Weekly Information

  • 27-31 January - Spiritual Emphasis Week
    It's SEW this week. We're hoping it will be a great week to be challenged by Pastor James. The schedule was shared a few times, but the most pressing thing to remember is that Monday will begin with a chapel service in Tipunan before periods 1-8. Also note that lunch is - awkwardly - between periods 3 and 4. I will be slightly adjusting the Wednesday schedule that was shared. Period 8 got inadvertently short-changed on class minutes so I'm going to give some back to them.

    Tuesday for ASERT, we have one of our few longer divisional meetings in the lounge. Among other things, we'll be talking about assessment and the Faith Challenge.

    Starting Wednesday, our girls touch rugby team will be traveling. They will miss classes Wednesday through Friday this week.

    There will not be homeroom or activity period this week since those times have been commandeered for SEW purposes.

    The week after next, students will be away for Outdoor Ed and ACSC basketball. We will send out the lists and planned absence forms.

    That's all I think I need to let you know for this week. I'll save my teaching tips for the week for our HSD meeting on Tuesday.
    Posted by HSD Principal
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Thank You

  • Ash Fall
    They won't read this, but I want to thank our facilities crew, Sodexo workers, and our construction contractors who teamed up to make sure campus was clean after the Taal eruption so we could return to classes.
    Posted Jan 19, 2020, 3:59 AM by HSD Principal
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Teaching Thoughts

  • Assisting ELL Students
    In a few weeks, we will have a visit from Jan Dormer, who has years of experience working with students in the process of acquiring English. But here are a few things to get your primed:

    In Seven High-leverage Formative Assessment Moves to Support ELLs (you need to log into your ASCD account to access the whole article), Duckor and Holmberg provide a variety of methods to determine levels of understanding while your lesson is still in progress:
    • Priming gives students a chance to start their thinking in a safe way. Giving a prompt like, “Write down your thoughts, even if they feel unfinished,” or "Everyone build on this thought," can help ELLs - and all students - feel more prepared to contribute in class.
    • Posing Stretch Questions forces students to construct answers that go beyond a straight "yes" or "no" response.
    • Pausing before asking for a response may seem straightforward, but it is a great way to allow students to form answers in their heads before requiring them to produce them in speaking or writing.
    • Probing can spur students to rethink and revise original thoughts. Asking questions like, "So what if you change that variable? What do you think will happen?" or, "How are these facts related to one another?" pushes students to take the next step in their thinking and can show the level to which they understand the lesson content.
    • Bouncing between a wide range of students can make sure teachers don't get feedback from a small selection of willing students - who tend to be native English speakers. Come up with a way to call on a wide variety of students and immediately respond to misconceptions.
    • Tagging is the process of writing down student responses - or having them write them down - in a place everyone can see them. That provides a gauge for understanding and allows students to build on each other's responses.
    • Binning: As students give answers, it can be easy to think of them as right or wrong. The authors suggest instead putting student answers into a series of "bins" that show varying levels of mastery. For answers at the lower levels, find ways to scaffold knowledge to raise students' level of achievement.
    In another Educational Leadership article Let's Think About This, Goodwin and Rentz provide ways to "Give English learners time to make sense of learning."
    • Build a solid foundation of first-language reading. Language skills can transfer from a student's first language to second language, and giving students a chance to encounter concepts in their first language can help make sure they understand the concept when they encounter it in their second language. 
    • Employ visuals. Whenever possible, find a way to illustrate new concepts, ideas, and processes so something visual supports what is being learned through language.
    • Teach essential words directly. If there are tier two or tier three vocabulary words that are important to know for your class, make sure you teach them explicitly and check for understanding of meaning before proceeding.
    • Engage students in peer-supported learning. Having students work together provides a great return for an easy investment. But for it to be most effective, students need to be "strategically matched," meaning students of differing levels of ability need to be intentionally paired.
    • Use inquiry-based learning. The process of gaining knowledge more organically allows students time to encounter vocabulary, use it, explain it, and refine what they know before being asked to show their learning.
    • Combine techniques. Don't get stuck in a teaching rut. Mixing up how students are introduced to learning, and how they are asked to show evidence of their learning, gives more students chances to succeed.
    Posted Jan 19, 2020, 5:21 AM by HSD Principal
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