Troxell, L.A. – Charters, LAUSD & LACOE You can search for the latest Educational A/V Tools below. Not every manufacturer in the world is referenced, but most are.
LAUSD 2049
LACOE 2045
Quotes "Those that don't make the move to "the cloud" will find themselves marginalized"
"If first base is current thinking and second base is extraordinary thinking, you can't steal second base without taking your foot off first", Steve Rosenthal, CEO of GAP.
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February 23 2010
The tally:
NEW CAMPUSES (24 )
-19 teacher-district proposal
-4 Charters
-1 Mayor’s Partnership for Los Angeles Schools
____________________________________
EXISTING SCHOOLS (13)
-10 teacher-district proposal
-2 Mayor’s Partnership for Los Angeles Schools
-1 Youth Policy Institute
-0 other charters
____________________________________
1. There was an election, involving parents, students, community members, employees.
2. Superintendent Cortines made his recommendations
3. Board made final decision
____________________________________
Challenges for Charter Management Organizations:
Vernerable charter organizations, Green Dot, ICEF, Alliance proposals not approved.
Charter parcel tax, and Proposition 39 issues remain.
____________________________________
We wish the best to all!! Innovation is afoot!
ANNOUNCING the NEW KLCS SERIES!
The Teacher’s Hour: Response to Instruction and Intervention
The first broadcast is tomorrow night, Wednesday, February 24, 2010,
beginning at 7:00 p.m.
Tune in to your local KLCS station to view best practices happening all
over LAUSD!
This Wednesday’s show features Cienega ES, Van Nuys MS, South Gate HS
and how they are addressing students’ needs through a multi-tiered
framework of instruction.
During the show:
Call in to ask questions at: 1-800-527-8839 or 1-800-LA-STUDY
or
Submit your questions and/or comments at:
http://sites.google.com/site/lausdrti/
Won’t be near a TV? The show may also be viewed live by webstream at:
http://sites.google.com/site/lausdrti/
Mark your calendars for the next three The Teacher Hour shows:
March 24, 2010, 7:00 p.m. Topic: Problem-Solving Process
April 28, 2010, 7:00 p.m. Topic: Data-Based Decision Making
May 26, 2010, 7:00 p.m. Topic: Academic Engaged Time
JIGSAW NOTES ———————————————————————————–
CONTENT AREA: ANY
GRADE LEVELS: MIDDLE AND HIGH SCHOOL
Students can work together to write the complete notes for any given topic. Rather
than only giving a report verbally, a document camera allows students to
collaboratively produce valuable notes for the class.
 For any Subject or Content Area MATERIALS
- Document camera
- Projector
- Paper with subtopic headings listed and space to write notes in each section
- Index cards or paper cut to a similar size
PROCEDURE
BEFORE
1. Decide which subtopic within a given topic to assign for review, i.e. causes, effects, characteristics, and possible preventions for erosion.
2. Prepare a template paper divided into sections with subheadings listed.
DURING
3. Assign small groups of students to each subtopic of the topic to be reviewed.
4. Direct students to consult their notes, textbooks, and other resources make concise notes for the subtopic assigned to them.
5. Collect each group’s notes, and assemble them together under the document camera.
6. Project the image of the completed notes, discuss as a class, and direct all students to copy completed notes.
AFTER
7. In addition to preparing written notes for the subtopic assigned to them, have students become subject matter experts by presenting the topic to the class.
ADAPTATIONS
- As a final review of important concepts, repeat the activity, assigning different groups to different subtopics.
PROOFREADING ANALYSIS ————————————————-
CONTENT AREA: ENGLISH LANGUAGE ARTS OR FOREIGN LANGUAGE
GRADE LEVELS: MIDDLE OR HIGH SCHOOL
Evaluation requires a high level of cognitive processing. The following activity can be used to teach a specific grammar skill, as a review activity, or to reinforce the value of proofreading.
MATERIALS
- Document camera
- Projector
- List of sentences with mistakes to proofread
- Whiteboard or large sheet of paper that students can write on
PROCEDURE
BEFORE
1. Create a list of sentences that have strategically placed mistakes related to an instructional topic, i.e. spelling, punctuation, subject verb agreement, informal word choice, run on sentences, or other target forms. Decide how many mistakes to put in each sentence based on the students’ level. Write or type the sentences in a large, clear font.
DURING
2. Begin by teaching /reviewing a specific skill, such as how to punctuate direct and indirect quotations. Create sample sentences that contain mistakes with the target skill.
3. Using the document camera, project the sentences onto a white board or a large piece of paper that students can write on.
4. Have students copy the sentences on their papers and work independently or collectively to make corrections.
5. Choose several students to come to the board/paper with the projected sentences.
Have students cross out mistakes and write their corrections directly over the image of the projected sentences.
6. Review student corrections as a class. Discuss target points as necessary, and have all students make proper corrections on their papers.
AFTER
7. Allow students to work independently on other sentences containing the target skill.
8. Assign homework related to target skill.
9. Assess students on target skill.
 ADAPTATIONS
- Instead of creating sentences for the exercise, use student sentences from submitted writing. This adaptation generates added interest among students because they feel ownership of their own writing. Re-write or type selected student sentences if necessary for legibility. Omit personal information such as names. Even without identifying information, some students may nonetheless feel comfortable enough to volunteer, “That’s my sentence! I can’t believe I made that mistake!”
- Five sentences work well as bell work to focus students at the beginning of class while completing administrative tasks such as attendance or passing out graded papers.
- As scaffolding, write the number of mistakes in each sentence to the side of the sentence. To make the activity extra challenging, do not indicate to students how many mistakes are present.
- To increase difficulty level, include sentences that do not contain mistakes with sentences that contain mistakes. This is much like evaluation activities found on some college entrance exams.
How do teachers integrate 21st Century technology into a seamless learning and teaching environment? … including interactive whiteboards, document cameras, student responders and countless other tools?
Register to attend an intriguing and informative presentation in the Los Angeles area March 23.
It’s easy to see the benefits of many of the 21st Century learning tools & techniques, but having an effective integration plan and knowing what tools, when to use them and how to integrate it into curriculum, effectively, is not easy.
This seminar, designed for School Principals and Administrators, will host a continental breakfast.
It will be a morning of current & relevant content for the K-12 education environment in Los Angeles, which is both very demanding and very budget weary.
Tuesday March 23, 2010
Embassy Suites Los Angeles-Glendale
800 N Central Avenue
Glendale, CA 91203
8:30 -9:00 AM Registration and Continental Breakfast
9:00 am to 12:00 pm Classroom 2.0 Seminar
Register at this link at Learning Journeys
Seminar designed for School Principals, Key Administrators and Technology Leaders.
How do you define 21st Century Learning?
How can technology increase student engagement?
Are your teachers 21st Century educators?
How do you seamlessly integrate 21st Century technology into the learning environment?
Seminar for Registered Guests. Hosted by Troxell Communications & Presented by Eduscape Learning.
ACTIVE READING —————————————————————
CONTENT AREA: ENGLISH LANGUAGE ARTS, READING
GRADE LEVELS: MIDDLE AND HIGH SCHOOL
Reading strategies such as underlining and taking notes in the margin help students
process texts for high-stakes reading tests. However, students are frequently issued reading
textbooks that they are not allowed to write in, vastly limiting the opportunities to practice
active reading strategies. A document camera can make active reading possible for
any text!
MATERIALS
- Document camera
- Projector
- Text selected for analysis
- Whiteboard or large sheet of paper that students can write on
PROCEDURE
BEFORE
- Choose the text to analyze in class.
DURING
2. Project the text selected for active reading analysis using the document camera.
3. Direct students to decide, either cooperatively in small groups or individually, what is
the main idea of the chosen selection.
4. On their own paper, students should write which key words and phrases they would
underline, and what notes they would take in the margin.
5. Choose students to write directly over the projected image which text they have
marked and what notes they would write in the margin.
 Help Students Prep for Reading Tests 6. Discuss accuracy as a class.
AFTER
7. Using a document camera, project a text selection that students have not seen
before. As bell work, review, or assessment, have students write on their own paper
which key words and phrases they would underline, and what notes they would take
in the margin.
ADAPTATIONS
- For practice reading poetry, assign students to bring in a copy of appropriate song
lyrics. Project the image of the lyrics and discuss poetry conventions such as
figurative language, meter, and rhyme scheme together as a class.
- Use a document camera to project any text that is being read or referenced
during instructional time. This will help all students, especially students with learning
disabilities or English Language Learners, keep up with the lesson. This will vastly
reduce the number of students who will “get lost” during group reading.
Understanding screen resolutions can be confusing at first. When you are selecting a new laptop/netbook, and document camera or a new projector/monitor, pay attention to the native screen resolution of your unit. The most inexpensive models may be a smaller native resolution like SVGA, which as time passes, will be utilized less and less. On the other hand, it does depend on what environment you are in and what type of content you are displaying.
Here is a handy chart from this wikipedia article
Whats the big deal? This effort helps High School Students prepare for real life, both additional schooling afer high school and vocational readiness. This is opposed to simply delineating between college bound and career worker students, and hopes to utilize small learning communities to grow overall life skills for all students.
What is the Linked Learning initiative? Originally called “Multiple Pathways”, this is a effort by a consortium of public and corporate entities. It is a new way of teaching and learning, a new way to deliver curriculum, including online strategies.
Here is the latest draft ofthe initiative, Assembly Bill 2648 Multiple Pathways Report
More Info here on new Report, dated Jan 15 2010
- HOME
- BACKGROUND
- REPORT DRAFT
TIMELINE ————————————————————————
CONTENT AREA: HISTORY
GRADE LEVELS: MIDDLE OR HIGH SCHOOL
A knowledge of chronological order of events is essential for students when
discussing complex causes and events in history. A document camera can provide an
excellent way to interactively practice timelines.
MATERIALS
- Document camera
- Projector
- Drawing of a timeline of the target era with no events listed
- Whiteboard or large sheet of paper that students can write on
PROCEDURE
BEFORE
1. Draw a timeline with numbers of the target era. Do not include events on the timeline.
 History Timeline without the Events DURING
2. Using a document camera, project the image of the timeline on a surface that students can write on.
3. Assign students in groups to sections of the timeline.
4. Assign groups to find at least five significant events that occurred during the section
of the timeline that has been assigned to them.
5. Have group members come to the board to add their findings to the timeline.
6. As a class, check for accuracy and discuss significance of each event.
AFTER
7. Provide students with a similar blank time line to complete individually as homework or a quiz.
 History Timeline for Students to Complete & Discuss ADAPTATIONS
- As a review activity, allow students to consult notes, textbooks, and other resources.
- To increase the difficulty level, prepare a timeline that has time marked in even
intervals, but does not mark specific dates. Have students work in groups to identify significant dates as well as events to the timeline.
- This activity can also be used to review literature by placing events in a story in
chronological order.
CATEGORIZING CONCEPTS #5—————————————–
CONTENT AREA: SCIENCE
GRADE LEVEL: MIDDLE SCHOOL
The following activity can be used to introduce or review examples of science concepts in categories, such as vertebrates and invertebrates. A document camera allows all students to actively participate.
MATERIALS
- Document camera
- Projector
- One paper with the category names listed in columns
- Papers cut in small pieces with the names of different animals to classify into vertebrates and invertebrates
PROCEDURE
BEFORE
1. Label the piece of paper with the category names, i.e. vertebrate and invertebrate.
2. Write the names of different vertebrate and invertebrate animals on each of the small cards (works best if there are enough examples for every member of the class).
DURING
3. Project the image of the diagram using the document camera.
4. Pass out a small card with the name of an animal written on it to each student.
5. Direct students to decide whether the animal on each card is a vertebrate or invertebrate, and place the card in the appropriate category.
6. Discuss as a class, making corrections to student classifications as necessary.
AFTER
7. As a review activity on a separate occasion, mix the cards and pass out to different students, repeat activity as listed above.
 8. Create a few new cards with animal names that have not been previously reviewed as a class. Project the image of the cards using a document camera. Assign students to categorize the animals for homework. To review homework the following day as a class, pass out the cards assigned as homework. Allow students to place each card in the appropriate category using the document camera.
ADAPTATIONS
- Instead of preparing the cards with items to categorize, have students create the cards by writing the name of an animal on each small card.
- This class activity can be easily adapted for other categorizing activities.
Clearly, document cameras rock!
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Mission We are witnessing a revolutionary change in education, both in teacher workflow and in the administration of schools.
*Digital technologies have reached a new level of affordability, interoperability and pervasiveness, giving educators and students the ability to collaboratively integrate:
curriculum,
the internet
and media.
*Progressive school administration has the opportunity to apply these proven technologies to better engage students and achieve school goals.
*Smart-schools.com is here to help facilitate best practices and connect education leaders in Los Angeles.
It's a truly great time to be involved in education!
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