Teach21 Instructor Eliza Chung Intersects with Columbia University Cohort of Math Volunteers
1. How do we measure the universe’s expansion history and what determines the expansion rate?
2. What are the residual signatures of the formation process around galaxies?
3. How does a Kindergarten student learn how to count?
We began this new school year, as we begin all school years, by setting goals. We talked to our kids about the importance of making goals, creating practical achievement plans and exploring areas to stretch and grow. The beginning of the school year is like our New Year’s celebration, we make resolutions, we make promises. Inspired by a summer course, Rachel Klem, one of our music teachers, began our Grade 8 team meeting with a simple challenge: What would it look like if we made a promise and kept it?
By Kevin Fittinghoff
Division Director The School at Columbia University
When I think back to my time in elementary school it seems somewhat devoid of adults. I am sure they were there, but other than an occasional trip to see the intimidating figure who was my principal, their presence made little impression onto my consciousness. It wasn’t quite to the degree of the indistinguishable adults in Charlie Brown, but for all intents, constructs and purposes those cartoon scenes rang with certain truthfulness, with one exception: Ms. Furman.
"Lego of" Traditional Lessons on Rhythmic Notation
As an extension of a lesson on 8-beat rhythmic patterns, Grade 6 students used Legos to represent specific rhythmic components. Our rhythmic exploration began with a very traditional look at rhythm in 4/4 or common time. To visualize this, we fantasized as a class about dividing a pizza evenly amongst 16 people. Each student then worked to break down a whole note into smaller pieces, as far as 32nd notes and for those with more working knowledge of rhythm, 64th notes. Armed with hand-drawn guides of a whole note and many ways it could be divided, students completed a personal 8-beat rhythm.
Architecture for Integrating STEAM Subjects June 15th
Coding In the Classroom with Scratch June 16th
Digital Portfolios with Google Sites June 17th (AM)
Get to Know Google Classroom June 17th (PM)
Air-Powered, Soft Robotics for K-12 Classrooms June 18th
On April 6th, Teach21 and The School Faculty joined the team at Storefront Academy for a day of Professional Development workshops. Storefront was founded in 1966 and became a full k - 8 tuition free independent school in 1981 serving the Harlem neighborhood.
Storefont Academy Principal, Alexis Thompson, hosted Teach21 workshop leaders, Sabrina Goldberg, Maggie Moon, Zoe Paraskevopoulos, Ben Raikes and Kate Berten to lead workshops that focused on Project Based Learning, Questioning, Reading Assessment and Social Justice.
By Terra Sweet
Grade 3 Lead Teacher at The School at Columbia University
I love when an authentic collaboration happens between colleagues. You talk to someone in passing, it sparks an idea, both of you build off one another's contributions and before you know it, a new learning opportunity exists for your students! That's what happened between our tech teacher, Dylan, and I last year, and this year it snowballed even further.
Principal's Bookshelf - What Books Inspire Your Leadership?
The Three Division Heads at The School at Columbia University were asked to share several books that inspired them in their leadership. Below Kathryn Kaiser, Kevin Fittinghoff and Belinda Nicholson assemble their bookshelves and discuss their choices.
This article first appeared in the Winter Issue of Roar magazine
Kathryn Kaiser, Primary Division (grade k, 1 and 3)
The Boy Who Would Be a Helicopter
by Vivian Gussin Paley