that continues to bring teachers together–those that were there first and new faces that join each year. Three years ago, a group of teachers gathered together for professional development offered by CA BOCES (@CABOCESit), bringing Dr. David Bruce from University at Buffalo and Dr. Sunshine Sullivan from Houghton College to guide us in our efforts to learn to use digital media in our classrooms. We left that experience armed with new ideas for our classroom, exciting project-based assessments, our own creative pieces, and with a vague idea that we wanted to come together at the end of the school year and showcase our students’ efforts. We met periodically and fleshed out an idea for a film festival—a good spirited, but competitive event that would allow students to try to win a trophy for their school, and provide recognition among their peers and throughout their communities. We also wanted our students to create the artwork to advertise the festival so they could own this event alongside their teachers. That vague idea became a fully developed festival. Now, each year towards the culmination of the school year, students enter their best work from throughout the year to a film committee. The committee picks thirty of the best films to showcase, selects winners based on specific criteria, and creates a flight sheet for one final award to be chosen by the audience at the end of the event. This year we had a wonderful artist, Jazlynn Sullivan of Olean High School, create the image for the posters to advertise the event and the programs.  As an English teacher, I am constantly amazed at the writing that comes out of these projects. Teachers ask students to tell a story, to shed light on an issue or a poem, to be a magician with images, to create a parody or satire, and they deliver at the film festival with glowing outcomes and to genuine applause. When we ask our students to put themselves in the spotlight, we are asking them to be vulnerable, to be real, to be exceptional. And they do not fail. Students create comedies and tragedies, extrapolate meaning from a poem through image and sound or investigate the way color is used in writing. Sometimes they look at what it means to be a teenager, magnifying difficult issues like bullying, violence, and trying to find their identity. Students are investigating the deep issues of their lives and sharing it with their teachers and then a wider audience so that we can search for answers or laugh or be afraid along with them.
Sometimes our students bring tears to our eyes. Sometimes the adults in the room go back in time, spend three minutes as the adolescents that we once were. That is what happens every year at this film festival. Every year another group of students radiates their authentic selves and ask the adults and companions in their lives to go with them on that journey. This small film festival is growing every year. This year there were over 110 attendees. The students propelled the hard work of a small group of teachers into something great. For all the future festivals, we hope more teachers throughout the region will attend the five-day summer professional development opportunity and begin making digital projects and films in their classrooms with their students. We can’t wait to see the work of the students next year. Maybe it will be your students that win your district the trophy. By: Christina McGee, CA BOCES Learning Resources In September 2018, school librarians attending the Collaborative Learning Community (CLC) were asked to set goals for the new school year. Some chose to look at their school’s student achievement goals while others focused on developing relationships with students and increasing collaboration with faculty. Meeting as a CLC throughout the year provided school librarians the opportunity to revisit goals and share success stories. Following are just a few highlights: Amber Cheladyn, high school librarian at Allegany-Limestone, focused on building relationships with students. What started out as one teacher bringing special education students to the library has developed into a domino effect. More teachers have visited the library with their students where Amber has guided them through the process of borrowing OverDrive’s audiobooks and ebooks. Students are thrilled with being able to listen to popular fiction as well as those required for the curriculum. Jody Thiel, PreK-12 librarian at West Valley Central School, focused on the long-term goal of increasing student achievement on the Regents and state assessment tests for ELA and Math. Increasing collaboration with teachers was her first step and has resulted in more projects this year. Jody has provided expertise to teachers on how to access CABOCES’ Insignia for borrowing items from CA BOCES and using the library’s online catalog for accessing databases and resources from the school’s library. Elizabeth Brisky is the PreK-12 librarian at Franklinville. This year her school has been staircasing major subject areas and the specific writing and reading strands for each grade level. Elizabeth has participated in grade level meetings and programmed library instruction that builds on students’ areas of weakness. When she learned that genre was a difficult concept for students, Elizabeth created an entire unit on center-based activities that used genres, categorization of books, and writing activities for increasing student success. In March, Dani Newman, PreK-12 librarian at Fillmore, recruited 30 students in grades 3-6 to participate in the IU9 Interscholastic Reading Competition in Bradford PA. When Dani shared her experience and her students’ excitement, other school librarians expressed an interest in recruiting their students to join in for next year’s event. Each team reads a total of forty pre-selected books and are responsible for knowing answers to questions asked during the competition. Librarians have received a list of titles for November’s competition which can also be used for summer reading. Carli Wright is the new librarian at Randolph High School this year. Her goal of fostering relationships with students and getting them into the library led to many creative endeavors. Inspired by Dani’s success with the reading competition, Carli has connected with the Randolph Public Library to make sure her newly formed middle school team has what they need to read over the summer. The Librarian’s CLC provides important networking for school librarians and has consistently seen high participation levels. Thank you, school administrators, for recognizing the unique professional development needs of school librarians! By: Cece Fuoco, CA BOCES Learning Resources
 Moodle is a learning management system that is free, supported locally and readily available to component districts in the Distance Learning CoSer. Not only can you share documents or artifacts in your course, but you can add journals, discussion boards, videos, quizzes/tests, poll and much more to encourage interaction between you and your students, your students and the content, and student to student. Moodle will even grade assignments for you, after you set up the assignment to do so. To learn more about how to access Moodle or how it could benefit you and your students contact Karen Insley: karen_insley@caboces.org. You can also access Moodle via guest access at moodle.caboces.org/demo and log in as a guest. Current uses of Moodle across our region:
 Future uses of Moodle across our region:
How will you use Moodle to benefit your students and yourself? By: Karen Insley, CA BOCES Learning Resources
Check out this month's Advancing STEM Challenge!
Have Seeds Will Travel Advancing STEM Challenges are designed to bring engineering and design to your classroom in a simple, easy-to-implement, challenge-based way. Modify our Advancing STEM Challenges for your classroom. A new challenge will be post It’s nearing the end of the school year and detailed reports on growth and achievement are a necessity. Having visibility over progress for reading lessons, books read, assessments and detailed individual student reports has now become even easier. All of our schools and students have access to Reading Eggs and Math Seeds. This is something you have heard, and used, for at least 5 years. But what may not be as familiar is the Reporting tool that provides teachers and administrators with class totals and clear averages. With a few clicks, you can drill-down much further to easily identify learning gaps, achievement, effort, improvement and more. Chart View Teachers love the Chart View. Displayed are the class totals for time on the program, reading lessons completed, end of map quizzes completed, books read, spelling lessons completed, Lexile growth, stories written and earned rewards. With the graphic snapshots, you can see how total results are spread across the months within the year as well as progress across a class. TABLE VIEW  Table view gives you the data you need to determine the next steps in teaching and learning. With this view you can view by student or by column to identify gaps in learning and progress. The initial lesson will reflect a student’s placement based on the result of the diagnostic placement test for Reading Eggs/Math Seeds. Simply select a student from this view to get the detailed individual results. The reports dashboard for Reading Eggs/Math Seeds provides teachers with an opportunity to use data to drive instruction by drilling down into each section for in-depth class and individual reports. It is an easy way to analyze student growth, strengths and weaknesses. If you have any questions or want to find out more, please reach out! By: Alexandra Freer, CA BOCES Learning Resources
When you hear the word fossils, more than likely the first thing that comes to mind are bones. Well the 3rd grade students at Bolivar-Richburg learned that there are much more to fossils than just bones. During this Environmental Science program, the students discovered the true challenges that paleontologist face in trying to search and recover these remnants. The students were able to get their hands on some tools that these scientists use. One tool that was used during the program was a toothpick and the material included a “stone” (chocolate chip cookie) that has “fossils” (chocolate chips). They used the toothpick to carefully dig out the “fossils” in the “stone”. Once finished, we had a discussion on some of the challenges that paleontologists face.
In addition to digging out fossils with special tools, the students also were able to investigate and examine different types of fossils with a magnify lens. The items vary from squid shells to petrified wood to shark’s teeth. As they investigated, we discussed the process in which remains go through to make that change from their current material to a stone fossil.
Lastly, the students were able to take clay, form it into a stone shape and take shells to make imprints of fossils in their newly formed stone. After their stone fossils were created, they were able to take them home and let them sit to harden.
This is just one of the many Environmental Science programs that CA BOCES has to offer! For more information on this program or others available to you through Environmental Science please feel free to contact Lance Feuchter at (716) 376-8379 or lance_feuchter@caboces.org. By: Lance Feuchter, CA BOCES Learning Resources Check out this month's Advancing STEM Challenge!
Did you hear that? Advancing STEM Challenges are designed to bring engineering and design to your classroom in a simple, easy-to-implement, challenge-based way. Modify our Advancing STEM Challenges for your classroom. A new challenge will be posted monthly.  School librarians within CA BOCES are having an amazing year! Whether it’s borrowing books from other school libraries to prepare students for a multi-school reading competition, providing a maker space where grades 7-12 compete to see whose best at repurposing odds and ends, promoting OverDrive’s class sets to teachers, or using instructional strategies to engage all learners, school librarians are exploring a range of techniques for whole class and group work, guided learning, and individual activities. On January 17, school librarians reviewed the new National School Library Standards which complement and strengthen content standards. Focusing on the six Shared Foundations (Inquire, Include, Collaborate, Curate, Explore, and Engage) and school librarian Competencies, each librarian chose one competency of strength and one that needs strengthening and were challenged to come back to our next meeting on February to share examples of personal growth and impact on student learning.  Recently, librarians at Franklinville and Friendship had students write letters to Senator Catharine Young and Assemblyman Joe Giglio. Students not only learned how to properly address an envelope (and where to place a stamp), but crafted hand-written letters expressing why their school library and librarian is important to them. In the afternoon of the January CLC, school librarians participated in civic engagement by meeting with Assemblyman Joe Giglio and a representative from Senator Young’s office at St. Bonaventure’s Friedham Memorial Library, where the receipt of students’ letters mentioned.
Meeting with state representatives provided librarians from public, academic, and school libraries to share why library funding is critical. Specifically, the need for broadband access so students can complete homework. Although a student may have access to a cell phone, the monthly data plan is quickly exceeded when accessing databases or other sites needed for homework. This was a meaningful experience for school librarians. (Photos below by Danielle Newman, librarian at Fillmore Central School @FscLibraries ).
By: Cece Fuoco, CA BOCES Learning Resources The Library CoSer provides all districts with TeachingBooks, a resource accessible to students and faculty at resources.caboces.org.
A quick subject search using the term Valentine’s Day returns several resources for books, including lesson guides, worksheets, and many other resources that allow for connecting deeply with text. For example, P.S. I Still Love You by Jenny Han provides an author book reading, audio name pronunciation, link to the author’s website and blog, audiobook excerpt, reading questions, and several videotaped interviews with the author. Although each featured book is not in digital format for instant reading, students and teachers can identify exceptional books that reflect diverse cultural experiences, interests, and ability levels, and obtain resources paired with book titles that further reading enjoyment, contextual knowledge, and educational relevance (TeachingBooks, 2019). Additionally, students can practice reading fluency and voice through Reader’s Theater scripts in ready-to-print format. Stories become more meaningful when students learn the backstory, the research, and the inspiration for each book directly from the author and illustrator. Although I can read a summary of Jaquelyn Woodson’s Brown Girl Dreaming aloud to students in an effort to pique interest, it’s not the same as the author’s voice briefly sharing about her memoir. The same can be said for Gene Luen Yang’s book American Born Chinese. TeachingBooks also provides English text of author name pronunciations and transcriptions for book readings. The following features benefit all students:
Contained within this kit are books, guides that study the circulatory system and normal heart conditions, and the following models:
Since February is American Heart Month, why not learn about this important organ and other key organs that help us keep living and breathing via a science kit? In the kit Health Kit: Our Lungs, Heart, and Health, students will identify parts and functions of the respiratory and circulatory systems. They will examine ways to keep these two very important systems working efficiently through nutrition, exercise, and healthy habits. Special emphasis will be placed on the negative effects of tobacco. For more information on this kit or others available to you through STEM, contact Clay Nolan at (716) 376-8354 or clay_nolan@caboces.org.
Would you like to connect you students to an expert in your field, have your students experience something specific to your content area, or extend a topic? What about a really cool review activity that you don't have to create or manage? Then look no further! For districts that participate in the Distance and Online Learning CoSer 420, you have the world at your fingertips. We offer virtual field trips for all grade levels and content areas. We will even take care of the tech connections for you! Here are some examples of what is available:
The Constitution at Work Flagler's Flippers Fins and Fun Facts Science of Seeking Snacks: Learn About Your Senses Through Mantis Research Homestead Act of 1862 Ship to Shore- EarthEcho Expeditions: PlasticSeas Virtual Field Trip America's Signs & Symbols For more information and other suggestions for virtual field trips, contact:
Have you thought about connecting your class to an expert in the field, but don't know where to start? There are plenty of FREE and bee-based trips for you to choose from. Simply follow the easy steps below to open the doors for your class.
What are you waiting for? Imagine your class interacting with a zoologist, a park ranger, or a musician…all from the comfort of your school! This month’s spotlight as we dig a little deeper into the resources we have available to our component school districts in our warehouse is…..cardboard AR/VR viewers and iPods.
CABOCES has offered a few workshops on Augmented and Virtual reality. Due to the popularity of those and the rising interest in our schools, Learning Resources has added supplemental resources to our warehouse. The cardboard viewers and accompanying iPods bring immersive experiences to everyone in a simple and affordable way. Step into stunning environments that stretch all around you. No matter where you look, it’s as if you’re really there. Discover thousands of VR apps and games, and a variety of captivating YouTube videos made to view with cardboard viewers. Travel the world, go onstage with your favorite artists, experience thrilling simulations, and more.
Regardless of the content or grade level, these cardboard views and iPods can revolutionize the classroom. Today’s education environment is increasingly offering immersive experiences that help children, teens, and adults truly enjoy the process of learning. Plus, these technologies can help certain students learn more effectively than traditional classroom methods by overcoming language barriers and accommodating visual learners. So what are you waiting for? Take a look at our warehouse and give our cardboard AR/VR viewers and iPods a try! By: Alexandra Freer, CA BOCES Learning Resources Check out this month's Advancing STEM Challenge!
Keeping Warm in Febrrrrruary Advancing STEM Challenges are designed to bring engineering and design to your classroom in a simple, easy-to-implement, challenge-based way. Modify our Advancing STEM Challenges for your classroom. A new challenge will be posted monthly. It’s a new year and CA BOCES’ is releasing its new online course catalog for electives and core courses for the Spring 2019 semester, bringing updated information and an easy guide to signing your students up for online courses.  Image courtesy of Pixabay: https://pixabay.com/en/learn-student-laptop-internet-3653430/ The online department has been growing and perfecting its offerings for over a decade. Through that process, the distance learning team has searched for the best possible classes to offer students residing throughout Allegany and Cattaraugus counties. The team is constantly on the lookout for new opportunities to make sure that students in this region can compete with college-ready students across the nation, including having the technological skills and online interactions necessary to compete in today’s world.
Literacy is an invaluable tool, and digital literacies are a vital part of that. Educators are responsible for teaching this aspect of education as much as any other both ethically and as emphasized through the ESSA guidelines and funding opportunities for school districts. According to the U.S. Department of Education Office of Educational Technology, “Technology can be a powerful tool for transforming learning” and “can help […] reinvent our approaches to learning and collaboration, shrink long-standing equity and accessibility gaps, and adapt learning experiences to meet the needs of all learners.” Accordingly, students who have opportunities in online education learn how to participate in discussion forums, online collaboration, and digital assignment submission. Further, students receive feedback in a digital format (video responses, interactive comments, and email to name a few), develop self-advocacy skills, and experience giving online presentations and conducting online research. Through all these experiences, they become adept and fluent contributors and collaborators in a digital learning environment. Looking into our students’ futures, online courses are part of most college and university programs. As educators, we have an obligation to make sure that students are ready to navigate all types of course content and structures, learn to communicate in a fully digital realm, and have a firm grasp of online etiquette in order to be prepared for their future college classes in an ever-expanding digital world. Offering online classes to our students in high school, means that they will have a guided experience with a mentor, have the flexibility to develop their own online learning style, and have the safety of someone to assist if the need arises, unlike in many college environments where students are on their own to figure out the details AND to succeed in an online environment with often costly outcomes if they are unsuccessful. Knowledge gained in online classes is essential both from the experience of learning in an online environment and from the strategies acquired to learn in a different. These skillsets are broad and range from practicing collaboration needed work with a team in most occupational environments to knowing online platforms enough to attend Harvard’s next online business course. Students will be ready to compete for college acceptance letters and job markets because they have had a chance to experience online learning in a high school setting. For more information about online learning, video conference courses, or credit recovery options, please contact Distance Learning at 716-376-8270. By: Christina McGee, CA BOCES Learning Resources Imagine, if you can, a world where teachers are given choice in their professional development, where they lead their own research and collaborate with others to hone their craft. You wouldn’t have to imagine too much if you are familiar with the Collaborative Research and Development Professional Development instituted by the administrative team at the Wellsville Secondary School of Mary Ellen O’Connell (Secondary Principal), Jason Mank (Assistant Principal) and Rick Bull (Assistant Principal).
After some initial planning and collaboration by the administrative team, Mary Ellen contacted me with the idea and from there we created a Moodle course on Poverty around Poor Students, Rich Teaching by Eric Jensen, a FlipGrid component (thanks to Mark Beckwith for this idea and support) for reflection and as an instructional classroom tool. The team’s vision was to create opportunities for teachers to select to collaborate with others in their building around their four main initiatives for the year poverty, assessment, PBL and positive relationships with students and families. Teachers may be researching and collaborating around something they saw at a BOCES workshop, or a conference or that they read about and want to dig into deeper. Mary Ellen created the opportunity for that research to happen for them by replacing three faculty meetings with three hours of collaborative research and development with a requirement to use FlipGrid to share their learning and reflect on their practice. Teachers have four checkpoints (30-60 second videos) along the way where they get to share their learning and how they apply new knowledge their classroom practice. To date, the administrative team has seen an increase in general collaboration among colleagues, an increase in FlipGrid use as an instructional tool by teachers in their classrooms and a deeper dive by teachers into areas of interest based on instruction or content. Mary Ellen stated “The engagement and interaction on FlipGrid has been unbelievable! We have only completed two of the four “checkpoints” and already my faculty has accumulated 3,500 views and over 21 hours of time online learning from each other’s research. It is clear they enjoy learning from each other’s experiences and research. I’m also very sure they love not attending traditional faculty meetings and they are having fun with the flipGrid format.” If you had a chance to read the ASCD Educational Leadership journal When Teachers Lead their Own Learning in November 2018 you can note some of the same elements (choice, flexibility, personalization) from those articles in the work that the administrative team from the Wellsville Secondary School has created for their building. Change can be good! By: Karen Insley, CA BOCES Learning Resources  On October 18th, school librarians honed instructional strategies in recognizing news bias, gained insight into what influences human reasoning, and left with ideas and activities for student instruction when collaborating with teachers or teaching information literacy. Two great tools that facilitate the teaching of news bias and is provided to all CA BOCES’ districts are Newsbank’s Access World News and America’s Historical Newspapers.
With links to primary sources, students can explore global perspectives and differing viewpoints on important issues and events. Articles from newspapers, magazines, and other news media can be easily cited, saved, emailed, or printed. Access World News provides current information from over 200 countries including Spanish languages sources, and everyday a list of about 12 headlines in news from countries around the world include activities that tie into common core standards. A monthly list of hot topics in the news provide suggested search terms and critical questions to guide students in effecting searching. Topics such as Business and Economics, Health, Literature, Performing and Fine Arts, Politics and Government, STEM, and Technology are linked to primary news sources relevant to what students are learning in the classroom. America’s Historical Newspapers makes collaboration across disciplines amazingly easy! Organized by eras from the late 1600’s to 2000, primary sources are divided within each era by the following topics: Government, Military & Political Events; Social & Cultural Issues; and Discoveries, Inventions & Firsts. While students are learning about the Civil War in social studies, the art teacher can introduce the Impressionist Movement with news and reviews on artists and their work. Complementing the Vietnam War are links to primary news sources on music: Bob Dylan & folk music; Beatles and British music; literature: Maya Angelou, Steven King, Kurt Vonnegut, and Ken Kesey; PE/Health: DDT banned, Bobby Riggs vs. Billy Jean King, first Super Bowl; Technology: Pong; moon landing. Students can become more engaged with an era when provided with topics that appeal to their interests. Students can learn perspective through original newspapers printed during the Civil War (north versus south) and Westward Expansion (east coast versus west coast/American Indians). Please contact me at Cecelia_Fuoco@caboces for personalized training in your district. By: Cece Fuoco, CA BOCES School Library System Coordinator Check out this month's Advancing STEM Challenge!
Now You See Me...Now You Don't Advancing STEM Challenges are designed to bring engineering and design to your classroom in a simple, easy-to-implement, challenge-based way. Modify our Advancing STEM Challenges for your classroom. A new challenge will be posted monthly. |
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