Concourse C – Breakout Segment C

Concourse C – Breakout Segment C

Presenter 1: Emely Sanders

Appalachia Treasures

I’ve heard it said, “Teach a child how to read, and you’ve given them the world.” believe this to be so true, but often children underestimate just how much they have inside of them to offer the world! As a 3rd-grade writing teacher, I have found many children lack confidence or are unmotivated to share their own ideas and stories. For my innovation grant, I would like to partner with “Student Treasures Publishing”. This company makes it possible for children in schools across the country to PUBLISH their own books (hardback cover). They provide a free kit for the teacher and students and one published book for the class. I teach 70 3rd graders each day. I would like to present their Personal Narrative Unit of study to each of them with the possibility of creating our own class book of published narratives. Over a 30 day unit of study, students will work towards the goal of AN authentic published book that they can take home and keep. What a treasure it would be for students to not only publish their stories but also share them at an “Author’s Celebration”. I plan to invite school staff, parents and the community for a presentation of students PUBLISHED BOOKS! Outcomes of this project will be measured not only by completion of each individual child’s narrative but also by the engagement level of the students, school, and community via surveys conducted before and after the project.

Presenter 2: Gerald Brashear

Using KANO: Teaching Coding / Computer Knowledge to 3rd Grade

My plan is to purchase 5 of the KANO computer building and coding kits for my students. I have several STEM classes per week and we have 3 Third grade classrooms. I have each class for 40 minutes a week. I am going to alternate six weeks to let them learn how to build and construct a computer with KANO and build code to operate the computer. KANO is a DIY computer building kit and it allows the students to build the computer from scratch and to learn basic coding skills. Students will work collaboratively to gain basic understanding of a computer and basic coding skills.

Presenter 3: Abby Oliver & Wyatt Lucas

Owsley County Student Senate

Presenter 4: Tammy Cook

Effects on Sensory Output

We, the staff of the Autism Unit at West Whitesburg Elementary, propose to develop a sensory input room to address behavior issues among our students. Currently 50% of my students have discipline Issues. We project that this will decrease by 20%. Using an existing empty classroom we will install a solar LED light which soothes Autistic students. We will use existing sensory input equipment to outfit the room. Current employees will accompany students who need to visit the Sensory Input room. Many of our Autistic students lack the skills to calm themselves enough to focus on the task at hand. If at any point a student becomes disruptive they will be sent to this room to calm down so that they can return to class ready to learn. The lasting impact of this wlll be that students learn how to soothe themselves. This will Improve graduation rates by allowing the student to focus enough to master concepts. Our Teacher, Instructional Assistant, Physical Therapist, Occupational Therapist and Speech Therapists are familiar with sensory input and will be able to assist students so that they get the most benefit from the Sensory Input room. This project will be evaluated by teacher observations, number of discipline referrals, as well as, the duration of disruptive behavior.

Presenter 5: Elisha Lewis

Out with the old… with the 21st century

ARI Grant Teaching in the 21-century is an altogether different phenomenon; never before could learning be happening the way it is now — everywhere, all the time, on any possible topic, supporting any possible learning style or preference. Recent technological advances have affected many areas of our lives: the way we communicate, collaborate, learn, and, of course, teach. Along with that, those advances necessitated an expansion of our vocabulary, producing definitions such as digital natives, digital immigrants, and, the topic of this grant — “21st-century teacher.” The ideology of identifying myself as such led me to my area of focus: What does being a 21st-century teacher really mean and more importantly, what technology could I implement into our classroom to provide my students with invaluable 21st century learning? Preparing a child for the world that doesn’t yet exist is not an easy task for any teacher. Step back and look at that picture from a broad perspective. What are the critical 21st century skills every student needs to survive and succeed in our world? What abilities and traits will serve them in a time that’s changing and developing so rapidly? No student in the history of education is like today’s modern learner. This is a complex, energetic, and tech-savvy individual. They want to be challenged and inspired in their learning. They want to collaborate and work with their peers. They want to incorporate the technology they love into their classroom experiences as much as they can. In short, they have just as high a set of expectations of their educators as their educators have of them. That’s when I began thinking about the FIRE SUMMIT last year and all the different types of technology that teachers had incorporated into their classrooms and the success stories they were sharing. I quickly realized that new technology tools such as a Swivel Camera; Echo Dots and CPS Pulse Clickers would be “outside the box” tools that my students have never had access to that could help prepare and carry them into the 21st century

Presenter 6: Susan Adams

Turning the Tables for Learning

My plan includes reducing the number of desks in my classroom and replacing them with marker board tables. The marker board tables will allow my students to collaborate with their classmates with more freedom and comfort. Students will easily pair up, work in a small group, and have discussions as a whole class. They will not have to move their desks or materials to join their classmates. The marker board tables also allow students to write out and share ideas when they begin a writing assignment; as they can use the table to brainstorm and share ideas. In addition, students may use the tables for spelling and vocabulary words. The tables give students the opportunity to write out their words along with an illustration and sentence. This strategy will increase their comprehension through word application.

Students’ engagement will heighten with marker board tables. Marker board tables are just more fun to use than traditional paper and pencil. Students will get excited about their classwork with the marker board tables. They will also be able to move around the tables smoother than with the desks.

Additionally, it will make it easier for me to formatively assess my students. I can circulate around their tables and take a quick glance at their assignment, since all most of their work will be on their table. This will help me to grasp their understanding and adjust how to move forward with the lesson or access which students need remediation or acceleration.

Presenter 7: Letcher Elementary ACT Team

Feedback that Advances Outcomes

Letcher Elementary School, to improve feedback that advances outcomes, will develop an instrument for specific, immediate, corrective feedback that allows teachers and students to effectively use data so that students will perform at proficiency or higher.