Tuttle, Dan
Both Carolynn and I have settled in nicely after the onslaught of two blizzards, house sitting for an old friend of Carolynn's in a townhouse in Towson, Maryland (a suburb of Baltimore). Baltimore didn't seem as well prepared for all the snow that we got (over 5 feet of snow). The schools were closed for the entire week, so we weren't able to connect with schools to plan any visits. All the schools (private and public) seemed to all be open again by the middle of last week. We had an opportunity to spend a day visiting St. Paul's Boys School last Friday and The Friends School of Baltimore yesterday. St. Paul's Boys School is a school that Carolynn taught at for ten years (1991 – 2001), where she started and developed the Japanese language and culture program. By the time that she left St. Paul's in 2001 there was a sequential Japanese language program through the 10th grade.
St. Paul's Boys School is a K – 12 School with about 700 students (270 in the 5-8 Middle School). Once again we are visiting a school where an entire grade level is considered a 'team.' Punahou is truly unique in its size having enough students to have 4 teams at each of the 7th and 8th grade level (3 in the 6th grade). I was impressed with the technology that they've integrated into the middle school at St. Paul's. They use mostly PCs where selected classrooms have a bank of computers for the students to use daily. One of the English teachers uses a bank of Apples instead. Some of the classrooms have a smart board with a document camera and a projection system. The science classroom that I visited also used Smart Technology's Senteo interactive response system. They use this system mainly as an assessment tool, but as they demonstrated it to me, I began to see some of the other uses that it could provide for a classroom beyond just assessment. They had 25 student handheld Senteo devices (and accompanying software) that cost them about $1,400. It seemed to me a very impressive system. This interactive system could perhaps enhance the use of our Smart boards at Punahou. Look out capital budget! The most impressive technology initiative that St. Paul's has is a student run 24-hour radio station where there is a mixture of live and recorded programming. Students air daily radio shows (each about 15 minutes in length) that is looped continually throughout the day. These programs are interspersed with music that is run off an Apple iTunes list. They have a transmitter that is able to reach radio listeners on an FM frequency within a 1-mile radius of the school. They have set up outside speakers in the pick up areas so that waiting students and parents can hear the broadcast. The broadcasts include programs that briefly explain what major projects that students may be working on to live broadcasting of athletic events. They also stream these broadcasts on the school website: http://www.stpaulsschool.org/home/index.aspx
St. Paul's Middle School science curriculum includes a mixture of several sciences at the 5th grade including physical science, health, earth science, and plant/animal science. The 6th grade offering is Health Science where students study cells, human systems, nutrition, sex education, and decision-making skills. The 7th grade is a year of Earth Science and the 8th grade is Chemistry. This sequence of topics through the middle school seems to be unique when comparing it to others schools that we've visited on this sabbatical trip.
St. Paul's School seems to have several programs in place to help students with their learning differences. They have a dedicated learning specialist for the middle school that has several things in place to support struggling students. As with all the middle schools we've visited, they have a weekly teachers meeting at each grade level specifically to talk about the progress of their students. The 'red flagged' students are then talked about at the weekly administrative meeting. All middle school students that do not take a foreign language, have a learning difference or an executive function problem are required to take a 'Seminar' class (size = 4-8) that provides them with some academic coaching and study skills help. In addition, there is a more individualized study skill help provided by the learning specialist. All-in-all, there is seems to be a lot help given to the students who need it … kids don’t seem to fall between the cracks at St. Paul's.
Admittedly, St. Paul's Advisory program is a work in progress. There are 10 - 11 students in each advisory that only meets twice a month for 40-minutes (some would like to meet more often … once a week at least). The themes of their Advisory includes developing responsibility in the 6th grade, "Who am I?" in the 7th grade, and leadership / "Who are We" in the 8th grade. There are also programs in place throughout the advisory days that develop character, relationships, and school spirit.
St. Paul's Boys Middle School seems to do a great job in educating their students and in some respects much like a small Punahou. Although the 5th grade is part of the Middle School, their experience is different from the 6 - 8 grade experience. The 5th grade, instead of having one teacher for each of the core subjects, they (like Punahou) have a pair of switch teachers … one for Math/Science, the other for Language Arts and Social Studies.
Yesterday Carolynn and I had the pleasure of visiting our first "Friends" School in this area. We visited a fabulous little school called The Friends School of Baltimore that was recommended by good friend David Mallory. David and I had a scheduled meet planned next month in Philadelphia, but sadly David past away last month.
The Friends School of Baltimore has a 6 - 8 grade Middle School with 250 students that seemed to have a lot going on in terms of technology and curriculum integration. Their curriculum is very researched based and project oriented that emphasizes thinking skills and balances both independent and group work. We had the pleasure of seeing the beginning stages of a 6th grade week long integrated Math and Science project called 'Business Math.' Each student was given a fictitious job with a monthly salary and a family situation ranging from being single to a wife/husband (they actually called them 'partners') and 4 children. They were tasked with running a business and balancing their family's budget (including the check book). Along they way they had to make many choices including renting a house (or buying), buying a car (or using public transportation), and daily food choices. The science connection in this project seemed to revolve around nutrition. Students study the nutritional value of the food available in the local grocery stores, caloric intake, reading food labels, and the cost of each food item. Some of the students were also tasked with running a grocery store, a car dealership, or a Real Estate Company. Several parents running those types of businesses were brought in to help students understand some of the intricacies of operating those businesses.
In addition to this integrated unit, there are three other main integrated units offered that seemed to define each grade level. In addition to this 'Business Math' unit, the 6th grade is also involved in a much longer project called 'Create a Culture.' This curriculum is a study of various countries of the Middle East and Sub-Saharan Africa; its history, government, clothing, music, and socioeconomic situation. Students then created their own fictitious country that were included on a map that is displayed in the hallway so that they could all see where they were located in relation to the other countries. Obvious relationships (like trade relations) began to emerge between countries that were adjacent to each other. This project culminates in 'Create a Culture Day' where students dress up in their native (sustainably made) clothing and performed a previously composed national anthem for their country. At the conclusion of the day, they all shared the food that they created that represented their country. CC and I both wished that we could've have been around during that culture day.
The 7th grade defining integrated curriculum is called 'Neighborhoods,' where students study the socioeconomic aspects of existing neighborhoods with the Baltimore area. CC and I didn't learn as much about this project as we spent the majority of our time understanding the other projects. The 8th grade's defining unit is a research-based U.S. History group project that culminates in a 10-minute video documentary (and a story board display) for any important event in history since World War II. The use of technology, research (esp. the discernment of legitimate internet sites), and group work seem to be the major components of this project. At the end of the presentation of all of the documentaries, there is an Academy award program that celebrates different aspects of the documentaries (i.e. best video, best narration, etc.).
In addition to two computer labs (one Macs, one PCs), each classroom has a smart board, document camera, and projection systems. Virtually all the smart boards were in use as we visited various classrooms.
The Friends School of Baltimore seems to have a well-established advisory that meets everyday for 10-15 minutes (more like a homeroom) and for 45-minutes every Friday. Each advisory group is composed of 10-12 students that are a mixture of 6th, 7th, and 8th graders. Their advisor stays with them for the 3 years of Middle School. Their advisory program centers around community service, student led assembly presentations, and selected movies (with open-ended questions that follow up in a small group setting).
I can’t end this blog entry without telling you about two other significant opportunities that we've had. We spent part of a day last week touring Fort McHenry and understanding more about the War of 1812. The tour started with a 5-minute movie describing the fort and the war from the perspective of an American doctor and ended with a description the creation of a poem written by Francis Scott Key that, as I'm sure you know, became our National Anthem in the 1930s. As the movie ended the curtains of the auditorium opened up to a great view of Ft McHenry (w/ the Flag waving in the wind) and a men's chorus singing an acapella version of our national anthem. A very moving, patriotic moment for me! The pictures of the fort below show what we saw.
This is what it probably looked like back in 1812:
The other opportunity (thanks to my wonderful sister Kay) was to attend the 'Celtic Women' concert. The best concert I have ever been to. If you have never seen or heard the Celtic Women sing/perform, you are certainly missing one of the pleasures in the world. Maybe this link to a you tube video will suffice for now … Enjoy … it's worth the four and half minutes to see this:
http://www.youtube.com/watch?v=faKFcfytlxU&feature=related
ALOHA!
St. Paul's Boys School is a K – 12 School with about 700 students (270 in the 5-8 Middle School). Once again we are visiting a school where an entire grade level is considered a 'team.' Punahou is truly unique in its size having enough students to have 4 teams at each of the 7th and 8th grade level (3 in the 6th grade). I was impressed with the technology that they've integrated into the middle school at St. Paul's. They use mostly PCs where selected classrooms have a bank of computers for the students to use daily. One of the English teachers uses a bank of Apples instead. Some of the classrooms have a smart board with a document camera and a projection system. The science classroom that I visited also used Smart Technology's Senteo interactive response system. They use this system mainly as an assessment tool, but as they demonstrated it to me, I began to see some of the other uses that it could provide for a classroom beyond just assessment. They had 25 student handheld Senteo devices (and accompanying software) that cost them about $1,400. It seemed to me a very impressive system. This interactive system could perhaps enhance the use of our Smart boards at Punahou. Look out capital budget! The most impressive technology initiative that St. Paul's has is a student run 24-hour radio station where there is a mixture of live and recorded programming. Students air daily radio shows (each about 15 minutes in length) that is looped continually throughout the day. These programs are interspersed with music that is run off an Apple iTunes list. They have a transmitter that is able to reach radio listeners on an FM frequency within a 1-mile radius of the school. They have set up outside speakers in the pick up areas so that waiting students and parents can hear the broadcast. The broadcasts include programs that briefly explain what major projects that students may be working on to live broadcasting of athletic events. They also stream these broadcasts on the school website: http://www.stpaulsschool.org/home/index.aspx
St. Paul's Middle School science curriculum includes a mixture of several sciences at the 5th grade including physical science, health, earth science, and plant/animal science. The 6th grade offering is Health Science where students study cells, human systems, nutrition, sex education, and decision-making skills. The 7th grade is a year of Earth Science and the 8th grade is Chemistry. This sequence of topics through the middle school seems to be unique when comparing it to others schools that we've visited on this sabbatical trip.
St. Paul's School seems to have several programs in place to help students with their learning differences. They have a dedicated learning specialist for the middle school that has several things in place to support struggling students. As with all the middle schools we've visited, they have a weekly teachers meeting at each grade level specifically to talk about the progress of their students. The 'red flagged' students are then talked about at the weekly administrative meeting. All middle school students that do not take a foreign language, have a learning difference or an executive function problem are required to take a 'Seminar' class (size = 4-8) that provides them with some academic coaching and study skills help. In addition, there is a more individualized study skill help provided by the learning specialist. All-in-all, there is seems to be a lot help given to the students who need it … kids don’t seem to fall between the cracks at St. Paul's.
Admittedly, St. Paul's Advisory program is a work in progress. There are 10 - 11 students in each advisory that only meets twice a month for 40-minutes (some would like to meet more often … once a week at least). The themes of their Advisory includes developing responsibility in the 6th grade, "Who am I?" in the 7th grade, and leadership / "Who are We" in the 8th grade. There are also programs in place throughout the advisory days that develop character, relationships, and school spirit.
St. Paul's Boys Middle School seems to do a great job in educating their students and in some respects much like a small Punahou. Although the 5th grade is part of the Middle School, their experience is different from the 6 - 8 grade experience. The 5th grade, instead of having one teacher for each of the core subjects, they (like Punahou) have a pair of switch teachers … one for Math/Science, the other for Language Arts and Social Studies.
Yesterday Carolynn and I had the pleasure of visiting our first "Friends" School in this area. We visited a fabulous little school called The Friends School of Baltimore that was recommended by good friend David Mallory. David and I had a scheduled meet planned next month in Philadelphia, but sadly David past away last month.
The Friends School of Baltimore has a 6 - 8 grade Middle School with 250 students that seemed to have a lot going on in terms of technology and curriculum integration. Their curriculum is very researched based and project oriented that emphasizes thinking skills and balances both independent and group work. We had the pleasure of seeing the beginning stages of a 6th grade week long integrated Math and Science project called 'Business Math.' Each student was given a fictitious job with a monthly salary and a family situation ranging from being single to a wife/husband (they actually called them 'partners') and 4 children. They were tasked with running a business and balancing their family's budget (including the check book). Along they way they had to make many choices including renting a house (or buying), buying a car (or using public transportation), and daily food choices. The science connection in this project seemed to revolve around nutrition. Students study the nutritional value of the food available in the local grocery stores, caloric intake, reading food labels, and the cost of each food item. Some of the students were also tasked with running a grocery store, a car dealership, or a Real Estate Company. Several parents running those types of businesses were brought in to help students understand some of the intricacies of operating those businesses.
In addition to this integrated unit, there are three other main integrated units offered that seemed to define each grade level. In addition to this 'Business Math' unit, the 6th grade is also involved in a much longer project called 'Create a Culture.' This curriculum is a study of various countries of the Middle East and Sub-Saharan Africa; its history, government, clothing, music, and socioeconomic situation. Students then created their own fictitious country that were included on a map that is displayed in the hallway so that they could all see where they were located in relation to the other countries. Obvious relationships (like trade relations) began to emerge between countries that were adjacent to each other. This project culminates in 'Create a Culture Day' where students dress up in their native (sustainably made) clothing and performed a previously composed national anthem for their country. At the conclusion of the day, they all shared the food that they created that represented their country. CC and I both wished that we could've have been around during that culture day.
The 7th grade defining integrated curriculum is called 'Neighborhoods,' where students study the socioeconomic aspects of existing neighborhoods with the Baltimore area. CC and I didn't learn as much about this project as we spent the majority of our time understanding the other projects. The 8th grade's defining unit is a research-based U.S. History group project that culminates in a 10-minute video documentary (and a story board display) for any important event in history since World War II. The use of technology, research (esp. the discernment of legitimate internet sites), and group work seem to be the major components of this project. At the end of the presentation of all of the documentaries, there is an Academy award program that celebrates different aspects of the documentaries (i.e. best video, best narration, etc.).
In addition to two computer labs (one Macs, one PCs), each classroom has a smart board, document camera, and projection systems. Virtually all the smart boards were in use as we visited various classrooms.
The Friends School of Baltimore seems to have a well-established advisory that meets everyday for 10-15 minutes (more like a homeroom) and for 45-minutes every Friday. Each advisory group is composed of 10-12 students that are a mixture of 6th, 7th, and 8th graders. Their advisor stays with them for the 3 years of Middle School. Their advisory program centers around community service, student led assembly presentations, and selected movies (with open-ended questions that follow up in a small group setting).
I can’t end this blog entry without telling you about two other significant opportunities that we've had. We spent part of a day last week touring Fort McHenry and understanding more about the War of 1812. The tour started with a 5-minute movie describing the fort and the war from the perspective of an American doctor and ended with a description the creation of a poem written by Francis Scott Key that, as I'm sure you know, became our National Anthem in the 1930s. As the movie ended the curtains of the auditorium opened up to a great view of Ft McHenry (w/ the Flag waving in the wind) and a men's chorus singing an acapella version of our national anthem. A very moving, patriotic moment for me! The pictures of the fort below show what we saw.
This is what it probably looked like back in 1812:The other opportunity (thanks to my wonderful sister Kay) was to attend the 'Celtic Women' concert. The best concert I have ever been to. If you have never seen or heard the Celtic Women sing/perform, you are certainly missing one of the pleasures in the world. Maybe this link to a you tube video will suffice for now … Enjoy … it's worth the four and half minutes to see this:
http://www.youtube.com/watch?v=faKFcfytlxU&feature=related
ALOHA!
Comments
Rachel Lau
Feb 23, 2010
Wow - lots of great info. Several teachers use a clicker system similar to the Senteo here - esp. Kris Schwengel. Too bad they're soooo expensive. I'm also convinced there is probably a technology workaround for them as well just haven't found it yet. Suggestions for DC - Congressional tour of the Capitol a must - the artwork is beautiful Also, be sure to check out the Library of Congress tour. The Hirshorn museum is also great. Will you be going back up north via Philadelphia -- if so check out the Rodin museum and the Phil. Museum of Art both amazing!!!!! Missing you and CC.
Emily J (unauthenticated)
Feb 24, 2010
Hi Mr Tuttle!
Wow it looks cold...I want to see snow! A school radio looks like pretty cool idea....
Maybe I'll watch the Celtic Women later...I'm actually in Study Hall now.
Bio is pretty interesting, now we are learning about WHY plants need water and why the rings inside it = how old it is. VERY interesting! And yes, I still hold up the class with my odd questions...but it's just SO interesting!
But photosynthesis is pretty confusing...I always have trouble wrapping my mind around those large complicated processes, and see how it all happens and remember every single step. (Like DNA Replication, Protein Synthesis, and now Photosynthesis)
I signed up for Chemistry in the Summer (which should be interesting...but I heard there's a lot of math, which is BAD).
I also was going to look into trying to get a job in the summer. I' m not sure who'd hire me/ if that's even allowed at 15 but I'm going to try! Maybe it'll be easier to find one if I told them I could speak Japanese.
Have you been watching/ hearing about the Olympics?
Ali and Sarah like to discuss the competitions like the short track over lunch...but I only watched the opening and caught part of figure skating when my mom was watching it.
Anyways, I should start recording my Plant Observations now, before Study Hall is over.
BYE!
Jamps
Sarah Tyler (unauthenticated)
Feb 26, 2010
Hi Mr. Tuttle!
Sorry, but I have to admit I don't really thoroughly read your blog, just kind of skim through it. BUT I did see that it is still very cold on the mainland and that you went to a Celtic Women concert. My parents would be very jealous. We have two of their CDs and whenever they perform and its on TV we end up watching it. All of the members have very good voices and the lady that plays the violin is really awesome.
Haha yes Ali and I talk about speed skating at lunch because we LOVE (well I do anyway) APOLO ANTON OHNO. He is my favorite athlete, but I like Shaun White and Bode Miller and Lindsey Vonn and the American figure skaters. I've been watching the Olympics every night since it started. I'm going to be so sad when they stop!
Okay, so right when I first start thinking that bio is OKAY it gets super hard. We just started the whole plant/photosynthesis thing and it is SO CONFUSING. Seriously. I didn't know plants did all that. I really have to start studying better if I want to keep my A- because I just got my last quiz back and it was horrible. I'm still going to do Chem honors next year though, I heard it is pretty easy.
One last thing-track started! Right now I'm on JV but I'm hoping that as the season passes I will get moved up to vars. It's really exciting because the other day when we were practicing for the 100m hurdles I three stepped between the hurdles twice and 4 stepped the rest of the way! Our first meet's tomorrow and I'll let you know how I do, probably through email because no one here cares :)
Keep on having fun!
Sarah