So many of the students have learned to use the social contract. Many are learning the CLIC—Content, Literacy, Inquiry and Citizenship—as helpful markers to why we are studying these historical events. We have talked about this California framework idea and how each topic relates to a larger picture of American history. The idea that equality in our lives helps us to promote an environment that we all can learn in is KEY! There are still, however, a few that have not tried to implement the ideas and are getting behavior cards and journals frequently. These students are not making the grade and so are seeing fewer improvements. These students are having the hardest time achieving, because they are still trying to grow their prefrontal cortex, and in some cases refuse to positively add to our class culture for all students' success. So the year has begun to take its toll on how our students acting out negatively school wide. Get all your friends to follow the social contract. Are you trying? Really trying?
Executive function—being able to regulate ourselves—is our goal to be ready for college and high school. The majority of students have tried to create the elements of the interactive personal notebook to meet the rubric score they want, A,B,C.... It is not enough to want a grade, but use the techniques in class to make that grade come to fruition. Do the work get the grade! Many students in every period are utilizing these tasks and are making great strides of becoming scholars of history. We have talked about using other's ideas or taking info from the internet. Work being cited is important to know so you are not plagiarizing someone else ideas. We have talked about the 7 Things that Hold Americans Together from UCLA Prof. Robert Dallek. We have worked on SHEG and primary sources [Wayback Wednesdays]. We've worked on focused notes for the chapters. Our class has worked on space, place, and time for our course. The important connections we make to current events from notes on CNN 10, for example, will help you later in high school and college. The tool of laptops and website access has helped you get to information more quickly into your IPNBs. But your attitudes towards your learning to become philosopher kings is what is most important. Do you want your society to be just and fair while you become a philosopher king? Do you want to be a philosopher king? Are you up to the challenge of learning?
Suggestions to ask yourself:
•Does the left side [output] clearly show my thinking or restate what I already worked on?
•Can the left summarize all my thinking and it shows my new thinking?
•The output shows my best effort.
•I have synthesized all the info on the right before I created the left side.
•I have highlighted or annotated the right and I have shown that to the reader.
•I have worked with the textbook and went over my notes a second or third time.
•I have highlighted areas I am unclear about.
•I have asked for help when stuck.
•Areas I am not clear about I will bring to the class and discuss.
•I have used all my time well in class.
•I have really tried my best on the notebook....
Students not making the grade:
I have spent 15mins a night?
I have used the class time given to me to clear up confusion or instructions?
I am trying my best?
I am sleeping 8 hrs?
I am not breaking the social contract everywhere I go?
Why am I getting journals and behavior cards?
Why am I not trying my best?
Should I ask for help and try more?
These are the thoughts you should try to answer. Many of you who are worried about your lower grades ask for extra credit. Answer these questions on an output for extra credit in the new notebook. Write the questions on an input and you can get extra points. Honesty in your answer is the key to getting points added. Please remember to add to new notebook's Table of Contents.
Best wishes.
Mr. C
Executive function—being able to regulate ourselves—is our goal to be ready for college and high school. The majority of students have tried to create the elements of the interactive personal notebook to meet the rubric score they want, A,B,C.... It is not enough to want a grade, but use the techniques in class to make that grade come to fruition. Do the work get the grade! Many students in every period are utilizing these tasks and are making great strides of becoming scholars of history. We have talked about using other's ideas or taking info from the internet. Work being cited is important to know so you are not plagiarizing someone else ideas. We have talked about the 7 Things that Hold Americans Together from UCLA Prof. Robert Dallek. We have worked on SHEG and primary sources [Wayback Wednesdays]. We've worked on focused notes for the chapters. Our class has worked on space, place, and time for our course. The important connections we make to current events from notes on CNN 10, for example, will help you later in high school and college. The tool of laptops and website access has helped you get to information more quickly into your IPNBs. But your attitudes towards your learning to become philosopher kings is what is most important. Do you want your society to be just and fair while you become a philosopher king? Do you want to be a philosopher king? Are you up to the challenge of learning?
Suggestions to ask yourself:
•Does the left side [output] clearly show my thinking or restate what I already worked on?
•Can the left summarize all my thinking and it shows my new thinking?
•The output shows my best effort.
•I have synthesized all the info on the right before I created the left side.
•I have highlighted or annotated the right and I have shown that to the reader.
•I have worked with the textbook and went over my notes a second or third time.
•I have highlighted areas I am unclear about.
•I have asked for help when stuck.
•Areas I am not clear about I will bring to the class and discuss.
•I have used all my time well in class.
•I have really tried my best on the notebook....
Students not making the grade:
I have spent 15mins a night?
I have used the class time given to me to clear up confusion or instructions?
I am trying my best?
I am sleeping 8 hrs?
I am not breaking the social contract everywhere I go?
Why am I getting journals and behavior cards?
Why am I not trying my best?
Should I ask for help and try more?
These are the thoughts you should try to answer. Many of you who are worried about your lower grades ask for extra credit. Answer these questions on an output for extra credit in the new notebook. Write the questions on an input and you can get extra points. Honesty in your answer is the key to getting points added. Please remember to add to new notebook's Table of Contents.
Best wishes.
Mr. C
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