ITHS/ Huntington Schools Team Report
Concert: Bach cello suites by Matt Haimovitz
Renowned Israeli-born soloist Matt Haimovitz performs all six Bach cello suites, while visiting four Central New York locations. (The “moveable feast” begins with a Tuesday live-at-noon broadcast from the studios of WCNY FM (91.3), followed by a 3 p.m. appearance at the River’s End Bookstore. The musical tour resumes at 5 p.m. Wednesday at Tyler Gallery in Penfield Library.) The remaining suites at 7:30 p.m. Sheldon Hall: $15 ($5 for SUNY Oswego students), including parking in lots adjacent to and across Washington Boulevard from Sheldon Hall. http://www.oswego.edu/arts. 312-2141.
Location: Ballroom, Sheldon Hall
Wednesday, Sept 16, 7:30 p.m. - 9:30 p.m.
Author talk: "We Are All Completely Beside Ourselves"
Karen Joy Fowler, author of this year's Oswego Reading Initiative book, "We Are All Completely Beside Ourselves," will speak. Shortlisted for the international Man Booker Prize in 2014, the book examines life from the perspective of young adult Rosemary Cooke and her primate "sister," weaving a humorous, poignant and multilayered plot around the theme of scientific experimentation with animals as well as animal rights. Fowler is the author of six novels, two of them New York Times bestsellers. Free; parking for those without a campus parking sticker is $1 -- see oswego.edu/administration/parking. 312-2232.
Location: Ballroom, Sheldon Hall
Wednesday, Sept 30, 7 p.m. - 8:30 p.m.
Men's Soccer Tournament - William Paterson vs. Houghton
Location: Oswego, N.Y. - Laker Turf Stadium
Friday, Sept 4, 3 p.m. - 5 p.m.
Women's Soccer vs. University Pittsburgh-Greensburgh
Location: Oswego, NY- Laker Soccer Field
Friday, Sept 4, 3 p.m. - 5 p.m.
2015 New Jersey Event
Find out more and register: http://bit.ly/1T3Y0iT
Location: Ridgewood Country Club 96 W. Midland Ave., Paramus, N.J.
Thursday, Sept 17, 6 p.m. - 9 p.m.
GOLD Third Thursdays
Visit http://www.facebook.com/events/453070221388940 for the latest locations or suggest your own!
Location: Various Cities
Thursday, Sept 17, 6 p.m. - 8 p.m.
Gregory Campbell email@example.com
Ruth Jaramillo firstname.lastname@example.org
Lisa Lambrinos email@example.com
Dennis Parsons (Consultant) firstname.lastname@example.org
Luna Ramirez Lunaramirez@gmail.com
Team Name: ITHS/Huntington Schools
(Information Technology Institute/ Huntington School)
Number of teacher participants: 4
Fall 2009/Spr 2010
Team location and focus: New York City/ Syracuse
Project Title: Student Connections through Google Images
I. What this project entails: Collaborating through Google images to reach, teach, and enhance literacy-specific subject content areas. We anticipate that the teaching strategies developed from the use of multiliteracies and technologies will enhance literacy for all learners, including those with special needs, some of which include:
II. Project Goals:
III. How we aim to accomplish our goals:
Designing curricula that involves presenting to/with students (peer/reciprocal teaching) via:
Data collected and analyzed on teacher learning:
Data collected and analyzed on student learning (*See Discipline-Specific Standards, Appendix A)
ITHS (High School)
Student Participant Comparisons in response to the following state and national standards:
Huntington School (Kindergarten)
*Appendix A: Discipline-Specific NYS Assessment Standards
(n.b. team is continuing research for more assessment tools for students with disabilities across these discipline areas, including Assisted technology)
The Standards for Foreign Language Learning in the Twenty-First Century, introduced in 1996 and revised in 1999, created the bold vision of a long sequence of language instruction for all learners, beginning in kindergarten and continuing through grade twelve and beyond. Eleven content standards were clustered within five major goals:
Sample performance indicators were provided for grades four, eight, and twelve, and sample learning scenarios described classroom activities that reflect the standards. After introduction of the general standards in 1996, supporting documents were developed for nine languages and were included in the 1999 edition.
ACTFL Performance Guidelines for K-12 Learners, devised in 1998, support the content standards with descriptions of student performance. Based on both the Proficiency Guidelines and the Standards document, the Performance Guidelines reinforce the vision of the K-12 sequence and dramatize the idea that proficiency development requires time and intensity of language instruction.
The Oral Proficiency Interview (OPI) is the tool by which trained interviewers place foreign language speakers on a proficiency continuum from novice to superior. By focusing on the ability to use the language to accomplish communicative tasks of increasing complexity, the OPI has influenced curriculum, teaching, and assessment, as well as standards for licensure of language teachers.
The application of the proficiency model to the other language skills of writing, reading, and comprehension created a new focus in assessment on performance tasks rather than linguistic manipulation. Teachers create contexts and rubrics for evaluating student performance and portfolios of student work, in addition to more traditional tests of accuracy and grammatical competence.
Because of the usefulness of performance assessments, adaptations of OPI-based assessments have been developed for use in K-8 settings and for articulation between high school and college programs. The Center for Applied Linguistics developed an oral interview for students in immersion and other elementary school language programs called the Student Oral Proficiency Assessment. Similar to the OPI, this test uses contexts and environments more appropriate to the child in grades three to five. Another test, the Early Language Listening and Oral Proficiency Assessment, was subsequently developed for language learners from pre-K to grade two. These tests are intended primarily for program evaluation, although they give teachers feedback on effectiveness of teaching and student progress, as well as tools for constructing their own classroom oral assessments.
Technology with teaching Foreign Language
The growing use of technology throughout society has had an impact on foreign language instruction as well, especially at the middle and high school level. The language labs of the 1960s and 1970s have become multimedia learning laboratories. Students and teachers supplement their textbooks with CDROMs, access foreign-language websites, hold online conversations with students in other countries, and interact regularly with their "key pals," often in the target language. Many students keep electronic portfolios and build culminating projects using Internet resources and multimedia software such as PowerPoint or Hyper Studio. They may create individual or class web pages, and outstanding student work may appear on the school web page. Teachers use the web to post activities and information, to communicate with parents and the community, and to provide resources for students, parents, and other teachers. In many respects the Internet is the realization of a long-held dream: Students can be in regular contact with authentic foreign language resources, both at school and at home, and they can use the target language for meaningful, personal purposes.
Technology can also help teachers and school districts provide foreign language instruction even in remote and isolated settings. Interactive television has made it possible for one Spanish teacher in North Dakota, for example, to reach students in schools many miles away. Interactive television can bring a Russian or a Japanese class to one or two high school students who would otherwise have to wait until college to enroll in the language of their choice. Distance learning is the only option for language education for some rural and isolated school districts. Because of the popularity of distance learning and the special conditions necessary for its success, the National Council of State Supervisors of Foreign Language issued a position paper on the topic in 2002. (http://education.stateuniversity.com/pages/1997/Foreign-Language-Education.html)
Music Standard 3 - Responding To and Analyzing Works of Art
Key idea: Students will demonstrate the capacity to listen to and comment on music. They will relate their critical assertions about music to its aesthetic, structural, acoustic, and psychological qualities. Students will use concepts based on the structure of music's content and context to relate music to other broad areas of knowledge. They will use concepts from other disciplines to enhance their understanding of music.
Alternate assessment Music Key Idea: Students will demonstrate the capacity to listen to and comment on music.
Music Standard 4 - Understanding The Cultural Dimensions and Contributions of The Arts
Key idea: Students will develop a performing and listening repertoire of music of various genres, styles, and cultures that represent the peoples of the world and their manifestations in the United States. Students will recognize the cultural features of a variety of musical compositions and performances and understand the functions of music within the culture.
Alternate assessment Key Idea: Students will develop a beginning performing and listening repertoire of music of various genres, styles and cultures that represent the peoples of the world and their manifestations in the United States. Students will learn about the cultural features of a variety of musical compositions and performances and the functions of music within the culture.
Technology (National Standards)
National Educational Technology Standards for Students: The Next Generation
"What students should know and be able to do to learn effectively and live productively in an increasingly digital world ..."
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c.. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts or others employing a variety of digital
environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem-Solving & Decision-Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
Reprinted with permission from National Educational Technology Standards for Students, Second Edition, © 2007, ISTE® (International Society for Technology in Education), www.iste.org. All rights reserved.
NY State Standards/Career Development and Occupational Studies
Standard 1: Career Development
Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.
Standard 2: Integrated Learning Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. Standard 3a: Universal Foundation Skills Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace. Standard 3b: Career Majors Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs. http://www.emsc.nysed.gov/nysatl/cdosstand.html