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Peck Jr./Sr. High School - Tuesday, September 23, 2014
There is a Mock Rock sign up in Ms. Robinet's room for anyone interested in doing a dance or lip-singing to their choice of song.

There is a guest sign up sheet in the office for anyone wishing to bring a guest to the Homecoming Dance, they must be under 21 and have a guest pass filled out and turned in before October 10th.

Seniors: Northwood University will be here today. You must be signed up to attend.

Juniors and Seniors - College Night well be held October 20th from 6:30-8 pm at Sandusky High School.

Play auditions are today from 6-7:30 pm. This is your last chance to be a part of this year's production!

Just a reminder to all 8th grade students: if you have an idea for the float please give it to a member of the float committee by seminar hour Wednesday.

Attention 8th Grade Float Committee: there will be a meeting Wednesday during seminar hour in the room by Mrs. Gordon's.

Seniors: Meet the reps videos are due to Ms. Robinet on Wednesday and there will be a senior float committee meeting Wednesday during seminar.

Congratulations to the Junior High Football team on their win over Caseville last night 30-0!  

      
2014 Sanilac Career Center Art Show Winners Minimize

Congratulations to these Peck students who were the top three artists at the Sanilac Career Center's annual art show that was held last week.  Justin Schneidewind won "Best of Show" honors while Kaylee Ruthruff and Bailey Sell grabbed the "Spotlight" award. 




      
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What’s behind ‘bad’ math skills?
Ask any student what subject they enjoy least, and there's a good chance they'll choose math. But as STEM skills, including math, become more important, efforts are underway to change math instruction and how students view math. Students' math performance has dominated headlines lately, from the PISA results released in December to the much-passed-around July New York Times article wondering why Americans' math skills are so poor. “The real problem right now is for U.S. schools of education to make sure candidates are coming into schools as teachers—that they’re ready to present mathematics as a vital discipline, and not as something that is dry, where answers are either right or wrong, and where kids come away with the attitude that math is something boring and separate from the rest of their lives,” said Philip Schmidt, vice president of Western Governors University Teacher College. Part of the problem is found not only in math educators’ ability to convey math knowledge and provide adequate time for students to absorb and reflect on the material, but in educators’ ability to reflect on their own teaching, he said. “When we’re working with students who are going to be licensed to teach math, we work with them to make certain they are able to reflect upon what happens when they begin to work with individual students or the class,” Schmidt said. “As they begin to work with their students, what is it that they’re seeing? What is the student’s response? If you don’t ask yourself what’s happening in your classroom, if you motivated students, if students are absorbing the material, and if you’ve shown them how this material connects to the real world in some way, then you run the risk of standing and just talking to yourself for 45 minutes.”
What keeps girls from pursuing STEM fields
Every student who has returned to school this fall should have the opportunity to prepare for the rapidly growing job opportunities in science, technology, engineering and math--also known as the STEM fields. But many students, especially women and underrepresented minorities, needlessly opt out--or are shut out--of discovering a passion or talent for one of these subjects. Physics is among the least diverse of the sciences, with only 20 percent of bachelor's degrees going to women and fewer than 10 percent to underrepresented minorities. The field needs to catch up to biology and chemistry, which have almost closed the gender gap at the undergraduate level. (Next page: How should STEM education change?) At the graduate-study level, all three sciences fail to attract enough women students. Examinations for graduate school are poor at selecting the most capable students and severely restrict the flow of women and minorities into the sciences, a Nature journal article reported. According to the 2014 Science and Engineering Indicators report by the National Science Foundation, women comprised a paltry 28 percent of workers in science and engineering occupations in 2010. Failing to support these students in the sciences shortchanges the students, the field of science and the public that benefits from scientific advancement. I am a physicist, but I almost dropped out of my first physics class in high school. I had fallen in love with physics while working as a science museum docent, where I learned the simple principles behind beautiful and puzzling natural phenomena. My Advanced Placement physics class, unfortunately, was about memorizing equations and applying them to specific contrived examples. I did not perform well on the midterm exam. The teacher advised me to drop the course, along with all the other girls in the class. I stayed despite the teacher's pressure, as the only girl in the class, and did well in the long run. I learned to love physics again in college, conducting original research with inspiring science professors who valued my presence in the scientific community. Physics professor Mary James at Reed College helped a lot by creating an active learning environment in her courses and teaching me that physics also needs "B" students. Gains are being made, but there is so much more work to do. One key factor is federal funding for research. Federal funding is the main source of support for the kind of high-risk, high-reward investigations that sparked innovations such as the Internet, the MRI and GPS. U.S. Sen. Patty Murray, D-Wash., serves on the U.S. Senate Appropriations Committee and understands the connection. In her recently released report "Opportunity Outlook: A Path For Tackling All Our Deficits Responsibly" she states, "By supporting early stage basic research that the private sector might not otherwise undertake, federal investment in R&D (research and development) has played a critical role in encouraging innovation across a swath of industries."
10 traits of tech-savvy educators
Technology is a necessary part of formal and informal learning today. After all, students will need tech skills as they move into college and the workforce.
Key strategies for tablet success
It seems tablets are in more classrooms, in more districts, each day. But as experience shows, simply purchasing and distributing tablets doesn't mean students will be more engaged with their learning, and it doesn't guarantee teachers will embrace tech-enabled instruction. Implementing tablets and leveraging the tools to support teaching and learning goals might be easier with the right approach, according to with Doug Fisher, professor of educational leadership at San Diego State University and teacher leader at Health Sciences High; Nancy Frey, professor of educational leadership at San Diego State University and teacher leader at Health Sciences High; and Alex Gonzales, technology leader at Health Sciences High. These three educators have devised a model they call the gradual release of responsibility (GRR) model, which imparts both instructional strategies and technology tips for educators planning for, deploying, and integrating tablets into classrooms. (Next page: The GRR model in action) “The very first question we asked ourselves years ago when tablets came out was, ‘Does this belong in the classroom?’ That's a really important question to ask,” Gonzales said during an edWeb webinar on integrating tablets with effective instruction. “We quickly noticed the influence that the tablet had on teachers’ learning environments—choice is key in bringing in this device,” he added. “How do you want to interact with this device and its content?” “This still begs the question about whether it belongs in the classroom, how we're ready to use it, and how it might change education,” Frey said. “It is still evolving—we have no doubt that we will continue to shape how it is that we use tablets.” Frey said a number of reports released over recent years have focused on how tablets are changing instruction, including a Pew study on the impact of digital tools and writing instruction. Half of the teachers surveyed in the study said digital technologies make writing instruction easier. The Joan Ganz Cooney Center's 2014 study on families' use of educational media revealed that parents believe digital tools have helped their children with cognitive skills, math, and reading and vocabulary. The study also revealed that parents believe there is benefit in giving devices to young children. “This is going to fundamentally change what education looks like, even in the earliest grades,” Frey said. Gonzales said Health Sciences High focused on staff development to determine how teachers would use the tablets to improve teaching and learning. "We didn't roll carts into the classroom ... we handed out iPads to each teacher first. The tablet has an incredible way of becoming something personal, and when you have something personal, you learn how to use it, you play with it, you tinker with it," he said. After teachers used the tablets for a semester, they met to discuss what they learned, what they could share. "When you start to build that internal community of professional development, everybody in the community can be an expert and share information back and forth,” he said. “The key thing was to find a purpose ... let's get past the novelty of it, and that has been key in our classroom integration of the tablet. The device itself is not going to make you a better teacher--it's how we introduce it into the classroom that's going to make an impact.”
Teachers and social media: trekking on treacherous terrain
Social media has pros and cons when the classroom is involved When news broke last month that Newark teacher Krista Hodges used Twitter to express her desire to stab some of her students and pour hot coffee on them, the questions arose quickly: Aren&#8217;t there rules about that? Why wasn&#8217;t she fired? The answer is<a href="http://www.eschoolnews.com/2014/09/22/teachers-social-media-843/">&#160;&#160;[ Read More ]</a>
    
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