5.18.15 Weekly Bulletin

Vote in Round 2 of SGO Elections beginning Thursday
LaGuardia Arts
Weekly Bulletin
May 18 - 22, 2015
May
16
Sat
SDF #3: The Laramie Project; 2:00 PM & 7:30 PM
17
Sun
SDF #3: The Laramie Project; 5:00 PM
Dr. Mars, Principal
The 30th Anniversary
Hall of Fame Gala
Conference Schedule
18
M
PA Gala Lyrics & Legacy; 7:00 PM; Honoring
Marilyn & Alan Bergman; CLICK HERE to purchase
tickets.
Achievement Tests in English; 3:05 PM - 4:35 PM
Achievement Tests in Algebra & Physics (in class)
19
T
GLI Event; 4:15 PM - 6:30 PM; 5th Floor Dining Hall
Key Club Area Meeting; 5:30 PM - 7:30 PM;
7th Floor Dining Hall
Tripod Student Survey administered Period 3
20
W
Asian Club’s Dance Performance;
4:15 PM - 5:15 PM; 7th Floor Dining Hall
Final Exams: Geometry (single period)
Science Fair
SGO Platform Speeches; 4:30 PM; Library
21
Th
PA Academic Forum; 6:30 PM; Room 457
SGO Run-Off Elections:
Voting on Daedalus opens; 8:00 AM.
Athletic Awards RSVP Deadline
22
F
Fashion Club’s Fashion Show, Runway to Charity;
5th Floor Dining Hall; 4:30 PM - 6:00 PM
Junior Drama Shakespeare Scenes; 6:00 PM;
(Blackout: Period 6)
25
26
M
Memorial Day; School Closed
T
SGO Run-Off Elections:
Voting on Daedalus closes; 4:00 PM
Final Exams: LOTE (single period)
Final Exams: English (single period)
27
W
Junior Drama Shakespeare Scenes; 6:00 PM;
(Blackout: Period 6)
Final Exams: Science & Studio
28
Th
Athletic Awards; 5th Floor Dining Hall;
5:00 PM - 7:00 PM
Final Exams: Social Studies;
Exam Make Up Day #1
29
F
Junior Drama Shakespeare Scenes
Graduation Dance Concert; 7:30 PM; Concert Hall
Prom Court Nominations Deadline 4:00 PM
30
Sat
Graduation Dance Concert; 2:00 PM & 7:30 PM;
Concert Hall
Schedule
TOC
Newsworthy
1
18
M
Conference
Building Community
2
19
T
Regular
7
20
W
Administrative
Regular
Instructional
10
21
Th
Regular
College & Careers
14
22
F
Regular
Prom Contract
15
In the course of their careers, Marilyn and Alan’s songs have been
nominated for sixteen Academy Awards, and they have won
three Academy Awards for “The Windmills of Your Mind” in 1968,
“The Way We Were” in 1973, and the score for “Yentl” in 1984.
Their lyrical collaborations with, among others, Marvin Hamlisch,
Michel Legrand and Quincy Jones, have enriched our lives and
livened our hearts. Marilyn was the first woman to be elected
to the board of The American Society of Composers, Authors
and Publishers (ASCAP,) and was the president and chairman of
ASCAP for 15 years. Marilyn’s advocacy for the role and rights
of artists is something that is particularly meaningful to us, as
an arts high school. Her insistence on the value of what artists
create – and on protecting artists’ rights to make a living from
their work – is a wonderful lesson to our students and a profound
legacy for the school we love.
Join our Hosts Deborah Roberts and Al Roker as they welcome
Ann Hampton Callaway
Bill Charlap (LaG ‘84)
Tyne Daly
Jessica Molaskey
David Hyde Pierce
John Pizzarelli
Stephen Schwartz
Jarrod Spector
Paul Williams
and
Alexis Christoforous
Recipient of the A&F Leadership Award
with Special Appearance by
Tony Bennett
presenting the Hall of Fame Award to
Marilyn and Alan Bergman
CLICK HERE to be redirected to the Parents Association’s Gala
Site
CLICK HERE to purchase tickets.
www.LaGuardiaHS.org
Building Community
Round 1 of SGO Voting Closes
Box Office
The first round of SGO voting ended Friday at 4:00 PM. If 3
or more people ran for the same position, a candidate must
win 51% of the vote to be declared the winner. In the event a
candidate is not declared the winner, a run-off election will be
held between the top two vote-getters. In the run-off election,
the candidate with the highest number of votes (simple majority)
will be declared the winner.
Tickets available through our website or the school store. Tickets
are no longer available online 3 days before the performance;
then, tickets can only be purchased in advance from the School
Store. Children under the age of 5 are not permitted.
This year, students have the opportunity to hear the finalists for
a position prior to voting in the Run-Off Elections, which begin
May 22. The Platform Speeches by the Finalists will begin at 4:30
PM in the Library.
Resp e c t Fo r A ll L ia i son: Mr. Bru mmel l, lo ca te d i n t he D e a ns O ffi ce
The Laramie Project
May 15; 7:30 PM
May 16; 2:00 PM & 7:30 PM
May 17; 5:00 PM
Tickets: $15/Student; $25/Adult
Graduation Dance
Concer t
Platform Speeches by Finalists
Friday, May 22
Run-Off Elections:
Voting on Daedalus opens; 8:00 AM.
Tuesday, May 26
Run-Off Elections:
Voting on Daedalus closes; 4:00 PM
Please keep in mind that students may only vote for SchoolWide positions, their Grade Level President, and their Studio
Representative. Any ballot incorrectly submitted (e.g. voting
for a different grade level president or different studio rep) will
disqualify your entire ballot.
May 29; 7:30 PM
May 30; 2:00 PM & 7:30 PM
Tickets: Tickets: $15/Student; $20/Adult
Athletic Awards Dinner
Proud of our Alums
We are proud of all our alums, but
there were a few who recently have
been receiving some terrific press.
Emily Skeggs is nominated for a Tony
Award for Best Performance by an
Actress in a Featured Role in a Musical
as Medium Alison in Fun Home. Niall
Cunningham has a principal role
in the new CBS series Life in Pieces.
The pilot was just picked up. Niall
graduated last year and is a Freshman
at Tufts University. Congratulations
to Qaasim Middleton for his Top 8
finish on American Idol and to India
Carney who placed 5th on The Voice.
Thursday, May 21
All athletes and their parents/guardians are invited to the Athletic
Awards Dinner of Thursday, May 28, from 5:00 PM - 8:00 PM in the
5th Floor Dining Hall. Athletes are asked to please RSVP with
their coach by Friday, May 22, 4:00 PM.
La! Students Shine at
NAACP NYC ACT-SO
The NAACP New York City Academic, Cultural, Technological, &
Scientific Olympics (NAACP NYC ACT-SO) sponsors a competition
for high school minority students. Students can compete in
categories of business, science, visual arts, performing arts
and composition. This year three La! students competed.
Congratulations to Ernest Brockleberry, Julia Nicolosi, and
Nicole Quiles. Nicole Quiles placed third in oratory and second in
contemporary voice. Julia Nicolosi placed first in contemporary
voice and will be competing at Nationals in Philadelphia this July.
For more info http://actso.org/WhatisACT-SO.shtml or ACTSO.
org.
Tony Nominee
Emily Skeggs
Art Students Excel in City-Wide
Competitions
Young Musicians Concert
Three La! students were selected by the Associated Music
Teachers League and performed at the Young Musicians
Concert at Weill Recital Hall at Carnegie Hall on Sunday, May
10. Congratulations to, pianist Amanda Lazkani, pianist Julia
Nicolosi, and violinist Tara Pagano-Toub.
Winners of a Dedalus Award for Excellent Portfolios
Catherine Lebarca, Lea Simoniello, and Erica McGloin were
selected for the Dedalus Award for Excellent Portfolios, and
their work will be exhibited beginning May 20 at the Dedalus
Foundation Gallery Space in Brooklyn. Only 7 students in the
City were selected.
Read More About Our
Presidential Scholar in the Arts
Winner of the Rothko Award for Excellence in Art:
Tallulah Schwartz
Javier Spivey, who just recently was named a Presidential
Scholar in the Arts, was featured in an article by DNAInfo.
com. Read the full article at http://www.dnainfo.com/newyork/20150514/east-harlem/east-harlem-high-school-seniornamed-presidential-scholar
Dedalus Art History Research Winners
Three other LaGuardia Arts students were recognized by the
Dedalus Foundation. Congratulations to Isadora Krsek, Sophie
Saskin, and Jodi Sterling who will present their research
publicly on May 20 at the Dedalus Foundation Gallery Space in
Brooklyn. Only 5 students in the City were selected as Winners.
2
Administrative
June Regents
Exam Invitations
June Regents Exam invitations were
distributed to students on Friday, May
15. (Exams that students are taking also
appear on student schedules.) Please
Ransomware is a type of malicious software that attempts to block access to your
note that the first Common Core Regents
computer or device until you pay the sum of money demanded. There are several ways
Exams take place Tuesday, June 2.
that ransomware can take control of your personal computers and devices:
What is ransomware?
Locking Classroom
Doors
•
•
•
It can be unknowingly downloaded by visiting malicious or compromised websites.
It can be downloaded by other malware residing on your system.
It can be delivered to your system as an email attachment or through a USB thumb
drive.
Thank you for remembering to lock
the classroom door at the end of a A message such as the following may appear on your system if you are the victim of
period if the room will subsequently be ransomware. This one requires you to pay $750 to get your files back. As you can see,
unoccupied.
the ransom can increase if payment is not made within a specified time.
Tripod Survey
Proctoring
Information
This threat is very real. If you are affected by ransomware, you will likely lose all the
data on your system (unless
of course you have a good
off-line backup or are
willing to pay the ransom).
Fortunately, there are simple
precautions described in this
newsletter which can greatly
reduce the risk of becoming
a victim of ransomware.
There are several kinds of
ransomware that can affect
you.
The Tripod Student Perception Survey
is being administered during Period
3 on May 20. This is a research-based,
confidential survey used across the
country to provide teachers with
student feedback about their classroom
experience.
Since teachers cannot
proctor the survey to their own students,
a schedule is being developed. When
the schedule and the logistics have been •
completed, they will be placed in teacher
•
mailboxes.
•
“Scareware” claims that it has detected issues on your computer or device and
demands that you pay a fee in order to fix them.
“Lock-screen” ransomware prevents you from using your computer or device.
The most recent and most difficult kind (e.g., Cryptowall) encrypts the files on your
computer or device until you pay the ransom.
How can I protect myself?
To protect your personal computers and devices, follow these tips:
•
•
•
•
•
•
Install anti-virus, anti-malware, and firewall software from a reliable vendor.
Keep your device’s applications (e.g., browser, Java), operating system, and security
software up to date by automatically installing patches and updates.
Install web browsing security software which will help you know if a site is
considered trustworthy before you visit it.
Backup your files regularly. Keep your backups disconnected from your PC to ensure
that there’s no risk that they too could be encrypted by ransomware.
Don’t click on links or open email attachments from untrusted sources.
City of New York systems are protected from malware by multiple defenses including
firewalls, anti-virus, intrusion prevention, web browsing, and web filtering systems.
What can I do if I am victim of ransomware?
If your personal computer or device is affected by ransomware, the links below may
help, but, it is recommended that you consult an information security professional
before you consider paying a ransom to get your data back.
If you are a victim of ransomware, you can report it at the Internet Crime Complaint
Center (IC3) which is a partnership between the FBI and the National White Collar Crime
Center.
You may also want to consult a professional to ensure that your system is restored to a
clean working state and the recommended security protections are put in place.
3
Information for Seniors
Senior Dues
Class of 2015
End of Year Calendar
Payment of Senior Dues is mandatory. The full amount of $240
must be paid by Friday, February 13, 2015. Any Senior Dues
paid after this date is subject to a late fee of $10; The late fee
for payments received after May 1, 2015, is $20. Dues are
mandatory and are non-refundable. Items cannot be purchased
individually. Here is what is included with your Senior Dues:
We are providing information to assist you with planning
the end of the school year. Specific information will be
provided later in the school year.
February 13
Senior Dues Deadline to avoid late fee.
•
May 7
Prom Ticket Price increases to $220, if
available.
May 28
Athletic Awards
June 8
Graduation Awards: Art
2:30 PM Little Flower Theater
•
•
•
•
•
June 12
Graduation Awards: Academic &
Service
4:30 PM
Little Flower Theater
June 15
Graduation Clearance Deadline
Graduation Awards: Dance, Drama/
Technical Theater, and Music
Little Flower Theater
1:00 PM Drama & Technical Theater
2:00 PM Dance
Concert Hall
4:15 PM Music
Graduation — Includes 2 tickets to ceremony (Students who
paid by February 13 will automatically receive a 3rd ticket)
Caps and Gowns
Yearbook
Senior Luncheon
Expenses Associated with the Class of 2015
Senior and Studio Awards Ceremony
Extra Ticket Lottery/
Senior Clearance
All Seniors must be “cleared” for Graduation in order to pick
up their cap and gown, graduation tickets, etc. If a student is
“cleared” by June 15, they are eligible to enter the “Extra Ticket
Lottery.” Here is what must be done in order to be cleared:
•
•
•
•
June 17
Graduation Rehearsal #1
10:00 AM - 1:00 PM
Little Flower Theater
Rehearsal
Prom Ticket Distribution
Meet all Graduation requirements, including passing all of
your current classes.
Enter into Naviance your “Attending” and “admissions”
decisions. Remove any schools you did not apply to. If
you are not attending college, please see your Guidance
Counselor before June 15.
Paid Senior Dues
Return all textbooks and have no outstanding charges,
including calculators, and athletic uniforms.
Information concerning the process will be disseminated at a later
date.
How Does the Lottery Work?
June 20
Prom
Marriott Marquis Times Square
8:00 PM - 12:00 AM (Midnight)
June 22
Graduation Rehearsal #2
10:00 AM - 4:00 PM
Concert Hall
Rehearsal
Cap and Gown Distribution
Graduation Ticket Distribution
Senior Luncheon
Extra Ticket Lottery
During the Cap and Gown Distribution process at Graduation
Rehearsal #2 (June 22), students also receive their graduation
tickets and Senior Luncheon Ticket. Extra tickets are distributed
at the Senior Luncheon, and a student must be present in order
to receive the ticket.
Luncheon tickets are color coded: Luncheon + Lottery OR
Luncheon Only. Students entering the lottery place their ticket
in a bin. When all caps and gowns have been distributed, Dr.
Stricklin-Witherspoon goes to the luncheon and immediately
begins drawing names, and those students are handed an extra
tickets. This process continues until there are no more extra
tickets available. Students must be present to receive a ticket
through the lottery.
June 24
Graduation
Avery Fisher Hall
1:00 PM - 3:30 PM
Graduates Arrive: 12:00 PM
Guests Enter: 12:30 PM
We have found this process to be the fairest way to distribute
extra tickets, so we do not entertain special requests that
circumvent this process.
June 26
Diploma Distribution
11:00 AM - 12:00 PM
Behavior Expectations
Seniors should be aware their behavior – both during the school
day and at school events -- could effect their participation in the
Prom and Graduation. Seniors who are suspended at the end
of the school year may be denied participation in these events.
Chancellor’s Regulations state that only students who have
successfully completed all requirements for a high school
diploma, including the necessary required credits, courses,
and standardized tests will be permitted to participate in
graduation ceremonies.
Prom Court Nominations
Nominations are now being accepted through Daedalus for
Prom King & Queen until Friday, May 29. Seniors may be
nominated by someone, or they may nominate themselves.
One nomination will place a student on the Ballot, and then the
Senior Class will have the opportunity to vote on all nominees.
The top 5 students in each category will become the Prom Court.
Voting for King and Queen will take place at Prom and will be
announced at 11:00 PM. The nominee must be a LaGuardia
Senior with no significant Dean's Record.
4
Please be advised all Senior activities are a privilege, including
Prom and Graduation, and can be revoked due to inappropriate
behavior, academic failure, or unexcused absences.
Instructional
Achievement Tests
LaGuardia Arts is set to administer an achievement test to Juniors in E6. The Achievement Test in English is being administered on
May 18, 2015, a Conference Day, in one 90-minute sitting from 3:05 PM - 4:35 PM according to the table, below.
Form of Test Class
602
E6 - 01
Teacher
Examination Room
ZDYRKO
609
PROCTOR
The Achievement Test for Algebra
(Grade 9) is being administered
during class on May 19, 2015. This
is a one period exam. All Algebra
teachers will proctor their own
exam.
Hawrylczak
604
E6 - 02
ZDYRKO
617
Johnson L. (*)
605
E6 - 03
ABATE
625
Kennelly
604
E6 - 04
LINNEHAN
621
Abate
603
E6 - 05
ZDYRKO
613
Wenckbach
607
E6 - 06
LINNEHAN
631
Moore
602
E6 - 07
KENNELLY
611
Bar Lev
603
E6 - 08
KENNELLY
615
Karaliolios
601
E6 - 09
ABATE
601
TBD
The Achievement Test for Physics
is being administered during class
on May 19, 2015. This is a one
period exam. All Physics teachers
will proctor their own exam.
Regents Tutoring
Global History
Algebra
Date
Time
Teacher
Room
Date
Statistics
421
May 19
4:15 PM - 5:15 PM
631
Fallon
Marino
Sequences
431
May 20
4:15 PM - 5:15 PM
629
Kingham
415
May 21
4:15 PM - 5:15 PM
631
Fallon
May 27
4:15 PM - 5:15 PM
629
Kingham
May 19
4:15 PM - 5:15 PM
Greenman
May 20
4:15 PM - 5:15 PM
Topic
May 21
4:15 PM - 5:15 PM
Fischer
Regressions
and Residuals
May 26
4:15 PM - 5:15 PM
Greenman
Writing and Using
Functions
421
May 27
4:15 PM - 5:15 PM
Marino
Word Problems
431
Fischer
Comparing
Functions
415
May 28
4:15 PM - 5:15 PM
Time
Room
Teacher
US History
Date
Time
Topic
Teacher
Room
Sperber
645
June 9
4:15 PM – 6:15 PM
Fischer
June 2014 Regents
415
May 19
4:15 PM - 5:15 PM
Manifest Destiny
through Reconstruction
June 10
4:15 PM – 6:15 PM
Marino
August 2014
Regents
431
May 21
4:15 PM - 5:15 PM
Closing of the frontier
through Industrialization
Benson
639
June 11
4:15 PM – 6:15 PM
Greenman
January 2015
Regents
421
May 26
4:15 PM - 5:15 PM
Populism through
Progressivism
Sperber
645
May 28
4:15 PM - 5:15 PM
Neo-imperialism
through WWI
Benson
639
June 9
4:15 PM - 5:15 PM
1920 PM’s through WWII
Sperber
645
4:15 PM - 5:15 PM
Cold War through
Present (early 2000 for
the Regents ‘s)
Weiler
623
Algebra 2/Trigonometry
Date
Time
May 26
4:15 PM – 6:15 PM
June 11
4:15 PM – 6:15 PM
Teacher
Topic
Room
Fischer
Trig Identities
415
Fischer
January 2015
Regents
415
June 11
French 6
ELA Regents and CC English
Date
Time
ELA
Regents
Room
Date
CC
English
Room
Harisiadis
659
May 19
4:15 PM - 5:15 PM
Zdyrko
609
May 21
4:15 PM - 5:15 PM
Washburn
609
May 22
4:15 PM - 5:15 PM
Wiktor
609
May 26
4:15 PM - 5:15 PM
Zdyrko
609
Harisiadis
659
May 28
4:15 PM - 5:15 PM
Wiktor
609
Harisiadis
659
June 1
4:15 PM - 5:15 PM
Harisiadis
659
Time
Room
May 20
4:30 PM - 5:30 PM
359
May 27
4:30 PM - 5:30 PM
359
June 3
4:30 PM - 5:30 PM
359
June 10
4:30 PM - 5:30 PM
359
June 11
4:30 PM - 5:30 PM
359
June 17
4:30 PM - 5:30 PM
359
June 18
4:30 PM - 5:30 PM
359
Italian 6
Date
5
Time
Room
Teacher
May 20
4:15 PM - 5:15 PM
347
Costa
May 27
4:15 PM - 5:15 PM
347
Costa
Getting Students to Mastery: Flipping for Mastery
by Jonathan Bergmann and Aaron Sams
this student completed 80 percent of the
entire year’s worth of chemistry.
Teachers who have moved direct instruction out
of their classrooms can now take the flipped
model to the next level.
The flipped classroom is everywhere
these days. This past August, every
Costco member in the United States
received the back-to-school edition of
the member magazine—with Salman
Khan on the cover and an article about
the flipped classroom inside. Much of
the conversation has been about video,
content creation and delivery, and
recuperation of class time.
First-year flippers often focus on making
videos for students to watch before
class, which provides more one-on-one
time with students during class. This
time-shifting of direct instruction results
in higher student achievement and
increased engagement.
But what about teachers who want to
take this approach further? An important
next step is flipping your classroom—for
mastery.
How We Got There
In our first year of flipping the classroom
(2007–08), we had students watch our
direct instructional videos before coming
to class. (Although we taught different
sections of chemistry, we worked out
this approach together and applied it in
our separate classrooms.) The next day
in class, students did more engaging
activities, such as running interactive
simulations like those available at phET.
In a simulation on gas properties, for
example, students pump gas molecules
into a box and see what happens as they
change the volume, add or remove heat,
change gravity, and so on. We like to call
this approach the Flipped Classroom 101.
Then, in the middle of our second year,
we moved to a new phase. We fell into
mastery learning when a school counselor
approached one of us—Jon—in January
2008, asking whether a new student—
one with no background in chemistry—
could enter his chemistry course. In
previous years, Jon would have said no,
that a student couldn’t enter a yearlong
course in the middle of the stream. But
because we’d created videos for each
lesson, Jon realized that the student could
enter the class, work at her own pace, and
learn. To our amazement, in one semester
What if all students had that
opportunity to work through
content at their own pace?
What if they had to master the
content before they
moved on?
What if all students, we wondered, had
that opportunity to work through content
at their own pace? What if all students had
to master the content before they moved
on? One problem we still faced, especially
in our highly sequential chemistry course,
was that when a student did poorly on a
summative assessment, we still moved
on. If a student earned a 42 percent on a
test we gave Friday, on Monday we went
on to the next topic.
So in spring 2008, we merged two
concepts—flipped learning and mastery
learning—and developed what we call
the flipped-mastery model of education.
In this model, students work through
course content at a flexible pace, receiving
direct instruction a synchronously when
they’re ready for it. When they get to the
end of a unit, they must demonstrate
mastery of the learning objectives before
they move on.
Two Problems, Two Solutions
For many years, time has been the
constant in our schools; content mastery
has depended on the amount of learning
that takes place in that fixed period of
time. However, on the basis of Benjamin
Bloom’s work, we believe that learning
should be the constant and time, the
variable. This ensures that all students
learn what they’re expected to learn but
that they do so in the amount of time
each one of them needs.
Bloom’s mastery learning approach is
difficult to implement because of two
logistical issues. First, if teachers need to
deliver direct instruction, when do they
deliver it if students are all at a different
place in their learning? Actually, students
in all classes are always at different places
in their understanding, yet we continue
to treat them as a homogeneous group.
Mastery learning exposes and accepts
diversity, but logistics often prevent
6
teachers from meeting learners’ individual
needs.
The second challenge is assessment. How
many versions of a summative assessment
can a teacher realistically create? It just
isn’t practical for the typical teacher with
30 students to type up multiple versions
of exams and grade them manually.
Fast-forward to the information age and
to the advent of two technologies: online
video and learning management systems.
The availability of online videos has
solved the problem of direct instruction.
YouTube, Vimeo, and other online video
services now deliver videos on virtually
any topic, and teachers can upload video
content that’s accessible to anyone with
an Internet connection.
As for the assessment challenge, teachers
can now easily create online tests using
learning management systems and
online quizzing modules such as Moodle,
BlackBoard, Canvas, My Big Campus,
Schoology, Pathwright, Quia, and Haiku
Learning. The assessments can differ
each time a student takes an exam, which
allows for customized paths of study
based on a student’s current abilities and
understanding of content.
How to Organize a Flipped-Mastery
Model
In the flipped-mastery model, the teacher
begins by organizing content around
specific objectives. As chemistry teachers,
we analyzed each unit of study and
broke each one down into the following
categories:
•
•
•
Learning objectives, such as “be able
to calculate using the combined gas
law.”
Learning objects that we would make
available for students to use, such as
videos, problem sets, and references
to specific sections of the textbook.
Required activities that students had
to complete to demonstrate mastery
for each objective, such as handson experiments, inquiry-based labs,
teacher-led demonstrations, and
online simulations.
Essentially, we gave students a menu
of options they could use to learn the
desired outcomes. (For a breakdown of
our unit on gas laws, see Figure 1.)
Learning Objectives
Learning Objects
Gases 1
Be able to understand how gases differ from solids
and liquids and how gas pressure is measured.
Video 1,
Worksheet 1,
Text Section 12.1–12.2
Required Activities
Gases 2
Be able to conceptually and mathematically explain
Boyle’s, Charles’s, and Gay-Lussac’s laws.
Video 2,
Worksheet 2,
Text Section 12.3
Online Simulation,
Boyle’s Law Lab,
Charles’s Law Lab
Gases 3
Be able to calculate using the combined gas law.
Video 3,
Worksheet 3,
Text Section 12.3
Take-Home Lab
Gases 4
Be able to calculate using the ideal gas law.
Video 4,
Worksheet 4,
Text Section 12.4
Gases 5
Be able to conceptually and mathematically explain Dalton’s
law of partial pressure and Graham’s law of diffusion.
Video 5,
Worksheet 5,
Text Section 12.5
Graham’s Law Demo
Gases 6
Be able to do gas-stoichiometry problems in which gases
are not collected at standard temperature and pressure.
Video 6,
Worksheet 6, T
ext Section 12.6
Gas-Stoichiometry Lab
Gases 7
Be able to determine the molar mass of a gas that
is collected at nonstandard conditions.
Video 7,
Worksheet 7,
Text Section: Not in Text
FIGURE 1. Unit on Gas Laws, Broken Down by Objectives, Learning Objects, and Required Activities.
Once we developed the list of objectives,
we made one video for each objective,
developed worksheets to help students
practice what they had learned, assigned
hands-on activities that supported the
learning objectives, and developed
summative assessments.
A word about the videos: We found that
they worked best when we kept them
short. We recommend making them no
longer than 60–90 seconds per grade
level. So if you’re making videos for 10th
graders, for example, keep them under 15
minutes.
All this probably seems like a lot of work,
but we’d already been using many of
these items before we implemented the
flipped-mastery model. We already had
mountains of worksheets, many handson experiments we had used for years,
and plenty of test questions on gas laws.
We simply reorganized these items to fit
the flipped-mastery model and made a
more deliberate attempt to ensure that
every question on every page helped
students progress toward mastery.
One mistake we made at the outset was
creating a video for every objective. In
retrospect, we’ve come to understand
that direct instruction isn’t always the best
way for students to learn. For example,
we found that videos weren’t particularly
helpful in teaching about atomic theory;
the topic was too abstract, and the
videos just confused the students. As we
modified and improved on the model, we
began to add more inquiry activities and
projects that helped students understand
content more deeply. (For an example
of inquiry activities, see POGIL [Process
Oriented Guided Inquiry Learning].)
Student engagement in activities like
these brought about the greatest
transformation.
We’re often asked whether teachers
should create their own content or look
for videos others have created. One
of our core beliefs is that teaching is
inherently about human interaction,
about the teacher–student relationship.
When teachers create their own videos,
students recognize that their teacher is
taking the time to “teach” them.
Teaching is inherently about
human interactions, about the
teacher-student relationship
Consider the issue in terms of a continuum:
At one end, on the left, teachers create all
the videos and other learning objects; at
the other end, on the right, they only use
others’ products. We feel that teachers
should err on the side of creating their
own materials—they should stay well
left of center—because of the relational
aspect of teaching.
How to Pace
In an ideal world, students would master
content at their own pace and move on
when they’ve done so. All students would
be self-starters and would be genuinely
interested in all subjects.
This, of course, is not realistic. Like most
schools, the school where we taught
when we started flipping operated on
a 9- to 10-month schedule in which we
saw our students from August through
May. So we had to set a schedule of
benchmarks, but we allowed students to
work at a flexible pace. We expected them
to master three to four objectives each
week. Each Monday, we told students
what they needed to accomplish by the
end of the week. We also gave them
guidance about how much time the
various activities would take so they
could plan their week.
But we ran up against a problem: Slower
learners weren’t mastering all the
content. They weren’t able to keep up
7
with our pacing guidelines, which were
still a function of our traditional school
calendar. We ended up having too many
different class activities happening at
the same time, which was a logistical
nightmare. We almost gave up because
of this.
In the spring of that first year of
implementing flipped mastery, we
devised a solution. We reorganized our list
of objectives for each grading period to
“front-load” the essential ones. We saved
the “nice to know” objectives for the end
of the grading period. For example, in our
unit on gas laws, we expected all students
to conceptually understand Graham’s
law of diffusion but placed the more
mathematical formulation of the law in
the “nice to know” category. That way,
when our slower learners fell behind, they
weren’t missing the essential objectives,
only the “nice to know” ones. When we
started a new grading period, all students
were back on the same page.
Note that the slower learners never went
back and learned the “nice to know”
objectives. We decided that we preferred
that students deeply understand the
essential objectives instead of being
exposed to all of them. Our traditional
calendar and some less-motivated
students required us to modify a selfpaced ideal into a flexible-paced reality.
How to Assess
Our biggest struggle in implementing the
flipped-mastery model was assessment
and grading. How could we honor the
school’s grading system and still maintain
the integrity of an approach that was
driven more by competencies and
mastery? Philosophically, we gravitated
toward standards-based grading, but we
lived in a community that understood
and valued letter grades.
So we tackled grading in two ways,
creating a system for both formative and
summative assessments.
Formative Checks
The most important part of our
assessment
system
was
simple
conversations we had with our students.
When students felt they had mastered
an objective, they approached us with
their evidence, which usually included
their worksheets, experiment write-ups,
and notes from their interaction with an
instructional video. We then asked them
some key questions about what they
had learned. We could quickly determine
whether they truly understood a topic.
the filing cabinet, and how many hours
will it take to grade each new attempt?
becomes less important and less busy
and can handle a larger student load.
We were able to leverage technology to
help us solve this problem. Using Moodle
as our learning management system,
we generated thousands of different
versions of tests that assessed the same
objectives. We each had seven netbooks
in our class for students to use; they took
their summative assessments in class
after they had mastered each objective.
We disagree. In the flipped-mastery
model, teachers are even more valuable.
Their time in the class is maximized.
The teacher’s main role is not to be a
disseminator of knowledge, but rather a
facilitator of learning.
Often, during these formative checks
we realized that students either had a
misconception or were missing a crucial
point. For example, students often
misunderstood the nature of gravity,
a misconception we easily discovered
through questioning them. In those
cases, we’d tell the student to rewatch a
video, practice a few more problems, or
dig deeper through more investigation.
For each of the objectives shown in
Figure 1, we created multiple questions
that assessed each objective. In the case
of this gas laws unit, we had seven banks
of questions, one bank for each objective.
When students took a summative
assessment, the computer randomly
picked one to two questions from each
bank and generated a test. The software
also graded the majority of the questions.
Because we strongly believe that
education needs to be about human
interactions, we wanted one more
conversation with our students before we
had them move on to the next topic. After
students took an exam, they had to set up
an appointment to come and visit with
us. During that appointment, we went
over the questions they had answered
incorrectly and provided remediation
and assistance to help them master
the objectives they hadn’t understood.
They retook the assessment once we
were satisfied they had received the
appropriate help.
We pushed our more advanced students to
do deeper work. One student developed
a fuel cell to charge her cell phone.
We made sure our struggling students
mastered the essential objectives by
remediating with them one-on-one or
in small groups, essentially working with
them until they got it.
This individualized assessment is probably
one of the greatest benefits of the flippedmastery system. We were able to talk to
every student in every class every day,
and most of our discussions took place in
these formative-check conversations.
Summative Retakes
In our flipped-mastery system, students
could attempt a summative assessment
as many times as they needed to
demonstrate mastery. But if a teacher
gives the same test over and over, students
simply memorize the test; they don’t
necessarily learn the content. Moreover,
a flipped-mastery summative assessment
can be a logistical nightmare. How many
versions of an exam can a teacher have in
Students at the Center
In our accountability-driven culture,
mastery learning has a solid place in school.
The flipped-mastery model allows for
innovation yet maintains the integrity of
content standards. Moreover, it leverages
today’s technology to overcome the
logistical hurdles of the past. This enables
teachers to individualize learning for each
student and puts student learning at the
center of each classroom.
Educational Leadership; December 2013/
January 2014; Volume 71, Number 4;
Bergmann, Jonathan and Sams, Aaron;
Flipping for Mastery
We realize that these face-to-face inter
actions take a lot of time. But we were
able to make the time by shifting all the
low-level content delivery out of the
classroom.
Interacting with so many individuals was
certainly a greater challenge when we
had larger classes. Some policymakers
and administrators like the idea of the
flipped classroom because they see it as a
way to save money by having larger class
sizes. They surmise that because we can
outsource content to video, the teacher
How to Create Multiple Versions of a Single Test
Video Bonus
Not all learning management systems can create thousands of versions of the same test, but
Moodle and Blackboard can. So can online quiz programs such as Quia and Fishtree.
Here's a step-by-step overview. Go to http://youtu.be/BV2PL19JomM to watch a screencast
that will walk you through the process.
Watch a screencast
showing how to create
multiple versions of a
single test at http://youtu.
be/BV2PL19JomM
Step 1: Create a list of discrete objectives. This is simply a list of what you want to assess.
For example, in our gas unit, the first objective we listed was "Be able to understand how
gases differ from solids and liquids and how gas pressure is measured." (See Figure 1 for all our
objectives for this unit.) This list forms the basis of your questions to come.
Step 2: Create a bank of questions for each objective. For each objective we listed, we wrote
8 to 12 questions. Writing good, meaningful questions that assess the same objective is hard.
We spent many hours creating these questions.
Step 3: Let the learning management system or web tool randomly select questions. This
is where the magic happens. If eight questions assess Objective 1, then have the system
randomly pick one question. For Objective 2, you might have the system randomly choose
two questions out of your bank of 12. Repeat until you have "built" your test. One caveat: You
don't need to create long tests; a good exam can be short.
Step 4: Have students take the exam. Each student's exam will be different.
8
College & Career
SUNY College Fair this Weekend
at the Armory
The Redesigned SAT
Class of 2016
https://collegereadiness.collegeboard.org/samplequestions
Sunday, May 17, 2015; Armory Track & Field Center
1:00 PM - 4:00 PM
Registration/Check In
1:00 PM - 5:00 PM
College Fair
Essay Sample Questions
Participating Campuses:
Adirondack CC, University at Albany, Alfred State, Binghamton
University, Brockport, Broome CC, Buffalo State, University at
Buffalo, Canton, Cayuga CC, Clinton CC, Cobleskill, Corning CC,
Cortland, Delhi, Dutchess CC, Environmental Science & Forestry,
Farmingdale State, Fashion Institute of Technology, Finger
Lakes CC, Fredonia, Fulton-Montgomery CC, Genesee CC,
Geneseo, Herkimer CC, Maritime, Mohawk Valley CC, Morrisville
State, Nassau CC, New Paltz, North Country CC, Old Westbury,
Oneonta, Orange, Oswego, Plattsburgh, Potsdam, Purchase,
Stony Brook University, SUNY Polytechnic Institute, Tompkins
Cortland and Westchester CC.
Instructions
As you read the passage, consider how [insert author’s
name] uses
•
•
•
evidence, such as facts or examples, to support claims.
reasoning to develop ideas and to connect claims and
evidence.
stylistic or persuasive elements, such as word choice
or appeals to emotion, to add power to the ideas
expressed.
Sample Prompt
You may pre-register at: http://www.suny.edu/attend/events/
event_registration.cfm?elid=944&etyp=Student&etypid=1
Write an essay in which you explain how [insert author’s
name] builds an argument to persuade his audience that
natural darkness should be preserved. In your essay, analyze
how [insert author’s name] uses one or more of the features
listed in the box above (or features of your own choice) to
strengthen the logic and persuasiveness of his argument. Be
sure that your analysis focuses on the most relevant features
of the passage.
Exploring College Options
LaGuardia Arts was happy to host Exploring College Options,
a unique program featuring presentations and questions &
answer sessions with representatives from Duke University,
Georgetown University, Harvard College, Stanford
University and the University of Pennsylvania. Following are
a few notes taken from the presentation:
Your essay should not explain whether you agree with
[insert author’s name] claims, but rather explain how
[insert author’s name] builds an argument to persuade his
audience.
•
•
•
•
Conservatory Advisement
Ms. Grilikhes grilikhesn@
laguardiahs.org
Mondays/Wednesdays Ext.
1206
Portfolio Prep Sessions
Ms. Currier ACurrie@schools.
nyc.gov
Tuesdays through June 9
Sign Up Sheet on door of
Room 740
Bring all artwork and a thumb
drive
Junior College Meetings for
Simmons/Levine Caseload
Ms. Scott
laguardiaartscollege1@gmail.
com
Tuesdays/Fridays May 5 - 19 &
May 29 - June 12
Please email or stop by to
schedule an appointment in
Room 323A
decisions in Naviance, yet?
Have you entered your
Summer Teen Trails Crew
Internship- Now Hiring!
Deadline: May 22
The Friends of Van Cortlandt
Park
are
accepting
applications for our Summer
Trail Crew Internship. Interns
contribute to the maintenance
of the trails of Van Cortlandt
Park
through
supervisor
led activities. All interns are
required to do physical trail
work outdoors in various
conditions throughout the
summer. Projects are primarily
related to trail maintenance,
habitat
restoration,
and
invasive species removal.
Schedule for all interns is
Monday through Thursday
from 9:00 PM to 4:00 PM. Open
to applicants 14-18 years old.
http://vancortlandt.org
•
•
•
•
•
•
9
All of the colleges consider the college application process
about self-discovery and self-reflection.
Admissions officers want to know what you are doing when
you are not going to class or sleeping. Essentially, who are
you?
Always bring the essay back to you. It is nice to write about
other people or situations, but remember, the essay is about
you.
Take advantage of what is available to you, meaning
advanced class, activities, opportunities. They want to
know you are happy and making the most of high school
(so that you’re more likely to be happy and make the most
out of your college experience.)
Early Decision is Binding. Duke and Penn admit 1/2 of their
class ED, and they want to know you’re committed to them.
In return, there are less applicants, so the acceptance rate
is better. For example, the ED acceptance rate for Penn
is around 25% versus a 9% acceptance rate for regular
decision.
Georgetown -- They have Early Action and if you’re not
accepted, you are deferred into the regular pool. There is
no statistical advantage of applying early.
Harvard and Stanford are Restricted Early Action, meaning
if you apply Early to either of these colleges, you agree not
to apply Early to any other school. You agree to apply Early
only to 1 school.
Check your email and spam folder.
Colleges will
communicate to you using the email you apply with.
Interviews -- after you apply, they will contact you. You are
encouraged to say, “yes.” The interviewer (usually an alum
who lives in the city) knows nothing about you prior to
the interview. This gives you an opportunity to highlight
something that might not have jumped off the page in your
application.
Recommendations -- 2 “core” academic teachers. 1
supplemental rec is OK.
The National Hispanic Institute
is an organization offers leadership
enrichment programs to high school
youth to develop their skills in social
entrepreneurship, community organizing,
and community equity building. .
Students have the ability to run for office
and lead a delegation of 200 students to
uphold and follow an agenda created by
the community. The LDZ takes place at
the University of Rochester from July 1219, 2015.
Our programs start with the Great
Debate, which is open to high school
freshmen and is held at Villanova
University from July 21-26, 2015. The
Great Debate develops participants'
articulation skills in order for them to be
able and comfortable holding intellectual
conversations revolving around their
ideas for the future of their community.
Finally, at the 11th grade level, students
are introduced to the Collegiate
World Series, which be held at Cabrini
College from July 8-12, 2015. During this
program, students work with college
admissions officers, from the nation's
most prestigious collegiate institutions,
on the college admissions process. These
admissions officers help them develop
their common application, college essays,
interviewing skills, and recommendation
letters.
Our 10th grade program, the
Lorenzo De Zavala Youth Legislative
Session, introduces students to a mock
government system that develops their
skills in writing proposals, community
organizing, and agenda creating.
98% of our participants enroll in college
with 90% graduating in 4 to 5 years, and
67% continuing into advanced studies.
10
In the past, we have had two alumni
write their dissertations for their doctrine
degrees on the impact that these life
learning experiences had on them. Both
explained how through being guided in
their youth to re-frame and re-direct their
mindsets towards higher expectations,
they increased their effectiveness in their
studies, their interest in leadership, and
their role in their communities.
While the average cost is $1,311 per
student, we discount this amount around
50% to make participation financially
possible. In addition to this discount,
we have scholarship opportunities for
students who demonstrate financial
need.
For more information: http://www.nhinet.org/Pages/index.aspx
Looking Ahead
MAY 2015 Sunday Monday Tuesday Wednesday Thursday 3 4 Conference schedule AP exams a.m. Chemistry, Environmental Science p.m. Psychology 10 7:00 pm – Exploring College Options Concert Hall 11 AP exams a.m. Biology., Music Theory 5 AP exams a.m. Calculus AB/BC p.m. AP Seminar, Chinese 4:30 – 5:30 SLT meeting 6:00 PA General & Studio meetings Musical Cast due Last day for Fall 2015 program changes 12 AP exams p.m. French 6 AP exams a.m. Eng. Lit. & Comp. p.m. Japanese Lang. and Culture, Physics 1: Algebra Based 7 AP exams a.m. Spanish Lang. and Culture p.m. Art History, Physics 2: Algebra Based 13 14 meetings LAST DAY FOR FIELD TRIPS 7:30 pm -­‐New Music Singers/Symphonic Band LAST DAY TO ORDER FOR ARTS COMPREHENSIVES 8 AP exams a.m. US History th
AP exams a.m. English Language and Composition p.m. Statistics Blackout – Sr. Art & Drama Laramie Project Preview – rd
th
3 & 4 pds 6 pd. Attendance & School safety meeting – AP exams: a.m. World History/Comparative Government & Politics p.m. Italian 18 Conference Schedule Build Master/programming begins thru 6/5 19 5:30 – 7:30 Key Club meeting – 7th fl. Dining hall 4:15 – 6:30 GLI -­‐ Film th
screening – 5 floor Dining hall 25 Memorial Day observed 26 st
1 pd. blackout drama sophomores PA Gala 24 15 7:30 -­‐ SDF3 – Theater “The Laramie Project” AP exams 16 2:00 & 7:30 – SDF3 – Theater – “The Laramie Project” Regent Exam Invitation Blackout – Laramie Project Last day for outside th
th
performances – 9 & 10 graders Art Show #5 Drama & Dance grouping due 20 21 Science Fair – 9 – 3 mezzanine th
Fire Drill – 9 pd. st
1 pd. blackout drama sophomores 4:10 – 5:10 Asian Club – Dance performance –Student Dining Hall In Class Geometry Finals SGO Speeches – 4:30 PM, Library Academic Forum – Rm 457 – “The College Process” – a Parent Panel 27 28 Athletics Awards -­‐ 5 floor student Dining Hall -­‐ th
6:00 -­‐ Jr. Drama Shakespeare th
scenes (blackout 6 pd) In Class Finals –English st
1 pd. sophomores-­‐ drama In Class Finals – Science, Studios In Class Finals – LOTE 31 9 17 5PM – SDF3 “The Laramie Project” Friday Saturday 2 Guidance Programming 1 22 23 29 30 6:00 -­‐ Jr. Drama Shakespeare scenes th
(blackout 6 pd) Runway to Charity Fashion th
Club – fashion show-­‐ 5 fl. Dining hall 7:30 Graduation dance concert – Concert Hall In Class Finals – SS Jr. Drama Shakespeare scenes – afternoon & evening FINALS -­‐ MAKE UP DAY 1 2:00 & 7:30 Graduation dance concert – Concert Hall 5/15/15 JUNE 2015 Sunday Monday Tuesday Wednesday Thursday 2 3 1 4 NO REGULAR CLASSES NOCTI – Drama & Tech Professional Black out Chorus & development In Class Finals – Regents in English Orchestra , Sr. Art Health/PE (Common Core) & No Students Geometry (Common Finals Make-­‐up 2 6:30 Drama – Spring Core) Sing (theater) Math Finals 4:15pm – SLT Meeting Final Make up 3 6pm – General Final Make up 4 Semi-­‐Annual Art Show Build Master/programming ends PA/Studio Meetings 7 8 Book Collection – SS and Foreign Language 9 6:00 Spring Musicale #1 – Concert Hall Book Collection: Science & English Regent Exam Invitation 10 15 8:30 – Grade corrections due 1:00 Drama/Tech Awards Ceremony -­‐theater 2:00 Dance Awards Ceremony– theater 4:15 Music Awards Ceremony (Concert Hall) 16 REGENTS: AM -­‐ U.S. History PM–Living Environment; ARTS Comprehensives 17 REGENTS: 22 23 4:15 Art Awards Ceremony (Theater) 6:30 Drama Agent Showcase (theater) 14 21 10 – 4 pm -­‐Graduation rehearsal #2 (caps & gowns, graduation tickets , Sr. Luncheon) 12 2:30 – 4:30 Jr. Dance Project – Faculty -­‐LFT 13 18 REGENTS: AM – Global AM-­‐ Integrated PM – Physics, Algebra Algebra 1 (common core) PM – Comp. English 19 REGENTS: AM – Algebra 2/Trig; Earth Science PM-­‐ Geometry (2005 standards) 20 Senior Prom 2015 REGENTS: AM -­‐ Chemistry 24 RCTs Graduation – 1PM Avery Fisher Hall 25 RATING DAY 26 TEACHER TIME: 8:00 – 2:50 27 29 30 Last day for A.P.s, Secretaries, Guidance Counselors 2:30 – 6:00 Jr. Dance Project rehearsals 6:00 Spring Musicale #2 – Concert Hall Book Collection: Math, Music, Art & Health End Marking Pd. 2 10 – 1 Graduation rehearsal #1 (Prom tickets) 7:30 – Drama dept. -­‐ Sweet Beginnings (black box) 28 Friday Saturday 6 Book Collection – All A.P. Semi Annual Choral & Books Orchestra Concert Blackout & Previews for Chorus & Orchestra (Pds. 2 A&F reunion – 5) 5 11 6:00 Spring Musicale #3 –Concert Hall 4:30 & 7:30 Jr. Dance Projects (theater) 4:30 Academic Awards Ceremony – Concert Hall Science – Final Lab Tallies due by 3pm 8:30 Grades due Last day for students and teachers 8:00 – 10:00 O.P. report cards , Student tentative schedules 11:00 – 12:00 Diploma distribution 4/23/15 The Weekly Bulletin is a collection of original material
and collected/adapted information intended to
keep the LaGuardia Community informed.
Dr. Mars, Principal
Mr. Moore, Teacher
Mr. Sommers, AP
Dr. Stricklin-Witherspoon, AP
Ms. van Keulen, AP
11