Minutes of
Summer Planning Session
Upper Elementary Unit
Prepared by
Larry Lawrence
Bob Machatka
June, 1969
Introduction
Many decisions need to be made when forming new teams. Often
team members new to UES do not have sufficient information to help arrive at
some decisions. In order to avoid wasting time at our planning sessions in
September, we have attempted to think through decision which need to be made,
anticipate problems, and offer suggestions. Since we had limited knowledge
about the organization of the two upper elementary teams at this time,
obviously there will need to be many changes. Hopefully you will have time to
peruse this paper and jot down comments and questions you have.
Table of
Contents
Page
I Priorities for School
Year 1969-70 1
School
Priorities
Team
Priorities
II Teachers 2
Schedule
for the first week, Sept. 8-12
Meetings
Calendar
Reporting
Systems/Record keeping
Team
documents
Questions
III Schedules 5
UES Calendar 1969-1970
Proposed
Student Schedules
IV Students 9
Objectives
for the Upper Elementary Phase
Sub-Objectives
for Students
Student
Behavior Expectations
Record of
Pilot Group
V Curriculum 12
A. Student Choice
B. Interest Centers
C. Humanistic Curriculum
D. Math
E. Vivid Experiences
F. Miscellaneous Ideas
I Priorities for School Year 1969-70
A. School Priorities
1.
Training of new team members
2. Teaming with specialists – Art, P.E.,
Spanish, Science, Library
3. Humanistic Curriculum
4. Training of teachers for “inner city”
5. Training of community aides for “inner city”
6. Organization of noon playground
7. Rigor in content
B. Team Priorities
1. Science Unit (vivid experience)
2. Complete teacher training for team member
3. Critique all aspects of team activity
a.
teaching act
b.
roles of team members
4. Special Interest groups
5. Interest Centers
6. Documenting “pilot” project
7. Early diagnosis for remediation and program
planning in:
a.
math
b.
reading
c.
handwriting
d.
P.E.
8. Planning time during the day
a.
team
b.
individual
9. Solidify student behavior patterns at the
beginning of the year
(identify and teach for them)
10.
Clarify school objectives for upper elementary phase so we can teach to them
11.
Flexibility of scheduling so that our objectives control schedule, not visa
versa
12.
Coordinating parallel teams
II Teachers
A. Schedule for the first week of school, Sept. 8-12
Monday, Sept. 8th
Total staff
meeting
Upper Elementary
Meeting (Teams V and W)
1. informal introduction of members
2. rationale for upper elementary phase
Lunch
(out)
Upper
Elementary meeting
1. Discuss priorities for the year
2. Discuss schedule for the quarter
3. Discuss and assign roles,
responsibilities, and teaching duties
Individual
Team meetings
Discuss room arrangements, supplies,
roles within the team
Tuesday, Sept. 9th
Sub-team
meetings: Social Studies/Science
Placement
of students with teams V and W
Discussion
of tasks to be done on individual basis
Bring
Lunch
Sub-team
meeting: Math
Gather
math and science materials
P.E.
meeting with Craig
UES staff
social (evening)
Wednesday, Sept. 10th
Upper
Elementary meeting
1. discuss interest centers
2. discuss special interest groups
Meet in
teams to set up centers
Upper
Elementary meeting
1. Student expectations
2. Special problems
3. Pilot students
Lunch
Sub-team
meeting: Humanistic Curriculum
Grouping—team
level (math science, P.E., Humanistic)
Tour of
UES and Work on classroom environment
Thursday, Sept. 11th
Set up
schedule for first day and first week
Discuss
record keeping/reporting system
Review
documents of team and school
Calendar
for first six weeks (tentative-total year)
Lunch
(out)
Sub-team
meeting: Language Arts
Work on
Room Environment – Interest Centers
Sub-team
meeting: reading
Upper
Elementary Team Social (evening, Bob’s place)
A. Schedule (continued)
Friday, Sept. 12th
Meet in
sub-teams to “pick up the pieces”
Finish
first day schedule
Work on
room environments
Anything
else we missed
B. Meeting during the year
1. UES staff meeting: twice a month
2. Steering committee: once a month
3. Team leaders meeting; once a month
(Above meeting scheduled for Wednesday
after school)
4. Sub-team meetings
a. meet during school or after
b. probably meet every other week
5. Upper Elementary Meetings (Teams V and W)
a. need to meet in common areas
b. sub-teams take care of content
c. share techniques and problems
d. tentatively meet every other week
e. probably not include student teachers
6. Team Meetings
a. meet every week
b. try to coincide with parallel team
c. suggest Thursday as a good day
d. map out schedule for the following
week
e. react to Wednesday staff meetings
7. Meetings for visitors workshops
8. Meetings for tutorial group from Broadway
Elem. Sch. In Venice
C. Calendar for the year
1. Put in dates for parents’ night
2. Plan conference periods
3. Teams decide on usefulness of yearly calendar
4. Obtain large monthly calendars to record
important dates
D. Reporting System/ Record
Keeping
1. Set up a system for keeping records of
students to avoid last minute rush at conference time.
2. Possibility of setting aside time for group
to fill out 4 X 6 cards on students.
3. At conference time, current instructor of
each content area write up summation of work so that aides can type up reports
4. Spread out conferences over a month period of
time so we have enough time to type reports.
5. Keep cards on physical education
6. These are some suggestions, will give other
ideas of what has been done in the past
E. Team Documents
1. Copy of a conference report
2. Rationale for Upper Elementary Phase
3. Attendance materials
4. Cards for reporting pupil progress
5. Revision of Barbara Fischer’s calendar
F. Questions and Issues to be
raised
1. When do students work on weaknesses?
2. Need to investigate ways in which students
learn.
3. How can we teach for this?
4. What is meant by “Zest” for learning?
5. What is creativity?
III School Calendar and Suggested Schedules for
Teams V and W
(See attachment)
IV. Students
A. Objectives for the Upper
Elementary Phase
1. Students can evaluate themselves
a. categorize strengths and
weaknesses in specific areas – content and
behavior
b. are aware of need for setting
goals
c. realize when they have
accomplished a goal
d. possibility of student contracts
2. Students set own goals on the basis of
evaluation
a. identifies “next steps”
b. keeps record of progress toward
goal
c. uses free time to work on
weaknesses
3. Student chooses method by which s/he learns
best
a. knows alternate ways of learning
b. has experience with different
ways of learning
c. can invent various ways of
learning
d. tries new ways to learn
4. Student has a zest for learning
-- Teams need to define what is
meant by “zest”
B. Sub-Objectives for Students
1.
Focus on a task
a. given an assignment, students
work on it until complete
b. can maintain attention to
activity at hand (teacher presentation)
2.
Independence
a. given a task, student work on it
using resources appropriately (uses
parents, teachers, peers as
guides)
b. can follow adequately written
and verbal directions
3. Task
Oriented
a. works on tasks with distracting
b. works without being distracted
by others
4.
Participation
a. volunteers information in class
b. contributes in small group
discussions
c. makes relevant comments
d. cognizant of contributions of
others
e. refines or extends contributions
of others
5.
Responsibility
a. comes to class prepared
b. hands work in on time
c. completes work
d. comes to class on time
e. takes care of materials
6.
Pride in a Product – need to clarify this item
7.
Creativity – need to clarify this item
C. Student Behavior Expectations
1.
Lockers
a. students must share
b. names taped on lockers
c. doors closed
d. cleaned out every Friday
e. no textbooks in lockers
2.
Personal Supplies
a. have own equipment
b. ready to work in class
c. have own notebooks (keep work in
order)
d. supply with pencil at the
beginning of the year
e. make list of supplies students
should have by the end of the 1st week
(check with Tutorial Project for pilot students)
3.
Movement
a. Practice movement to the yard
b. Teacher accompany students to
each area until behavior is learned
(yard, carpool, library, etc.)
c. Movement within classes and
rooms needs to be established
d. disruption of classes
e. closet supplies – need
permission
f. room supply cabinet – use at
will
4.
Within Classroom
a. taking down chairs in A.M.
b. putting chairs up in P.M.
c. writing on desks
d. reading the bulletin board
e. pushing chairs in
5.
Morning Arrival
a. rooms locked before 8:00 A.M.
b. need to decide-shall students be
allowed in classrooms before 8:25?
6.
Use of School Supplies
a. obtain texts at end of day if
needed for homework
b. return supplies at the end of
the period
c. no supplies kept in lockers or
desks
d. supplies remain at school unless
permission given
e. devise method for returning
library book on time
f. students set up procedure for
ball monitors
g. student committee in charge of
supply cabinet
C. Student Behavior Expectations
(continued)
7.
Noon Behavior
a. lunch area – we would like some tables
b. eat in patio
c. all students remain on yard
during lunch recess
(possibility of library opening later in the year)
d. 15 minutes to eat – can take 20
e. check for arrival after lunch …
on time
f. positive reinforcement for those
arriving back on time
(game, snack?)
g. “zero in” on tardiness early in
the year
8.
Team Responsibilities
a. check for behavior and reinforce
b. decide on expectations
c. teach for behavior desired
d. work on other behaviors as needs
arise
D. Record of Pilot Group (brainstormed ideas – none came to pass)
1. If we are going to analyze the
success or failure of bringing “tutorial”
Students
to the UES environment, then we must document in some
Fashion their progress
throughout the year.
2. Problem of when to do this
3. Possibility of specific time each
day
4. Take snapshots of students in
various situations
5. Use of a diary (to discipline ourselves)
6. Use of a tape recorder or Dictaphone
for reporting
7. Check to see if typist available for
transcribing
8. Could use combination of diary and
Dictaphone
9. Could use comment book on each
student
10. Could set aside one day per week to
document students in response to
particular questions
11. Things to document
a. progress (academic skills;
behavior/relationships – peers, adults;
attitude
b. methods used (different
from other students)
c. techniques that worked or
didn’t work
V. Curriculum
A. Student Choice
1.
Miscellaneous Ideas
a. Four days a week, fifth day
for evaluation and new choice
b. We can alter time intervals,
one week, two weeks, etc.
c. Could have varied time intervals for
different groups
d. If specialists join us we
could use this as part of a regular
program (Ex. Olga in art)
e. Teams “V” and “W” will be
joined together for special interest
or student choice groups
f. Number of choices will be
dependent upon no. of teachers available
g. One team member will be
available for monitoring, administering,
critiquing, etc.
h. Begin first six weeks with
standard choices (math, science,art,
drama, etc.)
i. First day ….. explain program
1) procedure
2) difference from last
year’s program
3) put schedule up for
first few days (students responsible
for checking
bulletin board for their group)
j. Next few days children will
spend one day in each choice. Then
they choose their own
interest for the next 2 or 3 weeks
k. First sessions could include
use of specific interest centers
2. Suggested Student Choices
Math Explorations Hobby Center Drama
Science A-V Training Art
Creative Dance Logic (wif’nprof) Folk Dance
Interpersonal Relations Group Cooking
Typing Sewing Videotaping
Bulletin Board Dispays Physical Education Botany
Creative Writing Study Period Music
Gardening Library Skills Spanish
Concentration Game (chess,
bridge, etc.) Construction
B. Interest Centers
1. Set-up
a. Use middle room as interest
center
b. Individual subject centers
dispersed about in classrooms
c. One center in each classroom
d. Use patio as part of a center
e. Students sign in and out of
centers and record materials used with
comments.
V. Curriculum
B. Interest Centers: (continued)
2.
Rules for use of Center
a. May need to limit number of
students
b. Removal of equipment from the
center
c. When can they be used?
1) When finished with class
assignment
2) Rainy day
3) Not at lunch, break, or
after school
4) Possibility before
school in morning
3.
Miscellaneous Ideas
a. We will have to pull small
groups and instruct them in the use of
centers . . . perhaps
during the first two weeks of school
b. Need some way of keeping track
of use of center:
1) Card file with materials
to sign off
2) Sheet with all the
materials listed to sign out
c. Each teacher be responsible
for setting up one center in both units
d. Materials in the center should
not be distracting to rest of class
e. Establish provisions for
maintaining and keeping equipment
(losing puzzle pieces,
etc.)
f. Maybe plan more time, possibly
a spring-board for choice
4.
Possibilities for Ideas within centers:
a. Math Center
3D tic
tac toe Mult-Div.
Bingo Flash Cards
Math
Workshop Books Puzzles, games Cylco teacher
Various
Books Wff’n proof Go – five in a row
Workbooks math texts Numble (game)
Paperfolding
Books model bldg. books hexahexaflexagons
Hex Nim challenging
problems
Probability
materials cuisenaire rods equations
Triangular
dominoes Kalah (game) Towers of Hanoi
Configurations On sets (games) crazy ten (blocks)
Visual
illusions book Cross-number
puzzles Tangrams
Individual
viewer with math filmstrips
V. Curriculum
B. Interest Centers: (continued)
4.
Possibilities for Ideas Within Centers (continued)
b. Social Studies Center: (questionable)
Hand
viewer for social studies filmstrips globes
Books
about various cultures maps
National
Geographic magazines Map
Infograph (game)
Current
events bulletin board maintained by students
c. Language Arts and Reading
Center:
Perquacky
(game) List
of suggested books
Scribbage Let’s
Write Booklets
Paperbacks
(kids bring) Macmillan
Kit
Class
Poem book (sts. Contribute) Books
of poetry
Weekly
Readers Facts
of Five (game)
Hand
viewer for filmstrips of stories Crossword
blocks
Copies of
Workbooks Scrabble
Anagrams
(game) SRA
Kit
Reading
& Literature Texts Handwriting
material
Tape
recorder (practice oral rdg.) Probe
(game)
d. Listening Center:
Records
of Greek myths
Tape
recorder, earphones, record player
Records
from AV dept. (some on display .. some students can order)
e. Rainy Day Games Center
Chess Monopoly
Jigsaw
puzzles Twister
Strategy Yahtze
Checkers Cards
Crossword
puzzles Bingo
Chinese
checkers Clue
Plus any
other games kids can bring. We will ask
for donations from students or from parents on parents night.
V. Curriculum
B. Interest Centers: (continued)
4.
Possibilities for Ideas Within Centers (continued)
f. Science Center
Geology
(rocks with descriptions) Aquarium
Lists of
experiments kids can perform Terrarium
Student
project planetarium Hand
viewer for filmstrips
Insect
collection (students could identify)
Get more
ideas from science specialist
C. Humanistic Curriculum
Learning
opportunities associated with several of the behavioral objectives identified
by the Curriculum Task Force (May 15, 1969) have been part of the upper level
curriculum (such as: Self Appraisal and Making Decisions). In order to
incorporate more of these objectives as part of our formal program for the
coming year, we have revised our basic program.
We have
instituted the following activities:
1. Twenty minute period at the beginning of the
week in which students set goals for the week.
This would give the students opportunities to achieve several of the
objectives listed under self-reliance,
making decisions, and self-appraisal.
2. Twenty minutes at the beginning of each day
in which students set more specific goals, refine weekly goals, discuss team
expectations, express feelings, and explore aspects of inrterpersonal
relationships. This would give the students opportunities to achieve several of
the objectives listed under self-control, self-appraisal, relates to peers,
relates to group, and relates to authority.
3. A fifteen minute period at the conclusion of
each day for students to evaluate progress toward attainment of academic and
social goals, as well as activities of the day.
Objectives relate to self-appraisal, relating to peers, and relating to
group.
V. Curriculum
C. Humanistic Curriculum:
(continued)
4. Establish a program of student choice
(expanded version of last year’s program) in which students will experience new
areas of study and be able to explore areas of their own interest. This will involve making choices which
involve a variety of situations. Objectives involved are … making decisions,
and deals with and adapts to change (different instructors and new content
areas)
5. Establishment of Interest Centers in each
team. This will give students an opportunity to explore areas of the curriculum
on their own, during independent study time.
These activities range from self-remediation opportunities to advanced
work in the field. Objectives:
self-appraisal, self-reliance, making decisions, self-control, relates to
peers, relates to group, and “Unclassified Items” (acts in a manner which
satisfies his own needs but doesn’t interfere with the rights of others)
6. Revised math program to include student
evaluations based on diagnostic tests, setting own goals, and evaluations of
accomplishment of these goals. Objectives: self-appraisal, self-reliance, and
making decisions.
7. Several of the objectives have been part of
the ongoing program as evidenced by the self-evaluation and goal setting in the
reading and language arts program.
8. We have tentatively planned a combination
science and social studies unit which deals with oceanography, use of land
resources, and space. We believe it is
possible to communicate some aspects of mankind’s problems to upper elementary
students. Through this unit we may be able to investigate area such as
pollution of water, land and air, and food resources related to population.
D. Math
1.
Math Planning
We have mapped
out the entire year in terms of math content. The basic program for the first
six weeks includes:
a. pull off students to work in
math center
b. diagnoses of basic skills
c. diagnoses of skills in one
strand
V. Curriculum
D. Math: (continued)
2.
Overall Math Objectives:
a. Students in U.E. reach a specific minimal
level of competence
b. Students will enjoy math
c. Students will attain application level in
addition subtraction, mult.
and div. of whole numbers,
numeration of whole numbers, and
measurement.
d. Given a diagnostic test, students (with a
teacher) can set and attain
their own goals
e. Students are able to see a problem situation
and determine the
numbers involved and the
processes needed.
3.
Miscellaneous Ideas:
a. Students have a goal sheet they fill out when
we get to a particular
unit .. will show progress
and motivate for the next step.
b. Make sure to reinforce processes as the year
rolls along.
c. Include application and problems solving
processes, also more
“pizzazz” activities such
as: modular arithmetic, numeral
systems, estimation (not at
the expense of other basic aspects,
but to enhance them).
d. Feel free to move students once groups have
been established.
V. Curriculum
D. Math: (continued)
4.
Math Plans (Content Outline) for the School Year (tentative)
3 weeks – Numeration and Place Value Strand
Topics/Activities: Systems of Numerals, Factors and Primes, Decimals,
Exponents, Expanded Not.
2 weeks ---- Addition/Subtraction Strand
Topics/Activities: Money,
Keep a Checking Account, or
Budget
an allowance
Arrowhead Break
5 weeks ---- Multiplication/Division Strand
Topics/Activities: Math
Workshop, Estimation, Stock Market
2 weeks ---- Measurement
Topics/Activities:
Application (word problems), Numberline
Idea
of fractions
Winter Holiday
4 weeks ---- Fraction Strand
(include graphing)
2 weeks ---- Decimals
February Planning Break
3 weeks ---- Geometry Strand
Topics/Activities:
Categorizing, Build Models
2 weeks ---- Bases or Numeration/Place Value (computers?)
2 weeks ---- Measurement or Adding/Subtracting Integers
3 weeks ---- Multiplication/Division or Statistics or Graphing
4 weeks ---- Cushion Time
To allow for
time spent in diagnosis, CAT testing, etc.
Intensive
remediation or extension of sponge projs.
V. Curriculum
D. Math: (continued)
5.
Numeration-Place Value Strand Objectives (stated in rough form)
(1) Students recognize symbols
and values in other number systems.
(2) Students can illustrate, by example, the basic difference between
the Hindu-Arabic system and one ancient system.
(3) Students illustrate, by example, the differenced between two ancient
systems of numerals.
(4) Students use large numbers (through 10 million) meaningfully.
(5) Know the value of all digits in numerals representing numbers
through 10 million.
(6) Can express numbers in expanded notation.
(7) Can define prime numbers and identify them through 100
(8) Can generate the Sieve of Eratosthenes.
(9) Defines composite numbers
(a) can express composite
numbers less than 100 in factored form.
(b) can express composite
numbers in prime factor form.
(10) Extends place value knowledge to tenths and hundredths
(11) Compares numbers such as 0.18 and 0.2.
6. Tentative Schedule for the
first six weeks:
|
|
Monday
|
Tuesday
|
Wednesday
|
Thursday
|
Friday
|
|
1st Week
|
No
math
|
Work
on Various Systems of Numeration
|
Diagnose
Basic
Skills
|
||
|
2nd Week
|
Evaluate
Basic
Skills
|
Diagnostic
Test
Numeration
|
Group
for Skills
Begin
Unit
|
Numeration/Place
Value Unit
|
|
|
3rd Week
|
Numeration/Place
Value Unit Continues all through this week . . . . . . . .
|
||||
|
4th Week
|
Numeration/P.V.
|
Diagnostic
Test on Addition and Subtraction
|
Numeration/P.V.
|
Post-Test
Numeration/P.V.
|
Evaluate
Progress
|
|
5th Week
|
Evaluate
Add/Subt
Test
Regroup
|
Addition/Subtraction
Unit
|
|||
|
6th Week
|
Addition/Subtraction
Unit
|
Post-Test
Addition and Subtraction
|
|||
V. Curriculum
E. Vivid Experiences:
We felt a lack
of vivid experiences last year (for children) and have attempted to brainstorm
for ideas next year. Some suggestions are made based on tentative science
units.
1. Field Trips – Off Campus
Planetarium Stock Exchange Ocean (tidepools)
Mt. Wilson
Observatory Space Installations Aquarium
Museums Bank
2. Field Trips – On Campus
Libraries Art Exhibits Drama Facilities
Computer
Facilities Concerts
3. Speakers
Stock Broker Oceanographer Story Teller
Campus People Parents
4. Films
Classic films Science films Math films
5. Unusual Learning Experiences
Another
smorgasbord Use
of gulley and forest
Measuring
Playground Visiting
other units
Plays for other
units Different
lunch experiences
Class newspaper
F. Miscellaneous Ideas:
1. Possible Science Units:
a.
Oceanography
b.
Space (Aviation or Astronomy)
c.
Pollution of air and water
d.
Use of land (conservation)
2. Room Environment:
a. Use of math sentences on butcher
paper for large bulletin boards
b. Figure out space for assembly
area (do we want risers?)
c. Display case idea . . . use clay
animals to show back to school scenes
3. Stability for the first week:
a. Students stay in one room all
day . . . teachers change
b. One teacher with one group all
day
c. Some students stay in one room,
some move
d. Longer periods for assessment
4. Advantages of similar tem schedules:
a. Use of talents of individuals
b. More alternatives for grouping
c. Less complex