Getting Started
. Posted in Getting Started
Access to documents used in the Getting Started Course for New Families at Edmonds Heights K-12.
Here are some documents in support of the Getting Started Course.
Getting Started Class Schedule
Class 1 CURRICULUM BUILDING I/Register/Purchasing
Class 2 CURRICULUM BUILDING II
Class 3 WSLP Pt. 1
Class 4 WSLP Pt. 2
Class 5 VESTA
Class 6 Learning Styles, Progress Statements, Refine WSLP’S
Class 7 Submit Progress, Elementary Wrap-up, Nuts and Bolts
Class 8 High School Crediting
Preparation for Family Led Learning
Preparation for Family Led Learning
There are many helpful books and articles available at bookstores, libraries and on the internet which will be useful in helping you understand how to create a “Family Led learning” experience for your student and yourself. The following questions should be investigated as you begin this journey.
- What is my reason and or purpose in choosing the Family Led Education model?
- What is my philosophy of Education? What do you think is most important for your student to learn? E.g. Strong academics and study habits, love for reading, love for arts and artistic expression, strong physical fitness emphasis, life skills, ethics, strong community member, character building etc.
- How do you think your family model should look? Spend most of your time teaching at home, enroll in community activities and or Parent partnership program etc.
- Which approach to education should I use? Traditional, Eclectic, Classical, Unit Study, Un-schooling, Relaxed schooling, Independent Study, Integrated Learning, Field trip based, Combination.
Edmonds Heights K-12 and Your Curriculum
Edmonds Heights K-12 and Your Curriculum
Once you’ve organized what you will teach for the year, your next step should be, deciding which subject areas you will teach yourself, and those you will enhance with the classes we offer. EDMONDS HEIGHTS K-12 classes and workshops are created to supplement your plan for a particular subject area. None of our classes consist of a full curriculum. We highly recommend that a new student not take too many classes, as it may become difficult to juggle.
Curriculum building sample:
OK, You’ve done your research and have decided that your 8th graders Language arts studies need the following elements:
- Read increasingly complex literature.
- Write Creative essays that describe, persuade, narrate, compare, and contrast.
- Continue study of Grammar
- Continue study of vocabulary
If you would like to build a class from EDMONDS HEIGHTS K-12 into this curriculum check out our Pclass list. There are a variety of Language arts offerings.
For this example we’ve chosen:
- Reading: EDMONDS HEIGHTS K-12 class “Literature Thru Art”, for the reading component. The description is as follows: While adhering to the guidelines stated in the Washington EALRS in reading for grades 6-12, the students will read novels of their choice that are at least 200 pages in length. The students will complete one novel each month from the genre pre-determined by the instructor. The responses to this literature will be expressed through an artistic dialectic journal and weekly assignments given by the instructor.
- Essay Writing: Will be explored thru workbooks like “How to Write an Essay”, and then internet searches on essay ideas for “Title of Novel”. Choose an essay idea that inspires your child.
- Grammar: Seventh & Eighth Grade Grammar Skill Builders Workbook by Carson Dellosa Publishing.
- Vocabulary: The Book of Roots: Advanced Vocabulary Building From Latin Roots. The reason we’ve chosen this book for this example is that the student has spent several years studying Latin, which is invaluable for strengthening English grammar, spelling and vocabulary. This student will continue to base vocabulary studies on Latin roots.
We hope this example has been helpful as you begin to understand how to create a rich, complete and stimulating course of study for your child.
WSLP 6 Elements + Progress!
Written Student Learning Plan 6 Elements + Progress!
WSLP’s - a written declaration of the plan for your students learning.
There are 6 Elements of information included in a Learning Plan:
1. Goals
2. Objectives
3. Activities
4. Evaluation Plan
5. Resources
6. Learning hours
1. What is a written learning goal? –A broad statement that describes what students will be able to do when they have completed the course. The goal is where we want to be. Goals can be modeled after EALRs which are helpful statement available on the OSPI website http://standards.ospi.k12.wa.us/Default.aspx?subject=14,GLE
3. What are Learning Activities?- The instructional activities used to support the stated learning objectives. They should have sufficient breadth and depth for the student to learn the subject. The learning activities should promote the achievement of any stated Learning Goals and Learning Objectives. Progress is therefore updates of the specific activities based on the general activities list.
Examples of Learning Activities: detailed lists of titles of chapters in workbooks, content covered in a specific class, unit studies, reading exercises, hands on exercises, practice quizzes, tests, etc. Choose activities that align with and support the learning objectives. Students should be able to reasonably achieve the learning objectives by completing these activities
5. Evaluation Plan- A written description of how the students will be evaluated. There are many methods used to evaluate learning. Some include observational assessments, portfolio of student work, performance, completed assignments, tests, projects or experiments, video or other digital presentation, artwork, essay, question and answer, annotated bibliography etc.
6. Resources- The materials used to meet your learning objectives. People, places, things. List titles for all curricular and resource items that you are aware of at the outset. Additionally, items can always be added later in your progress submissions as you continue to develop through the year. Make sure you put the title and the publisher of all text and workbooks. The words workbook, textbook, DVD etc. are not acceptable unless you subsequently name them in your progress.
+ PROGRESS!
After learning begins, a description of progress is added to show the detailed descriptions of the activities that have been completed and that goals are being met. Progress is updated at the end of each month. Progress deadlines are a firm date that affects our funding. Families must enter progress on time!!!!
There are many organizing strategies that one can use to map out your thoughts. Use our Once you’ve created a structure, it is much simpler to input your plan into your students WSLP. We also suggest that you create your WSLP on a Word document rather than input directly into the WSLP. This will alleviate any technical errors you may encounter. You will learn about how to use the WSLP system on your family page as you go through our Getting Started New family orientation.
WSLP Action Words to describe Measurable Student Learning Objectives
WSLP Action Words to describe Measurable Student Learning Objectives
|
Acquire Adapt Analyze Apply Build Clarify Collaborate Compose Connect Consult Create Define Delineate Demonstrate Determine |
Develop Discuss Display Distinguish Draw Engage Evaluate Expand Explain Explore Express Form Generalize Identify Initiate |
Integrate Model Organize Participate [in/with] Practice Prepare Present Produce Recognize Represent Research Review Sort Synthesize Use |
“Difficult to Measure” Words [Use only as a last resort]
Appreciate Learn Understand
WSLP Sample
Metal Arts for Boys and Girls WSLP-Sample
Goals:
The student understands and applies arts knowledge and skills in art. The student uses the artistic processes of creating and responding to demonstrate thinking skills in visual arts. The student communicates through the arts. The student makes connections within and across visual arts to other disciplines, life, and cultures.
Objectives:
Understands and applies visual arts concepts and vocabulary. Develops visual arts skills and techniques.
Understands and applies visual arts genres and styles of various artists, cultures, and times. Understands and applies audience conventions in a variety of settings, performances, and presentations of visual arts.
Applies a creative process to visual arts. (Identifies, explores, gathers, interprets, uses, implements, reflects, refines, and presents)
Applies a performance and/or presentation process to visual arts. (Identifies, selects, analyzes, interprets, practices, revises, adjusts, refines, presents, exhibits, produces, reflects, self-evaluates)
Applies a responding process to a presentation/exhibit of visual arts. (Engages, describes, analyzes, interprets, and evaluates)
Uses visual arts to express feelings and present ideas.
Uses visual arts to communicate for a specific purpose.
Develops personal aesthetic criteria to communicate artistic choices in visual arts.
Demonstrates and analyzes the connections among the arts.
Demonstrates and analyzes the connections among the arts and between the arts and other content areas.
Understands how the arts impact and reflect personal choices throughout life.
Understands how the arts influence and reflect cultures/civilization, place, and time.
Students will acquire confidence in their skills as they see their projects improve and gain great sense of accomplishment. Students adapt to be able to safely work in the metal arts studio. Student will be introduced to the exciting art of working metal. They will learn different methods of connecting; explore forming and texturing, while learning to work in a multi-age classroom/studios. Students will choose from an array of exciting materials and learn the fundamentals of this ancient craft. Critical thinking will be employed as students become comfortable with the possibilities of this material. Student will learn to differentiate between different kinds of metal and know how to safely work with them.
Activities:
Projects, Demonstrations, Practice. Students will have an opportunity to create rings, bracelets, earrings, bowls, key chains, pendants and much more according to their ability and interest. All projects and processes are presented in an age appropriate manner and encourage beneficial and productive social interaction.
Evaluation Plan: Observational assessments of completed assignments and projects.
Resources:
Sheet metal and wire cutters, Hammers, Awls, Pliers, Sanding and polishing mediums, Ring and bracelet mandrels, Dapping blocks, Torch Tongs and tweezers, Various metals and stones.,Various Library books and websites to research various native and cultural aspects of Jewelry designing and building.
Progress:
This month Samantha completed a pewter ring with 3 stones embedded in a hammered plate that was soldered to the top. She learned the metalworking safety principles surrounding soldering iron and hammering tools. She researched and designed her ring based on African jewelry and used stones where color and shape that are native to those found in Africa . She also, collaborated with another student on design and used the other students’ feedback to revise her design. She researched from the following books titled “Thomas Mann: Metal Artist” and “Africa Adorned” by Angela Fisher.