Weekly Information

  • 21-25 January - Hardeman Tournament
    The rhythm of the semester is underway and students should be settling into it and getting down to work. 

    Hopefully you were all able to complete your mid-year goal update. I will be reviewing and commenting on those as soon as I'm able.

    If you still have a budget sheet out, get it to Mars by this Friday.

    As you may have seen in my email, in the coming weeks I'd like to start getting rid of unused resources that tend to linger around high school. If your classroom or office space has books that you are not using and there is no plan to use again, please bring them to the office or relocate them to the tables in P19 this week. That will be the central location for interested people to peruse all of the books.

    Tuesday for ASERT we will have a short HSD meeting, followed by work on your CEUs or CPoE.

    The Hardeman Tournament is this week, Thursday through Friday. It will not disrupt classes, it's just a chance for you all to see lots of basketball without having to leave campus. Miko will put out a schedule of games in the next few days.

    Thursday's homeroom will likely be spent getting ready for Ministry Day. ExCo and I will confirm that by chapel time on Wednesday.

    Friday during activity period, team photos will be taken for all second season sports. All student athletes and coaches should be prepared for their photos during the scheduled time. Jan Pieren sent out a schedule for when photos will be taken.

    Next week is Spiritual Emphasis Week. Be praying for Pastor Mike Augsberger and our students as the week draws closer. Based on your feedback, we will be running a block schedule Monday through Thursday, beginning with even blocks. The whole schedule is here. Tuesday and Wednesday are the same as a normal week, and Monday's and Thursday's schedules match. There will be an optional prayer time Tuesday during lunch, and ExCo will provide a pancake breakfast Friday morning before chapel and Ministry Day.

    Speaking of Ministry Day, we need you all to let us know which sites you would like to be at. Go to this sheet and sign up for where you would like to serve. We need to fill all the white slots for each site, the gray slots are optional. Some things to note:
    • We need one staff member to go to Destiny's Promise. It would be helpful if that person had a personal car he or she could drive that would seat up to 8 students.
    • We need 5 to 8 staff members to go to Gentle Hands, and 4 of those should be people willing and able to drive a school van down to Quezon City and back.
    • We can take up to 8 staff members to Kalayaan Community Ministries in Tondo. That group will take a bus down to Tondo, leaving before the final chapel on Friday morning and returning in time for the 4:30 vans. It's possible we may be able to take a few additional adults if we can work out a personal vehicle to leave after chapel is over.
    • All remaining staff will come to Cuatro Christian School. We are planning to have students walk there and back and we would need some staff to walk with them. If that poses problems, you can work out taking a personal vehicle. 
    I pray that you all will be encouraged as you work with students - and with each other! - this week. 
    Posted Jan 19, 2019, 9:59 PM by HSD Principal
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Thank You

  • Talent Night
    Thanks to Crystal and the Cadd Crew (Glen, Kiko, Steven) for their work in helping the Class of 2020 put on Talent Night last week. And thanks to Sonia and Steve for directing the class through the process. Your efforts were greatly enjoyed.
    Posted Jan 19, 2019, 10:07 PM by HSD Principal
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Teaching Thoughts

  • High-Level Engagement Without Burning Out
    In this Chronicle of Higher Education article, Jane Halonen (University of West Florida) and Dana Dunn (Moravian College) say that high-involvement classroom strategies are beneficial for students, but they’re also labor-intensive and potentially exhausting for instructors. Some examples:
    • Giving students multiple opportunities to revise their work (which means reviewing all those drafts);
    • Giving students detailed feedback on their writing (which may be ignored by students interested only in their grade);
    • Group projects (should “loafers” get the same grade as those who really did the work?);
    • Internships where students lose interest and don’t put in the requisite effort (creating extra work for faculty advisers);
    • Seminars for newbie students who need lots of acculturation (“Remembering what it is like to be a novice and what specific advice may be useful to new students adds a dimension of effort well beyond course content,” say the authors.) 
    But Halonen and Dunn believe such classroom strategies don’t have to result in burnout. Here’s how:
    • Start small. It’s wise to try out feedback-intensive strategies in one course. “A simple cost-benefit analysis may be useful in trying to determine whether the high-impact practice path is worth undertaking in a given course,” say the authors.
    • Advocate for additional grading support. Because giving feedback on student writing is so important – and so time-consuming – extra person-power should be provided.
    • Be judicious giving detailed feedback. Students can get a lot from a course without getting copious comments on everything they do.
    • Triage. Ascertain which students will really put detailed comments to work and spend time on their work; for those who signal that they just want a grade, minimize comments.
    • Use rubrics. Creating clear grading criteria up front saves lots of time down the road, and giving the rubric to students clarifies expectations and improves the caliber of work (and, of course, higher-quality work is easier to grade). 
    • Use digital shortcuts. This might include pasting in stock comments on papers that contain similar shortcomings.
    • Consider using audio feedback. This is efficient since most of us can speak faster than we can write.
    • Stagger deadlines. “Nothing can gut your enthusiasm for teaching like facing a large stack of papers that must be read and evaluated at the end of the semester,” say Halonen and Dunn. “Encourage students to sign up for different submission times.”
    • Poll groups on individual contributions. To discourage freeloaders, ask students to indicate anonymously how much each member contributed, and factor that into grades.
    • Get students’ feedback on the course. “If the high-impact practices produce the transformative effects claimed by the experts,” say Halonen and Dunn, “then the positive reports you hear from students might make the long hours you’ve put in seem worthwhile.”
    • Make sure you get credit. First-rate teaching practices, as compared to delivering the same lectures year after year, should be recognized in teacher evaluations and commendations.
    This week's write-up comes via The Marshall Memo. 
    Posted Jan 19, 2019, 10:06 PM by HSD Principal
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