LovettFaculty Summer 2011 Travel and Study

Maria Croley, Sarah Meurisse, and Marc Mallet

We had the pleasure of attending and presenting at the Blackboard World 2011 Conference this July hosted in Las Vegas. The conference introduced the new product Black-board Collaborate, a combination of two tools that Black-board owns—Elluminate and Wimba.

The new Learning Management System (LMS) takes the best tools and traits of both Elluminate and Wimba and packages them together in one neat, easy-to-use system. We quickly realized that not only did we have a unique advantage over other participants in that we had exposure to both Elluminate and Wimba, but also that we are a K–12 “brick and mortar” school that has the software and is us-ing it in a variety of ways. Most of the attendees were col-leges and universities exploring the LMS to use for distance learning and hybrid courses (classes taught both online and face-to-face.)

In addition to attending several presentations about cyber-schools, synchronous learning, millennials, and digi-tal natives, we were also presenters. We presented three dif-ferent ways in which we use the Wimba Voiceboard web-based software to enhance language learning: AP exam preparation, TPRS storytelling, and student portfolios.

The conference reinforced many of the ideals we have been focusing on at Lovett over the past few years with respect to digital age learning: collaboration, relevance,

student engagement, and self-directed learning. A similar experience would benefit any Lovett teacher-leader who is interested in expanding his or her horizons regarding technology integration.

The conference was a wonderful experience that provid-ed us with an opportunity to network with other forward-thinking educators and institutions, and introduced us to the next level of software available from Blackboard.

Blackboard Collaborate Conference

Intro to Documentary Studies at Duke UniversitySarah Beth Nelson

The link, http://www.megaupload.com/?d=JJ38KONQ, goes to a video of my final presentation for the Intro to Documentary Studies class I took this summer at Duke University.

In addition to putting together this proposal during my week in Durham, I also learned about the many types of documentary (audio, film, photography, writing, perfor-mance), watched a few documentaries, and had in depth

discussions with my classmates on ethical documentary practices. I learned both how to ask the right questions in an interview and also how to treat the interviewee with respect.

Teachers at any level who have students conduct inter-views could benefit from this class.

Christina Smith

This summer, I was fortunate enough to spend three weeks in Costa Rica. For anyone looking to improve his Spanish language skills, I highly recommend the Centro Panameri-cano de Idiomas (CPI). Both the small group and individual classes I attended were outstanding. The teachers were able to tailor their classes to my individual needs and provided invaluable insights into the “Tico” culture and history. Class activities were varied enough to keep my attention, and my communication skills really blossomed as a result. Immersion in another country is truly the best way to learn a new language or improve your existing skills, and my experiences in Costa Rica are evidence of what a difference just three short weeks can make!

Centro Panamericano de Idiomas in Costa Rica

Billy Maldonado

I had the opportunity to attend the National Strength and Conditioning Association Conference. The conference fea-tured the most well-respected and educated professionals in the strength and conditioning field. It included hands-on workshops teaching me new techniques to use with the students here at Lovett and provided me with the oppor-tunity to listen to the best strength coaches in the country. The most memorable speaker was Kevin Vanderbush, the 2010 High School Strength and Conditioning Coach of the year. His presentation was entitled, “Motivation, Leader-ship, and Mental Strategies in the High School Strength and Conditioning Program.”

This conference gave me valuable information that I will implement in Lovett’s Upper School physical educa-tion courses. It would be a very beneficial experience for all physical education teachers.

2011 National Strength and Conditioning Association Conference

Kim Johnston

I attended the Reading Institute on the Teaching of Read-ing at Teachers College, Columbia University. Each day I attended small group sessions with about 20 teachers from around the world. I was especially interested in our discus-sions about the importance of giving learners an opportu-nity to talk in response to texts. Readers are matched with a partner who is able to read similar books. Partners usually read independently through most of the reading workshop,

during the last few minutes, they discuss the text. Thus, the children learn to see a text through another’s eyes.

Each day keynote speakers inspired us with their stories. We heard Lucy Calkins, the founder of The Reading and Writing Project, and Peter Johnston, author of Choice Words.

I would highly recommend the reading institute. It will change the way you teach reading.

Teddi Longardt Bair

I had the opportunity to spend one week at Columbia Uni-versity’s Teachers College for its annual Reading Institute, put on by the The Reading and Writing Project led by Lucy Calkins. I was in two delightful sections, one focused on teaching non-fiction reading and the other on synthesizing student data to inform small group work and future in-struction. The sections were enlightening, and the teachers taught us through hands-on experience. We looked across sample student data and made decisions about what we would teach next to that student. We sorted non-fiction books into text sets, and we read multiple articles on the same topic to form perspective. Above all, I was inspired. The educators, faculty of Teachers College, and staff developers on the Project reminded me of the importance of teaching children to read, and to read well. The photo above illustrates the pure enjoyment that students find in interactive read aloud, another teaching method that I

Columbia University’s Teachers College

learned at the Institute. This Institute is perfect for all teach-ers of reading, Kindergarten through Grade 8.

Lainie Powell

Because of Lovett’s generous summer travel grants, I had the good fortune to travel to Columbia University this sum-mer to attend the Teachers College Reading Institute on the Teaching of Reading. It was an action-packed week, one in which the learning (and homework!) never stopped. In my particular sessions, I was able to co-construct lines of read-ing growth, specifically in nonfiction, for older elementary school children. We isolated specific reading skills, such as synthesis, and we gauged student responses as being more or less proficient in these particular skills. Next, we looked at our own reading and laid our responses besides those

of students. Finally, the intellectually edifying, yet arduous task came of naming what exactly makes one reader more or less proficient than the next.

This week was invaluable to my skills as a reading instructor. The experience enabled me to have a clear vision for what my children will achieve and the steps leading to that point. I also had several colleagues join me and ben-efited from collaborative conversations with them. Lower grades teachers or teachers interested in creating contin-uums of learning would benefit from this work.

Luanne Johnson

I attended the Reader’s Workshop class for the first time this summer with several lower school colleagues. I envi-sioned spending my afternoons visiting beloved museums and architectural wonders throughout Manhattan. Alas, my commute took 45 minutes by subway or slightly more by my preferred method—fast walking. Plus, there was homework! There was going to be no vacation combined with this class.

Once I accepted this, I relaxed and enjoyed my compan-ions in my small group class. Each of us came to Teachers from vastly different schools but with that craving to better ourselves.

Columbia University’s Teachers College

Agnes Browning

In May 2012, AP French students will take the new AP French Language and Culture Exam. The format of the new exam puts the emphasis on critical thinking skills, as well as language skills. It was important to me to attend the AP Summer Institute at Walton High School in order to under-stand the philosophy of the exam, how it translates into in the different activities, and how I can best prepare my students for them.

Our College Board consultant was Genevieve Delfosse,

AP Summer Institute

the French Content Adviser for AP Central and member of the French Development Committee for the AP Exam. I learned all there is to know about the new exam, received her input on my syllabus as I was developing it, and got suggestions and strategies to use in the classroom.

Thank you to Lovett for providing the funds to attend this wonderful workshop. I feel well equipped to teach the AP French course!

Dan MeyerAndrea Morgan

Act 1, Act 2, Act 3—how do movies and media relate to math? Dan Meyer makes math and media mix! Imagine an image of a huge pyramid of pennies, thousands of them. What questions to you have about this image? For Dan, this is his Act 1, a hook to draw his students into the math behind the image. Quickly, he lists the student questions or has the students enter them together through connectivity software. Dan runs through the answers to any questions unrelated to the math concepts he is after in order to clear them from students’ minds and moves on to those that center around a particular mathematical concept.

For the penny image, “How many pennies are in the stack?” emerges. Dan supplies the facts and numbers that students (actually teachers in this workshop) request

before they attack the problem in groups using multiple methods—Act 2. Groups share methods and solutions and discuss efficiency and mathematical principles, and finally Dan reveals a video demonstrating the actual number of pennies—Act 3.

I have already used Dan’s plan twice in my math classes. One discussion involved the sale of a gold coin on E-Bay (by my husband) when the price of gold increased (percent increase) and the second focused on Michael Wardian, an unltra-marathoner I met through running. Now that I have modeled Dan’s method for my classes, I am looking forward to having my students create their own Acts! Mak-ing math meaningful is a central goal for the Middle School math department.

Courtney Moss

Knowing that students are becoming less interested in math and more intrigued by technology, I was looking forward to seeing how Dan Meyer has integrated math and technology to help students gain competency in mathemat-ics. The workshop did not disappoint. Dan was able to use students’ technological aptitude and their natural curiosity to drive them to use mathematical concepts. The analogy of a good problem and a movie made designing math prob-lems more interesting and compelling for not only the stu-

dents, but the teachers as well. Once I understood how the problems were designed and why they were, in fact, more compelling for students, I wanted to learn more. The sec-ond day, during which we were able to practice designing questions and using the demonstrated tools, was extremely helpful in showing me that designing these problems is worth the investment of time. I look forward to integrating this type of instruction into my classes.

Lakota Reading and Writing InstituteMary Stark

I attended the 2011 Lakota Reading and Writing Institute, which featured speakers and workshops centering on best practices in literacy education. I would highly recommend this conference to any Lower School teacher who wants to stay current with the latest research in reading and writing. Plus, the keynotes are inspirational messages to recharge us. One of the most helpful presenters was Matt Glover. He presented strategies for planning effective and engaging units of study in Writing Workshop.

Maria Drinkard

Highlights of the 2011 summer institute (Gurian’s tenth) included:

Presentations by key institute staff, including Michael Gurian, CEO; and Kathy Stevens, the executive

director. Kathy focused on the structure of the brain, while Michael focused on the differences between the minds of boys and girls.

A presentation by guest lecturer JoAnn Deak, Ph.D., also about the differences between boys and girls “from the neck up.” She was a most engaging and humorous presenter (I know Lovett parents and faculty would enjoy hearing her speak). Her website is http://www.deakgroup.com/.

Strategy sessions for elementary, middle, and high school teachers. I was fortunate to attend the session facilitated by Peggy Daniels. She is Middle School principal at Carolina Day School in Asheville, N.C., where 6th and 7th grade core classes are single gender. She provided numerous examples of activities Middle School teachers may want to try in their classrooms, as well as links to a multitude of resources, to help both boys and girls learn. The below photo shows several teachers preparing to participate in a maze path activity. It’s just one exam- ple of several strategies identified to ensure that stu- dents get out of their seats during each class pe- riod, which is crucial for improved learning, especially in the case of boys.

Sharing the Experience: Gurian Summer Institute

Attendance at the summer institute would be beneficial for all teachers who are interested in learning about the differences in the development of boys’ and girls’ brains, and the impact of those developmental differences on the classroom experience. The data and strategies provided are not intended exclusively for teachers in single gender classroom settings. The institute has published several books on the topic, which are summarized at http://www.gurianinstitute.com/. Even though the summer institute and online classes are geared toward teachers, much of the information provided would be invaluable to parents and students alike, especially our teen-aged girls.

Klingenstein Summer InstituteNolan Morris

This summer I was very fortunate to spend two weeks among 75 talented, driven, young independent school teachers at the Klingenstein Summer Institute, a program run by the Teachers College at Columbia University. The program focused on three areas of teacher development: curriculum, diversity, and methods. With the exception of a day trip into New York City to see the play “War Horse,” our time was wholly consumed with reading, reflection, discussion, and pushing ourselves and others to become better teachers.

The furious learning took its toll, and when the program ended, we were delirious but giddy at our new ideas and skills. I learned a lot about being intentional in planning, especially refining the desired understandings I want my students to grasp. I also picked up some very useful methods for integrating technology into the curriculum. Especially with the 1:1 laptop program getting underway, it is imperative that we use online resources to enhance com-munication and collaboration, and as part of the lesson, not in addition to what we are learning.

Finally, the most important lesson I learned at Klin-genstein is that education is a community goal. The teacher community is an invaluable way to share ideas, give constructive feedback, and support one another. The Klingenstein program showed me many ways teachers can

work together and reinforced the great value this adds. A supportive school environment is vital to the success of all students.

While the program lasted just two weeks, it strength-ened a lot of my ideas about teaching and gifted many more. Throughout the summer these ideas percolated through past lessons as I changed, modified, or reinvented them. As the school year begins, I’m eager and excited to continue helping my students, and myself, be life-long learners!

Chris Bertha

My experience at the Klingenstein Summer Institute this June was absolutely amazing! The work we did was separated into three strands: plenary sessions, curriculum group, and diversity group sessions. In the plenary sessions my fellow Klingons and I were afforded the opportunity to learn from the master teachers who led our other group sessions. They covered topics such as teaching philosophy, the biology of learning and processing, teaching strategies, and professional learning community development. In the curriculum group, we examined strategies to cultivate more successfully a learner- centered community in our

classrooms, and I was pleased to see that the work cur-rently being done in physics here at Lovett is right in line with the direction that the Institute was promoting. In the diversity group sessions, we were asked to confront and engage our beliefs and prejudices as we conducted mean-ingful discussions with teachers from around the world about the issue of diversity in independent schools.

I would call the experience transformative, as the strate-gies and ideas I took away will be helping me reshape my classroom environment this year in both physics and astronomy.

American StudiesBennett Spann

From June 14 till August 1, I traveled the United States in order to explore the realities of the American Studies class I teach. I scoured the country looking for the lega-cies and evolving impacts that the individuals, structures, landscapes, monuments, and various social dynamics have had and continue to have on America. I visited museums, cityscapes, national parks, battlefields, cemetaries, restau-rants, stores, and homes from Atlanta, GA, to Bangor, ME, to McMinnville, OE. I formally and informally interviewed over 40 people about their perspectives on America and the issues and content relevant to my class. Having shot over 40 hours of footage on two camcorders provided by the school and having taken over 500 pictures, I hope to create some kind of narrative that pulls together the visual land-scapes of the U.S., the varying perspectives of the people I interviewed, and an exploration of the content of our class as it exists outside of our classroom walls. I hope to use small bits of footage in my class this year but anticipate that I will need at least a year to formally produce a full-length documentary of the experience.

My perception of the country has changed as a result of this trip, my appreciation for America has deepened significantly, and my connection to the content I teach has strengthened immensely. I hope that my utilization of media and technology can help bridge the gap between content in the classroom and the real America that exists beyond the walls of Lovett. I am truly grateful to the Lovett community for all of its support in this endeavor.

Field Ecology at College of the AtlanticSharon Conforto

I took a Field Ecology course at the College of the Atlantic in Bar Harbor, ME. This photo was taken of Eagle Lake in Acadia National Forest. Acadia takes up about 50 percent of Mount Desert Island, where Bar Harbor is located. The picture encompasses two of the seven different ecosystems found on this island, lake, and alpine. In a one-week course you collect and interpret evidence from the various ecosys-tems and discover and gain knowledge of the biodiversity living on this land. This area of Maine is a hidden treasure found in the upper northwest corner of our country in the Atlantic Ocean.

If you are a person who values and appreciates the natu-ral world, it is a gem not to be missed.

Blog: http://bogbloglovett.blogspot.com

Katie Wood Ray and Lisa Cleveland’s Writing Right from the Start: The Primary Writing WorkshopSarah Raymer

I thoroughly enjoyed participating in this professional development on Writer’s Workshop. I have been teaching Writer’s Workshop for seven years and have been in the primary grades for the past two. Although many topics and questions did not pertain to me, as they were for newer teachers in the program, I was encouraged as I listened and was able to reflect on my routines, structures, and lessons. Much of what was being taught reinforced what I am doing correctly in the classroom; however, I have much room to

grow in these areas. An increased awareness of my need to focus on setting strong routines and structures and help-ing students understand what it means to “finish” a book became more evident to me, and I went away with many ideas of how to make these areas stronger in my classroom.

I would suggest this workshop for amy primary teacher, beginning or experienced, teaching writing workshops. It will help reinforce what they are doing well and encourage them to try new ideas.

Siempre VerdeSusie Davis

Mi jornada – día # 6¿Comó traer un poco de Siempre Verde en mi maleta, en

mi mente o en mi corazon? ¿Comó quedar la vida simple como prioridad? ¿Comó mantener esta tranquilidad en un mundo tan differente? Son las preguntas que tengo con-testar hoy, mi ultimo día a la Reserve Siempre Verde. ¿Todo lo que he visto, todo lo que he escuchado, todo lo que me he sentido, todo lo que he pensado y que voy a hacer con todo esta información? ¿Comó este viaje va cambiar lo que hago a Lovett, lo que hago con mis estudiantes, con mi fa-milia, o con mis hijas? Fue un viaje para mejorar mi español que terminó como viaje para refrescar mi alma.

My journal – day 6 – translationHow do I bring back a little of Siempre Verde in my

suitcase, in my mind or in my heart? How do I keep the simple life as a priority? How do I hold onto this tranquil-ity in such a different world? These are the questions I have to answer today, my last day at the Siempre Verde reserve. All that I have seen, all that I have heard, all that I have felt, all that I have thought. What am I going to do with all this information? How is this trip going to change what I do at Lovett, what I do with my students, with my familiy or with my daughters? It was a trip to improve my Spanish that ended as a trip to refresh my soul.

This immersion trip is perfect for any Lovett teacher, at any level, who needs some uninterrupted time with his Spanish skills in a relaxed and quiet environment. I had the opportunity to sit by the fire with my dictionary, ask ques-tions at any time of day, take notes, review, research a trou-bling word, or learn something brand new. Most impor-tantly, I could visit with Spanish speakers in the kitchen, at the dinner table, on the trail, or in the bus. The host family at Siempre Verde add an invaluable piece to this immersion experience. Nelson, Mari, and their family help create an environment that is very hard to duplicate in the classroom and, ironically, it is this human connection that lies at the heart of any lasting language aquisition.

Georgia Reading and Writing Conference Mikel WilliamsThis summer I had the privilege of attending the Georgia Conference on Reading and Writing, where I got to hear many experts share their ideas on how we can better serve our students in reading and writing. Some of the ideas shared were creating life-long readers, implementing powerful literature circles, weaving grammar and mechan-ics instruction into our writing workshops in a meaningful way, and improving reading comprehension skills with in-teractive think-alouds. The latter is the idea that I am most excited about incorporating into my skill set as a reading teacher.

Lori Oczkus was the presenter who shared with us her ideas for improving students’ comprehension using specific think-aloud strategies. She uses the same strate-

Brianne Smyth

Jeff Anderson was one of the presenters at the Georgia Reading and Writing Conference in Perry, GA. He is an educator who works with teachers all over the country on their teaching of grammar. He has also written two books, and is working on a third about this topic. He believes that writing is a process and talks in his presentations and books about how we need to teach grammar in the context of writing, not in isolation. He tells us how important it is that students see how grammar connects to writing and how it is used to improve one’s writing.

His presentation was the one of the most enjoyable and thought provoking for me. All of Jeff’s work was supported

by research and his classroom experience. He was energetic and enthusiastic and what he said resonated heavily with me. While I have read one of his books already, hearing him speak really brought it to life and helped me vision how I could realistically use his strategies in the classroom.

I believe all teachers of writing, K–12, would benefit from hearing Jeff Anderson. He provides strategies and practices that can be used at every grade level to teach grammar in a way that will transfer to students’ writing.

Kyleen Davis

I was fortunate enough to get funding to attend the Georgia Reading and Writing Conference in Perry, GA. Throughout this workshop, I learned many new ideas to implement in my own classroom this upcoming year. In one session I attended, there was a large discussion centered around making the kids aware of the skills that strong readers use. Students should be able not only to recognize the thinking they are doing as they read, but also be able to name it. I at-tempted to create an area in my library where students will be able to refer to strong reading skills and use the sentence starters to help them practice the skill, strengthening their ability in it.

gies that we have been teaching here at Lovett to improve comprehension, but she has added another layer to them. These strategies are making connections, predicting, asking questions, inferring, synthesizing, determining importance and evaluating. The extra layer involves metaphors, hand gestures, funky costumes, etc. These are very concrete ways for children to latch on to the strategies we are asking them to perform daily as readers.

I plan on using physical reminders of the reading strate-gies this year anytime I ask the kids to use one. I really think it will help the students, especially those who are kinesthetic learners, have something to do physically that is associated with a reading skill.